inquiry plan.

So I seem to have got myself a little confused lately I think I have been trying to explore too many paths and have not explored one deeply, I feel just as I begin to develop one route it leads to another and so on. I’ve been mainly exploring the transition from a performer to a teacher and also the importance of dance inside and out of education. My problem lies with trying to incorporate my previous training which was in dance, however I also gained my teaching qualifications alongside this and also my future prospects and why I really want my career to go down this path.

After a conversation with Rosemary we think it may be a better idea to keep teaching out of my degree title.  Maybe focus more on Dance education or dance performance? I’ve started to ask myself some questions. Why do I want to become a teacher? Do I want to be a teacher inside education as well as out? I have experience in teaching syllabus for the ISTD and also teaching dance inside state schools, I believe I want the option to do both as I feel both are highly important for children. Which had lead me to the pros and cons of dance inside and outside of education. I was lucky enough to pursue dance from a young age privately and went into a private dance college, however I also did take gcse dance, a btec in performing arts and a’s dance. What is the importance of dance on students from a young age to older? I was lucky enough to meet up with a dance teacher today who I expressed my confused thoughts to and she told me something quite interesting. She currently teaches for herself with a society but mentioned that a lot of private societies including her own are starting to look to merge with the education system. Meaning that when a child takes a dance exam at a certain level they can also gain ucas points helping with their education. Maybe this would lead to more parents supporting dance if they feel there is also an educational gain? Something which I am interested to explore.

I am proposing an inquiry title ‘ The importance of dance inside and out of education’. 

This is just a preliminary thought as like I said I am torn between a couple of big questions. Any thoughts would be of great help.

proposed award title.

Based on discussions through sigs and my current employers I have been exploring dance performance, choreography and dance teaching. As this is following on from my previous training I need to focus on that more so than the future. I trained in musical theatre, primarily dance and did take my teaching qualifications in dance whilst there. I feel this is where I want to develop my knowledge as both a dancer and dance teacher, and the transition between the two. I propose my award title be.

BA (Hons) professional practice in Dance Performance and Teaching.

I feel this is where my current knowledge lies and what I would like to develop for the future.
Any thoughts and suggestions would be appreciated.

Delicious

I have been adding new research and findings for a few weeks so please do take a look.
http://delicious.com/leannewatson07

6b pilot results

The results from my pilot tasks have left me with a great deal of thinking. They have been a huge help in stimulating thoughts and ideas for my line of work.
I found the pilot survey of huge interest I have analysed my results so far but would still like to attain lots more so if anyone could fill it in that would be great :

http://www.surveymonkey.com/s/FSB58RR

 

I found this survey quick and simple once I had decided upon my chosen questions, It was difficult to chose the right words without being misleading, I chose a few one word answers then a few with explanations to try to get why and how answers. This is a great way of obtaining the most results in a short period of time. Most people have been very co operative I think that is the bonus of doing a survey on line people can do it when they have time ans really think about what they want to say, whereas in an interview situation people feel more obliged and under pressure to answer immediately.

Most of my participants have been 21-29 years old which is great for my perspective right now as they are all in a similar situation to me and are learning from the same position I am. I had 10% in a much older age range- people who are already established teachers with years of experience, I would like to get more responses from this age range as there experience alone is going to be of a great benefit. I need to find better ways to hit this age range maybe online is not the best way, maybe arranging a interview/ focus group would be better suited. There was a higher percentage of participants that hadn't made the transition into a teacher but would like to make that transition, I would defiantly need to find more participants who have made that transition.

 

I decided to arrange an interview with one of the more experienced participants who had 25years experience in the industry. I prepared semi-structured questions so this allowed us flexibility. I found this one to one meeting fascinating as it gave me a chance to ask all the questions i needed and follow onto to new stimulus that arose. It was great to discover what techniques this person has discovered work or don't over time. I defiantly felt I was getting more qualitive answers this way as supposed to quantitive on the survey. Unfortunately this tool is time consuming and this is only one persons view to interview enough people with varied experience would take time.

 

I am lucky enough to be around lots of teachers and classes so I find my self observing on  a weekly basis. I prefer this tool as it enables me to see first hand the tools of my industry. I am constantly viewing new techniques teachers  are trying, to see what works and more importantly what children or students it works on. If I am in a class observing i do contemplate are the children behaving differently because I am there watching? something which I always discuss with the teacher afterwards, to see if there have been any behavior changes. I normally take notes as this is allowed by the principle never record or video as this would lead to permission from all their parents.

 

I find a focus group online like our sig's is of enormous help as you can discuss in your own time and look back over the thoughts and analyse, I think forming a focus group face to face is going to be difficult I plan on engaging in one with my current cast, however it is difficult to get the time all together.

 

Please fill out my survey as I would like to analyse a wider range of people. I have so many thoughts and paths to explore from my recent research.

Further thoughts on Ethics.

After looking at the research I have discovered on codes and regulations in my workplace I have gone through the reader again to see how this compared.
Each society and workplace is different you must research and check the regulations in each venue. Ethics covers a much wider range of aspects than I originally thought. I believe we are all aware of the way we react to people and situations and the way we behave, but this is because we know that's the right way to behave but we don't necessarily know why it is, or the ethical issues that are attached.

