Recently I have sent messages on facebook to get an idea of what college level education was like in my area. I asked an ex-student a few questions just to clarify information for my Inquiry.
Qs 1 Have you or are you training in further or higher education Dance/Musical Theatre?
"I Completed BTEC National Diploma in Dance"
Qs 2 How many hours a week are or where dedicated to academic lessons and what where they?
"In the first year we had one hour of contextual studies, in second year one hour of business studies and one hour of dance appreciation. (Group tutorial was an hour for both years)"
Qs 3 How many hours a week are or where dedicated to physical training? e.g. Ballet, Tap, Modern, jazz...
"One hour of ballet a week sectioned into advanced and beginners, one hour of commercial, 3 hours of contemporary, 1 hour contact improvisation, 1 hour choreography, 2 hours fitness, and an hour and a half of Musical Theatre in the first year. We had one hour of ballet, an hour and a half of jazz, one hour of tap, one hour of dance appreciation, and 4 hours of contemporary in the second year".
Qs 4 What are the good aspects of this course?
"I feel the College offered a variety of styles in dance, the business, context and dance appreciation lessons open your eyes to the 'behind the scenes' work that goes into the performances of professional companies. The college has links to youth dance companies offering great opportunities which is great. They also give you the time to decide if you want to advance your skills in dance through university.
Qs 5 What are the bad aspects of this course?
"I feel the teaching staff could have been stronger, a majority of the staff members had to get pupils to demonstrate movements as they couldn't perform them! No discipline, the classes were unruly and students were just plain rude, they spoiled it for people who genuinely wanted to learn. For people with previous dance experience there is not much of a challenge because of the vast range of levels. I found that teachers had extreme favoritism!!!!!!!"
Qs 6 How do you feel the course you are doing could be improved?
"There needs to be separate classes for each level to enable a challenge for advanced dancers and to encourage dancers starting out. I think teaching staff needed an improvement, dramatically! When a teacher can't do a standard split leap without bending their knees and having to get a pupil to demonstrate properly, makes you question how you're meant to learn. More discipline, and respect for teachers is needed so less time is wasted in class."
Saturday, 30 April 2011
Friday, 22 April 2011
6b Critical reflection
Critical reflections on the relative merits of the four tools in addressing my questions
Tool 1: Survey
The survey I created was not appropriate for my new evaluated Inquiry. The questions I used were to find out how people viewed their own experience of dance within education mostly at a primary level.
"For a survey to be useful in the process of Inquiry I need the questions and answers to be specific in there intention and delivery. I now realise what I need to do to improve my survey."
The pilot survey served a purpose. I learnt how to a use a survey using Survey Monkey appropriately and found the relative merits and limits in addressing my questions that relate to the workplace and the particular sector of knowledge I am looking to accumulate.
Advantages
Tool 2: Pilot Interview
The interview I first conducted was over the phone with a past student of mine who is now in professional training. I started with a structured approach as I asked questions about the facts, for example; where she is training, and then a semi structured discussion took place were opinions, hopes and aspirations were visited. I wanted to understand how this individual felt about her training past and present and what she would hope to achieve in the near future and there after. This way I could get a real clue as to what her experiences have been within the area of knowledge I am looking to acquire and how advanced dance training is going to equip her for the big wide world.
Advantages
Disadvantages
For this tool I had to have two different focus groups. One was with past and present students and the other with friends who had undergone advanced dance training in the past.
For the first group I asked about their advanced dance training, one student is a first year training in London at a well known dance college three others are at a government funded college in the area (on different courses) and two others are studying A-levels, all are training in advanced dance. I wanted to ask them about their experiences and what they are looking to achieve. Where they were now in their progress and their future potential.
With my second focus group I talked to two ex-professional dancers who had had very successful careers and who had under gone career transition, two dancers dancing professionally at the moment and an old friend who I took advanced training with and whose career had took a completely different direction. Again here I wanted to compare experiences and the reality of a career in dance and relative success after advanced dance training.
For ethical reasons I previously seeked permition from participants, participants parents if the student was under 18 and from my own employer.
Advantages
Disadvantages
Tool 4: Pilot Observation
For my pilot observation I observed fellow participants within an advanced class I took part in. I studied their reactions, recall, level of dance technique and how their own previous training got them where they were now. One student was in her 3rd year at a very prestigiouse college in London another was looking to take her advanced exams and others were about to embark on a career of dance all were friendly and welcoming.
Advantages
Tool 1: Survey
The survey I created was not appropriate for my new evaluated Inquiry. The questions I used were to find out how people viewed their own experience of dance within education mostly at a primary level.
