DO YOU TEACH DANCE IN A COMMUNITY SETTING? PLEASE GIVE ME TWO MINUTES OF YOUR TIME

Hello dance teachers!


Below is a link to a short survey of just three questions. I would be extremely grateful for your time.
https://www.surveymonkey.co.uk/r/999GTLZ

Thank you

Tutorial with Adesola

I just recently had a tutorial with Adesola and this was very beneficial to me, so I am going to post what we discussed for other peoples benefit too!

Just recently someone recommended a person to interview, is this too late?
As the draft is due in for a weeks time, Adesola said that I would have to make sure it was fully analysed, and that taking the interview after the course was completed would still benefit me when learning about dance practitioners, so I have decided to not interview another person, but to arrange a an informal chat after the course has finished.

Is it crucial to include an audio visual for the critical reflection?
From reading the module handbook and reader 7, I noticed that there was a section regarding audio visual in the critical reflection.  Adesola said that it was just an idea that we can use to show what we have found during our research?

Artefact
The aftefact is a method of explaining what you did for your inquiry that people in your current area of practice will understand, just as the critical reflection is an artefact for the university. It is something that would be normal in my working environment. As I work in a Primary School, and teach Dance and Fitness in the evenings, I am going to create an audio visual, as it is easy to access for viewers and not time consuming to watch, as in the environment where I work, everybody is busy and time is a virtue. Also, it enables critical and analytical thinking, which has been a huge part of this process.

Other areas of discussion:
The critical reflection should include 3-4 themes. For example, in my inquiry I should refer to the trends in educational strategies, and how they effect dance. Three factors that I must constantly refer to are; what I notice, what the interviewee said, and what I've found. 

I hope this has helped!

Skype call with Gonzalo and Eleanor (6.11.17)

Yesterday evening myself, Gonzalo and Eleanor arranged a skype call to check in on how we were getting along with our drafts. Although we are researching into different areas of inquiry, we were able to have a discussion about different tools of inquiry, and what worked well in our interviews, as well as ideas for the artefact. For me, at this stage I think that I am going to create something visual, as I have not yet created a visual piece of work on this course, apart from Web 2.0 platforms such as Linkd in, Flickr etc. It was also nice to speak to each other about our every day lives, and our current areas of practice. Eleanor had recently had an OFSTED inspection at the school she teaches at, which was beneficial to talk about, as the school I am currently working at is expecting an OFSTED visit very soon. Gonzalo is busy with ballet rehearsals  in Riga, so we were able to talk about scheduling etc. This course over the past two modules has enabled me to progress independently, however it was still beneficial to catch up with other students, and realise that in fact everyone is on the same page.

Summary and feedback response form

Prior to starting back on module 3, we were sent a summary and feedback response form, to help us to refresh on memories on the inquiry after the summer break. With in depth feedback given promptly after it was sent, I found this to be an extremely beneficial tool.

My inquiry focuses on pedagogy and how it has developed from the practitioners perspective, and it shall also look into safe dance practice, which will include ethics, policies and how practitioners deliver it. In terms of feedback, I am now going to begin to define pedagogy more clearer as I progress through module 3, as it is a very broad topic. To do this, I shall refine my research down to pedagogy in a dance setting and how it has developed over the last 15 years.

In addition to this, I also need to clarify who I mean by the term 'practitioner', and dancers and teachers would refer to themselves as this. For the purpose of this inquiry, I aim focusing purely on the teachers perspective. For this inquiry and throughout module 3, I am going build an understanding on ethical assumptions, and what questions arise. Through doing this, I shall have a broad understanding of my topic, as opposed to knowing what is expected.

Skype session 03.10.17

Today's session included students from all three modules, and it touched on a whole range of topics, such as 'authenticity', and what we would perceive this to mean, audition experience and how this had affected us, the idea of ethics when working in an education environment, and different cultures. This session really helped me, as it was a free discussion and everyone had a chance to share their opinion on the variety of topics. As my inquiry includes elements of the idea of safe practice, I had the opportunity to ask other students how they incorporate this into their practice, which was great because their answers were what I had hoped them to be. They informed me of consideration to equal opportunities, consent, and we spoke about policies and if they were made aware of them before working in a particular setting. For example, mainstream schools have behavioural, and safe guarding policies to name a few.

This session really allowed me to discuss, and hear the opinions of others, and how they are similar or different to mine, and the reasoning behind it. As an individual, I aim to be open minded, which is why I enjoy discussions. It helps me to learn from others.

