Examining the pedagogy of theatre lighting

This article addresses educational routes into theatre lighting for live performance as well as thecontinuing development of lighting professionals once they enter the industry. Both aspects feedinto larger concerns about the industry as a whole: what kind of learning and teaching occur intechnical and design fields, what types of education are valued by students and industryprofessionals, and how a primarily freelance workforce maintains high standards of knowledge in anindustry in which technology is constantly and rapidly changing. Using questionnaire responses and interviews with both lighting professionals and educators, thisarticle explores the current provision of lighting education, beginning by placing it within the contextof the wider industry and examining distinctions between academic and vocational training,specifically as they relate to theatre lighting, as well as informal routes into the industry. The currentlack of a formal continuing professional development (CPD) programme is problematic and both is asymptom of and contributes to the ongoing precarity of the profession. Drawing on recent reportsfrom government bodies and arts organisations, as well as the qualitative data gathered through thequestionnaires and interviews, the article concludes with some areas for further discussion andpotential directions for training while also ensuring the professional development of early- and midcareer lighting professionals