Task 3B

Task 3B

This task shall aim to critically reflect on the given concepts from Reader 3, with an explanation on how they give an understanding to my current professional practice. The concepts listed are cooperation, affiliation, and theory of connectivity which is a set of related explanations which are social constructionism, connectivism and communities of practice.

The given concepts above all help with the understanding of professional networks, which in theory is a group of individuals whom share a common interest. For example, a group of people who attend the same sports club and compete in the same sport. Some individuals then go on to be a lot closer, such as affiliations, for example, they play for the same team, and others may have slightly more distanced relationships such as a spectator of the sport and the players.

Cooperation is a theory that sets out principles which can in turn be a method of tackling issues and problems in relation to society and relationships to name a few. This theory is also associated with Game Theory, which is a study of ‘conflict and cooperation’, it helps to understand strategies of components such as individuals, groups etc. who are interdependent (T L, Turocy, 2001). Robert Axelrod noticed the importance of cooperation between agents, and also noticed more greatly the benefits of cooperation itself. This is best explained in ‘Prisoners Dilemma’.

The second concept, affiliation, is a term which is commonly associated with psychology Which relates to how individuals seek enjoyment from affiliations with others. It in turn is a social psychological matter which acts as a support system dependent on other individuals who are too seeking support in a related field. The concept is explained by Crisp & Turner, 2007, as a ‘social process that provides us with a network of support that will help us when we are in need. ’To me, this concept is universal as it states that all individuals needs affiliation, regardless of our position.

Social constructionism explains how meanings and definitions are made about the world and life as we live it. This is done in three ways, with the first one being social interaction. We interact with one another and share our experiences which creates imagery and definition for another person. We engage in a particular network, and we contribute to people who share the same outlook as us, giving meaning.

The second way is connectivism, which emphasises on learning and how we receive ideas. More commonly, the use of Web 2.0, through social networks and creator and reader ideas. This concept also has a link to ethical principles, for example what not to share, and what comments are seen as appropriate. Wegner identified three main points in relation to communities of practice which are what it is about, the functions, and its capability (Wegner, 1998).

Nationalaffairs.com. [Online]. Available from:

http://www.nationalaffairs.com/imgLib/20121219_HubbardKane_Table1LARGE.jpg

[Accessed 2.12.16]

Turocy T, L. (2001). Game Theory. Texas A&M University. London School of Economics. CDAM Research Report. [Online]. Available from: http://www.cdam.lse.ac.uk/Reports/Files/cdam-2001-09.pdf

Wegner, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: University of Cambridge Press. 

Task 3 D Critical questions and issues that emerge

Do some very specific ideas emerge about your networking and sources? Does your engagement to date seem appropriate? Limited? Focused? Planned? Unplanned?

Promptly after part 3 of module 1 began, I asked myself what I was doing initially that reflected my networking, and the answer to that was just the norm. Web 2.0, and communicating with others when around about particular topics. However, now, I have developed an understanding of the importance of networking. Not only that, but I have come to the understanding of how important current networks have, and that I should elaborate on them which is what I am currently doing, in terms of creating a Linked in and separate site for photos and video footage. I now feel like I have a plan, and that plan is to get up to date sources of networking (communication), and put myself in situations where I will be meeting new people to network and make connections.

Are your ideas, position or concerns shared by others within and/or beyond your professional area of work?

In regards to being within a shared network of individuals that share the same outlook as me, it helps me a lot, and i'm sure that the other individuals too feel the same. For example, the network shared on BAPP arts. We all began this journey and we shall all most of the time, be studying around the same topics which gives a network of shared interest and allows us all to communicate with one another about similar topics. In addition to this, the dance industry is a small one, which means a tighter network, and it allows a greater success rate, because if you network yourself with people who are choreographers, practitioners etc, they will notice you and that proposes a higher success rate of booking a job.

Does sharing ideas and communicating with others shift your thinking/ planning or practice?

I would agree with the idea that sharing thoughts and feelings etc with others in a similar network shifts thinking/planning or practice because the ideas of others may work particularly well in comparison to thoughts and ideas of my own which would in turn persuade me to try out someone else idea, and vice versa. A network of a shared interest allows discussion, support and compatibility which strengthens ones dedication to a particular subject.

Does critical reflection help you to decide what really matters and actions to take?

