So after having a quick glance at Reader 6 - and I mean quick!!! I was interested to see how I reacted to each method and how instantly I could pick out the ones that I feel would be useful to help me along the way with my inquiry. However, I can see the benefit to all these tools of inquiry and I do think I may find it quite hard to choose and I will want to try EVERYTHING! (does anyone else have this issue??) but I must be good and despite seeing the benefits to all the tools.
Below under the headings are my initial thoughts to each too and how they may help me in my Inquiry.
Observation
I always think observation is a fantastic learning tool anyway. Not just in the concept of what we are doing now, but it is sometimes good to take a step back and have a look at what and how others do things. Taking away both the positive that you can include in your own practice and the not so positive that you think doesn't work, however you may find that a different approach works because what you have seen does't.
For me observation will be really intriguing - As I only ever see students in a creative environment it the dance studio. It would be great to see how teachers approach teaching the age group I am interested in (Early years/KS1) academically and what techniques they use to keep the children engage and focused
Participant Observation
Now the first this that came into my head when reading about this was YES this would be amazing experiencing it first hand. However to do both kinds of observation will be very time consuming, so you have to be realistic and I do think even though this tool would also be extremely helpful it is also very time consuming - So I would probably either pick this or just observation.
Interviews
I think this will be a brilliant way of gathering different peoples thoughts and feelings. Despite being formal I think that this can sometimes be taken as a positive and asking a range of people the same/similar questions to see how they respond I think will be a great way of gathering data for analysis. So for example I could interview teachers with an academic background teachers with and arts back ground and maybe parents to get thoughts and ideas from across a wide range and variety of people.
Focus Groups
This could be quite a nice idea as it enable discussion to happen in an organised setting. However as it says in the reader "be aware that strong personalities can "also influence, and in some cases actually take over a group and make it difficult for the less assertive members to speak" (Bell, 2005 p 163)
I think that this is something that you have to be really careful of when doing a focus group, but when run in the correct manner and making sure a gatekeeper is present that I think it could be a fantastic way of collecting to analyse.
Surveys and Questionnaires
Again something that is could be extremely time consuming and ensuring that you get the right balance of questions and that they are worded correctly is key as you don't want to fall into the trap of influencing a persons answer.
So all in all a LOT to think about!!! has anyone else had a think about what tools they may use?? I would love to hear and also views and opinions on what you think will work and what won't.
Sunday, 20 November 2016
Saturday, 12 November 2016
Learning Through Play
Throughout scanning through literature and scanning through articles, I have been looking at "Learning through play" Below are the 12 features of play.
12 Features of play
.
12 Features of play
- Using first - hand experiences
- Making up rules
- Making props
- choosing to play
- Rehearsing the future
- Pretending
- Playing alone
- Playing together
- Having a personal agenda
- Being deeply involved
- Trying out recent learning
- Coordinating ideas, feelings and relationships for free flow play
(Adapted from Bruce 1991,1996)
I have found this all very interesting to read about and is something I definatly want to look further into. I have been specifically looking into Early years and KS1 (ages 3 - 6 ) and it has got me thinking even more about my own practice.
Now I know I have mentioned this many times before about my teaching, however today I have been thinking, is the syllabus too structured and too set for this younger age group? should all lessons be imagination creative and taking them away to a "magical world" rather then learning how to do a demi plie at aged 4? is this too structured for them and are we getting too bogged down about the "technical" side of dance too young? Yes I am all for safe dance practice and that it must be done correctly and safely but maybe it should be a little more free.
For anyone who is familiar with the RAD syllabus they offer a pre school exam, and I LOVE this. it is set by the teacher so you can do any scenario so for example I sometimes do a trip to the zoo or to a treasure island. Throughout this time they have to show that they are able to do certain movements.
I am now thinking that this is something that should maybe go beyond pre school years. Having certain movements that they have to be able to do and learn, but learning them in a way that is fun through play and safely.
I would love to hear others thoughts and feelings on this.
Thursday, 10 November 2016
Something to maybe brighten your day!
For anyone who is interested and is maybe looking into Early Years/KS1 as part of their inquiry.
On Tuesday Chanel 4's new series of "The secret Life of 4 year old's" began.
Now it hasn't necessarily got much to do with "The Arts" as such, but it is fascinating to see how the children reacted to certain situation, and its really interesting how they use resources that they are given and what they decide to do with them.
Something I found particularly interesting was watching how creative they all were in different ways through playing and what ideas that they have and indeed the vivid imagination that you have at the age of 4! I don't want to give too much away as I would really recommend that you watch it if it is something that is of interest to you.
Other than that it is also hilarious!! - So if you have had a bad day and indeed of a pick me up and a giggle I would suggest this! (me and my partner were in stitches the whole way through!)
Link to replay is posted below.
http://www.channel4.com/programmes/the-secret-life-of-4-5-and-6-year-olds/on-demand/63592-001
On Tuesday Chanel 4's new series of "The secret Life of 4 year old's" began.
Now it hasn't necessarily got much to do with "The Arts" as such, but it is fascinating to see how the children reacted to certain situation, and its really interesting how they use resources that they are given and what they decide to do with them.
Something I found particularly interesting was watching how creative they all were in different ways through playing and what ideas that they have and indeed the vivid imagination that you have at the age of 4! I don't want to give too much away as I would really recommend that you watch it if it is something that is of interest to you.
Other than that it is also hilarious!! - So if you have had a bad day and indeed of a pick me up and a giggle I would suggest this! (me and my partner were in stitches the whole way through!)
Link to replay is posted below.
http://www.channel4.com/programmes/the-secret-life-of-4-5-and-6-year-olds/on-demand/63592-001
Sunday, 6 November 2016
We don't always have to look for a problem.
Over the past couple of weeks, I have been looking at literature and reading articles to look and delve deeper into my potential line of inquiry ( Something along the lines of dance and child development/dance in education)
From doing this and reading articles etc, it has sent my brain and thoughts into over drive!! has anyone else found that this has happened?. All that I have been reading and researching is so so interesting but has just "upset the apple cart" in terms of thinking that I knew exactly what direction I was going in.
So it was time to have a chat with Paula as I really did not know where to go or what to do! (yes I know this sounds very dramatic, but this course takes you on some kind of roller coaster in terms of where your thoughts go does anyone else agree?)
After ranting to Paula about what I had been looking at and reading and thinking about where to go. Paula asked me to think; "What in your practice are you already good at?" Now this question did throw me a little and it did take me a couple of minutes to actually take in what she had said to me.
Now my response was teaching the younger students as I am quite good at setting the scene and making things magical and a creative fun environment so that they have a positive experience in the dance class.
We then went on to discuss various other aspects about how important it is for children to have a positive experience in dance and exercise as this can have such an effect on people later on in life. I have also now feel a little more "anchored" as Paula put as to where I am going as I have narrowed down my literature to look for things more specific e.g. narrowed down my age bracket to Early years and Ks1 and looking into dance movement and play, creativity and imagination/magical world.
As Paula said to me earlier today, we don't always have to look for a problem with our practice or something that is indeed missing, but we can look at how to improve and work on what we are already good at and why it is working. Be careful - to not look at things that we already know or try to prove something, which I feel is a trap I could have potentially found myself getting into.
I would love to hear if anyone else has decided to take this route and look at something that you are already doing well and how it is working for you and maybe looking into why this is working.
Any thoughts or opinions much appreciated.
From doing this and reading articles etc, it has sent my brain and thoughts into over drive!! has anyone else found that this has happened?. All that I have been reading and researching is so so interesting but has just "upset the apple cart" in terms of thinking that I knew exactly what direction I was going in.
So it was time to have a chat with Paula as I really did not know where to go or what to do! (yes I know this sounds very dramatic, but this course takes you on some kind of roller coaster in terms of where your thoughts go does anyone else agree?)
After ranting to Paula about what I had been looking at and reading and thinking about where to go. Paula asked me to think; "What in your practice are you already good at?" Now this question did throw me a little and it did take me a couple of minutes to actually take in what she had said to me.
Now my response was teaching the younger students as I am quite good at setting the scene and making things magical and a creative fun environment so that they have a positive experience in the dance class.
We then went on to discuss various other aspects about how important it is for children to have a positive experience in dance and exercise as this can have such an effect on people later on in life. I have also now feel a little more "anchored" as Paula put as to where I am going as I have narrowed down my literature to look for things more specific e.g. narrowed down my age bracket to Early years and Ks1 and looking into dance movement and play, creativity and imagination/magical world.
As Paula said to me earlier today, we don't always have to look for a problem with our practice or something that is indeed missing, but we can look at how to improve and work on what we are already good at and why it is working. Be careful - to not look at things that we already know or try to prove something, which I feel is a trap I could have potentially found myself getting into.
I would love to hear if anyone else has decided to take this route and look at something that you are already doing well and how it is working for you and maybe looking into why this is working.
Any thoughts or opinions much appreciated.
