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

I've finally managed to get the friends connect gadget on my blog.  Please join.
Betty xx

New Beginnings

Hard to believe that my last blog was on January 5^th, it seems a long time ago and such a lot has changed since then. I ended my last blog feeling positive and optimistic about my future.  I had set myself new goals in order to achieve success on this course and develop my career prospects.  It was an enormous gamble for me to turn down cruise contracts, especially when finding work in the industry is so tough, but I know I needed time to be at home in the U.K. and time to commit myself fully to this course.

Since my last blog, I’ve had time to reflect and time to plan my career progression. As my aim is to eventually go into teaching I applied for, and was successful in obtaining, a teaching job for a dance academy in Manchester. The job involves teaching 3 classes of varying abilities on a Saturday.  The role is a new role for the Academy and the Principal has recognised the need for his Musical Theatre students to have skills in all three Musical Theatre disciplines -  the so called ‘triple threat’ (i.e. dance, singing and acting skills) and so advertised for a Dance Teacher/Choreographer.

I have to admit I found the audition/interview process terrifying. I was required to plan and deliver a dance class aimed at teenagers.  I wasn't aware of the standard of the pupils or how many would be in the class. The Principal of the Academy observed the class and took notes.  Even though I had been the dance captain in my last contract, choreographing a piece for an unseen class was daunting to say the least. Fortunately I was successful.

Starting at the beginning of something new is exciting for me. Being involved in its planning, structure and design is daunting but exhilarating too. It also offers me the chance to be creative. It gives me the opportunity to try out new concepts, ideas and skills which I know will help me in the future. 

I have also accepted a singer/dancer contract for a Musical Theatre tour, touring England and Scotland. I have worked for this company before and so feel no pressure or apprehensions  about the contract as I know what is expected of me.

I think I have already come a long way since I started this course back in October and I am looking forward to the next module.  Good luck to everyone for tomorrow for the results, lets hope it's good news for all of us!!

I have just about completed my next blog (4a) and so hopefully I will get to post that on here soon.

Betty x

3d: Critical questions and issues that emerge

It's the 5th January 2013, and I'm writing up the last blog of the first module. As you can tell, I'm behind again!!!  I read Adesola's helpful tips on completing the critical reflection, and her advice not to panic about completing all of the tasks. Although I understand her thoughts completely on this, I knew that for me psychologically, I needed to feel that I had completed the first module fully.I needed to have extracted all that I possibly could and explored all of the new concepts that I was introduced to before I could move forward.

Critically reflecting on the module, I can see how I've changed. I've definitely adopted a more critical approach to my professional practice. and my professional networking tools. I now question everything that I do and why I am doing it.

- Time Management - Starting the course late due to work commitments, I have always felt I was playing 'catch-up'. This has forced me to evaluate my personal time management skills. I have struggled to find time to complete all of the work for this module in the time given. This has left me frustrated at times, feeling that my blogs were rushed and of poor quality. Although I have read with great interest, fellow students' blogs, I feel I haven't interacted with others as much as I could have done. I see this as a definite area for development.

Due to work being so hard to find in this industry, it is extremely difficult to turn any offers down. However, because of the panto job, I have only had a couple of days free since I started the course and this really hasn't been enough to complete the tasks as well as I feel I could do.  Initially I hoped to be able to blog in the dressing room and between shows, but I soon realised that I wasn't that clever and needed to take time to concentrate and read around the subject.  I have had to look at my planning processes and time management. I have made the decision to dedicate more time to study for the upcoming tasks. I really want to get this degree and aim to make this my priority for 2013.

- Blogging is a new networking tool for me and now I can't understand why I hadn't blogged before.  When I first started on the course, I was amazed by just how many people I knew, some of whom I hadn't seen in years.  I have spent hours catching up on old friends' blogs and it has been such an encouragement for me to see their success. 
 (Sina Leigh who I used to do panto with every year when we were in our early teens, Nancy Osbaldeston who is a good friend from dancing school days, Alicia Beck who I remember from dance festivals, Emily Harris who I went to College with and Steph Larty who worked with me on my last contract. Such a small world.).

Blogs have also become a great source of knowledge to me. They introduced me to new concepts and ideas, such as creating mind maps, blogging in poetry and pictures, creating professional Facebook pages and joining twitter, etc. My aim for the next module is to get involved and interact more with fellow students.  I feel that I have not been as involved as I could have been. I also hope to continue to explore new concepts.

Looking at fellow students' blogs it seems that we have all at times been overwhelmed with the work. It is good to know that we all share the same experiences.  I feel such a connection with my fellow bloggers and at times reading about their experiences has kept me focused and motivated.  It is refreshing and inspiring to read about their achievements.  I was so pleased for Chelsie Johnson, as I'm sure everyone else was. When she got the job in pantomime, I could see why she chose the job over the holiday in Florida. We are a unique breed in the performing world, always chasing the dream and the next job.

