Module 1: Task 2d - Inquiry Task

As I reach the end of the second section of Module One, it's time to start thinking slightly further ahead to what might emerge later in the course. Here are some questions I have answered in order to make sense of any topics I might wish to inquire further. 

What in your daily practice gets you really enthusiastic to find out more about? Who do you admire who also works with what makes you enthusiastic?

It sounds cliche but as a teacher it is the children I teach that make me enthusiastic. Therefore, things that I wish to know more about are discovering new games, behavioural management techniques and anything else that will improve my sessions making them as enjoyable as possible for my students. A company I admire greatly for their enthusiasm with children is Barracudas Activity Day Camps. This company set up Easter and Summer camps all over the country for children from the ages of 4 to 16. I am currently working for this company for a third time because it is such an enjoyable environment to work in. The children have an exceptional amount of variety when it comes to the activities they can choose from. Everyone employed to work on the camp is friendly and enthusiastic and it's brilliant seeing how much enjoyment the children get out of it. This is all down to the company being organised, thorough and constantly pro-active when it comes to thinking of fresh ways for children to  have fun. The company inspire me to bring all my enthusiasm, positivity and imagination to work every day. Without my first contract with Barracudas, I wouldn't have discovered my love for working with children.

What gets you angry or makes you sad? Who do you admire who shares your feelings or has found a way to work around the sadness or anger? 

Something that I find terribly frustrating is the lack of importance Performing Arts has in many schools. Coming from a performing arts background, I know how much my involvement in performing arts in school moulded me as a person. I made most of my closest friendships through participation in performance arts based clubs and shows and learnt life skills such as discipline and comittment. Performing Arts isn't just a hobbie to fill up spare time. Although it is enjoyable and doesn't always have to be taken seriously, it is still something that all children and young adults should have the opportunity to get involved with. Many campaigns are being made for the government to fund the arts in more schools. I admire anyone involved in making performing arts more accesible to all young people. The article link I'm adding is about how expensive performing arts is and how it's becoming exclusive to the upper class.

http://www.theguardian.com/stage/theatreblog/2012/feb/10/posh-theatre-upper-class-actors

What do you love about what you do? Who do you admire who also seems to love this or is an example of what you love? 

I love being able to see the progress and improvement of children's abilities and knowing I've played a big part in that. I like to think that some of the children will always remember me for being a supportive, positive and fun teacher who helped them achieve something truly special. I admire two very influencial teachers I had as I was growing up, who really nutured and encouraged my love of performing arts. Even now, I think back and remember how inspiring and supportive their tuition was for me. Both of these teachers still keep in touch with me to hear about my ongoing work and achievements, often inviting me to teach for them or assist them. Again, I hope that I will create this bond with future students.

What do you feel you don't understand? Who do you admire who does seem to understand it or who has found a way of not understanding it interesting or beautiful? Or has asked the same questions as you?

Something I still struggle to understand and question on a regular basis, is teaching qualifications. I don't agree that just because someone has a teaching qualification, they are automatically a good teacher. Same as I don't agree that someone without a teaching qualification is a bad teacher. I think more schools (academic and vocational performing arts schools) should be open minded to the idea that a degree graduate with relevant experience could do as good a job as someone with a teaching qualification. I know that at the stage I am currently at, I could deliver a high standard of teaching within a secondary school to a dance or performing arts class. However, I am having to spend two more years studying in order to be qualified to do it. Of course I will learn even more than I already know in those two years, but I would also learn from having more experience if I were to go straight into the job. I don't yet know anyone who has asked these same questions as me, but it's something I definitely would like to research more. 

How do you decide the appropriate ethical response in a given situation? To what extent are disciplinary responses different to that you might expect more generally in society?

