Monday, 4 March 2013

Task 4a

In the Reader for this module it gives guidance about choosing a topic that 'extends and clarifies your professional knowledge' (Developing Lines of Professional Inquiry, p.3) and that the ultimate goal should be to 'explore a topic that will benefit your work and the work of colleagues and fellow professionals' (Developing Lines of Professional Inquiry, p.3). I've been thinking about this a lot whilst considering possible areas of inquiry.

Looking back over my journal entries for the last few weeks, as well as reviewing Module One blogs and topics, I have seen that most of my issues/ concerns/ questions revolve around the more emotional side of dance teaching. Examples include questions about developing motivation, self-confidence, self-expression, etc., or concerns over how there is often less importance attached to dance classes than other forms of education.
With this in mind I started to look for articles and existing research within these topic  areas and started on a journey that went from just seeing what was out there to becoming really involved in discovering more.

Where I am now leads me to the following thoughts:
  1. How can dance teachers aid self-discovery and self-motivation in their students?
  2. Does dance education develop skills that can aid school-based learning (and beyond)?
  3. Does dance matter?
  4. Is dance training just about the physical?
  5. Is the dance studio a good representation of the real world?
My initial reaction to this is that they are all pretty much the same question but from differing perspectives...

I clearly feel strongly that dance is equally important to other forms of education and that, in fact, there may be skills that can be developed in dance that are neglected in the current education system. For this reason, I am drawn to my second point about dance being able to enhance learning in schools...
There seem to be many opinions today about how students leave school/ higher education without the skills to use their knowledge in real-life situations, and that they lack the abilities necessary to be successful in the work-place (interviews, dealing with others, motivation,etc.). If it can be suggested that dance develops these self-motivational and -awareness skills (amongst others) then it places a greater significance on the role of dance education in creating successful, motivated and (for want of a better phrase) well-balanced individuals who are more prepared for the real world.

I'd love to hear any thoughts you have as to whether there is something here that you think is worthwhile, or of interest...



(2013),"Emotional intelligence "wow" factor: Benefits of taking feelings into account", Development and Learning in Organizations, Vol. 27 Iss: 1 pp. 25 - 27. Available from: Accessed on 28th January 2013

Goleman, D (2000) "An EI-based theory of performance". In D. Goleman, & C. Cherniss (eds.), The Emotionally Intelligent Workplace: How to Select for, Measure, and Improve Emotional Intelligence in Individuals, Groups, and Organizations. San Francisco, CA: Jossey-Bass. Available from:
Accessed 4th February 2013.

Tarr, L (2005) "Student Success: Motivation in Middle School Students through Personal Development". Available from:  Accessed 31st January 2013

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