Integrating gestalt therapeutic techniques enhances character portrayal in undergraduate acting students

Introduction Contemporary acting pedagogy in China has long been grounded in the Stanislavsky system to develop character portrayal. However, this traditional approach presents limitations in cultivating students’ emotional accessibility and relational authenticity. This study investigates whether integrating Gestalt Therapeutic Techniques (GTT) with Stanislavski-based training enhances Character Portrayal Proficiency (CPP) in undergraduate acting students. Methods A 16-week quasi-experiment compared 71 students in Gestalt + Stanislavski (experimental) and Stanislavski-only (control) groups. Character Portrayal Proficiency was measured across five dimensions. ANCOVA analyzed post-test scores with pre-test covariates. Semi-structured interviews were thematically analyzed in NVivo. Results The experimental group significantly improved in four dimensions (Character Analysis, Relational Dynamics, Communication Skills, Internal and External Performance Design), but not Stage Presence. Qualitative data confirmed that Gestalt techniques fostered emotional authenticity, relational engagement, and reflective awareness. Experts acknowledged both pedagogical benefits and implementation challenges, recommending gradual integration of these techniques into acting curricula. Discussion The results demonstrate that GTT complements the Stanislavski system by strengthening internal and relational dimensions of performance whilst leaving stage charisma largely dependent on longer-term technical training. These findings affirm the pedagogical value of GTT, suggesting that systematic integration can enrich traditional acting methods and support psychologically grounded actor training.