Introduction: The artistry of teaching in higher education

King, Helen, Bale, Richard, Corradini, Erika, Fossey, Peter, Gannaway, Deanne, Morantes-Africano, Leonardo, Mudd, Shaun and Potter, Jackie (2024) Introduction: The artistry of teaching in higher education. In, King, Helen (ed.) The Artistry of Teaching in Higher Education: Practical Ideas for Developing Creative Academic Practice. Taylor & Francis, pp. 1-14. (doi:10.4324/9781003437826-1).

Abstract

“Artistry of Teaching” is one of the three components of King’s model of expertise for teaching in higher education (2022), along with Pedagogical Content Knowledge and Professional Learning. It encapsulates those more intangible facets of expertise that go beyond the application of routine procedures or pedagogic techniques in order to bring about a transformational learning experience. This chapter introduces the concept of artistry; outlines ways in which it might be characterised, developed, and supported; and summarises the key themes raised through the book. It suggests that the artistry of teaching in higher education is about improvisation, embodiment, knowing oneself and one’s students, and a compassionate and relational approach to facilitating learning, and concludes with a call to action for higher education institutions to provide strategic and integrated support and space for learning, creativity, innovation, and the development of their teachers’ expertise. “It is increasingly recognized that teaching in many ways is more like playing in a jazz quartet than following the score of a marching band. Knowing when to come in and take the lead, knowing when to bow out, knowing when to improvise are all aspects of teaching that follow no rule, they need to be felt.” (Eisner, 2002).

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Contributors

Author: Erika Corradini

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