Employability and the Performance Arts: aspirations, realities and implications

Jayne Stevens

Development of knowledge and understanding for employability

Subject specific, academic module

Pedagogic research

Commitment to enhancement of student employability

Employability and the Performance Arts: aspirations, realities and implications

2006-09

• understand the career pathways taken by DMU graduates of Dance, Drama and Music, Technology and Innovation

Employability and the Performance Arts: aspirations, realities and implications

2006-09

• identify perceptions (student, graduate, staff) of relationships between undergraduate education and graduate work

Employability and the Performance Arts: aspirations, realities and implications

2006-09

• consider the implications for the content, delivery and promotion of undergraduate degree courses in the subjects concerned

‘Exploring the Dance Profession’

First year, core, taught module

• consider the implications for the content, delivery and promotion of undergraduate degree courses in the subjects concerned

• Student awareness of the nature of employment in the creative and cultural industries

• Student awareness of the range of work undertaken by artists in the UK

• Provision of work placements and opportunities

• First year students’ desire to focus on subject specific knowledge and skills

Issues arising from research

• Student awareness of the nature of employment in the creative and cultural industries

• Multiple job holding; portfolio working• Self employment (82% of dance sector

workers)1

• Oversupply (750,000 in training; 100,000 in work in the UK performing arts sector) 1

• Self management, self promotion, reputation building

• Importance of networks and networking

1 (2010) The Performing Arts Blueprint. London, Creative & Cultural Skills.

Issues arising from research

• Student awareness of the range of work undertaken by artists in the UK

• Performing or/then teaching• Less than 40% of the 100,000 working in

the performing arts sector have an onstage role1

• Participatory artists working in education, youth work, criminal justice, health sectors

• Opportunities in administration, promotion, curation, organisation

1 (2010) The Performing Arts Blueprint. London, Creative & Cultural Skills.

Issues arising from research

• Provision of work placements and opportunities

• 90% of performing arts organisations employ fewer than 10 people1

• Many work on a project to project basis

• Increase in student numbers. (HE dance students 2002/3 to 2008/9 +124%)2

1 (2010) The Performing Arts Blueprint. London, Creative & Cultural Skills.

2 (2010) PALATINE Key facts and stats (based on data from the Higher Education Statistics Agency).

Issues arising from research

• Student awareness of the nature of employment in the creative and cultural industries

• Student awareness of the range of work undertaken by artists in the UK

• Provision of work placements and opportunities

• First year students’ desire to focus on subject specific knowledge and skills

Issues arising from research

Transition - diagnostic

Transition - applied

Problematisation Criticalreflection

Collaboration

Stevens, J.S. and Smith, G. Developing creative capabilities: embedding entrepreneurialism in the curriculum at Creating a Higher Vision: the HE contribution to the Creative Economy, Universities UK conference, Woburn House, London, 25 November 2009.

‘Exploring the Dance Profession’

First year, core (for 70+ students), taught (1hr contact)

The module is designed to enable students to:

• ‘understand the infrastructure for British dance and how it operates

• appreciate the multiple and interconnected roles and skills that operate within the dance profession

• develop awareness of current opportunities in dance

• apply knowledge creatively to a given brief’

‘Exploring the Dance Profession’

The module incorporates learning and teaching strategies drawn from:

• Enquiry based learning

• Collaborative learning

• Reflective learning

• Situated learning

Two examples:

1. Learning resources

2. Group task

Learning resources

‘Propose a new dance organisation to operate in the current British dance sector.’

‘Pitch your idea as though to potential funders, clients or partners.’

Group task

“This module has really made me think about my future and my career, what pathways I would like to explore other than the performing side of the industry.”

“The presentation task was not only very enjoyable but made me realise what it might be like to actually set up an organisation.”

“Before this module I wasn’t aware of all the different ways in which you can be involved in dance and the opportunities out there.”

Student response

• Aware of a broader range of employment possibilities

• Locate themselves in relation to the professional world

• Interest in developing skills for future employment

Students: Staff:

• Embed employability issues in the core, academic curriculum

• Within the resource constraints of a taught module

• Engage students in entrepreneurial learning at the start of their course

Employability and the Performance Arts: aspirations, realities and implications