It is a week since our first Skype of the term and the positive vibe that was free flowing from our group discussion has remained with me throughout the week. I have really enjoyed reading the various blogs and getting back in touch with everyone and my own mind in preparation for the term ahead. I have posted a question on the MAPP LinkedIn discussion group, so if you get chance I would be grateful for your thoughts, ideas and comments.
My research in a 'nutshell' is seeing if I am able to encourage vocational dance students to work more independently and creatively by developing a greater understanding of their heritage as dancers and utilising the principles and techniques of Modern and Post-Modern dance as a means to stimulate improvisation and choreographic ideas. I am also interested to see if the research will provide an education that is supportive to their current needs within dance and musical theatre training and if it develops autonomous and more confident dancers. In my 25 years of teaching, I have seen so many students afraid to follow their own impulses to create movement and when challenged to do so, they usually either back off and don't want to proceed or choreograph movements that are akin to what they already know in terms of the syllabus that they study and therefore create a sequence of familiar steps. However, in my experience, when the students are either given material to work on that is outside of the 'normal' technique classes or they go the theatre to watch something a little different to their training they are enthralled, inspired and genuinely enjoy the 'different' form that they have been exposed to. If we were able to prolong time, I would love to be able to learn and endure every aspect and style of dance that is available to us and ultimately pass it on to my students. For this reason, I have chosen to focus my inquiry of the Modern Practitioners, as it was them (I believe) that have given us much to talk about and much to utilise and develop in the future of dance.
I watched Matthew Bourne's latest production 'Lord of The Flies' last night and found myself not only enjoying such immense creativity but I also noticed the seamless connections that were had from various genres of technique within one production. There was evidence of classical ballet, contemporary, street, hip hop and pedestrian movement that all worked so well together. An added bonus was that one of my male senior students was a member of the cast and it was wonderful to see him working alongside the Professional members of the company and delivering Bourne's choreography so well and with great attention to detail. I couldn't help but imagine, if I am able to give my students some of what Matthew Bourne has got in the way of investigation, historical research and creative confidence then they too, could be the potential next generation of 'Modern' choreographers, or at least well on their way to the creative map of discovery.
Even though I only studied contemporary/modern dance as a mandatory subject as part of my vocational training, I have always been drawn to this style choreographically. For me, there is so much to be had from this style of dance and I see it more and more coming into play in the 'new' ballet works that are being showcased around the globe, as well as Musical Theatre. Dance is such a wonderful discipline to be part of and a great place to be; forever changing, evolving and giving 'us' so much to think and talk about. Like our viral community, dance is the community that will continue to be my momentum and driving force behind these very modern and collaborative times..............Exciting!
Sunday, 28 September 2014
Wednesday, 17 September 2014
Pause for reflection
It has been such a long time since I've blogged that I thought I'd keep it short and get back into the swing of things by imparting a few thoughts before I continue my MAPP discovery throughout module 3.
As I start to write my first blog of the term, it seems unbelievable that for those of us on module 3 it is the final term of our journey..........Argh!!! The prospect of being in the final term is one of mixed emotion and not unlike how I felt back at the start of module 1; excited, scared (in a good way) the kind of scared that allows the adrenaline to rush through ones veins and ask the question 'why am I doing this to myself'? The fizz of excitement combined with nervous energy made me think how my emotions and experiential learning are similar to the students that I teach; A new first years fears of a different learning environment is comparable to the 3rd years fears who will soon be going it alone into the big wide world, and utilising all that they have learnt and discovered for themselves.
As I reflect on my MAPP journey thus far, I realise that just as the 3rd year students, although a daunting prospect of the unknown, I am ready for the next challenge, into what I hope will be an exciting research project throughout this final term.
My past informs me that I survived my first year at school and college, and have survived MAPP module 1, I fine tuned my learning in 2nd year college, and MAPP module 2 and I am now nearly ready to fly the nest as I did as a 3rd year student, MAPP module 3............................ now that (although scary) is so exciting and illustrates reflection as a road map and coping mechanism to what I feel are natural anxieties. I am able to nurture and learn from my past in order to move through the present and aim towards the future. This pattern of reflection also strikes a chord with my research topic as part of my study is looking at our heritage as dancers with a particular focus on how modern and post-modern dance can inform empiricism and creativity in dancers of today. In other words, looking back, learning from the past in order to inform today!
