Shane Snow Quote
THE SECOND CITY MANAGES to accomplish three things to accelerate its performers’ growth: (1) it gives them rapid feedback; (2) it depersonalizes the feedback; and (3) it lowers the stakes and pressure, so students take risks that force them to improve. For the first year, Leonard explains, The Second City’s goal is to get students used to anticipating negative feedback and to get them out of their own heads. This is about building confidence and creating a safe environment in which it’s OK to screw up. Then, second-year classes ratchet up the feedback, putting actors in a succession of situations where they will fail small in front of live crowds. It’s one thing for your coactor or director to tell you a joke is funny, but it’s entirely another to hear the pins drop when a live audience disagrees. Or conversely to hear wild cackling from the crowd at something that may have seemed like a bad idea on paper. Every laugh or lack thereof becomes a data point that the actors can use to better themselves. By embracing all these tiny failures, there is no actual failure.* In contrast, a typical acting class might spend an entire semester building up to a single performance. Students practice together in class, but they don’t know if the audience will like their show until the final day. And if the audience hates it, there’s nothing students can do.
THE SECOND CITY MANAGES to accomplish three things to accelerate its performers’ growth: (1) it gives them rapid feedback; (2) it depersonalizes the feedback; and (3) it lowers the stakes and pressure, so students take risks that force them to improve. For the first year, Leonard explains, The Second City’s goal is to get students used to anticipating negative feedback and to get them out of their own heads. This is about building confidence and creating a safe environment in which it’s OK to screw up. Then, second-year classes ratchet up the feedback, putting actors in a succession of situations where they will fail small in front of live crowds. It’s one thing for your coactor or director to tell you a joke is funny, but it’s entirely another to hear the pins drop when a live audience disagrees. Or conversely to hear wild cackling from the crowd at something that may have seemed like a bad idea on paper. Every laugh or lack thereof becomes a data point that the actors can use to better themselves. By embracing all these tiny failures, there is no actual failure.* In contrast, a typical acting class might spend an entire semester building up to a single performance. Students practice together in class, but they don’t know if the audience will like their show until the final day. And if the audience hates it, there’s nothing students can do.