Following our last Skype of Module two, although I am very late to getting around to blogging, I feel like the conversation really stuck with me.
It's hard to know sometimes whether you are on the right track or not. I have found Module two a whirlwind!! A massive stepping stone!
I went from being quite laid back about the course in Module one to being in complete panic mode!!
Right now, I still feel like I am discovering a whole lot of information about the area of Imagery. I am constantly torn between what is necessary reading and useful to me. Sometimes, I feel like I could read and read for years about my topic!
After submitting my draft, I felt very unsure about whether I was moving forwards or not. The skype with Adesola helped as she mentioned the area of Ethics. We all know the ethical concerns when interviewing and observing. But what ethical tensions arise in my specific area?
I realised that there are many when it involves children and learning. For example, I must be aware that some may not agree with me observing a class of children where there may be children who have learning difficulties.
Children may also feel distracted or uneasy with someone different in the room observing them. Is this distracting their learning?
It is also important that during the observations I allow children to express freely. I feel it is important for children to actively be able to share their thoughts and ideas.
Receiving consent is another issue I have thought about more. I realised that even thought I may receive consent from a child's parent, this doesn't mean the child will be comfortable with me observing and therefore I believe she should not be forced to participate.
Tuesday 12 December 2017
Friday 17 November 2017
Finding that all important question!!!
A big struggle of mine lately is trying to think of a question which best fits with my inquiry!!
In terms of my inquiry I have being looking at the idea of imagery as a learning style. Within this I have been looking at;
- What imagery is?
- Imagery in sport
- How imagery in dance has added aspects to it and how there is not a lot of previous research done as it is a somewhat new development
- The idea that we have always used imagery in dance and how it helps us with learning
- Why imagery is used a lot with pre-school children and why it works well to aid their learning
- If imagery is useful for the technical aspects of dance
- If imagery can be used on solely by itself or is it best used along with other learning styles i.e. visual, kinesthetic,
- How professional dancers use imagery
As I have kept my area so broad I am really struggling to create the all important question. I feel that reading wise I have so much more to read about, which makes the idea of finding a question even more daunting!!
I would love to hear your thoughts!!!
Interviews: Formulating a plan of action
For me, conducting an interview is something I have never done before. However, it is something I believe will be a great tool for my inquiry. From reader 6, Bell explained the advantages of an interview and how you "can follow up on ideas, ask the "why questions"directly to people who have knowledge, experience and perceptions about your topic" I am really interested to see what people's views are on my inquiry topic.
For me, I think I will have to be careful and ensure bias does not enter into any of my interviews. It is difficult when you are having an informal interview with someone not to share your opinion, possibly because I love to talk!!
When thinking about who to interview, I decided it may be best to look at both teachers and professional performers. I want to speak to both as I feel learning involves two people the teacher and the student, some of these students will carry on their training to become professionals. But in my opinion we never stop learning.
My questions for the teacher will definitely differ to the questions for the performer.
I have also decided I would like to look at different styles of dance. I would like to interview a ballet teacher, who is teaching a syllabus and needs to teach students technical movements and how he/she communicates this technique to their students. What learning styles work best for them. I would then like to interview a teacher who teaches a creative movement class, possibly in the area of contemporary to see if their views differ and if other tools work for them.
In terms of a professional. I have devised a set of questions based around performance and how they improve from each show they do. What mental routine they go through backstage, and if they think and imagine what they are going to do when they enter the stage. I also want to see if as a performer do they realise what works for them when they take a class in terms of learning? This is a vague outline of my interview questions but I find using my SIG to answer my proposed interview questions is very useful and helpful.
During the interview process, I want to follow a semi-structured approach, which will hopefully allow the person to think more about the matter and to possibly evoke new ideas which may lead to further discussion. However, I am not opposed to using a couple of closed questions if the interview needs to become more specific and relatable to the subject.
Finally, where possible I would like to conduct my teaching interviews face to face. In terms of my interviews with performers, this may need to be done over the telephone or skype due to schedules and distance.
Wednesday 1 November 2017
Case Study 3 And Professional Ethics
I found Case Study three interesting and relatable to my practice. I thought about the ethical issues that arose and whether the teaching methods were ethical in any form.
My first thought developed when the owner of the school stated that, what the teachers do in their class is their business and to my understanding safe dance practice did not concern him. He thought of this as a business only and more business equals more money.
This to me is a business way of thinking and to look at it objectively with no bias, many others may say, once the teachers renting have the correct insurance and DBS checks that is all that matters. However, similar to a blog I recently wrote, in order to maintain high standards and to ensure his studios have a good reputation, I believe he should be checking that the teachers have carried out the correct training qualifications and are knowledgeable in the subject they are teaching.
Also, he should want to create a professional and respectful rapport between himself and the teachers renting the studios. If he gives the impression that he doesn't care, then why should the teachers care about respecting the property or the owner himself. This may have a knock on effect in terms of hygiene standards and leaving the studios as they are.
The next ethical issue that arose was how one teacher did not carry out a sufficient warm up or any cool down for the students. This again is relatable to the issue of teachers not having sufficient teaching qualifications or knowledge of safe dance practice. As a teacher I am aware how precious time is during a class. especially when trying to prepare children for exams or completing show work. However, a warm up is so important for children of all ages for so many reason and it also creates a good habit for children as they will then know how to warm themselves up if necessary.
The next ethical issue, another teacher upset one of his pupils by belittling them. To belittle a child does them absolutely no good. He stated that it was "preparing her for the real world" Confidence in young children should only be encouraged and is the teacher's job to try and boost confidence.
My first thought developed when the owner of the school stated that, what the teachers do in their class is their business and to my understanding safe dance practice did not concern him. He thought of this as a business only and more business equals more money.
This to me is a business way of thinking and to look at it objectively with no bias, many others may say, once the teachers renting have the correct insurance and DBS checks that is all that matters. However, similar to a blog I recently wrote, in order to maintain high standards and to ensure his studios have a good reputation, I believe he should be checking that the teachers have carried out the correct training qualifications and are knowledgeable in the subject they are teaching.
Also, he should want to create a professional and respectful rapport between himself and the teachers renting the studios. If he gives the impression that he doesn't care, then why should the teachers care about respecting the property or the owner himself. This may have a knock on effect in terms of hygiene standards and leaving the studios as they are.
The next ethical issue that arose was how one teacher did not carry out a sufficient warm up or any cool down for the students. This again is relatable to the issue of teachers not having sufficient teaching qualifications or knowledge of safe dance practice. As a teacher I am aware how precious time is during a class. especially when trying to prepare children for exams or completing show work. However, a warm up is so important for children of all ages for so many reason and it also creates a good habit for children as they will then know how to warm themselves up if necessary.
The next ethical issue, another teacher upset one of his pupils by belittling them. To belittle a child does them absolutely no good. He stated that it was "preparing her for the real world" Confidence in young children should only be encouraged and is the teacher's job to try and boost confidence.
Friday 27 October 2017
Professional Ethics?
A sentence that has got me thinking. "Professionals "profess" and know better than their clients and therefore claim exclusive right to practice" This is from Reader 5.
In the industry of the Arts there are so many different qualifications/degrees/diplomas and courses available for people to study but in the area of teaching, especially in Ireland, I believe people abuse the fact that there are so many different qualifications in the arts.
A problem that is very evident in the area of teaching dance are the correct qualifications needed for a teacher to call themselves "A fully qualified dance teacher"
I, myself have a diploma in Musical Theatre and have never claimed that I am a qualified dance teacher. Because the arts in Ireland isn't as popular as it is in other countries, I think people are of the understanding that a degree or diploma in a specific dance genre is equal to a teaching qualification.
I am of the opinion that professional dancers should definitely share their skills to young children and inspire those who want to follow in a similar career path. This is why I am in no way saying that open workshops taught by an industry professional is wrong. I think these are great opportunities and very beneficial for children who are already attending dance classes.
The biggest issue are teachers running a school without the appropriate teaching qualifications. I recently read a Facebook post written by a teacher with the R.A.D. She used the comparison, when you send a child to school you wouldn't for a second think of sending them to a school where the teachers are not qualified. So why is dance any different?
Having a degree in Business Studies doesn't make you a business teacher, you would then have to further your studies to become a qualified business teacher.
The same goes for dance, there are many professional teaching organisations such as the I.S.T.D, I.D.T.A, R.A.D, just to mention a few, who provide teacher training courses.
If a young child is taking a ballet class and they are being taught by someone who has not undergone a teacher training course you are putting your child at risk of future injuries, for example, knee injuries due to lack of understanding and awareness of correctly using your turn out.
This is why I am beginning my teacher training course in January, as much as I enjoy teaching free jazz classes and workshops I want to be able to teach a syllabus to help children improve their dance skill in a safe learning environment. This is an article I found , which was published by the B.B.C.http://www.bbc.com/news/education-35130914
In the industry of the Arts there are so many different qualifications/degrees/diplomas and courses available for people to study but in the area of teaching, especially in Ireland, I believe people abuse the fact that there are so many different qualifications in the arts.
A problem that is very evident in the area of teaching dance are the correct qualifications needed for a teacher to call themselves "A fully qualified dance teacher"
I, myself have a diploma in Musical Theatre and have never claimed that I am a qualified dance teacher. Because the arts in Ireland isn't as popular as it is in other countries, I think people are of the understanding that a degree or diploma in a specific dance genre is equal to a teaching qualification.
I am of the opinion that professional dancers should definitely share their skills to young children and inspire those who want to follow in a similar career path. This is why I am in no way saying that open workshops taught by an industry professional is wrong. I think these are great opportunities and very beneficial for children who are already attending dance classes.
The biggest issue are teachers running a school without the appropriate teaching qualifications. I recently read a Facebook post written by a teacher with the R.A.D. She used the comparison, when you send a child to school you wouldn't for a second think of sending them to a school where the teachers are not qualified. So why is dance any different?
Having a degree in Business Studies doesn't make you a business teacher, you would then have to further your studies to become a qualified business teacher.
The same goes for dance, there are many professional teaching organisations such as the I.S.T.D, I.D.T.A, R.A.D, just to mention a few, who provide teacher training courses.