Case study dance class (professional practice reader-ethics) This really got me thinking, as to some extremes I agree with the teacher that If a pupil cannot take criticism in class then they will not last in a dance company. Depending on the age of the pupil if over 16 and they are looking at a career in dance they need to be able to take criticism and I believe you would be a bad teacher if you were not honest with pupils. Is this ethically wrong? is this classed as emotional abuse? I feel there are so many rules and boundaries it is difficult to know when you are stepping out side of them. All of my dance teachers from a young age and particulalrly when I went to stage school were very strict and honest and said some quiet shocking things, but to me this got me where I am today and without them pushing and telling me what I was terrible at I would not have improved. Without this honesty I would have been fooling myself and wasting a lot of money.
This leads me onto a quote from the reader,
'Justice differs from state to state and indeed with the passage of time. Social changes have rendered certain types of conduct which were acceptable to being not so'
Whats right and wrong can change depending on the time and circumstance. Ethics have changed to conform with the times for example gays now being legal. I believe this is true to the teaching profession, what was acceptable when i was a pupil is not necessarily now.

Thinking about the action 'lying' I believe most of us need to tell a white lye from time to time, I do in auditions about my height, availability, even my hair, but I believe this is of no harm to anyone and is for the greater good if it gets me work, therefore deemed as consequentialist.

It has also made me think about what I need to consider in my own professional inquiry.

• The importance of digital data security
• Forming my conclusion from looking at situations from different views and creating a logical argument.
• Remaining un biased at all times.
• Asking questions that are of relevance, particularly if personal.

I feel ethics will be a never ending quest to uncover grey areas, and understand the ethics that do relate to my industry on a daily basis. However it is something I am far more in tune with now and not so ignorant about.

5B

I have researched regulations and codes of practice in a current workplace where I teach dance and also with the ISTD which is the society I took my teaching qualifications through.

The main objective is that we behave in a professional and safe manner, bringing enjoyment and learning to the pupils.
The ISTD really focuses on the appropriate size of classes and each class being of similar abilities,. My local authority suggests 10 children to one adult. Therefore each pupil is treated individually and their own needs are met accordingly. I feel this is an important point, everyone will work at different speeds with difficult abilities, and I believe this is a tough task for any teacher to try to work equally with the whole class and not neglecting any individual.

I have a child protection policy that must be adhered to at all times. This states the definitions of abuse such as: physical,emotional,sexual, neglect. Now I was aware of abuse particularly sexual and physical, but reading about emotional abuse has really made me think as I wasn't aware of this fully.

The definition of emotional abuse is 'a persistent lack of affection, rejection, isolation, exclusion, deliberate humiliation or threats. It may also refer to an absence of praise, encouragement and stimulation'
It had lead me to thinking do I praise all students equally? have I fully stimulated the whole classes needs? I feel I praise students when it is justified, I never just focus on one student, but have I been fully engaging with the whole class?

They focus on the safety of studios, correct flooring , heating, a safe place to get changed, fire regulations. I was fully aware of most safety procedures. However sometimes I do not teach at my regular place of work and I cover for all different teachers, and I always thought it was their studios and they have to make sure all the safety precautions are in place. But I have now realised  from these codes of practice that when you are alone it is solely your responsibility to check all the correct procedures and adhere to the relevant regulations as you are fully responsible for all of the pupils in your care. Something I will be taking a lot more care over in the future.

One last point I was very much unaware of was the keeping of records and confidentiality. Luckily at the moment any registers regarding puils persoanl details I have are all on paper . But if you keep your files on the computer you may need to register with the information comission. This is just something ti check out depending on what information you hold.

I feel taking a closer look at these codes of practice have highlighted the grey areas that I really was unsure about. I would like to look further into the procedures in the theatre I work as a dancer.

Ethics 5a.

Here are the codes of practice for where I work, I have two lists one for the theatre I work in as a performer and one for the studios as a Dance Teacher. These are my thoughts which i will then check on afterwards.

Theatre.

Sign In
Arrive punctually
No smoking/ Drinking
Report to Company Manager
Warm up
Correct work attire
Fire procedures
No eating/ drinking misuse of costumes

Studios

Registration
correct syllabus
CRB check
Insurance
health and safety procedures
safety checks in the studios
correct flooring/facilities/heating
No manhandling
check uniform
emergency exits

I'm sure I have missed a lot of procedures these are what I am aware of using to date, I will go and consult the correct regulations.

Capability self assesment

Thanks to Rosemary and Stephanie's advice I have decided to assess my capabilities as a performer and teacher.  I'm hoping this will help distinguish where my strength and weaknesses lye, therefore leading me to where I need to develop my knowledge and skills and giving me support in my chosen title.

Rosemary grades capability in the following format:

Novice
Advanced beginner
Competent
Proficient
Expert

I have tried to be as honest as possible with myself as I think it can be very difficult performing an accurate assessment on yourself.

• Dance Performance  - Proficient
• Dance Technique -     Proficient
• Audition Skills -         proficient
• Self management -     Competent
• Teaching Skills  -       Proficient
• Professionalism -        proficient
• Buisness Skills -         Competent
• Learning Routines -     Proficient
• Choreographic Skills - Competent
• Networking -              Competent
• Safety Awareness -     Competent

From analysing this I would ultimatly  like to become proficient in all aspects but realisticly I need to focus on what is going to enable my future, I don't want to become 'a jack of all trades a master of none as they say'.

Through compiling this list I have become aware of the fact that a lot of my techniques over lap, I am trained as a dancer and dance teacher and quite clearly these two coinsied with eachother. I came across the Venn diagram and thought this would be helpfull to identify what techniques purely enable me as a daner or dance teacher and what I need for both.

This diagram has given me a clear idea of where and what I need to develop, the skills I have as a dancer are all there to make the transition into a teacher a lot smoother. I want to enhance my skills as a dancer and become an expert where possible. Therefore leading me to move onto the skills needed solely as a dance teacher.
I am hoping I can now develop these skills through my work on this course.