Welcome, Readers!
Posted by Scott in Curriculum, Scott, Tom on January 12, 2010
This blog is part of an ongoing effort led by Tom Loughlin (SUNY-Fredonia) and Scott Walters (UNC Asheville) to re-examine and re-imagine the theatre curriculum for colleges and universities.
This blog contains some of the past articles that Tom and Scott have written on their individual blogs (Scott’s blog Theatre Ideas, and Tom’s blog a poor player) as well as new posts that continue to analyze the data available and sharpen the connection between the available data and theatre curricular practices. In September 2007 Tom and Scott each wrote a five-part series detailing their thoughts as long-time theatre educators on the state of theatre training in higher education today. We invite you to begin by readin those series of posts. To do so, drop down the Category Menu just below the calendar on the right sidebar. This will give you a flavor of where we have been and, with you help, where we need to go.
Please, Please Stop the Madness
Posted by Scott in Curriculum on March 9, 2010
So in the February 24th edition of Stage Directions Magazine, there is an article entitled “URTA Launches National Showcase Calendar.” The calendar “provides a way of tracking the many school showcases produced each spring in New York City.” Here is the money quote as far as I am concerned:
Each spring more than 70 schools with professional MFA and/or BFA programs in acting, performance and musical theatre produce showcases in theatres throughout the Big Apple. With some schools offering both BFA and MFA degrees, more than 80 showcases are presented over the months of March, April and early May. Each showcase seeks to introduce a graduating class of performers to casting directors, agents and other professionals in the nonprofit and commercial theatre, and in related industries from cruise line productions and corporate industrials to advertising, film and television. Showcases allow training programs to provide invaluable assistance to graduates transitioning into an always challenging job market.
Some quick math sends a chill up my spine. Let’s say that each showcase averages 15 grads — that’s 1200 actors trying to get a foot in the door in NYC. I know that these programs think they are doing their students a service, and no doubt the students think so too, but I just find this horrifying.
First, why are there that many BFA and MFA programs in this country?
But aside from that particular elephant, what rips my heart out is the thought of so much wasted talent pouring into a theatre scene already bursting at the seams, where actors who actually have their Equity cards experience 85% unemployment. How many of these talented young adults will spend five-ten-fifteen years searching valiantly for chances to practice their art, only to come limping home battered and disillusioned.
From an ecological standpoint, it is so wasteful; from a human standpoint, it is almost criminal. There’s got to be a better way. Why keep flooding the system?
SETC 2010 Podcast
Posted by Tom in Curriculum on March 8, 2010
The following presentation is not exactly a podcast, because we were not sitting in front of microphones mixing our voices to create a clean sound. Rather, we recorded our presentation live at SETC during our presentation “What Are We Doing?: Re-thinking the Theatre Arts Curriculum.” It’s about 75 minutes long, and the volume goes in and out depending on how close we were to the microphone, which makes it a bit hard to hear at times. The audience was sparse, about three people and some of Scott’s colleagues also attending the conference. 7:00 PM on a Friday night is not exactly the best of slots when there is dinner to eat and some evening entertainment to round out a day of conferencing. Nevertheless, we thought you’d like to hear it if you were interested. And if you so choose, you can actually run the slides in the post below as you’re listening to the podcast – hopefully it’s obvious enough when the slides would need changing. Comments are welcome.
Mentioned in the presentation: G. S. Evans Art Alienated
SETC 2010
Posted by Tom in Curriculum on March 3, 2010
Scott and I will be giving the following presentation at this year’s Southeastern Theatre Conference in Lexington KY. We will probably elaborate more on it later, but this is a preview of what we’ve come up with. We have gathered together some of the writings and thoughts we’ve had over the past year, as well as all the statistical analysis we’ve done, and will be attempting to sell our listeners on the idea of changing some aspects of their theatre training by demonstrating how current curricula in theatre departments is not taking into account the inability of students to find work in the profession as well as how our educational process is not acknowledging the realities behind race, class and diversity when it come both to the profession and to theatre departments.
See the presentation either here or by using the embedded option below.
