Casting director observations (Youtube - Interview Questions)

I found early on when reflecting on my inquiry focus groups and interviews data I was able to gain a vast array of opinions from sources such as; performing arts teachers, professional performers, training performers and performing arts teachers in training. This was mainly from within my professional network. Although I had only been able to gain two separate casting professionals input via interviews. I felt that in order to bring a more balanced outlook for my inquiry answering 'Does a teaching role within the arts impede the opportunity to perform' there must be another way for me to seek casting professionals opinions outside of my professional network.

After some consideration I searched on youtube viewing over twenty different casting professional’s videos sharing opinions and experiences in the hope of answering any of my interview questions to potentially bring further insight to my inquiry. Interview questions for casting directors and chorographers:

http://interviewquestionsforacastingdirectorchoreographer.wikispaces.com/

Unfortunately after searching for sometime it became apparent that this process wasn’t going to be very successful proving too vague for my inquiry to substantiate my findings further. Also I felt it wasn’t informative enough to find any conclusive evidence to answer my questions regarding whether a teaching role within the arts impedes the opportunity to perform. However I did find a lot of advice when preparing for auditions do's and don’ts tricks of the trade if you like. All of which I found extremely interesting and on mass I believe could be used as compelling evidence/advice to integrate as part of my professional artefact.

With my inquiry being so specific I was unable to further my reach to more casting professionals. However I do believe it has brought further insight, beyond my own professional network, connecting me to leading professionals with years of experience in the performing arts industry sharing their views and advice.

Literature Review 5 Why the Arts Matter

The next piece of literature I have chosen to review is taken from The Arts Council England website surrounding why the arts matter. This article discusses funding allowed for the arts and how the impact of the arts has on Britain's economy:
'The arts budget is tiny; it costs 17p a week per person - less than half the price of a pint of milk. In return we have: world-class arts and artists; a sector that gives Britain an international edge as a dynamic place to live, work and do business; a sector which fuels the creative industries and generates future jobs in one of the fastest growing parts of the economy; and a sector with a proven track record of regenerating towns and cities and contributing to a cohesive and engaged society'. The Arts Council,England. (2009)
Reading this article I found it contained many financial statistics surrounding why the arts council demonstrate why the arts matter after 15 years of sustained investment. Within this article I felt that amongst the opinions the facts spoke for themselves and demonstrated well how facts and statistics can be used to strengthen an argument. Being interpreted the only way possible I noticed that asides from the opinions the stand alone facts were clear to decipher.
I felt the perception towards the arts and its effect on society, outlining what it could mean for the economy in the future as long as funding is maintained, led me to consider the impact this could have on a smaller scale. With this article speaking form a national scale, I couldn’t help consider how the knock on effect could impact individuals within the performing arts industry. For every£1 the arts council invests £2 is donated by private investors allowing the growth of the arts in Britain. I wondered with so much financial backing to push on in the future and increase job opportunities within this sector what would happen if government funding was cut what effect would this have nationally on industry professionals.
I have chosen to focus my inquiry investigating how I could potentially strengthen performers, and performing arts teachers’ employability and career longevity in the performing arts industry. I hope to examine the realities of industry professionals on how they could/have increased their hire ability and expanded their professional networking skills in order to maximise their potential. After reading this article I felt reassured that my inquiry was important and it’s not just myself who has a passion for the arts it is much wider spread “More people are enjoying the arts than ever before (76% in 2008/9)"The Arts Council,England. (2009)
There appears to be substantial support to the arts funding and exposure but why then do many still struggle to sustain a career in arts? Through my initial inquiry interviews and focus group planning I felt the need to address this question in the hope it could lead to a deeper understanding of how peoples experiences whilst working in the industry compared. I felt with these shared experiences I could potentially find a correlation to where success/disappointment in the arts lay therefore showing an example of how to get where you want to be without making too many bad decisions. With this article I became more aware of the wide spread involvement of individuals within the performing arts industry and the impact of their interest or disinterest could have to its future. Before I had just looked within my own professional network and not considered the bigger picture and potential reach beyond it. I discovered that in order to form a strong basis for my inquiry analysis I should look beyond the obvious and look at the information sources from this article as a an example of the differing sources out there. This article really highlighted the need to address issues within the arts from a well rounded perspective and that is what I hope to carry out throughout my inquiry. To answer my inquiry question; Does a teaching role within the arts impede the opportunity to perform? I now see that it’s not just performers and performing arts teacher’s opinions that could bring a deeper insight and direction. I now believe that perceptions from anyone with a connection to the performing arts industry, career related or just general interest could bring valuable greater perception therefore allowing me a broader input of information to analyse my findings from. I had already looked at my survey and interview candidate choices and now reconsidered the network for inclusion. I then reconsidered by asking "Calling all professional/training performers, teachers, casting directors and anyone else with an affiliation within the arts!" Gaskell(2011) to broaden my reach and potential inclusion of participants.
This article exploring why the arts matter has given me a lot to think about for my inquiry. I further believe I must not allow my personal views to sway my judgement and by gaining a well rounded selection of perceptions I will truly answer my inquiry unbiased and as accurately as possible. When I analyse my findings I yet don’t know what the outcome will be, but by gaining as much input from as many different sources as possible I believe this will show my findings to be a true representation from across the board.