Skype session (continuing students) 17.09.17

Yesterday was the first Skype session back after the summer break, and I found it to be extremely supportive. After a long break off, I felt slightly apprehensive as I was worried in case I had forgotten things, or in case there had been something I had not done. However, everyone was in the same boat, and it turned out I was exactly where I needed to be. In addition to this, I have just completed a student response form, which has allowed me to go over what my proposal entailed in order for me to progress with my inquiry for this module.

During the Skype session, we spoke about scheduling. A lot of the students were too extremely busy with work etc, so we all spoke about having set days and times in the week to which we would dedicate to our studies. For example, my set days are going to be Wednesday, Thursday and Friday evenings, and Sundays.

As I was the only student in the Skype session that was starting module 3, I gave advice to the other students which I think they found beneficial. I stated to read everything and anything, and not to just skim read texts in hope of finding your answer in black and white. Because there would be so much valuable information that would be missed, and that information may be crucial in research.

I now plan to get myself settled into the sway of studying again, and I shall do that by reading, to see if there is any new information that I have missed over the summer break.

First post back!

WOW! What a busy summer, and how times flies. Final module has approached, so its back to regular blog updates, literature reviews, tasks, comments, and of course, the inquiry. Since the proposal inquiry was sent, I have been extremely busy and a lot has changed. Firstly, I have a new full time job as a Learning Support Assistant at a local primary school, so I have been busy with assisting to get the classroom ready, lots of training courses, such as Phonics, and Autism, and meeting the 33 reception children who started their first day of school on Monday. I decided to be an assistant, because I do wish to go onto my teacher training after I have completed this course, and this job will give me so much experience and give me solid foundations in what a primary school teachers job entails first hand. I have also passed my Level 2 Exercise to Music qualification, so I am now ready to teach a whole range of fitness classes at local health clubs and gyms. Tomorrow also is the launch day of a new dance school opening which I am teaching at, so I have been busy planning with the other teachers, timetables, uniform, bookings, choreography, prices etc. I also have been teaching a Baby Ballet class too! But of course I have has some rest over the summer too, with a lovely Birthday trip to Barcelona, but for now, its time to get back into university work, ready to graduate after this final module, which I am extremely excited about.

I look forward to read about what everyone else has been getting up to over the summer break!

Task 6C

As a practitioner, what has been your personal experience in regards to the development of dance pedagogy with reference to your teaching methods?

How do you as a dance practitioner, working in inclusive dance, deliver safe dance practice?

Above are two questions which I have narrowed down to ask in my inquiry to community dance practitioners, however, they are just a draft currently, as I am still researching and condensing down what I wish to find out in module 3. There are various factors which interest me in dance education as a topic for inquiry, and complying questions which will enable me to gain as much information as possible it proving slightly difficult.

Areas of interest for my inquiry include;

- Development

- Challenges

- Pedagogy

- Teaching methods

- Somatics

- Safe dance practice

- Kinesthetic learning

- Engagement tools

- Critical thinking

- Reflection

- Inclusive/community dance practice

Proposal of award title:

A research inquiry into dance education with reference to pedagogy and safe dance practice from the practitioners perspective.

Proposal: (300 words max)

The rationale behind my chosen award title is dance education, however as it is such a broad topic,  I have narrowed my research inquiry down to what I want to find out, which is practitioners experience of the development of pedagogy, and how safe dance practice is delivered in an inclusive dance setting. Currently, I work freelance in delivering dance workshops to various target groups, for example, performing arts schools, holiday camps, and community practice. However, I do not run companies myself, I am employed by various groups, and so my knowledge on being a leading practitioner is something which I wish to expand on, and this inquiry shall help me to do so. I aim to use quantitative and qualitative method tools in receiving research data, such as semi structured interviews, documents, questionnaires and surveys. This is because they attract a large mass of data, and they allow flexibility in terms of the answers produced from the participants. From research, I have found a great deal literature which corresponds to what I wish to find out. The challenges which I might face when using the above award title is a variation of opinions from practitioners and research in regards to the development of pedagogy, delivery methods and safe dance practice, is that it may be time consuming as the topics are so broad. Due to this there may be a lot of research and contrasting opinions also, which shall require me to analyse all forms of data received. I hope to make sure that all my data is accurate, to avoid judgement of a bias opinion, and also to ensure that my findings are valid.

Task 6B

This task shall aim to critically reflect the tools of inquiry in relation to my area of interest which I wish to research into, which are;

Safe practice and delivery methods
Pedagogy
Inclusive and community dance

Tools for inquiry:

1. Interview

Conducting an interview is a qualitative method of research which in order to be of accurate usage, requires attention to the interview setting, types of questions (i.e open ended to create flexibility for the interviewee or closed questions), management, data protection and consent.

