Table 1Transition record

drama teachertovisual arts teacher

A drama teacher already meets 54% of what the visual arts teacher role asks for. The move turns on 9 required skills not yet in the profile.

From drama teacher

54%

Overlap1

To visual arts teacher

25 Skills carried over

9 Required, not held

56.4 Difficulty2

adjacent 0–30

moderate 30–55

substantial 55–75

career change 75–100

this move, 56.4

This move: 56.4 of 100 · substantial

1 Share of the visual arts teacher role’s weighted skill requirement already met by the drama teacher profile. Required skills count in full, supplementary skills at 0.35. Directional: the figure for the reverse move differs. 2 Combines what is missing with how specialised it is, so a gap of general skills scores easier than the same number of narrow ones.

Table 2

Table 2 · What you already bring

Of the 25 skills that carry over, these are the ones fewest other occupations ask for. A visual arts teacher role needs them, and most people applying for one will not have them already. This is the part of a drama teacher background worth leading with.

Skill the target role also needs Area

already held stimulate creativity in the team management skills
already held define creative components communication, collaboration and creativity
already held develop a coaching style communication, collaboration and creativity
already held consult students on learning content communication, collaboration and creativity
already held develop artistic educational activities management skills
already held encourage students to acknowledge their achievements management skills

All 25 carried skills, including the 16 the visual arts teacher role treats as required.

Table 3

Table 3 · What you would need to learn

The 30 missing skills fall into 10 areas of the ESCO skill hierarchy, numbered below in the order worth working in: the areas carrying the most required skills come first, and inside each one the required skills sit above the supplementary ones.

Skill to acquire Tier

01 communication, collaboration and creativity 6 required, 7 supplementary

required, not held create artwork required
required, not held create craft prototypes required
required, not held select artistic materials to create artworks required
required, not held select illustration styles required
required, not held select subject matter required
required, not held teach arts principles required

optional, not held create sculptures optional
optional, not held create sketches optional
optional, not held develop an artistic framework optional
optional, not held participate in artistic mediation activities optional
optional, not held present exhibition optional
optional, not held use artistic materials for drawing optional
optional, not held use painting techniques optional

02 information skills 1 required, 4 supplementary

required, not held contextualise artistic work required

optional, not held assess conservation needs optional
optional, not held gather reference materials for artwork optional
optional, not held monitor art scene developments optional
optional, not held gather reference materials optional

03 education 1 required

required, not held instructional strategies required

04 handling and moving 1 required

required, not held supervise craft production required

05 arts and humanities 3 supplementary

optional, not held art history optional
optional, not held types of pottery material optional
optional, not held graphic design optional

06 working with computers 2 supplementary

optional, not held use digital illustration techniques optional
optional, not held perform image editing optional

4 further areas in the appendix

Table 4

Table 4 · Where to start

The 3 entries a visual arts teacher role is least likely to hire without. The ordering is computed from the skill data, not from what pays.

Each entry opens a course search for that skill. Career Overlap earns nothing from these links.

Appendix

Appendix · The rest of the record

All 25 skills that carry over

Skill Type

already held adapt teaching to student's capabilities skill
already held apply teaching strategies skill
already held assess students skill
already held assist students in their learning skill
already held assist students with equipment skill
already held consult students on learning content skill
already held define creative components skill
already held demonstrate when teaching skill
already held develop a coaching style skill
already held encourage students to acknowledge their achievements skill
already held give constructive feedback skill
already held guarantee students' safety skill
already held manage student relationships skill
already held perform classroom management skill
already held prepare lesson content skill
already held stimulate creativity in the team skill
already held assessment processes knowledge
already held curriculum objectives knowledge
already held develop artistic educational activities skill
already held develop learning curriculum skill
already held facilitate teamwork between students skill
already held keep personal administration skill
already held manage budgets skill
already held manage resources for educational purposes skill
already held provide lesson materials skill

The 4 learning areas not shown above

Skill to acquire Tier

07 working with machinery and specialised equipment 2 supplementary

optional, not held manage different ceramic firing techniques optional
optional, not held operate a ceramics kiln optional

08 business, administration and law 1 supplementary

optional, not held copyright legislation optional

09 constructing 1 supplementary

optional, not held paint sets optional

10 natural sciences, mathematics and statistics 1 supplementary

optional, not held types of paint optional

21 supplementary skills, helpful but not required

Skill to acquire Tier

optional, not held art history optional
optional, not held assess conservation needs optional
optional, not held create sculptures optional
optional, not held create sketches optional
optional, not held develop an artistic framework optional
optional, not held gather reference materials for artwork optional
optional, not held manage different ceramic firing techniques optional
optional, not held monitor art scene developments optional
optional, not held operate a ceramics kiln optional
optional, not held paint sets optional
optional, not held participate in artistic mediation activities optional
optional, not held present exhibition optional
optional, not held types of pottery material optional
optional, not held use artistic materials for drawing optional
optional, not held use digital illustration techniques optional
optional, not held use painting techniques optional
optional, not held copyright legislation optional
optional, not held gather reference materials optional
optional, not held graphic design optional
optional, not held perform image editing optional
optional, not held types of paint optional

36 held skills the visual arts teacher role does not ask for

Skill Type

not needed by the target role acting techniques knowledge
not needed by the target role adapt a script skill
not needed by the target role analyse a script skill
not needed by the target role analyse theatre texts skill
not needed by the target role assemble an artistic team skill
not needed by the target role breathing techniques knowledge
not needed by the target role bring out performers’ artistic potential skill
not needed by the target role carry out auditions skill
not needed by the target role conduct background research for plays skill
not needed by the target role coordinate with creative departments skill
not needed by the target role create a work environment where performers can develop their potential skill
not needed by the target role create script for artistic production skill
not needed by the target role deal with public skill
not needed by the target role define artistic performance concepts skill
not needed by the target role develop drama production process skill
not needed by the target role develop proposed choreographic language skill
not needed by the target role develop the physical language skill
not needed by the target role draw up reference documents for performance skill
not needed by the target role ensure visual quality of the set skill
not needed by the target role identify performers' needs skill
not needed by the target role interpret performance concepts in the creative process skill
not needed by the target role lead cast and crew skill
not needed by the target role maintain safe working conditions in performing arts skill
not needed by the target role movement techniques knowledge
not needed by the target role organise rehearsals skill
not needed by the target role perform exercises for artistic performance skill
not needed by the target role perform improvisation skill
not needed by the target role play musical instruments skill
not needed by the target role practice dance moves skill
not needed by the target role practise singing skill
not needed by the target role prepare performance training session skill
not needed by the target role pronunciation techniques knowledge
not needed by the target role stimulate performers' imagination skill
not needed by the target role study play productions skill
not needed by the target role understand the emotional dimension of a performance skill
not needed by the target role vocal techniques knowledge

6 gaps that are knowledge rather than practice

Knowledge gaps usually close through study. Practical skill gaps usually need something you can point at.

Skill to acquire Tier

required, not held instructional strategies required
optional, not held art history optional
optional, not held types of pottery material optional
optional, not held copyright legislation optional
optional, not held graphic design optional
optional, not held types of paint optional

Index

Other moves recorded from drama teacher

Full index of moves from drama teacher

Note

How this record was compiled

Both occupations are taken from ESCO, which lists the skills and knowledge each occupation is expected to have and marks every one required or optional. Nothing here is a prediction about hiring, and nothing here knows that a particular employer wants a particular certificate. Treat Table 3 as a starting point for your own research rather than a syllabus. The full method states what these figures can and cannot tell you.