If a young child is taking a ballet class and they are being taught by someone who has not undergone a teacher training course you are putting your child at risk of future injuries, for example, knee injuries due to lack of understanding and awareness of correctly using your turn out.
This is why I am beginning my teacher training course in January, as much as I enjoy teaching free jazz classes and workshops I want to be able to teach a syllabus to help children improve their dance skill in a safe learning environment. This is an article I found , which was published by the B.B.C.http://www.bbc.com/news/education-35130914
Ethics in my workplace
As I teach in various different dance schools and have found that all teachers have their own ideas on how classes should be run I have created my own set of ethics for my teaching.
1. Creating a good self-image when teaching. I make sure that my hair is neat and I am dressed in suitable clothing for a dance lesson. I feel this is important because if a teacher looks sloppy and thrown together pupils may begin to think that it is acceptable for them not to be in the correct uniform and for their hair to be messy.
2. Be punctual. I always try and arrive 30 mins before a class, to make sure I have enough time to set up the studio and to be organised for when the pupils arrive. I think it is important for the kids themselves to be 10/15 mins early for class if possible, as I understand that other activities happen after school. But being 10 mins early gives them the time to get ready and not feel rushed going into class.
3. Teaching Qualifications. I am beginning my Modern Teaching Qualifications with the I.S.T.D in January. I have always felt very passionate about the importance of a teacher being qualified when teaching. Young kids are constantly developing and teachers need to be aware of the body and how to technically teach a child the necessary steps on how to correctly perform steps.
4. DBS Check. I have noticed that a lot of teachers have asked me about my DBS check as soon as I have gotten in contact with them.
5. Equal opportunities within the class, every child is made to feel included and part of the class. I make a conscious effort not to favour any particular student.
6. Social Media sharing. As I don't run my own school I have seen different ways in which teachers deal with social media and advertising. I do not share anything on facebook without consulting the owner of the school first.
7. Parent/Teacher relationship. It is important to be aware of students parents so that if anything occurs during the class whether it be an injury or a behavioural issue that you can speak to them professionally about the matter.
8. Finally, I think it is really important that every child goes home happy after a class and doesn't leave feeling they aren't good enough or upset. Corrections should always be constructive and I try not to ever sound too negative.
1. Creating a good self-image when teaching. I make sure that my hair is neat and I am dressed in suitable clothing for a dance lesson. I feel this is important because if a teacher looks sloppy and thrown together pupils may begin to think that it is acceptable for them not to be in the correct uniform and for their hair to be messy.
2. Be punctual. I always try and arrive 30 mins before a class, to make sure I have enough time to set up the studio and to be organised for when the pupils arrive. I think it is important for the kids themselves to be 10/15 mins early for class if possible, as I understand that other activities happen after school. But being 10 mins early gives them the time to get ready and not feel rushed going into class.
3. Teaching Qualifications. I am beginning my Modern Teaching Qualifications with the I.S.T.D in January. I have always felt very passionate about the importance of a teacher being qualified when teaching. Young kids are constantly developing and teachers need to be aware of the body and how to technically teach a child the necessary steps on how to correctly perform steps.
4. DBS Check. I have noticed that a lot of teachers have asked me about my DBS check as soon as I have gotten in contact with them.
5. Equal opportunities within the class, every child is made to feel included and part of the class. I make a conscious effort not to favour any particular student.
6. Social Media sharing. As I don't run my own school I have seen different ways in which teachers deal with social media and advertising. I do not share anything on facebook without consulting the owner of the school first.
7. Parent/Teacher relationship. It is important to be aware of students parents so that if anything occurs during the class whether it be an injury or a behavioural issue that you can speak to them professionally about the matter.
8. Finally, I think it is really important that every child goes home happy after a class and doesn't leave feeling they aren't good enough or upset. Corrections should always be constructive and I try not to ever sound too negative.
Thursday 19 October 2017
Imagery; Not just for kids but for professionals too?
After reading some of the comments surrounding the questions I had written on my blog, I decided to do some research on Imagery.
When, I teach pre-school children imagery is the one tool I have noticed that really stimulates their thinking.
I spend a lot of the time during these classes relating an image/ action to the movement we are performing.
With the help of my mum who is a ballet teacher, she has created a class that is based around imagery, movement, rhythm, performance and creativity to help introduce Pre-school children into the world of dance.
I have gained so much knowledge watching her teach this class and realised the importance of keeping a young child interested and alert for 45 minutes is not an easy job.
This is when I realised that a three year old will never react or understand if I asked he/she to perform the movement of a plie. However, If I ask her to open the window so her teddy bear can see out and look at butterflies and fairies she immediately can relate and better comprehend the movement.
I then thought about how imagery carries on throughout a dancer's entire life not just as a young child.
When teaching technical elements, using imagery can really aid development. For example, in ballet when teaching a rond de jambs/ plie or any action where the hips must stay in line and facing forward to convey the image that you have a set of headlights on your hips and they must stay level and forward as if you are driving a car really helps some pupils. Sometimes you have to have a range of images as different images "click" with children.
Also, for a professional who is waiting to go on the stage the ability to use imagery to rehearse backstage is a great tool. A great definition I found was "Imaging allows a vision to be created in the dancer's internal environment"
When, I teach pre-school children imagery is the one tool I have noticed that really stimulates their thinking.
I spend a lot of the time during these classes relating an image/ action to the movement we are performing.
With the help of my mum who is a ballet teacher, she has created a class that is based around imagery, movement, rhythm, performance and creativity to help introduce Pre-school children into the world of dance.
I have gained so much knowledge watching her teach this class and realised the importance of keeping a young child interested and alert for 45 minutes is not an easy job.
This is when I realised that a three year old will never react or understand if I asked he/she to perform the movement of a plie. However, If I ask her to open the window so her teddy bear can see out and look at butterflies and fairies she immediately can relate and better comprehend the movement.
I then thought about how imagery carries on throughout a dancer's entire life not just as a young child.
When teaching technical elements, using imagery can really aid development. For example, in ballet when teaching a rond de jambs/ plie or any action where the hips must stay in line and facing forward to convey the image that you have a set of headlights on your hips and they must stay level and forward as if you are driving a car really helps some pupils. Sometimes you have to have a range of images as different images "click" with children.
Also, for a professional who is waiting to go on the stage the ability to use imagery to rehearse backstage is a great tool. A great definition I found was "Imaging allows a vision to be created in the dancer's internal environment"
Friday 13 October 2017
Questions arising that relate to my practice?
Since beginning to read through some literature it has definitely sparked some thoughts and questions in my mind regarding teaching young children and the best classroom environment for them.
Here are some questions I am trying to answer myself through doing more reading and also from speaking to others with a similar inquiry subject and other professionals in my practice.
At what age should a child enter a more structured dance class?
Are Examinations and Competitions vital for a child in the dance industry or can they have a negative effect?
In a Creative Movement Class for Pre-school children, should a teacher correct a child's behaviour or movement during the class or is this hindering their development?
How important is imagery in dance? And should imagery be used for younger children or can it be helpful to the more mature performer?
Should a creative movement class given by a professional dance teacher be provided to all Pre-school children in education?
How important is it for the teacher to be qualified when teaching Pre-school children?
Here are some questions I am trying to answer myself through doing more reading and also from speaking to others with a similar inquiry subject and other professionals in my practice.
At what age should a child enter a more structured dance class?
Are Examinations and Competitions vital for a child in the dance industry or can they have a negative effect?
In a Creative Movement Class for Pre-school children, should a teacher correct a child's behaviour or movement during the class or is this hindering their development?
How important is imagery in dance? And should imagery be used for younger children or can it be helpful to the more mature performer?
Should a creative movement class given by a professional dance teacher be provided to all Pre-school children in education?
How important is it for the teacher to be qualified when teaching Pre-school children?
Thursday 12 October 2017
Forming a Special Interest Group
Since deciding on a broad inquiry I have began thinking about Special Interest Groups and how to decide who is relevant to you and how this group through communication can develop ideas. For me I felt like Special Interest Groups have a link with the idea of Professional Networking that we looked at in Module One. A professional Network is a connected community of people. When entering a professional network you are establishing relationships with people who can help you achieve your goals. I decided to look back on some blogs I wrote about Professional Networking. I looked back on the brainstorm I did regarding my current networks and if I could interlink my networks with my Special Interest Group.
From the BAPP course and after our conversation on Skype I realised that Emily Richard's also teaches and her inquiry is based on teaching. Although we are not looking at the same specific topic I think that we could definitely help each other with ideas and thoughts. I have also had a read of Lauren Haprer's blog and seeing as she teaches dance and is also a teaching assistant I feel like entering into conversation with her regarding dance education for Pre-School Children would be interesting!!
This is what I've found so far, but anyone else who has a similar interest, please feel free to leave a comment!!
Outside of the BAPP course I feel like I could develop my contacts, this may be more networking but I feel that these are people I may be able to speak to about my inquiry.
Teaching in new schools and speaking to teachers with years of experience is something I love doing and seeing their way of delivering a class.
I am also attending a teaching seminar in London in November and beginning my teacher training course in January will be a place I can speak to people my own age beginning their teaching journey and also the lecturers with years of experience!
What is a suitable inquiry for me?
During module one I was sure my inquiry would be based around dance physiotherapy. Throughout the first module I found I was interested in Learning Styles, I also was gaining more teaching experience last year. This led me to the idea of how dance and movement can benefit those with autism. Beginning module two I was certain that this was the route I wanted to take. However, things have changed!!
Doubt had entered my mind and I was worried that I was taking on a topic I didn't know enough about. Yes, having trained as a performer for four years I am knowledgeable in that area and I am constantly gaining teaching experience but autism is an area I know little about. Yes, I could do endless research but would I do it justice.
During a Skype conversation Adesola affirmed my thoughts and having read her blog post, where she explained about how the inquiry should help develop you practice not start a whole new practice. This is exactly where I was going wrong. Yes, if I had short-term goals to start a course in the area of autism and dance this would be a really helpful inquiry but currently my practice has not changed, I am still a performer with a passion for teaching.
This meant back to the drawing board for me!!