- Structured Interviews

Merit:
Easily repeated.
Easy to test for reliability.

Limitations:
Not flexible

-Unstructured Interviews

Merit:
Flexible (The interviewer can go off the schedule if required).
Validity
Ability to produce a large amount of qualitative data

Limitations:
Time consuming
Experience

2. Surveys

A survey is generally concerned with asking agreed participants on what their thoughts are, and this can be done as a quantitative method, for example asking participants to circle yes or no, or a qualitative method, for example, why do you....

Merit:
Cost effective. Cheap and easy. Can be done online for example
 https://www.surveymonkey.co.uk/user/sign-in/
Can gain research in large mass
Valid and accurate

Limitations:
Low validity rate
Participants may not take it seriously.

3. Focus group

A focus group is a method of qualitative data, which aims to ask a sample group about their attitude and thoughts regarding a particular concept.

Merit:
Sets discussions
Flexible

Limitations:
Answers can be influenced by dominant members of the group.
Not always valid.

4.Pilot Observation

A pilot observation is a run through of what shall actually be conducted in the final research study.

Merit:
Helps to sport ambiguities or flaws
Possible to receive a ceiling effect

Limitations:
Possible to receive a floor effect

5. Documents

Documents can be either a qualitative or quantitative method of data which can include policies, articles, journals and studies.

Merit:
Can analyse a persons behaviour in greater depth
Great detail

Limitations:
Cannot be taken at face value
Time consuming to analyse accurately

Bibliography

King, N. Horrocks, C. (2010) Interviews In Qualitative Research. London: Sage Publications LTD

McLeod, S (2014) 'Simply Psychology' The Interview Method. [Online] Available from:
https://www.simplypsychology.org/interviews.html
[Accessed 05.04.17]

Wyse, S. (2012) 'Snap Surveys' Advantages and Disadvantages of Surveys. [Online] Available from:
https://www.snapsurveys.com/blog/advantages-disadvantages-surveys/
[Accessed 06.04.17]

Task 6A (Review of Reader 6)

Reader 6 aims to explore the tools of inquiry that shall be used in investigating the questions that have arisen during my recent research so far in the module with regards to my line of inquiry. Module 2 is about preparing and planning for the line of inquiry that shall be undertaken in module 3, and amongst readers 4 and 5, this reader helps with experimentation and trial and error of what works and what does not, through practice in our SIG.

Foundation for inquiry tools has been given as a basis on what has been successful for other BAPP students, which is observation, interviews, surveys and focus groups. There are also other methods which have been discussed in group Skype sessions including documents and literature. The main difference between the tools of inquiry are whether they are a qualitative method (what people have said), or a quantitative method (statistics) (Punch, 1998). It is important to research into what other practitioners have said in their literature and look into how they have gone about their research, for ideas and inspiration.

In developing a line of inquiry, the ethics (covered in previous blog posts), and validity is important, to back up statements made to support research. Gaining validity can be done through asking the correct questions (hence the importance of planning, testing and preparation in the SIG), and finding out which inquiry tools will be best suited to gaining the correct information relevant to the inquiry and questions wanting to be found out. In addition to this, reliability is another important factor, which identifies whether or not consistent and valid results are being made through practicality and correct methods in the inquiry and research. Lastly, generalisability is another important factor, which tests whether a research finding can be applied in a different setting to that of which it was originally tested.

Qualitative data: The researcher shall collect data in written documentation, or audio visual, recordings, voice notes etc. which protect the participants confidentiality if that is what is desired and practical.

Quantitative data: Based more so upon a scientific paradigm. It can produce a large amount of data and can provide theoretical explanations.

An important role when carrying out research in a professional inquiry is to put together the data collection tools to the research problems being explored. A sampling frame is a method of doing so. A purposive sample focuses on data collected through qualitative research, whereas a positivistic approach is where the researcher gains knowledge in an objective setting through quantitative data such as experiments and surveys.

An observational method requires the researcher to 'watch, record and analyse' and then to collect findings from the data collected. As an observer, the researcher can either be open about their part in observation and participate with others, or they can be anonymous. Similarly, observation structures can be pre-planned with a framework, or will be a free structure with very little framework, or none at all. A downside to observation is that it is time consuming, as it requires the researcher to participate, and to then analyse findings and use interpretation, however, it is a rich source of data which captures the behavioural aspect of an experiment. For the ability to observe, one must gain acceptance from a Gatekeeper and also gain consent from the participant, or their parents or guardians if under the age of 18.