The Arts Council,England. (2009). Why the arts matter. Available:
http://www.artscouncil.org.uk/about-us/why-arts-matter/. Last accessed 25th November 2011.

Gaskell, Rebecca (2011). BA Professional Practice Arts Middlesex University.Available: https://www.facebook.com/profile.php?id=501852648&ref=tn_tnmn#!/pages/BA-Professional-Practice-Arts-Middlesex-University/145821545478191?sk=wall&filter=1 . Last accessed 21st December 2011.

Literature Review 4

Changing gender portrayal: Promoting employment opportunities for women in the performing arts.



The fourth piece of literature I have chosen to review is a report based on research from International Federation of Actors (FIA) an international non-governmental organisation representing performers’ trade unions, guilds and associations around the world.

The first thing that I noticed when reading this report was the way in which the data was displayed in an easy to read manner, clear and concise. The purpose of this document was to research the disadvantages in employment older women performers in particular compared to male performers experienced. It was apparent that a lot of preparation had gone into sourcing the information within this document reaching right across the EU.

Although this document is very specific with its intentions to look at gender equality I believe much of the findings attempting "to form a picture of the realities of working as a performer in Europe and in particular to collect data on the perceived effects of a performer’s age, gender and other social identities on their access to employment. Centrally, does ageing affect access to jobs, content of jobs, pay and career longevity differently depending on a performer’s gender?" (Dean 2011) provides great insight. For me the collection of data for this report showed how much the perceptions of others could provide vital knowledge and insight into ways in perhaps improvements within the performance sector could be made. I felt the collection of such mass data provided a great example of how data compiled can provide concise answers to establish areas for improvement. Looking at this report I was able to see a great example of how opinions from professionals within the performing arts industry could potentially benefit other aspiring professionals. One comment when respondents were asked "What would improve employment opportunities for you?" (Dean 2011) really stood out to me and I felt could hold much relevance for my inquiry. One answer to this question wanted "More openness from casting directors, directors and producers towards me being able to comprehend and convey a three-dimensional character in spite of young age and attractive looks." (Dean 2011) Perhaps my inquiry could provide an answer to what casting directors want and whether or not they saw teaching experience as a positive thing when applying for work. With reference to my intended inquiry topic could teaching impede the opportunity to perform from a casting director’s perspective? So this feedback helped me to shape where my investigations could reach and what may potentially strengthen my argument. I was compelled to see the importance of this and see how a cross section of individuals could provide insight and perhaps find a correlation between this and their employment success.
In conclusion this report provided me with a great template in which to form my interview, survey and focus group format and demonstrates what a well planned and thought-out
project can produce.