For this question, I've tried to think about relating it to teaching. Two main topics have come to mind. Firstly, as a dance teacher it is important for me to be able to correct the alignment of my pupils. This requires me having to use my hands to change the line of their body. This can be a sensitive subject in this day and age, so I have to be extremely careful about asking the pupil if it's okay for me to correct them. I have never encountered a problem so far as most parents know that this is something that needs to be done in order for the child to understand and improve. But generally, teachers as a whole are told not to have any physical contact with a child, even in the case of a hug to comfort them. My second thoughts are based around social media. In general society, it is perfectly normal to look up anyone on social media and add them as a friend. It is acceptable to speak your mind and post pictures of anything you please. However, as a teacher I have to make sure everything I post would be suitable if read by one of my pupils or their parents. My profile settings must always be private and I'm not allowed to give out any social media details (unless professional profiles for advertisement purposes). This was something that I found difficult at first as I have never had to worry that much about what I posted. It is now just second nature that I take care with all things social media related.

Module 1: Task 2c - Reflective Theory

In this part of the module, the importance of reflective practice has become extremely apparent to me.

Reflective practice is the idea of looking back on a particular action and being able to learn from the experience. This technique is extremely beneficial for improvement in relation to professional practice, as well as being able to help an individual to understand what they already know and what they still need to discover. 

Reflection is something I believe I have always done subconciously, but not been aware of. Similarly, I was unaware of it's benefits on my professional practice. Now that the technique has come to my attention, I'm constantly exploring the use of reflection and the different ways in which it can be done. My awareness of reflection is helping me to make decisions and improvements more efficiently. Initially, I found writing a reflective journal difficult and tedious. But with the help of the course and other's course blogs, I have managed to find ways of reflecting that suit me such as voice recording and evaluative questions. 

Whilst researching the different forms of reflective practice, it is important to remember the theorists who have spent many years discovering it's many tools and benefits. John Dewey has always placed much importance on the use of reflective thought in order for us to be aware we are having an experience, for ways to to find links to other experiences and for ways to find meaning for ourselves in those experiences. Dewey disagreed with learning just by facts. For example, a child being taught a skill that teachers deem appropriate is expected to believe fixed answers. Dewey believed you learn more by reflecting on experience (Dewey 1938). I have to agree with this myself when I relate it to my professional practice. There is a copious amount of information on teaching and effective techniques to get the best out of your students. But as a teacher, I feel the most advantageous way to learn and improve is through the use of reflection on experience. 

David Kolb's Learning Cycle

David Kolb created the learning cycle to display how learning and experience are linked. I found this exceptionally interesting when trying to work out where it was I personally entered the cycle and therefore where I began learning. I personally feel that I enter at different points in the cycle dependent on the given task. With many of the tasks I carry out on this course, I tend to enter the cycle at Reflective Observation. Before I complete any of the tasks, I gather inspiration and examples from other course blogs which I can then use to start working on my own. However, within my professional practice as a teacher, I enter the cycle at Active Experimentation. I try out various techniques I have already learnt and know, reflect on it's effectiveness and can then change it as appropriate for the next class. 

Donald Schön's theory of reflection-in-action and reflection-on-action was something that resonated with me immediately after reading about it. Reflection-in-action is the ability to reflect on an action as it happens and therefore be able to adjust the situation there and then. Reflection-on-action is reflecting on a situation away from the time it happened. Within my blog post on the 21st March, I mentioned how I had related this theory to my teaching with regards to behavioural management. Prior to being aware of reflective techniques, my approach to my classes (including behavioural management) stayed the same. I would always plan the session and stick to it as much as possible, regardless of any unpredictable situations. I would then follow this up by reflecting on the class after it happened, figuring out what was good and what needed improving for next time. However, since reading Schön's theory I have conciously perservered to think on my feet and use reflection-in-action within my classes. If the current behavioural management techiques within the class aren't working, I will instantly try something else. This new way of working has really improved the productivity of my classes.

Jennifer Moon voiced the implications of tacit knowledge. These are the things we have learnt and experienced that we cannot put into words. "If something cannot be described verbally, it is not amenable to being taught in the more conventional modes of professional education." (Moon 2004, p.42). As a teacher, I can fully understand this and the importance of being able to articulate knowledge to my students. However, I do believe that everything can be expressed in some way. I am at an advantage being a performing arts teacher, as I can express knowledge through movement and song. 

