Task 4d - The start of looking at Literature for my Inquiry

Ways of Learning (Third edition) - Learning theories and learning styles in the classroom.

I have just began reading this book and already 22 pages in I have scribbled in the book of ideas and ways in which it links to the way  I already teach dance/singing/drama but it has also allowed me to see many other ideas where  I could incorporate different strategies to transform the theories out of a classroom setting and into a class that teaches children/young people the three disciplines of performing arts.

This book is fantastic as it covers many theories from great people which includes Kolb, Honey and Mumford, During Module 1 I had gained a huge interest in there theories and ideas on learning. The book speaks of a variety of ways of learning and covers a lot of areas I have been very interested in learning about;
- Learning
- Behaviourism and the beginnings of theory
- Cognitive, constructivist learning
- Multiple Intelligences
- Learning Styles
- Difficulties with learning. This covers; Dyslexia, Specific language impairment, Pragmatic language impairment, Autistic spectrum disorders, Asperger's syndrome, Attention-deficit/hyperactivity disorder, Down's syndrome, Cerebral palsy, Conduct Disorder, Obsessive-compulsive disorder, Attachment disorder, Fragile X syndrome, Williams syndrome and Tourette's syndrome
(along with information, within the book they have websites for each individual difficulty which I can go to if I need more knowledge or understanding of one in particular)
- The impact of neuroeducational research
- Relating theory to practice: what can we learn from research?
- Comparing and contrasting Piaget and Vygotsky - in summary

At the moment I am having to read slow to make sure I am taking every bit of information in so I have a better knowledge of everything I am wanting to learn about this subject.

Cognitive, Constructivist Learning

Within the book I have just started to look at Cognitive, constructivist learning and have come across Jean Piaget (1896-1980) theory which is called; Stages of Development.
I believe that each age/age range has a development as they progress and get older and along the way as things click and are understood clearer in a variety of ways. Here Piaget has stated just that in his theory.
Here is part of the book with Piaget's table surrounded by my scribbling's of what sprung to my mind when reading it;
 

Piaget's stages of development

This has really got me thinking because as well as seeing what each individual's strengths for learning are I also need to take age into consideration and the developments each age range requires.
For example; the 2- 7 years old Imagination is beginning to develop and so here if placed in an acting/drama class you would do a lot of work that would enhance that area in the brain for it to progress and unlock more avenues to help them in the future.
To achieve this I would start by making them move around the space becoming animals or different people;
- Baby
- Toddler
- Themselves
- Adult
- Grandma/Grandad
This is usually interesting to see how there bodies change automatically at a young age.

To progress this as they begin to get older (5-7years) I would take them on a journey by telling them a descriptive story continuously whilst they went along that journey by acting out what I was saying with music to enhance imagination as well. At this point as a teacher my expression within my voice will also show how they need to be feeling which will start to improve facial expressions. To keep developing there own imagination I would start to not give as much information to allow them to decide their own journey. Example;
Before I may of said;
'As I began to get dressed, I decided on my favourite T-shirt, however I realised as I put on my jeans they were still damp and cold. Trying to forget about my cold, damp jeans I threw on my enormous, red jumper. I had never worn this jumper before as I didn't like it very much as it always made me itch but I had to as my nan was arriving and she had brought it for my birthday.'
Where as I may say a few months after this; (6-7years) 
'I began to get dressed as I knew my nan was arriving.' PAUSE FOR 30seconds ' Mum then shouted upstairs, ' Make sure you wear the jumper nanny bought you for your birthday!' I hated it but knew I would be in trouble if I didn't'.

This would eventually progress to working in two's/three's. It would start to become harder as you could not communicate during the story however both children would have there own ideas/interpretations on the story but they knew they would have to work together. This I would aim at the start of 7 - 9 years old as they are beginning to develop logic and by giving them this task they would have another person to work with rather than by themselves and would have to use there brains by either being the instigator of an idea which was verbally given by the teacher or by following the other person's idea.

Lastly I would work with 9 - 11 year olds to create the last task as it requires everyone listening and sitting in a group circle whilst being told a story with music in the background. As the teacher taps people to join the story as it progresses they will immediately take direction and use their imagination and logic in many different ways. This also makes them work and think quickly and effectively.
Example;
Tap someone 'It was a beautiful day and Tom went for a walk in the fields, he was so upset from the argument he had with his mum the night before. As he was thinking more and more about it he lost track of the time and before he knew it he was lost' Tap two others ' Tom kept walking and could see in the distance a large hill. Tom raced over and all of a sudden he arrived at the bottom of it' (Here the two which where tapped should of made a hill shape with there bodies by the first person)'Tom thought to himself, If I go to the top of the hill I will be able to see where I am. As Tom began to climb up the hill he began to get slower and slower whilst struggling for breath' (Here there was a lot of information for all 3. The 1st person who is playing 'Tom' should start to look as if he was climbing but getting slower and panting when instructed whilst the other two people got smaller and smaller as 'Tom' climbed the hill).

