Monday, 5 October 2015
Current State of Dance
A friend of mine very kindly suggested an article for me to read regarding the current state of dance written by the head of youth dance education Linda Jasper.
It is a very clear article which outlines the problems that dance has in the education sector.
From her background and knowledge the expectation that she desires from the curriculum to encourage dance is inspiring and it expresses more to me how far dance has come over the years, but now how more importantly we as dance professionals have to work in order for it to stay there. I have taken snippets out of the article which stood out to me but at the end of my blog please see the link which will take you straight to the website and you can read it in full.
'In England there has been noticeable and fast-paced change since the change of government in 2010 and the world-wide economic crises in 2008. The school system is a very important system to work with if we want to ensure access to dance and the arts for all. Fundamentally, this is where all children and young people should get an arts education – free at the point of delivery' (Linda Jasper)
Jasper talks about what is next? But before we can make this evaluation, it is important to look at figures. She touches on how Dance is evolving in the PE departments of school however can't help but mention the negativity that still oozes out of some individuals. The statement from Nicky Morgan sums it up for me and what a selected group of people think about Dance in education. She states ' Choosing to study arts subjects at school could hold students back later on in life'.
Reviewing this I believe it is right that everyone can speak freely about their opinions however that bold comment cannot do anything more but infuriate me. To me, dance was a subject I was able to enjoy because it was active, enjoyable and fundamental to my own practise. I know I do not speak for everyone and those of us who wanted to continue on with dance later on after school are naturally going to enjoy the lesson, but for those who want it not to be a part of school choices should open their minds up to what it can offer students. Jasper also touches on its physicality's and by including and encouraging dance as a subject it is able to keep student active, it is a form of physical activity which pushes the obesity numbers down as this opens up a wider variety of activity based lessons within a school timetable.
As you read on through the article Jasper states that the STEM, Ebrace subjects (Science, Technology, English, Maths) and how this effect has encouraged students to drop arts subjects and the decrease in numbers across the country has taken an immediate effect. Please see a quote from the article relating to this;
'Nicky Morgan, Secretary for Education, speaking in early November 2014, warned young people that choosing to study arts subjects at school could “hold them back for the rest of their lives”. This statement revealed clearly the Government’s policy to focus on STEM (Science, Technology, Engineering and Maths) subjects as they are seen to be linked with wealth generation that leads to economic security. This focus on STEM is driven by the need to become more competitive in the world, especially in economically challenged times. The introduction of the EBacc and then the Best of 8, where a school’s performance is judged against GCSE scores in core ‘academic’ subjects, has contributed to a decline in the arts offered in schools.(1) 15% of schools surveyed by Ipsos MORI in 2012 for the Department for Education withdrew one or more arts subjects as a result of the EBacc. This was higher in schools in areas of deprivation: 21% of schools with a high proportion of free school meals withdrew one or more arts subjects, compared to 8% of schools with a low proportion of free school meals' (Linda Jasper)
I am not here to argue that the Best of 8 subjects are important to every student attending school, what I am interested in fighting for is how the Arts departments as a whole should not be pushed aside as a 'doss' subject. Seeing the percentages are an eye opener and I am fascinated to take this back to the school I am helping at and discuss with the teachers there.
On a happier note, dance has now become a full feature in Key Stage 1 & 2 and funding of a huge amount of money is currently available until 2020 - this is until the new election.
'Focus on progression routes
It is interesting that in this climate of cuts in public funding, the area that has been retained, even though not kept up with inflation, is the publicly funded pre-vocational training sector in England (Centres for Advanced Training and vocational residential schools). This government has also supported the creation of a National Youth Dance Company, which joined the other companies in Scotland and Wales. These developments are very useful for dance as supporting young people to develop their skills from an early age can enhance the possibility of them going on to have professional performance careers, regardless of their backgrounds. Perhaps we have made the argument concerning the importance of creating a world-class workforce for the cultural industries? But these involve relatively small numbers of young people, which means that the financial commitment is containable whilst government intervention is highly visible.
We have created a range of opportunities for talent development – but access to them is being eroded through reductions to opportunities for young people to dance in schools as well as falling participation rates in outside school activate'
What emerged clearly from the seminar is that the most urgent issue is less about the nature of the value of arts to education (although that case needs to be strengthened and deepened), but more about how we move forward in a period where there will be less national prescription to schools and reduced funding to the arts.
What steps can we take and whose responsibility is it to make all this happen? (Linda Jasper)
Having looked over this article and jotted some notes down, I wonder if this could lead my inquiry more down the funding/dance application in schools route. I will take Jaspers comment on board and believe this research will correspond nicely with what the teachers at the state school think too. If you have chance to read through this I highly suggest you take a look!
http://www.communitydance.org.uk/DB/animated-library/current-state-of-children-and-young-peoples-dance-.html?lib=33829
Bio;
Linda Jasper - Current state of Children and Young People in Dance
Sunday, 4 October 2015
Questions relevant to my practice
After my initial research into this module, I reflect on the summary which states us to devise a list of questions which we will put to our respective peers, students, co-workers etc in order to begin the road on developing my inquiry.
As previously mentioned, my professional practise relating to my BAPP's qualification is helping working alongside teachers in the state school St Peters in Bournemouth, and also helping out at the Pavilion Dance South West (PDSW) which is located in the town centre. I have touched briefly on what the Pavilion Dance offers, but wanted to outline in more detail having spent more time there.
