Saturday 16th November 2013
It's Saturday, the sun is shining but I need to do some work! I don't know where this week has gone?!
I am now going to sit down and write up some questions for my survey.. If anyone would like to read them, give me any feedback etc before I go ahead and send them off, I should be most grateful! I want to get them sent out by the end of this week coming so that I have a couple of weeks before the students who are currently training begin their Christmas holidays.
I will also try and read some of your blogs and comment where I can!
Saturday, 16 November 2013
Monday, 11 November 2013
Talking helps!
Monday 11th November 2013
Lest we forget
An update on my phone conversation with +Paula Nottingham ...
It was really useful talking through each of the requirements needed for module 3 and to understand where I am up to with each and where I can improve and develop in certain areas.
I won't go into the nitty gritty of my own work but I really liked how Paula stated than within an inquiry one "can change their view if they want". This is really key to me adding the word 'can' (as previously discussed) into my inquiry title. I am now able to look beyond, explore a variety of ideas and not be afraid of debating, discussing and questioning more than one opinion. There will not be a right or wrong answer to my chosen question/title.. it's path is changing at all times.
Having had a much needed in depth discussion, I have come to the realisation that I must keep the sections to my inquiry separate when it comes to creating the final questionnaire. Through research and studying, I have discovered that students are affected mainly by adolescence, experience of training and their teachers. I should like to keep similarly related questions together so that I gain the answers and feedback I am looking for. Having a mix or unclear lay out may put participants off. Having sub questions to my main inquiry title will allow further in depth research and gives me the opportunity to have a controlled 'branching out' to reach other related topics.
I am also aware of the order in which I have my multiple choice answers, I mustn't have my own opinion/personally chosen answer at the top each time etc. I should like to make it fair - linking back to my ethical values, I do not want biased responses, especially being created on my behalf. I want every participant to be valued and every response considered and used to enable a equal inquiry.
I now also have other ideas on a few more questions to ask and how to word them along with the structure of all aspects to my inquiry. As I said before, I highly recommend an oral discussion with tutors! - trust me, it helps!!
Lest we forget
An update on my phone conversation with +Paula Nottingham ...
It was really useful talking through each of the requirements needed for module 3 and to understand where I am up to with each and where I can improve and develop in certain areas.
I won't go into the nitty gritty of my own work but I really liked how Paula stated than within an inquiry one "can change their view if they want". This is really key to me adding the word 'can' (as previously discussed) into my inquiry title. I am now able to look beyond, explore a variety of ideas and not be afraid of debating, discussing and questioning more than one opinion. There will not be a right or wrong answer to my chosen question/title.. it's path is changing at all times.
Having had a much needed in depth discussion, I have come to the realisation that I must keep the sections to my inquiry separate when it comes to creating the final questionnaire. Through research and studying, I have discovered that students are affected mainly by adolescence, experience of training and their teachers. I should like to keep similarly related questions together so that I gain the answers and feedback I am looking for. Having a mix or unclear lay out may put participants off. Having sub questions to my main inquiry title will allow further in depth research and gives me the opportunity to have a controlled 'branching out' to reach other related topics.
I am also aware of the order in which I have my multiple choice answers, I mustn't have my own opinion/personally chosen answer at the top each time etc. I should like to make it fair - linking back to my ethical values, I do not want biased responses, especially being created on my behalf. I want every participant to be valued and every response considered and used to enable a equal inquiry.
I now also have other ideas on a few more questions to ask and how to word them along with the structure of all aspects to my inquiry. As I said before, I highly recommend an oral discussion with tutors! - trust me, it helps!!
Friday, 8 November 2013
Oral discussion...
Friday 8th November 2013
I will blog properly over the weekend but just thought I'd update you all that I (finally!!) managed to have a phone call with Paula regarding my inquiry.. if you haven't done it already with your adviser, I strongly recommend it. Extremely useful, informative and it most definitely helped to fill in the gaps and set me on the correct path to go on forward.
If I'm honest I was feeling a little lost, I knew where I was and where I wanted to be but wasn't quite sure how I was going to get there. Having a good talk with Paula has enabled me to understand where I want to go next, what needs improvement and I now have a much clearer road ahead.
Let's keep talking BAPP students! I'm finding it really useful comparing ideas etc and reading everyone's blogs.. it's part of our criteria so without sounding bossy.... KEEP IT GOING :)
Watch this space for my new ideas and inquiry progress from my conversation with Paula.
I will blog properly over the weekend but just thought I'd update you all that I (finally!!) managed to have a phone call with Paula regarding my inquiry.. if you haven't done it already with your adviser, I strongly recommend it. Extremely useful, informative and it most definitely helped to fill in the gaps and set me on the correct path to go on forward.
If I'm honest I was feeling a little lost, I knew where I was and where I wanted to be but wasn't quite sure how I was going to get there. Having a good talk with Paula has enabled me to understand where I want to go next, what needs improvement and I now have a much clearer road ahead.
Let's keep talking BAPP students! I'm finding it really useful comparing ideas etc and reading everyone's blogs.. it's part of our criteria so without sounding bossy.... KEEP IT GOING :)
Watch this space for my new ideas and inquiry progress from my conversation with Paula.
