I have taken some time this week to read back through reader 7 to check I am on track with my studies - as previously mentioned it is easy to go off in my own train of thoughts!
On page 13 it shows a diagram of an arrow representing different stages of module 3. At the moment I feel as though I am comfortably moving on to Stage 3, with a slight focus still on the stage 2 literature. I feel there isn't a way of putting a complete stop to finding new literature to put towards my final work and I am enjoying the reads and current findings which I am blogging about.
Having worked on my interview questions and had feedback from my tutor, I felt my first interview was ready to take place with the Youth and Dance Education Coordinator at the PDSW.
How did the interview go and where did it take place?
I felt overall the interview went really well and I learnt a lot from it. It took place at the Pavilion Dance South West location in Bournemouth in the communal cafe area at the front entrance. It was a quiet time of day which meant I was able to focus on the interview and not be distracted by any external factors. I asked permission to record the interview on my voice recording app on my smart phone so that I did not miss out on any specific detail. I am very happy that I did this due to validity of the research and also quality of the answers are raw and genuine.
What did I learn from this type of research tool?
From taking out the interview I learnt that from one question you are able to receive a lot of information as apposed to a yes/no answer in a questionnaire. It enabled the process to flow more like a conversation and became relaxed and not a intense situation which some research tools can sometimes create. During the conversation I was able to pick up on little tips that will help me understand more about what the centre is trying to achieve and more importantly how it does so. For example, I was always referring to it as a 'dance centre' and she was quick to correct me in saying they always prefer for it to be referred to as 'the dance house'. It makes it more personal, and in fact more welcoming - i think.
I also learnt that I was able to get more information from one question that originally anticipated - for example, when i asked the question and it was responded to but i wasn't quite sure what she meant, i was able to ask her to elaborate more on that to allow me to understand which again in an questionnaire i wouldn't be able to.
From this interview I have lots of qualitative data to begin to analyse which I predict will take some time, however what is handy is that sue to recording the interview, I am able to stop and play it as many times as possible. For ethical reasons I did make my interviewee aware that after my course has finished I will be deleting the data from my phone as it will only be used for research purposes.
More Literature!!
Kindly, my interviewee suggested some more reading to look at, as she grasped the concept of my idea and believed the following authors would come in handy for my community dance based work.
Diane Amans and Rosemary Lee were the two names which she gave me and after looking them both up, it seems that community dance influences such as these have been a ever growing help to those involved in community dance work, such like employees at PFDSW.
I look to write up more about these to in more detail tomorrow as I feel there its lots more reading to be done and i want to be able to specifically relate this to my inquiry question of;
What is the purpose of a dance house like PDSW in the local community?
Monday, 28 March 2016
Monday, 21 March 2016
A clearer view
After a few days off from the studying of literature, I gave myself some time to just think about my inquiry in my mind - whilst driving, doing the washing up etc.
I have learnt through the process of the course that sometimes by taking a step back and reviewing my ideas can give me a clearer view on what you working towards and if I am going in the right direction. I am a culprit of going off on a tangent with no relevance to my topic so this I feel is helpful to me.
After my chat with Paula which i previously blogged about, we discusses my research tools. Again i have previously mentioned the use of interviews and observation. This has now slightly changed as Paula suggested that by using my reflective journal which I have been updating regularly when volunteering at the arts centre, it gives a more realistic approach. I have decided now that i will not use an observation as one of my tools due to time restrictions and also validity. It will be hard to monitor and record specific data over one class and generalisation will not be valid for what I am focusing on which is the teacher and their projection as a leader. As an alternative to this, I plan to interview the Head of Creative programmes who is in charge of placing strategic plans in place for artistic development and leading in participation. This has a strong link to my ideas of a leader within an organisation that holds areas together. I have designed a series of questions which I will ask in an interview like way and hope to do this within the next week. This of course will be in addition to my other interview with the Youth and Dance education co-ordinator at the dance centre who is more in the dance teacher role. These two interviews along with my reflective journal, and documentation proof of the arts centre, will complete my research element of my inquiry.
I have learnt through the process of the course that sometimes by taking a step back and reviewing my ideas can give me a clearer view on what you working towards and if I am going in the right direction. I am a culprit of going off on a tangent with no relevance to my topic so this I feel is helpful to me.
After my chat with Paula which i previously blogged about, we discusses my research tools. Again i have previously mentioned the use of interviews and observation. This has now slightly changed as Paula suggested that by using my reflective journal which I have been updating regularly when volunteering at the arts centre, it gives a more realistic approach. I have decided now that i will not use an observation as one of my tools due to time restrictions and also validity. It will be hard to monitor and record specific data over one class and generalisation will not be valid for what I am focusing on which is the teacher and their projection as a leader. As an alternative to this, I plan to interview the Head of Creative programmes who is in charge of placing strategic plans in place for artistic development and leading in participation. This has a strong link to my ideas of a leader within an organisation that holds areas together. I have designed a series of questions which I will ask in an interview like way and hope to do this within the next week. This of course will be in addition to my other interview with the Youth and Dance education co-ordinator at the dance centre who is more in the dance teacher role. These two interviews along with my reflective journal, and documentation proof of the arts centre, will complete my research element of my inquiry.
Wednesday, 16 March 2016
Speaking with Paula
After a good chat with Paula on Monday evening, my head feels a bit clearer on what tasks I should be getting stuck in to. For example, the literature as previously mentioned in one of my blogs became a struggle as I know there is lots out there, but finding what is relevant to me and my topic is what is hard to narrow down.
Paula advised me to think of key words that relate to my inquiry, and more importantly what I am aiming to find out. This will then show clearer links to my ideas in my inquiry.
Having said that, I had a few very helpful comments from Jess a fellow BAPPs colleague on my blog, who mentioned to me about a book she had read by Faulty and Savage (2011) regarding leadership and 'what should leaders be?' This feels interesting to discover as the interviewees who I will be speaking with are teachers at the arts centre (PDSW) and also leaders in they're department so as I thought about this more, lots of words and ideas began to role off my tongue and by the power of google I found relevant theories.
The book by Faulty and Savage,(2011) explores ideas relating to specifically what a teacher should be. Using phrases like 'mentor', 'leader', 'counsiller' 'advisor'.
'A mentor is someone who helps another person to become what that person aspires to be' (Montreal CEGEP,1988)
At PDSW, being a community arts centre, the role of a teacher or director has to be to inspire and mentor in that specific field of dance. It makes sense to have a teacher who is qualified at that profession to be mentoring you into what you aspire to be, as Montreal puts it. This along with the motivation theories link well to explain what a good leader is made up of. As previously mentioned and discussed, to gain success off individuals who are learning, the teacher has to be motivational - its imperative in my opinion. I will discuss this topic in my interview with the head of dance at PDSW to grasp her view, but also touching on it within my literature does link into my professional inquiry. Looking back into Module 1 when I blogged about motivational theories, Maslow's Hierarchy of Needs, (1943) outlines the relation to how people can be motivated to achieve certain needs through a 5 stage process. Once one need is fulfilled, a person instinctively seeks to fulfil the next one. Would this be focused on the students or the teachers at PDSW? Having looked at conflicting theroies to this like Alderfers ERG Theroy (1969), the 3 stages in his analysis suggest that peoples needs will vary from person to person so therefore motivational needs that are required by leaders must be adaptable. It will be interesting to see with my interviews with leaders at PDSW how I can relate these theories of motivation to there roles at the arts centre. Without leaders and teachers who work for the company, how would it run or be successful?
Please see below a diagram which I found online at www.mindtools.com that shows the relation of the two theories on motivation.
The behavioural theories for leadership were other interesting reads that I began to link in with my ideas on the arts centre. The whole idea behind the arts centre is to inspire and deliver high quality experiences to those who want to part take in dance, no matter the ability. It is there to promote healthy living and well-being to those who may not have experienced this before. The people behind the organisation are what holds it together, you have to be the right person to work, have the right attitude, have the right behavioural skills. I found a theory called the Path-Goal theory which is discovering the best leadership style created by Robert House (1971). Path-Goal Theory helps you identify an effective approach to leadership, based on what your people want and your current situation. This again I hope to link in with some of the answers that i predict to get from the head of dance at PDSW, as her insight to how she leads and delegates roles to in order for all areas to be run sufficiently.
I will continue on this path of literature to discover different areas which I can elaborate on for my inquiry.
Paula advised me to think of key words that relate to my inquiry, and more importantly what I am aiming to find out. This will then show clearer links to my ideas in my inquiry.
Having said that, I had a few very helpful comments from Jess a fellow BAPPs colleague on my blog, who mentioned to me about a book she had read by Faulty and Savage (2011) regarding leadership and 'what should leaders be?' This feels interesting to discover as the interviewees who I will be speaking with are teachers at the arts centre (PDSW) and also leaders in they're department so as I thought about this more, lots of words and ideas began to role off my tongue and by the power of google I found relevant theories.
The book by Faulty and Savage,(2011) explores ideas relating to specifically what a teacher should be. Using phrases like 'mentor', 'leader', 'counsiller' 'advisor'.
'A mentor is someone who helps another person to become what that person aspires to be' (Montreal CEGEP,1988)
At PDSW, being a community arts centre, the role of a teacher or director has to be to inspire and mentor in that specific field of dance. It makes sense to have a teacher who is qualified at that profession to be mentoring you into what you aspire to be, as Montreal puts it. This along with the motivation theories link well to explain what a good leader is made up of. As previously mentioned and discussed, to gain success off individuals who are learning, the teacher has to be motivational - its imperative in my opinion. I will discuss this topic in my interview with the head of dance at PDSW to grasp her view, but also touching on it within my literature does link into my professional inquiry. Looking back into Module 1 when I blogged about motivational theories, Maslow's Hierarchy of Needs, (1943) outlines the relation to how people can be motivated to achieve certain needs through a 5 stage process. Once one need is fulfilled, a person instinctively seeks to fulfil the next one. Would this be focused on the students or the teachers at PDSW? Having looked at conflicting theroies to this like Alderfers ERG Theroy (1969), the 3 stages in his analysis suggest that peoples needs will vary from person to person so therefore motivational needs that are required by leaders must be adaptable. It will be interesting to see with my interviews with leaders at PDSW how I can relate these theories of motivation to there roles at the arts centre. Without leaders and teachers who work for the company, how would it run or be successful?