As previously mention, researcher observation is time consuming as it requires the researcher to attend a session, if not more than one, to gain a sound understanding of the participants behaviours. More questions and ideas can arise from observation, which were not even considered prior to the observation. This will generally work better if the practitioner has already got insider knowledge on the community dance project, or works within the environment already, as that will give the practitioner easier access. However, due to previous personal involvement, it is crucial that the practitioner does not adapt a bias opinion during observation.

Another tool which can be used for the inquiry, is interviews, which is a qualitative method of research. There are various methods that this can be carried out, for example, face to face, telephone, structured list of questions which also allow flexibility which is known as a semi-structured interview. When carrying out an interview, there are many factors which need to be considered. For example, what data needs to be collected and why, where would the interview be held, how will the interview be recorded, what ethics need to be considered and how will they be managed, who needs to be interviewed and why?

Interviews can too be time consuming, however they are a rich source of data, as they have the possibility to gain information that would be considered to be unexpected which can bring about more questions to be asked about the area of interest.  When analysing the data received from interviews, it can be tricky and difficult, as we can take what was said from the participant’s literally and word for word, which requires accuracy, or we can construct and convey meanings into what we interpret.

Surveys and questionnaires usually revolve around asking a sample their perceptions and viewpoints. These methods allow a great deal of data to be established across a variety of representations and viewpoints. A good example of this is the national census. For the subjects, questionnaires are extremely effective, as they are usually easy to complete and not time consuming on their behalf. However, because surveys and questionnaires can gather data from masses of individuals, it does take a longer period of time to analyse. Questions desired to be asked need to be created efficiently for the target audience to answer best. For example, if the participants are young teenagers, the wording and layout needs to be user friendly and easy to understand for the best results. Both are affective quantitative forms of data which can be adapted in a graph or chart for visual purpose’s, however they do have elements of qualitative date, by asking viewpoints and opinions.

Through the inquiry process, researching literature and documents is highly important to do continuously, as it not only sets a basis and framework for inquiry, but it also supports viewpoints and findings. There is a relationship between literature and document’s, however documents do not have comments on them from other theorists or reviewers. A good example of a document is to look at companies web 1.0 such as websites, and compare them i.e. their codes of conduct or ethos. In addition to this, journals or diaries are also a good example of documentation. This qualitative method can include documents accessed from a library, computer, policies, historical records, or organisational/company data. In order to analyse the use of documents, it depends on the nature of the data, for example, whether they are large scale or policy documents in a particular setting, such as education. They must not be taken at face value, but more so taken in a critical outlook. Factors that need to be considered are, who the author is, what their role is, what their perceptions are, and where and when the document was produced to name a few.

In summary, reader 6 has helped to understand various tools of inquiry which shall help to gain information regarding my chosen area of practice, alongside their strengths and weaknesses, for example whether or not they are time efficient or what ethics surround the tools. In addition to this, the reader also gives other literature and readings which can elaborate on the points made which I intend to look into. 

Task 5C Consultation on Professional Ethics

Reader 5 has allowed me to understand and learn, as well as expand my existing knowledge on the ethical prospects that need to be taken into consideration in my professional field, which is dance education. In a nutshell, ethics sets out moral principles which can be used to distinguish between right and wrong. In education, ethics are highly valued as they are used as a form of protection and equality.

There are three main types of ethics, which are personal, professional, and organisational. A good practice and understanding of all three can lead to a balanced society for the better. Personal ethics can include religion, values and personal beliefs. Factors that vary depending on the individual. Professional ethics can include a code of conduct, which is explained in task B. Lastly, organisational ethics, which can be a professional networks particular ethos. 

Ethics can be stemmed back to the early 300 BC, where philosophical thinkers such as Plato and Aristotle made moral decisions on the basis for what is right and wrong. This will have been beneficial to the social good of society. Other theorists have contributed to the basis of this, for example, Hobbs (1651), who considered the practice of ethics as a method of bringing social harmony about. These sets of moral rules shall aid the positivism and equality to society. In addition to this, JS Mill proposed the idea of doing what is morally good and beneficial for the highest number, otherwise referred to as the 'greatest good for the greatest number'. 

Reader 5 sets out an example of modern day ethics and morals. In various societies, arranged marriage is normality, and with immigration occurs, those values are brought over to the UK, where the liberal perception is that it is unethical, however in other cultures, it is acceptable. 

Ethical problems can be assessed through a normative or a descriptive question. For example, asking the question of was it right or wrong before the statement would be normative question, as opposed to asking an individual if they personally have done something, which would be a factual question. Other terminology associated with ethics are;

Metaethics: an analytical process which aims to gain understanding as to what moral codes mean. 