The Indie Actor
Posted by Tom in Curriculum, Tom on February 14, 2010
As a teacher of actors and acting, I always try to have an eye out for any information or statistics that will give my students a greater picture of what’s in store for them upon graduation. I do not like them to think about their careers in a vacuum, nor do I like to feed them myths or illusions about their chosen profession. Since I am of the firm belief that many theatre departments nationwide are training their students without regard for the realities of the profession and the changes that have occurred over the past 30 years, the more data I can accumulate to make my case, the better. Theatre education in this country needs change at every level, and it needs to change not only because we want to produce higher-quality theatre across a wider swath of this country, but because we need to provide career options beyond the standard “pre-professional training” model which is focused almost exclusively on finding success in the NYLACHI scene.
The indie scene has seen a great rise in visibility over the past five years or so, due primarily I believe to the rise of the internet, theatrical blogging, and the web presence of such sites as TimeOut NY and TheatreMania. I think it’s also becoming the place where most graduating seniors bent on heading to NYC to begin their rise to fame and fortune find their first taste of doing theatre in NYC. As such, it bears significant study and observation.
A recent demographic survey released on January 20th by the Innovative Theatre Foundation, which is the producer of the NY Innovative Theatre Awards, is a survey that I think has flown under the radar a little bit in terms of its information and what it has to say about the “average indie theatre person.” I think that’s important because the most immediate place in NYC that any young actor is going to find theatre work upon getting their BA/BFA is in the indie scene. The data is not only telling in terms of what it tells us about the profile of a typical indie actor, it also says something about the nature of what we are doing as educators. Let’s see if we can get some sort of profile of the “average indie actor” by looking at what the numbers actually mean. And for now I will stick with actors because that’s what I primarily do – train actors.
- You’re highly educated, female, and you’re white. 84% of all OOB actors have a college degree: 60% with a bachelors, 21% with a masters, 3% with a PhD. 77% are white. 5% are African-American, 4% Latino. 53% are female, 46% male.
- You’re young. 67% of all indie actors are between the ages of 21-40, a 19-year span. The highest age group is 26-30 year-olds at 24%. The average age is 36, the median is 33. There is an attrition rate of 50% from the 26-30 age group (24%) to the 36-40 age group (12%). All the percentages over 40 are in single digits. Only 20% of indie actors are between 40-55, a 15-year span.
- You’re single and childless. 51% of you are single, and 18% are living with a partner (not married). 92% of you have no children. I am assuming this 92% childlessness rate runs across all age groups.
- Your average income is between $30-50K annually. Your average annual salary is about $38, 209, which comes out to about $18.37/hour (as a reference, the contractor re-modeling my bathroom makes $35/hr). But you’re doing better that the median hourly wage of all actors in this country, which is $11.61 according to the US Bureau of Labor Statistics.
- Before you get too excited about that, though, realize that you’re probably living in Manhattan (54%), where according to the Real Estate of New York’s rent survey for January 2010, the lowest rent for a non-doorman studio apartment is in Harlem at $1,312/month. In addition, your money is not being made through the theatre work you do – only 8% of the actors in this survey made all their money through their theatre work. 40% had a full-time job outside of theatre, and 31% had part-time work, for a 71% rate of employment outside theatre. Also, most actors indicated that acting was not the only thing they did as a theatre practitioner. 25% of you also do administrator/producer work, and another 22% also identify as directors. The survey is not clear about how much of the income that the 8% who make all their money through the theatre actually make it through acting alone, without income from these other theatrical identities.
- 48% of you managed to get into AEA, 45% did not. Union workers made an average of $32,092 per year (again, not strictly in the theatre), while non-union actors made $30, 786. So for the privilege of being a union member, you made $1,306 extra, which probably went to paying your union dues. Don’t spend that all in one place.
So, in summary, if you’re now in college studying as a theatre major at the graduate or undergraduate level planning to break into the theatre scene in NYC via the indie route, the statistics say that, for your educational and monetary investment, here’s what statistically you are/will become: a white, female, single, childless degree-holding actor holding down two or three jobs, and making $18.37 an hour at the career you educated and trained yourself for, all the while living in one of the most expensive geographic areas in the US. The stats also say that by 40 years old you will have left the indie scene at the very least; the odds are you will have moved on to something else entirely.
