Implications for teaching - Assignment Example

Charlie Rose and the art of the interview Charlie Rose is a renowned and talented interviewer working with the PBS media outlet. In his interviews, he does not let his opinion influence the mindset of the interviewee. In addition, he is fond of asking simple, relevant, but challenging questions that enable the interviewee to cover the vast sections of the topics under discussion. Furthermore, he never let his interviews go out of the topics. The one interview that has impressed me most is his interview with the artist, James Turrell that was conducted on 2 July 2013.

James is a specialist in installation examination and deals with perception of space, color, and light, with the aim of site specificity. In that interview, the artist revealed his passion and dedication for arts. As the interview progressed, Charlie Ross employed various techniques that enabled James reveal more detail as well as stay within the confines of the topic (Leslie 56). In particularly, Charlie Rose used skills such as gesturing using hands and nodding head to encourage James to reveal more details.

At some point, Charlie Rose smiled to signify that the point was well taken. A part from gesturing, Charlie Rose also phrased questions for James to ensure that he fully understood the question. Another aspect that stood out was the strategies he used to encourage dialogue throughout the period of interview. He employed the use of thought provoking questions that influenced James to critically think, analyze, and together with evaluate all facts before answering. In the event, dialogue ensued.

As this was not enough, Charlie Rose in most of his question tactfully invited two answers for his questions. This was a master class strategy as anyone capable of providing two answers for the same question proves that he/she has an in depth understanding on the topic under discussion (Leslie 56). In learning, proactive approach is vital for the learners to understand fully the concepts. Therefore, it is the responsibility of the instructor to ensure that the learning process is as active as possible.

In particularly teaching arts to students should be as interactive. The best way of achieving this is to involve the student in dialogue, where the instructor asks relevant questions tactfully to enhance the rate of understandability of the concepts. In addition to this, the instructor should at all-time ask questions that require two answers after teaching a concept as this will evaluate the extent at which the concept has been internalized by the learners. In this regards, dialogue is the key towards successful teaching art students (Leslie 57).

The questions for the three big ideas on the field trip include:i) What are the objectives of this field trip? How do you plan to achieve them?ii) What are the challenges you have experienced during this field trip? In future, what are the preparations you can do to avoid them?iii) Imagine you are the instructor giving directions to an art student during a field trip; write a possible dialogue that is likely to take place between the instructor and the student. In conclusion, what I did was to pay a visit to the national gallery where I interviewed the moderator concerning the pieces of artwork they possess.

I adopted a dialogue way of interview where I asked challenges they are facing in coming up and sustaining the gallery. Furthermore, I asked him their objective as to why they came with the whole idea of setting up the gallery in the first place. Work citedLeslie, Vron. "Talking, learning, and sharing: HEI Forum Professional Dialogue Seminars." Teaching in Lifelong Learning: a journal to inform and improve practice 2.2 (2010): 56-57. Print.