Deborah Dean. (2011). ‘CHANGING GENDER PORTRAYAL: PROMOTING EMPLOYMENT OPPORTUNITIES FOR WOMEN IN THE PERFORMING ARTS’. Available: http://www.equity.org.uk/committees/women-s-committee-2011-2013/documents/fia-report-on-performers-employment/. Last accessed 24.11.11

How the Facebook SIG's have helped my inquiry

I have had many discussions via facebook SIG's which allowed be to establish just how many other teaching-performers there were on this course. With my inquiry veering towards how I could possible improve my understanding of how others are able to sustain working within the performing arts industry. I was able to ask questions that I was planning on asking in my interviews and refine the question upon others responses. I used the various SIG's to cherry pick my area of interest whether it be dance/singing teachers, dancers, singers and other performers. This proved extremely useful as well as being able to ask my questions I was able to share my experiences with others which in turn helped bring focus to my inquiry seeing where I could potentially improve my chances of staying in the industry longer. After much deliberation I pinpointed the exact area that I wished to concentrate my inquiry on looking to see whether or not a teaching career within the arts impeded the opportunity to perform.

I found that many others shared passion of performing and taught alongside which definitely gave me assurance that I wasn't alone in my chosen decision to combine a teaching and performance role. I discussed the need for teaching when not performing and the surprising outcome of a lot of people who said they hadn't all planned to teach but sort of fell into and found a real passion for it. Others felt aware they would probably at some point need to teach in order to support their performance career if they hadn't already done so, seeing it as a financially motivated decision as it was the easiest and most obvious choice. Finding many different experiences from a variety of backgrounds I realised that in order for me to bring substance and clarity to my inquiry that is exactly what I would need to do so. Rather than just going to the people who already combined both roles I could approach people before hand i.e. students still training, performers who hadn't needed or wanted to turn to teaching. I also thought I could examine the impact the combination of both roles could have on a person’s perception from others in the industry. I can recall one person had commented saying g they hadn't wanted to teach as they didn't see it necessary as they had been able to find enough performance work and were uninterested in teaching anyway. This made me think if that’s there personal view who else would view this as unnecessary or not be interested. Could this combination be a negative thing for a performer to teach? What would say a casting director view this experience as, valuable or see it as a distraction?

As much as I view teaching as a way for me to gain valuable experience and sustain my connection in the arts others clearly didn't share my view. I began teaching as a way of financing my dance classes and auditions once I graduated so this enabled me to follow my passion. As my career has progressed teaching became something that I was able to dip in and out of between performance contracts. At times I have been put in a position where I have had to make a decision between the two and often wonder if that was the right decision. I now began to wonder depending on the perspective, what others felt about this combination and could see whether the advice I received could provide clarity for me and perhaps others on the realities of making these types of career choices.

As a result of these SIG interactions I became more confident in my decision to investigate as many different perceptions allowing myself to gain a true indication of the impact a combined teaching and performing career may be perceived from other industry professionals.

Literature Review 3 Frustrated Professional or Contented Amateur

The next piece of literature I have chosen to review is taken from a book which was lent to me by Ella Fontaine a fellow performing teacher. Her speciality is in opera singing so the book which she refers to as her "Bible" gives advice for that discipline in particular but I believe is very poignant for my inquiry. It was following my interview with her that she recommended it to me as she felt it may contain some interesting perceptions on what working within the arts is like.

The third piece of literature taken form Voice (Menuhin, 1983) Chapter 12 entitled Frustrated Professional or Contented Amateur by Phillipa Thomson ex student and PA to the Royal College of Music from 1974-1980.

The title of this article was interesting and really stood out to me as I am looking to establish different opinions from people working within the arts so the comparison of amateurs and professionals was intriguing. Phillipa studied at the Royal College of Music to train as a professional singer but soon found herself become secretary of the students association. Through this position she found herself developing administrative and organisational skills. Arranging extracurricular events, recitals and concerts with volunteers from her course. Her original idea to train as a professional singer soon changed as she found a new passion “At the end of three years at college it was quite obvious that I was not destined to become a soloist". Phillipa had gained a teacher diploma in singing but her lack of pianist skills "severely handicapped" her when it came to giving private lessons. Her initial career path and training aspirations had not resulted in the role she was to embark upon for her future career. "I enjoyed my college career enormously but not for the reasons that I had imagined when I embarked upon it". Once she graduated she found herself securing secretarial work to support herself financially and "seized every opportunity for music-making in the evening and weekends".

