The Art Educator’s Ethics Compass
When I first stepped into the world of drama and dance education, I quickly realized that teaching the arts was about more than imparting techniques and choreographies. It was about cultivating a space where students could express their individuality, explore their creativity, and connect with others. Over the years, my journey as a drama and dance educator—and as a student of applied theatre—has taught me invaluable lessons about the delicate balance between artistry, education, and ethics. These experiences inspired me to create The Arts Educator's Ethics Compass, a tool designed to support educators in aligning their personal, artistic, and educational goals with those of their students.
As an educator, I’ve faced countless moments of reflection: Am I encouraging self-expression while fostering discipline? Am I honoring my artistic vision while remaining open to the voices and needs of my students? These questions often led me back to my time as a student of applied theatre, where I learned that the arts have the power to challenge societal norms, spark critical dialogue, and inspire change. In these spaces, the intersection of ethics and creativity became undeniable—what we teach, how we teach, and why we teach all carry profound implications for our students and their artistic journeys.
The creation of the Arts Educator’s Ethics Compass emerged from a desire to address these complexities. Teaching in the fine and performing arts requires more than just a lesson plan—it demands an intentional alignment of our values, our artistic goals, and our students’ needs. The Compass invites educators to pause and reflect on these spheres, offering a structured way to navigate the unique challenges and opportunities of arts education.
The Role of Reflection in Arts Education
Reflection has always been at the heart of my teaching practice, which began in 2013 when I started teaching dance at a local high school, and continues today as I complete practicums for my studies in Secondary School Drama and English Education at the University of Victoria. Whether it’s evaluating how a class unfolded or considering a student’s feedback, I’ve found that intentional self-assessment is essential for growth. The Arts Educator’s Ethics Compass formalizes this reflective process, encouraging educators to define their personal values, clarify their artistic motivations, and align these with their class and student goals.
In my practice I have worked simultaneously as a professional theatre director and choreographer as well as a dance and drama instructor. Working as both an artist and an educator, I often grappled with balancing my passion for artistry with the diverse aspirations of my students. Some of my students sought to perfect technical skills, while others wanted a space to express themselves freely. Using the Compass, I could map out how these goals overlapped and identify areas where I needed to adapt my teaching approach. This tool became a bridge between my intentions and my students’ needs, fostering a classroom environment where creativity thrived.
Bridging the Gap Between Educator and Student Goals
One of the most rewarding aspects of teaching the arts is witnessing the synergy that emerges when teacher and student goals align. The creative process in the arts is inherently collaborative—students bring their perspectives, experiences, and aspirations to the table, and it’s our responsibility as educators to honour and nurture these contributions.
The Compass is designed to help educators reflect on this dynamic. For instance, when teaching a drama class, I might prioritize storytelling and emotional exploration, while my students may be more focused on building confidence or mastering stage presence. By examining these goals through the framework of the Compass, I can ensure that my lessons strike a balance, creating space for both personal growth and artistic achievement.
A Tool for All Educators
Although initially designed for recreational arts educators, the Ethics Compass is adaptable to various teaching contexts, including formal education settings. For teachers in British Columbia, for example, the tool can integrate the BC Curriculum’s Core Competencies and Big Ideas, ensuring alignment with provincial standards while maintaining flexibility for artistic exploration. This adaptability makes the Compass a valuable resource for educators across disciplines and educational frameworks.
Cultivating Purpose-Driven Classrooms
At its core, The Arts Educator’s Ethics Compass is about fostering classrooms where purpose and passion intersect. By encouraging educators to continually reflect on their practices and goals, the Compass creates opportunities for meaningful connections and shared success. It reminds us that the arts are not just about performance or technique—they’re about the relationships we build, the stories we tell, and the growth we inspire in ourselves and our students.
As I continue to navigate my journey as a performing arts educator, I am grateful for the lessons I’ve learned from my students, my colleagues, and the art forms I hold dear. These lessons have shaped not only my teaching but also the creation of the Compass itself. My hope is that this tool will empower educators to approach their practice with intentionality and care, creating spaces where creativity, collaboration, and ethics come together to inspire a brighter future for the arts.
Whether you’re a seasoned educator or just beginning your journey, I invite you to explore The Arts Educator’s Ethics Compass. Use it as a guide, a mirror, and a tool for growth. Together, we can continue to create classrooms where the magic of the arts transforms lives.