CPD

I've blogged about Steve Anderson's Web connected classroom blog before but his latest post really resonated with me.

The post, entitled 3 Things We Need To Remember For Every Professional Development, talks about the importance of CPD but relevant, engaging and fun CPD!
As one of my main reasons for doing the BAPP course was to give me an opportunity to develop as a professional I feel it important to voice how the structure of the BAPP course incorporates those three topics (relevant, engaging, fun) to give each person a tailor-made experience with opportunity to find out and gain knowledge in whatever direction is most important to their practice and the self.

As the R.A.D. begin their first year of compulsory CPD hours it is vital that teachers speak up for what they need or want to develop. As Steve Anderson says, doing something just to get the credits means everyone ends up losing.
I remember when I spoke to the I.S.T.D. about my approach to gaining credits for entry on to the BAPP course I was advised to take the RoL route as gaining credits through the I.S.T.D. would mean taking courses I had already studied. Wise words indeed. Reviewing my learning not only gave me insight into my strengths but also highlighted my weaknesses, something I was then able to focus on during the course.

So why am I writing this blog?
I think what I'm trying to say is that even though completing the  CPD requirements every year may seem like a huge expense and time consuming, a little bit of reflection and forward planning about my own needs, wants and desires as a practitioner will give me an excellent place from which to ensure the CPD I undertake is relevant, engaging and fun!

done but not finished

Module three is completed but as we all know, the journey isn't finished. I've already lookedat taking my study further as I'm proud of what I have achieved and eager not to go back to a static position in both my personal and professional life. I've also found a desire to expand my current practice so whether it's another course or a new role I hope to press forwards.
It was a real treat to see other presentations and to see the passion and commitment people have to their practice/careers. I wish everyone all the best S x

Oral presentation 2

Here's a copy of my prezi presentation: http://prezi.com/5gksau8_ouzj/?utm_campaign=share&utm_medium=copy&rc=ex0share

I wanted to share it and get feedback on how people find it before my presentation on Thursday morning. If you have time to have a look and comment I'd be really grateful.

The content of each bubble represents an aspect of my inquiry - the first section shares the process from my questions to my findings, the second section shares what has changed in my practice in light of these findings and over the last 18 months.

I chose a prezi template called 'balance' as I felt it showed how all the aspects of the inquiry process and my practitioner development are related and highlights the need for 'balance' in order to create good teaching practice.

My presentation talk will obviously flesh out the aspects contained within these bubbles, but I have included all the main and important aspects of my inquiry and development to present in slide form so as to not overload the presentation with huge amounts of reading.

I'm looking forward to seeing all the other presentations on Thursday morning and hope that everyone enjoys this last part of the course.

Please comment if there are things that don't work for you as the viewer - the presentation needs to reflect my audience as much as it reflects me!

Good luck everyone.

S

Oral presentation 1

I've taken most of this week to focus on the new school term and for the joy that is paperwork, accounts, etc.! Now it's time to consider the last component of this module - the oral presentation.

Paula has linked to some of her previous blogs in her latest post:

http://paulanottingham.blogspot.co.uk/2014/01/past-advice-on-presentations.html

The things I have noted and will take on board as I start to put my PowerPoint presentation together are:
• 1 slide per minute -so if my maths is correct that's roughly 10 slides for the 10 minute presentation.
• keep it simple, clear and don't over-word the slides
• think of what you think the audience will find most interesting
• like the review, talk about what was important and what it means to practice and to the future you

I'm planning to get going on things this weekend but a few thoughts already on what to include are:
• what motivates my adolescents in order to develop my practice and, at the same time, give students a better experience of dance
• the only way to do this was through asking my students what motivates them and what doesn't
• develop my knowledge of motivation theory to allow for analysis of my students thoughts and writing
• my findings included atmosphere, being in control and considered on their own merits and the teachers approach and manner
• this led to my website or edublog that hopes to share ideas and literature relevant to the topic of motivating students but also a place for me to continue developing as practitioner.
• it has changed my outlook both professionally and in a much more personal way:
  ○ awareness, approach, understanding, appreciating,          developing - all words that are now high on my list when  teaching
  ○ accepting, letting go, sharing, trust, active not passive - all words that are now high on my list in my personal life

I am really looking forward to seeing other presentations, it's been so tantalising to read everyone else's blogs that only give hints and snippets about the inquiry.

Good luck, everyone
S

Let auld acquaintance (not) be forgot

It's nearly the end of 2013 and the end of my BAPP experience too. It's been hard work but in a good sense, and I really feel that I've changed for the better.