"For a survey to be useful in the process of Inquiry I need the questions and answers to be specific in there intention and delivery. I now realise what I need to do to improve my survey."
Abygail Martin, Blog: Wednesday, 20 April 2011, 6a Pilot Survey
The pilot survey served a purpose. I learnt how to a use a survey using Survey Monkey appropriately and found the relative merits and limits in addressing my questions that relate to the workplace and the particular sector of knowledge I am looking to accumulate.
Advantages
- An easy way to acquire information. Creating the survey with Survey Monkey was quick and uncomplicated with options to facilitate your line of questioning. The site was very helpful allowing for different types of questions that needed different methods of feedback. For example you could create a question that requested simple Yes and No answers (which are easier to compare) or a question that solicited more information making answers more personal and opinionated.
- Easy to access through other social networks on the internet. I found that I could access participants; my 'target audience' efficiently by posting the link on Facebook and my Blog and they could access it visa versa. This means I can get the answers I need from the appropriate participants with relative ease. Thus creating results that are comparable and fair.
- Sometimes answers were limited. The creator has to be very specific in the type of question they ask to ensure feedback is relevant. Comment boxes allowed for elaboration but I feel people did not tend to write detailed answers. I would have to be very clear of what information I needed and why the question was asked in the first place to help the participants understanding of their influence on my research. This may help accuracy.
- People may lie or be bias when answering questions for many reasons.
- The skipping of questions made comparison difficult. If someone wanted to skip a question I think it would be helpful to create a 'why box' to help the creator understand results.
Tool 2: Pilot Interview
The interview I first conducted was over the phone with a past student of mine who is now in professional training. I started with a structured approach as I asked questions about the facts, for example; where she is training, and then a semi structured discussion took place were opinions, hopes and aspirations were visited. I wanted to understand how this individual felt about her training past and present and what she would hope to achieve in the near future and there after. This way I could get a real clue as to what her experiences have been within the area of knowledge I am looking to acquire and how advanced dance training is going to equip her for the big wide world.
Advantages
- With an interview you can question feedback. Something might come up that was not expected and you are able to delve into information that you may not have come across with a simple survey. Surveys can be general. Interviews are personal and findings can be more accurate in result. Interviews are good for the interviewees understanding of the participants reasoning.
- One to one interview was relaxed and easy to follow.
- You can judge positive and negative reactions as you perceive them.
- As I am still in touch with participant it is easy to contact her and to record progress or developments.
Disadvantages
- Face to face interview would be a lot better. Some where neutral and comfortable so the conversation/discussion can flow naturally.
- As I had to take notes I had to pause the interview many times to take catch up on what was being said. This disruptive the natural flow of discussion, made it slightly uncomfortable with long silences and also added limits in itself as the participant didn't want to say to much for me to have to write (would use Dictaphone in future).
- As I knew the participant quite well and the participant being an ex-student, she was eager to impress. Answers may have been slightly exaggerated or underplayed according to what she thought I hoped the answers would be. I tried to stay platonic and professional without using my voice when asking a question to convey notes of persuasion. This was also difficult.
- Compared with the survey this process was very time consuming. I would imagine it would be more so if I had to arrange a face to face meeting, which will be the case in the near future. This will be difficult because of time scheduled commitments in the participants and my own timetable. Note taking was also tedious but necessary.
For this tool I had to have two different focus groups. One was with past and present students and the other with friends who had undergone advanced dance training in the past.
For the first group I asked about their advanced dance training, one student is a first year training in London at a well known dance college three others are at a government funded college in the area (on different courses) and two others are studying A-levels, all are training in advanced dance. I wanted to ask them about their experiences and what they are looking to achieve. Where they were now in their progress and their future potential.
With my second focus group I talked to two ex-professional dancers who had had very successful careers and who had under gone career transition, two dancers dancing professionally at the moment and an old friend who I took advanced training with and whose career had took a completely different direction. Again here I wanted to compare experiences and the reality of a career in dance and relative success after advanced dance training.
For ethical reasons I previously seeked permition from participants, participants parents if the student was under 18 and from my own employer.
Advantages
- With two focus groups I can compare results of an aspiring young dancer and a matured dance professional.
- Discussion took a life of its own which added to the complexity of the results.
- A array of opinions, hopes and realities were compared and work-shopped which was great for depth and variety unlike an interview with just one participant.
Disadvantages
- Some comments seemed contrived and were not natural due to saving face in front of other professionals/students.
- It was hard to host, take notes and engage while keeping track of the discussion and who had said what. I did not have a dictaphone as mine had broken so this is something I need to rectify for future meetings.
- As professionals usually work away it will be hard to get them back in the same room again for a while or contact them. Skype may help or even group messages on facebook like SIG.