Overall, I have really seen the benefits of my use of reflective practice and will continue to develop these techniques throughout my professional journey. 

Bibliography

Dewey, J., 1938. Experience and Education. New York: Collier Books.

Moon, J., 2004. Reflection in Learning and Professional Develoment: Theory and Practice. London: Routledge.

Urwin, E., 2015. Module One: Web Seminar 2 - Useful Tips on Reflection. Another BAPP Arts Blog [online]. Available from: http://eleanorbapp.blogspot.co.uk/2015/03/module-1-web-seminar-2-useful-tips-on.html [accessed 11th April 2015].

Module 1: Task 2c - Reader Two Questions

Have you ever known something before you realise what it means to you?

I've pondered over this question for a few days now, still unsure as to what it really means. I've come up with an answer that I believe fits this question. Throughout my time at performing arts college, we as students were constantly told that the industry is cut-throat and extremely difficult to get into. And everytime it was said, I knew it was true but just never thought about how it would effect me personally. Upon graduating, I had my first performance job straight away and was naive to think the jobs would come flooding in after that. After many auditions to no avail, I then knew that I was no exception to this cut-throat and difficult business. Therefore, the answer is yes!

At which point in Kolb's cycle do you feel you enter learning?

I definitely enter Kolb's learning cycle at Reflective Observation. With almost every task I've completed, I have looked to other course members blogs to get an idea of what needs to be done. From there, I can then learn from my experience of seeing the other blogs and try it out myself. I find myself entering this part of the cycle for many situations. 

Think about an idea you really like. Think about why that idea would appeal to you?

I find this question difficult and I'm still not entirely sure if I fully understand it. But I'm going to give it a try. I have always liked the idea of starsigns and horoscopes. I often find a lot of truth in my horoscopes and the characteristics of my starsign. However, if I think a bit deeper, do I just enjoy the idea of horoscopes because I like excuse it gives me to act a certain way? 

Reading the chapter 'Using Journal Writing to Enhance Reflective Writing' by David Boud, how can journal writing be done and how can it be assessed? 

David Boud talks about reflective writing as a process of turning experience into learning. He very much backs up Schon's idea of 'reflection-in-action' and 'on-action'. Although, as much as it is important to reflect whilst events are occurring, Boud emphasises the importance of reflecting away from the action later in the day. 

Boud explains there are many different occassions for reflection and the importance of reflecting in these different ways.

Reflection in Anticipation - The thought and preparation that goes into planning ahead for an event and what you anticipate will happen.

Reflection in the midst of action - This is how we react to what is currently happening in a situation including the use of 'reflection-in-action'.

Reflection after events - Returning to the experience later and having time to contemplate what has happened.

Boud mentions Moon's ideas on reflective practice multiple times, including her thoughts on the appropriateness of assessing journal writing. Boud believes that journal writing can be assessed but it must be made clear before journal writing begins as to whether it will be public or written purely for private reflective thoughts.  

Module 1: Task 2b - Journal Writing Experience

Based on the Reid and Mood framework, which methods have you found most beneficial and why? 

- The evalutation method gives me relevant questions for my practice and allows me to give detail on the event and my thoughts whilst still being specific. 

- The list method allows me to quickly write down any important points during the day when I don't have much time. I can then come back to it later and reflect on it in more detail.

- The 'Another View' method is something I have used once in order to try and dig deeper into my subconcious and bring up thoughts that I initially wouldn't have written down. I would like to use this again but I don't believe it's necessary to use it everyday. 

What topics do you keep returning to?

- Behavioural Management is a topic that I regularly write about and reflect upon as it's something I encounter everyday. I like to reflect on the techniques I currently use and approaches I can try on another occassion.

Is there a method you might wish to develop? 