Theoretical Normative Ethics: a factor which includes a moral judgement being decided. 

Applied Ethics: discovering reasonable solutions to moral issues. 

In terms of ethical arguments, the judgments that are initiated move over the facts of the situation taken place, and then on to the attitudes and behaviour involved. When a conclusion has been reached, it can then be challenged or appealed if; the argument between the premises and the conclusion was not made logically, or there might be another perspective or outlook on the scenario in hand. 

In terms of carrying an inquiry out, ethical practice plays a vital vole. Carrying out research can involve participation from target groups, for example, students, teachers, the community, which requires responsibility from the researcher themselves, which most commonly is to ensure that the safety of the participant is is of minimal risk. When conducting the inquiry, the ethical considerations that need to be considered are;

Information regarding the participants 
(What their contributions shall be, age etc)

Why they have been chosen
(What do they offer that shall benefit the research project)

How they have gone about being chosen
(In relation to the topic of inquiry)

How the participants were contacted
(consent forms, communication with Gatekeepers etc)

How is their exit from the inquiry going to  be managed if that is what they wish

Is their data safely stored
(what methods are used to ensure it is protected)

Personally for me, as stated in reader 5, it is harder for a student to be seen as having much authority when conducting research, however it is suggested by Oliver (2003), that carrying out research in a particular field can add to their knowledge and status. Only if, the inquiry is carried out professionally. There is pressure for the researcher to carry out their research accurately as it shall be a reflection of their practice.

Reader 5 has enabled me to further understand as to why ethics plays such a vital role when carrying out research. Case studies are also a good example of understanding, as they involve you to have your say on what ethics were invloved and why they were important in that particular inquiry. 

Task 5B

This task shall aim to find out what the codes of practice and regulations are which steer the ethical framework in my place of work and professional community as a whole, which is community dance and dance education, alongside a documentation of how my assumptions in the previous blog differ from my research findings.

A code of practice is a set of regulations which inform workers on how they should act in their current area of practice. My current area of practice is dance education and more specifically community dance. The companies that I work for also all have various ethos' which inform individuals what they value as an organisation, which is additional to their codes of practice, such as their beliefs and practices.

'People Dancing' is the foundation for community dance which hold the codes of practice which value ethical factors, which all community dance practitioners should abide by. It allows the practitioners to understand how they should go about the work and practice, and how ethically, they should approach their teaching to students. As an organisation they value competence, responsibility, and safety of those in their care, which any other practitioner should value too.

Competence: Each individual should maintain high standards in terms of delivering high quality practice to those who are learning off of you. In addition to this, material should be relevant and current. Relevance should also be valued with concerns to qualifications and experience. Knowledge and skills should be continuously developing to ensure that students are learning material that is of a high standard.

Responsibility: Every worker must contain ownership over their actions and work, including responsibility for the students in their classes and workshops. Furthermore, honest relations with internal and external practitioners is crucial, to build up a rapport  with employers and through networking events. Preparation is also important, ensuring that the delivery of workload is done effectively and prominently. Asking for feedback from employers and students is a method of ensuring that what is being delivered is of a high standard, and is enjoyed by those taking the class. they should feel a sense of improvement from being challenged over the duration of the courses being conducted. reflection on ones own performance also adds to the quality being demonstrated.

Safety: Every community dance practitioner must guard and protect each participants safety and well being. This can be done through risk assessments, consent forms to parents/guardians, safeguarding and an understanding of appropriate boundaries (teacher student relations).

Working and understanding people is also a major importance in any professional field of practice, and in terms of community dance practice, each practitioner, including myself, should value equality. Which means treating every participant the same, regardless of their gender, ability, ethnicity, sexual orientation etc. Each environment should be open and inclusive, creating a warm and supportive environment of education.  In addition to this, each practitioner should also abide by the code of conduct, as it states what is expected, and what the values are. Reflecting frequently on ones own performance, enables the chance to develop on a professional level, improving self practice and the quality of work delivered, which benefits not only yourself, but also the participants learning.


From my own experiences in working as a community dance artists, these credentials are exactly what I have been working alongside. Through experience, I have worked by the codes of conduct and have made the values something which strives me to become a better dance artist. I have learnt that these guidelines are there to not only protect ones self, but also to protect the participants who are in our care. Ethics protect children's welfare, and it is our job to create a safe, equal environment for students to learn in. If the education setting, the employers involved, and the students learning, all understand core values about the organisation, then everyone shall benefit, and what is being delivered shall be delivered correctly.