As I had decided a few months back to begin my Teaching Qualifications with the I.S.T.D I felt like a teaching related inquiry is something I could really benefit from and could develop my practice in conjunction with my teacher training course.
I began to brainstorm and currently I am reading a lot of literature related to the area of the benefits of dance and movement for Pre-School children and the different learning styles that can aid teachers in a class environment. The idea of imagery and creativity in a classroom and when a child should develop from creative movement into a more structured class plan. It's a starting point and I feel a more beneficial subject for myself and my practice!
Doubt had entered my mind and I was worried that I was taking on a topic I didn't know enough about. Yes, having trained as a performer for four years I am knowledgeable in that area and I am constantly gaining teaching experience but autism is an area I know little about. Yes, I could do endless research but would I do it justice.
During a Skype conversation Adesola affirmed my thoughts and having read her blog post, where she explained about how the inquiry should help develop you practice not start a whole new practice. This is exactly where I was going wrong. Yes, if I had short-term goals to start a course in the area of autism and dance this would be a really helpful inquiry but currently my practice has not changed, I am still a performer with a passion for teaching.
This meant back to the drawing board for me!!
As I had decided a few months back to begin my Teaching Qualifications with the I.S.T.D I felt like a teaching related inquiry is something I could really benefit from and could develop my practice in conjunction with my teacher training course.
I began to brainstorm and currently I am reading a lot of literature related to the area of the benefits of dance and movement for Pre-School children and the different learning styles that can aid teachers in a class environment. The idea of imagery and creativity in a classroom and when a child should develop from creative movement into a more structured class plan. It's a starting point and I feel a more beneficial subject for myself and my practice!
Wednesday 4 October 2017
Group Discussion 3/10/17
The group discussion yesterday was my first Skype since last May which felt like a lifetime ago!!
Over the summer I had given a little thought to my Inquiry ideas but felt like I wasn't making great developments. However, the skype discussion was a great way to get me thinking and back on track.
I had realised that over the summer I had fallen back into the habit of looking for answers from others rather than discovering them myself. This was one of the first things Adesola highlighted in the discussion.
I spoke to the group about my inquiry idea of how Dance, Music and Movement can aid the overall development of those on the Autism Spectrum. Hannah referred to Autism not as a disadvantage but as an alternative way of thinking. To me, this is a brilliant way to explain Autism as I have taught children who are on the Autism Spectrum and have always found that there is a way to teach them but just possibly from a different approach. Which linked with the alternative way of thinking not only for those with autism but for those trying to teach and develop their social skills, we need to be able to adapt to different learning styles. Different ways of learning is something I briefly looked at during Module one and something I want to research further in the coming weeks.
Henry also spoke about the subject of dance being compulsory in primary and secondary education. In Ireland it is an area that is overseen in my opinion so it would interest me to speak to teachers in education to see what there view is on this matter. Adesola also mentioned how we need to look back in time and see how others have researched these areas and their findings.
Over the summer I had given a little thought to my Inquiry ideas but felt like I wasn't making great developments. However, the skype discussion was a great way to get me thinking and back on track.
I had realised that over the summer I had fallen back into the habit of looking for answers from others rather than discovering them myself. This was one of the first things Adesola highlighted in the discussion.
I spoke to the group about my inquiry idea of how Dance, Music and Movement can aid the overall development of those on the Autism Spectrum. Hannah referred to Autism not as a disadvantage but as an alternative way of thinking. To me, this is a brilliant way to explain Autism as I have taught children who are on the Autism Spectrum and have always found that there is a way to teach them but just possibly from a different approach. Which linked with the alternative way of thinking not only for those with autism but for those trying to teach and develop their social skills, we need to be able to adapt to different learning styles. Different ways of learning is something I briefly looked at during Module one and something I want to research further in the coming weeks.
Henry also spoke about the subject of dance being compulsory in primary and secondary education. In Ireland it is an area that is overseen in my opinion so it would interest me to speak to teachers in education to see what there view is on this matter. Adesola also mentioned how we need to look back in time and see how others have researched these areas and their findings.
Saturday 8 April 2017
Task 3A: Current Networks
I first began thinking about my Professional and Personal Networks after the Skype session with Paula on Reader 3. It didn't take me long to realise that in some cases they interlinked. In the Performance industry I believe that it is vital that we explore different paths as there are such a vast range of opportunities for performers and who knows, one path may lead you to another and open new doors. I believe that the best way to explore new options is by; 1. Networking and 2. Giving it a go. However, it is difficult to dive in to something if we aren't in contact with the right people. This is why networking is vital in my professional practice.
I loved Eleanor's idea to use a brainstorming session so that she could clearly see on paper all of her current networks so I decided to use this idea also.
I found this way of discovering all of my current networks useful. As it made me realise how some of my networks overlap with professional and personal but are still very important networks to me. Personally, networking is something I need to work on as I tend to sit back and hope that the right audition will come along as opposed to getting my name out there.
Since returning to London in January I try to get to at least one class at Pineapple Dance Studios but really to improve on my current networks I need to get to a few more different classes. This is a great way to network both professionally and personally as you get to meet other performers who take class and a lot of the teachers at Pineapple are Industry Professionals who are still working or involved some way in the industry, getting to go to these classes means that I am getting myself out into the industry and who knows what opportunities may develop from this.
To further develop my teaching networks in the UK and Ireland, it is in my plans in the near future to begin my teaching exams with the ISTD. This will get me in contact with more teachers and also teachers in training. This is a very useful community of practice to be involved in as teaching is something I really enjoy and a great part time job to have while auditioning.
Professionally I think it would be useful for me to try and improve my professional networks in Ireland. Dublin is where majority of the big theatre work happens in Ireland and as I live nowhere near the county I have never built up a good network here. I decided to join a Commercial Modelling Agency in Dublin after graduating. After attending a few Commercial castings it made me realise what a small community of practice there is in Dublin. Everybody knows one another and it is definitely about "who you know" I feel like living in London immediately takes you outside the bubble but it is something I think I should try and work on developing my current networks in Ireland.
My Current Networks and Ethical Concerns for Networking
As I said before having an overlap between Professional and Personal Networks is great but also leads me to realise how careful I need to be on Social Media. I am not majorly into posting on social media and I like to ensure I don't too much of an insight to my life on these sites. I try to keep my personal pages slightly professional and I am very careful about commenting and ensuring that I would be happy for anyone to read or see anything I post. This is vital especially when it could be the difference between you securing a job or not.
For me, networking really lends itself in my practice to the importance of the theory of Communication Technology. So much of networking in my practice is done through social media sites and connecting to people via the web. I do feel very lucky for the training I received as I feel it has made me very approachable and capable of making good professional links.
I loved Eleanor's idea to use a brainstorming session so that she could clearly see on paper all of her current networks so I decided to use this idea also.
Since returning to London in January I try to get to at least one class at Pineapple Dance Studios but really to improve on my current networks I need to get to a few more different classes. This is a great way to network both professionally and personally as you get to meet other performers who take class and a lot of the teachers at Pineapple are Industry Professionals who are still working or involved some way in the industry, getting to go to these classes means that I am getting myself out into the industry and who knows what opportunities may develop from this.
To further develop my teaching networks in the UK and Ireland, it is in my plans in the near future to begin my teaching exams with the ISTD. This will get me in contact with more teachers and also teachers in training. This is a very useful community of practice to be involved in as teaching is something I really enjoy and a great part time job to have while auditioning.
Professionally I think it would be useful for me to try and improve my professional networks in Ireland. Dublin is where majority of the big theatre work happens in Ireland and as I live nowhere near the county I have never built up a good network here. I decided to join a Commercial Modelling Agency in Dublin after graduating. After attending a few Commercial castings it made me realise what a small community of practice there is in Dublin. Everybody knows one another and it is definitely about "who you know" I feel like living in London immediately takes you outside the bubble but it is something I think I should try and work on developing my current networks in Ireland.
My Current Networks and Ethical Concerns for Networking
As I said before having an overlap between Professional and Personal Networks is great but also leads me to realise how careful I need to be on Social Media. I am not majorly into posting on social media and I like to ensure I don't too much of an insight to my life on these sites. I try to keep my personal pages slightly professional and I am very careful about commenting and ensuring that I would be happy for anyone to read or see anything I post. This is vital especially when it could be the difference between you securing a job or not.
For me, networking really lends itself in my practice to the importance of the theory of Communication Technology. So much of networking in my practice is done through social media sites and connecting to people via the web. I do feel very lucky for the training I received as I feel it has made me very approachable and capable of making good professional links.
Friday 31 March 2017
Skype session with Paula on Module 1 Part 3
This morning I attended to the Skype session with Paula on the Networked Professional. We spoke about how Networking is the connection between us and the bigger world and how we connect our ideas about what we do with other professionals.
We spoke about how sometimes we naturally enter a network but other times we must present our work to enable us to enter a professional network.
We then spoke about the different concepts of Professional Network. I thought about an idea relating to my Professional practice, this being how social media is such a strong form of networking in my industry and how the Facebook page "The Hustle" enables all professionals in the performing arts profession connect with one another. "The Hustle" allows casting directors, choreographers, performers, teachers etc to advertise jobs or positions they have available. Paula then asked me how I network on this page and if I comment on posts everyday. I thought about this and realised that as professionals in any area we don't want to become the professional who always has something to say but it may not always be relevant to you or the other professional you are networking with. I always make sure that I only comment on job posts on the "Hustle" are suitable to my castability. We related the word relevancy and castability in that they both relate to only networking if it is worthwhile and not just for the sake of it. Otherwise you are wasting your own time and the person you are networking with. In my profession time is of the essence so wasting another professionals time is only going to give you a bad name.
Emily and Kirsty both mentioned about how they both previously used the "Hustle" but now as they aren't auditioning as regularly anymore they both have different groups that they are members of on social media now, for example, ISTD Teachers group. This highlighted how at times our communities of practice may change due to our own professional career path.
Finally Paula spoke about the theory of Lave and Wenger, that when we enter a professional network we enter almost as an outsider and then work our way into the inner circle. However, Paula used the example of Ivanka Trump already has her own office in the White House but she didn't necessarily work her way in, she found herself in that position due to her personal status. This is no fault of hers but at times this theory isn't relatable to everyone.