Friday, 28 October 2016
Considering Ethics - The Importance
On Wednesday (26/10/16) I attended a Breeze session. Hosted by Paula and attended by myself, Victoria, Taz, Kristina.
We spoke about how we were all getting on so far and the importance of being able to channel all the questions that and the scary thought that one of these questions will inevitably become our question of inquiry!
Anyway, the main reason for the session was to speak about the "ethics" of our inquiry. With the nature of our course and how we use our work situations to come up with a question of inquiry means that it can relate to society and can potentially affect it. The last thing we all want to do is cause anyone to become hurt upset or to be put in danger due to our research.
We then went on to discuss any policies that we may have in our place of work. I went on to speak about how as staff at the beginning of each year we are given a new hand book with all the do's and don'ts from safeguarding for the students to how we need to dress and respect other members of staff.
Taz then went on to speak about her rules with the Ballet company she is with - and actually had all her paper work with her by the sounds of it. She went on to speak about only a certain amount of allowed absences and when on tour having to be at the bus so many minutes before and making sure that you do take the correct route if you are injured or ill.
We then went on to discuss how when working with a touring company the standards of practice differ from country to country and is this right ethically and should it be the same whatever country we are in.
Ethic forms are going to be vital to ensure safety and protection for others. The term "Gate keepers" or people in charge, so for me the head master. It is vital to gain there permission depending on the situation you are going into i.e. going to observe classes
The session was really helpful and especially some of the images that Paula used on the slides. One is in reader 5 the other I think Paula will be putting up on the blogs, but to cut a long story short ethic's are going to be a vital part of are work and can get quite interesting to look into.
I look forward to hearing others thoughts and ideas on ethics and how it is going to affect you in your work/inquiry.
We spoke about how we were all getting on so far and the importance of being able to channel all the questions that and the scary thought that one of these questions will inevitably become our question of inquiry!
Anyway, the main reason for the session was to speak about the "ethics" of our inquiry. With the nature of our course and how we use our work situations to come up with a question of inquiry means that it can relate to society and can potentially affect it. The last thing we all want to do is cause anyone to become hurt upset or to be put in danger due to our research.
We then went on to discuss any policies that we may have in our place of work. I went on to speak about how as staff at the beginning of each year we are given a new hand book with all the do's and don'ts from safeguarding for the students to how we need to dress and respect other members of staff.
Taz then went on to speak about her rules with the Ballet company she is with - and actually had all her paper work with her by the sounds of it. She went on to speak about only a certain amount of allowed absences and when on tour having to be at the bus so many minutes before and making sure that you do take the correct route if you are injured or ill.
We then went on to discuss how when working with a touring company the standards of practice differ from country to country and is this right ethically and should it be the same whatever country we are in.
Ethic forms are going to be vital to ensure safety and protection for others. The term "Gate keepers" or people in charge, so for me the head master. It is vital to gain there permission depending on the situation you are going into i.e. going to observe classes
The session was really helpful and especially some of the images that Paula used on the slides. One is in reader 5 the other I think Paula will be putting up on the blogs, but to cut a long story short ethic's are going to be a vital part of are work and can get quite interesting to look into.
I look forward to hearing others thoughts and ideas on ethics and how it is going to affect you in your work/inquiry.
Thursday, 20 October 2016
Arts Award Day - Don't Loose Hope
I thought I would share with you all about the Arts Award day that was organised within my department to deliver to years 3 and 4 at school. Now I know that some of you will be a little frustrated with how "The Arts" appears to be forgotten withing education and general schooling, however I am extremely lucky to work in a school where the head is very for the arts and actively encourages students to get involved whether is be music, dance, art etc. So this is also just to say don't give up hope! there are people out there who love what we do and support us 100%
For those of you who haven't heard about the Arts Award program here is a little back ground information. I will also put the link to the website if anyone is interested in looking into this further. So it is run by Trinity College London and is an accredited qualification and can be started at the age of 6 and can continue until 25 with the highest qualification Gold earning students 35 UCAS points for university. More information can be found here - http://www.artsaward.org.uk/site/?id=64
Anyway with years 3 and 4 we ran the Discover day. Students were off their academic time table for the day to take part in a rang of activities: Dance, Drama, Photography and Collections. Students had an hour on each section. (30-40 mins activity time 10 - 20 mins reflection time) I could ramble for hours about the day, but just a brief out line of what we looked at;
Dance - National following outlines of the ISTD syllabus looking at Austrian dancing and also looking into the clothes they wear etc.
Drama - Freeze frames, making pictures and key drama words that they will need to know through school (Drama is a compulsory subject for the prep school)
Photography - Students met a photographer and asked her questions and looked at the best way of framing a picture to take a photo. This was done outside in the woods.
Collections - Walking around school and see what art work is in the building and see if they find any of it inspirational.
For the students to record their work, I made each of them a work book which I will post some pictures of a blank one below to give you an idea.
Each and every students came away from this day have enjoyed what they had done, yes some activities more than others, but they all said that they had a fun day taking part in the arts activities. I am also pleased to say that each students work passed the moderation which is amazing! - but it does make me unhappy that events like this are so few in schools.
Like I said, I am very lucky to have such a supportive head so please don't give up hope. If anyone wants any more information on how this works in my school then please do comment below or if anyone has their own experiences with this program I'd love to hear about them!
Hope you enjoy reading this post! :)
For those of you who haven't heard about the Arts Award program here is a little back ground information. I will also put the link to the website if anyone is interested in looking into this further. So it is run by Trinity College London and is an accredited qualification and can be started at the age of 6 and can continue until 25 with the highest qualification Gold earning students 35 UCAS points for university. More information can be found here - http://www.artsaward.org.uk/site/?id=64
Anyway with years 3 and 4 we ran the Discover day. Students were off their academic time table for the day to take part in a rang of activities: Dance, Drama, Photography and Collections. Students had an hour on each section. (30-40 mins activity time 10 - 20 mins reflection time) I could ramble for hours about the day, but just a brief out line of what we looked at;
Dance - National following outlines of the ISTD syllabus looking at Austrian dancing and also looking into the clothes they wear etc.
Drama - Freeze frames, making pictures and key drama words that they will need to know through school (Drama is a compulsory subject for the prep school)
Photography - Students met a photographer and asked her questions and looked at the best way of framing a picture to take a photo. This was done outside in the woods.
Collections - Walking around school and see what art work is in the building and see if they find any of it inspirational.
For the students to record their work, I made each of them a work book which I will post some pictures of a blank one below to give you an idea.
Each and every students came away from this day have enjoyed what they had done, yes some activities more than others, but they all said that they had a fun day taking part in the arts activities. I am also pleased to say that each students work passed the moderation which is amazing! - but it does make me unhappy that events like this are so few in schools.
Like I said, I am very lucky to have such a supportive head so please don't give up hope. If anyone wants any more information on how this works in my school then please do comment below or if anyone has their own experiences with this program I'd love to hear about them!
Sunday, 16 October 2016
Where it all begins to get interesting - Research!
"Research shares much in common with dance making." (Penelope Hanstein Balancing the Systematic and the Serendipitous - 1999, 23)
As soon as I read this extract in the reader it made smile, just because it clicked and made sense. When I am choreographing dances for students it's a case of trail and error or "research" to see which steps feel nice to dance together and what link together nicely. I don't just stick with the first thing that comes into my head as I don't just have to think about what feels nice for me to dance, but also the ability of my students. I have to know and you could say "research" into my students to ensure that I give them the best possible experience in my class I can.
If for some reason it does not work, then you continue to develop your choreography and research to make it better and more enjoyable for your students the next time and you keep going until your students are satisfied and happy with the finished piece.
After reading this - I plan to take this approach with my research, and I am actually looking forward to the experience and the different ways of conducting i.e books, journals observations etc. Taking segments and pieces of information for different sources and keep going until I feel satisfied I have enough and I am happy with all that I have.
A year ago if someone had said to me "you have to go and research ...." I would have wanted to turn and run to the nearest exit. However after reading through the reader and especially being able to relate to Penelope Hanstein has re assured me that it can potentially be a new and exciting experience, and I am looking forward to discovering some information that will in time help me with my inquiry.
As soon as I read this extract in the reader it made smile, just because it clicked and made sense. When I am choreographing dances for students it's a case of trail and error or "research" to see which steps feel nice to dance together and what link together nicely. I don't just stick with the first thing that comes into my head as I don't just have to think about what feels nice for me to dance, but also the ability of my students. I have to know and you could say "research" into my students to ensure that I give them the best possible experience in my class I can.
If for some reason it does not work, then you continue to develop your choreography and research to make it better and more enjoyable for your students the next time and you keep going until your students are satisfied and happy with the finished piece.
After reading this - I plan to take this approach with my research, and I am actually looking forward to the experience and the different ways of conducting i.e books, journals observations etc. Taking segments and pieces of information for different sources and keep going until I feel satisfied I have enough and I am happy with all that I have.