The community dance company whom I work for, as mentioned in previous blogs, clearly states on their webpage that they deliver 'high quality dance projects and workshops for a range of audiences'. Which links to what is mentioned on the code of conduct page set out by people dancing. In order to deliver high quality dance projects etc, each practitioner must constantly reflect on their work as a dance artist, as well as abiding by the three main factors mentioned above; competence, responsibility and safety.

www.movingtogether.co.uk [online]. Available from:
http://movingtogether.co.uk/about-us/
[Accessed: 23.03.17]

www.communitydance.org.uk [online]. Available from:
http://www.communitydance.org.uk/membership-services/professional-code-of-conduct
[Accessed: 20.03.17]

Task 5A

This task shall take my current places of work and practice, evaluating and considering the ethics which apply there, along side the practices and regulations which guide the workplace. This task be of my thoughts only without reference to research.

My settings of professional practice with relation to the arts all involve teaching, however there are different target groups which all require different needs and differences in ethics to some extent. Firstly, a current DBS check is what is required by employers to check the employees criminal records, and for the protection and safety of the children and young adults that will be in your care. There are also codes of practice to protect the individuals applying for a DBS as the information which shall be applied is sensitive and personal.

When conducting my dance workshops and classes, I ensure that when I am creating choreographic material, the work I produce is that of my own and not  plagiarising somebody else's choreographic work. This is especially important when creating numbers that will be showcased as a performance, however repoirtoir is also something that I teach and value as a highly beneficial method of dance teaching, but it is important to study the original work and ensure that students are aware of what they are learning so that it is being misled as my own.

Another part of ethics which is highly important when I teach young adults, especially those  with a special educational need, is to protect their needs as every individual is different and has different needs and the impairments vary, even though they still participate together in the same class. This is where equality needs to be valued and understood. Although teaching variations of combinations to fit the needs of the individual and their capability has to be done to ensure each individual is being catered for, it is crucial to conduct the class treating every person the same, and not to single one out or make fuss.

Consent forms also are needed in terms of ethics to protect the child's needs, for example, if video footage, interview or questionnaire is needed to be carried out, a parent or guardian must give their consent prior, in advance. An explanation of why, what and how is given, so that everyone has as much information as possible to protect everyone's needs, including my own.

Key Points

 What is a professional inquiry?

A professional inquiry is a method of exploring what we as learners and practitioners are doing in our professional field when we are on the job. It involves us constantly asking questions to our related field of practice and critiquing what we do. A crucial method of doing so is by asking questions, and researching between theory and work based practice. It requires us to be involved with certain scenarios, be involved through our recent knowledge and understanding, research into new ideas, and present the evidence (Kahn and O'Rourke, 2004).

How does a professional inquiry link to work based learning (WBL)?

A professional inquiry links to worked based learning as we learn on the job, and our practice is the centre point for the inquiry. The sole content for the learning achieved is done through the work place and the current area of professional practice. WBL occurs more strongly when a certain change or adaptation occurs in the workplace as it requires the colleague to use problem solving skills and development strategies. Another main link between the two is the idea of three components being connected to one another (the learner, the university and that workplace). 

What is research?

Research plays a huge part in a students life, and it requires the ability to investigate and explore literature and ideas that are already out there, followed by a critical analysis of ones own opinion, backed up by theories that are discovered through research. Academic findings are most commonly found in books, e-books, journals and web pages. It is also a good idea to compare research findings in terms of the date that the literature was published, to try and find any changes or similarities between different dates. For example, changes in the curriculum and these certain changes were made. 

What Is Research?

https://www.youtube.com/watch?v=EEuul8hBip8

If you have a spare 5 minutes, give this video a watch! Breaks down what research actually is and how to go about it, which is relevant to this inquiry module, or any other module in fact!

Task 4D

This task has instructed me to research and identify three important pieces of literature that are related to my subject field for my topic of inquiry, along side a review of each one, stating the importance of them in relation to my area of interest.

Dance education as a whole is my chosen area of inquiry, however more specifically, I have chosen to research into four factors as the subject field is so broad. My research and literature focuses on; comparison, pedagogy, teaching, and deliver, as stated in a previous blog post. Although the factors can be closely linked and there are some similarities between, it shall allow me to elaborate on my current understanding of dance education, which will in turn improve my teaching skills in my professional practice.

A.J. Karthagen, F et al. (2001) Linking practice and theory: The Pedagogy of Realistic Teacher Education. London: Lawrence Erlbaum Associates.

