Artistic Scholar
Include in Your Response:
Self-Introduction
-Specialization (what subject/grade level do you plan on teaching?) I plan to teach young children ……
-Why are you passiaonte about teaching?
-What are some of your interests outside of school and teaching?
-How do you think you learn best?
-What is one thing YOU can do in order to success in this class?
-What is one thing I can do to support your learning?
Reflecting on Ch. 1 Concepts
Your text presents the idea of an “artistic scholar,” one who combines both the art and science of teaching in a balanced way. The “science” of teaching refers to the strategies, approaches, and techniques that have been researched and proven effective in the classroom. The “art” of teaching refers to how you put it all together – the strategies, techniques, and approaches; the individual differences of your students; etc.
Think of it like choreographing a dance… In dance there are different moves, techniques… They all have names, purposes, and effects on a dance routine. They constitute the “science” aspect. The “art” part comes in when the choreographer chooses WHICH dance moves will be used, WHEN they will be done in the routine, and WHY they are done in that way, all while keeping in mind the rhythm of the music, the dancers’ strengths and weaknesses, the audience’s preferences, etc. Starting to make sense?
So in teaching, the science is all about the WHAT… what you’re working with. And the art is all about the HOW… how you piece it all together so that it’s effective. Refer to what you’ve learned about Educational Psychology and its purpose.
1.How does studying educational psychology help you, as a future educator, learn to balance the science and the art of teaching?
2.Personally, do you think the art or the science aspect of teaching will come easier for you, and why?
3.Lastly, think back to your experiences as a student. Briefly describe a class in which you’d call your teacher an “artistic scholar” because of how well they combined the art and science of teaching.