My report is nearly ready for submission and although I will never be completely happy with it - another aspect of my personality I'm working on (see Schwartz, 2004) - I believe I have found a voice and represented my students honestly and with respect. I have exercised restraint over what I have included and ruthless in what I have taken out and what is left is that which is of the greatest importance to me. I have taken time to improve on my shortcomings from the last module assignment and considered both the reader (in the flow and the structure) and myself (in the content) to produce what I feel speaks to my own practice and to others.

My artifact is also something I can honestly say would not have been possible for me 18 months ago. The thought of putting something of mine in the public arena and inviting people to comment and critique would have been unbearable. This shows me how much I  have grown. I won't deny it, I'm still concerned that it's not good enough or too simple or lame or... (insert childish taunt here) but I'm in a better place to discuss, reflect and address any problems I might encounter.

My students have been inspiring in their honesty and enthusiasm during my inquiry and I know I have taken on board some of the things they spoke (or wrote) about. They weren't at all selfish in their responses - I want, I want, etc. - they just spoke about what can go right or wrong in a dance class and how it makes them feel. I know that we cannot speak about truth as an absolute but in this case I will make an exception - I know that my teenagers are the best! They are bright, clever, generous, kind and supportive. And I know that my choices as a dance teacher should reflect this. My new mantra is now:

Those who can't, teach. Those who can, facilitate.

In other words I need to give my students the best opportunity for fulfilling their potential not by trying to push syllabus, technique, style, skills at them but by helping them to be able to take what they need, when they need it. Easy? No - it'd be much less effort to put on the music and go through the exercises. Worth it? Do you even need to ask! I'm not in it for the money, glory or status but to share something of the joy that dance has given me over the last 33 years. This course has woken me up, given me new energy and ideas and made me realise that, even when I'm at the end of my tether, I love what I do. 

Finally, the title of this blog reflects my wish to keep in contact with all the friends I have met and made on this journey. I don't think it would have been half the fun or half the learning experience without you. I'd also like to thank everyone who has supported me and given up their time to talk, debate, read, and give feedback. I am forever grateful and would like to wish you all a happy and successful New Year that contains as much happiness and love as you can possibly cram into 12 months.

S

References

Schwartz, B. 2004. The Paradox of Choice: why more is less. Harper Collins: London.

Summary of my project findings - a haiku (of sorts)

so much amazing
data to be analysed
where can I begin?

students shared thoughts,
experiences, ideas
on motivation

so many years spent,
so much time and commitment
and reasons to dance

some talked of passion
of challenge and achievement
some talked of status

four themes emerging
atmosphere, choice, belonging,
and feedback - my terms

theory added
autonomy, competence
relatedness too

my conclusion then?
the best gift a teacher gives:
self-development

S

P.S. I know it's a bit more than 100 words but that's what artistic license is all about!

Story-telling

I've always been one for a good story, whether it's in visual, verbal or written form. Tales of humour, tragedy, love and life are important to me, they fuel my imagination, my sense of wonder and pique my interest.

This thought was inspired by a post on Facebook from Timeout:
http://now-here-this.timeout.com/2013/12/14/10-fantastic-portraits-from-the-taylor-wessing-photographic-portrait-prize-2013/
Such beautiful images that all draw me in, wishing to find out more about the lives of the subjects and forming stories of what came before and after the image was capture.

It created a mental connection to something that I have been reflecting on during my (many) attempts to write up my analysis of findings - the need to tell my students story through my writing. It's not just words, it's peoples thoughts and experiences. I owe them honesty, respect and a degree of humility in the way I make my report.
As I said in my blog update yesterday, it's time to stop trying to be clever or smart or anything other than true to myself. The story is enough.

S

Getting things done...slowly

It's been an interesting couple of weeks, not in a good way, but I've been doing able to get a bit more stuff done this week. Phew!

My professional artifact is up and running here:
dancemotivation.weebly.com
I really want it to be a useful site so if there's anything you feel should, or shouldn't, be there please comment below.
There's a forum so please join and share thoughts, ideas or stuff you've read that others might be interested in. I've just posted about a silly Christmas idea I had for my last Grade 6 tap class of the year - rhythmic pass the parcel!
There's also a blog where I'm hoping to post about stuff to do with motivation. My first blog is a very potted summary of my inquiry!


My Critical Review needed a complete overhaul from the draft I sent Paula. She was very supportive and gave me lots of helpful notes but I think it was a bit of a chore for her to wade through. So, after much cutting, pasting, scrapping and rethinking I decided the following:

STOP TRYING TO BE CLEVER AND JUST TELL YOUR STORY!