Please see below a diagram which I found online at www.mindtools.com that shows the relation of the two theories on motivation.
The behavioural theories for leadership were other interesting reads that I began to link in with my ideas on the arts centre. The whole idea behind the arts centre is to inspire and deliver high quality experiences to those who want to part take in dance, no matter the ability. It is there to promote healthy living and well-being to those who may not have experienced this before. The people behind the organisation are what holds it together, you have to be the right person to work, have the right attitude, have the right behavioural skills. I found a theory called the Path-Goal theory which is discovering the best leadership style created by Robert House (1971). Path-Goal Theory helps you identify an effective approach to leadership, based on what your people want and your current situation. This again I hope to link in with some of the answers that i predict to get from the head of dance at PDSW, as her insight to how she leads and delegates roles to in order for all areas to be run sufficiently.
I will continue on this path of literature to discover different areas which I can elaborate on for my inquiry.
Monday, 14 March 2016
Teacher Focus
As I have highlighted how within my inquiry I would like to interview and observe a teacher at the community arts centre, I want to understand from them how as a teacher working there allows them to be apart of the function and purpose of the inquiry.
Looking into Module 3, I am beginning to struggle with the amount of literature that I need to find to contribute towards my findings. Thinking alongside the teaching route, I began to look at books which have been written which support the idea of a teachers influence.
'The influences of teaching - reflections of teaching and leadership' By John Merrow
Although I found during this read it is obviously focusing on teachers within the curriculum and not too relevant to my focus on dance teachers within the community, however I understood what he was meaning by the importance of the teachers influence no matter what subject or situation.
Merrow states that “the recipe for success includes some mix of strong leadership, committed teachers, an integrated curriculum, the willingness to challenge conventional wisdom and accepted practices, and the moral imperative to care for and about all of our children” (p. 154).
The book itself is a strong way of calling out to all educators and is promoting the idea that teachers need to step up and improve the action taken to influence children in education. It stands out to me specifically how any teacher is seen to be a role model and has a responsibility to act on decisions, but mostly to be there as a influential figure to all.
Through my questionnaire and observation which I will carry out, I feel I should incorporate relevant questions to how the teacher feels a role of responsibility and are these standards set from higher positioned colleagues. Within any job role there will be a set description of what is expected however I feel as a teacher you are driven to inspire and influence students.
Leading onto more specific to my my inquiry, its has come to my attention that literature on my topic actually falls short in addressing what the community dance centres purpose and function means to any specified community. PDSW dance is local to me, and its community of practitioners I am envisaging will play a part in my future practise while I develop my freelance work experience with them. Therefore, it seems logical to undergo my proposed enquiry not only for the benefit of my personal stance, but also to other establishing freelancers in the South West of England specifically.
There also seems to be a gap in any researched evidence to support the idea that whatever ‘it’ is that dance means is irrelevant. In the future, I aim to promote awareness of dance opportunity, therefore encouraging participation in dance through working towards increasing its accessibility. It seems necessary therefore to angle research to support teaching dance in a way that stimulates any opportunity for participation in dance, regardless of the dance subject or style, regardless of the dancers backgrounds, and regardless of the subject or theme of the work covered or choreography composed. Through the community organisation I so far understand that this is the idea, purpose of its existence, and I aim to prove this through my artefact that comes with apart of this module.
Relevant literature findings
Since the slight change in my Inquiry question, I have found more relevant literature findings which I have looked at to support my thoughts and ideas of what the function and purpose of an arts centre in a local community is.
For my specific area that I live in, Pavilion Dance South West is the prime example of how a community dance organisation is run and maintained. From their website it outlines specific goals and aims of their existence. Please see below the extract which I am referring to;
For my specific area that I live in, Pavilion Dance South West is the prime example of how a community dance organisation is run and maintained. From their website it outlines specific goals and aims of their existence. Please see below the extract which I am referring to;
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Who We Are and What We Do
In a single page. Vision: A world where everyone lives a healthier and more fulfilled life through dance Mission: We celebrate and encourage dance nationally, building strong local and regional partnerships to connect it to a diverse and broad public, through excellent performance and participation opportunities. Values: Generous, Passionate, Inspiring, Inclusive, Fresh Aims:We champion a fresh approach to dance by dissolving boundaries to create and present incredible experiences for audiences and participants. We support and develop those who already love dance and inspire those who have yet to discover it. We aim to be:
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This was taken from the following link;
From this section of the website, I am able to present to fellow students and dance peers what PDSW overall aim is. For my inquiry, I am going to look focus in on how employees and specifically dance teachers that work at the facility create the success of this aim and what their contribution provides the company. This is relevant to me as an aspiring dance teacher as I hope to gage a deeper understanding of the community dance set up and believe this area of dance that I am personally not too familiar with which was why I created a specific interest towards it.
As far as relevant findings go, I found an interesting article on the following website from Mary Fitzgerald called 'Tracing roots' (http://www.communitydance.org.uk/DB/animated-library/tracing-roots.html?ed=14074)
She talks about the history of how dance was brought into the community in America through the mid 70s - early 80s;
'Although an exact definition of
community dance is almost impossible to pinpoint due to
its sprawling and allencompassing nature, from a historical
perspective, dance always has been a community or
‘socially-based’ art form. As an integral part of communal
rituals, celebrations, and socialising, dance has had multiple
functions in culture throughout most of our history' Mary Fitzgerald, Tracing Roots, Ariszona state university
Going back to my inquiry question 'What is the function and purpose of an arts centre in the local community?' By reading the article I can see that having one place in your local area that provides a place for you to use dance as a social release and celebration to some can play a part in its existence. I look to find out more specifically what my local arts centre has to offer through the interview with one of the community dance teachers and leaders - this I believe will be more specific and will tell me exact information.
References;
PDSW website - http://www.pdsw.org.uk/assets/Uploads/who-we-are-and-what-we-do-latest-June-2014.pdf
Going back to my inquiry question 'What is the function and purpose of an arts centre in the local community?' By reading the article I can see that having one place in your local area that provides a place for you to use dance as a social release and celebration to some can play a part in its existence. I look to find out more specifically what my local arts centre has to offer through the interview with one of the community dance teachers and leaders - this I believe will be more specific and will tell me exact information.
“Community dance is about dance not being elitist…it can be about creating pieces of work that break the stereotypes of what dance is and what dancers are, it can be about performing dance in non-traditional places. It can be anything that we, the community want it to be”
(Amans, 2008:4)
This statement was taken from the website; https://izzyandisla.wordpress.com/2010/12/07/our-chosen-definition-of-community-dance/ and stood out to me and my inquiry question. The three main words that stood out to me were 'stereotype', 'elitist' and 'non-traditional'. It all makes sense as being in a community environment I understand that the door is and will be open to all different types of people who want to dance, create and inspire. This is a statement that I think falls into what I am trying to find out - what is the function? To be anything you want it to be... and what is the purpose? To dance and to be able to create.References;
PDSW website - http://www.pdsw.org.uk/assets/Uploads/who-we-are-and-what-we-do-latest-June-2014.pdf
Tracing roots by Mary Fitzgerald of Arizona State University -http://www.communitydance.org.uk/DB/animated-library/tracing-roots.html?ed=14074
Community dance quote by Amans, 2008:4 - https://izzyandisla.wordpress.com/2010/12/07/our-chosen-definition-of-community-dance/
Sunday, 13 March 2016
Task 7a
During the last few days of Module 2, I had a lengthy discussion with my tutor Paula about my original inquiry question which was 'what does dance mean to the users of PDSW'.
Through the process of looking at all the ethical considerations which I needed to think about when wanting to focus on a couple of different 'types' of users that the facility attracts, I realised that it would be extremely hard to validate and eve complete with the time frame provided. I wanted to gage what the dance centre has provided to each of its type of user by asking them to complete an interview taken out by myself and also fill out questionnaires. Although you could argue that this would give me lots of information to evaluate and the possibility of conflicting ideas, it just didn't seem blunt enough for my Inquiry and seemed to become more vague than a clear indication of what I was aiming to achieve.
As a process of elimination, I thought of the 'type' of users that I was originally going to ask to participate in my inquiry - these were; Dance students, Dance teachers, Community participants and Audience members. Using Paula's advice and decided to focus more now on the teachers at PDSW and in particular the teaching provision, the act or process of supplying or providing something. To me, personally having been an active dance teacher volunteer at the centre, I already have a good insight to how the system works and the strong relationships that each of the team members have. I began to think about how I could delve more into this and focus more for my inquiry into what is the purpose and function of an arts centre like PDSW and what are its influences, and link this into how the teachers have an impact into how an art organisation can become and maintain its successful status.
As perviously mentioned, I am keen to drive forward my passion to teach, so I want to explore my researching into one specific teacher at the arts centre. I have decided to use the research tools of interviewing with a series of questions that I believe will give me a deeper understanding into how a teacher at the centre may be influenced and how she sees community dance developing, or implications that may alter it to develop. After this I aim to then part take in an observation of a dance class that she will teach to gage a visual evaluation. I would not require to be observing the students therefore will not require connect, but for ethical obligations all students that will be taking part in the class are over the age of 18. From this observation research I hope to evaluate how the teachers presence and overall delivery is key to the outcome of the students progression. From this I hope to understand why a dance teacher would be keen to work at the community dance organisation and how there input contributes to its success.
Having thought about how I could narrow it all down into one question that will lead my inquiry, I have decided on;
' What is the function and purpose of an arts centre in a local community?'
