During my research I came across 'The Student Dancer' by Julia Buckroyd. I was aware previous students has used Buckroyds work as a source of literature during their inquiry and initially I did not want to use it because of this reason. I wanted to find my own literature. However the read was compelling and all of the points Buckroyd mentions in her writing I could draw relation to from my own training. My career aspiration to help dancers in professional training stemmed from my own experiences or struggles however since further research into the topic I can see that I am not alone in this quest. It was so comforting to find such literature that I could relate to and draw from to support my inquiry process.
Although I have not finished reading the book I have begun to extract quotes which stand out to me and could be used to support my hypotheses. I also came across Sarah Hunt's BAPP blog and found that two quotes which were of great importance to her from 'The Student Dancer', were also ones that I had noted and highlighted myself.
"..by ignoring her own pain or tiredness or hunger...our problem student demonstrates how little she has internalised the capacity to take care of herself..."
(The Emotional Uses of Dance Training, p.g. 43)
"Truly effective teachers are realistically positive, supportive and enthusiastic"
(The Dance Teacher, p.g. 67)
Sarah comments "I am really enjoying reading words from some one who I see eye to eye with in regards to vocational training and how it should be compared to the reality. She has interesting thoughts on the behaviour of the dance teacher themselves, not something I have previously looked into much depth but it is all adding more questions into my mind and creating more fuel for module 3."
I can completely agree with Sarah. I strongly believe that the influence and power of a Teacher is underestimated. As a training dancer you spend endless hours listening to your teachers instructions, feedback, guidance, taking on their professional knowledge and advice. If this is negative feedback, poor instruction, or even bad practice, this has a huge influence on the dancer who looks up to the teacher and relies on their supportive practice.
Here Sarah also supports this thinking. "I like the use of 'realistically' that Buckroyd has used.. in the real world, the majority of teachers are not positive and enthusiastic, often they can be supportive but I really feel the need and importance of creating an exciting and happy environment for all students to train in and it is the teacher's responsibility to do so."
Although so far my reading has not been directly related to my inquiry concerning the physical and psychological help available for injured dancers in professional training, Buckroyd makes significant comments on the need for support and good practice within vocational training which, in theory, should effectively decrease injury and the after effects of injury. I therefore, hold that 'The Student Dancer' will not only to support my inquiry and university study but also impact my personal outlook and professional practice.
After BAPP, one thing I will definitely do is keep researching and reading into my field of interest. You can always learn and develop yourself personally and professionally despite what stage you are at in your life.
I'm sure I will have more to say on this after further reading!
Friday, 27 February 2015
Starting a Literature Review
After reading the 'Starting a Literature Review' study advice from Reading University I decided to take their guidance on board and start with a spider diagram.
"Note down all your initial thoughts on the topic. You can use a spidergram or list to help you identify the areas you want to investigate further. It is important to do this before you start reading so that you don't waste time on unfocussed and irrelevant reading."
Having written lines of Inquiry surrounding my topic of injury and its physical and psychological effects for professionally training dancers (Blue) I then thought about what other research might be relevant to my investigation and who I may need opinions/data from (Red).
What research has already been done on this topic?
What are the sub-areas of the topic you need to explore?
What other research (perhaps not directly on the topic) might be relevant to your investigation?
How do these sub-topics and other research overlap with your investigation?
I also found this diagram of an inverted triangle useful to depict how my research can start broad and gradually sift through to firstly, selected literature that overlaps with my research, and finally, those that are directly relevant and significant to my inquiry.
I have used Summon through MDX Unihub and have found some very interesting full articles surrounding my topic as well as external literature that I have sourced from books and websites.
In my next blog I will share my literature reviews.
Onwards and Upwards...
I can't believe we are here at Module 3 already! Scary but exciting! I've started to realise how much reflection I keep to myself within my own thoughts and I am really going to push myself in Module 3 to keep blogging and sharing my BAPP journey.
I come up with blogs in my head about my experiences during the course and yet never write them down. After spending much of January reading other peoples blogs and experiences however, it has inspired me to share mine with others.
I seemed to struggle in Module 2 to define my inquiry and my feedback reflected this. Unfortunately for me I seemed to have a revelation post hand in that all I had to do to specify my inquiry was to look at sub-topics and pick ONE which interested me the most. HINDSIGHT. That is just my nature to try and take on the whole world! - What was I thinking preparing an inquiry that looked into every single pressure a dancer faces in their training!? It would simply be unmanageable for a small scale work based project!