It is a national dance development agency and so therefore supports all sections of the community to engage in dance through doing or watching it. They engage with very young children through the intensive holiday activities along with annual youth dance platforms and offers classes specifically for children. The Pavilion also offers over 40 classes a week for adults, some of which i have had the pleasure to enjoy. It attracts people who love to dance, ex professionals, and while including a class for the over 60's and a Parkinson's dance class it shows that sense of catering for everyone that wishes to be involved. They support local artist and practitioners who are also very valuable members of the community and have three programmed seasons professional public performances. They also work closely with associate schools - and funnily enough St Peters has just been one of there most recent recruits! Small world when you work in it i suppose, but this has also given me the opportunity to see how the operational systems work and how funding within the art is at risk. PDSW design a bespoke programme of annual activity in accordance to their specific needs, whether it be cross curricular or not. In addition to this they also offer teachers CPD (Continuing professional development) specifically for GCSE, BTEC & A Level Dance syllabus work which is fantastic to drive the current dance teachers out there to continue in their practise. Having spent more time with the staff I have come to realise the risk of school funding across the board and so PDSW is a work place that is always trying to endeavour to offer a wide variety of dance activity out side of school time and encourage those to keep engaging in it. A prime example of this would be the Creative Careers Fair destined especially for those who are thinking to pursue a career in dance.
As I reflect on this knowledge that I have recently gained from PDSW, it allows me to broaden my questions that I have to base my inquiry off. Because I feel the two work places are similar but at the same time totally different, I wanted to compose two sets of questions which I will put to the two respective people that I will use to represent. From this I will be able to compare answers and evaluate the comparisons which may lead into my final inquiry question.
St Peters School - Questions
1) Do you believe the syllabus provides the students with a broad enough knowledge on the subject, or is there restriction to their learning?
2) Do you find it difficult to engage enthusiasm from particular students who have picked dance as an 'easy subject' - does this cause frustration as a teacher?
3) Over time has there been a significant change in the way Dance is perceived as a subject? If so how and what support is needed from other departments within the school.
4) In comparison to other subjects, how do you think students engage in dance as apposed to maths or science? Is there a strategy to help them express themselves into the art?
5) What issues are there with funding within the dance department? Have they improved/not improved over the last year?
6) What do you think the benefits are of after school dance clubs and how do help facilitate the students who want to progress in the subject.
Pavilion Dance South West - Questions
1) Do you believe the structure of your organisation helps encourage students to pursue a career in dance? If so how?
2) How do you encourage engagement within the subject to children that may have been taken to you not out of their own choice, for example - summer schools etc
3) What skills and services do you provide to students who want to take Dance further into vocational training that my differ from an academic school?
4) How do you open opportunities to the public community? Are there risks to this? If so, what are they?
5) What issues are there with funding within your organisation? How have they improved / not improved over the last year?
6) What do you think the positives and negatives are of opening up your dance facility to all ages and abilities?
7) How do you believe you can help people within the community to relate to Dance as an art form?
As you can see I have some similar questions to both parties and I also have some different questions which relate to the particular practise.
I would love your feedback on my research into PDSW and also the questions that I have devised. A fellow blogger and BAPP's student Jessica Plant and I have discussed our similarities in our professional practise and know we are keen to relate and compare questions/answers that we have leading into our inquiry.
I should have the answers to these next week so keep checking my blog to find out what the outcome was!
Thanks
Steph X
As previously mentioned, my professional practise relating to my BAPP's qualification is helping working alongside teachers in the state school St Peters in Bournemouth, and also helping out at the Pavilion Dance South West (PDSW) which is located in the town centre. I have touched briefly on what the Pavilion Dance offers, but wanted to outline in more detail having spent more time there.
It is a national dance development agency and so therefore supports all sections of the community to engage in dance through doing or watching it. They engage with very young children through the intensive holiday activities along with annual youth dance platforms and offers classes specifically for children. The Pavilion also offers over 40 classes a week for adults, some of which i have had the pleasure to enjoy. It attracts people who love to dance, ex professionals, and while including a class for the over 60's and a Parkinson's dance class it shows that sense of catering for everyone that wishes to be involved. They support local artist and practitioners who are also very valuable members of the community and have three programmed seasons professional public performances. They also work closely with associate schools - and funnily enough St Peters has just been one of there most recent recruits! Small world when you work in it i suppose, but this has also given me the opportunity to see how the operational systems work and how funding within the art is at risk. PDSW design a bespoke programme of annual activity in accordance to their specific needs, whether it be cross curricular or not. In addition to this they also offer teachers CPD (Continuing professional development) specifically for GCSE, BTEC & A Level Dance syllabus work which is fantastic to drive the current dance teachers out there to continue in their practise. Having spent more time with the staff I have come to realise the risk of school funding across the board and so PDSW is a work place that is always trying to endeavour to offer a wide variety of dance activity out side of school time and encourage those to keep engaging in it. A prime example of this would be the Creative Careers Fair destined especially for those who are thinking to pursue a career in dance.
As I reflect on this knowledge that I have recently gained from PDSW, it allows me to broaden my questions that I have to base my inquiry off. Because I feel the two work places are similar but at the same time totally different, I wanted to compose two sets of questions which I will put to the two respective people that I will use to represent. From this I will be able to compare answers and evaluate the comparisons which may lead into my final inquiry question.
