I recently switched to a tube powered guitar amplifier. Many electric guitar purists believe that the warm and natural compression that occurs from these vacuum tubes creates a tone that is second to none. My amp is a Fender 410 DeVille with a tweed exterior and, in my opinion, is the best-looking/sounding amp on the market.
The heart and soul of the guitar’s tone comes, ironically, comes when the vacuum tubes are ‘pushed’. This means the amount of signal (how much the guitar and amp are “turned up”) actually overdrives the tubes. When the tubes are overdriven in just the right amount, the resulting sound is a phenomenon that is one of the sweetest sounds that can come from a guitar amp. Pushing the tubes, in just the right amount, yields a guitar sound that has a natural and smooth distortion-perfect for playing rock and blues. Pushed too much and the sound is heavy and messy. When not pushed enough, the sound is uninspired and lifeless.
This reminds of pedagogy. To create meaningful learning opportunities the teacher must push the students, in just the right amount, to facilitate deep learning. Pushed too much and without support and the student will be overwhelmed and the learning is distorted. If a student isn’t pushed, the student will remain in a “cognitive comfort zone” yielding little chance for new insights and analysis to occur. A teacher, who is a critically-reflective practitioner, will have a better feel for how much to push a student.
Learning is difficult and is a different phenomenon from mere engagement. Pushing a student to experience cognitive dissonance is like pushing the amp’s tube to break up. Finding the best methods for accomplishing this is a delicate process which requires thoughtful attention, both for a guitar player and a teacher, A great guitar player will tell you that the quest for that perfect tone is an on-going and constant journey. A great teacher will also tell you that the quest for great pedagogy is an on-going and constant journey. Creating both great tone and great teaching takes time, reflection and critical listening...one song and lesson at a time.
This is a great analogy, Tom. Well developed, a good model for composition teachers!
ReplyDeleteIn thinking about good teaching, I'm still struggling with the proposed requirements for getting into teacher education. The media has really hammered on the 3.0 GPA, yet there are other factors included. I'd like to see the "formula," however, and just how the factors fit together. It makes me think of the RAI, Regents Admission Index, that we use with our high schoolers as they prepare for college in Iowa. Perhaps the formula is similar.