 - Computer skills - Since starting this course I have a greater appreciation of Web 2.0 and the use of media sources as a networking tool.  Creating a blog and building up a professional profile has helped build my confidence in computer technologies. I have been able to put these skills into practice, sending out my show reel and links to my flickr account to prospective employers. I plan to continue to build on my existing skills in order to give me an advantage in the recruitment and audition processes.  I do however still realise the importance of face to face contact, telephone conversations, sending out hard copy C.Vs by post, keeping a diary and writing letters. I believe that there is still a place for conventional methods of communication in our increasingly technology-driven world.

- Introduction to the Theorists - Personally, I found this the most fascinating part of module one which led me on to a process of self-discovery.  I discovered that I learnt best by visual stimuli and this has changed how I study. Understanding how people learn can only help me in the future to recognise these different learning styles in others and help me design suitable and varied methods for teaching others. 

Reading about Axelrod's theory of cooperation was also thought provoking, exploring the idea that people only enter relationships to see what they can get out of them.  It has made me reflect on my professional contacts and what those relationships achieve. I also feel this will be a useful tool for me when teaching as a collusion method.

-Critical reflection now forms part of my daily life. I suppose I always did it, but I didn't analyse or make decisions based on my critical reflections before, or even put a name to it.  I now use reflection to decide what course of action to take. For example, by critically reflecting back on this first module and the problems I have faced with time management, I have been able to evaluate my commitment and make the decision to turn down long term contracts overseas. This may seem fool hardy to some, but it is a gamble I am willing to take at this stage in my career, as my success on this course is extremely important to me.





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Happy New Year:) x

Finally I have finished my essay...yay!!!! I am hoping to get it bound and sent off tomorrow. I can't say that it has been easy, trying to juggle panto and the course, but I'm hoping that I've done enough.  

I finish panto on the 6th of January, and will then be unemployed for the first time since I finished College in 2010.  However, I have made the decision not to take on cruise contracts or long contracts overseas this year as I have spent so much time abroad and I want to concentrate on this course and spend time with my boyfriend, friends and family.  I am hoping that I can find some work in the U.K.

I just want to wish everyone a very Happy New Year and let's hope it's a good one for all of us.

Betty xxxx

3C Sources of Information

Following on from connectivism and afiliation we are asked to explore our top five information networks. Looking at other students' blogs on the subject, I am not surprised to find that, like me, most students choose the internet as their top vessel for sourcing information.  The internet has become the new 'word of mouth' communication tool and, with information technology evolving almost daily, with the creating of devices such as the iPhone and iPad, one is able to source information immediately, at the touch of a button. 

My main sources of information are as follows:

1. Internet Sites:  Dancers Pro, Singers Pro, Ents Web.  These web sites are specifically designed for professional performers:
 
http://www.dancerspro.com/uk/

http://www.singerspro.com/uk/

http://www.entsweb.ltd.uk/jobs

I use all of these sites to gain information about auditions and castings and also as a means to find out about prospective employers, dance agencies companies etc.  They have blog pages where you can interact with other professionals, which is often useful for asking other users about industry related queries.  Employers can view my profile and my showreel, whilst I can update my professional information and contact details at any time.  My account is linked to my email account and I am alerted instantly on my phone when any messages are left on my profile page, which gives me a distinct advantage when applying for auditions.

2. Google:  I have my internet homepage set to Google. I find it so convenient as a search engine, being able to just type in what it is I'm looking for and get instant results.  A good example is searching for sheet music. I can find the music, pay for it, download it and print it off within minutes. This has saved me hours and hours of time hunting around music shops.  I use Google for almost everything I need to know, including the weather, information I need for this blog, the local cinema times and researching particular dances etc. 

3.YouTube:  I have only recently started using YouTube in a professional capacity.  I have my own showreel account and I send out the link to prospective employers, casting directors etc. It has become a valuable research tool for me too, as I can look at how other performers have interpreted or acted certain roles I am auditioning for, or to look and listen to how singers have portrayed their version of certain songs.

4.  The Stage: www.thestage.co.uk .  This is a newspaper for the performing arts industry. I don't buy the paper, I read it online.  It has information about current art issues, funding etc, as well as reviews of new shows and, most importantly, has a section for jobs and auditions allowing me to apply for anything that I think I might be suitable for.  It also keeps me up to date with current activities in the entertainment industry.  I also have this as an app on my iPhone, so I can read it on the train or tube.

5.  Blogs:  This is a very recent source of information, but one that I find myself using more and more.  Blogging has become a big part of my daily life, as I spend lots of time writing my blogs and looking at other people's blogs on the various components of the BAPP course.  When I was unable to attend the campus sessions due to work commitments, I felt I was not penalised at all as I was able to read the course tutor's, and fellow students', blogs on the day. Because of this, I could take detailed notes and even attempt some of the activities.  As well as gaining valuable information I have been able to interact with other students in the same 'boat' as me, and this has been a comfort at times when I haven't understood what I should be doing.