St Peters School - Questions
1) Do you believe the syllabus provides the students with a broad enough knowledge on the subject, or is there restriction to their learning?
2) Do you find it difficult to engage enthusiasm from particular students who have picked dance as an 'easy subject' - does this cause frustration as a teacher?
3) Over time has there been a significant change in the way Dance is perceived as a subject? If so how and what support is needed from other departments within the school.
4) In comparison to other subjects, how do you think students engage in dance as apposed to maths or science? Is there a strategy to help them express themselves into the art?
5) What issues are there with funding within the dance department? Have they improved/not improved over the last year?
6) What do you think the benefits are of after school dance clubs and how do help facilitate the students who want to progress in the subject.
Pavilion Dance South West - Questions
1) Do you believe the structure of your organisation helps encourage students to pursue a career in dance? If so how?
2) How do you encourage engagement within the subject to children that may have been taken to you not out of their own choice, for example - summer schools etc
3) What skills and services do you provide to students who want to take Dance further into vocational training that my differ from an academic school?
4) How do you open opportunities to the public community? Are there risks to this? If so, what are they?
5) What issues are there with funding within your organisation? How have they improved / not improved over the last year?
6) What do you think the positives and negatives are of opening up your dance facility to all ages and abilities?
7) How do you believe you can help people within the community to relate to Dance as an art form?
As you can see I have some similar questions to both parties and I also have some different questions which relate to the particular practise.
I would love your feedback on my research into PDSW and also the questions that I have devised. A fellow blogger and BAPP's student Jessica Plant and I have discussed our similarities in our professional practise and know we are keen to relate and compare questions/answers that we have leading into our inquiry.
I should have the answers to these next week so keep checking my blog to find out what the outcome was!
Thanks
Steph X
Tuesday, 29 September 2015
Developing Lines of Professional Inquiry
Task 4a
Beginning module 2 and engaging myself back into study time, is some what of a reality check and realisation of what a lovely long summer we have all had. Getting back into the swing of things quickly and getting my nose into the reader for the first part of the module was interesting as there was a lot of background reading that came with it.
Developing the line for our professional inquiry in the area that we are currently working in is the aim of this project and for me it covers a vast area of expertise. As I have previously mentioned in earlier blogs I am balancing my full time job as a fitness instructor, along with helping out at my old state school St Peters, with the GCSE and A Level dance students. During the summer I and have become more involved with the local dance centre in Bournemouth (Pavilion Dance South West) that works closely with all state schools in the area, along with reaching out to promote dance in the community to all ages, styles of dance and disabilities. Already I feel that I have a contrasting base of knowledge from each dance area that I am involved with and when working on questions that are relevant to my practice I have drawn it into two, as I wanted to compare the answers to the teachers at the state school, to those teachers and support workers at the community dance centre would give to me to hopefully present me with a inquiry that will relate to both.
Before I share the questions that I have come up with, I wanted to touch on the background reading and research that was provided in the reader.
It is clear that our Work Based Learning (WBL) and Professional Inquiry (PI) both evaluate to social science research which we ourselves will be working on. Identifying the roles and responsibilities of you as a teacher, student, partner, or leader should be key to success in the field of work. Using Judi Marshalls quote below, I have begun to develop an understanding of what my inquiry should represent.
'Inquiry involves intent, a sense of purpose. This may be held tacitly. There may be multiple intents, in accord or discord. Often intents unfold, shift, clarify or become more complex. Working with this aspect of inquiry is vital to self-reflective practice.'
(Marshall, 2001, p.6) Reader 4 BAPPS arts.
I was drawn to Peter Senge's introduction into the learning of organisation, and the topics which he focuses on. His management theories are influential academic theories that focus on the organisation creating environments where people, both the leaders and subordinates are learning,
After reading over the link provided in the Reader 4, I understood how his 5 disciplines can be applied within a work force like the Pavillion Dance South West, and in contrast St Peters School. Both working on the same art and subject being dance, but both having totally different purposes. For example; when speaking about Personal Mastery, he explains that 'an organisation can only learn through the individuals who are learning' (Senge, 1947). He talks about the self confidence that is needed and uses the term 'ignorance' which as a leader is vital. Within a school teaching environment, you have a time scale in which the students have exams on a particular section of the curriculum, within a community dance set up, you may have only a week to perfect a routine to showcase it in front of all your peers. Both have similar qualities in learning, and how organisation from the leader is a key aspect for students to base knowledge on. The mental modes, exposing thinking effectively to influence others. Sharing knowledge, experiences and ideas is a common ground within an art based subject field and I felt Senge outlines his ideas to inspire leaders to keep leading.
'Leader as a teacher is not about teaching people how to achieve their vision. It is about fostering learning for everyone. Such leaders help people throughout the organisation develop systemic understandings. Accepting this responsibility is the antidote to one of the most common downfalls of otherwise gifted teachers - losing their commitment to the truth.' (Senge 1990:356)
I read this quote over and over. How I applied it to my own practise was how I as a teacher, assisting dance classes should open my mind to broader opportunities to those who want to develop in their skills and feel responsible for honest feedback.
Looking further into Aryris & Schon (1974) they have the split theory / action which they describe as Single Loop and Double Loop.
In a brief summary, the single loop is a theory that evaluates when a situation may go wrong and looks for another strategy rather than questioning it.
