Thanks goes out to all those bloggers...................

I've been spending some time reading through blogs posted by fellow students including  Natalie and Chiara who have had the opportunity to attend campus sessions or in skype mode and I have found them extremely useful in putting Module 3 into perspective for me.

It seems we write in the past tense as this final inquiry is all about what we've done and achieved and not what we are going to do, so we are writers of an event that has taken place and we want to tell everyone about it. The inquiry should be developed as a story taking the reader on a journey of learning and providing them with an insight into who we are, what we do and how we have learnt in our exploration of a subject that intrigues us and relates to our work.

The idea that we are baking a cake and have ingredients, methods and an end result is a great way of visualising what we are doing and makes it all the more doable on a personal level. As a teacher of dance I appreciate the art of movement and visual aids and so this benefits my way of thinking.

The insight into the professional artefact also now makes alot more sense and I look forward to exploring the best way to produce my inquiry to others in a way that will be informative, interesting and of value.

Update on Inquiry Process

I have spent today immersing myself within my work and trying to gain a greater understanding of what pathway this Module will take me. I have re-read my previous work, trawled the net, looked at fellow students Blogs and also spent some time following up on campus sessions which I unfortunately miss due to work commitments and location.

After a tutorial by phone call with Paula this evening and many notes later I feel I further understand how I can direct and in some terms re-direct my inquiry towards an end result which I would hope I ultimately will benefit from. I am the one who devised this line of inquiry as I felt I could further enhance my skill set in the effectiveness of my practice when teaching older students.

One of my next tasks is to bring together my research completed by interview and collate this into some kind of explanatory information that I can then include within my evaluation.

I think as its Friday evening and the end of another long week and lots left to do in terms of work and study before we reach Monday morning again I should let my thoughts relax and get off the merry go round!

Need to return to the zone .........................

So at the weekend I held my dance school show, with a cast of 200 students and performances to 800+ people. The anxiety levels leading up to the production were extremely tough at time especially when I sent thousands of pounds via an overseas transaction to a Chinese costume company in the hope that the goods that were returned would be worthy of the stress !

All that said the show was a huge success; the costumes were out of this world and most definitely worth every moment of sleepless nights. The feedback and comments from those who came to watch have been unbelievable and so heart warming.

So now I begin my next mission of completing this Uni work and I need to get my head back in the zone alongside running my school, organising exam sessions and its nearly Christmas - watch this space ! Just a few snapshots from behind the scenes for which permission has been granted to use them.

Gotta do this !!! Module 3 OMG

So how on earth am I going to get through this module I ask myself without losing my sanity ! As I approach this last leg of the journey I was determined to get straight on it early Sept and be ahead of the game but a school show to direct & organise for 200+ students for November along with trying to locate new premises for my school all at the same time is a very big mountain to climb and whilst many shake their heads at me I am determined I will do this and will not be beaten !

I was quietly concerned that Alan left as whilst I know I wasn't particularly pro-active in liaising with him on a regular basis I felt from the discussions and communication we did have he re-assured my concerns everytime and guided me back on the path ! I will endeavour to participate much more with Paula and hope that her support, expertise and knowledge can get me to the finish line.

This last module really does put the fear of god in me as I want to continue on the achievement I have made so far in my grades and not crash and burn at the last hurdle. The amount of words required terrifies me but then I suppose I have to reflect on previous modules when I've had to edit my writing to get it in line with the requirement at that time - that said don't want to 'waffle' !!! 

My biggest concern is now getting the information I require to move forward from interviews as suggested by Alan as opposed to survey techniques. As a teacher within the private sector I only have access to a small group of teachers to ask their opinions so maybe I need to obtain feedback from those who work in state provision but also teach across different subjects areas ? This will hopefully begin to steer my next step. 

Module 2 end reached !!!

Struggled through but it's done as far as my brain can manage to achieve and it's submitted so no turning back now !!! 

Hope it meets the expectations of the course ???? 

Onto the next hurdle now - 100 students taking exams ......... The wheel keeps turning 

Critical Reflection on Professional Practioner Inquiry

Developing lines of Professional Inquiry 

From the beginnings of exploring questions in Module 1, I began to realise an interest that led me down a pathway and ultimately should lead towards a potential line of inquiry that I can benefit from within my own practise.  By exploring varying questions in relation to the effective teaching of teenagers and older students Appendix 1, I felt I could further investigate my frustration and anxiety in relation their effective teaching. 

In Task 4d identifying pieces of literature that could enhance my inquiry was interesting and brought forth some points that inspired me to read further. Appendix 2 How within a class we 'optimize the self within the community' through encouragement of students being both leaders and listeners was a tool I felt I could incorporate into my lessons as a form of good practice.

