Looking inward at how I engage with my current networks and using the campus session I became aware of the fact that I only engage with Networks 'Seasonally'. By this I mean I use them at times when work in a particular area is not fulfilling my needs as a professional. To have a really successful network I feel I need to put more effort into all contacts to secure the knowledge that I am available and capable of work. Therefore improving and developing my current networks.
Technology is the most convenient and effective way to keep connected. Conversely, It is still important to remember that social networking is also very effective. Word of mouth can be very powerful and I found when my classes started that most people had heard about the class through a friend or through someone that had participated before. As technology is progressing it is getting easier to rely on them, becoming lazy when it comes to connecting with people, particularly clients is something I am guilty of. When someone adds a personal touch or makes a special effort it is usually appreciated or reciprocated. I have to find a way to connect with potential clients in a way that reaches them on a personal level. Something to think about.
Our generation relies on technology for networking, it is ever increasing and will always be developing. Now that word of mouth doesn't reach so far and technology is growing it is getting easier to reach more people at a quicker rate. Advertising, through emails, posters, letters and leaflets.
I have a number of contacts including those I use through and with employers. A company sources clubs and PE Sessions in my area for me to coach. I teach for them everyday and we engage via email, phone calls and text messages. Text messages are the most effective way of contact when working, as I can not access emails or phone calls when driving or teaching. I can simply read a message when convenient. If I had a smart phone (with easy internet access) This would be a lot more effective, I could access my email account as well as phones messages.
There are many tools, nodes and methods in which I personally network, many of which discussed in my Campus Session Blog previous. The tool I feel I favor most is my phone. This I use to engage with all my employers and clients.
I have a dongle (USB Broadband) that allows me access to the internet when I am mobile but it is not always convenient to have a laptop on my person. This is a great tool that I use frequently when at home or at a friends house to get on with some much needed correspondence.
Various factors influence the capacity of nodes to form connections. Once a network has been established, the flow of information can move from one domain to another with relative ease. The stronger the connection between nodes, the more rapidly information will flow. (Seimens 2005) (http://www.astd.org/LC/2005/1105_seimens.htm)
I frequently use mobile phones and the internet, one node of which actively affects my day to day networking is email. I give, share and receive emails from colleagues, Friends, Employers and Agencies on a regular bases this keeps me connected and helps me organise my work.
Another node which is very important to me is Facebook. I use this social networking site to source clients from friends for dance classes. I use my status to advertise classes and use conversations on chat to get friends talking. I regularly receive emails from Dance Cast via Facebook, although I have yet to use this casting agency. This is because I am not in a 'season' that requires further development in this area of my professional practice. I have tried Linkedin I think if I had the time I could put a little more effort into usng this site to make meaningful positive professional connections.
I have friends that have contacts on various cruise ships. Once upon a time this was a career that I had thought I wanted to take up. Now, I admire the way in which my friends have networks that include at least a few performers/dance captains and choreographers on different contracts. Using their networking skills and these friendships, friends have managed to get new contracts traveling aboard better Cruise Liners.
This is apparent on Facebook. Using this social networking site to keep up with friends, little effort is needed to maintain these friendships. This applies to my own current networking skills and will help develop and maintain useful friendships. As Laura Jane Wier said it is important to make sure these friends do not feel used when you need them, I completely agree. Maintaining a caring attitude and using good social skills will keep these friendships ripe. After all, they probably have the same intentions as you. Once the affiliation has been made it if often the case that people want to help each other.
My ideal network would probably be in the educational field, people more qualified and experienced then I, that could help or advise me along the way. A larger network of successful professionals might actually help me decide on a career path. I think a pocket of friends in many fields of the industry would have great benefits. Agents, Directors, Producers, Teachers past and present, people still training and friends at the same level as I would all be people I would be interested in networking with.
Realistically, to improve my networks I need to spend more time to make connections with friends. At parties and get togethers I could actually network a little better and meet more people in the same industry, then keeping friendships and nurturing them using sites such as Facebook online.
I do not know enough about social networking online. If I'm honest other than Facebook, I like to stay away from new and unknown sites like Linkedin and Twitter, as I feel that I don't have enough time to put into them. I need to find time and I need to explore the wide spectrum of internet networking sites available to me.
From this I repeatedly see excuses that involve time. Maybe the actual fault at play here is organisation of time. I have found that I struggle to prioritise work and lack the motivation to correct this. New Year, New Resolutions, time to motivate, prioritise and organise my Professional Practice!
References:
'Connectivism: Learning as Network-Creation' By George Siemens
(http://www.astd.org/LC/2005/1105_seimens.htm)
Tuesday, 28 December 2010
Wednesday, 22 December 2010
Task 2d Inquiry
Where to start?
I wasn't sure where to start or what angle to go with. I suppose if im honest I am enthusiastic about choreography and performance. I love to create shapes that have a narrative or meaning. Dances that provoke thought or emotion to music that equally compliments the importance of the story, I find extremely rewarding.
I would like to find out more about the inspirations behind other choreographers particularly those in the field of contemporary dance. I like the idea of combining genres to create something different. When choreographing I try to think outside the box and I like to use subjects that express a proverb.
I love that I can use the dancing school I teach at as a blank canvass to create interesting pieces of performing art. In some classes in particular I can really explore difficult choreography as the students are at a standard of technique and flexibility equivalent to professionals.
I admire my dance teachers before me that created such interesting pieces. More so at the dancing school then at college. I found the teachers I had had something very special, I was lucky to learn from such professionals as they were working professionals themselves and still are.
I am really enthusiastic about combining styles of dance within a dance piece. Using music that you wouldn’t necessarily associate with certain dance styles I find really interesting and if you get it right quite beautiful. Using material to create shapes and work with I feel adds another dimension.