I was surprised to read how she found huge satisfaction by performing as often as she could without having to face huge pressure and rejection classing herself as an amateur. How empowering it must feel to know you can enjoy what you love without concerning herself with the worry of needing to earn money through it. I think at times it is easy to forget why I am a performer I love the feeling I get when I perform because I feel the most relaxed and myself I suppose it’s just in my nature. I perform because I love it not for fame and fortune. This article has really made me think which scenario would be better then, frustrated professional or contented amateur?

Currently finding myself teaching for financial security as well as enjoyment to stay working within the arts, I am able to relate with this situation as I'm sure could many other professionals. I'm believe from reading this article Phillipa didn't intend to be an amateur but found surprising satisfaction through being a secretary and which enabled her to perform with ease by doing so. I believe this article really highlights potential discoveries and uncertainties that lie when attempting a career in the arts. I see this article as a great example of how artists can pursue different roles whilst sustaining performance opportunities to the arts.

For my inquiry I have looked for examples of where and when teaching roles within the arts impedes the opportunity to perform. This article has brought a new perspective to my investigations being that Phillipa was an amateur performer so her performance opportunities appeared not to be impeded by her secretary (day job). Her job actually appears to have enabled her to pursue her performance career without the constraints of financial worries or face rejection of auditions. Being an amateur it seems money isn't a concern being a professional is where finances cause complications. It has made me question if a person loves performing why not just become an amateur and take on another role perhaps teaching to provide financial stability?

Having read this article I am further compelled to search for as many perspectives from individuals in the arts to provide conclusive evidence for my inquiry. This article surprised me as I hadn't considered that amateur’s opinions could provide just as informative a perspective as a professional. I had opened up my survey up to all professionals associated within the arts for feedback I wonder if any amateur performers wanted to have their but didn't because I used the word professional maybe I could have made this clearer. Being paid makes you a professional, not being paid makes you an amateur but the passion is just the same isn't it?

Yehudi Menuhin. (1983). Frustrated Professional or Contented Amateur. In: Sir Keith Falkner Voice. London: Macdonald & Co. p99-102.(Accessed 19.11.11)

My decisions for not including observations in my inquiry then changing my mind again.

For my final inquiry observations initially I considered observing three of my colleagues teaching a variety of drama and dance classes. With this I wondered what could I observe and what it could bring to my inquiry in the way of data? Having the option to hold peer observations looking at teaching methods to answer Does a teaching role within the arts impede the opportunity to perform. I was able to get three teachers who all agreed and took part in my focus group and once I reviewed the content of this I really didn’t see how observing them further could add anything else relevant to my inquiry that their previous opinions had provided. So with this in mind not feeling I had access to observe any other sources I opted to not use observations as one of my inquiry tools.

Since this decision I started to ask the question what If I could observe/interview or hold a focus group with anyone who would it be even outside of my professional network to bring more perspectives and opinions to my inquiry? Then the answer came to me just because I wasn't able to speak directly or meet with casting directors, performers and teachers from across the industry working within the arts didn't mean that their opinions weren't accessible and available to me! One thing that this BAPP course has really taught me is that the use of modern technology has the ability to allow me access to vast amounts of knowledge and information that hasn't always been readily available. The likes of youtube has enabled me to source so many videos packed full of advice and information from right across the industry. I have had previous experience of using youtube from where I publicised my own dance show reel but I don't think I had fully appreciated the full potential it had until now. The reach is huge and I found so much relevant information for my inquiry which has proved astounding.

So from deciding against including observations within my inquiry I then opted to now include them again. Having the ability to cherry pick different professional perspectives from a variety of backgrounds I believe has really brought further substance to my inquiry.



 

PLEASE TAKE MY SURVEY YOUR OPINIONS ARE SO IMPORTANT!!!!!

Calling all Bappers please take my survey if you’re a training or professional actor, singer, dancer, performer, choreographer, casting professional, or teach in any of these disciplines. I need you opinions please!

It’s very quick and easy it won't take more than five minutes! This is the last chance you will get as my survey closes midnight Thursday 1.12.11

Does a teaching role within the arts impede the opportunity to perform?

