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.
The following job titles also refer to performing arts theatre instructor:
acting school teacher
conservatory theatre instructor
professor of theatre
theatre instructor
acting school instructor
conservatory theatre lecturer
instructor in performing arts
theatre instructor in performing arts school
ISCO skill level is defined as a function of the complexity and range of tasks and duties to be performed in an occupation. It is measured on a scale from 1 to 4, with 1 the lowest level and 4 the highest, by considering:
the nature of the work performed in an occupation in relation to the characteristic tasks and duties
the level of formal education required for competent performance of the tasks and duties involved and
the amount of informal on-the-job training and/or previous experience in a related occupation required for competent performance of these tasks and duties.
Performing arts theatre instructor is a Skill level 4 occupation.
These occupations require some skills and knowledge of performing arts theatre instructor. They also require other skills and knowledge, but at a higher ISCO skill level, meaning these occupations are accessible from a position of performing arts theatre instructor with a significant experience and/or extensive training.
This knowledge should be acquired through learning to fulfill the role of performing arts theatre instructor.
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. Breathing techniques: The various techniques to control the voice, body, and nerves by breathing. Acting techniques: The different acting techniques for developing lifelike performances, such as method acting, classical acting, and Meisner technique. Vocal techniques: The various techniques for using your voice correctly without exhausting or damaging it when changing voice in tone and volume. Pronunciation techniques: The pronunciation techniques to properly and understandably pronounce words. 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. Curriculum objectives: The goals identified in curricula and defined learning outcomes. Theatre techniques: Understand techniques that facilitate a successful presentation of a play.
These skills are necessary for the role of performing arts theatre instructor.
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. 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. Compile course material: Write, select or recommend a syllabus of learning material for the students enrolled in the course. 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. Observe student’s progress: Follow up on students’ learning progress and assess their achievements and needs. 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. Direct movement experiences: Assist clients or patients in moving in a structured or improvisatory manner for expressive purposes. 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. 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. 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. 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. Analyse a script: Break down a script by analysing the dramaturgy, form, themes and structure of a script. Conduct relevant research if necessary. Define performance concepts: Elucidate performance concepts, such as texts and scores for performers. 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. 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. 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. Perform classroom management: Maintain discipline and engage students during instruction. 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. Conduct background research for plays: Research historical backgrounds and artistic concepts of plays. 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.
This knowledge is sometimes, but not always, required for the role of performing arts theatre instructor. However, mastering this knowledge allows you to have more opportunities for career development.
Learning difficulties: The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders. Human anatomy: The dynamic relationship of human structure and function and the muscosceletal, cardiovascular, respiratory, digestive, endocrine, urinary, reproductive, integumentary and nervous systems; normal and altered anatomy and physiology throughout the human lifespan. Scientific research methodology: The theoretical methodology used in scientific research involving doing background research, constructing an hypothesis, testing it, analysing data and concluding the results. Movement techniques: The various types of movement and physical postures undertaken for relaxation, body-mind integration, stress reduction, flexibility, core support and rehabilitation purposes, and that are required for or underpin occupational performance.
These skills and competences are sometimes, but not always, required for the role of performing arts theatre instructor. However, mastering these skills and competences allows you to have more opportunities for career development.
Assist in the organisation of school events: Provide assistance in the planning and organisation of school events, such as the school’s open house day, a sports game or a talent show. Analyse theatre texts: Understand and analyse theatre texts; take an active part in the interpretation of the artistic project; conduct thorough personal research in textual material and dramaturgy. Practice dance moves: Study and practice dance moves required in artistic productions. Perform improvisation: Perform dialogues or actions spontaneously or without preparation. Promote the conservatory: Maintain a positive image of the conservatory and use personal network in the best interest of the conservatory, such as establishing valuable artistic and financial connections. Interpret performance concepts in the creative process: Learn and research a part, in personal and collective research and rehearsal, build an acting performance respecting the concept of the show. Adapt a script: Adapt a script and, if the play is newly written, work with the writer or collaborate with playwrights. Assist students with equipment: Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary. Develop curriculum: Develop and plan the learning goals and outcomes for education institutions, as well as the required teaching methods and potential education resources. Manage resources for educational purposes: Identify the necessary resources needed for learning purposes, such as materials in class or arranged transportation for a field trip. Apply for the corresponding budget and follow up on the orders. Play musical instruments: Manipulate purpose-built or improvised instruments to produce musical sounds. Assist students with their dissertation: Support university students with the writing of their paper or theses. Advise on research methods or additions to certain parts of their dissertations. Report different types of errors, such as research or methodological errors, to the student. Perform exercises for artistic performance: Perform exercises and demonstrate them when required. Aim to reach the training session objectives and the appropriate pace, finding a balance between artistic requirements and risk prevention principles. Take into account your physical form: fatigue, recovery periods, resting times, etc. Draw up reference documents for performance: Create documents to guide the further production and execution of a performance. Create a performer cast list, cue sheets, choreographic notes, etc. Keep records of attendance: Keep track of the pupils who are absent by recording their names on a list of absentees. Adapt instruction to labour market: Identify developments in the labour market and recognise their relevance to the training of students. Work with virtual learning environments: Incorporate the use of online learning environments and platforms into the process of instruction. Develop professional network: Reach out to and meet up with people in a professional context. Find common ground and use your contacts for mutual benefit. Keep track of the people in your personal professional network and stay up to date on their activities. Create script for artistic production: Develop a script describing the scenes, actions, equipment, content and realisation means for a play, film or broadcast. Provide lesson materials: Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space. Assist students in their learning: Support and coach students in their work, give learners practical support and encouragement. Carry out auditions: Hold auditions and assess and select candidates for roles in the productions. Practise singing: Study and practise lyrics, melody, and rhythm of songs. Study play productions: Research how a play has been interpreted in other productions. Provide career counselling: Advise beneficiaries on future career options through counselling and, potentially, through career testing and evaluation.