 

It seems to have worked because, although it's still very rough, I quite enjoyed reading it through and didn't yawn too many times or ask out loud "what are you talking about?!" I've got two days off work - tomorrow and Monday - so I'm planning to immerse myself in it and then hopefully get into the nitty-gritty of references, appendices, citations and the bibliography too.

S

 

 





Professional *sigh ahhhhhhtifact

At long last I have weighed and measure, trialed and error'd, hum'd and ha'd and arrived at what I now consider to be my audience-appropriate, material-appropriate, and ethos-appropriate artifact! YIPPPPEEEEEEEE!

I have found a great free-website/ blog building site called weebly.com, which I have been playing around with for the last few weeks. The website I built has mutated into a website/blog with forum and external links to existing research! It sounds busy and confusing but I think it will be exactly what I want, which is:

• sharing my professional ideas/ thoughts/ inquiries,
• collecting and sharing links to others work,
• encouraging commenting and debate,
• affording me control over content to ensure it is appropriate,
• easily accessible through the web (and the bless site even has a mobile web application),
• easily updated, and
• has the potential to be linked to FB, Twitter, LinkdIn, etc. in the future.

The only problem I have with it is that I can't make it more accessible to people who find text a difficult medium, but as the artifact is not necessarily a definite answer but can be a work in progress then I am reasonably happy that I can spend more time in the future trying to develop this aspect.

I also need to get a little bit more clued up on what I can legally include and what would cause infringement of copyright as I would like to use my blog to post motivational memes as well as professional thoughts.
I hope to have it basically up and running in the next week or so (I'll blog about it and link to it from here) and would really love to people to start commenting and using the site - feedback about it here would be really appreciated.

I'm using a couple of blogs that I created earlier this month as my starting point on the site, as they are about my inquiry/ practice, so my apologies if you've read them on here.
I'd also love it if anyone has got things they would like to share on it (once you've assessed its use to you as practitioner) or even guest blogs...
OK so I'm getting a little carried away as it's not even a real site yet but I'm so a) happy and b) relieved to feel 'on the way' at last that you can't blame me for being bouncy!

S

Playing devils advocate

So I'm looking at motivation in adolescents and rolling along with themes and ideas when I decided to start reading a book I picked up in the uni. library,
                             The Paradox of Choice by Barry Schwartz

because it's not enough to be trying to formulate thoughts into words and words into flowing sentences and...you all know what I'm saying!

 

So here's the basic premise of the book - too much choice is bad for you!

Well that got me thinking about one of the themes in my inquiry; that the quest for autonomy involves the individual 'choosing' rather than being controlled. An idea that I've been really trying to develop in my classes over the last few weeks.

 

But now I'm thinking, can I go to far and overload students with freedom and choice thus sabotaging my own plan for enhancing classes?

 

In his opening chapter Schwartz talks about a trip to buy jeans (usually for him a five minute trip) turning into a day of trying on and deliberating; the modern day consumer nightmare of having fifteen styles and cuts of jean instead of the one-size-doesn't-quite-fit-all pair of yesteryear!

 

Is this just a consumer problem, something that affects material choice, or does this spill over into other areas of life?

I can already hear myself, and other dance teacher friends, bemoaning that 'children today have too much choice' and so 'never really focus on one thing properly.' Does this also apply to those choices given within the class?

In other words, is there an 'autonomy spectrum' ranging from totally controlling to over-freedom? And if there is will it be possible to find that perfect balance point in the middle?

 

Definitely one for the next inquiry...

 

S

Soul-searching

It's been a tough week this week, both personally and professionally - although I'm pretty sure the one has affected the other too.

Teaching brought up some issues that have made me reflect on not just the immediate area of concern but in the wider picture.
The resulting thinking has given me a real insight into the personal too, and the following list of words have come to the forefront of my reflections:

control
                                                                                                       success
                             failure
                                                  responsibility
            support

In a nutshell I am even more aware now of the 'controlling' nature of my personality; I don't mean I wish to be 'top dog' but I don't cope very well with letting go. I see the successes and failures of my students as a direct reflection of my abilities and my own failings - a success is attributed to the ability of the student whereas a failure is because I haven't done my job properly.

So my inquiry has ended up giving me two lots of data to analyse; the words of my students and the reflections on my own motives, needs, drives, etc! It has opened my eyes to how my own personal development has not produced such 'well-being' or 'self-efficacy' and the literature has given me real insight into how I might go about moving forwards.