Survey link: http://www.surveymonkey.com/s/FSL9XHS

Literature Review 2

Relationships between Educational Theatre and Professional Theatre

 

This Journal notates the finding of a two phased conference held between February 3-6 and May 26-31 in 1966 exploring the relationship between theatre's educators and professional practitioners; and the past, present and future of Actor training in America. This development conference was held in order to foster mutual beneficial relations between the American professional and academic theatre. Particular emphasis from this government programme was put on the necessity to improve actor educational training.

I was intrigued by the main objectives of this conference which were to establish areas of action in which separately and combined teachers in academic and professional theatre could add to improve America theatre including theatre education. The idea that both sides of theatre could in some way have a mutual benefit gave me the idea that I could perhaps investigate two opposing roles in the arts as part of my inquiry looking at views of teachers and performers within the arts.

I find the following exert from this journal very compelling evidence to suggest that each role in the theatre industry from 'Actors, writers, directors, teachers, designers, technicians, and managers are all members of this profession; live theatre, cinema, and television are all major forms of his profession' can show how each strengthens one another.
 
'the areas of preparation and performance are interdependent; one relies on the other for purpose, meaning, and continuity. To improve one is to strengthen the other.' I understand this analysis as thus if a teacher is as informed as possible the artist they train will become stronger and more accomplished for this. I saw this as an idea where I could examine the abilities and skills a teacher poses and see what this could bring to a performers career. I then wondered as a fellow teaching performer what the combination of a teacher and performer could bring seeing firstly if the two could be sustained without impeding the other.

My review of this piece of literature has brought further reassurance from a historical approach as well being from 1966 that the integration/collaboration of two roles within the arts perhaps could be a positive move for mutual benefit moving forward.


Relationships between Educational Theatre and Professional Theatre: Actor Training in the United States: A Report on the University of Minnesota Conference, February 3-6 and May 26-31, 1966
Kenneth L. Graham, Lee Strasberg, Duncan Ross, Kristin Linklater, O. Meredith Wilson
Published by: The Johns Hopkins University Press Stable URL:http://www.jstor.org/stable/3204968 .

Accessed: 26/11/2011 15:59

Liteature Review 1

Ethical questions in Secondary Theatre Education.

The first piece of literature I have decided to review is an article adapted from Signs of Change: New Directions in secondary Theatre Education, Joan Lazarus. Copyright © 2004 Heinemann, Portsmouth, NH. Reprinted by permission. (Accessed 27.04.11)

I first reviewed this article earlier this year and I decided to re review it as I still feel the content is very relevant even with the redirection of my inquiry.

My original review can be found on my blog:

http://rebeccajanegaskell24.blogspot.com/2011/04/task-6c-literature-review-3.html

Previously I had selection a small section of the article looking at how working within a musical theatre industry could be approached and improved from Joan Lazarus who teaches theatre education at the University of Texas at Austin. Although this isn't specifically linked to my inquiry topic looking at whether 'a teaching role within the arts impedes the opportunity to perform'. I believe Lazarus's distinct backbone of strong ethics when teaching within the arts is valuable and definitely something I feel should be considered when teaching and/or performing. Lazarus talks about remaining professional and having boundaries as the role of a teacher which made me consider where they would lie if both of these professions were combined. This led to my decision to investigate the roles of teaching and performing in the arts and see what can be done to ensure long term success with this choice. I felt Lazarus’s ethical recommendations in particular "Make a life for yourself outside of school. It will make you a better teacher and artist". To me this advice suggests that life experience and perspective on situations are vital. In finding this balance myself I believe it has helped me to establish my role as a teaching performer.

My personal experiences and Lazarus's advice spurred me on to further investigate how attitudes and approaches to professional practice can provide an established a frame work for other professionals to seek assurance from.

In this article Lazarus also asked the question 'Is there a difference between creating theatre with young performers and creating theatre with adults? Should there be?' Lazarus interviewed nearly one hundred teachers and teaching artists, each director/teacher spoken to talked about the nature of this difference.

The following is taken from this article which provided substance to the basis of my inquiry approach:

'When working with experienced actors, a director can assume the performers have skills, experience and a certain degree of training with which to "tell the story". Seasoned actors have a working knowledge not only from the art form of theatre but also of how to work in this art form. They understand fundamental rehearsal practices, terminology, methods and procedures. ‘With inexperienced performers, telling the story of the play requires acquisition of the most basic information and skill. Directors of secondary school theatre must be both artists and teachers and must understand theatre pedagogy as well as theatre artistry.'

