Open for Enrollment
You can also start immediately after joining!Join Now
Open for Enrollment
You can also start immediately after joining!
Would you like to enroll?
Enrollment for this course has closed. But you can enroll in a future offering (please select)
Enrollment has closed
This course introduces widely held understandings of the term teaching artist. Using examples of teaching artist practice you will observe and identify the many skills, communities and places teaching artists are called on to work. Based on these examples you will devise an entry level project which matches your interests and skill levels.
Course Image: Daniel McKewen, ‘Hollywood Mapping Project’ 2013. Photograph courtesy of the artist and Milani Gallery, Brisbane
This course is in adaptive mode and is open for enrollment. Learn more about adaptive courses here.
Session 1: Introduction: What is a Teaching Artist? (October 3, 2023)
The first course covers the kinds of projects teaching artists lead with arts organizations and communities. From considering one signature project we can understand the role of the teaching artist and determine the nature of the work they do.
1. What is a Teaching Artist?
2. Portfolio: Reflective Journal
3. Reflective Journal Exercise
4. Sampling a Teaching Artist Project - Mass Bolero
5. Sampling a Teaching Artist Project - Mass Bolero Analysis
6. Mass Bolero - Adaptability and the 18 Second Problem
Session 2: The Field of Teaching Artistry (October 10, 2023)
This course analyses the ingredients which make up a dynamic and successful teaching artist project. This then allows you to note the broad range of capabilities teaching artists draw on to successfully move from one teaching artist project to the next.
1. The Teaching Artist Project Framework
2. The Capabilities Required of Teaching Artists
3. Identify and Match Exercise
4. Looking Further Afield: Three Projects to Expand the Scope of Teaching Artistry
5. Conclusion - From Project to Field
6. Locating Your Practice Forum Activity
Session 3: On Becoming a Teaching Artist (October 17, 2023)
It is time to take stock by naming the teaching artist capabilities you currently possess and how they may be used in a project of your own making. The course concludes by reflecting on your future professional learning, on identifying the personal capabilities do you need to develop in order to become a successful teaching artist.
Below you will find an overview of the Learning Outcomes you will achieve as you complete this course.
Understanding Teaching Artistry
- Ability to examine and enjoy the various possibilities of the work of Teaching Artists with arts organizations and communities
- Ability to broaden your knowledge of the work Teaching Artists are called on to do
Understanding Teaching Artist Projects
- Ability to generalize from a number of Teaching Artist projects to identify their key elements
- Ability to note the capabilities (knowledge, skills and understandings) TA need to work across multiple projects
Matching Teaching Artist capabilities with Teaching Artist Projects
- Ability to design a project that matches your current set of Teaching Artist capabilities
- Ability to share a Teaching Artist project
- Ability to strategize around how you may address existing gaps in your existing TA capabilities
Instructors And Guests
Brad Haseman worked for thirty years at the Queensland University of Technology (QUT) where he was Professor in Drama Education and held a range of senior leadership posts. He is a pioneer of drama in schools and arts education, and is known internationally as a teacher and workshop leader (Process Drama), arts researcher (Performative Research) and community engagement practitioner (Applied Theatre and Teaching Artistry). In recent years he has been an invited keynote speaker and workshop leader in the UK, Finland, the US, Australia and South Korea. Brad has contributed as a teacher, researcher and policy developer on all matters related to the field of teaching artistry. He has worked as a teaching artist in Papua New Guinea for a decade leading a team of teaching artists addressing sexual health education. He served as Chair of the Community Partnerships Committee of the Australia Council for the Arts from 2007 to 2011 and was actively involved in developing strategic priorities for Teaching Artists and Artist-in-Residence programs for Australian schools and communities. In 2014 Brad co-convened the second International Teaching Artist Conference in Brisbane Australia and is a member of the International Teaching Artist Collective which supports these biannual Teaching Artist Conferences.
Brad Haseman was Professor in Drama Education and held a range of senior leadership posts with the Creative Industries Faculty at QUT. He is a pioneer of drama in schools and arts education and is known internationally as a teacher and workshop leader (Process Drama), arts researcher (Performative Research) and community engagement practitioner (Applied Theatre and Teaching Artistry).
Brad worked as a teaching artist in Papua New Guinea for a decade leading a team of teaching artists addressing sexual health education. He served as Chair of the Community Partnerships Committee of the Australia Council for the Arts from 2007 to 2011 and in 2014 co-convened the second International Teaching Artist Conference in Brisbane Australia. In 2018 Brad was the lead designer and curator of ‘The Basics of Teaching Artistry’, an online program designed and delivered in partnership with Lincoln Center Education (New York), The Queensland Performing Arts Centre (Brisbane, Australia) and the Sydney Opera House (Sydney, Australia). Currently Brad is Executive Vice President of Kadenze, Inc. overseeing arts-led pedagogies for their global online catalogue of courses, Professor Emeritus with the Queensland University of Technology (QUT) and Member of the Leadership Committee of the International Teaching Artist Collaborative.
What You Need to Take This Course
- A computer
If a student signs up for The Basics of Teaching Artistry program, it is recommended that these courses are taken sequentially.
Peer Assessment Code of Conduct: Part of what makes Kadenze a great place to learn is our community of students. While you are completing your Peer Assessments, we ask that you help us maintain the quality of our community. Please:
- Be Polite. Show your fellow students courtesy. No one wants to feel attacked—ever. For this reason, insults, condescension, or abuse will not be tolerated.
- Show Respect. Kadenze is a global community. Our students are from many different cultures and backgrounds. Please be patient, kind, and open-minded when discussing topics such as race, religion, gender, sexual orientation, or other potentially controversial subjects.
- Post Appropriate Content. We believe that expression is a human right, and we would never censor our students. With that in mind, please be sensitive of what you post in a Peer Assessment. Only post content where and when it is appropriate to do so.
Please understand that posts that violate this Code of Conduct harm our community and may be deleted or made invisible to other students by course moderators. Students who repeatedly break these rules may be removed from the course and/or may lose access to Kadenze.
Students with Disabilities: Students who have documented disabilities and who want to request accommodations should refer to the via the Kadenze support center. Kadenze is committed to making sure that our site is accessible to everyone. Configure your accessibility settings in your Kadenze Account Settings.