I am looking forward to reading further about the Networked Professional and how it relates to myself.
We spoke about how sometimes we naturally enter a network but other times we must present our work to enable us to enter a professional network.
We then spoke about the different concepts of Professional Network. I thought about an idea relating to my Professional practice, this being how social media is such a strong form of networking in my industry and how the Facebook page "The Hustle" enables all professionals in the performing arts profession connect with one another. "The Hustle" allows casting directors, choreographers, performers, teachers etc to advertise jobs or positions they have available. Paula then asked me how I network on this page and if I comment on posts everyday. I thought about this and realised that as professionals in any area we don't want to become the professional who always has something to say but it may not always be relevant to you or the other professional you are networking with. I always make sure that I only comment on job posts on the "Hustle" are suitable to my castability. We related the word relevancy and castability in that they both relate to only networking if it is worthwhile and not just for the sake of it. Otherwise you are wasting your own time and the person you are networking with. In my profession time is of the essence so wasting another professionals time is only going to give you a bad name.
Emily and Kirsty both mentioned about how they both previously used the "Hustle" but now as they aren't auditioning as regularly anymore they both have different groups that they are members of on social media now, for example, ISTD Teachers group. This highlighted how at times our communities of practice may change due to our own professional career path.
Finally Paula spoke about the theory of Lave and Wenger, that when we enter a professional network we enter almost as an outsider and then work our way into the inner circle. However, Paula used the example of Ivanka Trump already has her own office in the White House but she didn't necessarily work her way in, she found herself in that position due to her personal status. This is no fault of hers but at times this theory isn't relatable to everyone.
I am looking forward to reading further about the Networked Professional and how it relates to myself.
Wednesday 29 March 2017
Task 2C: What kind of learner am I?
After reading Reader 2 I was interested in learning more about the different ways people learn. A well as performing, I teach kids dance and musical theatre and it is interesting to see how different ways of learning click with some and not others. I never really thought about the theory of how we all begin to learn at different stages. This led me to do some further research into Kolb's cycle.
Kolb's cycle shows the four stages of where people may enter learning. However, Kolb believed that the cycle is most effective when the learner touches on each stage of learning. Kolb also believed that there were four learning styles that he included in the cycle.These are diverging, assimilating, converging and accomodating.
Diverging: "Feeling and watching" People who prefer to watch rather than do. These learners love to brainstorm ideas. They are also interested in people as opposed to just theories and facts. They are emotional and imaginative.
Assimilating: "Watching and thinking" These learner require a clear explanation as opposed to a practical opportunity. They are less interested in people and more concerned with concepts and ideas. People with this style of learning prefer readings, lectures and having time to think things through.
Converging: "Doing and thinking" These learners are great problem solvers. They prefer technical tasks and are less concerned about people and feelings. They are great at solving a problems by finding solutions to questions and experimenting with new ideas.
Accomodating: "Doing and feeling" This is the "hands-on" learner. These people rely on their instincts and feelings rather than logic. These are learners who love a challenge and carrying out plans. They also tend to rely on information others have gathered.
Honey and Mumford developed a theory based on Kolb's learning cycle. They created four stages of learning as:
Honey and Mumford developed a questionnaire to help us better understand our styles of learning. I decided to do some reading on questions that arose about the particular questionnaire. Honey and Mumford believed that people's learning styles were not set in stone and people have the ability to change their learning styles either willingly or by change of circumstances.They were of the belief that people "Deliberately set out to strengthen an underdeveloped style and thus become a more rounded learner" Also a change in job may alter your learning style. For example, moving from a job that had a quick pace of moving and a hands on approach, to one that had a stronger use of research, analysis of data and reflecting on tasks would cause a person to change their learning style to the theorist or reflector approach. However, Honey and Mumford do highlight that in their Questionnaire that it is sometimes difficult to see what kind of learner we are. As someone who is naturally a Reflective learner may outwardly behave as an Activist because they may feel the pressure professionally to act this way. This is why a third party opinion may not always be right as it is possible that "We may behave one way whilst feeling/thinking another way"
Howard Gardner's theory helps us to better understand people's way of learning. He introduced the idea that people have intelligence in multiple areas. These are:
For myself in my performing career it was interesting for me to think about how I learn. Coming from a performance background I believe that we have no choice but to be Activists and begin learning on Active Experimentation. In a class situation you are not given the chance to think about something, the first step is always to "give it a go" Also there have been times in performance situations where everything doesn't go to plan. This means that you can't stop and think about how you would adapt a movement you just have to actively change what you were doing so that the step will work. This relates to Schon's theory of reflection-in-action which is reflecting while you are in the middle of the experience. This is something performers are great at because they have no other choice but to be.
For me, I found it challenging to consciously look back on an experienceas it was something I had not done.As I am a worrier and over thinker I sometimes believe that whilst training I was pushed out of my comfort zone by not having the choice to think about something before I did it and having to just dive in and try. But I genuinely believe that I have now completely adapted my way of learning and know that I do begin learning when I actively "do" rather than think as I believe I would think myself out of trying otherwise!
References used:
Duff, A and Duffy, T. (2002) 'Psychometric properties of Honey & Mumford's Learning Styles Questionnaire (LSQ)' 33
Institute for Work Based Learning (2016) Reader 2 (2016-2017). London: Middlesex University
Lane, C (2017) 'The Distance Learning Technology Resource Guide' Available online at:
http://www.tecweb.org/styles/gardner.html
Mcleod, S.A. (2013) 'Kolb-Learning Styles' Available online at:
https://www.simplypsychology.org/learning-kolb.html
Mumford, A. and Honey, P. (1992) ‘Questions and answers on learning styles questionnaire’, Industrial and Commercial Training, 24(7).
Smith, Mark K. (2002, 2008) ‘Howard Gardner and multiple intelligences’ The encyclopedia of informal education. Available online at:
http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/
Kolb's cycle shows the four stages of where people may enter learning. However, Kolb believed that the cycle is most effective when the learner touches on each stage of learning. Kolb also believed that there were four learning styles that he included in the cycle.These are diverging, assimilating, converging and accomodating.
Diverging: "Feeling and watching" People who prefer to watch rather than do. These learners love to brainstorm ideas. They are also interested in people as opposed to just theories and facts. They are emotional and imaginative.
Assimilating: "Watching and thinking" These learner require a clear explanation as opposed to a practical opportunity. They are less interested in people and more concerned with concepts and ideas. People with this style of learning prefer readings, lectures and having time to think things through.
Converging: "Doing and thinking" These learners are great problem solvers. They prefer technical tasks and are less concerned about people and feelings. They are great at solving a problems by finding solutions to questions and experimenting with new ideas.
Accomodating: "Doing and feeling" This is the "hands-on" learner. These people rely on their instincts and feelings rather than logic. These are learners who love a challenge and carrying out plans. They also tend to rely on information others have gathered.
Honey and Mumford developed a theory based on Kolb's learning cycle. They created four stages of learning as:
- Having an experience
- Reviewing the experience
- Concluding form the experience
- Planning the next steps
- Activist: People who learn by doing and who like to dive in with both feet first!!
- Theorist: People who like to understand the theory behind the actions. They like to research, models, statistics and background information.
- Pragmatist: These learners like to see how their ideas can be put into use in the real world.
- Reflector: These learners like to think about what has happened in order to develop. They are unlike activists as they don't like to leap in and would prefer to sit back, watch and analyse from the sidelines.
Honey and Mumford developed a questionnaire to help us better understand our styles of learning. I decided to do some reading on questions that arose about the particular questionnaire. Honey and Mumford believed that people's learning styles were not set in stone and people have the ability to change their learning styles either willingly or by change of circumstances.They were of the belief that people "Deliberately set out to strengthen an underdeveloped style and thus become a more rounded learner" Also a change in job may alter your learning style. For example, moving from a job that had a quick pace of moving and a hands on approach, to one that had a stronger use of research, analysis of data and reflecting on tasks would cause a person to change their learning style to the theorist or reflector approach. However, Honey and Mumford do highlight that in their Questionnaire that it is sometimes difficult to see what kind of learner we are. As someone who is naturally a Reflective learner may outwardly behave as an Activist because they may feel the pressure professionally to act this way. This is why a third party opinion may not always be right as it is possible that "We may behave one way whilst feeling/thinking another way"
Howard Gardner's theory helps us to better understand people's way of learning. He introduced the idea that people have intelligence in multiple areas. These are:
- Spatial : This is the ability to use patterns and space to learn, they are very aware of their surrounding environment.
- Verbal-Linguistic : The ability to learn languages and use language to achieve goals. Also the ability to use language to remember information.
- Logical-Mathematical : People who have the ability to solve mathematical problem and have a scientific approach to research and investigations.These people are taught well by using logic games or investigations.
- Kinesthetic : This the ability to have natural body co-ordination and an awareness of the body and it's movements. A person who learns well through physical activity.
- Musical: People who have a strong sense of rhythm and ability to compose and recognize musical pitch and tonality. They may learn better by turning learning into lyrics or speaking rhythmically to memorize quotes or phrases.
- Interpersonal: People who learn well through interaction. They have a good understanding of peoples feelings and emotions. They learn well by engaging in group activities.
- Intrapersonal : A person who has a good understanding of their own personal like interests and goals.They are in sync with their inner feelings and learn well through independent learning.
- Gardner also speaks about VAK which is the idea of Visual, Auditory and Kinesthetic learners. Some people may learn better through seeing things or obesrving (Visual), some may learn by listening to others explain (Auditory) and some may learn by physically experiencing(Kinesthetic)
I also thought about what ways I engaged with understanding
and learning. When I was at school, I always used to learn any material by
saying it rhythmically or singing it. From a performance perspective, I know
that I have a strong musical intelligence as I pick up harmonies and rhythms
easily. When learning scripts I find it beneficial to learn the same way I did
in education by rhythmically saying the lines. I feel like I gain a lot from
engaging in group activities and enjoy listening to others feeling relating to
what we are learning about which shows I am an Interpersonal learner.
I believe that taking the time to think about what
situations you learn best in and what tools help you learn is so beneficial for
my professional practice as it helps me recognise what types of learning I need
to strengthen and to use my learning skills to my advantage so that when I am
in a class I can use my skills to get the most out of myself.
