Unrehearsed moments: interstices of policy, preparation, and reflexivity

Q1 Arts and Humanities

Arts Education Policy Review Pub Date : 2022-02-09 DOI:10.1080/10632913.2022.2037484

Clare Hammoor, D. Littman

引用次数: 0

Abstract

Abstract What happens when a teaching artist ends their studies unprepared? How do theater teaching artists navigate unpreparedness in their work? Using three personal vignettes, we explore reflexivity toward our own unrehearsed moments and contextualize our experiences within teaching artist preparation literature. From learning how to ‘show up’ as a teaching artist, to navigating school policies around ‘deserving’ participation, to reaching the bounds of their therapeutic training as non-clinicians, we re-encounter moments for which we were unprepared, despite extensive preparation and education. Ultimately, we suggest key questions that teaching artists can reflect upon in such moments, in the hopes of building more reflexive practices, programs, and policies in the field of teaching artistry.

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未知时刻：政策、准备和反思的空隙

当一个教学艺术家毫无准备地结束学业时，会发生什么?戏剧教学艺术家如何在他们的工作中应对准备不足?通过三个个人的小插曲，我们探索了我们自己未排练的时刻的反身性，并将我们的经历置于艺术准备文学教学的背景中。从学习如何“展示”作为一名教学艺术家，到引导学校政策围绕“值得”参与，再到达到他们作为非临床医生的治疗培训的界限，我们重新遇到了我们没有准备好的时刻，尽管有广泛的准备和教育。最后，我们提出了一些关键问题，供教学艺术家在这样的时刻反思，希望在艺术教学领域建立更多的反思性实践、项目和政策。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Arts Education Policy Review Arts and Humanities-Visual Arts and Performing Arts

CiteScore

2.90

自引率

0.00%

发文量

期刊介绍： Arts Education Policy Review ( AEPR) presents discussion of major policy issues in arts education in the United States and throughout the world. Addressing education in music, visual arts, theatre, and dance, the journal presents a variety of views and emphasizes critical analysis. Its goal is to produce the most comprehensive and rigorous exchange of ideas available on arts education policy. Policy examinations from multiple viewpoints are a valuable resource not only for arts educators, but also for administrators, policy analysts, advocacy groups, parents, and audiences—all those involved in the arts and concerned about their role in education. AEPR focuses on analyses and recommendations focused on policy. The goal of any article should not be description or celebration (although reports of successful programs could be part of an article). Any article focused on a program (or programs) should address why something works or does not work, how it works, how it could work better, and most important, what various policy stakeholders (from teachers to legislators) can do about it. AEPR does not promote individuals, institutions, methods, or products. It does not aim to repeat commonplace ideas. Editors want articles that show originality, probe deeply, and take discussion beyond common wisdom and familiar rhetoric. Articles that merely restate the importance of arts education, call attention to the existence of issues long since addressed, or repeat standard solutions will not be accepted.