Is this what we really want to have happen to the human capital that makes up our richest resource for a vibrant theatre? -twl
If It’s Broke, Fix It
Posted by Scott in Curriculum on February 13, 2010
A year ago tomorrow, Ian Mackenzie of the Canadian “Theatre Is Territory” blog, asked me to write something about theatre education. There is a lot of general crankiness in the post, but I think the ideas about what education (and esp theatre education) shouldn’t be us sound.
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As a teacher, I have always harbored the secret belief that we all have to kill Daddy. Education is Oedipal – when you come to a crossroads (also known as graduation), you have to free yourself from the past. If you find, as a teacher, that you have created acolytes who bow to your chariot at the crossroads and ask to follow in your train, you should have your tenure stripped in a ritual ceremony involving honey and ants. That’s not education, that’s evisceration. So when I have students who learn what I have to offer, and then noisily go in a different direction flipping me the bird as they depart, I inwardly celebrate. They’re ready for the world.
I had a group of students who formed a weekly lunch group with me called the Dead Dramatists’ Society, and by the time they graduated they were widely regarded by their peers and the rest of the faculty as loud, opinionated artists who questioned everything, including just about every word I said in class. I loved it. They became independent thinkers who could look at the status quo, decide what worked for them and what didn’t, and take their own paths. To me, that’s what education ought to do.
Instead, most education is about compliance. Teachers try to mold compliant students who do what they’re told the way they’re told to do it. And that, my friends, is how the theatre became what it is today: boring, unimaginative, cautious, and conservative. Everybody is still trying to please Daddy! Even the rebels are that way – their idea of rebellion is to simply reverse whatever the status quo is, which is as mechanical and boring as just following the mold.
Ian asked me: “Why do so many artists graduate from post-secondary education and then flounder for 10 years in the wilderness? Shouldn’t art/drama school be teaching us how to actually making a living at this?”
Hell no. The reason they flounder in the wilderness for 10 years is because it takes that long to get over their addiction to having every idea provided for them by teachers who have made them co-dependent. They keep waiting for somebody to give them a syllabus for their life. Until they take control of their continuing growth, which includes doing a lot of independent reading (theatre people don’t read nearly enough, either within the field or outside of it) and independent thinking (is what Michael Shurtleff says about auditioning really the extent of what I need to know to get a part?), they are stuck.
And let me ask this: how in the heck are we supposed to teach you how to make a living at this when the current system is set up to make sure that there is 80% unemployment so that directors have a “choice” when they cast? You can’t make a living like that, and anybody who says they are “training” you to do so is lying through their teeth while they drain your checking account. It’s like training people how to win at playing the slot machine.
The best thing we could do for young people is to spend the first week of their education showing them the sheer dysfunctionality of the system, and then let them spend the rest of their education trying to figure out a better way to do it.
And that means empowerment. Teach independent thinking (no, that isn’t an oxymoron). For instance, instead of providing a bunch of “mainstage productions” where young people passively do the bidding of the faculty, get the hell out of the way and turn the stage over to the students. Let them follow their passions, let them experiment, let them stink up the place if necessary – the air clears in no time, and none of it is carcinogenic.
And teach collaboration. There are actual techniques that can make collaboration work effectively and powerfully, but nobody teaches them. Instead, we pretend that a hierarchical system where the director allows everybody to share a few ideas before telling them how it’s really going to be done is collaboration. It’s not; it’s just more compliance training. This is especially true in college, where the director is likely to be a faculty member, and everyone else are students. Can you say power differential?
In my opinion, our theatre is floundering because our theatre teachers prefer adoration and obedience to challenge and independence. Until that changes, other changes will rely on a few outliers who somehow emerged with their minds intact. And those people need to speak out, to write blogs, to undertake noisy experiments and show that new ideas are not only possible, but successful.
Maybe that’s you?
Data: North Carolina Theatre Conference High School Auditions
Every year, representatives from my department at the University of North Carolina at Asheville go to the North Carolina Theatre Conference to attend the high school theatre auditions. Most of the colleges and universities from across the state sent their representatives to recruit talented young people who are interested in theatre. We all sell our programs, and many of the private schools make scholarship offers on the spot.
I have been wondering about the demographics of this group of young people, who usually number around 100 plus or minus (this year, it was 84). So I gathered together the resumes of the auditionees and started crunching numbers. What I found is interesting in a lot of ways. What follows is a snapshot.
