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
Friday 27 October 2017
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.
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