4a DEVELOPING LINES OF PROFESSIONAL INQUIRY

Choosing a topic for my inquiry has proven to be a lot more difficult than I anticipated. 
In my heart I would love to carry on as a performer, but the sacrifices are just too great for me.  I find I now want structure and continuity in my life.  I want to know that I will have a certain amount of money each week. I want to be able to plan an event in advance, book holidays and be with my family at Christmas, etc.  Embarking on this course is aiding me in my transition from performer to teacher.  I feel my topic needs to reflect this transition. 

Reflecting back on my blog 2D, I can see that I have been heavily influenced by the passion and determination of my dance teacher Carrie Wright. I have had the taste of what a good teacher can be and this is igniting my desire to teach.

I began my inquiry by brainstorming – questions began to emerge...

Brainstorming session
Where am I now in my career?  Where do I need to get to?  How will I get there?
. Inquiry that would be relevant and benefit my current/future practice
. Self-employed performer - embarking on a new role as a dance teacher

Goal:  I would like to become a good dance teacher/teacher

Rationalising the decision for my inquiry question:

.  What would be the value of me researching this topic?
.  How would this inquiry benefit my current practice?
.  Do I already know the answer to my inquiry and if so would there be any benefit of further research?
.  Will this topic enable me to fully explore the subject and lead onto further questioning?
.  Would this inquiry challenge me?
.  Does this inquiry really interest me?
.  Is it relevant to where I am at this moment?
. Who would benefit from my inquiry?
. Would this inquiry benefit my work place?
. On a personal level does it really interest me, because I realise that by the end of the project even my wildest enthusiasm might have worn off.  If I start off half committed my interest will have died long before the end of my inquiry.

Initial questions:

.  How do I set up dance classes for non-dancers?
.  How can I successfully achieve the transition from performer to dance teacher?
.  How do I begin choreographing for non-dancers?
.  How do I motivate/inspire non-dancers?
.  How to motivate children of differing abilities in dance?

As advised in the Reader, I spent a great deal of time talking to friends and colleagues about the possible topics. I received a variety of different views and opinions which influenced my decision.

One discussion I found very beneficial was with a friend who is a secondary school P.E. teacher. She had achieved great success at motivating pupils in her after school boys gymnastic class by just changing the name from "Boys' Gymnastics" to "Boys' Free-Running Club". She actually quadrupled the class size.  The lessons were the same, it was in the same venue, the same time, but the new title encouraged students who would never normally attend an after school club. Amazing! This was a light bulb moment for me. I couldn't believe something as simple as a change of class title could have such an impact.

I find the concept of motivating students to be so complex and yet, as my friend proved. sometimes it can be so simple. I am curious to find out more and to research more. After lots of thought and discussion I have decided to research further the following questions for my inquiry:

.  How to motivate children of differing abilities in dance
.  Should motivational techniques be gender specific?

I believe this will be a great starting point for my inquiry 

I feel that these questions tick all the boxes. The study of motivational techniques is relevant to my practice area, career development and on a personal level is a subject that I find interesting and thought provoking. 

I really would value any feedback and comments.  

Betty xx