Bridging Stage and Camera Performance Towards an Innovative Educational Framework

Abstract

The growing overlap between stage and screen performance has exposed a persistent gap in actor training, particularly for students whose education is grounded in traditional theatre methods. Many struggle with the technical and emotional demands of screen work, which often requires subtle micro-expressions, spatial awareness shaped by the camera lens, and the ability to sustain character continuity across fragmented shooting schedules. This study examines these challenges and explores how technology-enhanced training may support the transition. Using a mixed-methods approach, the research combined survey responses from acting students with interviews and classroom observations involving VR-based exercises and AI-assisted feedback. The findings point to three recurring areas of difficulty: maintaining emotional coherence during non-linear filming, regulating micro-expressions for close-up work, and adapting stage-based spatial habits to the logic of the lens. While technological tools improved awareness and gave students a clearer sense of camera demands, several participants expressed discomfort with algorithmic evaluation and fatigue during VR sessions. These results suggest that bridging stage and screen performance requires more than additional technical modules. Instead, training must help actors reframe how authenticity, presence, and emotional continuity are understood across media. The study proposes a Technology–Art–Humanities framework that integrates digital tools with interpretive practice and cultural grounding, offering a more coherent pathway for preparing actors to work confidently in both stage and screen environments.