A Survey of Teaching Artists in Dance and Theater: Implications for Preparation, Curriculum, and Professional Degree Programs

Abstract This study investigates teaching artists whose work is rooted in dance and theater. Although the term remains both ambiguous and debated, teaching artists provide a good deal of arts education delivery in P–12 and afterschool programs throughout the United States. Based on survey data from a range of teaching artists across the nation (N = 133), this study presents emergent trends including: (1) lack of preparation, (2) workplace issues and challenges, and (3) mixed attitudes regarding teaching artist professionalization and credentialing. We conclude with several recommendations for postsecondary curriculum development in dance and theater degree programs. Keywords: curriculumdanceteaching artiststheater ACKNOWLEDGMENT This study was made possible through the generous support of the President's Research Enhancement Program for the Arts and Humanities, Wayne State University, Office of the Vice President for Research. Notes 1. See http://www.teachingartists.com/aboutus.htm. 2. Findings of the Teaching Artist Research Project are not yet available; for more information, see http://www.norc.org/Research/Projects/Pages/Teaching-Artists-Research-Project-TARP.aspx 3. For information on the Teaching Artists and their Work research survey, see http://www.teachingartists.com/Association%20of%20Teaching%20Artists%20Survey%20Results.pdf. 4. Many states do not offer certification or credentialing in one or more arts disciplines. For instance, in Michigan, certification is available in dance, but not in theater. Tensions regarding teaching artists play out differently based on availability of certification. 5. The ATA identifies the following teaching artist disciplines: dance, film and electronic media, folk arts, literature, multidisciplinary arts, music, theater, and visual arts. 6. Higher Education Arts Data Services (HEADS 2011a; HEADS 2011b) reports that 64 percent of postsecondary faculty in dance have a master's degree and 12 percent have a doctorate; among theater faculty, 75 percent have a master's degree and 19 percent have a doctorate. 7. Because some participants in the survey selected their highest degree rather than all degrees received, it is likely that those who hold baccalaureate degrees exceed 80 percent. 8. We refer here to NAST guidelines and standards for baccalaureate degrees that do not include specific P–12 teacher preparation programs. 9. We refer here to NASD guidelines and standards for baccalaureate degrees that do not include specific P–12 teacher preparation programs. 10. Beyond basic NASD and NAST requirements and frameworks, the nature and requirements for graduate study are largely the prerogative of each institution, especially for terminal degrees such as the MFA. 11. See sections on "Flexibility and Innovation" in the NASD Handbook (2010, 74) and the NAST Handbook (2010, 73). 12. The National Endowment for the Arts (2008) defines arts education in childhood as any arts education in a school or community setting that works with children up to the age of 18. 13. Alternative teaching settings in dance and theater include the following: differently abled populations, at-risk youth, underrepresented populations, incarcerated populations, detention facilities, hospitals/therapeutic settings, drug abuse and rehabilitation, domestic abuse and violence, GLBTQ, and seniors and elderly, among others. 14. For example, the BFA program in dance at Ohio StateUniversity requires two courses in teaching, de- scribed as follows: Regardless of your concentration in the department, your exposure to dance education coursework prepares you to be a well-rounded artist. During your career as a dancer you will be in the position of teaching master classes, leading lecture demonstrations, making dances and directing rehearsals, and teaching as an artist in the schools. In order to prepare you for these experiences, all students are required to take courses in dance education while in the program. You are required to take at least one 200 level introductory course in dance education and one 600 level teaching methods course. (Ohio State University Dance Department 2010, 16) 15. See NASD (2010, 101) and NAST (2010, 106). 16. There are numerous connections and partnerships that can be forged between MFA teaching artist tracks and community. See NASD (2010, 126–27) and NAST (2010 163–64). 17. See, for example, the required curriculum for teaching artist certification (visual arts, performing arts, literary, media and crafts) at the University of the Arts at http://cs.uarts.edu/ce/certificate-programs/teaching-artist.