This first piece of literature which I found highly interesting and relevant to my practice, discusses the relationship between theory and practice, with focus on reflection, which I found extremely beneficial, as reflection on current practice, critically, was a mere focus point in module one, and now I am applying it more specifically to an inquiry. This book speaks about the expectations and struggles that teachers are faced with,  due to a case of falling short of living up to the standards that the theories set. This is noticed by Elliot, (1991), who acknowledges the gap between theory and practice itself, and the problems faced because of the large gap between the two components. I also chose this piece of literature, as it speaks frequently about student teachers, which is my next step after completing my degree. Studies were carried out during the students teacher training, through primary data such as questionnaires, surveys and interviews, asking what they had learnt and what their training program lacked. In terms of reflection, those students who learnt best through their experiences and tracking their own development through critical analysis were referred to as 'internally orientated', as opposed to those who learnt best through structures and a given format, 'externally orientated'. Also this piece of literature does not have specific reference to dance as a subject , the ideas can still be interpreted by dance educators, especially in secondary education where Dance is a subject on the curriculum.

P. McCutchen, B. (2006) Teaching Dance as Art in Education. United States of America: Human Kinetics.

This piece of literature is a newer read and focuses specifically on the teaching element to Dance as a particular subject, in comparison to the previous piece of literature which focuses of student teachers in general after graduating. This read offers so many explanations and covers a wide range of important topics, for example, perspectives, preparation to teach Dance, roles and responsibilities of the educator, understanding the students perspectives, artistic development, and also, critical thinking. There is also a section on inquiry, which immediately gained my attention. It states that an educator can improve their teaching ability by asking questions and doing the research, it also gives a specific technique to asking the right questions. promoting research for the students too, encourages them to be critical and develop through their own way and through their own experiences. This way, they can find a way to pursue dance outside of the educators environment, to something more personal for them, i.e a career out of the arts. It also states why you should fulfill the role of teaching in Dance, and why you shouldn't. For example, if you are looking for security and financial stability within a career option, the ability to showcase your skill and talent, and the urge to dance all day because of ones personal enjoyment from it, then this career option is not best suited for you. on the other hand however, if one wishes to watch students achieve, and are passionate about demonstrating the benefits that Dance can offer, then it would be a suitable career move.

Jasper, L. (2012) 'Changes to schools and the curriculum in England impacting on dance' An overview of the campaign to fight for the position of dance in schools and the curriculum in England. [Online] Available from: www.danceuk.org

This article speaks about the changes within the education system in relation to dance education, and the impact of schools turning to academies has on dance as a subject within the curriculum. Dance is currently a mere 'activity' within the subject of P.E, which is now not considered a core subject, along side Maths, English and Science. This is because schools now have the ability to create their own curriculum, with fewer core subjects.  Dance would in actual fact play a beneficial role in a students school life, as it creates opportunities and experiences to perform in national events, improves factors such as confidence, self esteem and cooperation with others, as well as improving their physical well being. Especially for those who do not enjoy P.E and sports. Although Dance as a subject can be taken as a GCSE, those students who do not have access to it and do not have the opportunity to pursue it prior to choosing their subjects for GCSE, are less likely to consider it. I found this article important, and relevant to my practice, as teaching arts in secondary education is a career option that I am greatly thinking about, and articles such as this allow me to understand the changes within the education system, different views and opinions and why.

Special Interest Group

Below is the link to my own 'Special Interest Group', which shall help me to identify other students and individuals whom are sharing an interest for education and dance as an art form. My topic for inquiry more specifically involves four key elements as teaching and education is such a broad topic. Please feel free to become a member and comment! I hope to post frequently with useful resources that I have found beneficial for me and my learning, and hopefully this community group shall also find useful.

"This special interest group shall help me to research and explore in greater depth the various methods of teaching in different arts organisations and sectors i.e community dance projects, performing arts schools and what is offered on the national curriculum. My focus for an inquiry shall be comparison, pedagogy, delivery and teaching. Please share any ideas, thoughts, research that you have to assist in the topic. Thank you."

https://plus.google.com/u/0/communities/113877372875989915165

1 - 1 tutorial with Paula (06.03.17)

Over the past few days I had been struggling with what line of inquiry to focus on, as I have various territories that I could research further into, working with SEN, community dance projects, and after school performing arts schools. I also felt as though my previous questions were very general, and needed adapting to help with with a more specific inquiry relevant to my current practice of teaching. Paula helped me to come up with a different line of inquiry which involves all of my teaching jobs, into one, as we spoke about the comparisons of teaching methods, pedagogy (ideas used), and the delivery.

I also learnt that my questions are not to prove a bias opinion, but more so to understand differences in perspectives, internal and external beliefs in the arts industry, or more specific, dance as a subject field. Disproving statements and assumptions such as 'dance is not beneficial enough for students to be a subject in the national curriculum', requires involvement with practitioners and research into literature, as well as case studies and experiments.

