Access

You are not currently logged in.

Access your personal account or get JSTOR access through your library or other institution:

login

Log in to your personal account or through your institution.

If You Use a Screen Reader

This content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.

Perspectives on Performance and Anxiety and Their Implications for Creative Teaching

Yaroslav Senyshyn
Canadian Journal of Education / Revue canadienne de l'éducation
Vol. 24, No. 1 (Winter, 1999), pp. 30-41
DOI: 10.2307/1585769
Stable URL: http://www.jstor.org/stable/1585769
Page Count: 12
  • Read Online (Free)
  • Download ($9.00)
  • Subscribe ($19.50)
  • Cite this Item
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Perspectives on Performance and Anxiety and Their Implications for Creative Teaching
Preview not available

Abstract

This article provides a conceptual framework for understanding both positive and negative anxiety, drawing on perspectives from existential philosophy and an artistic metaphor in musical performance to examine the implications for creative teaching. All teachers have to cope with anxiety and despair, and yet it is common for them to deny or repress anxiety because it is usually associated with negative experience. Often teachers do not consider the possibility of using anxiety as a positive and creative force in their teaching. The positive side of anxiety and its corollary, the self-knowledge attainable in despair, may lead to a connected, and, as it were, harmonious self. An anxiety that takes the form of a peaceful creative yearning may provide unique opportunities for creative teaching in the classroom. I highlights ways to assist teachers achieve such opportunities. /// L'auteur souligne l'aspect positif et créateur de l'anxiété en plaçant ce concept dans le cadre de la philosophie existentielle. Tous les enseignants doivent faire face à l'anxiété; pourtant il leur arrive couramment de la nier ou de la réprimer, parce que, la considérant comme une expérience négative, ils ne pensent pas à l'utiliser comme force positive et créatrice dans leur enseignement. Le côté positif de l'anxiété et son corollaire, la connaissance de soi, peuvent permettre l'éclosion d'une personnalité bien intégrée. L'auteur met en relief des façons d'aider les enseignants à découvrir ces possibilités uniques.

Page Thumbnails

  • Thumbnail: Page 
30
    30
  • Thumbnail: Page 
31
    31
  • Thumbnail: Page 
32
    32
  • Thumbnail: Page 
33
    33
  • Thumbnail: Page 
34
    34
  • Thumbnail: Page 
35
    35
  • Thumbnail: Page 
36
    36
  • Thumbnail: Page 
37
    37
  • Thumbnail: Page 
38
    38
  • Thumbnail: Page 
39
    39
  • Thumbnail: Page 
40
    40
  • Thumbnail: Page 
41
    41