El discurso pedagógico sobre el arte del actor: Análisis de las nociones de sentido y lenguaje en la propuesta de C. Stanislavski

Abstract

In general terms, the pedagocial discourses of acting don´t provide specific tools that helps actors to identify the particular way in which the drama builts meaning. To face this problem, this article tries to explain the causes of this situation, particularly, by the analysis of Stanislavski´s theory, the first one that propose a systematic pedagogy for the stage performer. Using the Enfoque dialógico de la argumentación y la polifonía (García Negroni, 2009, 2015) as a framework, we will see that the fact that the discourse of the Russian stage director doesn´t propose a method of drama analysis is a direct consequence of the referential conception of the linguistic meaning that lies beneath his theory. To prove our hypothesis, we will study the notions of subtext, given circumstances, objectives (tasks), unbroken line of action, supertask, pauses, intonation and accentuation.