Here you can see the progression just for enhancing Imagination aimed at different ages but catching it as it is developing and not letting go but grasping on to knew learning developments that are occurring throughout the ages.

To progress further you would introduce;
- The students picking the place where they might be. (Act out by self in silence)
- The students picking a place where they might be in twos or three's. (Act out in Silence)
- The teacher gives them a place and a reason of why they are there. (Act out in Silence)
- The teacher gives them a place and a reason of why they are there. (Act out using limited speech)

etc.
This then leads on to Improvisation at a later stage. This process encourages them to experience and have freedom of different paths they can take and to think outside of the box.

Here I think Piaget does remind us of the different developments children have at a young age and how we need to grasp onto them straight away and keep developing them so they become the best and have a broader and stable knowledge to refer back to in the future when they are confronted by difficult and more challenging tasks.

I look forward to continue reading Ways of Learning and I hope to come back with more interesting facts I have found.

Task 4b and 4c - My special reference to my employer/professional associate

For my special reference I decided to have two people I work/have worked with that are specialists in the two areas I am looking into for my professional inquiry.

 

- My dance teacher since I was 7 years old has agreed to offer her guidance. This will offer me strong support whilst I look further into my inquiry which will help me in the future for my own dance/theatre school. This makes me feel very lucky as she has a very successful dance school which has been running for a long time.

 

- Another person who's guidance I have asked for is a Special Educational Needs Teaching assistant who I have known for a long time and worked with in the past. With her knowledge and expertise I will be able to understand different difficulties I may face and how to over come them.

 

I look forward to working with both of these people and I have also tried to look at others ideas of Professional Inquiry to create a SIG group. I hope that as others ideas come up I will have others on the BAPP course with similar ideas. I have already commented on one persons professional inquiry and I invite others to let me know so we can create a facebook page!

 

My idea for Professional Inquiry;

To find new and inventive ways to teach a variety of children/young adults some of which may be challenged with learning difficulties/special needs/disabilities and to help them understand and enhance them as performers in a kinaesthetic/visual/auditory way or a way which works with there specific need. 

Task 4A - Ideas for my Professional Inquiry and beginning Research

What will my Professional Inquiry be?

 

After the Skype session on the 23/02/2015 and listening to others ideas for there professional inquiry and having the reader set out clearer, it opened my eyes on to what my next task needed to be to progress. As I listened and contributed my ideas of what I wanted to base my Inquiry around I realised that I had a lot of ideas that needed narrowing down.

Now I needed o formulate ideas into questions and sub questions. This will help me to find out and research deeper into the questions I have asked myself to have a better knowledge of which angle I want to take to lead up to my final Inquiry title.

 

Referring back to Module 1 Task 2d

 

Within the inquiry task I three different questions which I was interested in and what had came to mind whilst working through module 1.

 

Here are the questions which arose in Module 1 Task 2d;

 

1). The different ways I learn really opened from a teaching perspective and I started to ask myself 'how can I cater for all types of learners for my own performing arts school?'. Once I had asked my question I had already done something which had worked fantastically, 'Teaching through pictures' (Mood Boards). I would love to find out more information and ways that could enhance my teaching skills in a fun way.

 

2). When watching 'Strictly Come Dancing' my mum will always say ' I cant believe they are using this music. When I did ballroom our music was so ridged and never chart music'. This got me thinking about how the Industry is really influenced by society. As I said in TASK 2C we have no control in the outside world and the experiences we all face. However we have seen over the years how many things have changed or how new things have emerged, such as;

-Contemporary Dance

-Chart music within Ballroom

-Dance Fitness programmes (Zumba and Street Fit)

-Street Dance and Ballet have a link

 

My question is; Is society and culture influencing the industry or is music influencing society in order for the industry to move as well?

 



3). Can we reflect through dance? song? text? improvisation?

 

However one subject has stood out to me still which has helped me in my workplace and will further my knowledge to become better as a teacher and to offer classes to all kinds of abilities in the future.