The double loop theory is apposing the single loop theory as this is when a situation may go wrong and we question it, subject to critical scrutiny.
Please see below the clip that I have found on YouTube which clearly explains this theory incase you had any trouble trying to understand it. It shows in a simple situation how we as human beings can jump into single loop theory more commonly than taking a minute to sit back and think about whats happening around us and apply the double loop theory and question how we can improve for the future.
Aryris & Schon (1974)
http://www.infed.org/thinkers/senge.htm - Fitth Discipline, Peter Senge
http://www.infed.org/thinkers/argyris.htm - Argyris and Schon
Beginning module 2 and engaging myself back into study time, is some what of a reality check and realisation of what a lovely long summer we have all had. Getting back into the swing of things quickly and getting my nose into the reader for the first part of the module was interesting as there was a lot of background reading that came with it.
Developing the line for our professional inquiry in the area that we are currently working in is the aim of this project and for me it covers a vast area of expertise. As I have previously mentioned in earlier blogs I am balancing my full time job as a fitness instructor, along with helping out at my old state school St Peters, with the GCSE and A Level dance students. During the summer I and have become more involved with the local dance centre in Bournemouth (Pavilion Dance South West) that works closely with all state schools in the area, along with reaching out to promote dance in the community to all ages, styles of dance and disabilities. Already I feel that I have a contrasting base of knowledge from each dance area that I am involved with and when working on questions that are relevant to my practice I have drawn it into two, as I wanted to compare the answers to the teachers at the state school, to those teachers and support workers at the community dance centre would give to me to hopefully present me with a inquiry that will relate to both.
Before I share the questions that I have come up with, I wanted to touch on the background reading and research that was provided in the reader.
It is clear that our Work Based Learning (WBL) and Professional Inquiry (PI) both evaluate to social science research which we ourselves will be working on. Identifying the roles and responsibilities of you as a teacher, student, partner, or leader should be key to success in the field of work. Using Judi Marshalls quote below, I have begun to develop an understanding of what my inquiry should represent.
'Inquiry involves intent, a sense of purpose. This may be held tacitly. There may be multiple intents, in accord or discord. Often intents unfold, shift, clarify or become more complex. Working with this aspect of inquiry is vital to self-reflective practice.'
(Marshall, 2001, p.6) Reader 4 BAPPS arts.
I was drawn to Peter Senge's introduction into the learning of organisation, and the topics which he focuses on. His management theories are influential academic theories that focus on the organisation creating environments where people, both the leaders and subordinates are learning,
After reading over the link provided in the Reader 4, I understood how his 5 disciplines can be applied within a work force like the Pavillion Dance South West, and in contrast St Peters School. Both working on the same art and subject being dance, but both having totally different purposes. For example; when speaking about Personal Mastery, he explains that 'an organisation can only learn through the individuals who are learning' (Senge, 1947). He talks about the self confidence that is needed and uses the term 'ignorance' which as a leader is vital. Within a school teaching environment, you have a time scale in which the students have exams on a particular section of the curriculum, within a community dance set up, you may have only a week to perfect a routine to showcase it in front of all your peers. Both have similar qualities in learning, and how organisation from the leader is a key aspect for students to base knowledge on. The mental modes, exposing thinking effectively to influence others. Sharing knowledge, experiences and ideas is a common ground within an art based subject field and I felt Senge outlines his ideas to inspire leaders to keep leading.
'Leader as a teacher is not about teaching people how to achieve their vision. It is about fostering learning for everyone. Such leaders help people throughout the organisation develop systemic understandings. Accepting this responsibility is the antidote to one of the most common downfalls of otherwise gifted teachers - losing their commitment to the truth.' (Senge 1990:356)
I read this quote over and over. How I applied it to my own practise was how I as a teacher, assisting dance classes should open my mind to broader opportunities to those who want to develop in their skills and feel responsible for honest feedback.
Looking further into Aryris & Schon (1974) they have the split theory / action which they describe as Single Loop and Double Loop.
In a brief summary, the single loop is a theory that evaluates when a situation may go wrong and looks for another strategy rather than questioning it.
The double loop theory is apposing the single loop theory as this is when a situation may go wrong and we question it, subject to critical scrutiny.
Please see below the clip that I have found on YouTube which clearly explains this theory incase you had any trouble trying to understand it. It shows in a simple situation how we as human beings can jump into single loop theory more commonly than taking a minute to sit back and think about whats happening around us and apply the double loop theory and question how we can improve for the future.
I wanted to outline the Models which Aryris and Schon talk about and how I would relate this in my own professional practice. Please see below the differences between that two;
The governing Values of Model I are:
- Achieve the purpose as the actor defines it
- Win, do not lose
- Suppress negative feelings
- Emphasise rationality
- Control environment and task unilaterally
- Protect self and others unilaterally
- Unillustrated attributions and evaluations eg. "You seem unmotivated"
- Advocating courses of action which discourage inquiry eg. "Lets not talk about the past, that's over."
