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.

Personality Type

• Social / Enterprising
• Social / Investigative
• Social / Artistic
• Social / Conventional
• Social / Realistic

Knowledge

• Curriculum objectives

  The goals identified in curricula and defined learning outcomes.

• Pronunciation techniques

  The pronunciation techniques to properly and understandably pronounce words.

• Vocal techniques

  The various techniques for using your voice correctly without exhausting or damaging it when changing voice in tone and volume.

• Acting techniques

  The different acting techniques for developing lifelike performances, such as method acting, classical acting, and Meisner technique.

• 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.

• Theatre techniques

  Understand techniques that facilitate a successful presentation of a play.

• Breathing techniques

  The various techniques to control the voice, body, and nerves by breathing.

• 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.

Skills

• 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.

• 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.

• Observe student's progress

  Follow up on students’ learning progress and assess their achievements and needs.

• Compile course material

  Write, select or recommend a syllabus of learning material for the students enrolled in the course.

• 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.

• Bring out performers’ artistic potential

  Motivate performers to take on challenges. Encourage peer-learning. Establish an environment for experimentation using various methods, such as improvisation.

• 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.

• Analyse a script

  Break down a script by analysing the dramaturgy, form, themes and structure of a script. Conduct relevant research if necessary.

• 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.

• 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.

• 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.

• Conduct background research for plays

  Research historical backgrounds and artistic concepts of plays.

• Perform classroom management

  Maintain discipline and engage students during instruction.

• Direct movement experiences

  Assist clients or patients in moving in a structured or improvisatory manner for expressive purposes.

• 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.

• 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.

• 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.

• Prepare lesson content

  Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.

• Facilitate teamwork between students

  Encourage students to cooperate with others in their learning by working in teams, for example through group activities.

• Define performance concepts

  Elucidate performance concepts, such as texts and scores for performers.

• 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.

• 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.

Optional knowledge and skills

Source: Sisyphus ODB