I know that this is a very personal post but it's all part of my (hopeful) development of 'me' - keeping things in, not asking for help, assuming responsibility, the list is (seemingly) endless.
If I am challenging my students to become more intrinsically motivated, more self-determining and more able to take risks and accept failure as part of learning then what kind of teacher would I be to refuse to do the same?

Honestly, I am slightly scared by the journey ahead. The 'unknown' and 'change' are not words that I find comforting, however there doesn't seem to be any other way of pushing forwards; as I found myself writing in my draft critical reflection earlier this week:

    

"my students and I are inextricably linked; if the former stops or stagnates then so will the latter."

Boy, oh boy, this reflecting lark can be quite emotional at times!

S

Professional (not quite such an) arrrrrrrrrrrrghtefact!

For anyone who read my earlier blog on the professional artifact (and a big thank-you to those people that left comments) I've been mulling it over all weekend (in between analysis and writing) and think that perhaps a blog format is indeed what I am looking for.
I think I was hung up on having something to show but can see now that my intention, which is for development and input from others, within the artifact means that static pages on a website are of little benefit.
Two things brought me to this current thinking,

1. BAPP Module One knowledge, of Web2.0, that has developed over the last two modules, and 
2. My discovery of the 'edublog' (description below from wikipedia):

"An edublog is a blog created for educational purposes. Edublogs archive and support student and teacher learning by facilitating reflection, questioning by self and others, collaboration^[1] and by providing contexts for engaging in higher-order thinking.^[2][3] Edublogs proliferated when blogging architecture became more simplified and teachers perceived the instructional potential of blogs as an online resource.^[1] The use of blogs has become popular in education institutions including public schools and colleges.^[4] Blogs can be useful tools for sharing information and tips among co-workers, providing information for students, or keeping in contact with parents. Common examples include blogs written by or for teachers, blogs maintained for the purpose of classroom instruction, or blogs written about educational policy. Educators who blog are sometimes called edubloggers."

Both talk about Web2.0, sharing information, collective input and reflection - words that sound pretty close to where I want to get!

So here's my next plan,

1. wander around the Internet looking at the edublogging that is out there
2. get a feel for the kind, type, style and content of such edublogs,
3. find and trial an edublog building website, such as http://edublogs.org/why-edublogs/,
4. reflect on the pro's and con's of this trial,
5. develop it further, if I think it is worthwhile, and
6. reflect on the artifact as 'work in progress,' or not a finished product, to create a rationale to go alongside the artifact when presented for assessment.

Watch this space!

S

Update #4

So the last few days have been productive in terms of getting things out of my head and on to paper, or in the ear of anyone who asks me how my inquiry is going!

• I'm seeing things begin to organise themselves a little better and have managed to start condensing and refining certain sections of my critical review.
• I am still finding the format of the analysis of findings section is being problematic, although not because the data isn't useful or interesting - far from it - but because everything overlaps with everything else.
• I'm also aware that my analysis is "quote heavy," which is something that I anticipated but that also makes it very wordy. I had considered using different colours for diary entries and interview quotes to not only break up the large amounts of text but to clearly separate data from analysis, however I am not sure whether this will make it look like a Year 3 homework assignment rather than a Level 6 document! Definitely more thought needed...
• I have yet to start the final section of the written document but am planning to spend next week looking in more detail at things that I could, or should, include
• The professional artifact is giving me a bit of a headache, although, after posting a blog to this effect, I received some really helpful feedback and comments from Betty Wells and Mimi Whitney (see blog post, Professional Arrrrrrrghtifact).
• Finally I have realised by writing these little updates (this is the fourth) I not only give myself a reality check on what I have done but allow myself to see more clearly what I have left to do. It also encourages me to look back to the source of my inquiry to see whether I am still following the path I have laid out or whether I have deviated too far from it.

I really hope that everyone is enjoying their inquiry and moving forwards with all the writing and artifact-producing.
I really can't believe how close we are to the end of things! I don't mean in inquiring or developing professional practice, of course, as this will long carry on into the future, but in our BAPP journey. It's certainly been something I will never forget.

S

Professional arrrrrrrrrrrrrrrrrrrghtefact!

Every time I think I've nailed it I discover something else!

My website idea is still something I'm really keen on but the free website creation sites I've tried (so far) offer templates that feel restricting or blank websites that, although freer to design, still (at the moment) seem very serious and important - the sort of website that says 'everything here is truth' rather than what I want to say, which is 'everything here is an idea or a thought for you to consider.'