Monday, 4 November 2013
Further feedback
Monday 4th November 2013
Having received feedback from Paula, it is really useful to know where I need to improve my writing and which questions I must answer to allow a thorough inquiry analysis. As the inquiry is still in progress, rather than re-writing it now, I shall be able to refer back to the feedback when writing more and my final copy. It has become clear to me that I must delve deeper into my words and ideas, give a detailed explanation of what I have discovered. I shall have to give evidence of the statements I give, include any relevant quotes to show how I have gone about doing something rather than just stating the obvious. It seems as though it could be quite time consuming but I am fully aware of the detail I must go into otherwise there would be no reasoning to my inquiry.
Having received feedback from Paula, it is really useful to know where I need to improve my writing and which questions I must answer to allow a thorough inquiry analysis. As the inquiry is still in progress, rather than re-writing it now, I shall be able to refer back to the feedback when writing more and my final copy. It has become clear to me that I must delve deeper into my words and ideas, give a detailed explanation of what I have discovered. I shall have to give evidence of the statements I give, include any relevant quotes to show how I have gone about doing something rather than just stating the obvious. It seems as though it could be quite time consuming but I am fully aware of the detail I must go into otherwise there would be no reasoning to my inquiry.
Wednesday, 30 October 2013
Inquiry Analysis
Tuesday 30th October 2013
I can't believe it is nearly November.. or the fact it has been three whole years since this:
I can't believe it is nearly November.. or the fact it has been three whole years since this:
Me as Sally from 'The Nightmare before Christmas' at Disneyland Paris 2010
I have just completed a 'taster' Inquiry Analysis and sent it on to Paula. I am interested to hear the feedback. I find it is great to learn what needs improvement and what you are doing correctly! It is best to establish what needs work now rather than later...
I am discovering that discussion with peers is both very interesting and most helpful. I am enjoying crossing paths with others as it allows me to discover more and question my own thoughts.
Keep chatting to me!
Monday, 28 October 2013
further thoughts
Monday 28th October 2013
Having done further research and reading I have come across this following article:
http://www.citraining.com/Teaching-the-Dance-Class-Strategies.html
(+sarah r and +Clare Orlandi you may like to read this also!)
I am particularly interested in the sections: 'Optimising the Self within Community' and 'Nurturing the Learner' and shall discuss my thoughts...
Optimising the Self within Community
Here we are seeing the opportunity for teachers to allow their students to feel at one with themselves, understand both their physical and artistic approach to dance as well as their emotions and wellbeing. Helping students to truly know themselves will enable them to progress further within training but also develop as human beings. Keeping on a level with emotions and lifestyle (and your physicality and artistry in this case), gives us all the chance to aim high, understand how to challenge ourselves and push ourselves to our full potential without having any damaging effect.
Allowing both individual and group time with students gives a more personal approach and an opportunity for the dancers to interact with one another and to understand how regular discussion has great benefits. We can learn so much from each other but we must create the time to do so. Having the teacher involved will enable them to feel more connected with their students and perhaps to understand more about them and the way they feel in class.
"Such open discussion of individual differences also encourages students to appreciate each other’s qualities and learn from each other through observation and discussion" .
Nurturing the Learner
I feel that teachers are there to support their students both in and out side the studio space. Teachers should be approachable and dancers must be comfortable around them and feel able to discuss any issues that may occur. Without that connection, students may hide certain feelings or feel that they are unable to fully express themselves through their movement in class. Students should be nurtured to develop their dance skills but also their confidence and progression into adulthood. I believe teachers should be aware of the stages in which students are at and take note of each individual to enable personal development for everyone. All students will have a different way of learning and although it is a tricky job, their teacher should establish these needs and do their very best to give the students what they require.
This quote reflects my own thoughts, those of which I have already discussed on several occasions:
"The teacher can provide praise when improvement is demonstrated, and constructive criticism when changes and corrections are needed. Positive reinforcement can both inspire and motivate the dancer in class."
Reference
'Teaching the Dance Class: Strategies to Enhance Skill Acquisition, Mastery and Positive Self-Image ' - Lynda M. Mainwaring, Ph.D., C.Pysch., and Donna H. Krasnow, M.S.
Having done further research and reading I have come across this following article:
http://www.citraining.com/Teaching-the-Dance-Class-Strategies.html
(+sarah r and +Clare Orlandi you may like to read this also!)
I am particularly interested in the sections: 'Optimising the Self within Community' and 'Nurturing the Learner' and shall discuss my thoughts...
Optimising the Self within Community
Here we are seeing the opportunity for teachers to allow their students to feel at one with themselves, understand both their physical and artistic approach to dance as well as their emotions and wellbeing. Helping students to truly know themselves will enable them to progress further within training but also develop as human beings. Keeping on a level with emotions and lifestyle (and your physicality and artistry in this case), gives us all the chance to aim high, understand how to challenge ourselves and push ourselves to our full potential without having any damaging effect.
