本文選題：“作秀” + 扮演��； 參考：《云南藝術學院》2014年碩士論文

【摘要】：本文中的扮演與“作秀”屬于戲劇影視表演專業(yè)的專業(yè)用語，是演員表演創(chuàng)作心理與表演技巧中的一種，屬于主觀能動意識�！白餍恪迸c扮演作為一種意識，在演員心理的比重關系是很微妙靈活的，不同的規(guī)定情境要求不同的比重關系�！白餍恪遍L期大于扮演，導致“作秀”與扮演的比重關系失衡，是演員的自我塑造與角色塑造失衡的一種表現，是不健康的表演創(chuàng)作心理。如果學生長期處于該狀態(tài)，會影響學生表演創(chuàng)作素質的培養(yǎng)，會局限學生表演創(chuàng)作方法的深入開發(fā)，演員表演的多樣性將淪為浮夸。戲劇影視表演專業(yè)表演課教學一直在關注和解決這個問題。目前，已經有許多表演教師能夠科學的把握“作秀”與扮演的比重關系，針對不同學生的不同情況因材施教。有許多表演教師在認真負責的用全球化的視野，關注著學生的表演創(chuàng)作心理的發(fā)展，并且在自己的表演教學中不斷的更新自己的教學理念，來培養(yǎng)學生健康的創(chuàng)作心理和表演綜合素質。本文想在前人的成果上，緊扣當下學生的表演創(chuàng)作心理的現狀，利用“作秀”與扮演的微妙關系，欲探索如何給當今表演專業(yè)的學生創(chuàng)造一個能夠盡情發(fā)揮與探索，，又能學會尊重和承擔的學習環(huán)境，更好的培養(yǎng)和維護學生表演創(chuàng)作心理的健康發(fā)展。由于目前的戲劇影視表演課內容多，但課時有限。近年來在表演基礎教學中應該注意學生的表演創(chuàng)作心理健康的呼聲越來越大。筆者引入人力資源管理的N+1學習法，結合優(yōu)秀教師們的教學實踐，在于麗紅教授的指導下，以當下表演創(chuàng)作心理的“作秀”與扮演失衡為例，開展了表演N+1學習模式的教學實驗，取得了良好的教學效果。N+1學習模式中的N是指每個課堂的學生人數，1是指組織課堂教學的教師。表演N+1教學模式是指在一個課堂，教師的總數是N+1個，即每個學生也是一個“兼職”教師，每個“兼職”教師與專職教師一樣，都有把自己的知識、理論、觀念、經驗精華介紹到課堂上的義務，都有相互配合，共同建設優(yōu)秀課堂文化的責任。N+1學習模式的實質是一種深度參與、共同奉獻、集體分享、全員提高的“學習型”組織模式，利用六大核心能力的培養(yǎng)來激發(fā)學生主動學習，維持“作秀”與扮演的平衡。實踐證明表演N+1學習模式對調整“作秀”與扮演的失衡和糾正有良好的效果。
[Abstract]:The acting and "acting" in this paper belongs to the professional terms of drama, film and television, and is a kind of subjective initiative consciousness in the psychology and skill of actor's acting creation. As a kind of consciousness, the relationship between "show" and "acting" is delicate and flexible in the actor's psychology. "Show" is more than acting for a long time, which leads to the imbalance of the proportion between "acting" and "acting", which is an expression of the imbalance between actors' self-shaping and role-shaping, and is an unhealthy psychology of performance creation. If the students are in this state for a long time, it will affect the cultivation of students' performance creation quality, will limit the further development of the students' performing creative methods, and the variety of actors' performances will degenerate into grandiose. The teaching of performance course of drama, film and television performance major has been paying close attention to and solving this problem. At present, there are many performing teachers who can scientifically grasp the proportion of "show" and play, according to different students' different situation to teach according to their aptitude. There are many acting teachers who are conscientiously and responsibly using a global perspective to pay attention to the development of students' performance creation psychology, and constantly update their teaching ideas in their own performance teaching. To cultivate students' healthy creative psychology and performance comprehensive quality. On the basis of the achievements of the predecessors, this paper tries to make use of the subtle relationship between "acting" and acting, and to explore how to create a student who can play and explore as much as possible for the students majoring in acting, in the light of the present situation of students' psychology of acting creation, and using the subtle relationship between "acting" and acting. Can also learn to respect and undertake the learning environment, better to cultivate and maintain the healthy development of students' creative psychology. Because the present drama film and television performance class content is many, but the class time is limited. In recent years, we should pay more and more attention to the psychological health of students' performance creation in the basic teaching of performance. Under the guidance of Professor Yu Lihong, the author introduces the N _ 1 learning method of human resource management, combining with the teaching practice of excellent teachers, taking the "show" and play imbalance of the present performance creation psychology as an example. The teaching experiment of performing N 1 learning model has been carried out, and good teaching effect has been achieved. In N 1 learning model, the number of students in each classroom is the number of teachers who organize classroom teaching. The teaching mode of performing N1 refers to that in a classroom, the total number of teachers is N 1, that is, each student is also a "part-time" teacher, and each "part-time" teacher, like a full-time teacher, has his own knowledge, theory, and ideas. The essence of experience introduced to the classroom obligations, there are mutual cooperation, the responsibility to build an excellent classroom culture. The essence of the N1 learning model is a kind of deep participation, common dedication, collective sharing, the whole staff to improve the "learning" organizational model, Use the six core abilities to stimulate students to learn actively and maintain the balance between acting and acting. Practice shows that the performance N 1 learning model has a good effect on adjusting the imbalance between acting and acting.
【學位授予單位】：云南藝術學院
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：J912

【參考文獻】

相關期刊論文 前1條

1 盧昂;;舞臺行動假定性之構成[J];戲劇藝術;1993年03期

本文編號：2052662