In other words I want this:
    http://www.greatteachingideas.net/
                                                                           but I'm creating this:
                                                                               http://www.hmrc.gov.uk/cgt/

I'm thinking this:

                                                                          but I'm getting this:

You get the idea.

 

 

I know my target audience was keen on the idea of a website, with links, and I had figured about the inclusion of a forum to keep ideas and discussions flowing - in keeping with the spirit of my inquiry, but I'm struggling with the reconciliation of my artifact being useful, providing opportunity to read further and still feel like a place where ideas can grow and information can be added and shared...

 

Then, today, this:

(incorrect link and I can't find the correct one now!)

 



Really interesting yet not over-loaded with data or information, has a quirky, friendly feel to both the look of the blog and the style of the writing, makes no claims to have all the answers (or indeed any answers) just helpful, supportive tips and can be easily shared with others or commented on.
So now I'm wondering about something similar - like a cross between a blog and a miniwebsite, or facebook-type page (like this:  https://www.facebook.com/greatteachingideas) where people can add their own ideas and links to other websites...I think what I'm really aiming for is a giant web-based noticeboard on which I can start the ball rolling with my thoughts and ideas but from where others can add, embellish, widen, deepen, challenge and inspire other teachers.
Any thoughts?
S

Perspective and practice

It's been nearly a month since I collected in my data and time has flown by whilst looking through it all and trying to find themes, ideas, commonalities and uniqueness.

One of the main things that have come out of both the diaries and the interviews is how much of the participants lives have been spent dancing - most started at the age of three so have already been dancing for a decade!

Ten years! That's a long time! So long, in fact that it's almost all of their life up to this point! In fact it's probably all of their life as far as memory goes! And that's the thing, isn't it; we dance and it is part of who we are, like the colour of our hair or our style of clothing. It develops us as people not just through the physical act of dancing but the metaphysical act of 'being a dancer.'

So, for those who are lucky enough to experience positive, motivating, successful and beneficial dance training there is great gain, but for those who don't, what then?
(N.B. I'm not talking careers or fame or money but well-being, self-esteem, body image, etc.).

OK. So it could be said that dancing is not everything to my students, just a part of the bigger picture of school, family, hobbies, friends,etc.
I would say, yes, that may be - very few of my students wish to pursue a career in dance, but dancing requires you to expose more of yourself to the world than a lot of other things too; your mind, body, spirit, and self.

An example:
If I hand in my maths homework and it comes back with lots of crosses and corrections then I can take it home and think about it privately. If I make a mistake in dance it will be seen by the rest of the class, as will the corrections from the teacher. The way in which mistakes are seen by the teacher, class and individual will influence the degree to which the experience of 'failure' is experienced, with the same holding true of the correction.
This, put in the perspective of dance being a part of the self, means a great responsibility on the teacher to approach every student with respect, understanding, empathy, kindness and support.

As one inquiry participant said,

"doing dance since I was two I’d like to think that I’m just at least a little bit talented at it, just like a little bit good at least because if I’m not then, like, just been wasting my life, kind of" (P008, 2013)

When put like that, how can you deny the importance, as dance teacher, of understanding how, in practice, to provide lessons that uphold the ethics of providing safe, nurturing environments for children and young people.
In essence, considering the person and the dance student as one in the same; what affects the dance student in class, affects the person as well.
But more than than, even.

It's no good seeing a student and approaching them in a certain way unless your perception is in-line with their view of self, is it. I can't assume a student is moody and unco-operative or stroppy just from their actions or reactions as that is an assumption based on the physical alone. I must think, 'does this seem like their normal reaction' or 'how might the student perceive what I have said or done' or ask the student for their thoughts to explain behaviour (although I realise that this might not be something that they know either!).
As another inquiry participant said,

"Cos I can either be really open with my emotions  or really inside so often teachers...and when I’m getting angry they often think I’m just being, like, attitude-y or sulky but it’s not that it’s just, like, my frustration"

                                                                                                              (P003, 2013)

It is this fact that has really stuck with me over the last few weeks and affected me perhaps more than anything else I have discovered. It has affected my practice too, making me hyper-aware of my approach to every situation and altering the way I think about the long-term acquisition of skills within the framework of the syllabus classes I teach.
However, it's not going to be an easy ride - the last few weeks have taught me that!
What with the hormones, the stresses of exams and mocks, falling out with friends, arguing with parents, bus not turning up, rain, cold weather and masses of homework there are so many different 'needs' in the class. Is it possible to motivate everyone? All the time? Is it even possible to find one thing that can motivate everyone at the same time? And still cover syllabus? In the short terms of the dancing school?