- Treating ones' own views as obviously correct
- Making covert attributions and evaluations
- Face-saving moves such as leaving potentially embarrassing facts unstated
- Defensive relationships
- Low freedom of choice
- Reduced production of valid information
- Little public testing of ideas
The governing values of Model II include:
- "Valid information
- Free and informed choice
- Internal commitment
Strategies include:
- Sharing control
- Participation in design and implementation of action
Operationalised by:
- Attribution and evaluation illustrated with relatively directly observable data
- Surfacing conflicting views
- encouraging public testing of evaluations
Consequences should include:
- Minimally defensive relationships
- high freedom of choice
- increased likelihood of double-loop learning"
As an individual who is always learning, wether it be in my fitness professional life or assisting in my new vocation experiences in the dance world, I can now reflect on how I propose to be more in the Model 1 category, Pushing aside the issue and using the single loop as the escape route. Being alongside teachers in the field who are always having to answer to people I have recognised a pattern in the way that values can sometimes be thrown out the window in order for a resolution to a problem. Again reverting back to the single loop theory and Model 1.
As I have mentioned I am a victim of this, and as I build my questions for my respective colleagues/teachers I will try to focus on this aspect and hope to have a clearer mind set onto how an organisation can be successful on great leadership and ownership with the use of togetherness and application of the theories I have discussed.
Questions which I am going to present are in a working progress as I want to be able to compare the two organisations that I am currently working alongside. I believe from this i will be able to create a relative inquiry to my own professional interest.
Bio;
(Marshall, 2001, p.6) Reader 4 BAPPS arts.
Senge 1990:356)
Aryris & Schon (1974)
http://www.infed.org/thinkers/senge.htm - Fitth Discipline, Peter Senge
http://www.infed.org/thinkers/argyris.htm - Argyris and Schon
Monday, 21 September 2015
Starting again
Hi Everyone!
How are you all feeling about starting back up again! I must admit it will be an adjustment as i have very much enjoyed the summer break! Having said that I will look forward to getting my head down and am excited about module 2!
Over the summer I have looked out for different community dance centres that offer and provide dance for children of all age groups whilst the parents take some time out!
In my local town of Bournemouth, I found the Pavilion Dance centre is the host of many different workshops and summer schools and work closely within a time scale to put on a performance at the end to showcase what they have learnt. I went along to some with a friend who is taking on a dance teachers role in a local school, and we found it very interesting and hoped to scoop more information from one of the group leaders as to how they started out and what the logistics are of the foundation they run. Unfortunately, at the time all of the leaders seemed busy reuniting children with parents but it has drawn me into the community dance side of things and feel intrigued to find out more.
I would love to hear any of your summer stories and if you found any relation to the BAPP's world whilst enjoying the summer holidays?!
Look forward to catching up with you all again soon!
S x
How are you all feeling about starting back up again! I must admit it will be an adjustment as i have very much enjoyed the summer break! Having said that I will look forward to getting my head down and am excited about module 2!
Over the summer I have looked out for different community dance centres that offer and provide dance for children of all age groups whilst the parents take some time out!
In my local town of Bournemouth, I found the Pavilion Dance centre is the host of many different workshops and summer schools and work closely within a time scale to put on a performance at the end to showcase what they have learnt. I went along to some with a friend who is taking on a dance teachers role in a local school, and we found it very interesting and hoped to scoop more information from one of the group leaders as to how they started out and what the logistics are of the foundation they run. Unfortunately, at the time all of the leaders seemed busy reuniting children with parents but it has drawn me into the community dance side of things and feel intrigued to find out more.
I would love to hear any of your summer stories and if you found any relation to the BAPP's world whilst enjoying the summer holidays?!
Look forward to catching up with you all again soon!
S x
Sunday, 10 May 2015
3D Critical questions and issues that emerge
Having read through the reflection section of the course reader which is provided for us, it has helped me begin to write this first paragraph. I have always found reflection a hard subject to elaborate on, however this time I have my blogs to look through and notice regular patterns that have emerged.
When asked to be specific on these patterns I would start with how I am very used to taking about people around me. People around me that have effected my networks to be what they are today. The sources of my information have mainly all come from the use of the internet which doesn't come at much of a surprise to many. The internet has a knowledge that no human could ever retain or deliver, I guess that's why is exists. Using it on a regular basis is not a bad thing, but on reflection I think I could try harder to find alternatives to the internet.
The engagement that I have on the course I would admit seems slightly limited solely down to my working schedule which I have well documented in my blogs. I know that the course is doable because I have friends who have completed it with similar work commitments as myself. Don't get me wrong, i would love to have 2-3 days a week where I could just focus on the BAPP's and nothing else but those 2-3 day have been reduced to about 2-3 hours a night. I have planned my own schedule well in that I will make sure I do all my background reading first and take notes as I go, ready to blog that night. I feel that looking ahead I may need to take some time off work to concentrate on this chapter of my studying life as I do feel great disappointment that I have not been able to make any of the Skype sessions or campus meetings. I hope that this will not affect me in any way but it certainly makes me more determined to get my blogging up to date and keep my mind focused on all the tasks.
A good friend of mine completed this exact course a couple of years ago and occasionally texts me to remind me of any help that she may assist with, she would be more than happy to give me. It is very comforting to have that extra external support however I am yet to take her up on the offer, not for any other reason but just to have the satisfaction that I can do it myself. I am sure when I next see her it will be topic of conversation but sharing my ideas with someone who has been through the same experience will be motivating for me to keep going and not get dragged behind due to work commitments. Helping out/volunteering for the dance students has allowed me to apply some of the theories which we have discussed into my own professional practice. It has been extremely helpful speaking to my old teachers about the course and what the latest subjects are. They have a broader knowledge on the teaching side of things and that information to me is invaluable because I know that they have been successful so it encourages me to gage more from them. I have spoken with my teachers about the concerns that I have discussed and they have only offered me support when it is needed and nothing else. They have suggested that I take a few weeks off from the school so that I can go home and get the work completed without feeling exhausted the next day.