To begin with I found it very frustrating. Why could somebody not have told me this was what I needed to do?! As performers, we strive for the best - its how we work and how we've been trained. This meant although I wasn't expecting my best module grade I was still disappointed that I had slipped below my goal. A few days later I looked back and thought about the process. Although I had been frustrated that I was unable to refine my inquiry pre hand in I began to notice that this whole process had actually been a huge learning curve for me. I now feel like I can take on board the feedback from my tutor and begin an inquiry which is manageable and hopefully achievable.
I would definitely recommend reading other peoples blogs and journeys and also to communicate with fellow students who may not necessarily be doing the same inquiry to you but whose research, literature and discussions may support/inspire your own. I did find that I was almost traipsing through hundreds of blogs to find this information so I thought I would share my TOPIC or AREA with you now so if you are reading this you can decide whether or not my blog may be of use to you!!
For my inquiry I am looking into the physical and psychological effects caused by Injury for a dancer in professional training.
I have kept a list of blogs and discussions which will help me with my own research and those which although unrelated to my topic, will be useful for the structuring and 'putting together' of my project.
Good Luck everyone!!
Tuesday, 6 January 2015
Critical Reflection on Professional Practitioner Inquiry
Critical
Reflection on Professional Practitioner Inquiry
To initiate Module 2, I mind mapped, Appendix A, the learning outcomes for the Module and the components of a successful inquiry plan. As a visual learner this informed my practice throughout each task and as a result bought me to my current proposed plan.
My career development since completing Module 1 helped to provoke questions of inquiry, Appendix B, to evaluate my new working environment. From the vast questions I began with I then reflected upon what topic interested me the most and what I would like to gain from my inquiry, Appendix C. I was able to enhance my skills learnt in Module 1 and use Web 2.0 as a means to collect feedback from fellow BAPP students and peers regarding my questions.
I created a SIG 'Special Interest'sGroup' called the 'Performing Arts Teacher & Coach Community' through which others helped to evaluate my questions and I have provided feedback for theirs. Through my SIG and communicating with others, I realised that I was so focused on finalising my inquiry that I had forgotten that it should be based upon something I would like to develop my understanding on. Without my SIG I would not have reconsidered this and would have missed the initial stepping stones towards a successful inquiry plan. I therefore hold great value in the use of Web 2.0 and the possibility it brings to interact with others in my field and to develop my own knowledge and the knowledge of others.
After conversing with other BAPP students through my SIG, Appendix D, I realised what I needed to do was research. By looking into existing literature, Appendix E, I began to unfold new areas of interest around Pressures of the Industry – How this affects a Dancer and how a teacher can recognise/support this. Researching existing literature has become integral to my practice, keeping me up to date with advances or discoveries and supporting the relativity of my inquiry, Appendix F, Appendix G. My blog discusses how the analogy of ‘The 3 Boats’, Appendix H, which I discovered whilst reading Alice Chambers blog, helped me to envisage my inquiry. My blog post also depicts how literature inspired my thinking and influenced my inquiry plan.
Alongside research into literature; considering and applying ethics to my practice has also influenced my inquiry plan and equipped me for Module 3. I shared my experience in 3 posts, initial ideas concerning ethics, Appendix I, ethics within the workplace Appendix J, and ethics concerning my inquiry, Appendix K. I talk on my blog how teachers, teaching the same curriculum, deliver their class uniquely in line with their personal and professional ethics. This example has enlightened my way of thinking and led me to question the decisions I make in my profession and future career.
When looking into Ethics, I believe I have already enriched my own practice simply by delving further into company policies and documentation, Appendix L, Appendix M. As my inquiry will take place in a school environment it is critical to be aware of these policies to avoid any ethical issues causing complications. Furthermore I must ensure my inquiry does not affect any of my participants physically or psychologically.
Alongside my consideration towards ethics during
this module, by examining tools of inquiry I have piloted an informal trial, Appendix
N, to test the success and suitability of the tools. Through piloting I
have been able to see which methods work most efficiently in yielding the data.
Although informally issued, conducting a survey was very eye opening. I discuss
on my blog the danger of pseudo and closed questions, Appendix O.
To initiate Module 2, I mind mapped, Appendix A, the learning outcomes for the Module and the components of a successful inquiry plan. As a visual learner this informed my practice throughout each task and as a result bought me to my current proposed plan.
My career development since completing Module 1 helped to provoke questions of inquiry, Appendix B, to evaluate my new working environment. From the vast questions I began with I then reflected upon what topic interested me the most and what I would like to gain from my inquiry, Appendix C. I was able to enhance my skills learnt in Module 1 and use Web 2.0 as a means to collect feedback from fellow BAPP students and peers regarding my questions.
