Teaching Arts: The Need for Artistic and Pedagogical Balance

Our study asks whether teachers of performing or visual arts need to possess the skills of a practising artist. This investigation is timely, as we observe significant transformations in the educational landscape, particularly within China, where dance has recently become a compulsory subject in primary schools. Our research is the result of a scoping literature review to understand the extent to which artistic proficiency is essential for educators in these disciplines. This inquiry is driven by our collaboration with the Beijing Dance Academy, an institution renowned for its elite training programs but now facing the challenge of preparing teachers for broad, inclusive dance education across China’s diverse primary school population. Historically, arts education has oscillated between valuing pedagogical skill and artistic practice or artistry. In earlier times, the emphasis on technical mastery in arts disciplines mirrored the rigour of conservatoires. Contemporary educational reforms necessitate a more inclusive approach, reflecting broader societal shifts towards accessibility and equity in education. Often, however, the resulting approaches are not genuinely inclusive when driven by misplaced societal populism. Contemporary education reform requires a balance of informal and formal approaches to education. While informal education is often found in popular and contemporary artistic practice, if not facilitated appropriately, it can end up promoting neoliberal agendas that
may result in gender bias, exclusion, and other issues. Our research contributes to the discourse on how best to prepare teachers for the multifaceted demands of contemporary education. We provide insights into the balance between artistic and pedagogical skills, offering implications for teacher education programs worldwide as they navigate a changing educational environment. In current times, having an inclusive dance program in schools is crucial as it fosters creativity, cultural appreciation, and physical well-being while promoting social equity and ensuring that every child, regardless of background or ability, can access and benefit from the transformative power of the arts.