A year ago if someone had said to me "you have to go and research ...." I would have wanted to turn and run to the nearest exit. However after reading through the reader and especially being able to relate to Penelope Hanstein has re assured me that it can potentially be a new and exciting experience, and I am looking forward to discovering some information that will in time help me with my inquiry.
Skills and Knowledge - What is it? and How do we know?
As I was reading through this section of the reader it was something that I really struggled to get my head around. I'm not sure if anyone else feels the same, but I really had to think about "What do I know?" and "How do I know it?"
Now I know some of you may think that it sounds a daft statement and that I must already know how I know what I know (takes a while to get your head around!) but the truth is that day to day life goes on I get on with doing my job and hopefully I think doing a good one.
This also steamed a couple of thoughts. Is this healthy to be just getting on with it and not really thinking about it? - I'm sure it's something that lots of us face from time to time but should we really just go about our jobs and professions like this - personally I don't think so. Is it something that comes in waves? or is it just natural? we have trained for many years in something that we are passionate about so is it now just second nature? would love to hear the thoughts of others.
It has also taken me a while to get my head around Trans disciplinary and disciplinary within the work place, but I think I have cracked it. Anyway to help me do this I had to sit and do some brain storming in my journal and actually see it on paper and this really helped.
Due to working in a school I feel that I am going to have to take a more transdiciplinary approach as I am hoping to look at how the arts help students across the board not just in their arts subjects so I am going to have to research look into and reflect on other areas of learning and knowledge. This is where I think "Gibbons et al" notion of "Mode 2" will be an interesting avenue to have a look at.
"2. Mode 2 knowledge production is transdisciplinary, which means it uses a range of theoretical perspectives and practical methodologies to solve problems" (Gibbons, 2008 online)
Below are some images of my scribbles from my journal for you to have a look at and hopefully I will start to identify things in the work place that will benefit my professional inquiry.
Now I know some of you may think that it sounds a daft statement and that I must already know how I know what I know (takes a while to get your head around!) but the truth is that day to day life goes on I get on with doing my job and hopefully I think doing a good one.
This also steamed a couple of thoughts. Is this healthy to be just getting on with it and not really thinking about it? - I'm sure it's something that lots of us face from time to time but should we really just go about our jobs and professions like this - personally I don't think so. Is it something that comes in waves? or is it just natural? we have trained for many years in something that we are passionate about so is it now just second nature? would love to hear the thoughts of others.
It has also taken me a while to get my head around Trans disciplinary and disciplinary within the work place, but I think I have cracked it. Anyway to help me do this I had to sit and do some brain storming in my journal and actually see it on paper and this really helped.
Due to working in a school I feel that I am going to have to take a more transdiciplinary approach as I am hoping to look at how the arts help students across the board not just in their arts subjects so I am going to have to research look into and reflect on other areas of learning and knowledge. This is where I think "Gibbons et al" notion of "Mode 2" will be an interesting avenue to have a look at.
"2. Mode 2 knowledge production is transdisciplinary, which means it uses a range of theoretical perspectives and practical methodologies to solve problems" (Gibbons, 2008 online)
Below are some images of my scribbles from my journal for you to have a look at and hopefully I will start to identify things in the work place that will benefit my professional inquiry.
Friday, 14 October 2016
SIGS and more!!
I have been a little quiet on here lately - those of you who work with children will know what I mean when I say the half term germs are brewing!!!
Anyway I have been continuing to develop thoughts and ideas and ask questions. So I have set up a SIG group on my facebook to get thoughts and idea's on general questions and ideas that I have. The people who I have included in my group are general teachers both academic and within the arts, also people who have an interest within the arts, so that I can get a generalised of initial thoughts from others.
One question I asked in my group was: "Do you think the national curriculum allows students to be creative in all aspects of their learning?" now I found the response I had to this very interesting, the academic teachers that I had in my group all said "no" they think the curriculum is too restrictive creatively. So a question that has entered my mind from this response is: If this is the case and teachers feel like this then why is it so restrictive and why has nothing been done about it?
I don't know about anyone else, but I have found my SIG group really helpful and interesting and a great way of hearing others opinions. and ideas who may not necessarily have anything to do with the arts, but have an appreciation of how helpful they can be.
On 8/10/16 I had a facebook call with Lauren Hoskins. I think Lauren will agree with me that this was extremely helpful for both myself and her. It was really interesting how we started on one topic and the more we spoke the more questions. One idea that we discusses is the matter that we think the arts may not be purposely forgotten about and put to one side but this may however be a subconscious action that happens. This maybe for one of many reasons. One being that in the grand scheme of things the arts are relatively new in the curriculum therefore people are just not used to them being available as an option especially for things such as GCSE and A level.
Another idea we discussed is that in fact it maybe pressure from school governors etc as to why maybe students appear to be encouraged to avoid the arts as an examined subject we just don't know.
However what I do know is that our chat was really helpful and is something that we are going to try keep going on a regular basis and see where each of our ideas are developing and where they are becoming focused too.
How is everyone else finding SIG groups and talking - are you finding it helpful? please also feel free to comment and discuss ideas in this post.
Anyway I have been continuing to develop thoughts and ideas and ask questions. So I have set up a SIG group on my facebook to get thoughts and idea's on general questions and ideas that I have. The people who I have included in my group are general teachers both academic and within the arts, also people who have an interest within the arts, so that I can get a generalised of initial thoughts from others.
One question I asked in my group was: "Do you think the national curriculum allows students to be creative in all aspects of their learning?" now I found the response I had to this very interesting, the academic teachers that I had in my group all said "no" they think the curriculum is too restrictive creatively. So a question that has entered my mind from this response is: If this is the case and teachers feel like this then why is it so restrictive and why has nothing been done about it?
I don't know about anyone else, but I have found my SIG group really helpful and interesting and a great way of hearing others opinions. and ideas who may not necessarily have anything to do with the arts, but have an appreciation of how helpful they can be.
On 8/10/16 I had a facebook call with Lauren Hoskins. I think Lauren will agree with me that this was extremely helpful for both myself and her. It was really interesting how we started on one topic and the more we spoke the more questions. One idea that we discusses is the matter that we think the arts may not be purposely forgotten about and put to one side but this may however be a subconscious action that happens. This maybe for one of many reasons. One being that in the grand scheme of things the arts are relatively new in the curriculum therefore people are just not used to them being available as an option especially for things such as GCSE and A level.
Another idea we discussed is that in fact it maybe pressure from school governors etc as to why maybe students appear to be encouraged to avoid the arts as an examined subject we just don't know.
However what I do know is that our chat was really helpful and is something that we are going to try keep going on a regular basis and see where each of our ideas are developing and where they are becoming focused too.
How is everyone else finding SIG groups and talking - are you finding it helpful? please also feel free to comment and discuss ideas in this post.
Monday, 3 October 2016
Thought for the day
I saw this article this morning and thought it maybe interesting to share and would love to hear others thoughts.
http://schoolsweek.co.uk/corbyn-labour-will-give-schools-160m-arts-pupil-premium/
Happy Monday!
http://schoolsweek.co.uk/corbyn-labour-will-give-schools-160m-arts-pupil-premium/
Happy Monday!
Saturday, 24 September 2016
Questions, Questions and more Questions - 4A
Definition of Inquiry ( Sometimes seen as Enquiry)
" An act of asking for information" or " An official investigation"
https://en.oxforddictionaries.com/definition/enquiry
After finally being able to access the readers and being able to get started it is now sinking in that I am over half way through this program which I don't know about anyone else but I think it is both terrifying and exciting!
However upon starting to read Reader 4 and reflecting back up task 2D from module one. I am really happy and surprised with how I have progressed and how I am now able to channel my thoughts. Back in module 1 I had no Idea where to even start with inquiring. The word terrified me.
"As I embarked on this task, I actually found it extremely difficult! - I have done many drafts before actually bringing myself to write a blog post" http://laurajayne14.blogspot.co.uk/2016/04/inquiring.html
However, after spending some time reading other blogs. Lois's in particular (I will add a link in the bottom of this post) and having summer to take some time to think in my own time questions have started to emerge in my head over time, but before I share those with you I have found reading about Peter Senge really interesting!
I would like research more about his " 5 disciplines that he sees as being critical to learning"
1) Systems Thinking
2) Personal Mastery
3) Mental Models
4) Building Shared Vision
5) Team Learning
www.infed.org/thinkers/senge.htm
I think these disciplines may be quite interesting to see if they link in with the current education system and see if there are any comparisons to be made or indeed if there is a gap where the ideas could maybe be introduced to aid learning, not just in the art but across the board.
Anyway back to a few questions that have crossed my mind;
* Does dance and movement help with the over development of children? (socially, mentally and academically)
* Are "The Arts" present one way or another across all areas of the national curriculum? should they be used more in lessons such as Maths and Science?
* Should dance and movement be made compulsory for primary education and not just taught for a few lessons a year in Physical Education time?
* Is there enough creativity being used throughout the national curriculum in both Primary and Secondary education?