Drawing from this question, I will lead my investigation with the use of PDSW as this is my local dance community set up which I volunteer and so with the consent of the director to speak with a teacher there, I am able to conduct my research with no restrictions to the facility itself. I would like to cover a few specific areas within my inquiry and I have listed these below;
Through the process of looking at all the ethical considerations which I needed to think about when wanting to focus on a couple of different 'types' of users that the facility attracts, I realised that it would be extremely hard to validate and eve complete with the time frame provided. I wanted to gage what the dance centre has provided to each of its type of user by asking them to complete an interview taken out by myself and also fill out questionnaires. Although you could argue that this would give me lots of information to evaluate and the possibility of conflicting ideas, it just didn't seem blunt enough for my Inquiry and seemed to become more vague than a clear indication of what I was aiming to achieve.
As a process of elimination, I thought of the 'type' of users that I was originally going to ask to participate in my inquiry - these were; Dance students, Dance teachers, Community participants and Audience members. Using Paula's advice and decided to focus more now on the teachers at PDSW and in particular the teaching provision, the act or process of supplying or providing something. To me, personally having been an active dance teacher volunteer at the centre, I already have a good insight to how the system works and the strong relationships that each of the team members have. I began to think about how I could delve more into this and focus more for my inquiry into what is the purpose and function of an arts centre like PDSW and what are its influences, and link this into how the teachers have an impact into how an art organisation can become and maintain its successful status.
As perviously mentioned, I am keen to drive forward my passion to teach, so I want to explore my researching into one specific teacher at the arts centre. I have decided to use the research tools of interviewing with a series of questions that I believe will give me a deeper understanding into how a teacher at the centre may be influenced and how she sees community dance developing, or implications that may alter it to develop. After this I aim to then part take in an observation of a dance class that she will teach to gage a visual evaluation. I would not require to be observing the students therefore will not require connect, but for ethical obligations all students that will be taking part in the class are over the age of 18. From this observation research I hope to evaluate how the teachers presence and overall delivery is key to the outcome of the students progression. From this I hope to understand why a dance teacher would be keen to work at the community dance organisation and how there input contributes to its success.
Having thought about how I could narrow it all down into one question that will lead my inquiry, I have decided on;
' What is the function and purpose of an arts centre in a local community?'
Drawing from this question, I will lead my investigation with the use of PDSW as this is my local dance community set up which I volunteer and so with the consent of the director to speak with a teacher there, I am able to conduct my research with no restrictions to the facility itself. I would like to cover a few specific areas within my inquiry and I have listed these below;
- Data and information on my local community dance organisation which is PDSW - When did it begin, how is it funded, who runs it, who works there..... All this information will be gathered by web research along with documents which the centre will provide me.
- How has the dance awareness changed in the local area of Bournemouth since PDSW has opened? I will look into what was available before, and if any close by towns have similar set ups
- How dance teachers specifically can benefit from working at a community dance organisation like PDSW - because this is a big area of my inquiry I will use an interview and observation of a dance teacher who works at the facility to collect relevant information.
Together with all of this information I hope to answer my inquiry question with valid and solid research.
I have already had a big change in ideas from my original Inquiry question and feel the transition from the two ideas has been a big learning curve that has enabled me to feel more focused and settled into the Module 3.
Monday, 30 November 2015
6 C - My Award Title
Inquiry Proposed Working Title; BA (Hons) Professional Practice in Arts (Dance)
To identify my award title, I reflected on my previous and current experiences with dance in my student and professional life.
In 2009 I completed my national diploma in professional dance at the Northern Ballet School (NBS) in Manchester. This was a 3 year dance vocational training school which allowed students to develop and perfect a range of dance techniques including ballet, jazz, tap, contemporary, singing, and drama. We are able to benefit from performance experience throughout the 3 years of training via end of term productions within our own school theatre, and during our 3rd year myself and fellow students were chosen to perform at bigger venues to represent the college at various dance events. Throughout the last term of our 3rd year we were set up with a range of auditions for a mixture of different possibly career opportunities, this also included private auditions at the college itself which was a huge advantage when you compare it to an open audition situation with over 200 people fighting for 2 jobs. This was a fantastic way to learn how the audition scene worked and in fact allowed me to realise what a competitive world dance performance can be.
At NBS I was given the opportunity to qualify as an ISTD foundation ballet teacher which gave me more doors to open if and when I stopped performing. In the 6 years since graduation, I danced professionally for 2 and a half years aboard the Carnival Cruise Lines. This experience as a performer was life changing for me which taught me so much about myself and lead me into learning more about a professional dancer has to work hard to remain fit and healthy within the industry. Unfortunately after 2 years of professional dancing, I suffered with injuries which lead me to stop dancing and begin to focus on my current passion for teaching dance.
During my time as a student for the Middlesex BAPPs course, I can now reflect on how differently the 'real world' as a dancer is, for example I was never taught specifically about how auditions may set you back, or on the other hand push you into the right direction. I realise now these experiences were also part of dancers education but could not be learnt until one had left the dance school and entered the world of professional dance. I chose to further my qualifications from NBS in order to gain more teaching experience and be apart of educating our next generation.
For my final research project on the BAPP I want to further my learning about the community dance organisation within my local area of Bournemouth. I am fortunate to be currently helping assist in dance teaching at the Pavilion Dance South West (PDSW) and so believe it is the perfect set up to explore what the facility means to its users. Pavilion Dance South West is the national dance development organisation for the south west of england which supports a regional dance strategy development programme by representing the south west dance sector nationally. I am looking to explore all its 'users' and how they have been captured into the world of dance through this organisation. In order for me to understand each different user of the organisation I have based my research on these following questions;
How does PDSW engage you into dance?Performace?Audience member?Teacher?
Has your knowledge on dance broadened since PDSW?
Has the community in itself brought more dance awareness through PDSW?
I feel this is important to me and my future because I hope to continue a career in teaching at the PDSW and be able to relate to all the users on how their love and passion for dance is benefiting and possibly changing their life.
To identify my award title, I reflected on my previous and current experiences with dance in my student and professional life.
In 2009 I completed my national diploma in professional dance at the Northern Ballet School (NBS) in Manchester. This was a 3 year dance vocational training school which allowed students to develop and perfect a range of dance techniques including ballet, jazz, tap, contemporary, singing, and drama. We are able to benefit from performance experience throughout the 3 years of training via end of term productions within our own school theatre, and during our 3rd year myself and fellow students were chosen to perform at bigger venues to represent the college at various dance events. Throughout the last term of our 3rd year we were set up with a range of auditions for a mixture of different possibly career opportunities, this also included private auditions at the college itself which was a huge advantage when you compare it to an open audition situation with over 200 people fighting for 2 jobs. This was a fantastic way to learn how the audition scene worked and in fact allowed me to realise what a competitive world dance performance can be.
At NBS I was given the opportunity to qualify as an ISTD foundation ballet teacher which gave me more doors to open if and when I stopped performing. In the 6 years since graduation, I danced professionally for 2 and a half years aboard the Carnival Cruise Lines. This experience as a performer was life changing for me which taught me so much about myself and lead me into learning more about a professional dancer has to work hard to remain fit and healthy within the industry. Unfortunately after 2 years of professional dancing, I suffered with injuries which lead me to stop dancing and begin to focus on my current passion for teaching dance.
During my time as a student for the Middlesex BAPPs course, I can now reflect on how differently the 'real world' as a dancer is, for example I was never taught specifically about how auditions may set you back, or on the other hand push you into the right direction. I realise now these experiences were also part of dancers education but could not be learnt until one had left the dance school and entered the world of professional dance. I chose to further my qualifications from NBS in order to gain more teaching experience and be apart of educating our next generation.
For my final research project on the BAPP I want to further my learning about the community dance organisation within my local area of Bournemouth. I am fortunate to be currently helping assist in dance teaching at the Pavilion Dance South West (PDSW) and so believe it is the perfect set up to explore what the facility means to its users. Pavilion Dance South West is the national dance development organisation for the south west of england which supports a regional dance strategy development programme by representing the south west dance sector nationally. I am looking to explore all its 'users' and how they have been captured into the world of dance through this organisation. In order for me to understand each different user of the organisation I have based my research on these following questions;
How does PDSW engage you into dance?Performace?Audience member?Teacher?
Has your knowledge on dance broadened since PDSW?
Has the community in itself brought more dance awareness through PDSW?
I feel this is important to me and my future because I hope to continue a career in teaching at the PDSW and be able to relate to all the users on how their love and passion for dance is benefiting and possibly changing their life.
Monday, 23 November 2015
Task 6a Informal Trial for Inquiry and Task 6B Critical reflections
I have chosen a few options for the informal trials from ideas given to us from reader 6.
The collection tools which used on my SIG's, friends and co-workers are as follows;
Observations;
This tool would to be very helpful as I am able to analyse the behavioural natures and differences between the target groups which I am hoping to use. For example, I would observe a class taken out by a professional to those members of the community who join in weekly as a way to keep fit and socially enjoy themselves. In comparison to a youth company dance class which has more focus and drive towards a specific show or event that may be coming up. These participants are all 16 years of age and over and so have found that within my proposed inquiry this is possibly the youngest age group I will be working with. Another observation would be taken out on the audience members who have paid to watch and enjoy a performance which has been put on by certain performers. As the theatre is open to companies all around the world to use for touring shows etc, I have to make it clear that for ethical considerations I will only be observing performances that are linked with the Pavilion Dance South West set up and not any other external companies. As I have mentioned ethics briefly, I have understood that the consent which will be needed for the different range of people within my proposed inquiry and have spoken to a co - worker at the facility who is kindly listing out what their legal requirements are for me to take a look at. One which I did not come across through my research was media consent. So this would be necessary if I was to take any pictures or videos though out my inquiry of participants which are taking part. I must be clear that any images used will be only for my inquiry purposes and shall be deleted as soon as my inquiry is over. The way in which I will record this data will be via written notes that I am able to evaluate and make sense of. This way I believe can come across less intimidating as opposed to sitting and filming with my camera phone. Consent for that can become more difficult than writing hand notes.
Because I have not been able to use the tool of observation properly, I have used a pilot though a friend of mine who teaches at a different dance school within the local area. As we met over coffee I asked her what she thought of my proposed inquiry tool and she gave me some feedback which I found extremely useful.
