Abstract
Internships provide students an opportunity to transfer the experiential learning of their college work to the professional world, while still enjoying the support and guidance of their faculty. Internships provide opportunities for networking, community-building, and the cultivation of mentors—practices that are necessary in all fields but most especially in the arts. The performing arts internships described in the following case studies exhibit the best practices of effective internships and field experiences. Michele Volansky discusses internships at Washington College as part of a culture of experiential learning that extends throughout the students’ college careers. Marissa Nesbit’s case study examines an internship in dance education for dance majors that uses a scaffolded structure to help students build skills and confidence over the period of the internship.
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Notes
- 1.
Quoted in Nancy O’Neill, “Internships as a High-Impact Practice: Some Reflections on Quality,” n.p.
- 2.
O’Neill, “Internships as High-Impact Practice: Some Reflections on Quality,” n.p.
- 3.
Hart Research Associates, “Falling Short? College Learning and Career Success.”
- 4.
“NSSE 2016 High-Impact Practices”; “SNAAP 2015 & 2016 Recent Graduates Aggregate Frequency Report,” 21.
- 5.
From the SNAAP 2015 & 2016 Recent Graduates Aggregate Frequency Report. Data on performing arts majors extracted by SNAAP on request, provided July 2017.
- 6.
See Greg Redlawsk, “Unpaid Internships, or Getting Your Foot in the Door of the American Theatre”; Rachel Burger, “Why Your Unpaid Internship Makes You Less Employable”; Alexander Frenette, “The Internship Divide: The Promise and Challenges of Internships in the Arts”; Phil Gardner, The Debate over Unpaid College Internships.
- 7.
“Internship Programs Standards,” Council for the Advancement of Standards in Higher Education, www.cas.edu; National Society for Experiential Education, www.nsee.org.
- 8.
Readers might also want to consult Doug Risner, “Research, Design, and Implementation of an Internship Course in Dance: Turning Student Knowledge into Professional Know-How.” This article offers reflections on the challenges and benefits of constructing a dance internship at a “large, urban, research-intensive university” (70) and provides a table of contents for a prototype internship manual.
- 9.
North Carolina State Board of Education, Department of Public Instruction, Arts Education Standard Course of Study.
- 10.
National Coalition for Core Arts Standards, National Core Arts Standards.
- 11.
American Association for Colleges of Teacher Education, About edTPA.
- 12.
National Dance Education Organization, Conference Poster Presentations.
- 13.
George D. Kuh and Carol Geary Schneider, High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter, 17.
- 14.
Quoted in O’Neill, “Internships as a High-Impact Practice: Some Reflections on Quality,” n.p.
- 15.
Kuh and Schneider, High-Impact Educational Practices, 17.
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Hayford, M., Kattwinkel, S. (2018). Internships. In: Hayford, M., Kattwinkel, S. (eds) Performing Arts as High-Impact Practice. The Arts in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-72944-2_10
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