Dialogical Acting was developed by Prof. Ivan Vyskočil through many years of research into free dramatic play. It is a core discipline in our approach to acting training, authorial creation, and theatre. It focuses on how, within free dramatic play, one can rediscover childlike curiosity, spontaneity, and playfulness – to be non-purposeful, spontaneous, and to play and create.
Dialogical Acting with the Inner Partner
- Dialogical Acting is the freest and most open form of dramatic play – a solo improvisation without a given task, a dialogue with the ‘inner partner’, the one within us with whom we communicate.
- We call it complex because it connects the psyche with the body, voice, and speech – enabling us to become a unified, whole person.
- Dialogical Acting takes place in a public space, in front of a supportive audience and what is called receptive attention. ‘Receptive’ means, from its point of view, accepting.
- The person exploring the space discovers themselves and communication. It is a form of self-talk, like a child playing alone or a person having an inner conversation with themselves. To consciously correct, to act spontaneously, to try, to experiment. According to Vyskočil, this is a liberating process, because it does not remain within a single circle of what has already been found, but opens up new possibilities – and in this he sees creativity.
Dialogical Acting and Age Groups
In young children, Dialogical Acting can help overcome fear, sustain their sense of self and their actions in front of an audience, and enable them to play fully and with engagement rather than performing or putting on a display. It helps them remain in openness, freedom, and playfulness even at a later age. They learn to see life and creative work as something unfinished, full of possibilities, without fear of unexpected situations. They are not helpless when there is no given task. Dialogical Acting teaches children to work with fear, tension, freedom, and openness.
What impact does Dialogical Acting have on the education of actors, artists, and creators?
An actor or any other artist or creator needs relationship, communication, and dialogue. A photographer and a painter need to be in dialogue with the image, an actor with their acting partner, the space, and the atmosphere, and a screenwriter with language. It is about groundedness – so that the artist does not end up living and creating for the expectations of others or for success, because then the authenticity of the artist is lost.
What can Dialogical Acting be used for?
– relaxation, concentration, perception, perspective, working with fear, uncertainty and stage fright, interest and passion for play, groundedness, curiosity, openness, freedom, patience, listening, dialogue and communication, critical thinking, empathy, dignity and respect, responsibility, truthfulness, artistic and acting authenticity, working with mistakes and failure, natural public presence, improvisational skills, playfulness, humour, authentic expression of body, voice and speech, and the ability to remain in a state of not-knowing
How is Dialogical Acting practiced?
It is practiced regularly, usually once a week (60–120 minutes). In a simple room, an empty space is created for the person performing in front of an audience (receptive attention) sitting on chairs. During the course, each audience member becomes a performer. The maximum number of participants is 12, the minimum is 2. The teacher sits on the left side of the space, among the audience. They observe and provide comments and feedback on the work that has taken place. No one else gives feedback. During approximately the first three months, the performer experiences a sense of chaos, which they gradually learn to work with and begin to understand what their actions mean to them personally. There are three basic rules for the performer: (1) do not look at the audience, (2) do not invent or fabricate anything – enter the space with nothing, (3) do not use props. An essential part of the self-experience is a written reflection, which the performer completes at home after the session. In it, they reflect on the experience, highlight moments of further possibilities, and directions for development. The aim is to become aware of the process that has taken place.