 

The first question is one I would love to continue working on but I would like to expand the Inquiry by looking deeper into how I (as a teacher) can cater for everyone's needs in the ways in which different people learn and understand certain things in different ways eg. visually, audibly or kinetically. Along with this I would also like to look at ways I can teach performing arts to those with learning difficulties and disabilities.

 This is something I am very interested in and would like to broaden my knowledge to get the best out of my students when they are learning and performing in all dance styles, singing and acting but to also allow those who have difficulties in areas be apart of a class which they gain so much from.

 

The questions I need to start looking at?

At the moment a few questions have sprung to mind but I will keep you posted with others I am looking into. Here are a few that I am starting with.

 

1). Complete research into work with children who have difficulties and what makes them happy to learn and how?

 

2). What other businesses are out there that help children/young adults with difficulties and disabilities within dance/singing/drama? and how do they work and what have they found to be challenging?

 

3). What types of learners are there? and what is it that these types of learners need and how can you relate them to teaching performing arts?

 

I have already given myself a large task but I am already waiting to hear back from a local business who teaches dance to children/young adults/adults with a variety of difficulties and disabilities and I am meeting with someone who works with a variety of children with special needs in a primary school local to me.

As well as having this knowledge I have my own theatre school and have just produced a large workshop with 45 children and created a showcase at the end of the week to families and friends. During this week I was able to work with a young girl with Cerebral palsy and I am currently working with another young girl with Mental Health issues.

Task 4A - Part 2

 Continuing from Part 1...

Within Reader 4 it talks about what the research actually means. What does research mean?

 

Primary Research - observations, interviews and surveys by using individuals who are employed in public and private arts organisations or businesses.

Practitioner Research - research the issues or topics to explore by using questions, problems and opportunities for change within the practice.

(To help with my own professional Inquiry I will identify a set of questions which can be discussed within my BAPP network and professional community.) 

 

Martyn Denscombe suggests that the purpose of your inquiry topic might act to;

- Forcast some outcome

- Explain the causes or consequences of something?

- Criticize or evaluate something?

- Describe something?

- Develop good practice?

- Empower a particular group (2002, p.41)

 

How will exploring this topic help you in what you do? Will the evidence you find out make any difference to this professional life?

The topic I am hoping to look into for my own professional inquiry will help me as a teacher and become a better performer as I will understand the ways in which different people learn and pick up movement/dance and performing arts. This will allow me to teach and understand clearer as well as find out different, exciting ways to teach all abilities. This evidence will continue to grow and help in my professional life as I would love to cater for all different abilities within the same class.

 

Secondary Sources

Secondary sources will help give me ideas about my topic I have chosen and keep a record of the better sources to be able to go back to them.

 

Worker - Researcher/Insider researcher position

 

Working with Groups and Teams

- We are more likely to work within groups than on our own, this may have its advantages as well as disadvantages.

(working in groups = linked to professional networking)

 

A GROUP OF PEOPLE ARE FORMED DUE TO SPECIFIC PROBLEMS OR PROJECTS  HAVE CAME TO AN END.

 

What is a (SIG) Special Interest Group?

SIG's are groups which are formed (can be formed in the BAPP) to increase knowledge about how you relate to your specific communities of practice or management structures in the workplace.

Web-based groups - extra care may be needed to create a sense of purpose beyond the technology.

 

Reviewing Literature for your inquiry planning

- Literature sources add to any existing knowledge you already know about the subject already.

- Literature can sometimes be difficult to extract the correct information that has relevance to the topic you have chosen. After you have found the correct info the research will be more in depth.

 

(Hart, 1998, p.53) Here Hart gives a list of the different things you would be able to extract from literature;

'arguments, events, motives, standpoint, concepts, evidence, perspective, styles, conclusions, hypothesis, politics, techniques, definitions, interpretations, problem, theory, ethics, justification, questions, ways of thinking'

When finding a source which relates to my professional inquiry make sure it is clear why you have looked into it and to show its relevance to your Inquiry!!

 

Create my own critical arguments to discuss what I have read!!

 

On the 30/01/2015 I skyped Paula Nottingham about Reader 4 and asked about my professional Inquiry. This helped a lot as I realised that some of the areas I looked at in Module 1 keep coming back as they are a big interest to myself. I enjoyed looking into Peter Senge's theory and how it linked to my own profession which helps my own organization etc. This can also relate to the interest I have about becoming a teacher who can cater for all needs and be the best teacher who can pass on the knowledge I have already gained and going to gain in the future as I progress in my profession and as a dance/performing arts teacher.