I have been honest in my top five sources of information and it is, I suppose, sad that one of my top five sources is not face to face contact with friends and colleagues.  However, it is an ever evolving technological age we now live in, where Facebook, twitter etc., have, to some extent, replaced verbal communication.  Also, it is interesting that even newspapers, books and journals have evolved to fit these new technologies, as they can often be downloaded onto our computers, iPhones or Kindles.  I have also made the choice to not list my agent. This is because I am not particularly close to my agent and I have not found them to be a good source of information. Most of my professional contracts I have found myself and I have never found my agent to be easily accessible or particularly approachable.

3b Professional Networking

Having read the professional networking section of the Reader several times, I found it difficult to understand. I therefore decided that it would be easier for me if I broke it down into manageable sections which I could easily digest.

Cooperation

Cooperation is defined in the Oxford Dictionary as 'to assist someone or comply with their requests', I think most people would agree that this is a fairly accurate definition of the word.  In the Reader, however, we are introduced to the notion of cooperation being closely associated with the Game theory and defined as 'the will and way to win'.  This concept is further endorsed by Robert Axelrod, cited in the Reader, who has researched extensively into human behaviour, networking and cooperation.  His theory, asserting that cooperation is based solely on reciprocity, seems selfish and manipulative to me.  The Reader cites the game 'The Prisoners' Dilemma' as researched evidence into the psychology of human nature. In this game, one player succeeds at another's expense with participants cooperating until they reach a certain point and then defecting in order to win. In the game, the object is to win as many coins as possible. Playing the game, I tried the following strategies:

Compete - when I competed I won the game, but I didn't get that many coins
Cooperation - we both got the same amount of coins. Although we got more coins than when I competed, the game was a draw.
Strategically - to win the game and get the most coins, you should cooperate for as long as possible and then - right at the last minute - compete to win the game.  Therefore, one player succeeds at another's expense.

This theory is reinforced by Axelrod, who poses the question: 'in real life would people only co-operate if they were going to gain from it'?  Initially, I strongly disagreed with this theory. However, as I reflected I realised, as Axelrod believed, that it is part of our human nature to compet -, a survival of the fittest mechanism. I believe this is especially true in the entertainment business, where jobs are scarce and friendships can be fickle. 

Whilst at College, I shared a flat with two musical theatre students. Although we were close friends, I can recall numerous occasions where an audition came up and they kept this secret from me to ensure they had a better chance of success. Although the friendship remained, I was left hurt at their actions.

Axelrod's theory made me question myself: would I act in a similar way for personal or professional gain? I'd rather not tell you my answer!! I must admit that there have been times where, although I have collaborated and cooperated with certain individuals during events, I have ditched them as soon as I got what I wanted.  There have been choreographers and colleagues that I have befriended and co-operated with for the sake of the performance, but only until the final curtain came down.

However, having examined the concept of cooperation I can also see that there are times when true relationships are forged following on from initial cooperation. These friendships are founded by an inner respect for each other and a true wish to help each other.

Affiliation

As human beings we have a social need to affiliate with other human beings.  Our personalities are all different and we are drawn to, and respond, to certain characters in others that often mirror our own belief system.  We can all be accused of networking by affiliation - it is human nature to attach yourself to people who you admire or who share the same life experiences as you.  I have close affiliations with people from my old dance school, as we shared some of the most significant moments in our dancing lives and have formed strong, lasting bonds.  Some of these friends now form a large part of my professional network as they are teachers, choreographers and dance agents which can be a distinct advantage to me as a performer.

Crisp, J. & Turner, R (2007), believe that our upbringing and culture influence our desire to affiliate.  I believe I am a sociable person, I like to fit in and to belong. Perhaps this comes from being part of a large family as I am used to feeling involved and this in-turn feeds my desire to affiliate and socialise with others.

There are, however, those people who affiliate with others just to see what they can get from them and, sadly, in this industry there are many prepared to do this.

Connectivism

My main sources of connection are the internet and my iPhone.  I recently had my phone stolen and I was devastated. I realised how much I depend on it - I felt like I'd lost a friend and became disconnected from the outside world.

Undertaking the BAPP course shows how advanced the use of technology in teaching has become. This course can be accessed from anywhere in the world, as long as the student has access to the internet.  We are learning through blogs, YouTube, Wiki's and interaction with each other. We are taking control of our own learning, moving away from the traditional educational methods.  Personally, I do believe that there is still a place for a 'teacher' in the traditional sense, as some students may not be capable of being self-directed and autonomous and may feel threatened by the use of new technology.  It can be difficult for me at times to feel connected and I wonder whether I would feel more comfortable in a classroom being afforded face to face teaching as the responsibility for my learning would then be shared.  But we are, as Laura Weir in her blog points out 'Students of connectivism',  and this, it seems, is the future.