ABSTRACT
Acting is a psychophysical process. However, the emphasis on embodied imagery in actor training presents special challenges for actors with aphantasia. These neurodivergent students report challenges in their ability to visualize, or ‘see with the mind’s eye,’ rendering widely used pedagogical tools ineffective and frustrating. This chapter describes the effect of these common teaching methods on the progress and confidence level of students with aphantasia and proposes training techniques to better serve these actors. Based on the previous experiences of professional and student actors with visualization challenges, scientific understanding of aphantasia, as well as expressions by students who participated in adjusted classroom exercises, this chapter aims to assist both educator and student in creating a more inclusive and productive acting studio.