- Very time consuming trying to arrange times that suited everyone.
- It was hard to get real answers to my questions and come to any finalised conclusions. However the different points of veiw were incredibly interesting.
Tool 4: Pilot Observation
For my pilot observation I observed fellow participants within an advanced class I took part in. I studied their reactions, recall, level of dance technique and how their own previous training got them where they were now. One student was in her 3rd year at a very prestigiouse college in London another was looking to take her advanced exams and others were about to embark on a career of dance all were friendly and welcoming.
Advantages
- It was fun, friendly and familiar. I enjoyed the experience.
- Everyone was positive and happy to help after I had explained the purpose of my observation.
- This is a primary source. I can see first hand natural reactions that are not contrived.
- I did not know any of the participants previously so didnt have any pre-conceived opinion or assuptions on individuials.
- The class occurs weekly so I can go back and record progress and developments.
- It was hard to ask everyone if they minded my observation before hand. Slightly embarrasing when I hadnt met them before. Also the participants may have behaved slightly different if they hadnt of known I was observing them. They may have adapted their behaviour. However, this would not have necessarily influenced results negatively. It would only mean individuals would have tried harder to impress, meaning I could see full ability and utility of their body.
- I wrote up my conclusions at the end of the class once I had arrived home. Maybe in the future it would be better to record the class to help with recall of occurances. I may have left important incidents out or completly missed them when particepating in the class. Furthermore, watching a class rather than participating would have been more appropriate, as then I can take notes as the class progresses. Furthermore, being aware of the participants rather than my own involvment in the class.
Wednesday, 20 April 2011
6a Pilot Survey
The survey I constructed using SuveyMonkey was the first Inquiry tool I explored. If Im honest I was not sure and entirely focused when deciding on the questions. This is because my Inquiry was not yet focused. I used the Survey to distill my own diluted thoughts on education and dance to help me spot an area that I could really sink my teeth into. It worked. Thanks to a comment from Mark Iles I realised the potential in an area of my Professional Practice for Inquiry.
For a survey to be useful in the process of Inquiry I need the questions and answers to be specific in there intention and delivery. I now realise what I need to do to improve my survey.
For a survey to be useful in the process of Inquiry I need the questions and answers to be specific in there intention and delivery. I now realise what I need to do to improve my survey.
"I need to focus on specific time periods of training if I want to correlate results for comparison. After analysing this, I now think I need to focus specifically at one area of training/education. Before I had a broader spectrum of ideas. However, after reflection I have decided to narrow the time frame/training period to just that of college level, thus meaning I will need to adapt my survey accordingly."
My initial ideas where to concentrate on primary levels and the development through the process of education right up to GCSE. I have now realised that this is a vast spectrum to look at and have decided to dedicate my inquiry to a specific area of training. I am currently employed to teach many levels but my main interest is at the higher end of the scale. I want to know the difference between a professional private dance college course and a government funded open college course and how either prepare for a career in performing arts. What emphasis is put on academia in comparison to physical training? What is needed and why?
Therefore, with this in mind I will re-write my survey accordingly to help gain results from a wide range of participants including past, present and future professionals, students and teachers working in higher education.
Only 12 people completed my survey, although I was grateful, Id imagined more would participate. Especially as I added the link to Facebook and I have a lot of friends that are in the dance community; my target audience. Next time I think I will Tag friends names in my title so the feed will go directly to their news page, write them a personal message or email it to them direct. This way I might attract a more positive response.
The Results
Did you take part in dance at Primary School?
75% Yes
25% No
Did you enjoy PE?
83.3% Yes
16.7 % No
My initial ideas where to concentrate on primary levels and the development through the process of education right up to GCSE. I have now realised that this is a vast spectrum to look at and have decided to dedicate my inquiry to a specific area of training. I am currently employed to teach many levels but my main interest is at the higher end of the scale. I want to know the difference between a professional private dance college course and a government funded open college course and how either prepare for a career in performing arts. What emphasis is put on academia in comparison to physical training? What is needed and why?
Therefore, with this in mind I will re-write my survey accordingly to help gain results from a wide range of participants including past, present and future professionals, students and teachers working in higher education.
Only 12 people completed my survey, although I was grateful, Id imagined more would participate. Especially as I added the link to Facebook and I have a lot of friends that are in the dance community; my target audience. Next time I think I will Tag friends names in my title so the feed will go directly to their news page, write them a personal message or email it to them direct. This way I might attract a more positive response.
The Results
Did you take part in dance at Primary School?
