Virtuosity in Teaching
Discusses virtuosity of performance as an aspect of teaching practice. The author identifies virtuoso performance as a significant factor in good teaching, but differentiates between classroom and artistic performance in terms of intentions. He cites as examples of virtuosity in art teaching appeara...
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| Published in | The Journal of aesthetic education Vol. 32; no. 4; pp. 1 - 16 |
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| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Urbana, IL
University of Illinois Press
01.12.1998
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| Subjects | |
| Online Access | Get full text |
| ISSN | 0021-8510 1543-7809 |
| DOI | 10.2307/3333379 |
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| Abstract | Discusses virtuosity of performance as an aspect of teaching practice. The author identifies virtuoso performance as a significant factor in good teaching, but differentiates between classroom and artistic performance in terms of intentions. He cites as examples of virtuosity in art teaching appearances by Kenneth Clark in his television series Civilisation and a series of conversations between the interviewer Bill Myers and the American anthropologist and scholar of mythology Joseph Campbell. He identifies as the main characteristics of the virtuoso teacher the abilities to engage students mentally and emotionally, to help the student internalize a subject, and to impart enthusiasm for their subject while retaining objective integrity, and notes additional characteristics, including unorthodox approaches which contribute to the student's independence of mind and work, and versatility. He concludes by proposing his analysis of virtuosity in teaching as an antidote to stereotypical thought on what constitutes a good or bad teacher and the place of classroom performance in such judgements. |
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| AbstractList | [...]virtuosity of knowledge does not necessarily imply a corresponding ability to communicate it to others. [...]a small hand specimen of a 350-million-year-old fossil crinoid stem (ancestor of many sessile, or fixed, sea life forms) can be, in the words of Blake, "to hold infinity in the palm of your hand," if aptly and timely presented to a class in biology studying evolution and the development of, say, reef corals or other under-sea plantlike animal forms such as hydroids and entoprocts. Michael Oakeshott, writing about some of the more elusive features of teaching and learning, describes how he first became aware of the importance of style in teaching. . . if you were to ask me the circumstances in which patience, accuracy, economy, elegance, and style first dawned on me, I would have to say that I did not come to recognize them in literature, in argument or in geometrical proof until I had first recognized them elsewhere; and that I owed this recognition to a Sergeant gymnastics instructor who lived long before the days of "physical education" and for whom gymnastics was an intellectual art-and I owed it to him, not on account of anything he ever said, but because he was a man of patience, accuracy, economy, and style.3 Just as good teaching is liable to be confused with, if not reduced to, popular teaching, so also style tends to be confused with charisma, an exceptional ability to secure the admiration or devotion of others. "37 In effect, the metaphor becomes an invitation to oneself and to others to explore anew the context (in this case, teaching) of its application.38 This analysis of virtuosity in teaching is intended to show the usefulness of the metaphor in drawing our attention, first, away from the check-list pedantry of most teacher evaluation schemes or conformist notions of teaching mastery; and second, toward (a) certain elusive or too easily ignored elements of superior teaching performance, (b) the variable, often unusual, challenges top-flight teachers may face and their demonstrated versatility in meeting them, and (c) those aspects of personal style, originality, and inventiveness characteristic of the truly exceptional teacher. Discusses virtuosity of performance as an aspect of teaching practice. The author identifies virtuoso performance as a significant factor in good teaching, but differentiates between classroom and artistic performance in terms of intentions. He cites as examples of virtuosity in art teaching appearances by Kenneth Clark in his television series Civilisation and a series of conversations between the interviewer Bill Myers and the American anthropologist and scholar of mythology Joseph Campbell. He identifies as the main characteristics of the virtuoso teacher the abilities to engage students mentally and emotionally, to help the student internalize a subject, and to impart enthusiasm for their subject while retaining objective integrity, and notes additional characteristics, including unorthodox approaches which contribute to the student's independence of mind and work, and versatility. He concludes by proposing his analysis of virtuosity in teaching as an antidote to stereotypical thought on what constitutes a good or bad teacher and the place of classroom performance in such judgements. |
| Author | Howard, V. A. |
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| Copyright | Copyright 1998 Board of Trustees of the University of Illinois 1999 INIST-CNRS Copyright University of Illinois Press Winter 1998 |
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| DOI | 10.2307/3333379 |
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| Snippet | [...]virtuosity of knowledge does not necessarily imply a corresponding ability to communicate it to others. [...]a small hand specimen of a... Discusses virtuosity of performance as an aspect of teaching practice. The author identifies virtuoso performance as a significant factor in good teaching, but... |
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| SubjectTerms | Art teachers Arts Biology Computers Cost Effectiveness Curricula Educational personnel Educational sciences Failure Fossilization Learning Measurement Techniques Metaphor Music education Music teachers Musical performance Opera Performing arts events Personality Traits Philosophy Private Schools Standardized Tests Student Evaluation Student evaluation of teacher performance Teacher Effectiveness Teachers Teaching Teaching Methods Virtuosos |
| Title | Virtuosity in Teaching |
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