This is a speculative but systematic study that focuses on teaching not as a science but as an art, the term "science" being reserved for such disciplines as psychology. In this paper, teaching is examined as an aesthetically structured as well as technically delineated symbol of human communication and interaction. It is stated that, in using such an approach, individual teaching styles which have their own expressiveness may then be examined and valued. A model which was prepared and put into practice is described and discussed. The model is divided into categories of balance, rhythm, expressiveness and unity; and under these terms are discussed such factors as movement in space, aesthetic distance, selectivity, and tone. A selected bibliography is included. (JA)