- There are 100 counties in North Carolina; the auditionees come from 18 of them.
- Two counties — Mecklenburg and Forsyth — provide 61% of the auditionees.
- The median household income for NC in 1999 was $39,184; the median household income for Mecklenburg County was $60,608 (2nd in state), and the median household income for Forsyth County was $52,032 (8th in the state).
- The average median household income for the 18 counties who sent students was $51,514.
- Of the eighteen counties who sent students, only one was a county with a median household income below the median for NC; the two students from there attended a private college preparatory school.
- Five schools provided 52% of the auditionees; three of them are schools for the arts.
- 73% of the auditionees had some sort of arts training outside of high school; for the students who attended the arts schools, that figure rose to 91%.
- 20% of the auditionees were people of color; of those, 76% were from Mecklenburg or Forsyth Counties.
Here is a link to the map I created showing where all the schools were who sent students:
Here is the map of the household income in North Carolina — I suspect you will see the parallel:
In the discussion surrounding the impact of class in the theatre, there were many who contended that class played very little role — that it was all about talent and desire. What we see above is that, at least in NC, this isn’t true. If you want to receive a college scholarship, it is a definite advantage to be from a wealthy county and have parents with sufficient discretionary income to pay to give you private lessons or send you to governor’s school. If they can pay to send you to a conservatory like the UNC School of the Arts for high school, it’s even better.
On the other hand, if you are from a poor or rural county, it is unlikely that you will receive such a scholarship, because you will not be at NCTC auditioning. You will probably not have a well-funded theatre program at your high school run by one or more teachers who even know that NCTC has college auditions, and your parents may not have the money to send you to private lessons or governor’s school.
Lani Guinier, President Clinton’s rejected nominee as Asst Attorney General, once said in a speech I attended that those who succeed are those who are given a chance to succeed.
Advantage begins young when it comes to theatre.
A Modest (and Tactless) Proposal
Posted by Scott in Curriculum, Scott on January 26, 2010
As my fellow blogger, Tom Loughlin, has said, it is going to take a lot of tact to get these ideas about the theatre curriculum to be accepted. So I am going to get us off on the wrong foot entirely with the following modest proposal that has absolutely no tact whatsoever.
The buzz word in American education these days, thanks to the totally misguided No Child Left Behind Act, is “accountability.” The Provost where I teach at UNC Asheville says we must create a “culture of evidence” concerning what we do. We all nod vigorously, and then go back to rehearsal. Commonly, theatre professors, when faced with the A-bomb, respond with the intellectual equivalent of putting our hands over our ears and shouting blah-blah-blah at the top of our lungs. Either that, or we open our eyes wide and lisp, “Doctor Provost, we don’t know nuthin’ ’bout no accountability. Why, who ever heard of such a thing being applied to the arts?” And for reasons I have yet to fathom, administrators seem to buy this feigned (or real) ignorance. “Well, you know,” they harrumph, flicking the tip of their ballpoint pen, “as long as you do a decent production of Once Upon a Mattress next semester that we can bring the Trustees to, we’ll just look the other way this time.”
But I just finished reading Outrageous Fortune: The Life and Times of the New American Play by Todd London and Ben Pesner, and the portrait of the so-called profession was just so awful that I can’t maintain my politeness anymore. Plus I’m sick, which makes me cranky.
Anyway, here is my proposal: tie the salaries of theatre professors to the income of their students.
But wait, wait — before you put your hands over your ears and shout blah-blah-blah — I’m going to make this easier, because that wouldn’t be fair, would it? I mean, that level of accountability.
So here are the rules:
- For every student who makes from theatre work in a year more than the mean annual theatre income for an Actors Equity member of approximately $7000*, you get a 2% raise. (Hey, given flat budgets, that’s a great deal, right?)
- For every student who doesn‘t, your salary is cut 1/2%.
- And just to make this a bit easier still, we’ll only count half of your students, and you can choose who are in that group before the graduate (so you’re not held accountable for those who are getting a degree in theatre without, you know, much talent — ’cause those are the ones keeping your FTE afloat, right?)