For myself in my performing career it was interesting for me to think about how I learn. Coming from a performance background I believe that we have no choice but to be Activists and begin learning on Active Experimentation. In a class situation you are not given the chance to think about something, the first step is always to "give it a go" Also there have been times in performance situations where everything doesn't go to plan. This means that you can't stop and think about how you would adapt a movement you just have to actively change what you were doing so that the step will work. This relates to Schon's theory of reflection-in-action which is reflecting while you are in the middle of the experience. This is something performers are great at because they have no other choice but to be.
For me, I found it challenging to consciously look back on an experienceas it was something I had not done.As I am a worrier and over thinker I sometimes believe that whilst training I was pushed out of my comfort zone by not having the choice to think about something before I did it and having to just dive in and try. But I genuinely believe that I have now completely adapted my way of learning and know that I do begin learning when I actively "do" rather than think as I believe I would think myself out of trying otherwise!
References used:
Duff, A and Duffy, T. (2002) 'Psychometric properties of Honey & Mumford's Learning Styles Questionnaire (LSQ)' 33
Institute for Work Based Learning (2016) Reader 2 (2016-2017). London: Middlesex University
Lane, C (2017) 'The Distance Learning Technology Resource Guide' Available online at:
http://www.tecweb.org/styles/gardner.html
Mcleod, S.A. (2013) 'Kolb-Learning Styles' Available online at:
https://www.simplypsychology.org/learning-kolb.html
Mumford, A. and Honey, P. (1992) ‘Questions and answers on learning styles questionnaire’, Industrial and Commercial Training, 24(7).
Smith, Mark K. (2002, 2008) ‘Howard Gardner and multiple intelligences’ The encyclopedia of informal education. Available online at:
http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/
·
Wednesday 22 March 2017
Finding the perfect job!!!
After reading Eleanor's blog it triggered something I have been thinking about for a couple of weeks. For me, I have learned a lot about myself since beginning on the course. I realised that I am most efficient when I am busy and have to make an organised schedule for myself. I love routine. This is difficult in the life of a performer and a steady routine is something rare in our lives.
The tricky bit for a performer is finding the balance between working to stay alive and paying the bills and having time to develop your professional performance skills and attend auditions.
I still feel like I haven't found the right balance between the two. In January I barely had time to draw my breath, I was so busy with work and then had three weeks of auditioning for various shows and cruises that I didn't have time to work. Currently, I am finding that I don't have a busy schedule with work or auditions. I am trying my best to still go to class every week and singing lessons once every two weeks but it's tough to keep a handle on finances when there is a lot going out and not so much coming in.
I was then offered a week of teaching in Ireland at the beginning of the week starting on Tuesday 28th March. At first I was unsure whether to take it or not as I felt like I wasn't solving the problem of not having the right job in London. But then I thought of the short term benefits. I would get to spend a week at home teaching children that are energetic and eager, I would be able to develop my choreographic skills as I have been asked to create some pieces for the summer show and last but not least I will be busy, meaning I can create a timetable where I can sure I can get work done for me degree in the morning, go to the gym and then teach my classes in the afternoon. As performers I think we all panic when we get offered work, we always think what if an audition comes up and I have work. But I have decided that we cannot live like this and if something crops up I will work around this.
So really what is the perfect job for performers??
I have tried retail work with agencies but really try and avoid it because I find the work unfulfilling and if the store is quiet the day can feel very long. I work at events as a hostess which I do enjoy as the job is sociable and I meet other performers who are on the same wave length as myself. I worked with a lady older than myself who was once a performer, she told me to never forget the reason you are working these jobs as it is easy to get side tracked with a regular income and you begin to lose interest in what your passion is. This is something that has always stuck with me, I don't have excess moment to spend on nice things but I also haven't forgotten what it is I really want to do.
A survey by Equity showed that at least two thirds of actors are out of work at any given time. Sometimes people ask, why do you do this? You have to deal with rejection, overcrowded auditions, working jobs you don't want to do? But my answer is that if I never try to do what I love I'll always think what if? I don't feel in any rush to have my life sorted out at the age of twenty three!!
For now, I am going to continue looking for that job that suits me and my career. I am also beginning to try new hobbies. I am going to my first Pilates class tomorrow morning and who knows, I might end up finding a new career option from a new hobby!!
The tricky bit for a performer is finding the balance between working to stay alive and paying the bills and having time to develop your professional performance skills and attend auditions.
I still feel like I haven't found the right balance between the two. In January I barely had time to draw my breath, I was so busy with work and then had three weeks of auditioning for various shows and cruises that I didn't have time to work. Currently, I am finding that I don't have a busy schedule with work or auditions. I am trying my best to still go to class every week and singing lessons once every two weeks but it's tough to keep a handle on finances when there is a lot going out and not so much coming in.
I was then offered a week of teaching in Ireland at the beginning of the week starting on Tuesday 28th March. At first I was unsure whether to take it or not as I felt like I wasn't solving the problem of not having the right job in London. But then I thought of the short term benefits. I would get to spend a week at home teaching children that are energetic and eager, I would be able to develop my choreographic skills as I have been asked to create some pieces for the summer show and last but not least I will be busy, meaning I can create a timetable where I can sure I can get work done for me degree in the morning, go to the gym and then teach my classes in the afternoon. As performers I think we all panic when we get offered work, we always think what if an audition comes up and I have work. But I have decided that we cannot live like this and if something crops up I will work around this.
So really what is the perfect job for performers??
I have tried retail work with agencies but really try and avoid it because I find the work unfulfilling and if the store is quiet the day can feel very long. I work at events as a hostess which I do enjoy as the job is sociable and I meet other performers who are on the same wave length as myself. I worked with a lady older than myself who was once a performer, she told me to never forget the reason you are working these jobs as it is easy to get side tracked with a regular income and you begin to lose interest in what your passion is. This is something that has always stuck with me, I don't have excess moment to spend on nice things but I also haven't forgotten what it is I really want to do.
A survey by Equity showed that at least two thirds of actors are out of work at any given time. Sometimes people ask, why do you do this? You have to deal with rejection, overcrowded auditions, working jobs you don't want to do? But my answer is that if I never try to do what I love I'll always think what if? I don't feel in any rush to have my life sorted out at the age of twenty three!!
For now, I am going to continue looking for that job that suits me and my career. I am also beginning to try new hobbies. I am going to my first Pilates class tomorrow morning and who knows, I might end up finding a new career option from a new hobby!!
Tuesday 21 March 2017
Task 2B: Journal Writing Experience
I've been writing in my reflective journal for over a week and everyday I decided to use a new way of learning. Some ways have definitely been more of a challenge than others and I wanted to find the best way of reflecting and analysing so that I could learn and develop my professional practice. Below are my thoughts on the different ways of writing that I tried.
Description:
This was a good way of off loading everything that happened in my day. However, I am unsure if I used any analysis and from reading back on the journal entry I made my feelings weren't evident.I could see how I was feeling that day and exactly what happened but I don't think I was clear in answering why I felt the way I did or what I learned from reflecting on that day. I found it easy to describe my day but I feel like my reflection didn't develop into learning.
Initial Reflection
I enjoyed this way of writing. Reading back on the journal extract where I used initial reflection it was clear how I felt and how what happened during the day reflected my mood. I seemed to be actively reflecting throughout the day whenever I had a spare moment. I felt like I was in a good mind set after writing this journal and I had made developments throughout the day that benefited my professional practice. I think this was a more concise way of writing and enabled me to answer the questions, how did I feel, what was my mood, did anything unexpected happen.
List
Initially I didn't think List writing would work for my reflective journal. I love writing lists but I use them when I need to get things done efficiently. For this reason I was unsure if I would be able to fully reflect on my thoughts and feelings about a day. However, when I began writing I found it worked really well as it ensured that I included, how I felt and what I learned from my day that I could take into the next day. I also included a section of things that confused me. I hadn't included this in any of my previous journals. I found this helpful because writing them down stopped me from worrying about them so much and I didn't get bogged down by these little obstacles. I was able to carry on and then come back to them.Some days I included Things people should remember about me and this really helped me reflect about my own self, what I do well and what I could improve on. This is definitely a way of writing my journal that I will use again.
Evaluation
This was a very positive way of journal writing for me. In comparison to descriptive writing, where I was dwelling on every little detail of the day, evaluation helped me start with me saying what worked well for me that day. I included things to avoid so that if a similar situation were to arise I will hopefully approach the situation differently. I found this a constructive way of writing my journal and I found I learned about the way I deal with people and I discovered new qualities I need to work on to improve myself professionally.
What if?
I didn't take very well to this way of writing. I thought I would enjoy the excitement and allowing my imagination to explore thoughts of what if this happened or what if I meet him/her? However, I struggled to set my mind to this way of thinking. I felt like I was writing a fantasy novel rather than reflecting. I think this is because I am a realistic person. This is a way of writing I should work on as I know it would be good for me to try and let my mind explore the what if of a situation.
Another view
This was a fun way of writing my journal. I decided to use my back pack as the person viewing what my day was like. It was interesting to think what another person or object would have seen my day. It changed my way of thinking. I felt like I was able to explore my thoughts deeper but it took a bit longer than other ways of writing as I had to think about my day and then see how my backpack perceived my day. I considered when my emotions were obvious to everyone and then times I held back and kept my thoughts to myself. I also thought about what my backpack would think went well for me that day or if there was anything my backpack thought I didn't approach or deal with very well. I believe it is good to almost step out of a situation and view as a third person.
After looking back and analysing all of these ways of writing I think I will definitely use the format of lists and evaluation as these worked best for me. I will explore further the what if? and another view also as I think I could improve my journal writing by using these. Since starting my journal writing last week I already see my way of thinking and reflecting on a day beginning to chat. I spoke previously about how I tend to forget about enjoying the journey and worrying too much about the destination. Writing my journal has allowed me to take any worries in my mind regarding my professional practice every day and write them down. This frees my mind up to allow space for me to make developments in my practice. I have made a conscious effort to try and learn from my reflection. I do need to make more of an effort to make it part of my daily practice as there are days that I neglect my reflective journal if I am busy. However, I feel like I am definitely improving on actively reflecting in the moment which is benefitting my practice.