Money and lack of organisation frustrates me, I wish I could have a PA, not many people have this privilege and it’s something I could really benefit from. I am determined to improve admin and communication skills, by soldiering through everything I tackle asking as many questions as possible to those who support me. I am sad that I don’t have a bigger number of dancers to work with more often. For this I need money or funding to support wages etc. To alleviate my angst about limited funds, I choreograph for advanced students at the dancing school, this allows me to explore ideas and release some creative energy.
I admire choreographers that work with nothing that can dance and not worry about money and bills. Those who have nothing, but work so hard no matter what the outcome I envy the most. They have no interest in earning a living and strive for that one goal. I wish I had this motivation and faith. I have always backed myself up with employment and qualifications, I know this is very sensible of me. Maybe I need to be a little bit mad to be an innovator or choreographic genius. To win big time you have to gamble everything you’ve got, at present for me it is not practical to take this route, I aspire to learn and grow. One day, hopefully I can create something of my own that I can be proud of.
'What subject would create an interesting, thought provoking choreographical piece, combining different dance and music styles to portray something poignant?'
I wasn't sure where to start or what angle to go with. I suppose if im honest I am enthusiastic about choreography and performance. I love to create shapes that have a narrative or meaning. Dances that provoke thought or emotion to music that equally compliments the importance of the story, I find extremely rewarding.
I would like to find out more about the inspirations behind other choreographers particularly those in the field of contemporary dance. I like the idea of combining genres to create something different. When choreographing I try to think outside the box and I like to use subjects that express a proverb.
I love that I can use the dancing school I teach at as a blank canvass to create interesting pieces of performing art. In some classes in particular I can really explore difficult choreography as the students are at a standard of technique and flexibility equivalent to professionals.
I admire my dance teachers before me that created such interesting pieces. More so at the dancing school then at college. I found the teachers I had had something very special, I was lucky to learn from such professionals as they were working professionals themselves and still are.
I am really enthusiastic about combining styles of dance within a dance piece. Using music that you wouldn’t necessarily associate with certain dance styles I find really interesting and if you get it right quite beautiful. Using material to create shapes and work with I feel adds another dimension.
Money and lack of organisation frustrates me, I wish I could have a PA, not many people have this privilege and it’s something I could really benefit from. I am determined to improve admin and communication skills, by soldiering through everything I tackle asking as many questions as possible to those who support me. I am sad that I don’t have a bigger number of dancers to work with more often. For this I need money or funding to support wages etc. To alleviate my angst about limited funds, I choreograph for advanced students at the dancing school, this allows me to explore ideas and release some creative energy.
I admire choreographers that work with nothing that can dance and not worry about money and bills. Those who have nothing, but work so hard no matter what the outcome I envy the most. They have no interest in earning a living and strive for that one goal. I wish I had this motivation and faith. I have always backed myself up with employment and qualifications, I know this is very sensible of me. Maybe I need to be a little bit mad to be an innovator or choreographic genius. To win big time you have to gamble everything you’ve got, at present for me it is not practical to take this route, I aspire to learn and grow. One day, hopefully I can create something of my own that I can be proud of.
'What subject would create an interesting, thought provoking choreographical piece, combining different dance and music styles to portray something poignant?'
Campus session; The Networked Professional
It has taken me a while to publish this one. I wanted to give it some more thought before I put it out there. I really enjoyed the Campus session on the 10/11/10. It was the only one I have been able to attend so far, I was starting to worry that I was missing too much and was relieved when I found that I could make it. This session was an opportunity to get to know other people on the BAPP course and to touch base with everyone and everything. This I feel was a day of networking. I met some very interesting people those including the course leaders and tutors. A worth while day.
We were first given some time to think about our current networks and how we use them. Individually we made mind maps of all our perceived networks there roles, benefits and possible outcomes, meanings, values and how we engage and interact with them. I was slow at start it wasn't something I had really actively considered before, I was a little nervous and self conscious, was I doing this right? I completed my current network map thinking about all the different elements that affect them and the way in which they affect me.
Leading the session Alan then asked us to pair up and discuss our thoughts and network maps. Natalie Less was my partner and we discussed our current networks and how some networks or 'friends' in the business can sometimes be negative. This is something that I had privately thought before and hadn't spoken out load about. I think this is really unfortunate, I have always tried to help others and I have told people about auditions etc. Maybe I'm not cut out for this cut throat business. We also had very similar networks and agreed on a lot of points.
In groups we discussed this further and came together to create a presentation on our thoughts and idea's. Joanna Adeyinka had a lot of ideas that really helped to put all our networks into specific groups. Together we discussed her idea of Giving, Receiving and Equals in network connections. For example; the idea that you give to your students, receive from your elders or agents and are equal to those in the same field.
In more detail we...
Give to;
-Students
-Friends
-Charity
-Up and coming performers
Receive from;
-Internet- Facebook, Starnow, Dancers Pro, Dance International and Emails from other Casting directors and Employers.
-Text - The Stage, Spotlight and Contacts Book.
-Individuals - Agent, Teachers/Tutors, Friends and People we may meet along the way.
Equal to;
-Past and present collegues
-Friends in the same field or at the same stage in career
-BAPP Students
Another idea is that networks are like ripples, or circles that surround us. However, the closer the circle to us does not always mean a better outcome can be achieved in comparison to a connection from further afield. Alan made a very good point on this and commented on frequency. We may have a lot of contact with close networks but may only ever get the same outcome from a network that we have contact with only once. Having a wide range of contacts is very important when networking.
We found that networks are seasonal. There are times in which certain networks will be incredibly useful and others when they may lay dormant. When and where these networks are most significant completely depends on ones employment at the time. For example, while I am working in Primary Schools, in after school clubs, I do not need to be sourcing contacts that can get me more of the same work when I am already fully booked. The same applies when auditioning. When I did not have a contract connections were far more important. In contrast, as discussed in the session, it is always essential to keep contact with all areas of ones networks to stay current and in mind for future employment. One does not want to be 'Out of sight, out of mind!'