* Are The Arts being "put to one side" in the education system?
I would love thoughts and feedback on the start of these topics.
And finally
The link to Lois's blog -http://lois-mayhunt.blogspot.co.uk/2016/09/module-2-4a.html
" An act of asking for information" or " An official investigation"
https://en.oxforddictionaries.com/definition/enquiry
After finally being able to access the readers and being able to get started it is now sinking in that I am over half way through this program which I don't know about anyone else but I think it is both terrifying and exciting!
However upon starting to read Reader 4 and reflecting back up task 2D from module one. I am really happy and surprised with how I have progressed and how I am now able to channel my thoughts. Back in module 1 I had no Idea where to even start with inquiring. The word terrified me.
"As I embarked on this task, I actually found it extremely difficult! - I have done many drafts before actually bringing myself to write a blog post" http://laurajayne14.blogspot.co.uk/2016/04/inquiring.html
However, after spending some time reading other blogs. Lois's in particular (I will add a link in the bottom of this post) and having summer to take some time to think in my own time questions have started to emerge in my head over time, but before I share those with you I have found reading about Peter Senge really interesting!
I would like research more about his " 5 disciplines that he sees as being critical to learning"
1) Systems Thinking
2) Personal Mastery
3) Mental Models
4) Building Shared Vision
5) Team Learning
www.infed.org/thinkers/senge.htm
I think these disciplines may be quite interesting to see if they link in with the current education system and see if there are any comparisons to be made or indeed if there is a gap where the ideas could maybe be introduced to aid learning, not just in the art but across the board.
Anyway back to a few questions that have crossed my mind;
* Does dance and movement help with the over development of children? (socially, mentally and academically)
* Are "The Arts" present one way or another across all areas of the national curriculum? should they be used more in lessons such as Maths and Science?
* Should dance and movement be made compulsory for primary education and not just taught for a few lessons a year in Physical Education time?
* Is there enough creativity being used throughout the national curriculum in both Primary and Secondary education?
* Are The Arts being "put to one side" in the education system?
I would love thoughts and feedback on the start of these topics.
And finally
Sunday, 18 September 2016
New term, New module, New challenges
After yesterday's brief (well for myself anyway) orientation skype, It is now sinking in that the new module is soon going to be well underway and in full flow again, and quite honestly I'm looking forward to the new challenges that lie ahead.
In yesterday's skype it was lovely to have a mix of both module two and three. It was nice to hear about what everyone was up to and also so inspirational to hear about everyone's busy schedules alongside doing a degree!
It was comforting to hear from the module three's especially about how they have coped with work load and normal work, and by trying to stick to certain days to do a block of work so you don't get that feeling of slipping further and further behind.
It was also helpful to hear how the module three's have now managed to focus their inquiry and I was really panicking about not knowing right now where I want my focus to be, but after listening to Paula and speaking with the others I have now realised that this is okay.
Before I had to go back to teaching I explained to the group how I find that jotting down bullet points at the end of each day and then forgetting about it until I sit down for solid working time (usually on a Saturday afternoon) this is when I reflect on the week in detail and this is how it works for me. However I did not get into this habit until nearing the end of module one but is something that I am wanting to stick too as it did work for me really well.
I am looking forward to sticking my teeth into this module and also looking forward to reading and seeing what others on the module are focusing, as I can imagine despite all being part of "The Arts" there will be much variation on the topics of focus.
I can also imagine that this module is going to throw some challenges at me,but I am looking forward to these and to the challenges that other people face and finding ways of resolving them to progress on to the final module.
Finally despite my presence being short at Saturday's skype, it was extremely helpful and really useful .... even just remembering how to use skype!! (technology hey ;) )
Before I had to go back to teaching I explained to the group how I find that jotting down bullet points at the end of each day and then forgetting about it until I sit down for solid working time (usually on a Saturday afternoon) this is when I reflect on the week in detail and this is how it works for me. However I did not get into this habit until nearing the end of module one but is something that I am wanting to stick too as it did work for me really well.
I am looking forward to sticking my teeth into this module and also looking forward to reading and seeing what others on the module are focusing, as I can imagine despite all being part of "The Arts" there will be much variation on the topics of focus.
I can also imagine that this module is going to throw some challenges at me,but I am looking forward to these and to the challenges that other people face and finding ways of resolving them to progress on to the final module.
Finally despite my presence being short at Saturday's skype, it was extremely helpful and really useful .... even just remembering how to use skype!! (technology hey ;) )
Saturday, 10 September 2016
All Good Intentions - Summer Is Over
I feel like I have been away from blogging for months but on the other hand my summer has FLOWN! by - does anyone else feel the same?
Now over my summer baring in mind I have had two months off I did promise myself with "good intentions" that I would do some research and reading in my own time leisurely to prepare myself for module two. I can assure you I ended up doing nothing! - the intention was there though.
In the past this is something that I would have let really bother me and I would have beaten myself up about but, this time I took a step back. Despite not doing any "official reading/study" I have been learning all the time. keeping a journal not necessarily to critic and reflect on my work, but to record all my positive experience and have a memoir of my summer, and some of these I can take forward with me in my work. I'll give you an example. I ended up doing some cover work for a friend who teaches pre school dance which I have not taught for quite a while, upon record and reflection of my day I realised that I actually missed teaching this age group really enjoy it and find it extremely rewarding.
On to a change of topic - back to work! Don't get me wrong I LOVE my job and find it both challenging and extremely rewarding, however I did have the back to work nerves. Change of setting being away from home after having a settled two months to go back to doing boarding. Change of routine, going back to seeing my better half once a week. All things that summer had allowed me to place at the back of my mind, and I think I am right in saying that it is a common feeling shared between many. Would love you hear what others think?
However I have now been back just over two weeks and can honestly say I am so excited and a little nervous for this first term and all the events and challenges ahead, oh and along with tackling module two! ...... (anyone else feeling the same?!)
Now over my summer baring in mind I have had two months off I did promise myself with "good intentions" that I would do some research and reading in my own time leisurely to prepare myself for module two. I can assure you I ended up doing nothing! - the intention was there though.
In the past this is something that I would have let really bother me and I would have beaten myself up about but, this time I took a step back. Despite not doing any "official reading/study" I have been learning all the time. keeping a journal not necessarily to critic and reflect on my work, but to record all my positive experience and have a memoir of my summer, and some of these I can take forward with me in my work. I'll give you an example. I ended up doing some cover work for a friend who teaches pre school dance which I have not taught for quite a while, upon record and reflection of my day I realised that I actually missed teaching this age group really enjoy it and find it extremely rewarding.
On to a change of topic - back to work! Don't get me wrong I LOVE my job and find it both challenging and extremely rewarding, however I did have the back to work nerves. Change of setting being away from home after having a settled two months to go back to doing boarding. Change of routine, going back to seeing my better half once a week. All things that summer had allowed me to place at the back of my mind, and I think I am right in saying that it is a common feeling shared between many. Would love you hear what others think?
However I have now been back just over two weeks and can honestly say I am so excited and a little nervous for this first term and all the events and challenges ahead, oh and along with tackling module two! ...... (anyone else feeling the same?!)
Saturday, 16 July 2016
Thinking ahead
Now some of you may think I am a bit crazy thinking this far ahead. However during my summer is the time that I actually have time to sit and do research in my own time and at my own pace.
After glancing over the handbook briefly and Reader 4 I am starting to get the familiar feelings that I had when I first embarked on this course back in February at the start of Module 1. Worry, panic, excitement, and the main thing that I am conscious of this time is that I know how fast the study period flies by!
I can honestly say at this present moment in time I have no ideas for my inquiry or even what to inquire about. Now this is something that I am struggling personally to get my head around as I like to have a clear view and outline as to what I am going to do so I can get organised, but I am starting to think that this is a skill that I am learning to develop on this journey. That it is okay if I don't know what I want to do right now this second and that I will find which direction I want to go.
I would like to hear others views if you have yet had chance to read through the material, it would also be lovely to hear how others who have just completed this module have found it.
After glancing over the handbook briefly and Reader 4 I am starting to get the familiar feelings that I had when I first embarked on this course back in February at the start of Module 1. Worry, panic, excitement, and the main thing that I am conscious of this time is that I know how fast the study period flies by!
I can honestly say at this present moment in time I have no ideas for my inquiry or even what to inquire about. Now this is something that I am struggling personally to get my head around as I like to have a clear view and outline as to what I am going to do so I can get organised, but I am starting to think that this is a skill that I am learning to develop on this journey. That it is okay if I don't know what I want to do right now this second and that I will find which direction I want to go.
I would like to hear others views if you have yet had chance to read through the material, it would also be lovely to hear how others who have just completed this module have found it.
Wednesday, 15 June 2016
The nerves of a teacher
I am aware that we are currently all resting and waiting for our module results, and our lives have returned to what I am sure are crazy busy schedules.