As I start an observation, I should make it clear to all participants what my sole purpose of being sat in the room with them is and outline what I am trying to achieve. Without going into too much detail as this may then lead them into behaving differently than normal which can effect the outcome of my inquiry. She also made a point of making myself not obvious, so sitting at the back rather than the front of the class so that students/members of the community cannot visually see you. The use of imagery can become helpful however, I must keep referring to how I am trying to anaylise the levels of engagement of users through the users of the dance facility and so filming them or taking pictures may not actually help, or can it? My friend suggested that visuals will help evaluate a class atmosphere, smiling faces and expressions which I may capture could help me in my comparison phases.
Interviews;
From reader 6, I began to see how the interview process would become helpful in my line of the inquiry. I am trying to find out what Pavilion Dance South West (PDSW) as a facility means to the users? The users can be categorised into;
Professionals,
Members of the community
Students (16 or under)
Teachers /Producers
Audience member
From recently piloting an interview process through a friend, I found that the data which I can be receiving can allow me to explore deeper into that person than possibly a survey or questionnaire could. Being personable is an important factor when taking out an interview and there are a few topics which are worth mentioning that I found out during this process. Because I am one on one with the participant, I will have to ensure that they are happy with the environment setting and feel comfortable. I have decided that possibly one co-worker at the PDSW may be present at the time of the interview process as this can also help ease any nerves if there is a familiar face for them to recognise. Straight away from carrying out an interview with my friend I realised how the questions and they way you approach them can determine the answers given to you. Interviews are a very open data collection tool and can easily probe responses which can investigate motives and feelings (Bell, 2005, pg157) , having this in mind, I must be careful on how I speak and ask the questions. How I recorded the interview was through voice recorder. This I felt worked well as it was not time consuming as we could move on to the next question without wasting time writing down hand written notes. This can also provide an accurate data collection as notes which I write down may be interpreted differently as I would be conscious of time etc. From the reader, I considered the different ways in which the questions can be put to the individuals involved and chose a formal type of questioning for my pilot. Because I am wanted to find out specifics on them as a user of the facility I felt this was the most accurate way, however on reflection I am considering the option of a focus group interview which can allow a more open talking session that can get the mixed of opinions there and then. The idea of us all sat in a circle with a recording devise in the middle sounds like it could possibly be effective. As I plan to ask the same set of questions to each of the different types of users, I may give them a chance to see how someone else's idea is totally different to someone who is sat next to them. Because the PDSW is based on opening up dance to be apart of every ones lives within the community, a focus group interview may promote this feeling across the board. However, I have also weighed up the considerations to this. Because I am trying to focus on different types of users, it may be difficult to track them all down to one place at the same time. Not only this, I have a concern that some may only be agreeing with someones opinion or point of view without giving their own? In this case, one on one interviews has the impact that you are on the spot, without feeling uncomfortable, but are able to give answers without the influence of others in the arena.
I will insure that in an interview process I will comply with the ethical confidentiality, through consent forms and a full explanation of what I am trying to achieve through doing an interview for my own data collection.
Surveys & Questionnaires;
This approach to collect data would be very useful to me and what I aim to achieve from my inquiry. I want to be able to see who uses the PDSW, why they use it, how they use it and what it means to them. This is a mixture of qualitative and quantitative data that I am able to process for my evaluation and a survey stood out as one of the obvious options to take.
I used the Survey Monkey website to design a survey which I put out to my SIG (special interest group) as a way to grasp some feedback on the questions which I asked. As this is a pilot survey to fellow students, I did make it clear that the survey is specific to the users of the PDSW and so not to get confused on how to answer the questions because they have no idea what the facility is, but to see how I can improve my questions for the process later down the line. I suppose initially I found it difficult to come up with the questions as I need to ensure they will cater for all the different types of users at the PDSW.
I am still awaiting feedback from my SIG on my survey, however on personal reflection I feel I must have a more structure to how I will present the survey. Because I am not opening it up to the whole community, I want to be able to express a fair and equal view from each 'type' of user. Therefore I will hope to choose individuals to take part in my survey, I will do this through speaking to the head of dance at the PDSW as grasp an opinion as to how the best way to approach this would be. I did wonder if possibly blending the interview process with the survey could work as a way of developing my questions. This was it is the same selection of people and by using these two collective data tools together can result in an more in depth approach and possibly definitive answers. Through ethical approaches which I will use in my survey tool, a cover letter explaining what I am trying to achieve will enable the participant to feel relaxed and aware of the exercise.
I hope to use the feedback from my SIG to see how I can possibly change some questions or approach to questions for the reprensation of what I am aiming to achieve. Because the nature of a questionnaire is to be checked as soon as completed, I suppose I will have to think a bit more about how I will ensure the confidentiality of their answers, like I spoke previously about the media consent. It is a way of allowing the participants to be aware that all information which I am taking from them will be used only for the purpose of my inquiry. This information will be stated in my cover letter which will accompany the survey/questionnaire. I have now since thought about how I would analyse the answers given from the survey or questionnaire and this can be done in a matter of ways. Coding example given from the reader 6 shows a way that I can identify similarities and differences in the answers given, this approach can be helpful to me as I evaluate the users of PDSW ; for example - 3 out of the 4 participants answered the question on how many times a week they use the PDSW the same which was 2 -3 times a week. By coding the questions on a spreadsheet will help me visually see the answers and how they compare.
Another avenue to take when using questionnaires is a separate question sheet for the individuals to answer after the main questions have been completed. I feel this may possibly be more useful in a interview setting, this would include questions on how they thought the interview went. Was it too long, too short, was it relative to them, was it helpful to them.. etc. This again is a way i can evaluate the individuals engagement process when being asked questions relating to dance and how they may personally feel about being asked about it.
Reviewing Documents;
Documentation which I have reviewed during this stage of the inquiry have been helpful in my own understanding of the professional arena which I am working alongside for my inquiry. The Pavillion Dance South West facility has its own website which I have referred to previously in my other blogs and showed to my SIG. The reason I find this documentation relevant is because it shows me how its self promotion on up and coming events, dance classes that are available, student learning opportunities can help in their quest to spread dance awareness across the community of Dorset and Poole. It allows all types of users of the facility information there and then. I am interested into finding out who is in charge of the website and what documents have to be considered in order to promote them. Using a journal or diary in this process has begun to become extremely useful. I have logged the dates, times, dance classes that I have assisted in and noted down and behavioural differences that I may have seen through students. As i look at the reader, they suggest that possibly a review of a journal of a worker possibly at PDSW would provide me with information which could help relate to my inquiry. At this time I have not explored this idea with anyone at the facility, however I am looking at how they document workplace activity. This could be simply through a computer log system, how they show the differences between how many people use the facility a day and what the purpose of their visit is. I will then hope to look at how they evaluate on a weekly/monthly basis comparisons. When speaking to a co-worker at the facility, I understand there are documents that have to be filed in case of a health and safety incident, behavioural incident, or any incident that may have put another individual in danger. I am yet to delve into more detail of this subject however know it is an area which I can find out more on how this particular system works as it may be slightly different to that of a school.
These methods which I have outline I believe are the best tools for me to explore my question of inquiry. I want to find out what dance means to the users of PDSW. Through observation, interviews, survey and documentation I firmly feel I can evaluate the differences in opinions but also the similarities which is what the facility is aiming to achieve. The togetherness of the community through dance.
There is a lot of extra researching and findings out which I need to do in order to re assess my data collection tools and I look forward to any ideas from my SIGs and fellow BAPPs students.
References
Reader 6
Bell, 2005, pg 157
Survey Monkey website https://www.surveymonkey.com/collect/?collector_id=77190927
Pavilion Dance South West website http://www.pdsw.org.uk
The collection tools which used on my SIG's, friends and co-workers are as follows;
Observations;
This tool would to be very helpful as I am able to analyse the behavioural natures and differences between the target groups which I am hoping to use. For example, I would observe a class taken out by a professional to those members of the community who join in weekly as a way to keep fit and socially enjoy themselves. In comparison to a youth company dance class which has more focus and drive towards a specific show or event that may be coming up. These participants are all 16 years of age and over and so have found that within my proposed inquiry this is possibly the youngest age group I will be working with. Another observation would be taken out on the audience members who have paid to watch and enjoy a performance which has been put on by certain performers. As the theatre is open to companies all around the world to use for touring shows etc, I have to make it clear that for ethical considerations I will only be observing performances that are linked with the Pavilion Dance South West set up and not any other external companies. As I have mentioned ethics briefly, I have understood that the consent which will be needed for the different range of people within my proposed inquiry and have spoken to a co - worker at the facility who is kindly listing out what their legal requirements are for me to take a look at. One which I did not come across through my research was media consent. So this would be necessary if I was to take any pictures or videos though out my inquiry of participants which are taking part. I must be clear that any images used will be only for my inquiry purposes and shall be deleted as soon as my inquiry is over. The way in which I will record this data will be via written notes that I am able to evaluate and make sense of. This way I believe can come across less intimidating as opposed to sitting and filming with my camera phone. Consent for that can become more difficult than writing hand notes.
Because I have not been able to use the tool of observation properly, I have used a pilot though a friend of mine who teaches at a different dance school within the local area. As we met over coffee I asked her what she thought of my proposed inquiry tool and she gave me some feedback which I found extremely useful.
As I start an observation, I should make it clear to all participants what my sole purpose of being sat in the room with them is and outline what I am trying to achieve. Without going into too much detail as this may then lead them into behaving differently than normal which can effect the outcome of my inquiry. She also made a point of making myself not obvious, so sitting at the back rather than the front of the class so that students/members of the community cannot visually see you. The use of imagery can become helpful however, I must keep referring to how I am trying to anaylise the levels of engagement of users through the users of the dance facility and so filming them or taking pictures may not actually help, or can it? My friend suggested that visuals will help evaluate a class atmosphere, smiling faces and expressions which I may capture could help me in my comparison phases.
