The pedagogy of performing arts courses in theatre, fi lm, music, and dance programs found in most liberal arts curricula is clearly experiential insofar as the making of art involves active engagement in classroom activities or events that are staged or fi lmed. But because many educators outside the arts perceive performing arts programs as solely providing a platform for students to showcase their talents, they believe that the goals and objectives of performing arts curricula focus on developing technical skills over what educators call "operational" and "value-focused" skills (Doherty, Chenevert, Miller, Roth, and Truchan, 1997, pp. 170-176). This view fails to recognize that performing arts courses and projects include cognitively challenging endeavors that help to advance the intellectual skills necessary for managing lifelong career goals and for contributing to the social wellbeing of our nation. Therefore, the curricula of many performing arts programs support interdisciplinary and independent research projects, encourage refl ective pedagogies of civic engagement, include service-learning activities and study abroad programs, and offer distinctive experiential ways of learning.Well-planned experiential activities help performing arts students develop the critical thinking and leadership skills necessary in building and sustaining successful professional careers; navigate career choices throughout their lives; and become contributing members of society engaged in thinking about complex social issues and taking responsible civic action.
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