Accessing the above I feel I need to make more of an effort to keep up with my networks. Sourcing work using current networks and trying to expand these connections is something I need to work on.
We were first given some time to think about our current networks and how we use them. Individually we made mind maps of all our perceived networks there roles, benefits and possible outcomes, meanings, values and how we engage and interact with them. I was slow at start it wasn't something I had really actively considered before, I was a little nervous and self conscious, was I doing this right? I completed my current network map thinking about all the different elements that affect them and the way in which they affect me.
Leading the session Alan then asked us to pair up and discuss our thoughts and network maps. Natalie Less was my partner and we discussed our current networks and how some networks or 'friends' in the business can sometimes be negative. This is something that I had privately thought before and hadn't spoken out load about. I think this is really unfortunate, I have always tried to help others and I have told people about auditions etc. Maybe I'm not cut out for this cut throat business. We also had very similar networks and agreed on a lot of points.
In groups we discussed this further and came together to create a presentation on our thoughts and idea's. Joanna Adeyinka had a lot of ideas that really helped to put all our networks into specific groups. Together we discussed her idea of Giving, Receiving and Equals in network connections. For example; the idea that you give to your students, receive from your elders or agents and are equal to those in the same field.
In more detail we...
Give to;
-Students
-Friends
-Charity
-Up and coming performers
Receive from;
-Internet- Facebook, Starnow, Dancers Pro, Dance International and Emails from other Casting directors and Employers.
-Text - The Stage, Spotlight and Contacts Book.
-Individuals - Agent, Teachers/Tutors, Friends and People we may meet along the way.
Equal to;
-Past and present collegues
-Friends in the same field or at the same stage in career
-BAPP Students
Another idea is that networks are like ripples, or circles that surround us. However, the closer the circle to us does not always mean a better outcome can be achieved in comparison to a connection from further afield. Alan made a very good point on this and commented on frequency. We may have a lot of contact with close networks but may only ever get the same outcome from a network that we have contact with only once. Having a wide range of contacts is very important when networking.
We found that networks are seasonal. There are times in which certain networks will be incredibly useful and others when they may lay dormant. When and where these networks are most significant completely depends on ones employment at the time. For example, while I am working in Primary Schools, in after school clubs, I do not need to be sourcing contacts that can get me more of the same work when I am already fully booked. The same applies when auditioning. When I did not have a contract connections were far more important. In contrast, as discussed in the session, it is always essential to keep contact with all areas of ones networks to stay current and in mind for future employment. One does not want to be 'Out of sight, out of mind!'
Accessing the above I feel I need to make more of an effort to keep up with my networks. Sourcing work using current networks and trying to expand these connections is something I need to work on.
Tuesday, 14 December 2010
Task 2c Reflective Theory
My engagement with reflective practises is something I have never really thought about. Taking a moment to reflect on this induces the realisation that I am regularly using tools on a daily basis. I constantly jot notes, thoughts and ideas down in dairies and sometimes just on pieces of paper. For the most part to get thoughts out of my brain and into some sort of order. Lists and bullet points are frequently found on any scrap piece of paper littering the house, as well as in folders, books and even my phone calendar. When I have a moment of nothing, when my brain is whirling, I’ll write a list or make some sort of mind map. I have done this from a very young age. To start with it was just so I could sleep at night, to silence my wittering brain. However, more recently in my professional subdivision of my life, writing lists, tables and notes, is a frequent mind release of mine. An opportunity to reflect and digest all the information I am presented with on a day to day basis.
Moreover, I regularly record videos of choreographed pieces so I can later look at the outcome and reflect on the use of music, space and shapes created. This is something I did without conscious thought, I was unaware that habitually I used this process to aid my professional work. Frequently I would use feedback from students as a line of reflection, a chance to get back to basics and really discuss progress. I suppose in many ways something as simple as a facebook status is a moment of reflection. How you are feeling at that moment or what you choose to write is an instant of juncture, when you find the words to express a certain position, emotion or opinion.
Looking outward at what other people have written and said about reflection it's obvious it is an important part of learning and development, whether professional or personal.
My own reflection does loosely fit within John Dewey's (1930) ideas of reflective thought and experience. My own engagement in 'reflective thought' through 'consciousness of the experience' is how I learn to improve teaching techniques. The thought process's when watching a piece I have choreographed (recorded on video) or when simply choreographing and adapting movements for a particular individual, could be considered an ‘active, persistent, and careful consideration' of 'supposed form of knowledge' (Dewey, 1933). Furthermore, when choreographing and teaching a dance to a pupil, movements may change or be adapted for aesthetic reasons, or even because a dancer is not as flexible as first perceived. Therefore, I am learning what the dancer is capable of and what I can create using his or hers best attributes, through the teaching experience.
David Kolb's (born 1939) learning cycle is useful for understanding one’s own process of reflection, finding the point in which one finds a meaning and starts to learn. I hadn't previously considered these processes and thought imprudently that reflection was just ones opinion of a certain moment or event. Acknowledging these stages of learning from experience helps me grasp the idea of reflection. Using this cycle I imagine I enter the cycle at the 'Concrete experience' stage. I usually go head first into everything I do and then think about the consequences later. When teaching a class I feel that sometimes a teaching plan has to be very flexible when the pupils are very young. On the other hand, preparation is needed, so here I enter the cycle at 'Active experimentation'. Actually using the cycle will help me plan lessons for example;
Active Experimentation (Convergers and Accommodators)
• Lesson Plan; Teach choreography for new dance and trying it out on the children.
Concrete Experience (Divergers and Accommodators)
• Teaching choreography using imagery and repetition.
Reflective Observation (Divergers and Assimilators)
• Some children struggled and couldn't keep up, others thrived with the challenge.
Abstract Conceptualisation (Assimilators and Convergers)
• Will use differentiation when teaching choreography.
• Children struggling are to dance choreography without arm movements.