This exert was collected from a wide audience of professionals discussing how theatre can be created with different types of performers. For me this was interesting and compelling evidence to see how each group was treated. The opinion that 'Directors of secondary school theatre must be both artists and teachers' seemed poignant and relevant to my inquiry. While the role of a teacher is important, the opinion that they should be an artist suggests to me that the need for performance experience is essential in providing a sufficient standard of teaching. I then began to wonder if teaching experience could benefit and be necessary to enhance an artist’s performance? In conclusion Lazarus's article prompted me to explore different perspectives and explore the advantages each role a teacher and performer could have to one another and if the two could be sustained simultaneously without impeding the other.

This article is adapted from Signs of Change: New Directions in secondary Theatre Education, Joan Lazarus. Copyright © 2004 Heinemann, Portsmouth, NH. Reprinted by permission. (Accessed 27.04.11)

Help advice needed please!!!!

I am struggling to source suitable enough literature to review for my inquiry-Does a teaching role within the arts impede the opportunity to perform. I have tried many search engines and websites but don't really feel anything could bring much towards my inquiry. I lost my previous Delicious account and have read so much over the last couple of weeks I'm starting to worry now. Can anyone offer any advice please?

Many thanks!

Last Chance to have your say Does a teaching role within the arts impede the opportunity to perform?

So far the response to my survey has been great a huge thank you all who have taken part so far! If you haven't had chance yet heres another reminder!Actors,singers,dancers choreographers,casting professionals, students still training all of your opinions are wanted!

Does a teaching role within the arts impede the opportunity to perform?
Survey link: http://www.surveymonkey.com/s/FSL9XHS

Sharing advice for carrying out Interviews, focus group and creating my survey.

After a long conversation via skype with Mark Illes last Wednesday I felt much more focussed and aware of what I wanted to gain when carrying out my interviews and focus group.

With my inquiry question 'Does a teaching role within the arts impede the opportunity to perform?' I knew that I would be looking to seek opinions from three main perspectives in order for me to establish a well balanced argument.

• The first perspective that I wanted to look at was from a performers (professional and in training) to establish what assumptions training performers held and what professionals had actually experienced.
• The second perspective was from a teachers within the arts (professional and in training) to again establish their assumptions whilst training and the realities in the profession.
• The final perspective that I looked to gain was that of casting directors to establish exactly they were looking for and any advice about what they liked and didn't like.

When exploring these perspectives I found that many people fell in to more than one category with performers being teachers aswell.This is exactly the area that my inquiry and title is trying to focus in on. Performing teachers/teaching performers whichever way round exist and I want to know their experiences and whether it was something they had planned to combine and any advice surrounding this career choice.

I struggled for some time to come up with a well balanced set of interview questions as I was trying to look at a lot of different perspectives. During our discussion Mark mentioned that he had used purposive questioning techniques which were adapted to suit each individual. This then gave me the idea to create three different sets of interview/focus group questions in order for me to maximise the benefits and eliminate any irrelevant questioning. This advice was really helpful and this purposive approach has helped me to distinguish between all parties involved.

Since then I have carried out my focus group with three teachers who all have previous performance experience which I felt was very beneficial and informative. I have also carried out interviews with casting professionals and a fellow performing teacher. I have a few more interviews planned so hopefully schedules permitting these will all be finished by the end of this week!

When looking to create my survey I decided this purposive approach was useful but to realistically gain as many opinions from across the spectrum I felt one survey would have to allow for all differing perspectives. I felt this could be a tall order as I wanted the assumptions-opinions-experiences shared to create a set if statistics on which I can then start to see a pattern and interpret in order to bring an answer to my inquiry title knowing I have sourced the widest spectrum of opinions available to me. I hope my survey will be answered more by experienced professionals though but is still open the training professionals in the arts if they wish. My reason for this is that my interviews of training professionals would give me an idea of the type of questions and assumptions that they felt needed answering and guidance on. Then my other interviews, focus groups and survey of professional performers, teachers and casting professionals could answer these.

If you haven't already please share your opinions by participating in my survey! Your opinions are so important and it will ONLY take approximately ten minutes! Use your voice have your say.