Throughout this process, critical reflection has enabled me to understand what really motivates me and what path I am more likely to peruse, and one major factor which has enabled me to to this, is  journal writing, as it allows me to reflect on my day each night, which when reading back puts things into perspective. Noting down a particular thought process allows me to think, and reflect on what outcome is best for me.

To what extent do concepts and theories assist you in thinking about your professional networking in different ways? And do these different ways of thinking have some purpose for you?

Researching into theorists such as Boud, Mood, Dewey, Turner and Wegner etc, has enabled me to think outside of the box, and it has encouraged me to experiment in regards to methods of networking, communicating, reflecting and critiquing, which has broadened my knowledge in to thought processes and professional practice which shall be explained in my critical reflection.

Are you left thinking differently prior to this part of the module? And if so, why?

My thought processes during this part of the module have definitely changed, and that is due to reading so much about different variations of networking, which has allowed me to gain an insight into which methods best suit me to put me in a good mind frame for marketing myself as a dance practitioner. I now understand what works in terms of networking such as, connectivity, affiliation, and cooperation, as well as more of an insight into the importance of ethical matters.

Task 3C Sources of Information

This task shall aim to identify my personal five main sources of information, alongside a critical reflection with regards to their importance to me and my practice. This blog post shall also include a reference to other student’s blogs identifying why and how they are useful to me.

Two sources of information for me and my professional practice is networking and web 2.0. 

Networking allows individuals to inform each other of information related to their chosen practice, which is important for me because it allows opinions and advice in a less formal format. However, networking too can be formal. For example, through the use of web 2.0, such a Linked in, or a word press site, and in comparison to this, it can also be much more informal, such as social media sites like Instagram and Facebook. Networking to me allows individuals to be personal and expressive. Web 2.0 allows great communication and has the ability to let someone market themselves in the way that they feel is best suited. In terms of copyright, I feel that social media sites are much more lenient sources of information, in comparison to theorists and literature.

The third piece of information which is important to me and my practice is research. Research is such a broad topic and allows one to read and understand so many points of view, which in turn can elaborate ones understanding and give them a critical skill when analysing texts. It also can broaden an understanding and change current opinions through reason, comparison and written argument. Research can also help identify the opinions of others and why, and can be put into graphs, charts or can be found out through a questionnaire which is something I previously completed under the blog post, “Part 2 (Module 1) Skype session, reflection, and Research”, where I conducted a survey on 10 individuals, asking them what type of learner they considered themselves to be, and formatted my findings into a graph.  I found that it was important to gain this research because it broadened my understanding of other people’s point of view, which in turn made my knowledge stronger.

With regards to the fourth type of information that I find useful, is journal articles. Journal articles are often published in periodicals and allow recent information regarding a certain topic to be found which is great when studying or wanting to know information quickly, as a search engine with a key word opens many journal articles in relation to the subject. However in terms of copyright, if one was to take information from an article, it is plagiarism, as that piece of writing was created by someone else, however completing research with reference to a particular journal article is different, as it can be stated that information was gained from another person’s work.

Lastly, I find that case studies are a great method of retrieving information, as they are real life and allow comparison between case studies. It is extremely beneficial if a person wants pure fact and truth. However, to complete a case study, psychologically, there are many factors that need to be taken into consideration, such as ethical matters. If people are used in a case study, they are the main source and it is important to take into consideration their well being. For example, for privacy matters, instead of using their name, use a false name, or a number. Case studies monitor developments and processes over time. They are used to notice the difficulties of real life situations.

In conclusion, I find that my main five most important sources of information are networking, web 2.0, research, journal articles and cases studies. When looking through other individual’s posts regarding the same task, I learnt that web 2.0 is a common method of finding information, and I think that this is primary down to the fact that it is so popular within society and plays a huge part in people’s life. It is also relatively quick (depending on the strength of wifi), and easily accessible.

3a The Networked Professional

This task shall aim to explore the existing value of my current networks, with a reflection on how I intend to further develop my professional networks. The task shall also consider ethical concerns with regards to networking in the workplace.