Allowing both individual and group time with students gives a more personal approach and an opportunity for the dancers to interact with one another and to understand how regular discussion has great benefits. We can learn so much from each other but we must create the time to do so. Having the teacher involved will enable them to feel more connected with their students and perhaps to understand more about them and the way they feel in class.
"Such open discussion of individual differences also encourages students to appreciate each other’s qualities and learn from each other through observation and discussion" .
Nurturing the Learner
I feel that teachers are there to support their students both in and out side the studio space. Teachers should be approachable and dancers must be comfortable around them and feel able to discuss any issues that may occur. Without that connection, students may hide certain feelings or feel that they are unable to fully express themselves through their movement in class. Students should be nurtured to develop their dance skills but also their confidence and progression into adulthood. I believe teachers should be aware of the stages in which students are at and take note of each individual to enable personal development for everyone. All students will have a different way of learning and although it is a tricky job, their teacher should establish these needs and do their very best to give the students what they require.
This quote reflects my own thoughts, those of which I have already discussed on several occasions:
"The teacher can provide praise when improvement is demonstrated, and constructive criticism when changes and corrections are needed. Positive reinforcement can both inspire and motivate the dancer in class."
Reference
'Teaching the Dance Class: Strategies to Enhance Skill Acquisition, Mastery and Positive Self-Image ' - Lynda M. Mainwaring, Ph.D., C.Pysch., and Donna H. Krasnow, M.S.
Sunday, 27 October 2013
another campus session catch up...
Sunday 27th October 2013
Having looked at Paula's blog and slideshow from the most recent campus session, I have decided to blog my thoughts and ideas from what I have read...
Immediately, she says to enjoy the Autumn. I certainly am, it's probably my favourite season (despite the current 80mph winds along Brighton seafront). The colours of Autumn are beautiful and I am starting to see some incredible hues around.. and leaves falling to the ground - or perhaps, being blown off their branches! The smell of bonfires and sounds of fireworks are yet to come but I enjoy the cooler air and having the chance to wrap up warm. It is an inspiring time of year with a lot to see and do.
Artefact
I have been thinking over my artefact and I should like my audience to be current dance students, preferably those whom are at a vocational school. I have been thinking of producing a leaflet/booklet type with relevant information inside. I am an extremely arty person, and should love to be able to produce and image as an artefact but unfortunately, I don't think it would give sufficient information or tell the viewers all that I want to say.
Focus
My main focus at the moment is to keep gathering information and to then produce and send out final questions. I am able to review my findings so far but will also have a lot more to question and analyse in a few weeks time. I also need to focus on oral communication, I should love to try and Skype Paula at some stage soon (when we find a convenient time for us both). I find that talking allows you to get your thoughts flowing. The more you speak out to someone, the more you realise and ideas seem to all begin to fall into place.
Reference
http://paulanottingham.blogspot.co.uk/2013/10/campus-session-2-for-module-3.html
Paula Nottingham, October 2013
Having looked at Paula's blog and slideshow from the most recent campus session, I have decided to blog my thoughts and ideas from what I have read...
Immediately, she says to enjoy the Autumn. I certainly am, it's probably my favourite season (despite the current 80mph winds along Brighton seafront). The colours of Autumn are beautiful and I am starting to see some incredible hues around.. and leaves falling to the ground - or perhaps, being blown off their branches! The smell of bonfires and sounds of fireworks are yet to come but I enjoy the cooler air and having the chance to wrap up warm. It is an inspiring time of year with a lot to see and do.
(My own photograph from three years ago in Paris)
Now moving onto inquiry related things!... I feel I am at stage 3 - 'carry out inquiry and activities'. I am testing questions, reading and have been trying to connect with students this week.
Literature and critical review
I like the idea of really thinking about what we are reading, analysing how it is said, meanings behind certain phrases and maybe question why we think the author may have used particular words or stated an opinion. I agree with Paula's exercise of 'reading aloud'. I feel reading something out makes you notice how things sounds or whether they are worded correctly and get the key points across. I shall try her idea of talking about my inquiry (whether it be to someone or myself) and write down key phrases I may use and any particular points that I feel essential for my critical review.
This shall all be my focus this week so that I am able to send Paula a couple of paragraphs of how I think my critical view will be. A draft let's say so that I get a feel for the writing and also can see if I am going along the correct path!Artefact
I have been thinking over my artefact and I should like my audience to be current dance students, preferably those whom are at a vocational school. I have been thinking of producing a leaflet/booklet type with relevant information inside. I am an extremely arty person, and should love to be able to produce and image as an artefact but unfortunately, I don't think it would give sufficient information or tell the viewers all that I want to say.
Focus
My main focus at the moment is to keep gathering information and to then produce and send out final questions. I am able to review my findings so far but will also have a lot more to question and analyse in a few weeks time. I also need to focus on oral communication, I should love to try and Skype Paula at some stage soon (when we find a convenient time for us both). I find that talking allows you to get your thoughts flowing. The more you speak out to someone, the more you realise and ideas seem to all begin to fall into place.
Reference
http://paulanottingham.blogspot.co.uk/2013/10/campus-session-2-for-module-3.html
Paula Nottingham, October 2013
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