75% Yes
25% No
- After careful consideration I feel I would in future start the survey with a short introduction with an explanation in confidentiality. Then a few questions focusing on the individuals career and aspirations. This question helped me sort through idea's for Primary Education. Would dance in PE be a good place to start? Now on reflection this information is not entirely useful for my newly reviewed Inquiry topic.
Did you enjoy PE?
83.3% Yes
16.7 % No
- Enjoyment being an ultimate aid for learning.
Which sport or activity did you enjoy in PE at school from Primary right through to GCSE Level?
Only two participants mentioned dance. Trampolining and gymnastics were amongst favorites and other answers confirmed sport as not being high on their list of preferred activities.
- No longer entirely applicable for my purpose however, at the time I wanted to establish participants early experience's of dance in education.
Who was dance taught by at school?
72.7 % PE teacher
36.4 % Specialist Teachers
- I wanted to see the standard of teaching that was accessible to a young dancer. Who taught dance and then later on I would propose that the level of dance achieved at Primary School may coincide with an individuals enjoyment and/or achievement.
If you choose dance as a GCSE or A level option what standard do you feel was achieved?
Answers were relatively negative in that it was either a waste of time, n/a, or enjoyable, some achieved a good exam result but felt what was learnt had no relevance in the real world.
- I would have to be careful of the wording I use within questions, some answers may be bias or subject to opinion due to judgement on a teachers ethics etc. Also I think I would give more options to choose from rather than letting one write how they felt to direct the participant in the direction intended.
If you dance, did you go to a private dance school before professional training?
91% Yes
8.3% No
- I wanted to see how dancers opinions differ between those who had danced at a dancing school prior to higher education. Therefore, had to establish who had done what.
How well do you feel your school education prepared you for your career?
41% Not at all
16.7 % To satisfactory level
25 % Appropriately
16.7 % Very well
- It is a general consensious that we all feel school did not prepare us for the world of dance. I originally wanted to find out why, and what could have been done to help balance our learning accordingly.
What would you do differently if you could train again? What age would you start and where would you have trained given the option?
The majority responded that they would have started training younger and within higher education; at a well known college.
- I wanted to compare answers and find a general theme of which I did. The results showed that better dance standards in Primary Education might have helped future development and that well known colleges provide doors for opportunity.
How do you feel Creative Arts are perceived by Academics? Any thoughts on this welcome.
70 % Negative
20% None Committal
10% Positive
- I feel very strongly about this subject and wanted to know how others felt and I was happy to find I was not alone!
Tuesday, 19 April 2011
6d Delicious
I really struggled to access this at the start but once I got going I really enjoyed using this site. It's easy to use, so go ahead, feel free to look at what I have so far. I hope to keep adding more relevant articles, websites and literature to review as I discover them through research for my inquiry. At the moment I have added links that I use everyday, more will be added depending on there relevancy and access demands.
http://www.delicious.com/abymartin25
http://www.delicious.com/abymartin25
Wednesday, 6 April 2011
Task 6a
Hi guys,
I have written a survey. It's aimed at dancers sorry for any exclusion. I really wanted to narrow my research now that I am coming to a better understanding of my Inquiry. Please, please, please feel free to express any thoughts good or bad in my blog comments box below. I would also really appreciate anyone taking the time to fill in my survey.
Thanks guys! X
I have written a survey. It's aimed at dancers sorry for any exclusion. I really wanted to narrow my research now that I am coming to a better understanding of my Inquiry. Please, please, please feel free to express any thoughts good or bad in my blog comments box below. I would also really appreciate anyone taking the time to fill in my survey.
Thanks guys! X
www.surveymonkey.com
Please take the survey titled "Dance and Education".
Award Title
I have been thinking about this for a while now. I think realistically I am wanting to go into dance education. I want to further my career and eventually teach in a College or University. Thus being the reason I am going to propose BA (Hons) Professional Practise (Dance Education).
College level really intregues me at the moment and I hope to be teaching at this level more, as soon as I have QTS. I want to work towards QTS either with a PGCE or a GCP which I feel will develop my career in the right direction. I have a lot of knowledge and expertise in this area and would really like to carry on developing and expanding this. A BA (Hons) Professional Practise (Dance Education) would facilitate my career and job oppotunities as well as fulfilling a deep interest in learning and education practices.
College level really intregues me at the moment and I hope to be teaching at this level more, as soon as I have QTS. I want to work towards QTS either with a PGCE or a GCP which I feel will develop my career in the right direction. I have a lot of knowledge and expertise in this area and would really like to carry on developing and expanding this. A BA (Hons) Professional Practise (Dance Education) would facilitate my career and job oppotunities as well as fulfilling a deep interest in learning and education practices.