Most of my current networks have arisen during my time training at a dance conservatoire, being taught by industry professionals and having completed modules which require networking. Having had lecturers that still audition and work within the industry, it has helped me on a personal level because i receive one to one advice, and quite often, have them dance alongside me in auditions which has been useful as they watch and inform me on what went well and what I could have improved on. For most auditions, it goes down to who you know, and with this is mind, i get introduced to other successful dancers in the industry through relations gained during my training. They also inform me on upcoming events which I would not have known about if these connections were not made. To enhance this relation, I am going to maintain undertaking classes and keeping up with training to not only improve my dance ability, but to also keep within the network which will allow me to hear first hand of upcoming auditions etc.

Other connections made during my training are from the theory based lecturers. As mentioned in previous tasks, I have frequently volunteered and led dance sessions at an SEN dance company for young teenagers which has allowed me to be recognized within the school with teacher professionals and because of this, they are aware of my ability and already know what I can offer which is such a positive aspect for me if I decide to apply for future employment within the school which may pull me apart from the other candidates. As a way of further extending this professional network i aim to in the nearby future, volunteer again to teach the company as a way of keeping myself known.

Aside form the current networks which I have currently gained during my time training, I have also gained sturdy relations through employment. Since the year of 2011 I have been a sports coach which has enabled me to get to know working professionals for the district council, which has been greatly beneficial to me as I am on the mailing list for graduate  employment for when I receive my BA Hons after the duration of this course. Through this, I also get to work alongside teacher professionals of primary and secondary education which allows me to gain insight into the job itself from an internals perspective.

In addition to this, I have enrolled on a seminar in Coventry through education.gov (details in my blog post "Get into Teaching"). I have chosen to do this, not only to get advice with regards to life in the classroom, but to network with teacher professionals near me. I also think that attending this seminar will further elaborate on my current understanding of ethical concerns within an education environment, for example, safe guarding.

With regards to consideration into ethical concerns for networking in the workplace, I think it relates entirely on the relationships made, the employers ethos and the client group. For example, networking as a performer requires self marketing to get your performance skills and choreographic ability known to others in a similar network who may notice you which is a path for employment. Methods of doing so may include class video footage of uploaded on a web 2.0 platform, however, working in a government education setting, this would be acknowledged as a violation on ethical grounds as child policy is very important to protect their well being.

generally, I aim to maintain my networking with current dance practitioners through voluntary work and also through web 2.0. For example, I have just created a Linked in account, a separate Flickr account which divides my social life from work life, and I also aim to refresh my word press site. In addition to this, I wish to create a show reel which i can send to network professionals, and post on web 2.0.

Task 2D Inquiry

So this task of part 2 module one marks the last task, which had me thinking how fast this year is going. Initially when I learnt that the course was 16 months, I thought, ‘wow that’s a long time’, and it most definitely isn’t! So without further a doo, here goes task 2d.

This part of the module focuses primarily on how reflection can relate to us personally, and what occurrences take place daily in our professional practice which leads us to reflect.

What in your daily practice gets you really enthusiastic to find out more about? Who do you admire who also works with what makes you enthusiastic?

One thing that greatly makes me enthusiastic during my professional practice is taking class and learning from not only the teacher in the room but the other participants. One thing which I love to notice, is the variations of movement that each individual has. Some dancer’s movement quality is fluent, whilst others play more on sharp stops and starts, however the choreography is the same, but the routine when performed looks different on each dancer. It is the sense of individuality that inspires me from taking class and helps me to take different characteristics that each dancer has which I like, and try to add it to my own movement  style. This can also relate to the beats which each dancer hits within the music. For example do they hit consecutive beats, pro long the movements to coincide with high hats, or play on the lyrics. In terms of performances, apart from freestyle, all dancers for the majority of jobs are regimented and consist of dancers who have mirrors of one another for imagery purposes which limit the choice of movement, which is why I am mainly enthusiastic with taking class. Commercial/hip hop Choreographers who fascinate me with their movement quality and musical knowledge are Ian Eastwood, Tricia Mirande, and Yasmine Ogbu to name a few.

What gets you angry or makes you sad? Who do you admire who shares your feelings or has found a way to work around the sadness or anger?