I definitely feel 3rd year like and can not imagine what I will discover throughout the research process but hope that I prove to myself that I can do it well and that I am ready to take on and validate the unknown!
As I start to write my first blog of the term, it seems unbelievable that for those of us on module 3 it is the final term of our journey..........Argh!!! The prospect of being in the final term is one of mixed emotion and not unlike how I felt back at the start of module 1; excited, scared (in a good way) the kind of scared that allows the adrenaline to rush through ones veins and ask the question 'why am I doing this to myself'? The fizz of excitement combined with nervous energy made me think how my emotions and experiential learning are similar to the students that I teach; A new first years fears of a different learning environment is comparable to the 3rd years fears who will soon be going it alone into the big wide world, and utilising all that they have learnt and discovered for themselves.
As I reflect on my MAPP journey thus far, I realise that just as the 3rd year students, although a daunting prospect of the unknown, I am ready for the next challenge, into what I hope will be an exciting research project throughout this final term.
My past informs me that I survived my first year at school and college, and have survived MAPP module 1, I fine tuned my learning in 2nd year college, and MAPP module 2 and I am now nearly ready to fly the nest as I did as a 3rd year student, MAPP module 3............................ now that (although scary) is so exciting and illustrates reflection as a road map and coping mechanism to what I feel are natural anxieties. I am able to nurture and learn from my past in order to move through the present and aim towards the future. This pattern of reflection also strikes a chord with my research topic as part of my study is looking at our heritage as dancers with a particular focus on how modern and post-modern dance can inform empiricism and creativity in dancers of today. In other words, looking back, learning from the past in order to inform today!
I definitely feel 3rd year like and can not imagine what I will discover throughout the research process but hope that I prove to myself that I can do it well and that I am ready to take on and validate the unknown!
Tuesday, 25 February 2014
Light Hearted Moments
I have been making good use of the latter part of the half term week and done as much reading as one can in-between essential chores and a little 'free' time. I have to admit the 12 hour stint was a little ridiculous as it took some time before my eyes were able to properly focus again. However, within the schedule of hard-core reading I have been able to observe a large amount of words that took me back to what was a much talked about and very funny television advert in the 1980's. For those of you nearer to my age, this reflection may bring a smile to your face as it did with mine whilst you're passionately and desperately trying to get to grips with paradigm.
There used to be a series of television commercials advertising the services of BT which starred Maureen Lipman as an extremely expressive and proud grandmother, who for the purpose of the advert was always on the phone to her friends boasting about her grandson. One in particular from the BT series is when she is on the phone to her grandson and to her disappointment he has evidently failed his exams, however, hanging onto the notion that he's passed his sociology the tag line to the scenario which had great comedy timing was Maureen Lipman declaring how clever he was because............."he's got an ology". Admittedly it is one of those situations where you had to be there to appreciate the humour, but after all my 'ology' reading and getting to grips with meanings and definitions I thought I would share an 'ology' moment with you. (I hope the link works......my first experience of sharing links and no ology to show for it)!
http://www.youtube.com/watch?v=NK5-2fPyCjA
Let's hope that we too get an 'ology' at the end of all this and someone (most likely our nearest and dearest) can boast on their phones about us!
There used to be a series of television commercials advertising the services of BT which starred Maureen Lipman as an extremely expressive and proud grandmother, who for the purpose of the advert was always on the phone to her friends boasting about her grandson. One in particular from the BT series is when she is on the phone to her grandson and to her disappointment he has evidently failed his exams, however, hanging onto the notion that he's passed his sociology the tag line to the scenario which had great comedy timing was Maureen Lipman declaring how clever he was because............."he's got an ology". Admittedly it is one of those situations where you had to be there to appreciate the humour, but after all my 'ology' reading and getting to grips with meanings and definitions I thought I would share an 'ology' moment with you. (I hope the link works......my first experience of sharing links and no ology to show for it)!
http://www.youtube.com/watch?v=NK5-2fPyCjA
Let's hope that we too get an 'ology' at the end of all this and someone (most likely our nearest and dearest) can boast on their phones about us!
Wednesday, 19 February 2014
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.
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. Sunday, 9 February 2014
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.
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.
Sunday, 2 February 2014
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:
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?
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.
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?
Thursday, 31 October 2013
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!
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!
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