Artistic coaches research, plan, organise and lead arts activities for sport practitioners in order to provide them with artistic abilities such as dance, acting, expression and transmission that are important for their sport performance. Artistic coaches make technical, performance or artistic abilities accessible to sports practitioners with the goal of improving their sport performance.
Interpret and evaluate data collected during your community arts programme. Use it to offer signposting to individuals in your groups for their development, to extract actions that you can take to improve your professional practice, and to create a report appropriate to your requirements providing your analyse of data collected and possible solutions, with or without specifying needed resources as necessary.
Evaluate your skill in artistic coaching. Identify which of your abilities may be advantageous to sports practitioners, whether they come from your artistic discipline or from other experience. Express your capabilities and communicate about them in a person-centred way.
Collaborate as an specialist in a coaching team in order to maximise the sport practitioner's performance.
Devise and deliver arts activities that enhance the performance of practitioners while protecting the health and safety of participants to be able to draw out the most effective performance during competition.
Take responsibility for your physical and emotional wellbeing as a role model for your group. Care for the wellbeing of your participants while leading them in a dance session.
Ensure that performers are well prepared and closely guided in each work session. Ask performers for feedback about the work sessions and take it into account
Define your own artistic approach by analysing your previous work and your expertise, identifying the components of your creative signature, and starting from these explorations to describe your artistic vision.
Take into consideration other areas of expertise or experience and identify elements relevant to your artistic approach.
Identify performer's needs, considering the strengths and weaknesses of each performer, and the specific needs for each role or part. Take into account performers' health and safety.
Verify the technical aspects of your workspace, costumes, props, etc. Eliminate potential hazards in your work space or performance. Intervene actively in cases of accidents or illness.
Present and promote one's artistic approach and position one's work in target markets.
Manage expectations of people involved once the community arts programme is designed or being designed. Be as clear as possible in the scoping stage to build trust between yourself, your potential groups, and funders.
Identify the specific aspects of a cast and the emotions elicited by the performers' physical transformations. Sense the emotional charge of choreographic sequences, the arrangement of elements, in the use of space. Identify the emotional curve.
Take responsibility for lifelong learning and continuous professional development. Engage in learning to support and update professional competence. Identify priority areas for professional development based on reflection about own practice and through contact with peers and stakeholders. Pursue a cycle of self-improvement and develop credible career plans.
Be flexible and work with a broad mix of personalities.
Apply the safety rules according to training and instruction and based on a solid understanding of the prevention measures and risks to your own personal health and safety.
No competences in this bucket.
The techniques used to coach students in different music related fields such as voice, dance or musical instrument.
No competences in this bucket.
Evaluate the degree to which the components of the artistic work are harmonised. Look for solutions when needed and propose adjustments.
Describe experience in your discipline and within an artistic environment. Identify relevant elements to define an approach of your fight discipline in the artistic field. Describe your training background. Identify training that is relevant for the artistic approach of your fight discipline.
Help choreographers develop their reflection. Suggest readings. Refer to the work of visual artists, filmmakers, performing artists, composers and sound designers, and suggest potential resource persons.
Create movements, choreographic sequences or sections, and links in between them.
Identify codified movements to be used. Use and demonstrate codified movements to the performers.
Develop methods to pass on your choreographic style or signature to the performers. Define a mode of transmission. Select the necessary tools.
Rehearse and develop the artistic, choreographic, dramatic and interactional concepts to embody them in the artistic performance.
Find your artistic niche in the market, attending to your strengths in each moment of your professional career.
Inspire your group of participants in your sessions through embodied understanding of dance and dance-making. Demonstrate dance movements regarding a correct body alignment, and applied anatomical knowledge in relationship to the dance styles you lead.
Encourage and enable people, especially children, to become involved in dance and to understand and appreciate it, either privately or in public contexts.
Manage an artistic project. Determine project needs. Establish partnerships. Manage the budget, schedule, contractual agreements and assess the project.
Match the needs of your researched target community to your skills as a dance leader. Practice self-awareness and an honest appraisal of your skills.
Use inspirational artifacts and creative methods to stimulate the performers' imagination. Provide the performers with the necessary documentation. Stimulate performers' imagination involved in live performances, theater, film, and entertainment. Professionals in these fields work to inspire and enhance the creativity and imagination of actors, musicians, dancers, and other performers.
Employ appropriate research activities to find out about this specific community as potential/target market. Identify their specific needs, the dance style, roles and relationships and communication systems employed previously to cover these needs. Research the importance of values, policies or language that are relevant to communicating with them.
Instruct students in the theory and practice of dance, recreationally or with the aim of assisting them in pursuing a future career in this field. Deliver correcting instructions that support difference and pay attention to ethical codes of conduct around touch, personal space, and appropriate pedagogic methods as a tool to foster participants.
Guide your career to an international level which often requires the ability to interact, relate and communicate with individuals from different cultures.
Observe participants in groups or one by one to identify their potential. Create new movements tailored to make full use of performers' potential.
Show sensibility towards cultural differences by taking actions which facilitate positive interaction between international organisations, between groups or individuals of different cultures, and to promote integration in a community.