• Children thriving are to dance with arm movements and maybe directions.
Active Experimentation
• Improved level of concentration.
• Choreography performed at a better standard.
I enter the cycle at 'Active Experimentation', here I have learnt that differentiation improves a classes performance.
I researched for other theories on the internet and found interesting critiques from theorists that I have already discussed and from others, some on Wikipedia. Looking more at David Kolb's model;
'The resulting learning styles are combinations of the individual’s preferred approaches.' (http://en.wikipedia.org/wiki/Learning_styles)
Combining the learning cycle and an individual’s preferred learning approach according to Kolb is how one finds their learning style. A Converger being a practical problem solver, a Diverger being imaginative and can see problems from another’s perspective, an Assimilator is seen to be good at reasoning, and an Accommodator is a doer rather than a thinker. I feel primarily I am a combination of a Diverger and an Accomodator, which looking back at the cycle places me again at Concrete Experience. While actively thinking about reflection from now on, I hope I can be more flexible in the way that I approach learning.
Howard Gardener and Fleming's VAK/VARK model looks at intelligence in a number of ways. This theory I feel I can relate easily to. It talks about:
• Visual learners
• Auditory learners
• Reading/writing-preference learners
• Kinesthetic learners or tactile learners
Within Gardner’s theory there are seven intelligences many of which, as a combination I fit into. I deduce, I am a Musical, Body Kinaesthetic learner. Knowing the different types of intelligences can be a useful tool. When teaching I need to be aware of the different ways in which one learns and need to remember that not everyone learns in the same way as I do therefore changing my teaching techniques accordingly to suit individuals within a class.
Donald Schon's (1983, 1987) theory of reflection-in-action is similar to Dewey's active experimentation, when teaching a class and children become bored and disruptive it is important that I adapt, reacting accordingly. To assure a successful class ensues, I then need to recapture the childrens' imaginations and change teaching technique. Robert Kottcamp's on-line theory, also describes reflection in action, he explains as an academic that it is harder to achieve. I disagree as other performers would, that in fact as a dancer it is easier to reflect change and adapt in action. I particularly enjoyed reading about Laura Weirs experience when another dancer in her cast had a costume mishap and exited the stage mid performance. The other dancers managed to dance and adapt accordingly without a single word uttered. This is a great example of Kottcamp's reflection on-line theory. Dancers often have to be prepared for this in a class scenario We train for this and sometimes dance a choreographed piece on the other side or leg without a moment to stand and work it out, dancing via reflection-in-action.
When auditioning and dancing without being taught, as professional artists, we are the sole collectors of our own work. We have to think critically about our own ability, this is an example of the difference between learning physically and learning conceptually also underlined by Kottcamp.
Schon's reflection-on-action is similar to Dewey's reflective observation and Kottcamp's off-line theory.
Reflection-on-action is accomplished “off-line” at a time when full attention can be given to analysis and planning for the future without the imperative for immediate action…” (Kottcamp, R. B. (1990). Means for facilitating reflection. Education and Urban Society, 22, 182-203.)
As a teacher I feel it is important to make an effort to reflect on classes 'off-line' to help the planning process and general development of structure, to ensure progress throughout the year. Analysing teaching techniques, styles and there effectiveness towards differences in age, sex and ability is fundamental in reaching a child on a relative level. A level where both you are able to learn and grow.
My Journal writing is very important to me now. Using the framework of Reid and Moon, I now acknowledge the process of reflection through my day to day thoughts. I feel to reflect about what I am learning is important and will heighten my level of success. With the Journal I can keep my thoughts together, my ramblings are no longer on scraps of paper and I very much like the idea of writing poems, I had done this previously, but didn’t give them any real significance or active reflection. Now from these poems my mood is apparent and my thoughts clear thanks to Adesola's blog. Now I feel I ‘understand how to think and learn from' my 'experiences in practice and' can 'apply and monitor the outcomes of that learning’ (Moon 1999:42).
References:
http://en.wikipedia.org/wiki/Learning_styles
Akinleye. A (2010) Reflective Practices Reader
Kolb, D. 1984 Experiential Learning: Experience as the Source of Learning and Development Englewood Cliffs, NJ: Prentice Hall
Schön D (1983) The reflective practitioner. Basic Books: New York
Moon, J. (1999) Learning Journals. A Handbook for Academics, Students and Professional Development, Kogan Page Limited, London.
Kottcamp, R. B. (1990). Means for facilitating reflection. Education and Urban Society, 22, 182-203
Moreover, I regularly record videos of choreographed pieces so I can later look at the outcome and reflect on the use of music, space and shapes created. This is something I did without conscious thought, I was unaware that habitually I used this process to aid my professional work. Frequently I would use feedback from students as a line of reflection, a chance to get back to basics and really discuss progress. I suppose in many ways something as simple as a facebook status is a moment of reflection. How you are feeling at that moment or what you choose to write is an instant of juncture, when you find the words to express a certain position, emotion or opinion.
Looking outward at what other people have written and said about reflection it's obvious it is an important part of learning and development, whether professional or personal.
My own reflection does loosely fit within John Dewey's (1930) ideas of reflective thought and experience. My own engagement in 'reflective thought' through 'consciousness of the experience' is how I learn to improve teaching techniques. The thought process's when watching a piece I have choreographed (recorded on video) or when simply choreographing and adapting movements for a particular individual, could be considered an ‘active, persistent, and careful consideration' of 'supposed form of knowledge' (Dewey, 1933). Furthermore, when choreographing and teaching a dance to a pupil, movements may change or be adapted for aesthetic reasons, or even because a dancer is not as flexible as first perceived. Therefore, I am learning what the dancer is capable of and what I can create using his or hers best attributes, through the teaching experience.
