Critical reflection and Summary: Digital Portfolio

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                        Critical reflection and Summary: Digital Portfolio

When I initially started the process of my inquiry plan I wanted to evaluate the knowledge I currently held and where this could be developed further. From establishing the skills I felt were necessary in my line of work, the gaps in my knowledge started to appear and I began to see where I could further my research (Appendix A). Stephanie Thomas suggested I do a capability assessment to clearly show my abilities (Appendix B). I graded myself and discovered quite a few areas where I would like to become proficient; however I believe it is more beneficial to focus specifically on one area. I also came across a Ven diagram which helped me to compare my skills as a dancer and a dance teacher and where the two coincide with each other.

I didn’t want to make the decision of my inquiry just from my own evaluations, so I created a SIG group. A lot of the discussions were generated around the importance of dance inside and out of education and teaching qualifications. This is where the majority of my knowledge and interest lies however I wanted to explore other routes giving myself options. So I set up a SIG group on ‘the transition into choreography’ (Appendix C). I found partaking in discussions vital and really inspiring as it produced new thoughts and ideas for me to explore. Through my own assessments and discussions with fellow peers I was starting to narrow down my line of inquiry. At this stage I was leaning towards the importance of dance inside and out of education.

With this inquiry in mind I went about researching the relevant codes of practice and ethical procedures I would need to undertake. I started by establishing what I know already and currently practice (Appendix D). I currently work for several organisations so I decided to research the correct procedures of one in particular and see how this differed to the knowledge I had currently obtained (Appendix E). I also wanted to research ethics further as I felt this is an important topic and one which should be adhered to in my inquiry (Appendix F).

After further discussions with my tutor and fellow peers I felt my line of inquiry was still too broad and could be more focused. So I decided on the ‘Importance of dance inside education’. This will enable me to produce a tight focus on my inquiry.

Having reached this decision I began exploring the tools that would be suitable for my inquiry (Appendix G). The results were both surprising and informative and gave me the preparation I needed. Whilst undertaking my research I found Delicious a useful tool to help compile all relevant literature and resources I came across (Appendix H). Finding relevant literature has given me a greater knowledge and support of the ideas developed in my chosen line of inquiry (Appendix I).

This module has prepared me with the relevant tools and ethical considerations needed to conduct my inquiry. I feel myself and others will benefit from the knowledge and exploration of this inquiry.

Literature reviews.

My first literature review is chapter 2 The art of dance in primary schools from the book The Art of Dance in Education by Jacqueline M. Smith-Autard second edition published by A&C black 2002. I chose this piece of literature to review as I feel it links closely to my chosen line of inquiry. Teaching in Education is of great importance to me so finding this book has been a huge asset to my research. This literature discuss’ teaching inside and out of education giving me a wider span of knowledge and comparison.

The author’s approach is very straight forward and precise leaving you with no doubt of the concept of this read. She constructively criticises past curriculum's inside primary schools and outlines the current teaching methods, learning outcomes and syllabus. The new curriculum's include teaching traditional and social dance forms and performance through physical skills and fitness – the latter being appropriate for physical education. She discusses how putting dance in with P.E creates pressure for teachers, expecting them to cover a huge range of technique. At primary level it reveals the teachers don’t try to achieve technical refinement, so I imagine incorporating it with P.E does not affect the learning outcome as greatly as it would at a higher level such as secondary school.

I quote ‘A child’s natural spontaneous joy of expressive movement is dancing in an analogous sense only. It is not the art of dance but it certainly forms the basis of it’.  Every child has the basis of dance within them so Jacqueline states how important it is for pupils to learn how to create, perform and appreciate dances like you would with any other subject.

As a teacher myself I really appreciated the way Jacqueline shows the use of lessons plans, how to structure dances explaining the learning outcomes at every step of the piece and strong teaching tips to enhance the child’s learning.

There are examples of how dance may link to other subjects in the curriculum. There are cultural and historical tasks the pupils undertake i.e.: the genre of dance style what decade the dance was set in.  At Primary level dance is linked to themes or projects to that the learning outcomes stretch further than the one subject.

I suggest this read to any budding  teacher, it is a clear and concise read covering a varied depth of knowledge and is inspiring on every page.

My second literature review is from a video ‘RSA animate changing education paradigms’ by sir ken Robinson.  http://youtu.be/zDZFcDGpL4U

I have previously blogged my thoughts on ken Robinson's video ‘creativity and dance in education’ and found this second video inspiring and indeed very clever. Ken goes on to say how currently every country is reforming public education at the moment, for two reasons- culture and economy.  We are trying to meet the future needs (which we can’t predict) by doing what we did in the past and this is alienating children. One sentence that rang true to me was, ‘we used to study well with the promise it would lead to a good job’, which students just don’t believe anymore. A degree is not a guarantee anymore. I definitely believed this when I was at school, which I do believe enabled me to receive good grades which are a positive.  However there doesn’t seem to be that security anymore and I feel children are losing interest in education because of this.

Ken also goes on to explain how the arts are becoming victims of the higher increase of Adhd in children. As the arts address an aesthetic experience to enable senses to operate at their peak children under medication are not able to do this. Obviously Ken explains he is not saying Adhd is not a real condition, just certain children may be being suppressed of their creativity.

This is a great watch for anyone interested in the educational system, he brings up some truly inspiring and alternative thoughts on education, I bear in mind these are opinions and so many aspects and considerations control education.

My third literature review is again from ‘The Art of dance in education’ this time chapter 4 ‘The art of dance in tertiary education’. I wanted to compare the two chapters as my inquiry is based around the importance of dance inside the education system, so I wanted to see the difference and development between primary schools and college level.

Jacqueline Autard makes a clear opening description explaining exactly what to expect from the chapter. I was shocked to discover that although dance has been establishing itself further over the past decade it has fallen short to the economic cuts particularly in higher education.  She discusses the balance between theory and practical elements, stating there has been a shift towards practical work of late.  Jacqueline takes you through an in-depth description of the history behind the development of dance in higher education, going from Graham-Cunningham and Laban techniques.

Throughout the whole book but particularly in this chapter the ‘midway model’ is being discussed. A model for dance teaching that sits perfectly between practical and theoretical work. Also this model is trying to link professional and educational methods together creating the best outcome for students.

There is a clear development at this level, the students are learning at a much higher in depth level. They discuss the theory of signs- Semiotics, knowledge of the aesthetic theory relating to dance and develop their own creativity through choreography with their own time to develop assignments.

Jacqueline Autard feels this level of study is closer to professional dance in terms of content but closer to education for methodology.