Music and Dance

I have so far had an enriching start to the half-term and as I reflect on the influences that have stimulated my thinking over the past few days I realise that experience can not only set us up for further development but it can inspire and serve as our practical experiential research. 

To start the week I visited Ronnie Scott's jazz club on Sunday and watched the incredible musician Al Jarreau.  What an inspiration.  At the age of 74 he has the ability to not only entertain and deliver music at the highest level but imparts to his audience so much of himself and the experiences he has been through in his musical career.  Whilst listening to him and his super talented musicians, I started to think about how much 'we' as dancers, teachers and choreographers research music and very often find incredible possibilities within the 'found' accompaniment.  Although this is not exactly the in-depth study of research that is required at this stage of our journey, it is something that has helped me breakdown the barrier (a little) on the process of research.  It struck me that the pattern of searching for music is almost symmetric to any other research.  The search often occurs from either hearing a track and we then investigate that further, which can lead to other tracks, albums, composers etc, which can then lead to other artists and so the search for music goes on.  The trail of searching for songs often gives us findings that we've never heard of and yet we've found the right piece to accompany the class or choreography.  I suppose it's a bit like a 'jazz hands' style of archaeology. It's also encouraging to extend the  musical experience of our students/dancers. I have no doubt that the dance students' ipod is an eclectic mix of musical choices that perhaps might not be so if they didn't experience dance.............what do you think?

My second enrichment was yesterday when I watched one of my students at the Royal Ballet School.  The day was specifically for JA's and the focus was historical dance.  Although I have seen the content of the day many times before, yesterday was the first time I recognised so many research opportunities to be had from the experience.  So, already my MA is forcing me to question, recognise and reflect in a way that I never have done before.  The children learnt a 17th century dance known as 'Picking of Sticks' which is taken from the Playford Dances.  The day was not only beautiful to watch but was a combination of social interaction, history lesson, research project, musical appreciation, equality and diversity, social etiquette - the list goes on.  So much to be had from the day and so many research opportunities.  The children had such a wonderful time and the education (which they probably didn't even realise) was superb. This brought me to a feeling of both joy and frustration:

Joy - because how lucky we are as dancers to have so much investment into our art from the people who are passionate about its history and development and are those who teach us.
Frustration - because too little of the outside world (i.e. outside of the arts) don't recognise the amount of first class education that is to be found in dance.

However, there is a positive to be had from my 'frustration'.  I remember Adesola saying during our last Skype session that in Module 1 we were the children of Middlesex University (the parents) and in Module 2 the parents have let go of our hands.  As children of Middlesex University without being held by the hand we are being trusted to let go and develop the future for the dancing children that we see before us.  I know that possibly sounds a bit deep, and I apologise if it does, but it's exciting to think that our research could potentially make a difference in the future and hopefully the more 'frustrations' will promote a need to invest more and more into the development and recognition of dance education. 

There is so much to be had from our past and future - who would have thought that 17th century music and dance would be enjoyed by children and adults of 2014?  I'm not sure if I'm any closer in gathering material for a potential research proposal, but the excitement of possibility is driving me on each day. 

What a difference a week makes!

Already I am beginning to feel at one again with my initial understanding of the module 2 handbook and the literature that I have started to read.  It's hard to believe that only this time last week I was what felt like being 'clueless' and most definitely apprehensive about the next stage of the journey.  As I wrote my blog last week, I made a conscious effort to focus on and utilise the coping strategies that I had highlighted within it - using the reflective journal, reading and allowing myself the initial freedom of head space in taking the time to process and go slow until I felt I could move onto the next paragraph, page, chapter etc.  Although I am still at the very beginning of this process, I do feel that I am further forward than last Sunday and that I have at least started to understand how I might be able to see my way across the 'black box' and I am confident (this week anyway) that I'm able to drive the bus!

Books that I have found to be really helpful in dissecting fear of the unknown and directing me onto the right bus route are:

Bell, J. (2009) Doing your Research Project, A guide for first-time researchers in education, health and social science, 4th edition, London: Open University Press

Fraleigh, S.H., Hanstein, P. (1999) Researching Dance, Evolving Modes of Inquiry, London: Dance Books

They are a straight forward read that can be picked up and put down whilst my mind processes the information.  Although I am only at the beginning of each book they have helped in my understanding and unravelling of thoughts.  I hope they may be of equal help to fellow MAPPers.

Thanks to Helen's advise, I have also looked back over my AOL's, this has been another helping hand in finding my way around the beginnings of module 2 and has steered me closer to developing a few possibilities for my research inquiry.  This is now my work for the rest of today and the week ahead, developing my reading and investigating the possibilities further. 

For those of us that respond to metaphors, analogies and various quotes I would urge you to treat yourself to a beautiful photographic book that I have just purchased from Amazon: Dancers Among Us, A Celebration of Joy in the Everyday by Jordan Matter.  It is packed full of beautiful photographs of dancers placed in everyday situations/images and the quotes are indicative to the image and most are very poignant to this stage of our MAPP journey.  I leave this blog with the following from the book which is relevant to our black box and bus journey analogies: "To travel hopefully is a better thing than to arrive" Robert Louis Stevenson, "Not until we are lost do we begin to understand ourselves" Henry David Thoreau.