Description:
This was a good way of off loading everything that happened in my day. However, I am unsure if I used any analysis and from reading back on the journal entry I made my feelings weren't evident.I could see how I was feeling that day and exactly what happened but I don't think I was clear in answering why I felt the way I did or what I learned from reflecting on that day. I found it easy to describe my day but I feel like my reflection didn't develop into learning.
Initial Reflection
I enjoyed this way of writing. Reading back on the journal extract where I used initial reflection it was clear how I felt and how what happened during the day reflected my mood. I seemed to be actively reflecting throughout the day whenever I had a spare moment. I felt like I was in a good mind set after writing this journal and I had made developments throughout the day that benefited my professional practice. I think this was a more concise way of writing and enabled me to answer the questions, how did I feel, what was my mood, did anything unexpected happen.
List
Initially I didn't think List writing would work for my reflective journal. I love writing lists but I use them when I need to get things done efficiently. For this reason I was unsure if I would be able to fully reflect on my thoughts and feelings about a day. However, when I began writing I found it worked really well as it ensured that I included, how I felt and what I learned from my day that I could take into the next day. I also included a section of things that confused me. I hadn't included this in any of my previous journals. I found this helpful because writing them down stopped me from worrying about them so much and I didn't get bogged down by these little obstacles. I was able to carry on and then come back to them.Some days I included Things people should remember about me and this really helped me reflect about my own self, what I do well and what I could improve on. This is definitely a way of writing my journal that I will use again.
Evaluation
This was a very positive way of journal writing for me. In comparison to descriptive writing, where I was dwelling on every little detail of the day, evaluation helped me start with me saying what worked well for me that day. I included things to avoid so that if a similar situation were to arise I will hopefully approach the situation differently. I found this a constructive way of writing my journal and I found I learned about the way I deal with people and I discovered new qualities I need to work on to improve myself professionally.
What if?
I didn't take very well to this way of writing. I thought I would enjoy the excitement and allowing my imagination to explore thoughts of what if this happened or what if I meet him/her? However, I struggled to set my mind to this way of thinking. I felt like I was writing a fantasy novel rather than reflecting. I think this is because I am a realistic person. This is a way of writing I should work on as I know it would be good for me to try and let my mind explore the what if of a situation.
Another view
This was a fun way of writing my journal. I decided to use my back pack as the person viewing what my day was like. It was interesting to think what another person or object would have seen my day. It changed my way of thinking. I felt like I was able to explore my thoughts deeper but it took a bit longer than other ways of writing as I had to think about my day and then see how my backpack perceived my day. I considered when my emotions were obvious to everyone and then times I held back and kept my thoughts to myself. I also thought about what my backpack would think went well for me that day or if there was anything my backpack thought I didn't approach or deal with very well. I believe it is good to almost step out of a situation and view as a third person.
After looking back and analysing all of these ways of writing I think I will definitely use the format of lists and evaluation as these worked best for me. I will explore further the what if? and another view also as I think I could improve my journal writing by using these. Since starting my journal writing last week I already see my way of thinking and reflecting on a day beginning to chat. I spoke previously about how I tend to forget about enjoying the journey and worrying too much about the destination. Writing my journal has allowed me to take any worries in my mind regarding my professional practice every day and write them down. This frees my mind up to allow space for me to make developments in my practice. I have made a conscious effort to try and learn from my reflection. I do need to make more of an effort to make it part of my daily practice as there are days that I neglect my reflective journal if I am busy. However, I feel like I am definitely improving on actively reflecting in the moment which is benefitting my practice.
Campus Session
I am a bit late posting about my thoughts on the campus session as I have had a busy few days since the session.
On arrival at the campus my initial thought was how big Middlesex University is, and how much of a different environment it is to where I studied for four years. I was used to being in a college where everyone knew each other and it felt like a big home. The campus at Middlesex is so impressive and with so many different courses you could tell some people didn't know each other at all. It felt strange being in a classroom situation too, like being back at school but as soon as we met Adesola she changed the set up of the room to make it an open circle where we felt comfortable sharing our thoughts and views.
Because the session consisted of a mixed group of module one and three, us module one students got an insight into what the module 3 students are dealing with carrying out their inquiry. It was lovely to meet everyone and finally put some names to faces.
The most important thing I took from the day was that this course is not about ticking the boxes. Adesola stressed that although we have tasks in every session we shouldn't feel like we have to go through the module task at a time. This is a learning process and sometimes we go through tasks when they relate to our professional practice, not necessarily in order.
Adesola wanted the session to be relevant to each module so we spoke about Theories. The first term I hadn't heard before was the Rhizome. The definition of a Rhizome is:
"the rhizome connects any point to any other point, and its traits are not necessarily linked to traits of the same nature; it brings into play very different regimes of signs, and even nonsign states."
Adesola described it to us in relation to the three theories in module one, as drops of water going into the the soil and each theory will develop and nourish the other. For example, the theory of reflection helps us to be open to connecting, which will in turn lead us to networking with other professionals and developing our professional practice.
We then discussed how Connectivity, Reflection and Networking should be the core or skeleton that shape further development into our practice. I found a great explanation for what theory actually is, it is in terms of sport but I felt it related to what we spoke about. "Theories provide frameworks for asking research questions, interpreting information, and uncovering the deeper meanings associated with practice. They also enable us to be more informed citizens as we apply what we learn in our research to the world in which we live"
Something that I had noted in my reflective journal was how I was confused about ethics as it kept cropping up in the reader and different reading material. I was not seeing the difference between Ethics and personal morals. However, after discussing the topic of ethics I realised that ethics is about questioning a theory and how we may view a theory whether we agree or disagree on aspects of that theory. Sometimes when we question a theory we may not find an answer but it is vital for us to question as this will "shake up" our initial thoughts
Overall the session made me realise that I need to relate my professional practice to the three theories in module one and take time to reflect on how these theories relate to me.
Sources used:
http://ensemble.va.com.au/enslogic/text/smn_lct08.htm
http://www.sjsu.edu/faculty/masucci/coakley.PDF
On arrival at the campus my initial thought was how big Middlesex University is, and how much of a different environment it is to where I studied for four years. I was used to being in a college where everyone knew each other and it felt like a big home. The campus at Middlesex is so impressive and with so many different courses you could tell some people didn't know each other at all. It felt strange being in a classroom situation too, like being back at school but as soon as we met Adesola she changed the set up of the room to make it an open circle where we felt comfortable sharing our thoughts and views.
Because the session consisted of a mixed group of module one and three, us module one students got an insight into what the module 3 students are dealing with carrying out their inquiry. It was lovely to meet everyone and finally put some names to faces.
The most important thing I took from the day was that this course is not about ticking the boxes. Adesola stressed that although we have tasks in every session we shouldn't feel like we have to go through the module task at a time. This is a learning process and sometimes we go through tasks when they relate to our professional practice, not necessarily in order.
Adesola wanted the session to be relevant to each module so we spoke about Theories. The first term I hadn't heard before was the Rhizome. The definition of a Rhizome is:
"the rhizome connects any point to any other point, and its traits are not necessarily linked to traits of the same nature; it brings into play very different regimes of signs, and even nonsign states."
Adesola described it to us in relation to the three theories in module one, as drops of water going into the the soil and each theory will develop and nourish the other. For example, the theory of reflection helps us to be open to connecting, which will in turn lead us to networking with other professionals and developing our professional practice.
We then discussed how Connectivity, Reflection and Networking should be the core or skeleton that shape further development into our practice. I found a great explanation for what theory actually is, it is in terms of sport but I felt it related to what we spoke about. "Theories provide frameworks for asking research questions, interpreting information, and uncovering the deeper meanings associated with practice. They also enable us to be more informed citizens as we apply what we learn in our research to the world in which we live"
Something that I had noted in my reflective journal was how I was confused about ethics as it kept cropping up in the reader and different reading material. I was not seeing the difference between Ethics and personal morals. However, after discussing the topic of ethics I realised that ethics is about questioning a theory and how we may view a theory whether we agree or disagree on aspects of that theory. Sometimes when we question a theory we may not find an answer but it is vital for us to question as this will "shake up" our initial thoughts
Overall the session made me realise that I need to relate my professional practice to the three theories in module one and take time to reflect on how these theories relate to me.
Sources used:
http://ensemble.va.com.au/enslogic/text/smn_lct08.htm
http://www.sjsu.edu/faculty/masucci/coakley.PDF
Tuesday 14 March 2017
My initial thoughts on my Reflective Journal
When I first read the tasks for Part 2 of Module 1 and saw that journal writing was a task it brought me back to when I was younger and used to keep a diary. Last year I found this diary in my bedside locker and being able to see what my thoughts were at the age of eight was fascinating. To think that even at such a young age we still reflect on what happens every day amazed me. I knew that I would enjoy this task.
In my Profession Practice of currently auditioning it is so easy for me to get bogged down by rejection and worries about unemployment and wondering if I am moving in the right direction. The thought of being able to "unpack" my everyday thoughts and happenings by writing a reflective journal made me feel like I could empty my mind so I don't experience the feeling of wanting to explode!!
I am the type of person who likes to portray a relaxed, calm and upbeat exterior. I don't like to talk too much about my concerns to people as that always makes them feel very real. But in fact, I am actually an over thinker who constantly worries about the what ifs and the maybes!! When I read Boud's extract on Journal Writing to Enhance Reflective Practice I came across the quote by Moon (1999) regarding using journals in learning through reflection, she explains that an aim of journal writing is "To provide and alternative 'voice' for those not good at expressing themselves" I felt this quote very relevant.
Although I feel like I am able to express my thoughts on my blog, the difference with journal writing is that there are some things that I don't want to share with everyone. It is nice to be able to express myself without everybody knowing what I am thinking. The way I have started to write my journal allows me to make reference to it when submitting my work as I don't mention specific names or places.