Interviews;
From reader 6, I began to see how the interview process would become helpful in my line of the inquiry. I am trying to find out what Pavilion Dance South West (PDSW) as a facility means to the users? The users can be categorised into;
Professionals,
Members of the community
Students (16 or under)
Teachers /Producers
Audience member
From recently piloting an interview process through a friend, I found that the data which I can be receiving can allow me to explore deeper into that person than possibly a survey or questionnaire could. Being personable is an important factor when taking out an interview and there are a few topics which are worth mentioning that I found out during this process. Because I am one on one with the participant, I will have to ensure that they are happy with the environment setting and feel comfortable. I have decided that possibly one co-worker at the PDSW may be present at the time of the interview process as this can also help ease any nerves if there is a familiar face for them to recognise. Straight away from carrying out an interview with my friend I realised how the questions and they way you approach them can determine the answers given to you. Interviews are a very open data collection tool and can easily probe responses which can investigate motives and feelings (Bell, 2005, pg157) , having this in mind, I must be careful on how I speak and ask the questions. How I recorded the interview was through voice recorder. This I felt worked well as it was not time consuming as we could move on to the next question without wasting time writing down hand written notes. This can also provide an accurate data collection as notes which I write down may be interpreted differently as I would be conscious of time etc. From the reader, I considered the different ways in which the questions can be put to the individuals involved and chose a formal type of questioning for my pilot. Because I am wanted to find out specifics on them as a user of the facility I felt this was the most accurate way, however on reflection I am considering the option of a focus group interview which can allow a more open talking session that can get the mixed of opinions there and then. The idea of us all sat in a circle with a recording devise in the middle sounds like it could possibly be effective. As I plan to ask the same set of questions to each of the different types of users, I may give them a chance to see how someone else's idea is totally different to someone who is sat next to them. Because the PDSW is based on opening up dance to be apart of every ones lives within the community, a focus group interview may promote this feeling across the board. However, I have also weighed up the considerations to this. Because I am trying to focus on different types of users, it may be difficult to track them all down to one place at the same time. Not only this, I have a concern that some may only be agreeing with someones opinion or point of view without giving their own? In this case, one on one interviews has the impact that you are on the spot, without feeling uncomfortable, but are able to give answers without the influence of others in the arena.
I will insure that in an interview process I will comply with the ethical confidentiality, through consent forms and a full explanation of what I am trying to achieve through doing an interview for my own data collection.
Surveys & Questionnaires;
This approach to collect data would be very useful to me and what I aim to achieve from my inquiry. I want to be able to see who uses the PDSW, why they use it, how they use it and what it means to them. This is a mixture of qualitative and quantitative data that I am able to process for my evaluation and a survey stood out as one of the obvious options to take.
I used the Survey Monkey website to design a survey which I put out to my SIG (special interest group) as a way to grasp some feedback on the questions which I asked. As this is a pilot survey to fellow students, I did make it clear that the survey is specific to the users of the PDSW and so not to get confused on how to answer the questions because they have no idea what the facility is, but to see how I can improve my questions for the process later down the line. I suppose initially I found it difficult to come up with the questions as I need to ensure they will cater for all the different types of users at the PDSW.
I am still awaiting feedback from my SIG on my survey, however on personal reflection I feel I must have a more structure to how I will present the survey. Because I am not opening it up to the whole community, I want to be able to express a fair and equal view from each 'type' of user. Therefore I will hope to choose individuals to take part in my survey, I will do this through speaking to the head of dance at the PDSW as grasp an opinion as to how the best way to approach this would be. I did wonder if possibly blending the interview process with the survey could work as a way of developing my questions. This was it is the same selection of people and by using these two collective data tools together can result in an more in depth approach and possibly definitive answers. Through ethical approaches which I will use in my survey tool, a cover letter explaining what I am trying to achieve will enable the participant to feel relaxed and aware of the exercise.
I hope to use the feedback from my SIG to see how I can possibly change some questions or approach to questions for the reprensation of what I am aiming to achieve. Because the nature of a questionnaire is to be checked as soon as completed, I suppose I will have to think a bit more about how I will ensure the confidentiality of their answers, like I spoke previously about the media consent. It is a way of allowing the participants to be aware that all information which I am taking from them will be used only for the purpose of my inquiry. This information will be stated in my cover letter which will accompany the survey/questionnaire. I have now since thought about how I would analyse the answers given from the survey or questionnaire and this can be done in a matter of ways. Coding example given from the reader 6 shows a way that I can identify similarities and differences in the answers given, this approach can be helpful to me as I evaluate the users of PDSW ; for example - 3 out of the 4 participants answered the question on how many times a week they use the PDSW the same which was 2 -3 times a week. By coding the questions on a spreadsheet will help me visually see the answers and how they compare.
Another avenue to take when using questionnaires is a separate question sheet for the individuals to answer after the main questions have been completed. I feel this may possibly be more useful in a interview setting, this would include questions on how they thought the interview went. Was it too long, too short, was it relative to them, was it helpful to them.. etc. This again is a way i can evaluate the individuals engagement process when being asked questions relating to dance and how they may personally feel about being asked about it.
Reviewing Documents;
Documentation which I have reviewed during this stage of the inquiry have been helpful in my own understanding of the professional arena which I am working alongside for my inquiry. The Pavillion Dance South West facility has its own website which I have referred to previously in my other blogs and showed to my SIG. The reason I find this documentation relevant is because it shows me how its self promotion on up and coming events, dance classes that are available, student learning opportunities can help in their quest to spread dance awareness across the community of Dorset and Poole. It allows all types of users of the facility information there and then. I am interested into finding out who is in charge of the website and what documents have to be considered in order to promote them. Using a journal or diary in this process has begun to become extremely useful. I have logged the dates, times, dance classes that I have assisted in and noted down and behavioural differences that I may have seen through students. As i look at the reader, they suggest that possibly a review of a journal of a worker possibly at PDSW would provide me with information which could help relate to my inquiry. At this time I have not explored this idea with anyone at the facility, however I am looking at how they document workplace activity. This could be simply through a computer log system, how they show the differences between how many people use the facility a day and what the purpose of their visit is. I will then hope to look at how they evaluate on a weekly/monthly basis comparisons. When speaking to a co-worker at the facility, I understand there are documents that have to be filed in case of a health and safety incident, behavioural incident, or any incident that may have put another individual in danger. I am yet to delve into more detail of this subject however know it is an area which I can find out more on how this particular system works as it may be slightly different to that of a school.
These methods which I have outline I believe are the best tools for me to explore my question of inquiry. I want to find out what dance means to the users of PDSW. Through observation, interviews, survey and documentation I firmly feel I can evaluate the differences in opinions but also the similarities which is what the facility is aiming to achieve. The togetherness of the community through dance.
There is a lot of extra researching and findings out which I need to do in order to re assess my data collection tools and I look forward to any ideas from my SIGs and fellow BAPPs students.
References
Reader 6
Bell, 2005, pg 157
Survey Monkey website https://www.surveymonkey.com/collect/?collector_id=77190927
Pavilion Dance South West website http://www.pdsw.org.uk
Sunday, 15 November 2015
Task 5D
From speaking with fellow BAPPs students via our SIG and blogs, I have managed to underline some factors which may affect my inquiry regarding ethical dimensions of which will be proposed.
From looking into more ethical differences and how I can use these dimensions to base my inquiry research on, I feel this is another step forward into the right direction when leading my inquiry,
For example, when looking at how I will record information from my inquiry I will have to discuss wether it is right to be subjectively or objectively written. After researching the terms and what they mean, it allowed me to link them to normative and descriptive ethics.
Descriptive Ethics = Objective interpretation; for example this would be scientific facts and figures.
Normative Ethics = Subjective interpretation; for example this would include information from peoples opinions and emotions.
Which one would I use in my inquiry and why?
As I look into more of the ethic side of my inquiry, as previously mentioned I am hoping to explore a range in ages for my research and how each of their opinions can show possible differences or similarities in the way in which they feel dance has made a difference to them. It stands out that I would use Normative ethics with subjective interpretation as this can express more openly their opinions and emotions about my subject matter. Having said this, I know facts and figures may play a part in my critical reflection as research which I will look into I am sure will have percentages and other numerical evidence that may support mine or the individuals point of view.
I have found looking through blogs and finding my SIG extremely helpful. Particularly a fellow BAPPs student Jessica Plant. Her ideas and research have been similar to mine and we have both been able to give advice and ideas to each other which have allowed me to look into different avenues of research. For example, in my last blog I mentioned my worry about involvement of young children and the ethical considerations which may differ from those of an older adult. Jessica kindly commented on my blog expressing her same worries as she to hopes to have children involved within her inquiry. She mentioned her research which she had taken out on what ethical consideration was needed for young children and found that 'informed consent' was what was required for working alongside children. This however can be hard to achieve as Jessica mentions, they may decide to withdraw due to lack of confidence. This was extremely helpful as I did not know this information and so have made time for me to look into this consideration more for when I set up my inquiry.
'An informed consent can be said to have been given based upon a clear appreciation and understanding of the facts, implications, and consequences of an action. To give informed consent, the individual concerned must have adequate reasoning faculties and be in possession of all relevant facts'
(wikipedia, informed consent)
Bibilography
https://ethicalrealism.wordpress.com/2014/05/05/normative-descriptive-ethics/
https://en.wikipedia.org/wiki/Informed_consent
http://www.differencebetween.net/language/difference-between-objective-and-subjective/
From looking into more ethical differences and how I can use these dimensions to base my inquiry research on, I feel this is another step forward into the right direction when leading my inquiry,
For example, when looking at how I will record information from my inquiry I will have to discuss wether it is right to be subjectively or objectively written. After researching the terms and what they mean, it allowed me to link them to normative and descriptive ethics.
Descriptive Ethics = Objective interpretation; for example this would be scientific facts and figures.
Normative Ethics = Subjective interpretation; for example this would include information from peoples opinions and emotions.
Which one would I use in my inquiry and why?
