Future(s) of Performance: The Responsibilities of Performing Arts in Tertiary Education (Karen Schupp, Editor)

Due April 15, 2021

I am seeking chapter proposals for a new edited volume that will address the responsibilities of the performing arts—dance, music, theatre, and interdisciplinary or mediated approaches—in tertiary education. Contributions may include empirical research (qualitative, quantitative or mixed-method), theoretical framing of existing and emergent issues, narrative inquiry, case studies, or contextualized examinations of practice. As the edited volume will bring attention to the future potentials of performing arts on campus, emerging researchers/practitioners/educators are encouraged to submit proposals.

It is a responsibility of those who identify as artists/academics to consider and foster the future of performing arts in tertiary education in the current educational and socio-political landscape. This anthology provides a means to holistically examine the complexity of the performing arts within the ecosystem of tertiary education. The goal of the book is to investigate the challenges and opportunities that performing arts programs (broadly defined as performing arts offerings, departments, faculty, artists- in-residence, and administrators) grapple with on a daily basis. The book will ignite new insight into the socio-political, economic, media, and cultural systems in which performing arts exist within tertiary education. As an edited volume, the book will include both empirical and theoretical research with the intention of giving voice to the lived experiences of those in the performing arts. Ideally, the book will illustrate potential futures for performing arts on campus.

Prospective authors are encouraged to consider the questions below from a variety of research and writing approaches. Possible topics and research questions include but are not limited to:

How are the performing arts valued in contemporary tertiary education systems?

  • How do socio-political, economic, cultural, and regional frameworks shape the performing arts in tertiary education and vice versa?

  • How are performing arts central to institutional priorities?

  • What responsibility does tertiary education have to the performing arts? What responsibility do theperforming arts have to tertiary education?

How are performing arts programs approaching equity within their programs and institutions?

  • How are performing arts programs approaching equity across curricular, pedagogical, public programing, research, administrative, and internal infrastructures?

  • How can performing arts programs shift or broaden the academic canon to more inclusively represent a global understanding of performing arts?

  • When and how are we gatekeeping vs. gateway-making, for whom, and why? What responsibilities do performing arts programs have to other stakeholders?

  • How do performing arts programs reinforce or challenge local, national, and/or international socio- political and/or cultural norms?

  • How do performing arts programs navigate, negotiate, respond, or re-shape institutional pressures and frameworks such as budgeting; faculty retention, promotion, and tenure; and development?

  • What responsibilities do performing arts programs have to non-arts programs on campus and vice versa?

  • What responsibilities do tertiary performing arts programs have to other institutions of higher education, PK-12 education, private sector performing arts training, and community education?

What are our ethical responsibilities to our students and how are we meeting those?

  • What do equity-focused or anti-racist admissions and retention processes look like in the performing arts?

  • What strategies are in place to proactively navigate multiple modes of course delivery, enrollment growth, accreditation requirements, etc.?

  • How do performing arts programs navigate, negotiate, respond, or re-shape standard assumptions about how and where learning occurs on campus?

  • What connections and disconnections exist between the studio and stage, the classroom and community?

  • How do facilities (studios, venues, shops, etc.) effect possibilities for innovative, relevant, and equitable experiences in the performing arts?

What is the value of creative activity, research, and scholarship in the performing arts?

  • How do community engaged practices and public scholarship challenge conventional notions of research and creative practice in performing arts practices/scholarship and in the institution?

  • What are the roles and responsibilities of performing arts researchers and scholars to the institution, academic discourse, and to the field?

  • What are the roles and responsibilities of performing artists in academia? Who are the performing artists in academia?

  • What new challenges and opportunities exist for broadening or deepening research, creative practice, and community engaged work in the university?

How does arts leadership manifest in academia?

  • How are shared governance and leadership approached within performing arts programs?

  • How are performing arts programs preparing the next generation of academic leaders, particularly

    through a lens of equity and inclusion?

  • What makes leadership in the performing arts unique, and what can leaders from outside of the performing arts learn from arts-informed approaches to shared governance, leadership, and decision making?

A publishing contract is not yet confirmed, but a publisher will be pursued after determining which proposals are moving forward. Only unpublished works will be considered.

Proposal Abstract and Materials: Due April 15, 2021

Please submit (1) a 500 word proposal abstract including research methodology as appropriate; (2) working reference list; and (3) CV or resume as email attachments (email address below) by April 15, 2021. Proposal abstracts will be reviewed by mid-May. Full chapters (4,000 to 6,000 words) will be due October 1, 2021.

If you have questions, please contact Karen Schupp via email at karen.schupp@asu.edu

Editor Bio

Karen Schupp, MFA, is an associate professor of dance in and associate director of the Herberger Institute School of Music, Dance and Theatre at Arizona State University. Her research interests include dance competition culture, dance curriculum and pedagogy in tertiary education, and equity and ethics across the spectrum of dance education. Her books include Studying Dance (author) published in 2015, Dance Education and Responsible Citizenship (editor) published in 2019, and Ethical Dilemmas in Dance Education (co-editor with Doug Risner) published in 2020. Professor Schupp is the Editor-in-Chief of the Journal of Dance Education. For more information, please visit http://www.karenschupp.org.