Well, only time will tell but I think, given the amazing students I teach, I owe it to them all to keep trying...

S

References

Participant 003. 2013. BAPP inquiry. Interviewed by Sarah Robinson [in person]

Participant 009. 2013. BAPP inquiry. Interviewed by Sarah Robinson [in person]

Update #3

Looking back over documents from Module 2 I have realised that although the design and manner of conduct of my inquiry have not changed much, I have!

It was when reading through my document Task 5d that I realised just how much my research and reading have altered and developed my thinking since before the summer.

My original title was only a proposed one due, to the shifting nature of an inquiry involving student perspectives and experiences, and has since become coloured by the literature that I have found to be most appropriate to my data. I am now suggesting the following (and even then it's still a working title):

A question of control: adolescent experience of motivation in the dance class

or

The quest for control: adolescent experiences of motivation in the dance class

 

The 'control' in the title referring to the theoretical concept of perceived control that is prevalent in many motivation theories, see, for example, self-determination theory (Ryan & Deci, 2000), particularly those associated with dance, sport and education.

It also refers to the notion of the teacher as controller or facilitator, and his/ her influence on the type of environment created in the dance studio (Miulli & Nordin-Bates, 2011; Nordin-Bates et al, 2012).

 

The fact that my title has altered also shows how, in my 'youth' of module 2 I was still broadly considering the topic of motivation, something that the 'older, wiser' module 3 me realises is beyond the scope of this inquiry. However, I can still see how much benefit there is for my practice in carrying on and developing a wider knowledge of motivation in dance, regardless of what I can present in my last assignment.

 

So, this inquiry definitely is just that - a work in progress; an opportunity to understand better to inform practice. And then? Well, there are so many thoughts keep cropping up:

• Motivation through appropriate teaching styles, or the need to engage all types of learning so that no-one is de-motivated through misunderstanding, and how to adapt classes?
• Teaching 'free work' for examinations - doesn't the verbal style of the examiner put visual or kinaesthetic learners at a serious disadvantage?
• How, as teacher, do you balance the expectation of parents and employers with what you believe is the best approach to student development? Can this be done when working to a syllabus/ examination structure.
• Can you be 'facilitator' with younger children or is there a need for a more controlling environment, or can you be too young to be self-motivated?

 

I'm so pleased that the topic area I chose, through careful reflection on journal entries and personal values or perhaps that just chose me, is continuing to open new avenues of thinking and opportunities for professional development. 

 

The future looks interesting...

 

S

 

 

References

 

Miulli, M., & Nordin-Bates, S. M. (2011). Motivational Climates: What they are, and why they matter. The IADMS bulletin for teachers (The International Association for Dance Medicine and Science), 3(2), 5-8.

Nordin-Bates, S. M., Quested, E., Walker, I. J., & Redding, E. (2012). Climate change in the dance studio: Findings from the UK centres for advanced training. Sport, Exercise, and Performance Psychology, 1(1), 3.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.

 

 



Literature - a gathering together of ideas

So today I'm reflecting on the literature that has influenced my thinking for inquiry (and in no uncertain terms my professional practice too), which was inspired by reading mimi's blog yesterday, and thought I'd put it in a blog so that I have to make it coherent and to the point!

Literature review

The topic of motivation is both relatively new and incredibly broad so my first steps were to identify that which was most relevant to my inquiry.

Literature on dance motivation is growing in number but there is still a lot more research available that is non-dance related - sports, education, child-development, etc. This is both interesting to me, as it allows me to see if motivation theory can be applied to multiple settings, and gives my inquiry a sense of place and potential interest to others.

Two authors that have had a major influence are Susan Stinson and Julia Buckroyd; their research, on aspects of dance and dance motivation, have been vital to nearly every aspect of my inquiry - design, methodology, approach to analysis, and presentation.

Julia Buckroyd's findings in the Student Dancer (2000), although about students in full-time vocational training, identified both ideas and issues of relevance to my inquiry, thus directing my search for further literature, and allowed me to understand how difficult a phenomena motivation is to understand and how much interpretation there is on the part of the researcher,

'I have found while I have been writing that many of the issues I discuss overlap and are interrelated. I have referred the reader to other parts of the book throughout the text, but, in the interests of dealing with each issue in a fairly complete way, I have also included some repetition of key ideas and issues.' (p.x)

Susan Stinson's approach is very 'voice-centric' and her research devotes space and attributes great importance to the voices of the students she collaborates with. Her chapter on Postpositivist Research in Dance (Green and Stinson, 1999) gave me insight into multiple-perspectives, interpretation, and that research on experience, although partial by nature, has value too.