As I look into more of the ethic side of my inquiry, as previously mentioned I am hoping to explore a range in ages for my research and how each of their opinions can show possible differences or similarities in the way in which they feel dance has made a difference to them. It stands out that I would use Normative ethics with subjective interpretation as this can express more openly their opinions and emotions about my subject matter. Having said this, I know facts and figures may play a part in my critical reflection as research which I will look into I am sure will have percentages and other numerical evidence that may support mine or the individuals point of view.
I have found looking through blogs and finding my SIG extremely helpful. Particularly a fellow BAPPs student Jessica Plant. Her ideas and research have been similar to mine and we have both been able to give advice and ideas to each other which have allowed me to look into different avenues of research. For example, in my last blog I mentioned my worry about involvement of young children and the ethical considerations which may differ from those of an older adult. Jessica kindly commented on my blog expressing her same worries as she to hopes to have children involved within her inquiry. She mentioned her research which she had taken out on what ethical consideration was needed for young children and found that 'informed consent' was what was required for working alongside children. This however can be hard to achieve as Jessica mentions, they may decide to withdraw due to lack of confidence. This was extremely helpful as I did not know this information and so have made time for me to look into this consideration more for when I set up my inquiry.
'An informed consent can be said to have been given based upon a clear appreciation and understanding of the facts, implications, and consequences of an action. To give informed consent, the individual concerned must have adequate reasoning faculties and be in possession of all relevant facts'
(wikipedia, informed consent)
Bibilography
https://ethicalrealism.wordpress.com/2014/05/05/normative-descriptive-ethics/
https://en.wikipedia.org/wiki/Informed_consent
http://www.differencebetween.net/language/difference-between-objective-and-subjective/
Monday, 9 November 2015
Task 5C Discovery of Ethics which will relate to my Inquiry
After much in depth reading and reviewing reader 5, I am confident that I have more of an understanding of ethics and their different approaches. Before I outline my findings to you, I wanted to explore a few ideas which I am building on for my inquiry as I feel that when I have a definite question in mind this will help me develop a clearer idea of how my ethical considerations will be applied.
From having a chat with an influential figure at PDSW (Pavillion Dance South West) I transformed my thoughts to how effectively their programme is reaching out to a broad number of people of all ages and abilities. This allows me to ponder on developing an inquiry based upon the people which this particular community dance set up aims to encourage and inspire. As I have recently been in a lot of first hand contact with individuals who work at the programme, I have reflected on the questions which I opened to the youth dance co-ordinator and highlighted some important points which I feel can help me further in development of my inquiry;
'I believe we encourage students to engage with us through watching, doing or talking about dance, and in this way allow they to explore the option of a career in dance. The PDSW team are a combination of dance producers, dance programmers, dance technicians and dance teachers, so not only are we able to offer experience in a professional performance career, but also offer opportunity to those current working under the wider dance umbrella.'
This statement taken from Question 1 shows us what they are actively doing to encourage engagement to students - not that I am completely confident, but i believe this is aimed at the youth programmes dealing with younger children.
Below are the examples of what the programme offers the general dance community, members of the public and professionals;
Task of reviewing questions to community dance organiser -
http://stephanieswann02.blogspot.co.uk/2015/10/community-dance-questions-set-to-co.html
Requirements for carrying out professional inquiry - BAPPs Reader 5
Definition of Ethics - https://en.wikipedia.org/wiki/Ethics
Hobbes, 1651- Reader 5
Kant, 1779 - Reader 5
JS Mills and Jeremy Betham - Reader 5
Gallagher, 2009 - - http://childethics.com/wp-content/uploads/2013/09/Powell-et-al-2012.pdf
Churchill and King, 2001 - - http://childethics.com/wp-content/uploads/2013/09/Powell-et-al-2012.pdf
Hill, 2005, pg81
Nolan & Putten, 2007
From having a chat with an influential figure at PDSW (Pavillion Dance South West) I transformed my thoughts to how effectively their programme is reaching out to a broad number of people of all ages and abilities. This allows me to ponder on developing an inquiry based upon the people which this particular community dance set up aims to encourage and inspire. As I have recently been in a lot of first hand contact with individuals who work at the programme, I have reflected on the questions which I opened to the youth dance co-ordinator and highlighted some important points which I feel can help me further in development of my inquiry;
'I believe we encourage students to engage with us through watching, doing or talking about dance, and in this way allow they to explore the option of a career in dance. The PDSW team are a combination of dance producers, dance programmers, dance technicians and dance teachers, so not only are we able to offer experience in a professional performance career, but also offer opportunity to those current working under the wider dance umbrella.'
This statement taken from Question 1 shows us what they are actively doing to encourage engagement to students - not that I am completely confident, but i believe this is aimed at the youth programmes dealing with younger children.
Below are the examples of what the programme offers the general dance community, members of the public and professionals;
'- programme of over 40 classes weekly
- opportunity to take company class
- youth dance company/dance intensives
- performance platforms
- audition experience
- Arts Award (Gold)
- a wealth of professional advice/guidance from those currently working in the industry '
As an overview, I would like to reach out my inquiry to be based upon how dance organisations have help dance awareness grow within the community. I feel that I have can allow the PDSW to be an open opportunity for developing research through questionnaires and observations to express how all ages can be involved. Now focusing more on my ethical findings, I can begin to relate research to my area of focus.
Requirements for carrying out practitioner inquiry
As I have not set in stone my inquiry but have begun to feel settled in my idea, I have answered some of the questions which were in Reader 5 relating to requirements.
- Who? - I hope to include all ages and abilities within my inquiry so it can be shown to have a cross selection of individuals that engage within community dance. For example, young student who is involved with the youth dance company, a professional adult who uses the facility and finally an elder practitioner who can be classes as a member of the general public who enjoys joining a weekly ballet class.
- How? - How I choose the individuals will be determined by the 'gatekeeper'. This is well linked into the ethical considerations which I will have to take on board and I hope to use the directors authorisation in a way that can help me select who they agree is appropriate for my inquiry.
- Why? - I believe that by using a selection of individuals will enable me to express the versatile work that the organisation applies and help me prove how engagement of all ages is shown through dance opportunities
Ethical Issues;
The definition that I found on Wikapedia when I typed in Ethic definition;
'Ethics or moral philosophy is the branch of philosophy that involves systematizing, defending, and recommending concepts of right and wrong conduct.[1] The term ethics derives from the Ancient Greek word ἠθικός ethikos, which is derived from the word ἦθος ethos (habit, “custom”). The branch of philosophy axiology comprises the sub-branches of Ethics and aesthetics, each concerned with concepts of value'
The word 'Value' stands out to me in the quoted paragraph because I have recently found researchers findings into ethical differences and issues which have a different perspective on ethics, but each of them has a value to their belief which is why they stand by it. Ethics within any organisation all work under the same principle that actions should be always carried out in the good way or the right way. So I beg the question that does practising good ethics make you a good person? This I have discovered depends on what your ethics are and how they differ to others. Some examples of this would be how Hobbes (1651) described ethics as 'a practical solution to social harmony' (Reader 5, pg 8) I understood his view as he basically puts it how you automatically think of ethics - a set of rules, so simply adhere to them. What would life be like without any rules? An unstructured mess(in my opinion)! Social understanding and respect comes from rule making and breaking, each school has a set structure of rules if you break them you get into trouble, if you adhere to them you may be rewarding in some way. This I suppose is also relevant to everyday life, if you are caught driving too fast you may receive a speeding fine, if you don't pay this fine you are charged more and more and eventually are taken to court. I suppose the point I am making is that Hobbs theory (1651) can be the basic issue which we challenge that can relate to everyone.
Immanuel Kant (1779) states that he believes ' moral rules are absolute and he bases this on reason rather than religion' (Reader 5) this outlines the thoughts on how people who do not care, or lie to get out of something is wrong doing and we should all help one another no matter what the 'rules' are. Lying admittedly is a wrong act and JS Mill (1861) shows a conflict of reasoning from this of Kant. The theory which Mill developed shows how 'moral obligation' should be taken into consideration and this of course I discover is all dependant on the situation. Those who decide to make greater good in Mill's eyes produces a better outcome - no matter what lies were told in the process. How these theories can conflict leads me into the theoretical approaches to ethics. JS Mill (1861) and Jeremy Bentham support the approach of Consequentialism - 'whereby an act is morally right if and only if the act maximises good' (Reader 5). They are focusing purely on general happiness and are numbers based people. I understand how this approach must be relevant in large organisations that run successfully when large amounts of people are involved. On reflection I wondered if this approach is appropriate in relation to my inquiry as I will want all participants who are involved to feel happy and content within the set up of my study.
The second approach which stands out to me as a way which I would work is Deontology. Immanual Kant (1779) who I have previously commented on, supports the theory that 'only absolute good is a good will and the motive behind the action will determine whether or not it is morally right' (Reader 5). As I relate this to my inquiry I support the fact that this is a rule based approach which I feel I have to adhere to for my inquiry. I must have set rules in place that will cover the cross selection of individuals that I hope to include within my research. This will be an ethical action that I will take part in as it is based on the duty which I am fulfilling. The last approach which is detailed is Virtue ethicisit. This approach emphasises the individuals 'being rather than doing' (Reader 5), so rather than taking the individual consequence in a situation on board, this approach is determining the behaviour of a character as this can be as important as the action which has been taken. For example, the view that each one of us has a different view point on certain situations comes to mind for example, I may deal with a situation different to my husband because we are two completely different characters. However how we determine what is the right approach to take can cause a moment of discussion. In a teaching situation, I can understand how sticking to certain etho's can become difficult to handle, because if a student feels uncomfortable to do something because of a belief or religion is this regarded as wrong doing? Looking at it from a history perspective and taking an extract from reader 5 it states that ' While the greeks ultimate aim was a civil society underpinned by good, so the christian notion of good came to be the part of the bedrock of ethics. In the christian doctrine its considered wrong to kill a man as it is in civil society which is expressed in the law. Religion and law are both closely associated with morals and ethics.' (Reader 5) Following on from this I delved into a wider variety of research related to ethical rules within teaching, as I am looking at engagement and the student teacher relationship I felt this knowledge would help in my inquiry. I found that some considerations outlined by
the international literature review(2012) entitled 'Ethical issues in under taking research with children or young people.'