- A method that is not mentioned in the Reid and Moon framework is the use of voice of recording. This is something I have found very useful as I connect with it better that written words. 

- A way I would like to explore to develop this method, is through the use of 'vlogging'. Being able to film myself reflecting on an event or day and upload it to YouTube would be a great way to receive advice and helpful feedback. 

- Ethical considerations will involve the use of pseudonyms for any names mentioned and also for the account to be made private allowing only other members of the BAPP Arts course to be able to view it.

Has anything emerged from the events in your journal?

- Questions have emerged from my reflections on behavioural management. What method of behavioural management works best? This is something I want to explore further.

- I have been challenging myself to use 'reflection-in-action' rather than 'reflection-in-action' to improve my professional practice. For example, being able to think on my feet and change something when a particular game or exercise with the children isn't going to plan.

- Another topic that keeps reoccurring in my journal is the questions surrounding music suitability for children. It has lead me to think more deeply on the safety of children's minds when they are subjected to mature content through music and the media. 

Module 1: Task 2a - My Personal Journey

My personal journey on the BAPP Arts course so far has been a mixture of emotions. Although the work load seemed daunting at first, I felt if I prioritised the work well enough it wouldn't be a problem. However, since actually starting to try and fit the work around my daily routine it hasn't been as easy as I initially thought. Plans and daily routines can change unexpectedly and this is something that has then made coursework lower in my priorities. I'm perservering with the idea of assigning an hour or two a day to work on my blog, do some reading or commment on other blogs. Even if I don't always manage to fit it in, I'm at least aware of the time I have missed and what I need to catch up on. The work itself I am finding extremely interesting. I enjoy the relevance that the course has to my career and I can already see the benefits to what I am learning.

The past couple of weeks I have been hard at work on the reflective tasks of module one. As mentioned in a previous blog post, I initially struggled with the idea of writing a journal. Mainly due to the time factors of having to find slots in the day to sit and write what had happened. However, since trying out the different methods in Reader Two, I have been able to explore reflective writing and discover which methods work best for me. One method I've found beneficial when writing my journal, is the evaluative questions (What did you think went well? What worked? Did you learn anything? Things to avoid?). These questions are relevant to my teaching practice and allow me to get straight to the point of the moment I am reflecting on. They help keep my reflections of the day detailed and precise. 

Another method that I have been using more recently, is voice recording. As mentioned in my previous blog post, it was a method suggested during the Skype session with Adesola. Being someone with a performance background, I am comfortable with expressing myself vocally. It's easier for me personally, to be able to record myself explaining what happened during the day aloud as opposed to through written word. I can then listen back to it and reflect on the same moment as many times as I wish. Finally, a method I use when I'm pushed for time is making a quick list of things I wish to reflect on at a more convenient moment. It acts as a prompt to remind me of what I need to go over in more detail. 

With regards to ethical considerations, it's important that whenever I refer to my journal in blog posts or other public writing, that I work to anonymise anybody mentioned. Therefore, any names mentioned will be pseudonyms.

Through my exploration of journal writing and reflection, the advice I would pass on to other BAPP Arts course members is to perservere trying as many different methods as possible. Eventually, you will find one that works best for you and allows you to reflect to the best of your ability. It's useful to remember that different methods of reflection will suit different moments and you don't have to comitt to just one method throughout the journal writing process. 

Module 1: Web Seminar 2 - Useful Tips on Reflection

I found the web seminar with Adesola extremely helpful with getting my head round the idea of reflection. It really is a useful tool and comes in a variety of forms. 

It was reasurring to recieve some advice on the course in general. It is all about using initiative and finding out what works best for you as long as it relates to your professional practice.

One of the main focuses of conversation during the skype session was finding new ways to record a journal for reflective purposes. We talked about the advantages of writing as an inanimate object or from a colleague's perspective. This can often lead you to begin reflecting from your subconcious and viewing things in a different way to what you might do normally. The example Adesola used was writing your journal entry from your bag's point of view. If you wrote about your bag being weighed down and heavy, subconciously that might be how you are feeling yourself. Therefore, it might open you up to reflecting on feelings you might not have normally pulled on.

