Donna Frost

Concept analysis 45 2 The professional demonstrating artistry: Details or emphasis Examples of key sources (original research in italics) Possesses keen intelligence Critical reasoning and intelligence in general Klemola and Norros ( 2001 ), Gramling ( 2004 ) Specifically mention diverse sorts of intel - ligence, for example, intellectual, spiritual, emotional, artistic and bodily intelligences Titchen ( 2000 ), Titchen and Higgs ( 2001 b), Tarnow and Butcher ( 2005 ), McCormack and Titchen ( 2006 ), Titchen et al ( 2007 ), Lehmann ( 2008 ) Titchen ( 2009 ), Austin ( 2010 ), Lane ( 2010 ). Uses creative imagination Antrobus ( 1997 ), Titchen ( 2000 ), Titchen and Higgs, ( 2001 b), McCormack and Titchen ( 2006 ), Titchen ( 2009 ). Has a particular way of being and becoming Schön ( 1983 ; 1987 ), Fish ( 1998 ) , Conway ( 1996 ), Titchen ( 2000 ) , Henderson ( 2001 b), Titchen and Higgs ( 2001 b), Grainger ( 2003 ), Gramling ( 2004 ; 2006 ), McCormack and Titchen ( 2006 ; 2007 ), Fish and de Cossart ( 2007 ), Stockhausen ( 2006 ), Austin ( 2010 ), Titchen and Mc - Cormack ( 2010 ) As Table 2 . 4 shows, professional artistry is associated in the literature with professionals possessing a degree of practice expertise. It is generally viewed as indicative of particularly competent or expert practice. While agreeing that experts demonstrate professional artistry, some sources question the assumption that professional artistry is the sole province of experts. They suggest that coping with ordinary practice is complex enough to require a degree of artistry from all practitioners and reason that professional artistry may be learned or developed holistically, ‘from the ground up’, in the same way that it is more effective to teach young learners of the guitar about qualities such as tone, expression and invoking a response in listeners before waiting for them to have mastered the technical skills (Flynn et al., 2017 ). Professionals demonstrating artistry are described as reflexive with a capacity for lifelong learning and inquiry into practice. They are capable of both artistic and cognitive critique of their ideas and practice. These practitioners embrace