- BUT you don’t get to count anyone in the upper 50% you didn’t choose (so at Illinois State University, for instance, where John Malkovich’s entire mainstage career consisted of playing the guy who delivered the ant farm in The Man Who Came to Dinner and who was thought to be too weird to be an actor, they can’t count him), AND
- You don’t get to count people who are making money in theatre doing things you didn’t teach them to do (so if someone is doing well making commercials for Pizza Hut, but they didn’t take an acting-for-the-camera class with you, you can’t count them, or if they have become head of marketing for a regional theatre without having taken a theatre administration class with you, you can’t count them either)
- Finally, we won’t start counting them negatively against you until Year 3 of their career, but you can count them positively before then.
(In the interest of full disclosure, according to Actors Equity the unemployment rate during any particular week is about 86%, so if you are an Equity member, your odds of working are about 8:1, or the same odds that you have of shooting craps (7 or 11) at your local casino! The odds increase considerably when you add in non-union actors, but who cares about them, right?)
This seems like a pretty sweet deal, I think. Only 20% of your top 50th percentile need to make the paltry amount of $7000 in a whole year from what you’ve trained them to do for you to make 2% for each of them, and it takes four students who don’t make that amount to wipe that 2% out. Sweet! I think parents would really like that deal — you could tell them your salary increases year to year as proof that little Buffy isn’t throwing your tuition money down the drain.
But I guarantee that if I tried to get this adopted at my school, or your school, the faculty would squeal like stuck pigs, and so would most faculties across the country. Because you know as well as I do that every faculty member would make a smaller salary every year until, eventually, they were paying for the right to teach classes and have health insurance. In other words, they’d be the same as artists.
And I further guarantee that, if we instituted this policy (or a variation on it — I’m not an inflexible man), we would suddenly have a lot more educators interested in reforming theatre education, taking a broader view of the skills taught, and/or more teachers way more interested in making the theatre system in this country operate with some sort of rationality.
Which is why we won’t institute it. We’re all Bernard Madoffs running elaborate Ponzi schemes and hoping we can retire before it all comes crashing down. But all signs say that the whole thing is tottering right this very moment — so now what? Duck?
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* By the way, as I interpret the report (and it isn’t easy, given AE’s built-in motivation to keep the reality of its dismal employment figures foggy), this is the median income of all working actors and stage managers in Actors Equity; the actual median of all members of Actors Equity is $0, since fewer than half of them made any money at all from theatre during the past year. Let me repeat something I’ve said often: we can’t offer pre-professional training in our conservatories, MFA and BFA mills, because there is no profession.
Wal-Marting the American Theatre (Part 2)
Posted by Scott in Curriculum, Scott on January 20, 2010
On the heels of Tom Loughlin’s “The Ides of Theatre,” which discusses the appalling high school musical competition in New Jersey, built to propogate the Myth of the Broadway Eden, comes this trailer from HBO, forwarded to me by Brian Santana, for a new show called Taking the Stage. As you watch this trailer, listen to the Wal-Mart rhetoric the promotes, without blinking, the idea that it just isn’t good enough to be anywhere else except New York:
This is just the kind of propaganda that must be fought. Read the rest of this entry »
The Ideas of Theatre
Posted by Scott in Curriculum, Tom on January 20, 2010
As today is March 15, the famous “Ides of March” in Julius Caesar, it was fitting this morning to stumble upon this article in the NY Times as I began my morning read:
High School Musical Actors Envision Being Rising Stars
In today’s culture, the Ides of March represents a sense of foreboding and imminent doom. Here are some out-of-context quotes from the students interviewed to give you a clue about where I am going:
“It’s like winning a Tony while you’re still in high school.”
“As far as putting it on your résumé, it’s huge. Everybody in college theater departments knows Paper Mill — about these awards and their reputation for finding talent. It’s like a ticket to do anything you want in theater. People look at you differently once you win.”
“Being here makes a huge difference if you want to be in theater. Because our music and the theater programs win the most awards, they’re more renowned. You get more respect from your peers for being part of the spring musical here. It makes you a minor celebrity.”
“I want to go to a conservatory for college and then make my way to Broadway. That’s the plan. I want to dance, act and sing.”
“It’s really a remake of the Tonys. You sit there that night and watch all the other high schools show their talent, and everybody’s rooting for everybody else, but you still want your team to win. You walk out of there and you go: ‘All right, next year we have to take this to another level. We have to raise the bar and win this thing.’ I hope that’s us this year.”