Survey link: http://www.surveymonkey.com/s/FSL9XHS

 

Thank you!

Does a teaching role within the arts impede the opportunity to perform? *SURVEY*

Calling all professional/training performers, teachers, casting directors and anyone else with an affiliation within the arts!


Your opinions are so important to aid my inquiry! The purpose of my survey is to research the opinions of teachers, performers and casting directors on whether you feel a teaching role within the arts impedes the opportunity to perform.


Participation in my survey will ONLY take approximately ten minutes! Use your voice have your say.

  Survey link: http://www.surveymonkey.com/s/FSL9XHS

Proposed Interview Questions

Over the next week I plan to carry out my peer and professional interviews for my Inquiry. The following are a list of my proposed questions:

·     What is your role/connection to the arts?

·     In your opinion do you feel if you teach in the arts is it possible/suitable to perform alongside and why?

 

·    Do you feel in a performance career is desired a teaching role can be sustained comfortably?

 

·    Can a balance between teaching and performing be established   n order to provide a long term career path?

 

·    What was the main emphasis of your training connected with the arts?

 

·    Did your initial intentions for your career path and training turn out to be the role you are in now? If not why do you think that is?

 

·     Do you feel teaching can benefit or act as a barrier to pursuing a performance carer?

 

·     Similarly Do you feel performing can benefit or act as a barrier to pursuing a teaching career?

 

·     Knowing how difficult employment within the arts can be at times, as a performer myself, Instead of having gaps of unemployment on my CV when I am between performance contracts I teach. Do you think a casting director/employer (teaching role) would view this experience as valuable or detrimental?

 

·     If I were to combine my performance credits and my teaching credits on one CV showing continuity of employment would this impede my chances to pursue future performing or teaching employment?

 

·     Is it better to keep performing and teaching credits on separate CV’s?

 

·     If a performer has a few months where they didn’t perform or only had a small amount is it better to leave their CV blank or include periods they were teaching?

 

·     How do you think a casting director would respond to teaching credits o a performers CV application?

 

·     How would an employer looking to hire a teacher respond to a teachers CV containing performance credits?

 

·     Do you feel all performers have the capabilities and are suited to teach? Or should have performers have teaching qualifications before a teaching role is pursued?

 

·     Does the ability to perform in more than one discipline provide a stronger platform for their teaching ability?

 

·     If you are a ‘triple threat’ performer (professional credits) does this demonstrate a wider area of expertise to teach in? Is this an example of how a performance career could benefit a teaching role? Could the same be said for experienced teachers in the arts? Are they able to perform automatically or is performance training needed first?

 

·     What are your opinions on the following statement:

-     At points in each performers career transitions are necessary in order to sustain employment within the arts.

-    What do you think are the main reason for these changes if any?

 

·     Is adaptability a large factor for a performer’s career longevity?

 

·     Why do you think many performers turn to teaching?

 

·     Do you think teachers choose not to perform or feel they aren’t allowed the opportunity?

·     Is there a divide between teachers and performers with reference to ability?

 

·     During your training is there anything you would, on reflection, add/exclude or increase to the focus of your course in order to provide assistance to your career?

 

·     Would combining teaching and a performance career long term bring stability and encourage a positive impression to working within the arts? Or would this be a negative thing to do and not advisable?

 

·     Should/could performers and teachers combine their skills in order to produce a new type of role –performing teacher/teaching performer?

 

·      What form of training produces the most productive type of performer?

 

·     What form of training produces the most productive type of teacher?

 

·     Which background (teacher or performer) produces the most productive teacher?

 

·     Which background (teacher or performer) produces the most productive performer?

 

·     How can I make my choice to combine both roles more productive and successful moving forward?

·     What age were you introduced to the arts how much influence did this have on your choice of avenue to pursue?

 
I hope these questions will allow me to gain a wide variety of opinions and bring me closer to answering my inquiry question 'Does a teaching role within the arts impede or help the opportunity to perform?'

Please feel free to comment and let me know what you think to these questions.

Part 1A Critical Review: Introduction 500 words(1st Draft)

Title (in progress):

Does a teaching role within the arts impede or help the opportunity to perform?