I have used my blog to catch up on any discussions that I may have missed this way I am connecting with my fellow students, some who have expressed the same concerns as me. This has been helpful along with the Facebook group which i have recently joined too. A way of social networking that has brought our thoughts and ideas together has been a great help and seems to have eased my stress levels!
Having shared ideas with all my networks, it does allow me to think slightly differently and having mentioned the time off from the school that I am going to have, I feel more organised in what I have to complete. Having started the course slightly later than the majority I feel I still want to be ready before the deadline. This requires organisation and only I can be the one to do that. Having the help and support from the tutors has been amazing, really couldn't get through it without them!
Having the reflection be apart of this module is important to me because I can be critical of my own work and not feel disheartened by it. I think being in the dance industry and being turned down time after time at audition stages you begin to doubt yourself, but this is a totally new spin on it and it helps me progress for the future modules which is what will overall help me to success. Not only in my student days should reflection be important, I think it is valuable for all professionals to do it. It outlines areas that need improvement and other areas which you can be proud of. For me, looking back I want to start blogging more than I normally have been doing. Not just focusing on the tasks that the course sets us but maybe on the news or issues that I find interesting. I love to engage other peoples thoughts and there no better way of doing that but through blogging - told you i had fallen in love with it!
The theories and concepts that have been provides during the whole module so far have been assisting my thinking in different ways. It has allowed me to use the research and extra reading tools provided to back my ideas and thoughts up through my blogs. I have never realised how networking is within everyones life. For example I know it is because after reading the reader I understood it in a different way. I would have just been writing about how I have lots of friend and family from all walks of my life. Not linking it with the concept of networking. This has purpose to me as it has broaden my knowledge and I love to learn, especially when its subjects which you are familiar with but not even knowing it... if that makes sense?! It has definitely left me thinking slightly differently and this is because I have a range of activities that I perform on a weekly basis. This is involves coming into contact with different people all the time and I have noticed how I act around them. For example, being the teacher in my fitness classes I am in control and have the knowledge, being a volunteer at the school is a completely different dynamic and I do communicate and affiliate differently. I have thought about all the subjects covered and translated it into my professional life and practice which has been a real eye opener.
When asked to be specific on these patterns I would start with how I am very used to taking about people around me. People around me that have effected my networks to be what they are today. The sources of my information have mainly all come from the use of the internet which doesn't come at much of a surprise to many. The internet has a knowledge that no human could ever retain or deliver, I guess that's why is exists. Using it on a regular basis is not a bad thing, but on reflection I think I could try harder to find alternatives to the internet.
The engagement that I have on the course I would admit seems slightly limited solely down to my working schedule which I have well documented in my blogs. I know that the course is doable because I have friends who have completed it with similar work commitments as myself. Don't get me wrong, i would love to have 2-3 days a week where I could just focus on the BAPP's and nothing else but those 2-3 day have been reduced to about 2-3 hours a night. I have planned my own schedule well in that I will make sure I do all my background reading first and take notes as I go, ready to blog that night. I feel that looking ahead I may need to take some time off work to concentrate on this chapter of my studying life as I do feel great disappointment that I have not been able to make any of the Skype sessions or campus meetings. I hope that this will not affect me in any way but it certainly makes me more determined to get my blogging up to date and keep my mind focused on all the tasks.
A good friend of mine completed this exact course a couple of years ago and occasionally texts me to remind me of any help that she may assist with, she would be more than happy to give me. It is very comforting to have that extra external support however I am yet to take her up on the offer, not for any other reason but just to have the satisfaction that I can do it myself. I am sure when I next see her it will be topic of conversation but sharing my ideas with someone who has been through the same experience will be motivating for me to keep going and not get dragged behind due to work commitments. Helping out/volunteering for the dance students has allowed me to apply some of the theories which we have discussed into my own professional practice. It has been extremely helpful speaking to my old teachers about the course and what the latest subjects are. They have a broader knowledge on the teaching side of things and that information to me is invaluable because I know that they have been successful so it encourages me to gage more from them. I have spoken with my teachers about the concerns that I have discussed and they have only offered me support when it is needed and nothing else. They have suggested that I take a few weeks off from the school so that I can go home and get the work completed without feeling exhausted the next day.
I have used my blog to catch up on any discussions that I may have missed this way I am connecting with my fellow students, some who have expressed the same concerns as me. This has been helpful along with the Facebook group which i have recently joined too. A way of social networking that has brought our thoughts and ideas together has been a great help and seems to have eased my stress levels!
Having shared ideas with all my networks, it does allow me to think slightly differently and having mentioned the time off from the school that I am going to have, I feel more organised in what I have to complete. Having started the course slightly later than the majority I feel I still want to be ready before the deadline. This requires organisation and only I can be the one to do that. Having the help and support from the tutors has been amazing, really couldn't get through it without them!