Moving On and Looking Back

Once again it was great to be involved in our Skype session this morning and be able to share my apprehension and anxiety among friends who are in the same boat!  If I'm honest, I'm not sure if I feel any less scared at the prospect of Module Two, but at least I have the comforting thoughts of Adesola's encouraging metaphor of the black box - I just wonder if I'll ever find my way to the end!

We spoke about so many things this morning with a cross-over between modules 1 and 2, it's amazing how much was covered in just over an hour.  One of the topics raised was about the actual learning process and getting to grips with everything in Module 1. Jamie pointed out that it's important to accept and appreciate ones' personal learning style and not to worry if this is different to others. In tandem with this, it's also important to accept and appreciate ones' fears and potential blocks to learning.  Myself being a perfect example of this as I write my first blog of module 2 and try to understand the content and expectations of the handbook.  When I don't quite get to grips with something, I seem to mentally clam up and can think of nothing other than the mind gremlin that tells me I can't or won't be able to do it.  This then blocks any form of thought process and prevents me from moving on.  To any new Module 1, who may be feeling the same trepidation, I discovered that my reflective journal became a sanctuary for off-loading negative thoughts and blockages.  Taking time out to record, process and break down what I actually needed to do in order to move on, provided an element of calm to my apprehension.  Just as Mary said that the books are steadily becoming friends, they also help in providing clarity and promote more positive and productive 'thinking and doing'.  I appreciate that reflective journals don't necessarily work for everyone, but in addition to balancing reading and completing each task, I found that recording all the highs and lows of the journey was invaluable to my personal development and summary of each event.  I have no doubt that I will be doing a lot of reflective writing as I embark on module 2.  I also find the blogs really helpful, and I would like to improve my own commitment to this by writing more regularly.

Books that I found to be helpful during module 1 were:

• The Work-Based Learning Student Handbook by Ruth Helyer
• The Study Skills Handbook by Stella Cottrell
• A Handbook of Reflective and Experiential Learning, Theory and Practice by Jennifer A Moon.

I would really like some suggestions of helpful reading material to get going with on Module 2?

Before I sign out of this blog, I would like to point you to Jamie's blog (he beat me to it), he has recorded essential information that was discussed earlier today which is extremely helpful and encouraging.  Thanks Jamie.

Question? does anyone know how we can set an email alert for each persons new published blog and/or comment?

Book of Inspiration

I have recently purchased a few books from Amazon, one of them being the following: Pedagogy and Practice - Culture and Identities edited by Kathy Hall, Patricia Murphy and Janet Soler.  Although a little hard going at times, I am finding it extremely helpful in my understanding of pedagogy and incredibly inspirational.  I particularly like the following extracts and find them to be immensely encouraging:

Pedagogy is by its nature a shaping process, and freedom, say, in choice of task may be offset by control through differentiation and assessment.  Above all, we have seen the power of talk to define not just communicative competence, rights and responsibilities, but what it is to know, to understand, to learn and to be a child.

It does matter whether children encounter information technology, the arts, science or citizenship alongside the universal 'basics' of literacy and numeracy, for these can enable them to gain access to and participate in different cultural domains.  Equally, a badly skewed curriculum will deny access to, and ultimately belittle and weaken, the aspects of the culture which are underrepresented.

It will take me a while to process the information that I'm learning from the book, but I have already found myself talking about it and questioning not only my understanding but also my journey as a teacher, and how that journey may continue as my experiences grow.  Although there is no crystal ball enabling a glimpse into the future, the prospect of enrichment looks to be an exciting one!

Perfection

The majority of my thoughts, reflections, reviews and mental proposals happen in either my sleep or driving to and from somewhere in the car.  It's always so fluent, in detail and makes perfect sense.  If only I had a device in my brain that could record it all for later, in chunk size pieces - I'm sure that would be a great advancement on my contributions to my journal and AOL's.  In actual fact, life in general would surely have more clarity, if this were the case?

One of my subconscious thoughts in the early hours was about perfection. I had magnificently written an entire passage on the reasons why we as individuals seek perfection and why it will never be.  In my waking hours when I tried to bring the perfection self-debate to the fore I couldn't quite remember the exact details.  I think the point that I was making to myself in my slumber, was that to strive for perfection was a positive, aspiring to do one's best, but to let the need for perfection rule me, was only to be one of disappointment and one seldom achieved.

My module 1 journey, is a little like my subconscious perfection; desperately seeking to do well, achieve at every task, immense self pressure. In reality, I realise that in order to achieve my best and take control with an element of calm, the journey has to be faced with an understanding of 'up's and down's, clear thoughts and muddy thoughts'!  Sometimes, the thoughts and work just flows and other times I still spend hours and hours desperately searching for something in my brain to make sense.  It's often thought that dreams have a meaning, it's possible that my one about perfection was provoking me to think more closely to the task in hand and take each day and thought as it comes.  I hope so anyway!  

