Profession performing arts theatre instructor
Performing arts theatre instructors educate students in specific theory and, primarily, practice-based theatre courses at a specialised theatre, or acting, school or conservatory at a higher education level. They provide theoretical instruction in service of the practical skills and techniques the students must subsequently master in theatre. Performing arts theatre instructors monitor the students' progress, assist individually when necessary, and evaluate their knowledge and performance of theatre practice through assignments, tests and examinations.
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- Teamwork principles
The cooperation between people characterised by a unified commitment to achieving a given goal, participating equally, maintaining open communication, facilitating effective usage of ideas etc.
- Acting techniques
The different acting techniques for developing lifelike performances, such as method acting, classical acting, and Meisner technique.
- Curriculum objectives
The goals identified in curricula and defined learning outcomes.
- Assessment processes
Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes.
- Breathing techniques
The various techniques to control the voice, body, and nerves by breathing.
- Vocal techniques
The various techniques for using your voice correctly without exhausting or damaging it when changing voice in tone and volume.
- Pronunciation techniques
The pronunciation techniques to properly and understandably pronounce words.
- Demonstrate when teaching
Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.
- Observe student's progress
Follow up on students’ learning progress and assess their achievements and needs.
- Develop course outline
Research and establish an outline of the course to be taught and calculate a time frame for the instructional plan in accordance with school regulations and curriculum objectives.
- Manage student relationships
Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.
- Adapt teaching to student's capabilities
Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.
- Facilitate teamwork between students
Encourage students to cooperate with others in their learning by working in teams, for example through group activities.
- Perform classroom management
Maintain discipline and engage students during instruction.
- Analyse a script
Break down a script by analysing the dramaturgy, form, themes and structure of a script. Conduct relevant research if necessary.
- Bring out performers’ artistic potential
Encourage performers' initiative and encourage them to observe and listen to one another. Create a context for exploration, improvisation, phrasing permutations, phrasing demonstrations, deconstruction of the material, use of tools and props.
- Prepare lesson content
Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
- Give constructive feedback
Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.
- Apply intercultural teaching strategies
Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.
- Guarantee students' safety
Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.
- Direct movement experiences
Assist clients or patients in moving in a structured or improvisatory manner for expressive purposes.
- Maintain safe working conditions in performing arts
Verify the technical aspects of your workspace, costumes, props, etc. Eliminate potential hazards in your work space or performance. Intervene actively in cases of accidents or illness.
- Assess students
Evaluate the students' (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.
- Liaise with educational support staff
Communicate with education management, such as the school principal and board members, and with the education support team such as the teaching assistant, school counsellor or academic advisor on issues relating the students' well-being.
- Apply teaching strategies
Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities.
- Conduct background research for plays
Research historical backgrounds and artistic concepts of plays.
- Compile course material
Write, select or recommend a syllabus of learning material for the students enrolled in the course.
- Monitor developments in field of expertise
Keep up with new research, regulations, and other significant changes, labour market related or otherwise, occurring within the field of specialisation.
- Define performance concepts
Elucidate performance concepts, such as texts and scores for performers.