Now I am currently preparing students to take Ballet exams at the end of this school term, and my nerves are shot at!!! preparing the students and making sure that they are sure of what they are doing and are up to the standard that they need for the exam I feel is one of the most daunting things that I have yet come across to date!
Have I done enough as the teacher to ensure that they are ready? is there more that I should have done? will they be okay? will the students feel that I have prepared them well enough?
Now I am not sure if all these thoughts are because I am still relatively new to putting students through exams or is this normal?
Would like to hear thoughts and opinions from others!
Now I am currently preparing students to take Ballet exams at the end of this school term, and my nerves are shot at!!! preparing the students and making sure that they are sure of what they are doing and are up to the standard that they need for the exam I feel is one of the most daunting things that I have yet come across to date!
Have I done enough as the teacher to ensure that they are ready? is there more that I should have done? will they be okay? will the students feel that I have prepared them well enough?
Now I am not sure if all these thoughts are because I am still relatively new to putting students through exams or is this normal?
Would like to hear thoughts and opinions from others!
Wednesday, 11 May 2016
And there it was Gone!!
As I sit writing this post, it hasn't quite yet sunk it that Module 1 is completed! Now I'm not sure how anyone else feels, but I frankly can not believe how quickly the time has passed. It really doesn't seem like two minutes ago that we had the introductory Skype back in February.
I have enjoyed this Module and learnt new skills that I am not going to be able to take forward with me in my work. It hasn't all been plain sailing and I have come across some challenges along the way. I have found it extremely difficult working full time and trying to fit in all my studying alongside, but some how I have (Just about!) managed to do it.
The aspect that I found most difficult was keeping a journal. It was something that I had never really done before and was very sceptical as I find myself short of time on a daily basis anyway, never mind having to do extra. BUT I am not realising that keeping a journal is vital, and will continue to help me to learn, develop and gain experience within my teaching and I'm sure as I become more comfortable with this I will find a set style of journaling that is best for me as I feel that I haven't really found this yet, but I'm sure as I continue to use it I will find the best way for me.
Lastly I'd like to hear how others have found this Module the highs and the lows, and I'm looking forward to sticking me teeth into Module two in September!
I have enjoyed this Module and learnt new skills that I am not going to be able to take forward with me in my work. It hasn't all been plain sailing and I have come across some challenges along the way. I have found it extremely difficult working full time and trying to fit in all my studying alongside, but some how I have (Just about!) managed to do it.
The aspect that I found most difficult was keeping a journal. It was something that I had never really done before and was very sceptical as I find myself short of time on a daily basis anyway, never mind having to do extra. BUT I am not realising that keeping a journal is vital, and will continue to help me to learn, develop and gain experience within my teaching and I'm sure as I become more comfortable with this I will find a set style of journaling that is best for me as I feel that I haven't really found this yet, but I'm sure as I continue to use it I will find the best way for me.
Lastly I'd like to hear how others have found this Module the highs and the lows, and I'm looking forward to sticking me teeth into Module two in September!
Thursday, 21 April 2016
Networking Theories
After looking through the different theories of networking and actually really enjoying looking into it, however feeling that they may not be all be applicable to my work place right now, but I do however have my own thoughts and ideas that I am going to share with you.
Cooperation
When I first read about this (two lines in!) I instantly thought "I'm not going to understand this" after reading that it had been developed predominantly by mathematicians. However, the idea that "one player succeeds at another's expense" does make sense to me, however not in my particular world of work right now, however I can see how this could possibly work in an audition situation as tough as this may sound! Would anyone else agree? I also had ago at the online game provided in the link! (which I did probably spend too much time doing!) however if you haven't yet had ago I would as it is quite a good visual to use and did actually make the whole thing a little clearer http://serendip.brynmawr.edu/playground/pd.html
So yes cooperation is something that I probably would not find helpful in my career at this time, however is something that I have enjoyed reading into - and a bit like the picture below I do see cooperation a bit like completing a jigsaw. It will not become a picture until all the pieces cooperate and work together.
Affiliation
"Larson, Csikszentmihalyi and Graef (1982) found that adolescents spent about 75% of their waking time with other people" Crisp and Turner. This I find to be extremely relevant personally. Working in a school you rarely do get a moments peace! - Which I personally love, and I defiantly feel that I have "A network of support that will help up when we are in need" (Crisp and Turner 2007 p.266) Now I wouldn't say that I struggle to make a decision on my own, but I do like to have that re assurance from fellow colleagues especially being so new into my career I feel that it is always better to ask an opinion and for advice as they of course have more experience than I do and I do think that everyone at some point does need that reassurance and affiliation whether it be from a professional or from a friend for that support network. On the contrary like it does say in the reader there is that balance and some people do need that space and that alone time and it is something that is so unpredictable as it is so personal. Does anyone else find that affiliation is something that they find they can relate too. I do also feel that as people of the Arts we are quite expressive and do like someone to express these opinions too, however I am extremely open to others points of view on this.
Theory of connectivity and Connectivism
These two theories are something that I would like to research into more, but would like to hear other people's views and opinions on them so far.
Finally after researching into this - It has made me realise how much I do relay on my collegues for support, which I suppose isn't always a bad thing, but has made me realise that maybe sometimes I just need to go with my gut instinct, and finally from you, I'd like to hear what this reading has made you reflect upon? Has it made you realise anything? looking forward to hearing different ideas.
Cooperation
When I first read about this (two lines in!) I instantly thought "I'm not going to understand this" after reading that it had been developed predominantly by mathematicians. However, the idea that "one player succeeds at another's expense" does make sense to me, however not in my particular world of work right now, however I can see how this could possibly work in an audition situation as tough as this may sound! Would anyone else agree? I also had ago at the online game provided in the link! (which I did probably spend too much time doing!) however if you haven't yet had ago I would as it is quite a good visual to use and did actually make the whole thing a little clearer http://serendip.brynmawr.edu/playground/pd.html
So yes cooperation is something that I probably would not find helpful in my career at this time, however is something that I have enjoyed reading into - and a bit like the picture below I do see cooperation a bit like completing a jigsaw. It will not become a picture until all the pieces cooperate and work together.
Affiliation
"Larson, Csikszentmihalyi and Graef (1982) found that adolescents spent about 75% of their waking time with other people" Crisp and Turner. This I find to be extremely relevant personally. Working in a school you rarely do get a moments peace! - Which I personally love, and I defiantly feel that I have "A network of support that will help up when we are in need" (Crisp and Turner 2007 p.266) Now I wouldn't say that I struggle to make a decision on my own, but I do like to have that re assurance from fellow colleagues especially being so new into my career I feel that it is always better to ask an opinion and for advice as they of course have more experience than I do and I do think that everyone at some point does need that reassurance and affiliation whether it be from a professional or from a friend for that support network. On the contrary like it does say in the reader there is that balance and some people do need that space and that alone time and it is something that is so unpredictable as it is so personal. Does anyone else find that affiliation is something that they find they can relate too. I do also feel that as people of the Arts we are quite expressive and do like someone to express these opinions too, however I am extremely open to others points of view on this.
These two theories are something that I would like to research into more, but would like to hear other people's views and opinions on them so far.
Finally after researching into this - It has made me realise how much I do relay on my collegues for support, which I suppose isn't always a bad thing, but has made me realise that maybe sometimes I just need to go with my gut instinct, and finally from you, I'd like to hear what this reading has made you reflect upon? Has it made you realise anything? looking forward to hearing different ideas.
One big community
Recently as I have been preparing to write my critical reflection and reading through the material in Reader 3. I have been thinking a lot more about networking. In particularly "Communities of Practice"
As I have been reading through, it is becoming more and more clear that we as a group are a "Community of Practice" We all share similar interests that are linked with the Arts in some way, whether it be through education, performance or creativity. We get our heads together and fly around ideas to help each other learn and to gain more experience in our field. I particularly like the three points that Wenger identifies;
Another thing that I feel this links really well with (For any of you dance teachers on here you will probably know it well) the Facebook group "Dance Teacher Hub" https://www.facebook.com/DanceTeacherHub/?fref=ts
This is an amazing way of linking in with other Dance teachers - sharing ideas and help solving others problems that they may have from using your knowledge and experience that you already have.
It is also a fantastic place to post last minute cover jobs e.g. a teacher calls in sick and you're struggling to find a cover teacher - post it on the hub and the beauty of Web 2.0 and the internet that we discussed back in Reader 1 means that your post can be seen and shared by thousands of others who hopefully have the same interest and will be able to help you out in one way or another.
I have found it really helpful to read about others experiences on the hub whether it be dealing with difficult students/parents or trying to solved issues with room higher, and in a way I could argue has broadened my knowledge a little deeper.
Has anyone had any experience with "Dance teacher Hub" or pages similar which I know there are many. Would love to hear.
As I have been reading through, it is becoming more and more clear that we as a group are a "Community of Practice" We all share similar interests that are linked with the Arts in some way, whether it be through education, performance or creativity. We get our heads together and fly around ideas to help each other learn and to gain more experience in our field. I particularly like the three points that Wenger identifies;
- What it is about - It's a joint enterprise as understood and continually renegotiated by it's members.
