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Building Quality Teaching Artists through Apprenticeship: The Value of Professional Development and Rubrics

Styles, Genna Alethya (2021) Building Quality Teaching Artists through Apprenticeship: The Value of Professional Development and Rubrics. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Quality arts education has proven benefits for students, particularly for youth of marginalized resource-poor environments. These benefits, however, are typically dependent upon the quality of the Teaching Artist. The review of literature illuminated three key components of powerful teaching artistry: effective pedagogy, centering social justice, and accomplished artistry, including developing an identity as a Teaching Artist. An analysis of the Apprenticeship program at Everyman Theatre determined that there was a need for clearer, more specific learning goals and outcomes. This inquiry project tested and refined a learning system for an apprenticing Teaching Artist with the goal of improving rubric scores measuring the three key components by at least 30%. Improvement Science methods were used to study the problem of practice and engage in iterative cycles to improve the training provided to an Apprentice. This study found that a critical component of addressing social justice in teaching artistry includes learning to balance student agency and the need to lead students toward artistic skill-based competencies. Secondly, in service of a performance, an apprenticing Teaching Artist will need to learn how to use knowledge of pedagogy to guide skill-building. Lastly, understanding identity and continuing education supports a career trajectory in teaching artistry. Overall, the Apprentice made an average improvement of 43.59% in all three categories during this study. Limitations of this study acknowledge a small sample size and the context of a global pandemic that severely impacted the world of performing arts.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Styles, Genna Alethyagas99@pitt.eduGas990000-0002-6504-5723
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairRussell, Jennifer Linjrussel@pitt.edujrussel
Committee MemberDelale-O’Connor, Lorilori.delale-oconnor@pitt.edulori.delale-oconnor
Committee MemberKiger Lee, Bridgetkigerlee@pitt.edukigerlee
Date: 31 August 2021
Date Type: Publication
Defense Date: 3 June 2021
Approval Date: 31 August 2021
Submission Date: 24 July 2021
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 102
Institution: University of Pittsburgh
Schools and Programs: School of Education > Learning Sciences and Policy
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: Teaching Artists, Professional Development, Apprenticeship, Social Justice, Theatre Arts, Pedagogy, Accomplished Artistry, Improvement Science, Arts Education
Date Deposited: 31 Aug 2021 17:41
Last Modified: 31 Aug 2021 17:41


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