Thesis (Ph. D.)--University of Oregon, 2005. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 198-203). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 380-388). Also available on the Internet.

Thesis (MDram (Drama))--University of Stellenbosch, 2007. / This thesis explores the development of the Stanislavski system and the elements that influenced the growth of his theories and their impact on Strasberg’s work. In other words, the thesis has an explicitly historical orientation, and is not intended as a training manual for contemporary actors. It describes the many challenges Stanislavski faced in trying to change the conditions actors worked under and the quality of acting in the Russian theatre of his day. It discusses how certain theatre practitioners influenced him and the development of his system, which he saw as more of a helpful guide in moments of difficulty concerning the acting process and process of creation of a character. It further discusses Stanislavski’s relationship with Anton Chekhov, along with his learning experiences while working with actors at the Moscow Art Theatre. The thesis then discusses the impact of Stanislavski’s approach on Strasberg’s method. This includes tracing how Stanislavski’s system travelled to America and how it came to be introduced to Lee Strasberg. It then follows Strasberg’s learning experience at the American Laboratory and how he adapted and applied what he learnt there of the Stanislavski system into the Americanized version known as ‘The Method’ that he used while involved with The Group Theatre from the 1930s and later in The Actors Studio and his private classes from 1949 onwards. The thesis concludes with commentary on, and critiques of, Stanislavski’s system and Strasberg’s method from students who studied under them, fellow actors and their fellow theatre practitioners and contemporaries.

Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 182-188). Also available for download via the World Wide Web; free to University of Oregon users.

This dissertation argues that Robert De Niro's performances in the 1970s mark him as pivotal a figure in the history of American film acting as Stella Adler, Elia Kazan, and Marlon Brando. De Niro's transformations into Vito Corleone, Travis Bickle, and Jake La Motta take the Method to the extreme, permanently changing our understanding of screen performance while revealing the relationships among authorship, agency, and acting. Utilizing rare artifacts from De Niro's recently donated materials to the Harry Ransom Center, I provide hitherto unseen evidence of his meticulous research, his conversations with directors, and his extreme bodily transformations that I argue constitute a truly unique iteration of the Method. Though certainly a student of Adler, De Niro's efforts to reshape productions around his characterizations and exercise his growing power to do whatever it takes - including rewriting dialogue to reflect vernacular speech, improvising scenes for spontaneity, and finding his own costumes – demonstrate a particular commitment to artistic truth, historical accuracy, and verisimilitude that mark him as inimitable within the diverse world of Method theorists, pedagogues, and practitioners. There is nothing, I argue, that appears in a De Niro film that has not been deliberated, discussed, or fought for by the actor, and I consider here how his filmography – including pivotal '70s films such as MEAN STREETS, TAXI DRIVER, THE DEER HUNTER, and RAGING BULL – speaks to a Method performance that extends beyond the screen and behind the scenes. Demystifying De Niro's "Method" therefore allows us to revisit key cinematic contributions to 1970s US film culture and significantly deepens our understanding of actor agency by troubling dominant historical narratives of production and confounding assumptions about on-set hierarchies. / text

Thesis (M.F.A.)--West Virginia University, 2005. / Title from document title page. Document formatted into pages; contains iii, 55 p. Includes abstract. Includes bibliographical references (p. 55).

Student of Richard Boleslavsky and Maria Ouspenskaya, co-founder of the Group Theatre, Artistic Director of the Actors Studio, founder of the Lee Strasberg Theatre and Film Institute, and developer of The Method, Lee Strasberg is one of the most famous acting teachers of the twentieth century. In the same way a concert pianist must practice her scales daily to maintain expertise, Strasberg believed an actor must regularly practice the use of sense memory to be emotionally authentic. Using Strasberg’s Method, this is achieved through a combination of relaxation and concentration, which leads to a sense of truth in performance. The Method, a praxis built on Stanislavski’s own approach to actor training, since the death of its founder has slacked off in popularity. This is noteworthy for the gold standard status the Method once held in the United States. More easily accessible, less process oriented, more demonstrably obvious and observable techniques such as the work of Michael Chekhov have taken stronger hold in some academic circles. Empirical evidence seems to suggest that a mixture of prejudice for the Method and possible personal dislike for Strasberg the man has made this so. Curious to discover if the Method still held value for the next generation, I committed to teaching a Method class to Virginia Commonwealth University undergraduates. Drawing on my experience at the Strasberg Institute studying under Anna Strasberg, Geoffrey Horne, my practical experiences on stage, and research available after Strasberg’s death, I created my own approach to The Method. Through analysis of my students’ Method acting work and my own teaching, I intended to learn the efficacy and practicality of Strasberg’s Method as we begin the twenty-first century: what we can keep, what we must let go, and what we can change for the better.

Thesis (M.A.)--University of North Carolina Wilmington, 2008. / Title from PDF title page (viewed September 22, 2008) Includes bibliographical references (p. 50-52)

The area of investigation in the Jake's Women's thesis resides with the actor's preparation in the portrayal of a character who struggles with the pain of loss and betrayal. The acting technique explored centers around the psychology behind the emotional and physical aspects of acting. The results rely on the thoughts and feelings of sensitivity in the actor's body. Development of an actor's inner technique and outer instrument is explored and implemented. An actor's belief in the body to produce effective imaginary people or place within a scene rests in the actor's ability to allow his or her instrument to create real-life emotion. This process of belief is accomplished through the trained technique of relaxation exercises, thus, giving the actor the discipline to concentrate on the process of creating a believable character. The human condition becomes the central focus in the honest representation of a man suffering to forgive and forget his troubles.

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