I created a SIG 'Special Interest'sGroup' called the 'Performing Arts Teacher & Coach Community' through which others helped to evaluate my questions and I have provided feedback for theirs. Through my SIG and communicating with others, I realised that I was so focused on finalising my inquiry that I had forgotten that it should be based upon something I would like to develop my understanding on. Without my SIG I would not have reconsidered this and would have missed the initial stepping stones towards a successful inquiry plan. I therefore hold great value in the use of Web 2.0 and the possibility it brings to interact with others in my field and to develop my own knowledge and the knowledge of others.
After conversing with other BAPP students through my SIG, Appendix D, I realised what I needed to do was research. By looking into existing literature, Appendix E, I began to unfold new areas of interest around Pressures of the Industry – How this affects a Dancer and how a teacher can recognise/support this. Researching existing literature has become integral to my practice, keeping me up to date with advances or discoveries and supporting the relativity of my inquiry, Appendix F, Appendix G. My blog discusses how the analogy of ‘The 3 Boats’, Appendix H, which I discovered whilst reading Alice Chambers blog, helped me to envisage my inquiry. My blog post also depicts how literature inspired my thinking and influenced my inquiry plan.
Alongside research into literature; considering and applying ethics to my practice has also influenced my inquiry plan and equipped me for Module 3. I shared my experience in 3 posts, initial ideas concerning ethics, Appendix I, ethics within the workplace Appendix J, and ethics concerning my inquiry, Appendix K. I talk on my blog how teachers, teaching the same curriculum, deliver their class uniquely in line with their personal and professional ethics. This example has enlightened my way of thinking and led me to question the decisions I make in my profession and future career.
When looking into Ethics, I believe I have already enriched my own practice simply by delving further into company policies and documentation, Appendix L, Appendix M. As my inquiry will take place in a school environment it is critical to be aware of these policies to avoid any ethical issues causing complications. Furthermore I must ensure my inquiry does not affect any of my participants physically or psychologically.
Overall, Module 2 has prepared me to undertake a professional inquiry within my workplace. This experience has been crucial to my practice. I can apply these planning techniques to future inquiries to develop my professional practice and potentially the practice of others in my field. I have discovered, piloted and analysed throughout Module 2, an amalgamation of ethical practice, use of literature, social science tools and guidelines for carrying out a work-based inquiry. These will assist me in fabricating a successful and informative inquiry in Module 3.
Appendices
A-
B- http://rebeccacox90.blogspot.co.uk/2014/11/task-4a-inquiry-questions.html
C- http://rebeccacox90.blogspot.co.uk/2014/12/task-4c-continued-inquiry-questions.html
D- https://plus.google.com/communities/109019211894418024115
E- http://rebeccacox90.blogspot.co.uk/2014/12/task-4d-literature.html
F- http://rebeccacox90.blogspot.co.uk/2015/01/article-concerning-dance-psychology.html
G-
H- The 3 Boats
I found the 3 boats hugely helpful at our last campus session. The idea of having 3 boats which start completely separately and then join in the water and start to mix the ideas together to then reach one whole boat when all 3 boats come to the end of the race and meet in the dock at the end and having the idea portrayed as a picture as a visual it really helped me to see my 3 ideas and bring them together to help put my plan into practice. I hope you all found it as helpful as I did and if you weren't there on the day then I hope have explained it well enough for you all.
I- http://rebeccacox90.blogspot.co.uk/2014/12/task-5a-ethics.html
J- http://rebeccacox90.blogspot.co.uk/2014/12/task-5b-ethics-within-workplace.html
K- http://rebeccacox90.blogspot.co.uk/2014/12/task-5c-ethics-and-my-professional.html
L- http://perform.premier-education.com/about-us/our-policies
M- http://www.bodywork-dance.co.uk/policy-statements/
N- http://rebeccacox90.blogspot.co.uk/2014/12/task-6a-informal-trial.html
O- http://rebeccacox90.blogspot.co.uk/2014/12/task-6b-tools.html
Bibliography
Elliott, R. 1998, ‘The Use of Dance in Child Psychiatry’,(Journal) Pg 4
Franklin,E. 2014, ‘Dance Imagery for Technique and Performance’
HM Government. 2013, ‘Working together to Safeguard children’. Web: https://www.gov.uk/government/publications/working-together-to-safeguard-children
Krasnow, D, M.S., Chatfield, S Ph.D., Barr, S, M.F.A., Jenson, JL, Ph.D., Dufek, JS, Ph.D. 1997, ‘Imagery and Conditioning Practices for Dancers’, Dance Research Journal, 29/1.