 



Module 2 - Task 4A - PART 1

Since reading module 2 and reader 4 I have already started asking many questions which related back to specific questions that arose during module 1.

 

What is Professional Inquiry?

Definition of Inquiry = an act for asking for information or an official investigation.

 

Investigating a certain Professional Inquiry will be very interesting as I always learn more when I am physically involved in something I have a strong interest in and have knowledge within that particular area. This helps me engage as I want to gain more in-depth knowledge on the subject and also look into other questions that have stemmed off it.

 

Here Kahn and O'Rourke,2004 have backed up this as they tell of how we should use experiences and develop on previous knowledge we have;

'Inquiry-based learning (sometimes spelled enquiry-based learning) expects the adult learner to engage with relevant problems and scenarios, draw on existing knowledge seek out new evidence and analyse and present that evidence in appropriate ways.'

 

Work Based Learning

Work Based Learning (WBL) gives us the opportunity to use our place of work as the relaxed place of learning (a place we are used to) to approach problems we face. WBL can be very effective when a new method or idea has been produced or changed in an organization which involves more than one person.

 

Thinking to myself what do I do? Am I an employee or freelance? Am I apart of an organization, dance company, theatre a small creative company?

 

At the moment as I have just recently graduated I have my fingers in lots of pies and accept work where I can get it as well as chasing my dreams. During November/December 2014 and the beginning of January 2015 I worked freelance. Many jobs that I go and audition for are usually freelance jobs. However I also have my own business in which I am employed by and apart of as well as being apart of ZIN the Zumba instructor membership and am employed by myself to teach.

 

Peter Senge - The Fifth Discipline

http://www.infed.org/thinkers/senge.htm

 

When I looked deeper into Peter Senge's Theories I was very engaged by what he had found out.

 Peter states;

'... While all people have the capacity to learn, the structures in which they have to function are often not conducive to reflection and engagement. Furthermore, people may lack the tools and guiding ideas to make sense of the situations they face. Organisations that are continually experience their capacity to create their future require a fundamental shift of mind among their members.' (1990:3)

 

Peter then goes onto say...

'We learn best from our experience, but we never directly experience the consequences of many of our most important decisions' (1990:23)

 

Here Peter argues that we always will look to the solution which is close by and focus on that specific thing when presented with a problem. Usually we look to actions that produce improvements in a relatively short space of time. However when problems have had short-term improvements often involve very significant long-term costs.

For example cutting back on something could save you money but could damage the organisation long-term.

This really has opened my eyes about my own business as I have been approached with problems of my own business that has needed deep thought as the ideas I have had to improve quickly could of had serious damage to my business in the long term.

 

I really enjoyed reading his theories as they related to myself and my business enormously and may have opened a Professional Inquiry?

 

Are there any ideas from work based learning or organisational knowledge theories of learning that could be used to understand your own professional Inquiry?

 

From Module 1 I have been interested in how I teach and how my students learn through dance and the performing arts. I soon will be teaching a few children with learning difficulties, disabilities and mental health issues. As well as looking into and gaining more knowledge on how these specific children learn I am also interested in how others learn.

For this I will look back into Kahn and Schon as well as Argyis.

I have also became interested in Peter Senge and how it relates heavily to my new theatre school. 

 

Identifying Knowledge and Skills in the Workplace

Disciplinary = fits neatly and have specific boundaries like university and colleges allow.

Transdisciplinary = Where categories do not fit in neatly which is more related to workplace knowledge.

Interdisciplinary = when more than one discipline is being used to contextualise knowledge,

 

I found this very interesting especially the Interdisciplinary as it is relevant to myself and many other performers within the industry.

As a Professional performer who also has my own Theatre school I do not only just work within the 'performing arts' discipline but also involves knowledge related to the boundaries of business and management and education and training. I know this from working in this area under a principle of my previous dance school, and I have taken this knowledge that as a self-employed performer who is also a teacher has knowledge about acting, dance and music we must also know about the concepts and practice of education

 

Many ideas have arose and questions have started darting around my head ready for me to understand what it is I want to investigate further.

More information I have found out will follow this blog soon.