David Kolb's (born 1939) learning cycle is useful for understanding one’s own process of reflection, finding the point in which one finds a meaning and starts to learn. I hadn't previously considered these processes and thought imprudently that reflection was just ones opinion of a certain moment or event. Acknowledging these stages of learning from experience helps me grasp the idea of reflection. Using this cycle I imagine I enter the cycle at the 'Concrete experience' stage. I usually go head first into everything I do and then think about the consequences later. When teaching a class I feel that sometimes a teaching plan has to be very flexible when the pupils are very young. On the other hand, preparation is needed, so here I enter the cycle at 'Active experimentation'. Actually using the cycle will help me plan lessons for example;
Active Experimentation (Convergers and Accommodators)
• Lesson Plan; Teach choreography for new dance and trying it out on the children.
Concrete Experience (Divergers and Accommodators)
• Teaching choreography using imagery and repetition.
Reflective Observation (Divergers and Assimilators)
• Some children struggled and couldn't keep up, others thrived with the challenge.
Abstract Conceptualisation (Assimilators and Convergers)
• Will use differentiation when teaching choreography.
• Children struggling are to dance choreography without arm movements.
• Children thriving are to dance with arm movements and maybe directions.
Active Experimentation
• Improved level of concentration.
• Choreography performed at a better standard.
I enter the cycle at 'Active Experimentation', here I have learnt that differentiation improves a classes performance.
I researched for other theories on the internet and found interesting critiques from theorists that I have already discussed and from others, some on Wikipedia. Looking more at David Kolb's model;
'The resulting learning styles are combinations of the individual’s preferred approaches.' (http://en.wikipedia.org/wiki/Learning_styles)
Combining the learning cycle and an individual’s preferred learning approach according to Kolb is how one finds their learning style. A Converger being a practical problem solver, a Diverger being imaginative and can see problems from another’s perspective, an Assimilator is seen to be good at reasoning, and an Accommodator is a doer rather than a thinker. I feel primarily I am a combination of a Diverger and an Accomodator, which looking back at the cycle places me again at Concrete Experience. While actively thinking about reflection from now on, I hope I can be more flexible in the way that I approach learning.
Howard Gardener and Fleming's VAK/VARK model looks at intelligence in a number of ways. This theory I feel I can relate easily to. It talks about:
• Visual learners
• Auditory learners
• Reading/writing-preference learners
• Kinesthetic learners or tactile learners
Within Gardner’s theory there are seven intelligences many of which, as a combination I fit into. I deduce, I am a Musical, Body Kinaesthetic learner. Knowing the different types of intelligences can be a useful tool. When teaching I need to be aware of the different ways in which one learns and need to remember that not everyone learns in the same way as I do therefore changing my teaching techniques accordingly to suit individuals within a class.
Donald Schon's (1983, 1987) theory of reflection-in-action is similar to Dewey's active experimentation, when teaching a class and children become bored and disruptive it is important that I adapt, reacting accordingly. To assure a successful class ensues, I then need to recapture the childrens' imaginations and change teaching technique. Robert Kottcamp's on-line theory, also describes reflection in action, he explains as an academic that it is harder to achieve. I disagree as other performers would, that in fact as a dancer it is easier to reflect change and adapt in action. I particularly enjoyed reading about Laura Weirs experience when another dancer in her cast had a costume mishap and exited the stage mid performance. The other dancers managed to dance and adapt accordingly without a single word uttered. This is a great example of Kottcamp's reflection on-line theory. Dancers often have to be prepared for this in a class scenario We train for this and sometimes dance a choreographed piece on the other side or leg without a moment to stand and work it out, dancing via reflection-in-action.
When auditioning and dancing without being taught, as professional artists, we are the sole collectors of our own work. We have to think critically about our own ability, this is an example of the difference between learning physically and learning conceptually also underlined by Kottcamp.
Schon's reflection-on-action is similar to Dewey's reflective observation and Kottcamp's off-line theory.
Reflection-on-action is accomplished “off-line” at a time when full attention can be given to analysis and planning for the future without the imperative for immediate action…” (Kottcamp, R. B. (1990). Means for facilitating reflection. Education and Urban Society, 22, 182-203.)
As a teacher I feel it is important to make an effort to reflect on classes 'off-line' to help the planning process and general development of structure, to ensure progress throughout the year. Analysing teaching techniques, styles and there effectiveness towards differences in age, sex and ability is fundamental in reaching a child on a relative level. A level where both you are able to learn and grow.
My Journal writing is very important to me now. Using the framework of Reid and Moon, I now acknowledge the process of reflection through my day to day thoughts. I feel to reflect about what I am learning is important and will heighten my level of success. With the Journal I can keep my thoughts together, my ramblings are no longer on scraps of paper and I very much like the idea of writing poems, I had done this previously, but didn’t give them any real significance or active reflection. Now from these poems my mood is apparent and my thoughts clear thanks to Adesola's blog. Now I feel I ‘understand how to think and learn from' my 'experiences in practice and' can 'apply and monitor the outcomes of that learning’ (Moon 1999:42).
References:
http://en.wikipedia.org/wiki/Learning_styles
Akinleye. A (2010) Reflective Practices Reader
Kolb, D. 1984 Experiential Learning: Experience as the Source of Learning and Development Englewood Cliffs, NJ: Prentice Hall
Schön D (1983) The reflective practitioner. Basic Books: New York
Moon, J. (1999) Learning Journals. A Handbook for Academics, Students and Professional Development, Kogan Page Limited, London.
Kottcamp, R. B. (1990). Means for facilitating reflection. Education and Urban Society, 22, 182-203
Sunday, 5 December 2010
Tackling 2a and 2b The Journal writing experience
The journal initially was a daunting prospect but after I got used to the idea it became useful for reflection. I find myself in a process of reflection when writing it and also when I came back to it the following week. It is particularly interesting to see the pattern of my mood and how the events in a specific day affect it. I haven't noticed before, but certain days repeatedly left me drained and in a generally bad mood, where as others motivate me and I felt energised. These negative days are days that I should take a second look at, maybe the lessons I teach on these days are not for me. Furthermore, using reflection I can now plan ahead better and alleviate problems that may occur during these days in future.
