What We Don’t Teach Arts Teachers: Rehearsal Culture as Hidden Curriculum in Performing Arts Teacher Preparation
DOI:
https://doi.org/10.59719/txep.v10i1.96Keywords:
hidden curriculum, educatior preparation, performing arts education, rehearsal culture, self-efficacyAbstract
This theoretical article examines how rehearsal environments within performing arts classrooms may influence students’ perceptions of fairness, psychological safety, and self-efficacy. Drawing on hidden curriculum theory and Social Cognitive Theory, the analysis explores how implicit values embedded within casting practices, critique structures, leadership dynamics, and evaluative processes shape student learning beyond formal instruction. The article argues that rehearsal culture functions as both an artistic and pedagogical environment through which students develop beliefs regarding competence, belonging, and artistic legitimacy. Recommendations for performing arts teacher preparation are discussed, including reflective rehearsal pedagogy, transparent evaluative practices, and approaches to critique facilitation that support both artistic rigor and student development. Directions for future quantitative and mixed-methods research are also proposed.
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