I have recently bought another book which I highly recommend 'The Study Skills Handbook' by Stella Cottrell.  As I work my way through the book I think I might be able to research a little further into my dream about 'perfection'.

'Click'

As I sit in my dining room (like Amber) attempting to write this 2nd blog, having made another cup of coffee (like Mary) I'm comforted by the thought;  'I'm not alone', thanks to my fellow MAPPers and their wonderful blogs!
Struggling to 'fit' everything in with work and home life I knew would be an issue, and one that I was aware of before embarking on the MA course.  What I didn't expect was MYSELF to be the issue. I have spent the past week thinking, reflecting, re-thinking, reflecting some more, jotting notes, writing journals, reading books, moving from one room to another, making more cups of tea and coffee in the hope that something very soon would click and fall into place............ - nothing!  That is, until the latter part of this week and in the early hours of this morning. 
The first part of my 'click' adventure was an impromptu experiment I did with my students on reflection.  After cramming my brain with extensive reading, I was curious to see how my students would relate something they had learnt at school, reflect on it and convey it through movement.  The result was extraordinary and one that filled me with great joy as I watched them move through the music with their own reflective thought. This impromptu performance was quite magnificent and surprisingly helpful in securing my own value and purpose of reflection.    The second 'click' event was within my reading material.  I've been dipping in and out of the core text books and not really grasping all of the material.  This I have found frustrating and once again found MYSELF to be the issue - not the books.  However, last night I finished reading from cover to cover 'The Work-Based Learning Student Handbook' by Ruth Helyer.  The light was back on "I Get It" was the cry in my head- I felt connected, motivated and able to relate my findings more easily than a couple of days before.

Following an array of reflective dreams I woke up early this morning, raring to go and have been on the laptop since 7.30am.  Reading the latest blogs from my fellow students provided the final 'click' - identification and reality - "They're feeling the same as me". 

In a strange macabre way, and most definitely upon reflection, I'm enjoying all these strange emotions.  Whatever it is, for the time being, it's 'Clicked' and I am now more able to look at the piles of books and notes all over the dining room and push self doubt and issues of MYSELF further into the distance.

Helen promised this would be an eventful journey - did she really mean in the first two weeks?!

Hi to everyone who is reading this first blog!

My name is Amanda TOOMS-PEEL and I have just enrolled on the MAPP course as a 2013/14 'newbie'!  I think it's fair to assume I am somewhat nervous (extremely actually), but hugely excited at the prospect of what I'm hoping will be an enriching and life changing experience.

So, who am I? Well, I definitely fall into the mature student bracket as I celebrated my 50th birthday last July.  I am happily married (coming up to 25 years next year) and I have a daughter who will be 18 in December and is currently in her 2nd year of training at Bird College.  I started my working life as a professional dancer, back in the days when you had to work for so many weeks in graded theatres to complete your 'provisional equity' before being the proud owner of the 'full equity card'!  Whilst dancing professionally I also enjoyed choreography and spent many a contract either choreographing my own numbers or assisting.  This experience has been extremely beneficial to my career and I have received awards and commendations for my work.

My working life falls into two categories - I am Principal and co-owner of +Footsies Dance Centre; Footsies is an evening and Saturday dance school where I teach RAD and ISTD syllabi Primary through to Advanced 2, as well as non-syllabus classes every evening and all day Saturday. The school has been running for 21 years now and my co-owner/business partner is my mum Tracy. Students of the school have been successful in securing places with The Royal Ballet School, Stage schools, Vocational colleges and performing in the West End.  We are a school that enjoys taking part in Dance festivals and local community fetes, charity events and pantomimes.  In my other job (during the day) I am Director of Vocational and Artistic Studies at +Reynolds Performing Arts.  Reynolds Performing Arts is a vocational college in Dartford Kent.  I am deputy to the Principal and have worked for the college for 8 years.  My day to day routine is extremely varied ranging from teaching, employment of staff, student liaison, management meetings etc the list is long - in short my working week is 'exhausting' but I love it!

Until last Friday when I met +Helen Kindred, Debbie, Mary and Aggie (all 'newbies' like me), I had never set foot onto a University campus before and didn't really know what was expected of me.  I found the entire site quite invigorating and strangely peaceful.  Although I had spent the arrival journey feeling extremely nervous and apprehensive, once I had met with Helen and the other girls my nerves were calmed and I genuinely am looking forward to the next 'long' months of study.  Aside from the study, I'm also trying to get my head round a new laptop and all the IT that is required for the MA, this blog being one of them.  I'm not sure at this stage which is more daunting, Skyping, blogging or studying. However, one thing I am sure of, I'm ready for the journey, looking forward to the challenge and excited at the prospect of meeting new people. Plus the bonus of being a VERY PROUD owner of the Middlesex University student card - that has to be worth it!

I hope you enjoy my blog, I wish myself and all other MAPPers 'Good Luck' and I look forward to reading yours!