The journal is a useful tool in reflection in that it has helped me create my own professional identity in text. Reflection is something I find I do in action as discussed in SCHON, D.A. (1983) The reflective practitioner: how professionals think in action.
The Overview of tasks for part 2 explains; 'the modern world values and relies so heavily on the written word as part of my professional development.' I will try to learn through problem solving and 'puzzle through' thinking in words. Using a journal will help me look at what, where and how my thinking has changed through reflection.
Starting the task...
I approached the task by starting small with short comments and general thoughts. In time I developed my writing about thoughts, feelings and idea's from a personal perspective and created an identity of which I could reflect through. Furthermore, looking outwardly at how my actions effect others and see it from an others point of view. From clients, pupils and employers perspective I could learn a lot about myself. I particularly like the idea of writing from the view of another spectator/participant to help reflection. I think this would be a great way to add another dimension to the reflective practitioner. I want to explore finding a way to reflect through a journal using experience and learning through using the web tools.
OK, looking back at my Journal from the past few weeks I'm going to use a particularly busy day from the beginning of the month. I have chosen this day as it seems in the past I haven't used reflection constructively on this day previously.
Saturday 13th November
I taught at a local dance school starting at 9am. I started with baby classes of ISTD Ballet, Tap and Modern. The chidren were very excitable and uniforms had arrived. Parents came into the class room, it was rather unorganised, parents took uniforms and not all parents paid. The parents that paid left in a hurry without giving me time to write reciepts. I was stressed! Especially because the first class started at 9 am and the last child and parent did not arrive till 9.15am. 'I need a helper or more time' I thought to myself. How would I do this myself in future to prevent the unorganised messy event that had unfolded?
Once parents had left and the children and I were focused, a productive class ensued. I managed to start all three dances for our christmas presentation as planned. Time management I think is my biggest issue. Even during the class on my own I had to tie 12 pairs of tap shoes, it was trying as the children tend to try and tie them themselves and knot their laces beyond untangling! I need a helper! Toilet trips are only allowed at break times. However, sometimes to avoid puddles children have to be escorted out of the class. There is only one toilet and as many know once one three year old has decided she or he is desperate to relieve themselves the rest of the class is adamant that any minute now they are going to have an accident. Another job for a helper I think?
The dances that I started seem to hold attention well and the choreography was appropriate. I hope they remember it for next week! (They won't).
The class finished and another army of children and parents came stampeding through the door (the studio is only one room, children have to change in the same room). This time parents had ignored my wishes to wait outside as it was cold and I struggled to see children over parents. I managed to keep it together, children were safely collected and another party of parents had paid or stolen a uniform. Only this time I managed to grab a pen and paper to write everything down ready for invoices and book keeping. Thank goodness, progress.
Due to noisy start of class the children were a little unsettled and I had to adopt a few focus games to help them gain composer (I think this is a good example of reflection in action and adapting appropriately). Ballet, Tap and Modern took place without a hitch. Focus games seemed to work. Three more dances have been started. An unexpected surge of emotion from one child did slow us down in tap, but I think this was due to lack of confidence, the child seemed relieved when I explained that everyone struggles at something and that practicing at home this week will help her catch up. Another successful class.
After this I felt, unorganised, overwhelmed negative and stressed. The parents got to me. I need to be firmer with the dance school rules. I was thinking of ways to overcome such problems in the future. A desk, a helper and a queue of lovely quiet parents sprung to mind. I did not expect the parents to act like this. As a result I was unprepared, which made me agitated and unhelpful when questions were asked because of my lack of calm, constructive thinking.
List of things that come to mind about the day;
Busy
Fast
Cold
Frustration
Children disoreintated
Imagery and fun
Christmas (Music)
Excitement
Repetition (memory)
The ballet classes went particularly well today. The children were calm and focused well. There wasn't a need to deviate from my lesson plan, as I had kept the plan simple and flexible. The choreography was learnt to a satisfactory standard. Technique will need a little work. The children liked the familiarity of the Christmas music and found guessing which instrumental piece fun (Jingle bells and Rudolf the Red Nosed Reindeer instrumentals).
I have learn't that sometimes parents are more worried about separation then the child her/himself. That I need to be more organised when it comes to informing parents of what they need to do and when. I discovered that I need more help in the mornings with paperwork from another member of staff. Moreover, to avoid conversations with parents at the beginning of classes in future, I will try to encourage parents to talk to me at the end of classes.
I would love to have a reception area, changing rooms and staff to help with the mornings proceedings. More than one toilet and proper heating. I would really like to have parents that spoke about problems etc to my employer and not me. I would love to have lots and lots of money to build my own specifically designed venue for just the purpose of a dance school. I would hate to ever have a child injure themselves due to an activity in a class of mine.
Another View...
We were late and we were rushing my brother had been sick in the car, Mum was not happy. When we went through the first set of doors there were lots of tall people standing around me, mainly Mums and Dads. I could see Sophia, I waved, I like Sophia we have a few dances together in the show.
It was time to go in to the studio. I'm not changed and I have a lot of layers to get out of, Mum helps, we are rushing, she needs to clean the car and drop my brother off at football. Clothes off Ballet kit on. I give Mum a kiss goodbye and I can see her talking to Miss Aby. I think she is paying for my uniform. My Uniform is purple and the jumper has my name on it! I wonder if I can wear it when I get home? I want to wear it now. It's cold I'm only in my leotard now but we are getting warmer, Sophia and I are running around playing tick it's fun! Miss Aby Shouts! We are not to play now. We stand on our spots ready and wait for the all the fuss to stop. Miss Aby is happy now we are standing nicely and listening. We play a game and have a laugh at our silly faces in the mirror. I can't wait to learn our new Christmas dance!