Lake, R. 2013, ‘The Benefits of Dance for Kids’
Leblanc, S. 2013, ‘Shaking the blues away’, Blog via website. http://reflectionsinverse.blogspot.co.uk/2013/06/shaking-blues-away-dancers-and.html
Lynn, J and Sherri, R. 1993, ‘Physical Activity and Self-esteem in Girls: The Teen years. Melpomene Journal. Pg 19-23.
Nordin, S. 2007 IADMS- Abstract #60 - Standing on the shoulders of a new giant ? Why dance psychology should take a leaf out of positive psychology's books.
Nottingham, P. 2014, Handbook BAPP Arts WBS 3630 (Module 2) Middlesex University
Nottingham, P. 2014, Reader 6 BAPP Arts WBS 3630 (Module 2) Middlesex University
Nottingham, P & McGuiness, R. 2014, Reader 4, BAPP Arts WBS 3630 (Module 2) Middlesex University
Dr Taylor, J. 1987-91, ‘The Performing Attitude’ Published in Dance Teacher Now.
Willetts, L & Creswell, C. 2007, ‘Overcoming your child’s shyness and social anxiety’ (Book) p.172-3
Websites:
http://www.bodywork-dance.co.uk/policy-statements/
http://perform.premier-education.com/about-us/our-policies
http://alice-chambers.blogspot.co.uk/
http://pipspalton.blogspot.co.uk/2014/11/task-4chindsight.html
http://www.danceuk.org/resources/staying-healthy-training-and-performance/
http://www.nureyev-medical.org/
http://www.mindtools.com/blog/
Article concerning dance psychology
Nureyev Medical Website
IADMS 2007 - Abstract #60 - Standing on the shoulders of a new giant ? Why dance psychology should take a leaf out of positive psychology's books
| Standing on the shoulders of a new giant ? Why dance psychology should take a leaf out of positive psychology's books Author: Nordin, Sanna M. PhD, London Sport Institute, Middlesex University, London, United Kingdom |
| Dance psychology is in its infancy, with only a small research body upon which applied recommendations and guidelines may be based. As a remedy, dance psychology may draw upon the far greater advances that have been made in sport psychology. Given the many similarities between dance and sport, this is suitable and should be recommended. However, it is also possible that a relatively new sub-discipline within psychology, namely positive psychology, might have additional insights that could further benefit the dance community. Positive psychology became an area in its own right following the American Psychological Association (APA) presidential address of Martin Seligman (1998). Since then, positive psychology has experienced a remarkable rate of growth, with a large number of books and conferences already being devoted to the topic as well as an own journal (the Journal of Positive Psychology, 2006-). A main characteristic of the field is its emphasis on building strength as opposed to simply remedying faults. It is proposed that dance psychology could grow by considering the recent advances in this mushrooming field. For instance, positive psychology research into dedication, creativity, and self-regulation is logically related to dance performance; understanding topics such as optimism, well-being, authentic happiness, and quality of life seems valuable to when trying to enhance dancer health; and social- and emotional intelligence and empathy appear to be areas worth exploring in relation to dance teaching. Interestingly, several topics are already studied in both positive psychology and in sport psychology, including self-confidence, talent, goal setting, self-determination, motivation, flow, and leadership, lending further credence to the claim that positive psychology can be usefully applied to movement disciplines. Altogether, this presentation aims to suggest how dance psychology research could benefit through learning from positive psychology. Recent research concerning dancer health and injury will support the suggestions for future work. |
Localization:
Author's Name:
Sanna Nordin
Sunday, 4 January 2015
Critical Reflection on Professional Practitioner Inquiry
Critical
Reflection on Professional Practitioner Inquiry
To initiate Module 2, I mind mapped, Appendix A, the learning outcomes for the Module and the components of a successful inquiry plan. As a visual learner this informed my practice throughout each task and as a result bought me to my current proposed plan.
My career development since completing Module 1 helped to provoke questions of inquiry to evaluate my new working environment. From the vast questions I began with I then reflected upon what topic interested me the most and what I would like to gain from my inquiry, Appendix B. I was able to enhance my skills learnt in Module 1 and use Web 2.0 as a means to collect feedback from fellow BAPP students and peers regarding my questions.
I created a SIG 'Special Interest'sGroup' called the 'Performing Arts Teacher & Coach Community' through which others helped to evaluate my questions and I have provided feedback for theirs. Through my SIG and communicating with others, I realised that I was so focused on finalising my inquiry that I had forgotten that it should be based upon something I would like to develop my understanding on. Without my SIG I would not have reconsidered this and would have missed the initial stepping stones towards a successful inquiry plan. I therefore hold great value in the use of Web 2.0 and the possibility it brings to interact with others in my field and to develop my own knowledge and the knowledge of others.