From these beginnings I have gathered more specific literature that focuses on the notion of control (Dawson et al, 2001; Reeve, 2005), vital to my students development from child to adolescent, and how this over-arcing concept is found in many of the motivation theories.

Self-determination theory, which focuses on the psychological needs of autonomy, competence and relatedness (Ryan and Deci, 2000; Reeve, 2005; Quested & Duda, 2011), research on motivational climates (Miullia & Nordin-Bates, 2011; Nordin-Bates et al, 2012) and a broader understanding of intrinsic and extrinsic motivators and how they can be developed or diminished (Reeve, 2005; Mainwaring & Kresnow, 2010; Buckroyd, 2000; Stinson,1997; Bond & Stinson, 2007) have encouraged me further in the importance of recognising the need for educating holistically and with regard to the student-self.

All the literature clearly shows how important it is for teachers to understand that all three aspects of student motivation - development of self, perception of external events, and effect on motivation - are inherently linked; a guiding factor in my approach to this inquiry.

(N.B. this is mainly a review of topic literature, there will also need to be a section added about approaching research with children but I've run out of time!)

Bibliography

Bond, K. & Stinson, S.W. (2007). "It's work, work, work, work": Young people's experiences of effort and engagement in dance. Research in Dance Education, 8 (2), 155-183.

 

Buckroyd, J. 2000. The student dancer. London: Dance.

Dawson, K., Gyurcsik, N., Culos-Reed, N. and Brawley, L. 2001. Perceived Control: A Construct That Bridges Theories of Motivated Behavior. In: Roberts, G. eds. 2001. Advances in Motivation in Sport and Exercise. USA: Human Kinetics, pp. 321-356.

Green, J. and Stinson, S. 1999. Postpositivist Research in Dance. In: Horton, S. and Hanstein, P. eds. 1999. Researching Dance. London: Dance Books, pp. 91-123.

Mainwaring, L. and Krasnow, D. 2010. Teaching the dance class: Strategies to enhance skill acquisition, mastery and positive self-image. Journal of Dance Education, 10 (1), pp. 14--21.

Miulli, M., & Nordin-Bates, S. M. (2011). Motivational Climates: What they are, and why they matter. The IADMS bulletin for teachers (The International Association for Dance Medicine and Science), 3(2), 5-8.

 

Nordin-Bates, S. M., Quested, E., Walker, I. J., & Redding, E. (2012). Climate change in the dance studio: Findings from the UK centres for advanced training. Sport, Exercise, and Performance Psychology, 1(1), 3.

 

Quested, E. and Duda, J. 2011. Perceived autonomy support, motivation regulations and the self-evaluative tendencies of student dancers. Journal of Dance Medicine and Science, 15 (1), p. 3.

Reeve, J. 2005. Understanding Motivation and Emotion. 4th ed. USA: John Wiley & Sons, Inc..

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.

 

Stinson, S.W. (1997). A question of fun: Adolescent engagement in dance education. Dance Research Journal, 29 (2), 49-69.

Time out

A link on a friends facebook status took me to something that really makes me happy:
                     http://www.bbc.co.uk/news/entertainment-arts-24922106
Not the price tag, that's a whole different debate, but the artist - Francis Bacon.

I've been a huge admirer of his work for many, many years as there is something in his paintings that really connects with me. He created works that are not only visually arresting to my eyes but that don't just sit on the canvas,
                    
                     passive,
                                            dead,
                                                                  just to be looked at briefly before moving on

There is a tension to his work that, when I am in the same room, makes real time stop and 'Bacon time' start. His beauty comes from distortion, his aesthetic from the ill-at-ease and out-of-place. There is emotion in the blankness of expression and context from the abstract.

Visiting his home in Dublin and the studio space he worked in - left as was, chaotic but somehow with everything in the right place, his inspiration strewn around the walls and floor - was such an insight into the man yet somehow you already knew exactly how it would be.

                                         (image taken from lisahebden.com)

Seeing his triptych up for sale reminded me of all that I love about Francis Bacon but also about how much of life I see reflected in his art; the tension of,

where I am now and where I want to be,
                                   
                               what I am doing and what I need to do,

                                                                 what I can control and what is beyond me,

who I am, who I want to be, who others think I am...