- How it functions - Mutual engagement that bind members together into a social entity
- What capability it has produced - The shared repertoire of communal resources.
Another thing that I feel this links really well with (For any of you dance teachers on here you will probably know it well) the Facebook group "Dance Teacher Hub" https://www.facebook.com/DanceTeacherHub/?fref=ts
This is an amazing way of linking in with other Dance teachers - sharing ideas and help solving others problems that they may have from using your knowledge and experience that you already have.
It is also a fantastic place to post last minute cover jobs e.g. a teacher calls in sick and you're struggling to find a cover teacher - post it on the hub and the beauty of Web 2.0 and the internet that we discussed back in Reader 1 means that your post can be seen and shared by thousands of others who hopefully have the same interest and will be able to help you out in one way or another.
I have found it really helpful to read about others experiences on the hub whether it be dealing with difficult students/parents or trying to solved issues with room higher, and in a way I could argue has broadened my knowledge a little deeper.
Has anyone had any experience with "Dance teacher Hub" or pages similar which I know there are many. Would love to hear.
Thursday, 14 April 2016
Inquiring
As I embarked on this task, I actually found it extremely difficult! - I have done many drafts before actually bringing myself to write a blog post.
So as I began to read and digest the questions that it seemed that right now they are not all relevant or appropriate for myself. "What do you feel you don't understand?" as I am newly embarking on my career I do not yet know what I don't understand as everyday is a new adventure and learning curve making it very difficult for me to pin point certain things. So then I asked the self my question "How am I improving and learning?" well its linking back to what we have been discussing about reflecting and journaling. The more that I document what I am doing and look at what went well and what didn't the more I can improve and understand my practice fully and will therefore be able to understand and know what I don't understand.
Music has always been a massive part of me and I have an extremely eclectic taste in music and have been encourage from a very young age from both my parents and teachers to listen to a wide variety of music, and it is something that I am extremely enthusiastic about and is where I always start the base for my choreography. For example I have just choreographed to a piece of music by the sterophonics called "Into the World" https://www.youtube.com/watch?v=y2qh47P2g2w
Immediately when I listened to this piece of music I heard and imagined the use of cannon throughout this piece. Listening to different styles of music inspires me in so many different ways. I tend to imagine and see how different patterns can work with choreography.
As I read the second question - I wasn't sure which perspective I wanted to view it from. A teacher, a choreographer, or as a dancer (which not forgetting is what I wanted to do when I was younger) So I decided to have a look at all three aspects from different angles. As a teacher it makes me angry when I see talented students who do not have drive and passion and have a come day go day attitude. I think this is because as a child I was always taught to put 110% in everything that I did and my teachers were a massive inspiration for me back then as a student and now as a teacher. Anyway back to the point. I find it really disheartening when I don't see that drive in others and I guess others of you that are teachers will feel the same? (would love your thoughts) however I do think that it is something that I will learn over time to deal with as I gain more experience.
And I will finish this post with my main dance inspiration and my favourite clip of his. Fred Astaire is a person as a choreographer and a dancer that I find a true inspiration. Despite him being an academic Fred decided to pursue his career in his love of performance and dance and went with his heart not what others wanted for him. I love the way he looks so relaxed and at ease while he is performing and dancing and his movements are effortless and free flowing, I will leave you with a link to the clip of my favourite chorography/performance of his. Can you guess?
https://www.youtube.com/watch?v=w40ushYAaYA
So as I began to read and digest the questions that it seemed that right now they are not all relevant or appropriate for myself. "What do you feel you don't understand?" as I am newly embarking on my career I do not yet know what I don't understand as everyday is a new adventure and learning curve making it very difficult for me to pin point certain things. So then I asked the self my question "How am I improving and learning?" well its linking back to what we have been discussing about reflecting and journaling. The more that I document what I am doing and look at what went well and what didn't the more I can improve and understand my practice fully and will therefore be able to understand and know what I don't understand.
Music has always been a massive part of me and I have an extremely eclectic taste in music and have been encourage from a very young age from both my parents and teachers to listen to a wide variety of music, and it is something that I am extremely enthusiastic about and is where I always start the base for my choreography. For example I have just choreographed to a piece of music by the sterophonics called "Into the World" https://www.youtube.com/watch?v=y2qh47P2g2w
Immediately when I listened to this piece of music I heard and imagined the use of cannon throughout this piece. Listening to different styles of music inspires me in so many different ways. I tend to imagine and see how different patterns can work with choreography.
As I read the second question - I wasn't sure which perspective I wanted to view it from. A teacher, a choreographer, or as a dancer (which not forgetting is what I wanted to do when I was younger) So I decided to have a look at all three aspects from different angles. As a teacher it makes me angry when I see talented students who do not have drive and passion and have a come day go day attitude. I think this is because as a child I was always taught to put 110% in everything that I did and my teachers were a massive inspiration for me back then as a student and now as a teacher. Anyway back to the point. I find it really disheartening when I don't see that drive in others and I guess others of you that are teachers will feel the same? (would love your thoughts) however I do think that it is something that I will learn over time to deal with as I gain more experience.
And I will finish this post with my main dance inspiration and my favourite clip of his. Fred Astaire is a person as a choreographer and a dancer that I find a true inspiration. Despite him being an academic Fred decided to pursue his career in his love of performance and dance and went with his heart not what others wanted for him. I love the way he looks so relaxed and at ease while he is performing and dancing and his movements are effortless and free flowing, I will leave you with a link to the clip of my favourite chorography/performance of his. Can you guess?
https://www.youtube.com/watch?v=w40ushYAaYA
It's good to talk! - Networking
So this evening (13/04/16) a group of modules 1's had a discussion with Paula as we are all about to embark on Reader 3 and our Critical Reflection! (time please slow down!) However despite the technology fairies not being on our side this evening we did manage to have quite a good discussion.
Now Lois - May made a really good point about never really understanding the value of networking professionally until she started her job - and I totally get that myself. her blog is a really good read http://lois-mayhunt.blogspot.co.uk/2016/04/task-3a-current-networks.html
It's true though with the availability of text/email/Facebook etc. it's sometimes easy to forget who we speak too professionally and who we speak too as friends. Have you ever sent a text or email to the wrong person? I know I have! and I also know that I read in the magazine Cosmopolitan of a girl who sent an email out with pictures of her job which was meant to just be for colleagues in the office however it ended up going out to a client instead! - It's so easily done!
So my initial thoughts and feelings on networking as I embark on reader 3. I think it's an excellent way of being able to connect with other professionals for help and advice but we also network socially too and it's finding that balance and knowing the difference between who we speak too in a professional manner and who we class as social networking and is something that I am going to look into further - Now at the end of the skype last night I threw in the quote "It's not what you know - it's who you know" I feel this is extremely apt when speaking about networking. A topic that was discussed last night was; do you think that if you go for a job and you find out that another candidate knows people on the panel, do you think that gives them an advantage? Will the employer go with what they already know? Would love to hear others thoughts and opinions on this!
Now Lois - May made a really good point about never really understanding the value of networking professionally until she started her job - and I totally get that myself. her blog is a really good read http://lois-mayhunt.blogspot.co.uk/2016/04/task-3a-current-networks.html
It's true though with the availability of text/email/Facebook etc. it's sometimes easy to forget who we speak too professionally and who we speak too as friends. Have you ever sent a text or email to the wrong person? I know I have! and I also know that I read in the magazine Cosmopolitan of a girl who sent an email out with pictures of her job which was meant to just be for colleagues in the office however it ended up going out to a client instead! - It's so easily done!
So my initial thoughts and feelings on networking as I embark on reader 3. I think it's an excellent way of being able to connect with other professionals for help and advice but we also network socially too and it's finding that balance and knowing the difference between who we speak too in a professional manner and who we class as social networking and is something that I am going to look into further - Now at the end of the skype last night I threw in the quote "It's not what you know - it's who you know" I feel this is extremely apt when speaking about networking. A topic that was discussed last night was; do you think that if you go for a job and you find out that another candidate knows people on the panel, do you think that gives them an advantage? Will the employer go with what they already know? Would love to hear others thoughts and opinions on this!
Friday, 8 April 2016
Reflective Theories - A whole new discovery
I have always been told to reflect upon my actions, whether that be by my parents or my teachers. Basically, looking at what I have done and taking responsibility for the outcome of my actions. Whether it be through my education and training or through general day to day life.
It is only recently through embarking on this course that I have come across refection in my professional work, and I am sure that I am not alone in saying that I had never even realised there were different theories and practitioners on reflection! As I have mentioned in previous blog posts, when first given the task of a reflective journal, I was a little sceptical about taking the time out of my already busy schedule to see how I can make myself better.