After conversing with other BAPP students through my SIG, Appendix C, I realised what I needed to do was research. By looking into existing literature, Appendix D, I began to unfold new areas of interest around Pressures of the Industry – How this affects a Dancer and how a teacher can recognise/support this. My blog discusses how the analogy of ‘The 3 Boats’, Appendix E, which I discovered whilst reading Alice Chambers blog, helped me to envisage my inquiry. My blog post also depicts how literature inspired my thinking and influenced my inquiry plan.
Alongside research into literature; considering and applying ethics to my practice has also influenced my inquiry plan and equipped me for Module 3. I shared my experience in 3 posts, initial ideas concerning ethics, Appendix F, ethics within the workplace Appendix G, and ethics concerning my inquiry, Appendix H. I talk on my blog how teachers, teaching the same curriculum, deliver their class uniquely in line with their personal and professional ethics. This example has enlightened my way of thinking and led me to question the decisions I make in my profession and future career.
When looking into Ethics, I believe I have already enriched my own practice simply by delving further into company policies and documentation, Appendix I, Appendix J. As my inquiry will take place in a school environment it is critical to be aware of these policies to avoid any ethical issues causing complications. Furthermore I must ensure my inquiry does not affect any of my participants physically or psychologically.
Alongside my consideration towards ethics during
this module, by examining tools of inquiry I have piloted an informal trial, Appendix
K, to test the success and suitability of the tools. Through piloting I
have been able to see which methods work most efficiently in yielding the data.
Although informally issued, conducting a survey was very eye opening. I discuss
on my blog the danger of pseudo and closed questions, Appendix L.
To initiate Module 2, I mind mapped, Appendix A, the learning outcomes for the Module and the components of a successful inquiry plan. As a visual learner this informed my practice throughout each task and as a result bought me to my current proposed plan.
My career development since completing Module 1 helped to provoke questions of inquiry to evaluate my new working environment. From the vast questions I began with I then reflected upon what topic interested me the most and what I would like to gain from my inquiry, Appendix B. I was able to enhance my skills learnt in Module 1 and use Web 2.0 as a means to collect feedback from fellow BAPP students and peers regarding my questions.
I created a SIG 'Special Interest'sGroup' called the 'Performing Arts Teacher & Coach Community' through which others helped to evaluate my questions and I have provided feedback for theirs. Through my SIG and communicating with others, I realised that I was so focused on finalising my inquiry that I had forgotten that it should be based upon something I would like to develop my understanding on. Without my SIG I would not have reconsidered this and would have missed the initial stepping stones towards a successful inquiry plan. I therefore hold great value in the use of Web 2.0 and the possibility it brings to interact with others in my field and to develop my own knowledge and the knowledge of others.
After conversing with other BAPP students through my SIG, Appendix C, I realised what I needed to do was research. By looking into existing literature, Appendix D, I began to unfold new areas of interest around Pressures of the Industry – How this affects a Dancer and how a teacher can recognise/support this. My blog discusses how the analogy of ‘The 3 Boats’, Appendix E, which I discovered whilst reading Alice Chambers blog, helped me to envisage my inquiry. My blog post also depicts how literature inspired my thinking and influenced my inquiry plan.
Alongside research into literature; considering and applying ethics to my practice has also influenced my inquiry plan and equipped me for Module 3. I shared my experience in 3 posts, initial ideas concerning ethics, Appendix F, ethics within the workplace Appendix G, and ethics concerning my inquiry, Appendix H. I talk on my blog how teachers, teaching the same curriculum, deliver their class uniquely in line with their personal and professional ethics. This example has enlightened my way of thinking and led me to question the decisions I make in my profession and future career.
When looking into Ethics, I believe I have already enriched my own practice simply by delving further into company policies and documentation, Appendix I, Appendix J. As my inquiry will take place in a school environment it is critical to be aware of these policies to avoid any ethical issues causing complications. Furthermore I must ensure my inquiry does not affect any of my participants physically or psychologically.
Overall, Module 2 has prepared me to undertake a professional inquiry within my workplace. This experience has been crucial to my practice. I can apply these planning techniques to future inquiries to develop my professional practice and potentially the practice of others in my field. I have discovered, piloted and analysed throughout Module 2, an amalgamation of ethical practice, use of literature, social science tools and guidelines for carrying out a work-based inquiry. These will assist me in fabricating a successful and informative inquiry in Module 3.
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