Although I have chosen my area of strength to be within the commercial/hip hop industry, I also adore contemporary works, not only performing and training in it, but learning about it. There is nothing specific that makes me angry or sad, however I do still feel these emotions as every other person, so a choreographer who I admire who works around the sadness and anger is that of is Martha Graham. When I first watched her performance of lamentation I was caught in the moment, I could feel the grief and sadness that she was trying to portray and it inspired me to think deeper into choreography. Movement doesn’t always have to be about what looks ‘good’, it is an internal thing which can tell a story or express emotion.  Below is a link to her performing the piece with an introduction spoken by her.

https://www.youtube.com/watch?v=xgf3xgbKYko

What do you love about what you do? Who do you admire who also seems to love this or is an example of what you love?

Aside from the love of performing and moving in general because of the positive emotions that arise from it, I also love to teach the art of dance, or just teaching in general. I find that it is highly rewarding and it enables you to help improve and watch someone’s development in terms of confidence, social skills and dance ability. During my training at Addict Dance Academy, I undertook a three week placement with a SEN dance company called ‘Sidekick’, who each week learned something new and I could see their progression in such a short space of time. I also assisted with their performance at the ‘Curve’ theatre in Leicester, and one memory which will always stay with me was when a teenage boy who suffered with Down Syndrome refused at the last minute each night of their show to go on for his number, and on the last night he asked if I would go stage with him and he did. That sort of confidence that built up over three nights was astonishing and is one of the reasons of why I love to teach. To me, dance is not about how many pirouettes you can perform, or how many companies you are accepted into, it is about the enjoyment it fulfills and the growth of a person it can assist with.

The practitioner who I admire that runs this company is Charlotte Tomlinson and assistant practitioner Kirsty Clarke. They inspire me because when observing, I can see their passion and general love for what they do, and all of the students are so enthusiastic and enjoy all of the sessions. Below is a link to their company webpage.

https://fit4dance.com/sidekick-dance/

What do you feel you don’t understand? Who do you admire who does seem to understand it or who has found a way of making not understanding it interesting or beautiful, or has asked the same questions as you?

For me, I am currently in a place of confusion with regards to my future, and what path to take. Do I keep pushing and auditioning for dance work or do I focus solely on enhancing my teaching career? If so, primary or secondary education? Or how can I use both my performance skills and teaching skills in the working industry? From my training during gaining my HND qualification, the theory teachers (as well as the other practical teachers), were freelance dance practitioners. They had so much experience to offer, and a wide rang too which I really admire. Not only could they perform and had experience of it, but they taught a variety of target groups, adults, SEN, toddlers. Some worked for a company who toured around the community, and one teacher even had a book out regarding safe practice for dancers.

http://movingtogether.co.uk/

How do you decide the appropriate ethical response in a given situation? To what extent are disciplinary responses different to that you might expect more generally in society? For example, what level of physical contact would you deem appropriate (and not) from another professional that you would find unacceptable more generally? Why?

For me, deciding the appropriate ethical response in a given situation depends on the profession. For example, dance and marketing oneself as a performer/choreographer requires use of web 2.0. Such as sharing online footage of a class you taught to get the attention of other surrounding practitioners to notice your work. However this would be seen as inappropriate in a primary/secondary school setting. For me, understanding what is expected of you in a given situation, and being confident regarding do’s and don’ts is extremely important, because if we misjudge the importance of ethical issues, we give ourselves a bad reputation.

Reflective Theory (short essay form)

Task C: Reflective Theory

This piece of written documentation aims to explore what key thinkers have written about reflection, with reference to Reader 2, literature, and online sources. It will also explain my relationship with reflective practice through the duration of this course so far, and from events that have taken place prior to the course.

Critical thinking

Critical thinking, otherwise referred to as active thinking, is the process of actively applying information through the use of experience, reflection and reason before carrying out a particular action (www.criticalthinking.org, 2016). In addition to this, E. Glaser (1941), introduces three properties which critical thinking should include, which are, the ability to consider issues that arise from ones experiences, the ability to reason logically, and the ability to apply the above methods in the correct way, with a thoughtful manor. He also states that critical thinking has a requirement to establish issues/problems, and to distinguish between practical solutions and theoretical solutions in order to establish an outcome and a correct, well suited solution to the problem/puzzle that has arose. Information must be gathered, tested and retried, in order to find a logical explanation.

“…it is possible to examine reflective practice simultaneously as a mode of thinking (Dewey), a way of thinking (Schon), and as critical reflection (Freire) (Lyons. N, 2010).