When I began this BAPP course I had the idea that I wanted to expand my skills trying to bridge the gap between my teaching and performance work within Musical Theatre. I felt if I were able to teach within a more vocational setting then this would give my career more longevity and the possibility for expansion. My first concern was could my lack of teaching qualifications hinder this idea? I hoped if I could bring together my experience and introduce it in some way within an educational setting I could widen the reach of musical theatre making it more mainstream and accessible. Thus combining my two passions of teaching and performing o bring me further stability in the arts.

Previously my performance career was supported financially by other jobs outside of the arts which is something I wanted to avoid so I sought a new direction where I could strengthen my and employability long-term. I found in the arts employers seemed to be more interested in experience over qualifications as my search to teach musical theatre led me to a company called Mainstream Theatre Arts (MTA) where I hoped to continue performing alongside. My employment with them has allowed me the opportunity to introduce musical theatre into each school’s curriculum. Working freelance my position is one that previously didn’t exist and allows me to facilitate my own ideas combing elements of dance, drama and singing. I feel by gaining this new position I have demonstrated a greater demand for musical theatre in mainstream education.

Having the ability to sing act and dance (be a triple threat) performer helped me gain this teaching role. I wonder if this role in turn could benefit my performance career. I now hope to explore the possibilities of teaching and performing cohesively and whether this could have a positive or negative effect on the other. I hope my inquiry can bring me further understanding about the decisions I've made and see what effect these could hold for my career and maybe others moving forward. Could my teaching experience be seen as a positive or a hindrance to a casting director and similarly could my performance career be seen as beneficial or irrelevant for a teaching position. Teaching and performing are both very close to my heart and being able to combine the two ultimately has brought me great satisfaction. However I am aware the more I am pulled towards teaching my performance opportunities are limited. In an ideal world the two could operate simultaneously but I fear this may not be possible. Hopefully through this inquiry I can establish further reassurance and direction through the knowledge of other professionals.

Revised Inquiry Aims and Objectives

After a lengthy discussion with Rosemary, I realised my initial aims and objectives could be too much to cover in just one inquiry. I really want my inquiry to help deepen my understanding of my current career progress and identify any areas for improvement in the future. With this in mind I now have a revised set of aims and objectives.

New title (in progress)

Does a teaching role within the arts impede or help the opportunity to perform?

Aims:

• Investigate what teachers and performers feel the right combination of training and experience could bring to a career in the arts.(Negative or positive)
• Discover when teachers and performers were first introduced to the arts and find out how important that was in influencing their current career.
• Start a debate about what a teacher/performer needs in order to maximise their career success/longevity.(Skills/training/experience)
• Establish whether or not the transition from performer to teacher and vice versa can be done successfully or if a barrier exists.

Objectives:

• Explore ways I can strengthen my position as an educator and performer allowing both to develop simultaneously.
• Identify ways I can further prepare for the unforeseen that can occur with a career in the arts. (Past present and future).
• To see if a role in teaching is seen to help or hinder a performance career.
• Uncover training paths taken and career outcomes seeing if this was their desired role or not and why.

Since graduating nearly six years ago I've found myself going through many different roles in my career. Predominantly performing for the first three years I then transitioned to a combined performance and teaching career. For the last 10 months I have been mainly teaching so the uncertainties of a career in the arts are all too apparent.

I hope my inquiry can bring me further understanding about the decisions I've made and see what effect these could hold for my career and maybe others moving forward. Could my teaching experience be seen as a positive or a hindrance to a casting director and similarly could my performance career be seen as beneficial or irrelevant for a teaching position. Teaching and performing are both very close to my heart and being able to combine the two intimately has brought me great satisfaction. However I am aware the more I am pulled towards teaching my performance opportunities are limited. In an ideal world the two could operate simultaneously but I fear this may not be possible. Will I be completely satisfied trying to 'have my cake and eat it?' I miss performing right now as my teaching has taken over whilst I complete this course. When I went off to perform my last big contract my pupils missed me as I missed them but I loved the feeling f being back on stage. I am at a cross roads and wonder if I have to make a definitive decision before it is made for me.

Hopefully through this inquiry I will be able to establish further reassurance and direction through the knowledge I gain.