Task 5c
How what I have learn't fits into the theoretical ethical framework and my professional inquiry?
Consequentialism
Looking at consequentialism as one theoretical approach to ethics, I have found it has its foundations within 'utilitarianism and the writings of Jeremy Bentham and JS Mill.' (Course reader Part 5) In my own words I would describe it as an act for the "greater good". Where the act itself greatly out ways any negative outcomes as its positive ramifications are justifiable.
An example of this in my own professional experience would be to exclude a disruptive student from a class of dancers to help the rest maintain focus. Exclusion will not help the individual but sometimes in a studio environment a particular student could antagonise the atmosphere and prevent the learning for others. It could even cause injury from lack of concentration from other participating individuals.
Deontology
Based on duty the ethical reasoning behind deontology's greatest exponent Immanuel Kant's (1779) argument 'that the only absolutely good thing is a good will.' (Course reader Part 5) Lying is unacceptable and one should help an other no matter what personal desires one has.
I can relate to this on a level. Teachers have to be reliable, knowledgeable and trustworthy. How can you learn from someone you do not believe? Helping students with there studies no matter how much you agree or disagree with their own ethics is imperative. You are not a good teacher if you do not help, nurture and support an individual learning.
Virtue ethics
An approach that focuses on an individuals personality, their moral integrity, values and habitual fortitude. Traced back to the Greek ancient thinkers Plato and Aristotle, a greater emphasis was put on 'being rather than doing'(Course reader Part 5) . Aristotle considered virtues to be mid points between two extremes.
I think to be a good teacher you need virtues. I agree that moral behavior and character is as important as action. Students judge their learning from a teachers behavior and character. If a teacher had bad character and poor behavior how can one respect another?
Negotiation with employers, and communication with parents and co-workers is imperative for professionalism and good practice in ethics. Moral issues are imbued with questions of value. The higher you value your profession and those involved, the higher the need to practice good work ethics. However, would I ignore personal beliefs and values to fit a criteria within a work post? How do you get the balance right for everyone's best interests?
In the work place I know my professional duty and what one ought to do. Although, If a child was hurt and needed comfort I think it would be OK within reason to offer appropriate support rather than pushing a child away for fear of accusation. You can't always please everyone. I was once taught in a first aid course that when responsible for someones child when teaching I am acting as locus parentise, it would be my responsibilty to act accordingly when a child is in danger of hurting himself or another.
Consequentialism
Looking at consequentialism as one theoretical approach to ethics, I have found it has its foundations within 'utilitarianism and the writings of Jeremy Bentham and JS Mill.' (Course reader Part 5) In my own words I would describe it as an act for the "greater good". Where the act itself greatly out ways any negative outcomes as its positive ramifications are justifiable.
An example of this in my own professional experience would be to exclude a disruptive student from a class of dancers to help the rest maintain focus. Exclusion will not help the individual but sometimes in a studio environment a particular student could antagonise the atmosphere and prevent the learning for others. It could even cause injury from lack of concentration from other participating individuals.
Deontology
Based on duty the ethical reasoning behind deontology's greatest exponent Immanuel Kant's (1779) argument 'that the only absolutely good thing is a good will.' (Course reader Part 5) Lying is unacceptable and one should help an other no matter what personal desires one has.
I can relate to this on a level. Teachers have to be reliable, knowledgeable and trustworthy. How can you learn from someone you do not believe? Helping students with there studies no matter how much you agree or disagree with their own ethics is imperative. You are not a good teacher if you do not help, nurture and support an individual learning.
Virtue ethics
An approach that focuses on an individuals personality, their moral integrity, values and habitual fortitude. Traced back to the Greek ancient thinkers Plato and Aristotle, a greater emphasis was put on 'being rather than doing'(Course reader Part 5) . Aristotle considered virtues to be mid points between two extremes.
I think to be a good teacher you need virtues. I agree that moral behavior and character is as important as action. Students judge their learning from a teachers behavior and character. If a teacher had bad character and poor behavior how can one respect another?
Negotiation with employers, and communication with parents and co-workers is imperative for professionalism and good practice in ethics. Moral issues are imbued with questions of value. The higher you value your profession and those involved, the higher the need to practice good work ethics. However, would I ignore personal beliefs and values to fit a criteria within a work post? How do you get the balance right for everyone's best interests?
In the work place I know my professional duty and what one ought to do. Although, If a child was hurt and needed comfort I think it would be OK within reason to offer appropriate support rather than pushing a child away for fear of accusation. You can't always please everyone. I was once taught in a first aid course that when responsible for someones child when teaching I am acting as locus parentise, it would be my responsibilty to act accordingly when a child is in danger of hurting himself or another.
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