Because I hope to have a range of ages, young children may be the most venerable and so it is important that I fully understand the ethos behind taking part in any research that includes childrens participation. The set up principle that Ethics are a simple right and wrong rule based analogy (Gallagher, 2009) is not known to be quite so black and white. King & Churchill,(2001) describe the 3 principles which should be reviewed and maintained while carrying out my inquiry;
Autonomy- 'Respect which give potential research participants the freedom to choose an act without being contained by others including informed choice about participation in research' (King & Churchill, 2001). In relation to my inquiry this allows the students to act in a way they see is them being true to themselves and not at all staged in a way that would affect my research.
Beneficien & No-Maleficence - This is the researchers chance you have obligation to assess potential harms from the research that is being taken out - in terms of my inquiry this may include health and safety checks, a risk assessment in the soundings that a practical session may be taking place etc.
Justice -This is a principle which outlines that all research participants are treated fairly and no one is treated unfairly. This must apply within my inquiry as I have a range of ages whichI will be working with so want them all to feel equally treated.
From the research of the international literature review,(2012), I have quoted some of the points made below as an area of help to other who may be in my SIG or have an interest in my inquiry and the ethics which I will have to use. I found it helpful for me to use as a guideline of areas to focus on for when I draw up my ethical form.
1. Welfare – the purpose of research should contribute to children’s well being, either directly or indirectly;
2. Protection – methods should be designed to avoid distress and contingency arrangements available in case of upset or situations of risk or harm;
3. Provision – children should feel good about having contributed to research as a service informing society, individuals, policy and practice;
4. Choice and participation – children should make informed choices about all aspects of participation, including consent, opting out, determining boundaries of confidentiality and contributing ideas to the research agendas and processes.
(Hill, 2005, p. 81) International literature review (2012)
The second approach which stands out to me as a way which I would work is Deontology. Immanual Kant (1779) who I have previously commented on, supports the theory that 'only absolute good is a good will and the motive behind the action will determine whether or not it is morally right' (Reader 5). As I relate this to my inquiry I support the fact that this is a rule based approach which I feel I have to adhere to for my inquiry. I must have set rules in place that will cover the cross selection of individuals that I hope to include within my research. This will be an ethical action that I will take part in as it is based on the duty which I am fulfilling. The last approach which is detailed is Virtue ethicisit. This approach emphasises the individuals 'being rather than doing' (Reader 5), so rather than taking the individual consequence in a situation on board, this approach is determining the behaviour of a character as this can be as important as the action which has been taken. For example, the view that each one of us has a different view point on certain situations comes to mind for example, I may deal with a situation different to my husband because we are two completely different characters. However how we determine what is the right approach to take can cause a moment of discussion. In a teaching situation, I can understand how sticking to certain etho's can become difficult to handle, because if a student feels uncomfortable to do something because of a belief or religion is this regarded as wrong doing? Looking at it from a history perspective and taking an extract from reader 5 it states that ' While the greeks ultimate aim was a civil society underpinned by good, so the christian notion of good came to be the part of the bedrock of ethics. In the christian doctrine its considered wrong to kill a man as it is in civil society which is expressed in the law. Religion and law are both closely associated with morals and ethics.' (Reader 5) Following on from this I delved into a wider variety of research related to ethical rules within teaching, as I am looking at engagement and the student teacher relationship I felt this knowledge would help in my inquiry. I found that some considerations outlined by
the international literature review(2012) entitled 'Ethical issues in under taking research with children or young people.'
Because I hope to have a range of ages, young children may be the most venerable and so it is important that I fully understand the ethos behind taking part in any research that includes childrens participation. The set up principle that Ethics are a simple right and wrong rule based analogy (Gallagher, 2009) is not known to be quite so black and white. King & Churchill,(2001) describe the 3 principles which should be reviewed and maintained while carrying out my inquiry;
Autonomy- 'Respect which give potential research participants the freedom to choose an act without being contained by others including informed choice about participation in research' (King & Churchill, 2001). In relation to my inquiry this allows the students to act in a way they see is them being true to themselves and not at all staged in a way that would affect my research.
Beneficien & No-Maleficence - This is the researchers chance you have obligation to assess potential harms from the research that is being taken out - in terms of my inquiry this may include health and safety checks, a risk assessment in the soundings that a practical session may be taking place etc.
Justice -This is a principle which outlines that all research participants are treated fairly and no one is treated unfairly. This must apply within my inquiry as I have a range of ages whichI will be working with so want them all to feel equally treated.
From the research of the international literature review,(2012), I have quoted some of the points made below as an area of help to other who may be in my SIG or have an interest in my inquiry and the ethics which I will have to use. I found it helpful for me to use as a guideline of areas to focus on for when I draw up my ethical form.
1. Welfare – the purpose of research should contribute to children’s well being, either directly or indirectly;
2. Protection – methods should be designed to avoid distress and contingency arrangements available in case of upset or situations of risk or harm;
3. Provision – children should feel good about having contributed to research as a service informing society, individuals, policy and practice;
4. Choice and participation – children should make informed choices about all aspects of participation, including consent, opting out, determining boundaries of confidentiality and contributing ideas to the research agendas and processes.
(Hill, 2005, p. 81) International literature review (2012)
An example of a professional ethic which will apply to my inquiry include behavioural standards. As this current moment I am still unaware what I approach I would take if one of the students who I may be observing may behave in a disrespectful manor, or in fact want to leave and not continue my project. This I have learnt sticks out that the consent from them the individual, parent/guardian and gatekeeper are crucial for a successful outcome. I understand that behavioural ethics which are expected of a student in a normal classroom environment will be set from the teachers or leader of that particular class, however some students may choose to act differently towards me as they may not know me as well or may in fact feel uncomfortable in the situation. The qualities which I must provide to the individuals who will be involved in my inquiry must include trust. From looking at Nolan & Putten, (2007), they evaluate it as the insider researcher position is a position built of trust. If something were to happen during my inquiry that may affect the individual it is important that they feel trust to support my personal ethos.
All in all I feel I have a jumped a huge hurdle when learning about ethics within my inquiry. I will look into other fellow students SIGs and Blogs to gage there thoughts and compare them to mine as I love how we all seem to find different research points which I am sure will help us all along the way.
My next step towards the ethics form will be to have a chat with the head of dance communications at PDSW and discuss if there is anything in particular which the company stand by that I must be aware of before starting the basics for my inquiry.
All in all I feel I have a jumped a huge hurdle when learning about ethics within my inquiry. I will look into other fellow students SIGs and Blogs to gage there thoughts and compare them to mine as I love how we all seem to find different research points which I am sure will help us all along the way.
My next step towards the ethics form will be to have a chat with the head of dance communications at PDSW and discuss if there is anything in particular which the company stand by that I must be aware of before starting the basics for my inquiry.
Bibliography
International literature review 2012 - http://childethics.com/wp-content/uploads/2013/09/Powell-et-al-2012.pdf
Task of reviewing questions to community dance organiser -
http://stephanieswann02.blogspot.co.uk/2015/10/community-dance-questions-set-to-co.html
Requirements for carrying out professional inquiry - BAPPs Reader 5
Definition of Ethics - https://en.wikipedia.org/wiki/Ethics
Hobbes, 1651- Reader 5
Kant, 1779 - Reader 5
JS Mills and Jeremy Betham - Reader 5
Gallagher, 2009 - - http://childethics.com/wp-content/uploads/2013/09/Powell-et-al-2012.pdf
Churchill and King, 2001 - - http://childethics.com/wp-content/uploads/2013/09/Powell-et-al-2012.pdf
Hill, 2005, pg81
Nolan & Putten, 2007
Monday, 2 November 2015
5B Codes of practice findings
As I began to research into codes of practice that are relevant to my practice, I was able to understand a bit better the reasoning behind some legislations.
For example, I am now aware that the goverment legislation from the department of education is a statutory guidance for governing bodies of maintaing schools which every school must adhere to. I was able to find that the behaviour policy which is reviewed over a course of another couple of years, states the guidance to school up keep as behaviour of students can be detrimental to a schools reputation. Please see below some examples which I have plucked out of the research;
Screening and Searching Pupils - this is relevant when a teacher or head of department feels it is necessary to search a student under the belief they have items which may be banned from the school property and this can warrant the search to take place. I found this interesting as without research I would have probably looked at this in confusion as to searching and screening shouldn't be allowed in students personal belongings, however the act states that the governing body should not try and hinder the teachers authority or power over the student if they are wrong doing. This I can now start to make sense of. It would be the irresponable of a teacher to allow wrong doing within the school and how to stop this would be to investigate through searching and screening. This leads nicely into my next point about safe guarding.
The power to discipline beyond the school gates - this had a strong link to safeguarding which I blogged and commented on in my previous blog. The governing body allows the head teacher to make the decision on how a behavioural incident that may have occurred outside school time can or will effect the student/students involved within the school environment. It is the head teachers choice if they feel the local authorities or police should be contacted, this again dependant on the incident. I understand that if an event has been reported to a teacher or head of department this should allow have some sort of action to take place, if the public are at a threat then this is when the police should be informed. Safeguarding other students/members of the public can be as important as safeguarding just school students within the school you are working at. In comparison to what I previously blogged, safeguarding has also the impact of dangerous events that may take place and how the head of the school and teachers have a responsibility to keep the crime rate within there schools to a minimal. Before I could only open my mind up about child protection with parents, as I stated before picking them up from school trips, signing a form to agree for them to go away - this all still is applicable but dangerous info-operative behaviour is also an area which I did not really discover until today. I think on reflection this was because what happens outside of the school gates shouldn't technically have anything to do with the school or its teachers, however commenting on what I have concluded this is dependant to the situation and how the school and fellow students may be affected. Although this is not completely relevant to my inquiry, I do believe that we should be aware of the policy and how we as inspiring teachers are expected to react. When we talk about behaviour as a whole, I have now understood that this can be a possible area for me to consider as to how I will not torralent any bad behaviour that could effect my inquiry, or effect other students who are taking part.