Professional Ethics

Delving into this area I knew was going to open some doors and hopefully provide me with greater understanding of how my own ethical stance was in relation to my profession. I feel I upheld a good stance within my own school and how we follow codes of conduct whilst always being aware of the two societies for which I represent in delivering dance syllabus to my students. Appendix 3

On looking into the codes of conduct of these two societies I found them to meet my expectations and therefore not provide me with any further knowledge or insight other than to see how one demonstrates a hierarchical approach which after having trained with them for many years was what I would expect. Appendix 4

An ethical stance in life whether it be personal or professional is what I believe promotes positive structure and contributes to a successful approach and eventual outcome and therefore this topic of learning enabled me to develop a sense of achievement as I feel as an individual I demonstrate and follow an effective ethical framework. Appendix 5

Tools of Inquiry

Finding the most effective tool(s) for developing my inquiry seemed quite straight forward to me as I have basic experience in requesting feedback from my customers through the use of surveys, so I can learn from their responses and apply them as good practise to continue to develop and create growth. In comparison I felt I needed to engage in observation at a evidential level as this would encourage a skill that could be utilised within a different educational setting. Appendix 6 

So in conclusion this module has addressed areas I can further develop and indeed incorporate on a more detailed basis into my own business/school. It has also allowed me to gain a deeper understanding and appreciation of how important it is to continually assess and build knowledge so that as an individual you are practising to the best of your ability.

References

Craven, J. (2014). Task 4a : Developing Questions. Available: http://jolcraven.blogspot.co.uk/2014_02_01_archive.html. Last accessed 9th May 2014.

Craven, J. (2014). Task 4d: Searching and Identifying Literature . Available: 

http://jolcraven.blogspot.co.uk/2014/04/task-4d-searching-and-identifying.html. Last accessed 9th May 2014.

Craven, J. (2014). Task 5a : Codes of Practise and Regulation. Available: http://jolcraven.blogspot.co.uk/2014/04/task-5a-codes-of-practice-regulations.html. Last accessed 9th May 2014.

Craven, J. (2014). Task 5b : Codes of Practise. Available: http://jolcraven.blogspot.co.uk/2014/04/task-5b-codes-of-practises-that-steer.html. Last accessed 9th May 2014.

Craven, J. (2014). Task 5c & 5d : Ethical Framework Learning. Available: http://jolcraven.blogspot.co.uk/2014_04_01_archive.html. Last accessed 9th May 2014.

 

Craven, J. (2014). Task 6a : Gathering Information. Available: http://jolcraven.blogspot.co.uk/2014/05/task-6a-gathering

Task 6c : Award Title

I am very certain that my continuing career will guide me on the already established pathway of teaching dance whether it be to remain within my current own school setting where I deliver dance following the ISTD and RAD syllabus, entering students for examinations and producing and directing an annual show or whether my studies and experience will enable me to explore the opportunities of working within a state school environment where I am part of a staff team, delivering subjects within the field of dance that are GCSE, BTEC or A Level lead programmes. The latter is an area that has always interested me and is quite different from what I have so far achieved within my career, to work within this setting requires me to have degree status and so poses the question why else wouldn't I be dedicating my time to study alongside work commitments if it is not to enhance my career opportunities and open new doors ?

My suggested line of inquiry is targeted around students who within my own environment I find intriguing, challenging and make me question continually whether or not I am delivering my lessons where development and understanding is achieved and where further learning can be built upon. To work within the state setting requires individual specialist teachers to deliver the dance curriculum aimed at KS3 students and above and so my investigations into this age range have a connection with possible career opportunities.

I have always thought along the line of my award title being BA Hons Professional Practise of Dance Education rather than just Dance Teaching so I have explored the meaning of these words within the dictionary to try and ascertain if I my thinking is commensurate with descriptions. 

Education
The process of receiving or giving systematic instruction, especially at a school or university
The theory and practice of teaching.

Teaching
The occupation, profession, or work of a teacher
Ideas or principles taught by an authority 

Oxford. (2014). Education, Teaching . Available: www.oxforddictionaries.com. Last accessed 08/05/2014.


Through my teaching I feel I can express passion and appreciation of the subject and therefore do not just teach the principles and techniques behind each dance genre but try and encourage the development of all facets that make Dance the art form it is. Expression plays a strategic role in dance through communication with your audience by quality of movement, execution and interpretation of the movement is felt through rhythm and the connection made with the music or accompaniment. Ultimately Dance should provide a story through movement and expression and take the audience on a journey of discovery whether it be a short exercise or a longer more articulated piece of choreography. 

So in conclusion I would support and welcome the award title of BA Hons in Professional Practise of Dance Education as a suitable title to accompany my knowledge, understanding and experience I feel I can bring to my profession and practise in relation to what I can deliver confidently whilst always being aware of the emphasis on development, reflection and good practise.