If one cannot be critical of scenarios taking place, and do not do so in an active method, but can observe significant changes , those particular changes are unknown, and therefore they cannot take advantage of the changes taking place (Freire, P., 2013).

Theorists

Defining reflection is something that many theorists have done, however the work of Dewey, is something that was considered to be the grounds of reflective thinking. He identified reflective thinking as an active yet cautious method of considering an experience or form of knowledge. He defined the process as a way of understanding and defining what is not working in a puzzle. However, Kolb identifies reflection as a method of learning for the individual through experimental circumstances, Boud uses models as a way of reflecting in terms of education, and Schon uses reflection whilst in action and on action, for example, we can reflect during a circumstance and/or afterwards (D, Boud et al, 2006).

Kolb identified the differentiation between individuals. 

From Kolb’s learning cycle, it is clear that we all have a concrete experience, a reflective observation, an abstract conceptualisation, and an active experimentation, however Kolb notices the variations between each person, in a sense that we learn something new and notice that something is missing at different points of the cycle (appendices 1). Kolbs cycle helps an individual to reflect on how we as a person learn and how we go about a particular experience.

H, Garner took this approach that states we all have differentiating methods of learning, and introduced the theory of ‘multiple intelligence's’. It is used when we reflect upon a different outcome, when experiencing and learning, because there are different learner methods, such as; spatial, verbal-linguistic, logical-mathematical, bodily-kin-aesthetic, musical, interpersonal, intrapersonal and naturalistic (appendices 2). In addition to this, J, Moon also used the concept of learning to help define reflection, however she did so through use of journals. She stated that there wasn’t one specific method of learning that came from journals, however, she notes that there is a difference between writing descriptively, and writing reflectively. It is informal, deliberative, and gains emotion, which encourages a thought process (J A, Moon, 2006).

D, Schon, as previously mentioned, introduced the idea of reflecting on an action, or after the action, which is considered to be more of a ‘there and then’ approach, fix it whilst you are doing it. This theory has similar aspects to that of Dewby’s approach, in a sense that he observed how different approaches can be made between present and future solutions, and that we might engage with our experiences differently, depending on whether we deal with them now or later (Dewey, 1933).

Through research into reflective practice and critical thinking, I can acknowledge that although the base of these theories stem back to the early/mid 1900’s, I can understand that these theories are still greatly accepted and used even today, because writers still use the core of all of the thinkers work but just slightly adapt from it, such as Gardner elaborating on Kolb’s learning cycle with the concept of multiple intelligences (VAK). This research and critical writing exercise has helped me to challenge key thinkers and to understand the basis of each of their methods, which in turn have inspired me as an individual to reflect on my experiences. Especially from the work of Moon, who explains in her work ‘Learning Journals’, that being a teacher and learner are two different concepts, because what a teacher might be teaching, is not specifically what the learner might learn, but they are still learning something.

In the future, I aim to keep my experiences written down in a journal, but as Moon has expressed, the journal is a secondary process of the learning, and so to capture my learning experience as it happens, I am inspired to search for a method to do so. For example, video class footage of me learning a routine and picking up the choreography, instead of recording the routine at the end because that is not capturing the process, just the product of that particular moment.

References

Boud, David;Cressey, Peter;Docherty, Peter. 2006., Productive Reflection at Work. [online]. Routledge. Available from:<http://www.myilibrary.com?ID=45086> 15 November 2016

Critical thinking.org [online]. Available from:

http://www.criticalthinking.org/pages/defining-critical-thinking/766

[Accessed 14.11.16]

Dewey, John (1933). How we think, 2007 reprint, Champaign: Standard publications, Inc.

Edward M. Glaser. 1941. An Experiment in the Development of Critical Thinking, Teacher’s College, Columbia University.

Freire, p. 2013. Education for critical consciousness. [Online]. 2nd edn.  Bloomsbury Academic. Available from: https://books.google.co.uk/books?id=zUpMAQAAQBAJ&printsec=frontcover&dq=critical+thinking+paulo+fre&hl=en&sa=X&ved=0ahUKEwjn2sbO56rQAhXmJMAKHTs1DAEQ6AEIITAB#v=onepage&q&f=false 15th November 2016.

Jennifer A. Moon. 2006. Learning Journals. A handbook for reflective practice and professional development. 2^nd edn. Routledge.

