Preparation, policy, and workplace challenges of dance teaching artists in P-12 schools: perspectives from the field

Abstract The primary aims of this qualitative interpretive inquiry were to gain better understanding of dance teaching artists’ preparation and preparedness, workplace challenges, and the role and impact of policy and regulations in P-12 schools. A secondary aim focused upon identifying school environments that support effective and purposeful dance teaching artistry. The collective knowledge and experiences of six expert informants provide important insights and critical questions about dance teaching artist status and marginalization, bureaucratic challenges, and obstacles in developing relevant postsecondary programs that value teaching, pedagogy and community engagement alongside artistic practice, technique, and performance. Findings suggest an adept teaching artist adapts to shifting environmental conditions of the school and its administration. A flexible teaching artist carefully devises and revises lesson plans, objectives, and goals in relation to each particular group of students. A receptive teaching artist skillfully hones their pedagogy and teaching methods in alignment with curriculum and curricular goals. A sensitive teaching artist translates and fulfills the needs of the school and the student communities they serve with a strong desire to collaborate with classroom teachers and dance specialist teachers.