When I began thinking about what I should include in my journal I found it really helpful to read Lauren Harper's blog as she gave a great description on Reflecting vs Analysing . Boud explains reflection as "taking the unprocessed, raw material of experience, and engaging with it as a way to make sense of what has occurred" I then went on to try and better understand what Analysing meant and found "Analysing is the process of breaking a complex topic into smaller parts to gain a better understanding" Looking also at Lauren's blog where she explained that analysing shows the thought process used to arrive at your conclusion. Last night on Skype, Paula referred to analysing as the making sense of what you have reflected on.
I decided to follow the guidelines of the handbook where they suggest to try out different ways to write my journal so that I could discover which way best suited me.
I chose to use a small leather journal to write down my everyday thoughts. This might be an old- fashioned way considering I could use my laptop or phone. However, it is handy to be able to have my journal in my bag and it separates itself from all of my social media sites on my phone and laptop. Since starting my reflective journal I find I really enjoy taking some time out of my evening to write in my journal.
Sources used: Boud, David Chapter 1 Using journal writing to enhance reflective practice
https://en.wikipedia.org/wiki/Analysis
In my Profession Practice of currently auditioning it is so easy for me to get bogged down by rejection and worries about unemployment and wondering if I am moving in the right direction. The thought of being able to "unpack" my everyday thoughts and happenings by writing a reflective journal made me feel like I could empty my mind so I don't experience the feeling of wanting to explode!!
I am the type of person who likes to portray a relaxed, calm and upbeat exterior. I don't like to talk too much about my concerns to people as that always makes them feel very real. But in fact, I am actually an over thinker who constantly worries about the what ifs and the maybes!! When I read Boud's extract on Journal Writing to Enhance Reflective Practice I came across the quote by Moon (1999) regarding using journals in learning through reflection, she explains that an aim of journal writing is "To provide and alternative 'voice' for those not good at expressing themselves" I felt this quote very relevant.
Although I feel like I am able to express my thoughts on my blog, the difference with journal writing is that there are some things that I don't want to share with everyone. It is nice to be able to express myself without everybody knowing what I am thinking. The way I have started to write my journal allows me to make reference to it when submitting my work as I don't mention specific names or places.
When I began thinking about what I should include in my journal I found it really helpful to read Lauren Harper's blog as she gave a great description on Reflecting vs Analysing . Boud explains reflection as "taking the unprocessed, raw material of experience, and engaging with it as a way to make sense of what has occurred" I then went on to try and better understand what Analysing meant and found "Analysing is the process of breaking a complex topic into smaller parts to gain a better understanding" Looking also at Lauren's blog where she explained that analysing shows the thought process used to arrive at your conclusion. Last night on Skype, Paula referred to analysing as the making sense of what you have reflected on.
I decided to follow the guidelines of the handbook where they suggest to try out different ways to write my journal so that I could discover which way best suited me.
I chose to use a small leather journal to write down my everyday thoughts. This might be an old- fashioned way considering I could use my laptop or phone. However, it is handy to be able to have my journal in my bag and it separates itself from all of my social media sites on my phone and laptop. Since starting my reflective journal I find I really enjoy taking some time out of my evening to write in my journal.
Sources used: Boud, David Chapter 1 Using journal writing to enhance reflective practice
https://en.wikipedia.org/wiki/Analysis
Tuesday 7 March 2017
Chat with Adesola on 07/03/17
This evening Adesola held a Skype chat which gave me the chance to chat and listen to people on other modules. I found this so helpful as module 3 seems like such a long time away and a very unknown territory, so it was great to hear about what the module 3 students are currently working on. We started the chat talking about the second part to module 1 which is about our Reflective Practice. Immediately I thought about how relevant this is to my current situation. Eleanor and Lauren both mentioned quotes that rang clear to me. "Enjoy the journey not the destination" At the moment in my own professional practice I am auditioning for various performance jobs. However I am working three other jobs and I feel I get caught up with worries about where I am actually going with my professional practice. I am constantly panicking that I am not where I want to be. But I do forget that I am taking little steps to try and improve my professional practice and develop my skills. This leads back to the quote about enjoying the journey because really we all have ideas about where we want to end up but really we do not know where our journey will take us. I have decided to make much more of an effort to enjoy the journey I am on and try not to overthink and worry about where and what I will end up doing.
It was interesting to listen to the module 3 students speaking about the interviews they are currently holding. I don't have a lot of interview experience but meeting with agents for me was quite daunting and the interviews I felt most comfortable with were when an agent left me the scope to develop my answer and then this may lead down a new route and open conversation topics. It is quite difficult to relax when you are constantly being asked short and specific questions. The location of an interview was another topic that came up and it is something I probably wouldn't have thought of but is definitely important. When I think back on interviews I have done if you feel like you are in a location where you feel comfortable and isn't too busy you begin to relax and enjoy the conversation rather than thinking of it as an interrogation which Lawrence mentioned. If you are interviewing someone you don't want them to be easily distracted or feel like they can't really open up to you because the location isn't suitable. This is definitely something I will consider when I begin interviews.
Finally, it was good to be reminded about the importance of analysis and Adesola mentioned that with the tasks it is important not to just tick boxes but to really think about how the tasks can relate to your own professional practice and to analyse the certain moments that are really significant to my own interests.
It was interesting to listen to the module 3 students speaking about the interviews they are currently holding. I don't have a lot of interview experience but meeting with agents for me was quite daunting and the interviews I felt most comfortable with were when an agent left me the scope to develop my answer and then this may lead down a new route and open conversation topics. It is quite difficult to relax when you are constantly being asked short and specific questions. The location of an interview was another topic that came up and it is something I probably wouldn't have thought of but is definitely important. When I think back on interviews I have done if you feel like you are in a location where you feel comfortable and isn't too busy you begin to relax and enjoy the conversation rather than thinking of it as an interrogation which Lawrence mentioned. If you are interviewing someone you don't want them to be easily distracted or feel like they can't really open up to you because the location isn't suitable. This is definitely something I will consider when I begin interviews.
Finally, it was good to be reminded about the importance of analysis and Adesola mentioned that with the tasks it is important not to just tick boxes but to really think about how the tasks can relate to your own professional practice and to analyse the certain moments that are really significant to my own interests.
Saturday 25 February 2017
Skype on Module one 21/2/17 and developing idea on Task 1B
Following our first Skype session with Paula I had so much to think about. We discussed a variety of topics regarding social media. It made me think about why I use social media for myself. Did I just set up accounts on Facebook, Instagram and Twitter because everyone else was doing it? As I don't spend a lot of time online I began to think that as a community in some instances we feel obliged to be on these sites because that is the way the world is developing and we don't want to get left behind. I think nowadays young people have a major fear of missing out and not being a part of something. As a generation we can be fueled by how many 'likes' our pictures get on Instagram and how many followers we have on Twitter.
This led me to think more about the Architecture of Participation and how if we don't have the instruments in order to participate then we are unable or unwilling to participate in something. I immediately thought of the older generation in the community today and yes. some have really engaged an interest in new forms on communication online and using social media but I know that the thought of social media among some elderly people is baffling. Not only social media but other businesses now carry out a lot of their services online. For example, boarding passes for a flight, online shopping, online banking. Is this fair and are we leaving behind the older generation who just want to speak to somebody on the phone or go into the bank rather than having to ask someone for help to carry out the task online. We also forget at times that factors such as income and education affect peoples ability to access the web. I for one take going on social media as a given and forget about the cost. However, developing countries are so far behind countries like America and the UK because of these two factors.
The Skype conversation then went onto the topic of how Web 2.0 is continually improving and can almost predict our searches. The thought of this amazed me and I feel like the web is now almost a step ahead of us.
After reading the article by Tim O' Reilly on "What is Web 2.0" I thought about how powerful Web 2.0 is and how people all around the world can now voice their thoughts to anyone and be heard. Blogging was not something I ever thought about doing but I now realise it is a place where people can think out loud and have another person comment on their thoughts. O' Reilly refers to the web as a 'Global Brain' and how the blogosphere is a place where we can voice our conscious thoughts.
For me this linked to Remixable data and transformations and the idea of Valtysson who mentions the term "prosumer" meaning the consumer is also a producer. From reading the article Access Culture: Web 2.0 and cultural participation, I realised that although the development of Web 2.0 has allowed people to not only read articles online but voice our own opinions and create our own articles in response to ones we have read, it does lead to the issue that seems most evident with Remixable Data, copyright. I think the majority of people can admit to at one time or another illegally downloading a movie or an album online not knowing what source it has come from. This is the issue with the development of the Web 2.0 as a lot of the time we no longer know exactly where are sources are really coming from on the web. Coming from an Arts background I am now only realising how detrimental this can be to an aspiring singer or performer who uploads some footage of them performing on social media but that footage may be taken and remixed by another source who then uploads it as their own material. However, when I continued reading I saw the advances being made on copyright by the professor Lawrence Lessig who has designed the copyright system known as "Creative Commons" This idea allows users to download and share a creators work on the grounds that they mention and link to the original creator. There is also another license which enables users to
Articles mentioned:
O' Reilly, T. (2005) 'What is Web 2.0: Design patterns and business models for the next generation of software' Available online at:
http://www.oreilly.com/pub/a/web2/archive/what-is-web-20.html
Valtysson, B. (2010) 'Access Cullture: Web 2.0 and cultural participation', International journal of cultural policy, 16:(2), pp. 200-214.
This led me to think more about the Architecture of Participation and how if we don't have the instruments in order to participate then we are unable or unwilling to participate in something. I immediately thought of the older generation in the community today and yes. some have really engaged an interest in new forms on communication online and using social media but I know that the thought of social media among some elderly people is baffling. Not only social media but other businesses now carry out a lot of their services online. For example, boarding passes for a flight, online shopping, online banking. Is this fair and are we leaving behind the older generation who just want to speak to somebody on the phone or go into the bank rather than having to ask someone for help to carry out the task online. We also forget at times that factors such as income and education affect peoples ability to access the web. I for one take going on social media as a given and forget about the cost. However, developing countries are so far behind countries like America and the UK because of these two factors.
The Skype conversation then went onto the topic of how Web 2.0 is continually improving and can almost predict our searches. The thought of this amazed me and I feel like the web is now almost a step ahead of us.