Ballet was the best as I like the pretty music and pretending to be fairies in the garden. Tap was good too! The new dance was hard and I was really worried because everyone else could do it, I cried. Miss Aby told me that it was OK. She told me to practice which will help. I wish she had helped me there and then because I don't know what to practice and I'm worried that I will practice it wrong.
There are many elements in a class that I value, the childrens discipline and motivation to work hard, the childrens laughter and their desire to learn more and their overall zest for dance. This made me enthusiastic and as everyone knows a child's laughter is infectious and everything else is only positive and incredibly rewarding.
Next time I feel more time is needed. I hadn't understood why I could not cope and effectively resolve problems at the beginning the class. Maybe If I allocated a specific time at the end of a class when parents can ask questions, I will only need to answer questions once without haste. If I write signs and letters to help inform the parents of all the information they needed then this will affirm any queries in the first place. Perhaps a comment box or 'question' note pad out front, that I could write in with the response or solution to a parents query. Many ideas I think I will explore in the future.
This day fits at the end of a long week, I see it as the climax, it is my most stressful but favoured day and of which I find most enjoyable. It is almost like an anchor, an axis of which the rest of my work revolves around. Therefore, in this course it is very important, as I wish to expand and create my own business not unlike this one.
I question constantly my ability to create such a business and treat it as valuable experience and training for my own purposes. I have to be realistic, I love teaching and dancing, the combination is a dream. However everyone needs a source of income and I conspire to earn a good living from a business of my own, doing exactly what I love. I think some people around me restrict me a little and take profit from my hard work. These people though, I rely on heavily, regularly seeking reassurance and the valuable experience I talk about. In time I will develop my own ways and means effectively, trying to do so without treading on the people I learnt so much from. Hopefully, this course will give me the confidence I need to branch out alone.
It emerged that although I have a few negative issues when comes to the way I feel or how my mood is affected by certain events, it is apparent I enjoy pressure and thrive on stress. I am surprised by this as I always saw stress as a bad thing. On the other hand, stress can be good. I have found an amount of stress is what boosts motivation and pushes boundaries. I need to make sure I keep the balance right for equilibrium.
Contemplating the ways to write, I particularly liked witting a journal from an others point of view. I am to paranoid about my own performance as a teacher in a lesson. A step back and a look at how a child thinks would help me find ways in which I can approach discipline and the use of different teaching techniques. Doing this and being able to differentiate between different abilities and characters too, will improve the outcome of the lesson.
Looking and taking Marks comment into consideration I really do think I worry too much, the children I teach are doing very well and enjoy my lessons, at the end of the day this is what matters. A positive mental attitude will help me through the tough days.
The journal is a useful tool in reflection in that it has helped me create my own professional identity in text. Reflection is something I find I do in action as discussed in SCHON, D.A. (1983) The reflective practitioner: how professionals think in action.
The Overview of tasks for part 2 explains; 'the modern world values and relies so heavily on the written word as part of my professional development.' I will try to learn through problem solving and 'puzzle through' thinking in words. Using a journal will help me look at what, where and how my thinking has changed through reflection.
Starting the task...
I approached the task by starting small with short comments and general thoughts. In time I developed my writing about thoughts, feelings and idea's from a personal perspective and created an identity of which I could reflect through. Furthermore, looking outwardly at how my actions effect others and see it from an others point of view. From clients, pupils and employers perspective I could learn a lot about myself. I particularly like the idea of writing from the view of another spectator/participant to help reflection. I think this would be a great way to add another dimension to the reflective practitioner. I want to explore finding a way to reflect through a journal using experience and learning through using the web tools.
OK, looking back at my Journal from the past few weeks I'm going to use a particularly busy day from the beginning of the month. I have chosen this day as it seems in the past I haven't used reflection constructively on this day previously.
Saturday 13th November
I taught at a local dance school starting at 9am. I started with baby classes of ISTD Ballet, Tap and Modern. The chidren were very excitable and uniforms had arrived. Parents came into the class room, it was rather unorganised, parents took uniforms and not all parents paid. The parents that paid left in a hurry without giving me time to write reciepts. I was stressed! Especially because the first class started at 9 am and the last child and parent did not arrive till 9.15am. 'I need a helper or more time' I thought to myself. How would I do this myself in future to prevent the unorganised messy event that had unfolded?
Once parents had left and the children and I were focused, a productive class ensued. I managed to start all three dances for our christmas presentation as planned. Time management I think is my biggest issue. Even during the class on my own I had to tie 12 pairs of tap shoes, it was trying as the children tend to try and tie them themselves and knot their laces beyond untangling! I need a helper! Toilet trips are only allowed at break times. However, sometimes to avoid puddles children have to be escorted out of the class. There is only one toilet and as many know once one three year old has decided she or he is desperate to relieve themselves the rest of the class is adamant that any minute now they are going to have an accident. Another job for a helper I think?
The dances that I started seem to hold attention well and the choreography was appropriate. I hope they remember it for next week! (They won't).
The class finished and another army of children and parents came stampeding through the door (the studio is only one room, children have to change in the same room). This time parents had ignored my wishes to wait outside as it was cold and I struggled to see children over parents. I managed to keep it together, children were safely collected and another party of parents had paid or stolen a uniform. Only this time I managed to grab a pen and paper to write everything down ready for invoices and book keeping. Thank goodness, progress.
Due to noisy start of class the children were a little unsettled and I had to adopt a few focus games to help them gain composer (I think this is a good example of reflection in action and adapting appropriately). Ballet, Tap and Modern took place without a hitch. Focus games seemed to work. Three more dances have been started. An unexpected surge of emotion from one child did slow us down in tap, but I think this was due to lack of confidence, the child seemed relieved when I explained that everyone struggles at something and that practicing at home this week will help her catch up. Another successful class.