Having the reflection be apart of this module is important to me because I can be critical of my own work and not feel disheartened by it. I think being in the dance industry and being turned down time after time at audition stages you begin to doubt yourself, but this is a totally new spin on it and it helps me progress for the future modules which is what will overall help me to success. Not only in my student days should reflection be important, I think it is valuable for all professionals to do it. It outlines areas that need improvement and other areas which you can be proud of. For me, looking back I want to start blogging more than I normally have been doing. Not just focusing on the tasks that the course sets us but maybe on the news or issues that I find interesting. I love to engage other peoples thoughts and there no better way of doing that but through blogging - told you i had fallen in love with it!
The theories and concepts that have been provides during the whole module so far have been assisting my thinking in different ways. It has allowed me to use the research and extra reading tools provided to back my ideas and thoughts up through my blogs. I have never realised how networking is within everyones life. For example I know it is because after reading the reader I understood it in a different way. I would have just been writing about how I have lots of friend and family from all walks of my life. Not linking it with the concept of networking. This has purpose to me as it has broaden my knowledge and I love to learn, especially when its subjects which you are familiar with but not even knowing it... if that makes sense?! It has definitely left me thinking slightly differently and this is because I have a range of activities that I perform on a weekly basis. This is involves coming into contact with different people all the time and I have noticed how I act around them. For example, being the teacher in my fitness classes I am in control and have the knowledge, being a volunteer at the school is a completely different dynamic and I do communicate and affiliate differently. I have thought about all the subjects covered and translated it into my professional life and practice which has been a real eye opener.
3C -Sources of information
Having just completed the London Marathon, working full time as a fitness instructor, helping out at my old state school with the GCSE and A level Dance students, I sit back on my only day off (Sundays) and reflect on my week. Whats been good, and equally whats been bad. All in all, I wouldn't be able to complete my week without my down time which is needed so desperately to recover and get ready for the week again starting Monday. Like I outlined in task 3b, the cycle of my life is repetitive but I also know I'm going to have a few challenges thrown at me to keep my life interesting!
Having thought about my sources of information which I rely on, it took me a while to create a top five as I mapped out around 10 that I use on a daily basis. For this I went away had a bit of lunch and came back again with a fresh mind and focused on what I really couldn't live without.
Obvious to us all Web 2.0 has been the platform that provides us all with information that we need instantly. As we spoke about it in the first couple of tasks and we all blogged about the different areas that the web provides us with - as a whole I don't believe we would be as advanced as we are without it. I have the web to thank for getting me on this course, searching on the Internet for alternative career pursuits became a daily routine and then i stumbles across the BAPPs course application. The rest is history.....
So I have narrowed my top 5 as listed below;
My Smart Phone;
Losing my mobile phone is like loosing my left hand, it would be nearly impossible to cope without it (always get insurance!!). It provides me with everything I need on a daily basis. Phone book - all my contacts, all my networks in one place. I have everyone I need at the touch of a button.
Apps - All the apps I have downloaded provide me with information such as where the nearest coffee shop is(always essential when travelling) or taking me straight to social media sights such as Instagram or Facebook to upload the latest images from my day.
Video Calling - this is an amazing asset to the smart phones and having family all across the world it really is amazing how I can connect with them at all times of the day and more importantly see there faces.
Email - Having my emails come through on my smart phone is essential when you have possible prospects or business ventures. It is always so much more professional to reply to an email within a few hours - obviously depending on its importance, but if you were out all day and came home to a thousand emails you would feel stressed and unorganised.
I have my phone on me at all times of the day - as previously mentioned it plays a big part in my networking and will continue to throughout life. The more people who have my number and email the more broader my connections will become.
Google;
Google is a global search engine that provides all information that you will need. I use this search engine most days for numerous amounts of things. Thinking back to when I was younger, my mum and dad would say; ' you wait, the Internet is going to take over the world' and now I have come to realise that they were right. They did not have this luxury which we take for granted from day to day. It allows you to find exactly what you want at the click of a button. Amazing really when you think about the technicalities but wow what would we do without it now! I would use Google mostly to find out information on a specific subject, for example throughout my BAPP's course google has been a massive influence on what I have researched as it has guided me to the right places. I know this search engine will always play a big part in my sources of information.
Youtube;
I would say that I use YouTube mainly for ideas relating to my work. Like google, it provides me with information but in the format of a video. Visual learning as mentioned previously in my blogs are a favourite of mine and I know I do rely on this source quite a bit.
Typing into the search engine something like 'new dance routines 2015' will pop up with hundreds of dance routines which range from all ages and dance styles. It is something I know the students have been using a lot within their recent research as it is easy to use and so efficient. YouTube has allowed people to start careers over the amounts of views on one single video. Look at Justin Bieber for example - one upload has now taken him to stardom and all because of this video service on the internet,
Family and Friends;
My Mum and Dad are my soul sources of information. They are the people who I always turn to for advice or help in most situations. Whether it would be what career path to pursue or how to steam clean my kitchen floor properly - they have the knowledge and guidance to help me make the right decision. Because they are my parents of course I trust them which is why naturally I turn to them. Friends have the same effect, more so the friends who I have been through something with. Advice on a dance job I would call my close friends who I went to Dance college with, or worked with aboard the ships. It all depends on the situation of course but somehow I have formed amazing support networks around me who help me source information for my day to day life and further pursuits. I would say that this will help me continue in making my professional networks grow as I carry on into the future of teaching,
Blogs;
This type of source has only recently become a reliable information point as before the BAPP's course, I can honestly say I hadn't read a blog. Amazingly so, its now made my top 5! I have chosen it because it has obviously played a huge role in my development of understanding the Web 2.0 and another side of what it offers. Having other peoples views and opinions on the same subject has been so helpful and refreshing, and is why I am really beginning to fall in love with blogging. It has made me realise how people who do this for a living must really love their jobs! I have stared following people who blog about teaching, fitness advice, home and gardening experts and find myself reading blogs as a way of shutting off from my usual busy routine.