 

Pantomime 2015, Cinderella, Leamington Spa

Cinderella, Leamington Spa Experience
I have been in pantomime over Christmas at Leamington Spa in Cinderella. It was such a fantastic experience and has increased my knowledge as a performer but also encouraged the transition from student to professional. I also had the opportunity to experience going on as an understudy for 2 shows. I thoroughly enjoyed myself as I was able to go on as myself (ensemble) as well as Dandini.
Being an understudy for Cinderella, Dandini and Fairy Godmother as well as having ASM duties whilst knowing my own part was a real challenge and one thing I was worried about before entering my 2 weeks of rehearsal. As I stared at my script the week before my rehearsals I wondered how I was going to learn all 4 parts in 2 weeks. Despite my doubts I miraculously did it and was lucky enough to go on as Dandini twice.
Being put under pressure was a great thing to go through and being on edge all the time not knowing if you are going on as yourself or someone else also keeps your adrenaline going. In the adult ensemble there was myself and a male, however he fell ill with laryngitis leading me to cover his songs and lines which also gave me more to do for 3 weeks. To begin with I worried a little but once he recovered near the end of the run it was strange to not be singing all the time and speaking. I was almost having to stop myself at some point. This was another great experience however doing 46 shows takes its toll, in the middle of the run I fell ill however I powered through it and continued with what I needed to do.
After finishing the run it was a relief but also upset to not be performing all the time. Two shows a day was great but was  tough at the same time, it didn't help with myself commuting everyday which was sometimes a struggle as I had to concentrate until I got home which would take 30mins there and back.
Overall I loved the pantomime life and how lovely the cast and crew were. I got on really well with everyone and enjoyed being close to home over Christmas!!
x

Task 3c: Sources of Information

I haven't been online for a while due to me being in rehearsals for 'Cinderella' pantomime. However from my previous blog I noticed that I didn't look into what 'networking' meant. I have been really looking into it and I have also looked at how myself and others use different sources to network.

Definition of the word Net-working

(verb)

1. Connect as or operate with a network

2. interact with others to exchange information and develop professional or social contacts.

I looked into different websites about net-working and how it helps with getting jobs etc. I found that on careerkey.org  it says;

'Networking can be very helpful to your career ... 65 to 80% of all jobs are found through networking.'

'The idea is to develop a network of friendly people who share information to help each other...'

This was a great read as it wasn't directly for the performing arts industry, which showed me how important networking is and how it helps many of us.

I then looked at a job description for an 'Actor' on prospects.ac.uk where it stated that for this job you need to be job seeking and NETWORKING. Straight away this opened my eyes as it reminded me of how important it is for our industry. Like people say its not what you know, its who you know!!

Sources of Networking I use and what others use within the performing arts industry

In the 21st century everyone is hooked to the internet. We must always look at our facebook/twitter/instagram/flicka/blogs/email/imessage/whatsapp at least five times a day. We are a generation that loves communicating via an electronic device. 

Facebook

I personally use facebook a lot to connect with people and as I am in Pantomime at the moment I have made new friends who have done various jobs as well as getting on really well with the choreographer and director. I have already added them on facebook and intend to keep in contact and up to date with them as they are people who I have enjoyed working with and tried to make a good impression as you never know what will happen in the future. 

Facebook is another great place because like I said in Task 1 Web 2.0 there are a many pages which keep us up to date about castings which are up and coming etc.

Twitter

I have not got twitter however I know I need to as many people within the industry use it to connect and find out information. I know that a lot of my friends follow directors,choreographers which sometimes works in there favour as they may be recognised at an audition from those people etc.

When I say to people I do not have twitter they look so shocked as they say 'but everyone in the performing arts industry has it?'. I don't know if everyone does but there seems to be a big handful of people who do have it.

Many of my friends say it is a great networking tool and it keeps you in the know of what is coming up like castings/auditions etc and helps to get your face out there.

Emails

I use my email for mainly keeping in contact with my agent and spotlight sends emails in regards to auditions. I think email is more formal and a great way to find out information off people you do not know as well whilst keeping a professional approach.

Do we still know how to use other well-established technologies in this 21st century to network?

We are very reliant on the internet for networking, like I have said previously, but do we use normal ways to networking?

Meeting with people and talking is such a great way to network as sometimes things can come across either wrong to how you want them to (via the internet/messaging) or interpreted wrong where as face to face they can see you and your body language. This is a great way of communicating as they physically have a face to match your name, rather than a picture which may look a little different to you on a daily basis. 

What do I rely on to inform me for my practice?

I rely on many things but I am specifically reliant on my emails from spotlight, castings pages on facebook, posts other people post on facebook, what my friends and I talk about either face to face or on the phone and The Stage App on my phone. All of these things keep me in the know of what is coming up and what I would like to put myself forward for. 

Here it shows the many ways I use 'Connectivism' and from looking at this I will try to broaden this with getting a twitter account to make myself more known and to meet and talk to new people involved within the industry.