You don’t need to be a soothsayer to figure out what I think about all this; you only need to read my last few posts. They make the kids drink the theatrical Koolaid at younger and younger ages. Doomsday is nigh.
For me personally, reading this article makes me feel as if I have been steamrolled. It took me too long to see the signs, too long to convert, too long to begin to do something about it, and the steps I did take were born out of a belief that rational discourse, facts, and data would be effective weapons to fight against this disease. The fact is, this is a theatrical cancer, and I did not catch the warning signs early enough. Like it or not, this will kill the type of theatre I grew up with, built my professional and teaching career around, and love very much. Nothing will stop it. Nothing.
I am complicit in my own demise, of course. It wasn’t as if I was born with or educated about ideas like grassroots or community-based theatre. These are ideas I came across and absorbed even as I pursued a professional/academic career. And while many of my choices were atypical, they were still centered primarily around industry standards. I did not exactly “drop out” of the professional theatre world; I just made slightly atypical choices (planning a classical acting career, teaching in a small undergraduate liberal arts situation, working in Buffalo, e.g.). So if I have been steamrolled, it’s because I continued to participate, however marginally, in the status quo, both academically and professionally. Even as I write this, the seniors from my department will be participating in their Industry Showcase on Monday. I took care to wish them luck, all the while knowing that the end result of all their work, money and preparation for this will be virtually fruitless.
But this intense and unprecedented concentration on Broadway and fame by high schoolers leaves me terrified. Part of the theory of social entropy to which I subscribe states that social distinctions decompose when entropy takes place. There can be little doubt within academic circles (and obviously now in high schools) that any sort of distinction of theatrical styles exists. There is, for all practical purposes, nothing else in public education, universities, the professional world, or the culture at large except Broadway. Any other theatrical distinctions that can be made simply are no longer relevant in any meaningful way. People who do manage to see theatrical distinctions or options other than professional/Broadway can easily be labeled as freaks, idealists, left-wing ideologues, or that most insulting of theatrical put-downs, losers who couldn’t “make it.” They are a niche, an easily ignored minority.
Right at this moment we are living through an economic collapse brought about by the concentration of a huge amount of economic power in the hands of a few financial corporations labeled “too large to fail.” Interestingly enough, regional charter banks appear to be very strong in this country (at least this is so in my region. Local and regional banks here, not connected to the collapse of the real estate market because they did not inflate the value of local real estate, are doing fine, thank you). Might there be some sort of lesson for us in this reality? Are we concentrating so much theatrical power into the “star system” of Broadway and LA that it runs the risk of going under? Wouldn’t we be better off with smaller, more diverse regional arts scenes, and spread the wealth and the talent accordingly?
While I like the above theory for the hope it offers, I also recognize the reality that underneath all this lies the spectre of the Ides of March. I think our doom lies along two possible paths. The first is the cancer metaphor. Cancer is a disease where mutant cells multiply faster than the body can adapt to or kill them, and thus they overrun the body’s natural operations. It can kill slowly (prostate) or quickly (pancreatic or lung), and it can also go into remission – but kill it does. The “Broadway mentality” is multiplying at a rate faster than any of us – artists or educators – can stop it. While it is hard to predict how long it will take to “kill” theatrical distinctions, kill it will. Remission is possible, but actual survival is highly questionable.
The second path is the dinosaur theory. It is theorized that the dinosaurs were made extinct due to a cataclysmic event: an asteroid hitting the earth and changing entirely the environment in which the dinosaurs thrived and to which they were adapted. Unable to adapt rapidly enough to the new environmental realities, they became extinct, and other life forms more able to survive in the new environment took their place. Me – well, I am clearly a dinosaur. The environment under which I gained my theatrical legs has clearly been impacted by these seismic changes in the theatrical landscape. I am now too slow of foot, too slow of brain, and dogged by old habits such that I cannot change fast enough. It appears that all I have left is to rage, rage against the dying of the light.
The Ides of March have come, Caesar, but not gone. –twl
Theatre Education: Suggestions for Improvement
Posted by Scott in Curriculum, Scott on January 20, 2010
So this is where I make recommendations for how theatre education can be improved. I’ll warn you: I’ve been listening to business guru Tom Peters today, so I am feeling blunt and honest.