Nona Lyons. 2010., Handbook of Reflection and Reflective Inquiry: Mapping a Way of Knowing for Professional Reflective Inquiry. [online]. Springer US. Available from:<http://www.myilibrary.com?ID=283895> 15 November 2016

Appendix

1. 

Simplypsychology.org {online]. Available from:

http://www.simplypsychology.org/learning-kolb.html

[Accessed 15.11.16]

2. 

Mydiscoverypreschool.org [online]. Available from:

http://mydiscoverypreschool.org/theory-of-multiple-intelligences/#!

[Accessed 15.11.16]

Journal Writing Experience

This post shall aim to critically reflect upon one specific day that has encouraged me to reflect the most during the past few weeks of me writing a journal. Over the course of the past few weeks, I have varied my writing approach allowing me to be more in depth. For example, asking myself questions in the passages, and coming up with different answers which inspires me to think. I enjoy using spider diagrams when I ask myself questions in my journal passages. I find that they allow trails of thought processes to progress and develop, there is never just one answer, there are many.
Below is an image of the spider diagram I created,the night after the audition, and although from another person's perspective it may seem jargon, it makes sense to me, which is an example of why journals are so personal and important for ones growth.

In terms of ethical considerations, I covered the artists name and fortunately I did not use any other name or reference to anyone else, which when reflecting, I could do in future, to remind me of who booked the job, and to see if there were similarities between the dancers who were chosen, and to compare them to myself. In addition to the spider diagram, I also wrote my daily entry which I shall take the most relevant extract from which proves that I reflected from my experience. I also found that as time progressed, I noticed a slightly negative approach to myself as I had been unsuccessful in auditions which was emotionally straining and frustrating. 

"Although I was familiar with.... 's choreography as I had been taught by him in the past and had been chosen by him for company, and many performances and jobs, it goes to show that everybody looks for different attributes and are drawn to different things in a person, whether it be their image, or movement quality. Sadly this time I was unsuccessful and felt rather down afterwards, because during my training I had a good work ethic, and always attended extra classes, but I did gain something from the audition, which the successful dancers did not gain on that particular day, and that was having a knock back, knowing what it feels like, and feeling a sense of passion for the next audition.''

*In the above extract, I had removed the choreographer's name for ethical purposes. I had not asked for consent to include their name in a public written forum.

On this particular journal entry, it was near the beginning of part 2, module 1, and so my methods of writing were initially; 

Description- describing the day. What had happened, what I did. 

Initial reflection- My feelings, thoughts and emotions to particular scenarios. 

What if-having a positive outlook, explaining what would be the outcome if A and B were completed for ex.

Evaluation- reflecting on what went well and what did not go so well.

Charts & diagrams -The use of a spider diagram to promote a trail of thought. I found it good for imagery too. 

More recently, I have been writing about the perspectives of others, which is a method that I was not entirely used to when using it as a way to reflect in a diary entry. Below is an extract from Sunday  13th November, 2016, considering the view of a gym member at work whom I had to deal with regarding their complaint.

"One particular member complained to me that when the two minutes silence was taking place downstairs in the club, the music of the gym upstairs was still playing, and people were still talking upstairs. I then explained that my manager had requested me to inform people that it was just the club room that were completing the two minutes silence and that it was not my fault, and that I was extremely sorry. However, the member was speaking to me as if it was my own fault when it was completely out of my minds, but if it was up to me, the whole of the club would have completed the two minutes silence, little did she know. In terms of reflections from this experience, I learned two things. The first one being, not to accuse someone just because of their job role or company, because even know we are told one thing from managers etc, it does not necessarily mean that we agree, we are just merely doing our job duty. This could be anywhere, for example, blaming the delivery workers for a parcel being delivered late, because they wouldn't have worked in the depot port.  It is not their fault, they are merely standing by their brand as it is their job, but a polite comment would go a lot further. I also put myself in the members position. Of course, the first place to go when there are queries or complaints is reception, which is my base at work, so I can understand as to why she would have thought that the two minutes silence scenario was my fault."

So far, I have enjoyed writing up my day and using different techniques to do so as opposed to just using the norm of methods. For future, I shall aim to use video footage of me speaking about reflection and shall research into other ways to do so as the time progresses. Please feel free to comment on your thoughts, and methods you have used to help inspire me. Thank you!