When Richard Davis arrived at the University of Wisconsin-Madison campus in 1977, he was a world-renowned jazz and classical bassist, but a relatively inexperienced teacher. However, by the time Davis retired recently as a UW music professor, he had achieved what teachers aspire to: having an indelible effect on many of his students. To succeed, Davis incorporated some of the traits of jazz musicians in his teaching style: knowledge, judgement, and especially the ability to improvise. “When I walk into a room, I have no idea what I’m going to talk about. Then, I sense something. I’ve never had any notes, even in the classroom.” In a recent interview, Davis recounted an experience that illustrates his improvisational, provocative approach to communicating, and teaching. A non-pro t organization serving people with physical disabilities asked Davis to speak at its event. With no experience in the topic area, he was unsure what approach to take. “I asked the woman who contacted me what I should talk about? She said, ‘From what I’ve heard about you, you can do it.’ “The rst thing I said to the audience was, ‘Who in this room of 300 people considers themselves to be ugly?’ Three people raised their hands. One of them was a woman in a wheelchair; I had hoped she would raise her hand. “I take a lot of risks when I teach. I asked her if I could sit in her lap – she weighed about 200 pounds. I just sat there for 30 seconds and didn’t say a word. Then I said, ‘I was just trying to nd the ugliest spot on you.’ She started crying, and we became friends.”
“I TAKE A LOT OF RISKS WHEN I TEACH.” - Richard Davis, teacher
RETIRING UW INSTRUCTOR MADE HIS PRESENCE FELT
ENTERTAINMENT E TE TAI E T
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