References

BBC News. 2013. Bacon painting fetches record price. [online] Available at: http://www.bbc.co.uk/news/entertainment-arts-24922106 [Accessed: 13 Nov 2013

Hebden, L. 2009. The Man Who Painted Those Dreadful Pictures. Diary of a Painter & Compulsive Doodler, [blog] 3 November 2009, Available at: http://www.lisahebden.com/blog/?p=977 [Accessed: 13 Nov 2013].

Just when you think it's safe, something comes along to rattle the cage!

So the point of inquiry is not to answer but to gain better understanding and develop further questions, yeah? OK. I get that. But it would be nice, just for a few minutes, to enjoy the things that you've been thinking before finding yet more question pop into your mind to muddle the issue again!

So what's brought this on? Well, let me tell you!

My reflections on the professional artifact over the past few weeks have been many and produced a variety of different ideas and methods for presentation,

• something tangible
• something accessible
• something that targets my audiences professional needs
• something that considers my audiences personal needs
• something that represents my students
• something appropriate to what I am trying to present

So, after a survey to discover how my audience would prefer to see material presented and comments from my various networks on such things as web-based ideas being more in keeping with current trends and providing links to theory as well as practical ideas I had begun to lean more towards a (mini) website that included a forum to encourage the reader to share and discuss.
Difficult to progress any further until completion of data analysis but a step in the right direction, I felt.
Then I read this from Steve Anderson's blog:
http://blog.web20classroom.org/2013/11/the-ascd-arias-5-minute-teacher.html

Books, you say?
Physical and digital copies available?
Concise, to the point and easy to read?
Full of great ideas and suggestions?

Now what do I do? OK. Breath! Step away from the artifact!

So it's back to the data tomorrow and the next stage of analysis, giving time to subconsciously absorb this new information before reflecting on the artifact again.
I know this is the process through which everyone goes but it doesn't make it feel any less daunting...

S

Reflections on 'developing artistry' lecture

Today I attended a lecture given at the London Tap and Modern Group (of which I am a member). It was lead by Cathy Stevens (I.S.T.D. examiner and teacher) and was intended as to support and give ideas for how to develop the artistic development of students in conjunction with the syllabus work.

The lecture took the form of an observed class involving six students and was developed by Cathy Stevens from the ideas of Eric Fanklin (see Franklin, 2013).

The lecture itself was interesting and, for me, quite challenging in terms of realising how I would be able to put the exercises and concepts to use in my own classes. The reflective train journey home suggested that there were indeed aspects and exercises that could be very helpful in practice, particularly in developing emotional responses to movement and developing greater spatial awareness.

However, this is not what really struck me about what I observed.
It seems that my focus at the moment is so firmly fixed on my inquiry that I am looking at everything through the lens of motivation!

The really stand-out aspects of Cathy's class for me, was the way she approached, talked, encouraged and challenged the students (two of whom she knew but the rest who had never met her before), all of whom sat firmly in the adolescent age-range that I am currently researching.

Here are some of my observations, in bullet point form:

• Before she brought the students in Cathy asked us, as audience, to smile throughout the class to encourage the students and support their efforts,
• She talked about feeling comfortable in your own body,
• She told us, and the girls, that she would not be asking anyone to do anything solo so as to maintain the feeling of being safe,
• Before, during and after exercises there was an explanation of why they were being asked to do those things,
• Music was chosen to provide words to attribute dance meaning to, for example, the track Slow me down (Rossum, 2007) was used for a sequence expressing that feeling of not being able to keep up with life,
• Imagery was given that was relevant to the students world, for example, in the sequence mentioned above it was suggested 'you know that feeling when you've got too much homework and exams coming up and everything just feels too much,'
• Individual attention was given in both support and praise, with appreciation given for effort and stepping outside comfort zones, and
• Things that might be awkward or something challenging were noted and accepted, i.e. this one you're probably going to hate...

All of the above have given me a real sense of 'being relevant' with my inquiry topic and analysis - both in terms of the literature I have found and incorporated and in the types of categories that I have seen emerging from the data.

It has also given me a great opportunity to see holistic practice relative to the dance class; the teacher considering the needs of the student alongside the development of skills (in this case: artistry).

It's odd to think that, as little as a year ago, I might not have seen any of that aspect of the class! Evidence, indeed, if any were needed, of the importance of continuing inquiry in professional practice

S


References

Franklin, E. N. (1996). Dance Imagery: for technique and performance. Human Kinetics: USA

 

Rossum, E. 2007. Music video for Slow Me Down. [video online] Available at: http://www.youtube.com/watch?v=xiLcw4juIMk [Accessed: 10 Nov 2013].