Codes of practice which are more relevant to teaching in the area of which I am focusing on, explores the different sectors of the Equality Act 2010 and how each of them apply to everyday teaching within the school environment. Firstly touching on disabilities, the discrimination act 1995 explains how each department of education should be able to prevent discrimination and allow equal opportunities to those that are disadvantages without an immediate effect on their individual learning. As I did not cover this in my previous blog, I have opened up the door to a whole new understanding. The Equality Act 2010 states that
'It is unlawful for any education provider in the lifelong learning sector to treat a disabled employee/learner as less favourably for a reason related to their disability or fail to make reasonable adjustments to prevent them being placed at a substantial advantage'. When I think about the dance department as a whole, I am more interested to find out the opportunities which can allow the student to feel enthusiastic about dance or is there a doubt in their minds that they believe may hinder learning and progression? During my inquiry, I hope to have a mixture of students who I may observe/ask questions to so it may be worth looking into how I can make the inquiry relevant to all students of ages and disabilities.
When looking into the data protection act 1998 in more detail, I am able to compare my original thoughts on this with what is actual and lawful. In regard's to my inquiry I fully understand that any information which I may use from a student must have clear consent from them along with their parents. Not only conversation, questions and answers sessions but if I was asking to take pictures/videos to use for documentation or study reasons these must have clear consent from student and parent. To enable the trust that I am using imagery for purely professional reasons, in my inquiry I will also detail that I will dispose of all digital imagery once the course has come to a close. This is an important point to make as a student myself, I understand the protection act must be a strong focused area when it comes to codes of practice as unfortunately too many events in the current state of the world have been reported and can cause parents to feel un-nerved.
In addition to this, looking at the safe guarding a little deeper, I feel that students must be able to feel comfortable in order for them to express the best quality out of them. For example if I asked them to take out a few questions and answer sessions in a dark small room with no body else but me, they may feel uncomfortable and not answer sufficiently. This is another area that I will take into consideration.
As I am still working on what my set inquiry will be, I feel that a deeper knowledge of the codes of practice within the school environment will help me outline a safe and effective plan. When looking at the points made by the department of education teachers standards, it outlines in numbers what every teacher 'must' do. In the part 2 of this document it outlines what the teacher is 'expected' to do. Please see below the extract of the documentation which i am referring to;
This extract is a fantastic referral point for me as it reminds me how authority as a teacher plays a role in how you manage relationships with students on a professional but personal level. Within my inquiry I hope to emerge these factors and base the process on my understanding of the students but gage how the students can possibly effect the outcome of what I may be trying to achieve. As I have a close working connection with the head of dance within my practice, I understand how she must also be kept up to date, and I should have the full consent from her to take out work with the students. This is a key aspect to my learning and development so support from this source is key.
From this research please see below what I have collated and will process into my inquiry;
I have found this study interesting and believe I have a better understanding of the polices within the school work place.
Bibliography
Department for Education (2015) Teachers’ Standards PDF Document [Internet] Available from: https://www.gov.uk/government/publications/teachers-standards [Accessed on 21 October 215
Codes of practice in teaching and learning
http://www.ukessays.com/essays/education/code-of-practice-in-teaching-and-learning-education-essay.php#ixzz3qL3xjO8T
Department for Education (2015) Behaviour and Discipline in Schools PDF Document [Internet] Available from: https://www.gov.uk/government/publications/behaviour-and-discipline-in-schools-guidance-for-governing-bodies[Accessed on 20 October 2015]
Data Protection and security within schools (2003-2004)
http://cnp.naace.co.uk/system/files/data_protection_in_schools.pdf
For example, I am now aware that the goverment legislation from the department of education is a statutory guidance for governing bodies of maintaing schools which every school must adhere to. I was able to find that the behaviour policy which is reviewed over a course of another couple of years, states the guidance to school up keep as behaviour of students can be detrimental to a schools reputation. Please see below some examples which I have plucked out of the research;
Screening and Searching Pupils - this is relevant when a teacher or head of department feels it is necessary to search a student under the belief they have items which may be banned from the school property and this can warrant the search to take place. I found this interesting as without research I would have probably looked at this in confusion as to searching and screening shouldn't be allowed in students personal belongings, however the act states that the governing body should not try and hinder the teachers authority or power over the student if they are wrong doing. This I can now start to make sense of. It would be the irresponable of a teacher to allow wrong doing within the school and how to stop this would be to investigate through searching and screening. This leads nicely into my next point about safe guarding.
The power to discipline beyond the school gates - this had a strong link to safeguarding which I blogged and commented on in my previous blog. The governing body allows the head teacher to make the decision on how a behavioural incident that may have occurred outside school time can or will effect the student/students involved within the school environment. It is the head teachers choice if they feel the local authorities or police should be contacted, this again dependant on the incident. I understand that if an event has been reported to a teacher or head of department this should allow have some sort of action to take place, if the public are at a threat then this is when the police should be informed. Safeguarding other students/members of the public can be as important as safeguarding just school students within the school you are working at. In comparison to what I previously blogged, safeguarding has also the impact of dangerous events that may take place and how the head of the school and teachers have a responsibility to keep the crime rate within there schools to a minimal. Before I could only open my mind up about child protection with parents, as I stated before picking them up from school trips, signing a form to agree for them to go away - this all still is applicable but dangerous info-operative behaviour is also an area which I did not really discover until today. I think on reflection this was because what happens outside of the school gates shouldn't technically have anything to do with the school or its teachers, however commenting on what I have concluded this is dependant to the situation and how the school and fellow students may be affected. Although this is not completely relevant to my inquiry, I do believe that we should be aware of the policy and how we as inspiring teachers are expected to react. When we talk about behaviour as a whole, I have now understood that this can be a possible area for me to consider as to how I will not torralent any bad behaviour that could effect my inquiry, or effect other students who are taking part.
Codes of practice which are more relevant to teaching in the area of which I am focusing on, explores the different sectors of the Equality Act 2010 and how each of them apply to everyday teaching within the school environment. Firstly touching on disabilities, the discrimination act 1995 explains how each department of education should be able to prevent discrimination and allow equal opportunities to those that are disadvantages without an immediate effect on their individual learning. As I did not cover this in my previous blog, I have opened up the door to a whole new understanding. The Equality Act 2010 states that
'It is unlawful for any education provider in the lifelong learning sector to treat a disabled employee/learner as less favourably for a reason related to their disability or fail to make reasonable adjustments to prevent them being placed at a substantial advantage'. When I think about the dance department as a whole, I am more interested to find out the opportunities which can allow the student to feel enthusiastic about dance or is there a doubt in their minds that they believe may hinder learning and progression? During my inquiry, I hope to have a mixture of students who I may observe/ask questions to so it may be worth looking into how I can make the inquiry relevant to all students of ages and disabilities.
When looking into the data protection act 1998 in more detail, I am able to compare my original thoughts on this with what is actual and lawful. In regard's to my inquiry I fully understand that any information which I may use from a student must have clear consent from them along with their parents. Not only conversation, questions and answers sessions but if I was asking to take pictures/videos to use for documentation or study reasons these must have clear consent from student and parent. To enable the trust that I am using imagery for purely professional reasons, in my inquiry I will also detail that I will dispose of all digital imagery once the course has come to a close. This is an important point to make as a student myself, I understand the protection act must be a strong focused area when it comes to codes of practice as unfortunately too many events in the current state of the world have been reported and can cause parents to feel un-nerved.
In addition to this, looking at the safe guarding a little deeper, I feel that students must be able to feel comfortable in order for them to express the best quality out of them. For example if I asked them to take out a few questions and answer sessions in a dark small room with no body else but me, they may feel uncomfortable and not answer sufficiently. This is another area that I will take into consideration.
As I am still working on what my set inquiry will be, I feel that a deeper knowledge of the codes of practice within the school environment will help me outline a safe and effective plan. When looking at the points made by the department of education teachers standards, it outlines in numbers what every teacher 'must' do. In the part 2 of this document it outlines what the teacher is 'expected' to do. Please see below the extract of the documentation which i am referring to;
- A teacher is expected to demonstrate consistently high standards of
personal and professional conduct. The following statements define the
behaviour and attitudes which set the required standard for conduct
throughout a teacher’s career.
Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:
o treating pupils with dignity, building relationships rooted in mutual
respect, and at all times observing proper boundaries appropriate
to a teacher’s professional position
o having regard for the need to safeguard pupils’ well-being, in
accordance with statutory provisions
o showing tolerance of and respect for the rights of others
o notunderminingfundamentalBritishvalues,includingdemocracy,
the rule of law, individual liberty and mutual respect, and tolerance
of those with different faiths and beliefs
o ensuring that personal beliefs are not expressed in ways which
exploit pupils’ vulnerability or might lead them to break the law.
Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.
Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.
From this research please see below what I have collated and will process into my inquiry;
- Comfortable environment for students best possible work outcome
- Correct consent from students and parents
- Bad behaviour which would affect others will not be torrirated
- Considerations and adaptations to be talked through with students
- Working within the law and not to use plagiarism
- Consent from head of dance to comply inquiry on students
I have found this study interesting and believe I have a better understanding of the polices within the school work place.
Bibliography
Department for Education (2015) Teachers’ Standards PDF Document [Internet] Available from: https://www.gov.uk/government/publications/teachers-standards [Accessed on 21 October 215
Codes of practice in teaching and learning
http://www.ukessays.com/essays/education/code-of-practice-in-teaching-and-learning-education-essay.php#ixzz3qL3xjO8T
Department for Education (2015) Behaviour and Discipline in Schools PDF Document [Internet] Available from: https://www.gov.uk/government/publications/behaviour-and-discipline-in-schools-guidance-for-governing-bodies[Accessed on 20 October 2015]
Data Protection and security within schools (2003-2004)
http://cnp.naace.co.uk/system/files/data_protection_in_schools.pdf
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