The role of the hybrid artist-educator in schools and communities over the past fifty years has evolved significantly. Although education reform and political pressures during the last five decades have frequently interrupted steady and sustained arts education programming in the United States—especially in theatre and dance—the teaching artist today performs an important role in numerous educational contexts.
This volume, focused on teaching artists in dance and theatre disciplines, expands this developing area of inquiry and reveals topographies for teaching in and through these arts disciplines that have, until this text, been examined separately. Directed toward the last decade’s growth and professionalization, Hybrid Lives of Teaching Artists in Dance and Theatre Arts asks: Where and how is teaching artistry in dance and theatre happening? What is guiding, supporting, or complicating the work of teaching artists in dance and theatre arts today? What training and preparation do teaching artists receive? How do teaching artists effectively address the cultural diversity of the communities they serve? What are the political and economic influences that impact the work and delivery of teaching artistry? What has been learned on a large scale about the hybrid lives and work of teaching artists in dance and theatre arts? In sum, what is the status of the teaching artist today?
Examining the pedagogical, artistic, and professional issues via the voices and experiences of practitioners and those who prepare them, this pioneering book not only illuminates the hybrid lives of teaching artists in dance and theatre but also highlights the incredible value of their hard work.
This book is in the Cambria Dance Studies Series, headed by Thomas Hagood and Luke Kahlich.
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