Don't under estimate the power of YOU

Tonight was my first discussion Skype since starting module 3. It was reassuring to hear others where at the same stage and questioning similar things to myself.

One of the key things that I have taken away is that don't under estimate yourself in the alignment within the inquiry. The literature reviews and interviews are to stimulate your thoughts not prove a point to anyone else, the interviews it is how you interpret the answers, when analysing question your role in the process- did you ask leading questions, is that why you got those answers? did you not give enough detail or be clear enough?

One of the main questions I wanted to discuss was should you give questions to participants before hand to have a look and think about before hand (something that participants have asked me). The answer - if it makes sense to you and your inquiry. 

Week 2- The Journey so far...

So far I am really enjoying the inquiry process. I have got stuck into my literature review and begun reviewing a book called 'The Arts In Education' by Mike Flemming. I have continued going to a coffee shop and have found that I have been more productive as I am there for a purpose with very little distractions.

I have decided to make continual notes as I am reading- noting key findings, concepts, theories, perspectives, ideas, relationships, links to my practice, my thoughts and plan to conclude/ analyse these once I finish the book (hopefully today).

Some awakening ideas thats have come from Fleming, with regards to the inquiry process, that maybe of use to others-

Research is 

"the systematic advancement of knowledge"

Considering language when looking at a topic 

"related concepts shift in meaning in different contexts" 

The importance of learning theory

"thinking can be expanded prejudices challenged and fulfilment enriched"  

Definition of understanding

"A process of refining and deepening making connections and seeing things in a new way" 

Hope everyone is getting on well.

References
Flaming, M. (2012) The Arts in Education. Oxon, Routledge.

Round 3 of 3

It crossed my mind whilst listening in to the induction call, last Friday, that this time last year I was part of my first ever group Skype call not having a clue on what I was really embarking upon. One year on I am now about to start the final module feeling full endorsed with the notion of studying, a strong sense and love for my practice and excited about the next few weeks with the hunger to expand my knowledge and personal/professional self.

In my break between modules I haven't really stopped Ive had numerous interviews to begin my teacher training and I am pleased to say I have been offered and accepted a salaried school direct teacher training placement to start in September. Alongside passing my numeracy QTS skills test, still do Literacy.

I am now ready to get back into the final module and looking further into:

'How do the Arts manifest within the UK state education system at primary level?'

I took the idea of Adesola's to outsource a coffee shop for studying in. I cant quite decide if this a good or bad idea as I think my coffee addiction may grow stronger but my purse will get smaller. For now though I am enjoying and embracing as I look out at the beautiful view of Scarborough beach whilst sipping my cappuccino and begin to start reading module three handbook.

Good luck to everyone as they start the final module and remember to trust in the process.

Task 6c- Award specialism title

For my title I have chosen- BA (Hons) Professional Practice in Arts (Performing Arts)

Rationale 

In 2011 I graduated Bodyworks company dance studios with a National Diploma in Professional Dance. I went onto have a 6 year career within the performing arts industry working as a dancer on board cruise ships, cabaret shows, stage shows, films and tv work. After deciding to settle down and stop travelling I began practicing as a teacher in the UK. My current practice is now a dance teacher in a private ran dance school and as a teaching assistant in a special educational school, working with children predominately at primary age who are on the autism spectrum. My performing arts knowledge, skills, and qualities from my artistic background are being used daily within my practice however my audience has now changed to children and the outcome is to help with their development and learning. I have chosen to look at ‘how arts manifest within the state education system at primary level’ with the aim to expand subject knowledge of the arts in an academic classroom context. Through research I have discovered what constitute arts as is varied therefore for the propose of my inquiry I am using what ‘the Government has defined ‘the arts’, in an educational context, as comprising art and design, music, dance, drama and media arts’. As three components of performing arts are included in this definition I have chosen the title of performing arts as my specialist title. 

Does this clearly demonstrate my reasoning why I have chosen that title? 

 

Skype 30/11/17

Seems strange that today was the last group skype feel like we have only just got into it.
Here are some takeaway tips that I got from todays discussion:

Module two is about the skills of the inquiry don't just focus on your topic!

Ethics- can be seen or described as tensions

Don't concentrate to much on what ethical considerations you have to make in terms of proposal tools- i.e. confidentiality etc. That has to be done no matter what. Consider ethics in regards to your topic- what are the tensions around it- how will this inform your analysis.
For me that everyone views the arts as different things? or uses them for a different purpose i.e. creativity, aesthetic, values them differently.

Critical Reflection: Stand outside of yourself and ask what have I learnt from this module:

• About the field your in
• About your practice
• Your personal skills 
• Your attitude 

Award specialism title:

Makes you stand out and be more specific for a job role. Cant use education in the title. 

Have to write a rationale. What are your reasons for picking that title? Pretended the person reading it doesn't know anything about you. 

Good Luck to everyone for the last few weeks with re drafting and hand-in!

Ethical considerations

I currently feel like I am going around and around with my proposal changing, questioning and adding constantly.

Here are some things that I am considering at minute and hope others could help expand and elaborate my thinking:

• When and how to notify participants of aims/procedures? is it through the consent forms?
• How to store data on dictaphones- what is the provision? 
• Ownership of data? whose is it?
• Ideas/ thoughts/considerations on skype interviews? how could data be recorded?
• The impact or change or change that may result in inquiry? any ideas that people have come with up with that they are willing to share? 
• Do you require consent for inside observations? from people who are in the class, pupils teachers etc? even though they are not direct participants?