We are pleased to announce that Sam Gibbs has been promoted to Course Leader on the Foundation Course which has opened his present position.
Department: | School of Acting |
Reports to: | Head of Acting |
Responsible for: | N/A |
Working Pattern: | Mon-Fri (flexibility required) |
Hours: | 40 hours per week (flexibility required) |
Salary: | £36,000 |
ArtsEd is committed to safeguarding and promoting the welfare of children and young people and expects all staff (permanent and visiting) and volunteers to share this commitment; all staff are required to undergo background checks in line with Keeping Children Safe in Education 2021 regulations and to hold an enhanced DBS
ArtsEd originated from two schools, one founded in 1919 by Grace Cone and one founded in 1922 by Olive Ripman. These two educational pioneers believed passionately in the value of combining a general academic education with specialised training in dance, drama, music and art. They were committed to preparing young people for professional careers in or related to the theatre. In 1939, Grace and Olive joined forces to create the Cone Ripman School, subsequently named the Arts Educational Schools. Dame Alicia Markova and Sir Anton Dolin drew almost exclusively on ArtsEd students to help them create their revolutionary company London Festival Ballet, which eventually became the English National Ballet. Ballerina Dame Beryl Grey became Director of the Schools in the 1960s. ArtsEd continued to innovate, introducing both professional acting and musical theatre courses and in I986 moved to its present home in Chiswick. In 2007, Lord Andrew Lloyd Webber became President, heralding an auspicious new era for ArtsEd. The School of Musical Theatre and School of Acting offer full-time BA and MA courses. Our Musical Theatre course is recognised as the best in the UK, while the Acting course is praised for its innovative 50:50 split between stage and screen acting. Our outstanding record of graduate success sees nearly every one of our Musical Theatre graduates and over three-quarters of our Acting graduates make their professional debuts within six months of graduating.
The acting tutor will work across the Foundation, BA and MA programmes to deliver fundamental acting classes for stage and/or screen. The tutor will undertake verbal and written assessments where necessary, 1-2-1 pastoral care and any training in order to fulfil the requirements of the role.
Foundation Course Teaching:
BA Acting Teaching:
MA Course Teaching:
Secondary Duties
Person Specification | Essential
/Desirable |
Assessment Method
Application/ Interview/ Interview Task |
Qualifications
Commitment to continuous professional development. Safeguarding in Education |
Essential
Desirable
|
Application / Interview |
Knowledge/understanding
Understanding of and commitment to equality, diversity and inclusion, and its practical application in a contemporary curriculum and artistic educational environment. Knowledge and experience of teaching a range of acting techniques at Higher Education Level. A deep understanding of the cycle of actor training An awareness and understanding of technical issues, the workings of a theatre and the process of performance and acting A commitment to supporting the safety and wellbeing of all students
|
All Essential |
Application / Interview |
Experience
Teaching acting at higher educational level Working in a professional capacity and using professional connections to develop students and provide opportunities Experience of leading projects, directing productions, assessment, and feedback mechanisms at Higher Education level |
All Essential |
|
Skills and abilities
Able to show initiative and have an entrepreneurial spirit Creativity and the ability to express yourself both orally and in writing Persuasiveness and a willingness to take artistic risks Excellent negotiation and interpersonal skills Self-motivation and the ability to motivate and inspire others The ability to work as part of a team Excellent time management The ability to develop innovative ideas and to solve problems creatively and practically Organisational and research skills |
All Essential | |
Personal Competencies
Talented, versatile, and professionally experienced Extensive networks in the industry Ability to work as part of a team Motivation to work with young people and to support their needs both in and out of the classroom environment. Ability to form and maintain appropriate relationships and personal boundaries with young people Emotional resilience Positive attitude to use of authority and maintaining discipline Commitment to continued professional development of both self and others commitment to the highest standards of behaviour in adherence with the staff code of conduct, and able to champion this amongst team members |
All Essential |