All these sources of information is what has got me where I am today - as i mentioned earlier, there are many other sources that I use but these 5 are most definitely the most important to me at the moment.
I look forward to reading everyone's sources of information and see how they compare to mine!
Thanks,
S x
Having thought about my sources of information which I rely on, it took me a while to create a top five as I mapped out around 10 that I use on a daily basis. For this I went away had a bit of lunch and came back again with a fresh mind and focused on what I really couldn't live without.
Obvious to us all Web 2.0 has been the platform that provides us all with information that we need instantly. As we spoke about it in the first couple of tasks and we all blogged about the different areas that the web provides us with - as a whole I don't believe we would be as advanced as we are without it. I have the web to thank for getting me on this course, searching on the Internet for alternative career pursuits became a daily routine and then i stumbles across the BAPPs course application. The rest is history.....
So I have narrowed my top 5 as listed below;
My Smart Phone;
Losing my mobile phone is like loosing my left hand, it would be nearly impossible to cope without it (always get insurance!!). It provides me with everything I need on a daily basis. Phone book - all my contacts, all my networks in one place. I have everyone I need at the touch of a button.
Apps - All the apps I have downloaded provide me with information such as where the nearest coffee shop is(always essential when travelling) or taking me straight to social media sights such as Instagram or Facebook to upload the latest images from my day.
Video Calling - this is an amazing asset to the smart phones and having family all across the world it really is amazing how I can connect with them at all times of the day and more importantly see there faces.
Email - Having my emails come through on my smart phone is essential when you have possible prospects or business ventures. It is always so much more professional to reply to an email within a few hours - obviously depending on its importance, but if you were out all day and came home to a thousand emails you would feel stressed and unorganised.
I have my phone on me at all times of the day - as previously mentioned it plays a big part in my networking and will continue to throughout life. The more people who have my number and email the more broader my connections will become.
Google;
Google is a global search engine that provides all information that you will need. I use this search engine most days for numerous amounts of things. Thinking back to when I was younger, my mum and dad would say; ' you wait, the Internet is going to take over the world' and now I have come to realise that they were right. They did not have this luxury which we take for granted from day to day. It allows you to find exactly what you want at the click of a button. Amazing really when you think about the technicalities but wow what would we do without it now! I would use Google mostly to find out information on a specific subject, for example throughout my BAPP's course google has been a massive influence on what I have researched as it has guided me to the right places. I know this search engine will always play a big part in my sources of information.
Youtube;
I would say that I use YouTube mainly for ideas relating to my work. Like google, it provides me with information but in the format of a video. Visual learning as mentioned previously in my blogs are a favourite of mine and I know I do rely on this source quite a bit.
Typing into the search engine something like 'new dance routines 2015' will pop up with hundreds of dance routines which range from all ages and dance styles. It is something I know the students have been using a lot within their recent research as it is easy to use and so efficient. YouTube has allowed people to start careers over the amounts of views on one single video. Look at Justin Bieber for example - one upload has now taken him to stardom and all because of this video service on the internet,
Family and Friends;
My Mum and Dad are my soul sources of information. They are the people who I always turn to for advice or help in most situations. Whether it would be what career path to pursue or how to steam clean my kitchen floor properly - they have the knowledge and guidance to help me make the right decision. Because they are my parents of course I trust them which is why naturally I turn to them. Friends have the same effect, more so the friends who I have been through something with. Advice on a dance job I would call my close friends who I went to Dance college with, or worked with aboard the ships. It all depends on the situation of course but somehow I have formed amazing support networks around me who help me source information for my day to day life and further pursuits. I would say that this will help me continue in making my professional networks grow as I carry on into the future of teaching,
Blogs;
This type of source has only recently become a reliable information point as before the BAPP's course, I can honestly say I hadn't read a blog. Amazingly so, its now made my top 5! I have chosen it because it has obviously played a huge role in my development of understanding the Web 2.0 and another side of what it offers. Having other peoples views and opinions on the same subject has been so helpful and refreshing, and is why I am really beginning to fall in love with blogging. It has made me realise how people who do this for a living must really love their jobs! I have stared following people who blog about teaching, fitness advice, home and gardening experts and find myself reading blogs as a way of shutting off from my usual busy routine.
All these sources of information is what has got me where I am today - as i mentioned earlier, there are many other sources that I use but these 5 are most definitely the most important to me at the moment.
I look forward to reading everyone's sources of information and see how they compare to mine!
Thanks,
S x
References for task 3B
Module 1 Reader 3 BAPP Arts
Axelrod , R (1984) pages xi -xiv
Crisp, J & Turner, R (2007), Pages 266 - 268
Lave and Wenger (1991 pp. 98-100)
Tarweek (1988)
www.acting-man.com - in reference to the prisoners theory
Crotty M.(2005)
O'Connor & Rosenblood (1996 pp267)
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