After reading the article by Tim O' Reilly on "What is Web 2.0" I thought about how powerful Web 2.0 is and how people all around the world can now voice their thoughts to anyone and be heard. Blogging was not something I ever thought about doing but I now realise it is a place where people can think out loud and have another person comment on their thoughts. O' Reilly refers to the web as a 'Global Brain' and how the blogosphere is a place where we can voice our conscious thoughts.
For me this linked to Remixable data and transformations and the idea of Valtysson who mentions the term "prosumer" meaning the consumer is also a producer. From reading the article Access Culture: Web 2.0 and cultural participation, I realised that although the development of Web 2.0 has allowed people to not only read articles online but voice our own opinions and create our own articles in response to ones we have read, it does lead to the issue that seems most evident with Remixable Data, copyright. I think the majority of people can admit to at one time or another illegally downloading a movie or an album online not knowing what source it has come from. This is the issue with the development of the Web 2.0 as a lot of the time we no longer know exactly where are sources are really coming from on the web. Coming from an Arts background I am now only realising how detrimental this can be to an aspiring singer or performer who uploads some footage of them performing on social media but that footage may be taken and remixed by another source who then uploads it as their own material. However, when I continued reading I saw the advances being made on copyright by the professor Lawrence Lessig who has designed the copyright system known as "Creative Commons" This idea allows users to download and share a creators work on the grounds that they mention and link to the original creator. There is also another license which enables users to
"distribute, remix, tweak and build upon the work, commercially or not, as long as
they credit the original creator." I'm sure this idea will have mixed reaction with creators and users as it is difficult for a creator to see their own work being taken by a user and remixed. However, it is almost impossible to stop copyright when social media sites makes it extremely easy for a user to illegally download and rework material. Personally I think copyright cannot be stopped but it would definitely improve the situation if we all were more conscious of where our sources were coming from and if we are aware that we are using a creators work to always mention and credit their name.Articles mentioned:
O' Reilly, T. (2005) 'What is Web 2.0: Design patterns and business models for the next generation of software' Available online at:
http://www.oreilly.com/pub/a/web2/archive/what-is-web-20.html
Valtysson, B. (2010) 'Access Cullture: Web 2.0 and cultural participation', International journal of cultural policy, 16:(2), pp. 200-214.
Task 1A: Professional Profile (Final)
My Professional Profile
Hi! My name is Jessica Stokes and I am twenty-two years old.
I graduated from Bird College in 2016 with a Diploma in Professional Musical
Theatre. While at College I performed in many in-house productions and summer
shows. Since entering the industry as a professional I have auditioned for
various shows and cruise contracts. I have a passion for teaching and after
graduating I taught jazz, ballet and musical theatre workshops around Ireland.
I chose to continue my studies on the BAPP Course because there are areas of my
industry that I would like to develop my knowledge in such as anatomy, body
conditioning, fitness and well-being. I’m hoping this degree will expand my
horizons, help me improve my own professional practice and develop my future
career.
Task 1A: CV and Personal Profile Continuation
This morning I applied for a dance teaching job and realised that I now I have three different types of C.Vs, a Performacnec CV, one for my Events and Hostessing work and finally a teaching CV. I began to think about what different employers look for in a CV. While updating my teaching CV I thought what a dance teacher really wants to know about my Personal Profile. After reading an article on the Huffington Post about how long do recruiters spend looking at your career summary I was shocked to read that according to a recent summary job recruiters spend just six seconds looking over your CV. This made me realise how clear and to the point my CV needs to be. The article answered my next question which was: What do they actually look for on your CV? The study found:
"They spend 80 percent of their brief review on six key elements of your resume: your name, the current company you work for, your previous employment, the start and end dates of your previous position, the start and end dates of your current position and your educational background."
I then had a look back at my Teaching C.V. and Events CV and I realised my dates weren't clear enough. The article spoke about using action words to describe yourself and your job roles so I decided to take that into consideration also. I have sent off my new teaching C.V. and uploaded it on my blog also.
Article mentioned: http://www.huffingtonpost.com/2012/03/23/resume-tips-for-post-50s_n_1372705.html
Friday 24 February 2017
Task 1C: Audio-Visual My initial thoughts on the BAPP Course
I really didn't expect this task to phase me but it did. Being a performer and having to self-tape before for auditions I really thought this task wouldn't take long. However, I was wrong.. I decided to write out a short paragraph including all of the points that I wanted to include in my video. This helped me as I could visualize what I had written. I found it difficult to make a video which was clear, concise and to the point. For me when I feel nervous about doing something I tend to waffle and then my points become unclear. I also found that it's really not easy to talk about yourself!! First, I asked a family member to record me but I felt quite under pressure and conscious of someone listening to my thoughts. I decided to then self record in my own space on my own. This was definitely easier and I felt comfortable making mistakes and just starting again. It is a tool I will need to work on as I know audio visuals are often used in my professional practice as I discussed in task 1D.
I hope you enjoy the video and feel free to leave any comments.
https://www.youtube.com/watch?v=aq3hPVlW7dI
Thursday 23 February 2017
Task 1D:2D Images
Today I created a Flickr account. I have had an Instagram account for a few years so I wanted to try using a new form of social media. As I use Instagram for personal use I decided to set up Flickr solely for Professional reasons and to provide small insights into my performing career. I am still getting my head around Flickr but it seems to have some similarities to Instagram. However, Flickr seems to have options to share photos in groups that you can join, making photo albums, creating wall art and photo books and the options to upload photos privately and publicly.
Below is a link of my own flickr account:
https://www.flickr.com/photos/148330486@N03/
In my Professional Practice the use of audio visual and visual images in social media are becoming very popular. Performers are using sites such as Instagram, Facebook, Twitter and YouTube to self advertise. Many performers will make a Showreel and/or Voicereel which showcase their strengths. As social media is now used by the majority of people many Casting Directors and Choreographers will have accounts on these sites and by posting clips of your showreel, voicereel or even a video of you in a dance class it can lead to people in the industry viewing your profile. Nowadays, taking into consideration the volume of performers in the industry Cruise companies have began allowing performers to submit their Showreels and Voicereels to their Casting teams. I know of performers who have obtained jobs on Cruises via a Showreel which highlights how useful they are to a performer. In an article on "The Stage" it is said that before obtaining an audition for TV many Casting Directors will have a quick look at your Showreel to make sure a performer doesn't have "dead eyes". Casting Directors for TV shows now audition performers via Self-Tape which is a self recorded clip of you performing a scene sent by the Casting Team as it is time and cost effective. In an article written by the Casting Director Ros Hubbard he explains that there are benefits for performers in self-taping:
"Self-tapes allow me to see your acting even if you are working in a different country or elsewhere in the UK, on a theatre job, another film shoot, or even on holiday"
Hubbard also explains in his article that self-taping allows more actors to be seen for roles when a Casting Director wants to take a first glance at an actor.
Using your performance head shot as your profile picture on social media is a great way to get your face recognised especially if you are quite active on your pages. YouTube is a great platform for performers of all genres to post videos of their own work. In an article in the New York Times about the choreographer Tricia Miranda she explains:
“I’ve been a dance instructor for 15 years,” she said. “But it wasn’t until I got big on YouTube that I started getting this much attention.”
The Choreographer has been viewed over 27 million times. The Times also explains how the use of sites like YouTube, Vine and Snapchat have made Choreographers stars in their own right.
Articles mentioned: https://actorsandperformers.com/actors/advice/154/securing-work/casting
https://www.nytimes.com/2016/08/11/fashion/tricia-miranda-choreographer-youtube-rihanna.html?rref=collection%2Ftimestopic%2FYouTube&action=click&contentCollection=business®ion=stream&module=stream_unit&version=latest&contentPlacement=28&pgtype=collection&_r=0
https://www.thestage.co.uk/advice/2017/dear-west-end-producer-casting-directors-watch-showreels/
Below is a link of my own flickr account:
https://www.flickr.com/photos/148330486@N03/
In my Professional Practice the use of audio visual and visual images in social media are becoming very popular. Performers are using sites such as Instagram, Facebook, Twitter and YouTube to self advertise. Many performers will make a Showreel and/or Voicereel which showcase their strengths. As social media is now used by the majority of people many Casting Directors and Choreographers will have accounts on these sites and by posting clips of your showreel, voicereel or even a video of you in a dance class it can lead to people in the industry viewing your profile. Nowadays, taking into consideration the volume of performers in the industry Cruise companies have began allowing performers to submit their Showreels and Voicereels to their Casting teams. I know of performers who have obtained jobs on Cruises via a Showreel which highlights how useful they are to a performer. In an article on "The Stage" it is said that before obtaining an audition for TV many Casting Directors will have a quick look at your Showreel to make sure a performer doesn't have "dead eyes". Casting Directors for TV shows now audition performers via Self-Tape which is a self recorded clip of you performing a scene sent by the Casting Team as it is time and cost effective. In an article written by the Casting Director Ros Hubbard he explains that there are benefits for performers in self-taping:
"Self-tapes allow me to see your acting even if you are working in a different country or elsewhere in the UK, on a theatre job, another film shoot, or even on holiday"
Hubbard also explains in his article that self-taping allows more actors to be seen for roles when a Casting Director wants to take a first glance at an actor.
Using your performance head shot as your profile picture on social media is a great way to get your face recognised especially if you are quite active on your pages. YouTube is a great platform for performers of all genres to post videos of their own work. In an article in the New York Times about the choreographer Tricia Miranda she explains:
“I’ve been a dance instructor for 15 years,” she said. “But it wasn’t until I got big on YouTube that I started getting this much attention.”
The Choreographer has been viewed over 27 million times. The Times also explains how the use of sites like YouTube, Vine and Snapchat have made Choreographers stars in their own right.
Articles mentioned: https://actorsandperformers.com/actors/advice/154/securing-work/casting
https://www.nytimes.com/2016/08/11/fashion/tricia-miranda-choreographer-youtube-rihanna.html?rref=collection%2Ftimestopic%2FYouTube&action=click&contentCollection=business®ion=stream&module=stream_unit&version=latest&contentPlacement=28&pgtype=collection&_r=0
https://www.thestage.co.uk/advice/2017/dear-west-end-producer-casting-directors-watch-showreels/
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