The topic of education is so broad and expansive, with theoretic knowledge changing and developing constantly, that my inquiry needs specific focus. In addition to this, education and arts delivery as a professional field, is also so broad, as there are subjects as music, drama, the endless genres of dance, and then of course the vast amount of techniques within dance (Graham technique, ballet bare, floor bare), that it is of course a wonderful matter that the arts offers so much, however due to such an expansive vocabulary of knowledge and skill, I have decided to focus upon four main elements for my inquiry;

Comparison: in terms of what is being taught, how, and why? In my recent experience of teaching, I understand the clear difference of methods used between a community dance project, where we focus upon social aspects and the benefits for the individual such as self-esteem, confidence, and unity whereas a performing arts school still thrives off those qualities too but plays an additional emphasis on a curriculum such as IDTA and BDTA, where technique and development of performance practice and competition plays an important role. 

Pedagogy: the ideas of teaching in terms of theory and practice, alongside the methods and activities used in delivery. 

Teaching: what is being taught, and the comparisons between a curriculum and a community dance project for example the Bronze Arts Award. What is being offered, why and how? Are the differences broad, and if so why? Are there fundamental changes that need to be made, and how are practitioners doing so?

Delivery: How is the pedagogy being delivered, and what skills are needed to do so? What attributes from the practitioner makes the ideas 'successful'? What is success in teaching, and how is it measured? 

As my future plan is to teach in either primary education, or in the arts department in secondary education, I feel as though what I currently know in terms of teaching needs to be further explored to not only improve myself, but to improve the teacher status of whom I am employed by. The one to one which I have currently received has excited me for the inquiry as there is so much to explore and research, which will in turn allow me to hopefully improve as a teacher and freelance practitioner as well as build upon what was currently learnt in module one, for example my networking relations, through finding out what practitioners in this field know.

I now have trails of thought on methods to explore, and topics of particular interest from reader 4, such as professional knowledge, research, transdiciplinary and inter-disciplinary approaches, and constructivism as a paradigm for teaching and learning. Please feel free to comment on your thoughts and ideas, and be involved in my soon to be created special interest group.

Unqualified ballet teachers can 'damage' children

http://www.bbc.co.uk/news/education-35130914

Task 4a

This task has enabled me to develop a set of questions which are relevant to my current practice. Currently, I work freelance delivering dance dance sessions to S.E.N students as well as local dance schools and for community dance projects. In addition to this I am auditioning and performing, whilst also working within the health and fitness vicinity.  Due to this wide range of current practice, I shall focus more heavily on the teaching aspect of my practice, as working within the education sector is what I hope to pursue after the completion of this course.

I have distinguished between what I currently know, and what I would like to know in terms of furthering my knowledge, and based upon that I have came up with the following questions. Some area of interest is based on assumptions, which I would like to explore, and find out why. I also intend to add more questions as time progresses as I feel that when I complete more research, other questions shall emerge.

What qualities make a good teacher?

Is dance beneficial to those suffering with a special educational need, if so what are the benefits?
(confidence, self esteem, pick up rate, social interaction, fitness, coordination etc). 


Can dance as artist practice help to improve other areas of educational development?
(listening skills, concentration etc). 


Would Dance as a subject be beneficial in the primary school curriculum, as opposed to just a module in Physical Education? 


Based on the assumption that dance is not a real subject, what are the views on this, from a non-dancer (arts) background, compared to an individual that has a background in the arts. 

Inductory Skype Session (continuing students)

So after a short break after completing module one it's time to get back into the sway of things and begin with module two! Two days ago I attended a Skype session with various other students completing module two and also students going on to module three.  We all spoke about how we had found previous modules and what we were looking forward to. I stated that I was keen to expand on my current knowledge and maintain my development of being a practitioner.

I found the session highly useful as it allowed me to learn from students who have completed what I am about to start. One student in particular mentioned that he found it more beneficial to not overlook literature in a sense of, not just skim reading to find a quote to back up your opinion/argument in critical writing, but to read it and learn it, and this is something that I am going to put into practice for this upcoming module.

We also discussed scheduling, along side what methods suited us, and there was a variety of differences in opinion. Some of us who consideeed ourselves to be visual learners, states that we used a calendar to assist us in time management etc. Others said that they had busy schedules outside of dance with other commitments etc, so they did work when they could.

I am extremely excited to start the second module as it is a step closer to gaining my degree, and this session helped me to gain insight into what module two offers. In addition to this I am searching through the readers and the module to ensure I have my foundation understanding before completing tasks etc.