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!
Wednesday, 15 March 2017
Tuesday, 14 March 2017
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.
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.
Monday, 6 March 2017
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
"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.
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.
Saturday, 4 March 2017
Monday, 27 February 2017
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.
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.
Thursday, 9 February 2017
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.
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.
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