However, taking the time to read about different practitioners and theories about how and why reflective practice can be so useful throughout the professional industry, not just for us artistic and creative people, but for academics as well, which I had never even considered. I have found it fascinating and outstanding just how much reflective practice is used and in the types of careers as well i.e. nursing.
For us to be able to reflect, it is vital that we understand what we are reflecting upon and about. Graham Mcfee says "One must understand what is being defined in order that one judge for oneself the accuracy" (Mcfee, 1992:18)
I quite like this way of thinking as how can you possibly reflect upon what you have done and improve on it if you don't understand what you are reflecting upon in the first place.
The "Learning Cycle" is something that I have found quite interesting as a teacher. You can use it not only to help yourself personally but I can use it to asses a group of students and alter or change what I am doing to suit the group of students I have. For example, if I get a group of new students I will automatically ask them what they have done previously what "experience" they already have. Therefore allowing me to teach an appropriate lesson for that specific group of students .
It is only recently through embarking on this course that I have come across refection in my professional work, and I am sure that I am not alone in saying that I had never even realised there were different theories and practitioners on reflection! As I have mentioned in previous blog posts, when first given the task of a reflective journal, I was a little sceptical about taking the time out of my already busy schedule to see how I can make myself better.
However, taking the time to read about different practitioners and theories about how and why reflective practice can be so useful throughout the professional industry, not just for us artistic and creative people, but for academics as well, which I had never even considered. I have found it fascinating and outstanding just how much reflective practice is used and in the types of careers as well i.e. nursing.
For us to be able to reflect, it is vital that we understand what we are reflecting upon and about. Graham Mcfee says "One must understand what is being defined in order that one judge for oneself the accuracy" (Mcfee, 1992:18)
I quite like this way of thinking as how can you possibly reflect upon what you have done and improve on it if you don't understand what you are reflecting upon in the first place.
The "Learning Cycle" is something that I have found quite interesting as a teacher. You can use it not only to help yourself personally but I can use it to asses a group of students and alter or change what I am doing to suit the group of students I have. For example, if I get a group of new students I will automatically ask them what they have done previously what "experience" they already have. Therefore allowing me to teach an appropriate lesson for that specific group of students .
Developed by David Klob, the "Learning Cycle" was designed to help us to understand as individuals what experience we have already had and having the ability to be able to reflect, see what we can do and what we know. Along with finding out what we need to gain more experience in. The cycle is a tool for reflection on how we learn.
As a teacher I have found reading more in to the different ways people focus and understand and the idea of "multiple lenses" (Howard Gardner) and this is a subject area that I am defiantly keen to look into and do some more research on.
As I write my final thoughts and "reflect" on what I have learnt from my reading. I could have rambled on for ever about different theories and the different practitioners as I have found it all extremely insightful and interesting, and that I am deffinatly going to take on different angles and aspects to reflection.
Finally (I promise!) I'd be interested on how you have taken on bored reflection and theories and which practitioners stood out for you and why?
Saturday, 2 April 2016
Reflective Writing - Giving it ago
As I write this blog I am in the midst of my Easter holidays. Even though I am technically meant to be resting and having a break, I do find it the perfect time to start planning choreography for next term and looking for new music etc. - Plus still giving me things to reflect about in my journal and have ago at some reflective writing.
Now I have already had ago at this, but I had not actually found a way that I liked - so decided to keep going till I had found a way that I did like and that worked for me.
Now the way that I have actually found the most useful is the use of diagrams ( I love a good spider diagram) however I have also found that I do also like to do an initial reflection before hand. I will explain my reasoning's in due course.
So ways that really did not work for me personally:
What if? - Now I know it says in the in the hand book to use your imagination with this however I do feel for me that the "What if?" ended up becoming too negative and left me feeling deflated and not actually looking at any of the positives from the day - which I didn't find very useful at all. Has anyone else found this?
Description - With this I found my self just waffling on about what had happened and going on and on and on and not actually knowing where to stop (a bit like now)
An idea that I want to explore and take further:
Another View - I found this so much fun. Taking it from the perspective of someone/something else. I've had ago at both, so I have taken it from the view of a student - to reflect on one particular lesson and I have taken it from the view of the music player that I use - to reflect on the day as a whole. I found it a way of actually of not focussing on the negatives all the time which is something I tend to do and something that I should try get out of the habit of. I may share an exert of it with you in a future blog, however I would like to know if anyone else has tried reflective writing from this perspective and did you find it useful?
However - my favourite way as I have stated previously is the use of diagrams with an initial reflection before had.
I found it really clear and a quick and dare I say easy way of getting my thoughts down from my head as this is something that I do personally find quite difficult, I do come across not being able to get my ideas down quick enough. I also found it a clear way of getting both reflection from my professional work down and just day to do as I just naturally put all work related on one side and personal on the other. I also began to realise that using words and spreading things out helped me see the day as a whole and not just as a negative which is a massive positive for me.
Now I tried to keep the initial reflection short and sweet and to the point which I think I actually managed to keep, and used this to stimulate my diagram.
Below is a picture of my diagram form today;
I think one way that I may try is to use colour co ordination - so positives one colour, things to work on a different colour. I will report back on this and see how I find it.
And finally from me how is everyone finding reflective journaling? I am starting to discover and understand why it is such a useful tool especially after reading the chapter from "David Boud"
Now I have already had ago at this, but I had not actually found a way that I liked - so decided to keep going till I had found a way that I did like and that worked for me.
Now the way that I have actually found the most useful is the use of diagrams ( I love a good spider diagram) however I have also found that I do also like to do an initial reflection before hand. I will explain my reasoning's in due course.
So ways that really did not work for me personally:
What if? - Now I know it says in the in the hand book to use your imagination with this however I do feel for me that the "What if?" ended up becoming too negative and left me feeling deflated and not actually looking at any of the positives from the day - which I didn't find very useful at all. Has anyone else found this?
Description - With this I found my self just waffling on about what had happened and going on and on and on and not actually knowing where to stop (a bit like now)
An idea that I want to explore and take further:
Another View - I found this so much fun. Taking it from the perspective of someone/something else. I've had ago at both, so I have taken it from the view of a student - to reflect on one particular lesson and I have taken it from the view of the music player that I use - to reflect on the day as a whole. I found it a way of actually of not focussing on the negatives all the time which is something I tend to do and something that I should try get out of the habit of. I may share an exert of it with you in a future blog, however I would like to know if anyone else has tried reflective writing from this perspective and did you find it useful?
However - my favourite way as I have stated previously is the use of diagrams with an initial reflection before had.
I found it really clear and a quick and dare I say easy way of getting my thoughts down from my head as this is something that I do personally find quite difficult, I do come across not being able to get my ideas down quick enough. I also found it a clear way of getting both reflection from my professional work down and just day to do as I just naturally put all work related on one side and personal on the other. I also began to realise that using words and spreading things out helped me see the day as a whole and not just as a negative which is a massive positive for me.
Now I tried to keep the initial reflection short and sweet and to the point which I think I actually managed to keep, and used this to stimulate my diagram.
Below is a picture of my diagram form today;
I think one way that I may try is to use colour co ordination - so positives one colour, things to work on a different colour. I will report back on this and see how I find it.
And finally from me how is everyone finding reflective journaling? I am starting to discover and understand why it is such a useful tool especially after reading the chapter from "David Boud"
Thursday, 24 March 2016
Inspirations
After reading Lauren's blog on inspirational people the other day it got me thinking - hence this blog (Thank you Lauren - I've posted her link here in case you haven't read it. http://laurenhoskins92.blogspot.co.uk/2016/03/my-inspirations_22.html)
On being asked the question "Who inspires you?" can you really pin point one person? is there really one critical person that has influenced every aspect of your life so far? - Personally I don't think so I think that are many people who are inspirational and influence to each part of your life whether it be your career, personal life, Dance, Singing, Choreography etc.
Reading Lauren's blog took me back to when I was younger. After reading the blog I vividly remember being asked to do a piece of English work for school. (I was maybe 12 at the most) Anyway, this piece of work was to write about an inspirational person and to the present it in front of the class. As you would expect most people did their favourite pop star or band or Actor. However I did not.
I remember writing an essay on my dance teacher - who will remain nameless and now is a very close friend, but I clearly remember spending hours writing this long detailed essay as to why she was such an inspiration too me. Now if I look hard enough I do probably have the piece of work still somewhere, but I remember putting in words such as "Inspiring" "Believes in me" "brings out the best in me" and so on and so on. I remember standing up in front of the class and my fellow class mates just looking at me thinking why is this woman such an inspiration we don't even know who she is!? but at the time that is who my inspiration was - and one of the main reason I have gone into a career of teaching dance.
I clearly remember after I had completed the work giving her a copy to read for herself to keep. Now you may wonder where I am going with this but just bare with me.
So at work the other day after teaching a pre school class, one of the little ones came and flung her arms round me and said "I want to be like you Miss when I'm a big girl" and that got me thinking and too me on a major flash back. I was once that child who thought that their dance teacher was the most important and most inspirational person too them. Which made my week.