Another tool for reflection that I am very much looking forward to trying, is voice recordings. James (http://www.jamesbapp.blogspot.co.uk) mentioned that he often creates voice memos that he then messages to himself to remind him to do something. I feel like this is something I would find useful as I find it difficult to find time to write things down that could be potentially useful for reflection. 

We touched on the idea that you don't always need to use the same method of reflection for every occassion. It can be useful to use a variety of methods depending on what is suitable for the thought and the amount of time you have to record it. We discussed the use of pictures that can represent an event or a thought you've had during the day. 

Lastly, Adesola advised us to start thinking of ways to bring the three parts of module one together. Each set of tasks covers a different subject that we use within our professional practice. The first section of tasks allowed us to explore the tools we use most (Web 2.0). The second section of tasks allows us to focus on ourselves and how we learn. The third section covers networking and how we communicate with others. 

Adesola asked us to try and think of examples where we have used our learning from the module to improve our professional practice. An example of this for me personally involved Schon's idea of 'Reflection-In-Action' and 'Reflection-On-Action'. When working with children, I will have a plan for a session that I will stick to. Even if things don't go to plan, I tend to perservere then reflect on what can be improved later. However, since reading the benefits of 'Reflection-In-Action', I have been trying to improve my sessions on the spot when things don't go to plan. It's given me the courage to divert from a plan if it's not working.

The session in general has given me lots to think about and develop. I currently feel content with my progress and understanding of the course .

Module 1: Task 2a - Introducing Journal Writing

I must be honest and say I'm really struggling with the task of writing a journal. At the moment, the last thing I want to do before I go to sleep at night is write down what's happened during my day. I'm currently using the basic idea of writing down what happened during my day very plainly and simply. I feel that this might not be the most beneficial method for me personally, so I'm looking forward to introducing some different techniques over the next few days since reading through Reader Two. 

This task will take perseverance, but it will certainly help me discover my learning style and which method I find easiest to make helpful reflections with. Any comments on how you've found best to write reflectively would be greatly appreciated. 

Module 1: Web Seminar 1 - What is a professional?

Our first web seminar brought up a very interesting topic of conversation. What really defines a professional? 

We discussed various ideas as to what we personally thought made a professional. Something that resonates with me when it comes to professionalism is qualifications. I personally believe that just because you hold a qualification in a certain field, it doesn't necessarily mean you are good at it. I'm sure we can all agree that at some point in our lives we have been taught by a teacher that we didn't find particuarly helpful or beneficial to our learning. However, that teacher will hold all the necessary qualifications to be classed as a 'professional'. Then there are people like me, who have had varied experience and have so far been very successful within their role as a teacher, that do not hold the relevant qualifications to go any further. As a performer, it certainly became apparent once I had graduated that my qualification was irrelevant when attending auditions. This topic is something I would enjoy investigating over the period of the course, to see if I can shed some light on how important these qualifications are. 

Other points that were made during the seminar were to do with behaviour, etiquette and codes of conduct. We expect from a professional a certain level of skill as well as a certain behaviour. After training for three years at performing arts college, discipline and respect is drilled into students so that they act 'professional' in the workplace. There was a general consensus that amateurs would not have that same amount of discipline nor would they conduct themselves in the same manner. For example, professionals would not talk during rehearsal time. Amateurs would be more likely to see a rehearsal as a social opportunity and not take the time as seriously. 

My initial reaction to the question 'what is a professional?' would have been someone who is paid for what they do. But when thinking about it in more detail, that is not necessarily the case. During the seminar, it was mentioned that not all professional performers work for money. In some cases, performing can be done for charity or purely for the experience and extra credit to go on the CV. This doesn't mean they aren't a professional. 

It just goes to show that a word we use on a regular basis can have huge amounts of debate behind it. Please comments below as I would enjoy hearing more thoughts on this subject.