The Heart of Teaching is a book about teaching and learning in the performing arts. Its focus is on the inner dynamics of teaching: the processes by which teachers can promote—or undermine—creativity itself. It covers the many issues that teachers, directors and choreographers experience, from the frustrations of dealing with silent students and helping young artists ‘unlearn’ their inhibitions, to problems of resistance, judgment and race in the classroom,.
Wangh raises questions about what can—and what cannot—be taught, and opens a discussion about the social, psychological and spiritual values that underlie the skills and techniques that teachers impart. Subjects addressed include:
- Question asking: which kinds of questions encourage creativity and which can subvert the learning process.
- Feedback: how it can foster both dependence and independence in students.
- Grading: its meaning and meaninglessness.
- Power relationships, transference and counter-transference
- The pivotal role of listening.
The Heart of Teaching speaks to experienced teachers and beginning teachers in all disciplines, but is particularly relevant to those in the performing arts, from which most of its examples are drawn. It brings essential insight and honesty to the discussion of how to teach.
|Publisher:||Taylor & Francis|
|Sold by:||Barnes & Noble|
|File size:||583 KB|
About the Author
Table of Contents
Introduction: What teachers don't talk about 1
1 How does learning happen? 5
2 The via negativa 9
3 Questions and questioning 16
4 Listening 26
5 Feedback 40
6 Resistance 60
7 Transference 69
8 Cultures of oppression and resistance 78
9 Eros et charitas 86
10 The broken heart 96
11 No mistakes 101
12 Power and control 113
13 Silence 125
14 What are we really teaching? 138
An afterword about grading 150
What People are Saying About This
‘Stephen Wangh tackles an important but rarely discussed aspect of performance teaching. He brings a particular set of hard-won insights based on extensive teaching and personal experience, and doesn’t shy away from teasing out the difficult personal lessons drawn from that experience.’ – Anthony Jackson, University of Manchester, UK