After this I felt, unorganised, overwhelmed negative and stressed. The parents got to me. I need to be firmer with the dance school rules. I was thinking of ways to overcome such problems in the future. A desk, a helper and a queue of lovely quiet parents sprung to mind. I did not expect the parents to act like this. As a result I was unprepared, which made me agitated and unhelpful when questions were asked because of my lack of calm, constructive thinking.
List of things that come to mind about the day;
Busy
Fast
Cold
Frustration
Children disoreintated
Imagery and fun
Christmas (Music)
Excitement
Repetition (memory)
The ballet classes went particularly well today. The children were calm and focused well. There wasn't a need to deviate from my lesson plan, as I had kept the plan simple and flexible. The choreography was learnt to a satisfactory standard. Technique will need a little work. The children liked the familiarity of the Christmas music and found guessing which instrumental piece fun (Jingle bells and Rudolf the Red Nosed Reindeer instrumentals).
I have learn't that sometimes parents are more worried about separation then the child her/himself. That I need to be more organised when it comes to informing parents of what they need to do and when. I discovered that I need more help in the mornings with paperwork from another member of staff. Moreover, to avoid conversations with parents at the beginning of classes in future, I will try to encourage parents to talk to me at the end of classes.
I would love to have a reception area, changing rooms and staff to help with the mornings proceedings. More than one toilet and proper heating. I would really like to have parents that spoke about problems etc to my employer and not me. I would love to have lots and lots of money to build my own specifically designed venue for just the purpose of a dance school. I would hate to ever have a child injure themselves due to an activity in a class of mine.
Another View...
We were late and we were rushing my brother had been sick in the car, Mum was not happy. When we went through the first set of doors there were lots of tall people standing around me, mainly Mums and Dads. I could see Sophia, I waved, I like Sophia we have a few dances together in the show.
It was time to go in to the studio. I'm not changed and I have a lot of layers to get out of, Mum helps, we are rushing, she needs to clean the car and drop my brother off at football. Clothes off Ballet kit on. I give Mum a kiss goodbye and I can see her talking to Miss Aby. I think she is paying for my uniform. My Uniform is purple and the jumper has my name on it! I wonder if I can wear it when I get home? I want to wear it now. It's cold I'm only in my leotard now but we are getting warmer, Sophia and I are running around playing tick it's fun! Miss Aby Shouts! We are not to play now. We stand on our spots ready and wait for the all the fuss to stop. Miss Aby is happy now we are standing nicely and listening. We play a game and have a laugh at our silly faces in the mirror. I can't wait to learn our new Christmas dance!
Ballet was the best as I like the pretty music and pretending to be fairies in the garden. Tap was good too! The new dance was hard and I was really worried because everyone else could do it, I cried. Miss Aby told me that it was OK. She told me to practice which will help. I wish she had helped me there and then because I don't know what to practice and I'm worried that I will practice it wrong.
There are many elements in a class that I value, the childrens discipline and motivation to work hard, the childrens laughter and their desire to learn more and their overall zest for dance. This made me enthusiastic and as everyone knows a child's laughter is infectious and everything else is only positive and incredibly rewarding.
Next time I feel more time is needed. I hadn't understood why I could not cope and effectively resolve problems at the beginning the class. Maybe If I allocated a specific time at the end of a class when parents can ask questions, I will only need to answer questions once without haste. If I write signs and letters to help inform the parents of all the information they needed then this will affirm any queries in the first place. Perhaps a comment box or 'question' note pad out front, that I could write in with the response or solution to a parents query. Many ideas I think I will explore in the future.
This day fits at the end of a long week, I see it as the climax, it is my most stressful but favoured day and of which I find most enjoyable. It is almost like an anchor, an axis of which the rest of my work revolves around. Therefore, in this course it is very important, as I wish to expand and create my own business not unlike this one.
I question constantly my ability to create such a business and treat it as valuable experience and training for my own purposes. I have to be realistic, I love teaching and dancing, the combination is a dream. However everyone needs a source of income and I conspire to earn a good living from a business of my own, doing exactly what I love. I think some people around me restrict me a little and take profit from my hard work. These people though, I rely on heavily, regularly seeking reassurance and the valuable experience I talk about. In time I will develop my own ways and means effectively, trying to do so without treading on the people I learnt so much from. Hopefully, this course will give me the confidence I need to branch out alone.
It emerged that although I have a few negative issues when comes to the way I feel or how my mood is affected by certain events, it is apparent I enjoy pressure and thrive on stress. I am surprised by this as I always saw stress as a bad thing. On the other hand, stress can be good. I have found an amount of stress is what boosts motivation and pushes boundaries. I need to make sure I keep the balance right for equilibrium.
Contemplating the ways to write, I particularly liked witting a journal from an others point of view. I am to paranoid about my own performance as a teacher in a lesson. A step back and a look at how a child thinks would help me find ways in which I can approach discipline and the use of different teaching techniques. Doing this and being able to differentiate between different abilities and characters too, will improve the outcome of the lesson.
Looking and taking Marks comment into consideration I really do think I worry too much, the children I teach are doing very well and enjoy my lessons, at the end of the day this is what matters. A positive mental attitude will help me through the tough days.
Friday, 3 December 2010
Tea with sugar!
I was stressing the other night, had an actual melt down! I haven't blogged for a while because of work commitments and looked through the reader to get an idea where everyone was at. I have been writting my journel and after this weekend I think ill be up to date (I have a lot of drafts to publish). I suppose I was nervous of posting them incase they were wrong or bad. After a conversation with Paula Nottingham, reading through and researching, I now realise there is no wrong, theres just progress. I've got to take this as it comes and learn as I go, so the tasks are coming! Promise!
Tea with sugar? The cure to my melt down! Feeling a lot better now. Prioritising and organisation will be improving day by day! (Hopefully).
Tea with sugar? The cure to my melt down! Feeling a lot better now. Prioritising and organisation will be improving day by day! (Hopefully).
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