Artefacts

The Artefact is definitely something I have struggled with. The biggest issue in my thought process has been trying to find an end result. I have been thinking of the aretefact as a product of a finished result rather than something that represents a learning process.
Since speaking with Adesola I have realised that my artefact needs to represent the different aspects of my inquiry through a different mean of communication.
The artefact needs to represent the process of the literature, data collection tools and analysis.
As I am looking at the area of imagery I have decided my artefact should link to the idea of images representing the different areas of my inquiry. How these images represent the different areas and why?
It may be a set of different images? Or it may be that 3 or 4 images reflect my literature and a different 3 images reflect my data collect and analysis. But in some way these may link?
The most important thought I have taken from the artefact discussion is that it is a continuous learning process and not a finished product.

Interviews and Observations

I am beginning my data collection process this week and I am feeling both anxious and nervous.
Interviews are something I have never done before and as we discussed in our last Skype, formulating questions can be very tricky. I am looking for answers but I don't want the participant to realise this. I want them to feel comfortable to answer the questions completely honest and not feel in any way persuaded. I used Eleanor's idea of reading the interview questions to someone you know informally. This was such a great trick and I found that I rejigged and rephrased a few of my questions.
In terms of observations I feel quite in the dark as I am in no way involved in the process I am just an onlooker. Therefore, I am trying to remain open minded and not go into the observations with the hope of finding anything in particular.

Imagery as a dancer and performer can aid our expression.
I came across this quote today and it spurred thoughts for me.
We see millions of people and objects in our life. However, Imagery is the ability we have to recreate these images we have seen.
Therefore, it confirms many articles I have read about imagery and how imagery cues are only beneficial if we can provide more than one as a teacher. In a lesson, a teacher may use an image but this may only be relatable to one out of a handful of students. Some forms of imagery rely heavily on us as performers to have experienced or the ability to create an idea of an image or object. The end product would also be individual to you as a performer. It would be very strange if we all recalled experiences/images or objects exactly the same.
I would love to hear your thoughts on this idea!!

Always discovering!!

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.

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.  

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.