So you may be asking why have I written this? Well many of us on this course are teachers of Dance, Drama the Arts or maybe you are professional performers with younger siblings, but the point to remember is that we in some shape or form of our work are an inspiration to someone somewhere!
Wednesday, 23 March 2016
Road Trip to Campus - 22nd March
So yesterday morning, myself and Andrea (module 3) set off nice and early (I probably wouldn't add the bight and breezy till about 10am!) for the long drive down to campus for the all module session. After a steady 3hour 30min journey - Add in an extra hour driving round in circles looking for a parking space we finally got in to campus safely with a cup of tea in hand.
Now initially I was thinking - I hope driving all this way is going to be beneficial. I had visions of going all that way and not actually benefitting from it, my partner was also very reluctant to the fact I was going. "Can't you just skype in? Do you really need to drive all that way?" However I couldn't have been more wrong!
Firstly came the indroductions and it was really interesting to see the diversity of everyone's back grounds and what everyone does. It was also really nice for face to face cominication rather than just distant skype voices! and to actually meet Paula and speak to her in person I found a great benefit.
Now we played a few games yesterday, but the one that has stuck with me is the twenty squares. We got given a sheet of paper with twenty blank sqares on and we had a minute to fill the squares with anything. I found it extremely interesting to see what different people did and how people interpreted the task differently. Now I just filled my squares with random words and pictures. All positive happy things such as "fun" and a picture of the sun. Now Andrea took a different spin. She had taken the theme of what we were talking about during our introductions to each other so for example "Arts" and "BAAP" Contrastingly Lisa who was sat next to Andrea filled the squares with all stars but tried to make some kind of pattern and then in turn found out that she had filled all twenty squares. This is something that I would be interested to do with students as an introductory in Arts Award lesson just to see how different people work differently.
Another thing that has stuck with me from yesterday was the "Concept Drawing" - Now this is something that I did find difficult - VERY difficult. How was I going to get across a concept to a group of people that I barely knew only using lines and for one of a better word doodles. Now I decided to go with the concept of beginnings and endings, using a sunrise and sunset as my inspiration, and in all honesty I didn't have a clue where to start! I sat and thought for a while and decided the beginning is a good thing, so went for open shapes with no shading which felt "nice to draw" for endings I decided to go for harsher shapes stronger lines with a little shading (well as much as I could manage with a biro ;)) and after struggling thorugh I did have some kind of end product. Now I understood what it meant, but I'm not sure that I did get the idea across to the rest of the group, but it is something that I am interested in looking into and maybe using in future as an inspirational tool or even for just keeping notes. (I will post a picture of my end product in a future blog for you to all have a look and and admire my art work ;) )
The most helpful thing of the day I found was having time to speak to other people on Module one and with Paula, so we could discuss how we were all about the course so far and the feeling of being "A bit Lost" and "up in the air" were a few phrases thrown about, but it was extremely reassuring to hear from the module 2's and 3's that they felt exactly the same in the beginning and that it will settle down eventually. Reassuring word from Laura who was skyped in from Germany.
Also having good conversations with my fellow module 1's (Grace and Maddy) was also a great help!
So after a very successful session my self and Andrea set off on the long journey home. Stopping via Nottingham for food and a rest!
After an extremely long day was it useful? Deffinatly! was it worth the drive? yes! I know feel like I am focussed on track and know where I am going with it all. We were encouraged yesterday to take photographs however I only actually managed to get one snap! Looking forward to hearing how other people found yesterday!
Now initially I was thinking - I hope driving all this way is going to be beneficial. I had visions of going all that way and not actually benefitting from it, my partner was also very reluctant to the fact I was going. "Can't you just skype in? Do you really need to drive all that way?" However I couldn't have been more wrong!
Firstly came the indroductions and it was really interesting to see the diversity of everyone's back grounds and what everyone does. It was also really nice for face to face cominication rather than just distant skype voices! and to actually meet Paula and speak to her in person I found a great benefit.
Now we played a few games yesterday, but the one that has stuck with me is the twenty squares. We got given a sheet of paper with twenty blank sqares on and we had a minute to fill the squares with anything. I found it extremely interesting to see what different people did and how people interpreted the task differently. Now I just filled my squares with random words and pictures. All positive happy things such as "fun" and a picture of the sun. Now Andrea took a different spin. She had taken the theme of what we were talking about during our introductions to each other so for example "Arts" and "BAAP" Contrastingly Lisa who was sat next to Andrea filled the squares with all stars but tried to make some kind of pattern and then in turn found out that she had filled all twenty squares. This is something that I would be interested to do with students as an introductory in Arts Award lesson just to see how different people work differently.
Another thing that has stuck with me from yesterday was the "Concept Drawing" - Now this is something that I did find difficult - VERY difficult. How was I going to get across a concept to a group of people that I barely knew only using lines and for one of a better word doodles. Now I decided to go with the concept of beginnings and endings, using a sunrise and sunset as my inspiration, and in all honesty I didn't have a clue where to start! I sat and thought for a while and decided the beginning is a good thing, so went for open shapes with no shading which felt "nice to draw" for endings I decided to go for harsher shapes stronger lines with a little shading (well as much as I could manage with a biro ;)) and after struggling thorugh I did have some kind of end product. Now I understood what it meant, but I'm not sure that I did get the idea across to the rest of the group, but it is something that I am interested in looking into and maybe using in future as an inspirational tool or even for just keeping notes. (I will post a picture of my end product in a future blog for you to all have a look and and admire my art work ;) )
The most helpful thing of the day I found was having time to speak to other people on Module one and with Paula, so we could discuss how we were all about the course so far and the feeling of being "A bit Lost" and "up in the air" were a few phrases thrown about, but it was extremely reassuring to hear from the module 2's and 3's that they felt exactly the same in the beginning and that it will settle down eventually. Reassuring word from Laura who was skyped in from Germany.
Also having good conversations with my fellow module 1's (Grace and Maddy) was also a great help!
So after a very successful session my self and Andrea set off on the long journey home. Stopping via Nottingham for food and a rest!
After an extremely long day was it useful? Deffinatly! was it worth the drive? yes! I know feel like I am focussed on track and know where I am going with it all. We were encouraged yesterday to take photographs however I only actually managed to get one snap! Looking forward to hearing how other people found yesterday!
Saturday, 19 March 2016
Is technology actually harming our children's learning?
With the development of Web 2.0 and all it's technology and all our "Smart devises" I thought I would try do some research on previous articles that have been present in the news.
So I know that this article that I am about to share with you is more about education in general rather than being specific to the "Arts" however I thought it was an interesting article, find the link below;
http://www.bbc.co.uk/news/education-34252598
Now I have to say, I think I agree. The way the children are talking about the use of technology making lessons "fun" which "yes" lessons should be I agree with that, but is it sad that technology has such a massive impact in education today?
Should teachers use technology in every lesson? - Should children learn that technology and the web can not assist them in every aspect of life?
I'm not saying that it isn't a fantastic tool and in cases can be brilliant, but I do think children should know how to use a text book, how to reference properly. How to write a bibliography. I know I have blogged about this before, but I would love to hear other peoples opinion, especially if you work in an educational environment?
Have a watch of the video if you have the time!
So I know that this article that I am about to share with you is more about education in general rather than being specific to the "Arts" however I thought it was an interesting article, find the link below;
http://www.bbc.co.uk/news/education-34252598
Now I have to say, I think I agree. The way the children are talking about the use of technology making lessons "fun" which "yes" lessons should be I agree with that, but is it sad that technology has such a massive impact in education today?
Should teachers use technology in every lesson? - Should children learn that technology and the web can not assist them in every aspect of life?
I'm not saying that it isn't a fantastic tool and in cases can be brilliant, but I do think children should know how to use a text book, how to reference properly. How to write a bibliography. I know I have blogged about this before, but I would love to hear other peoples opinion, especially if you work in an educational environment?
Have a watch of the video if you have the time!
Wednesday, 16 March 2016
Reflections - is it useful?
After briefly scanning "Reader 2" I did question why would I want to keep a reflective journey? I have many other things that I have to remember in a 24 hour time bracket never mind adding more!!! Anyone else feel a little like this?
Anyway I decided that I would make a list of pros and cons towards it here are a few below;
Pros:
* you can visualise what you have achieved that day/week
* helps you keep a track of what stil needs to be done
* a daily record that you can keep looking back on and refer too in the future
* interesting to see how much you actually do in a day- do you need to do more/less?
* a way for you to personally express feelings where it doesn't matter as its for your personal use
Cons
* time consuming
* if it's been a bad day is it just better to forget "tomorrow is a new day"
* do we need extra stress of jotting things down?
Now as you can see, I have got more pros than cons and I am going to give it a go and I will report back in a future blog as to how I find it, however I would love to hear if you find it a helpful tool to use. Honestly I am a little sceptical but always open to new ideas and ways of working.
Anyway I decided that I would make a list of pros and cons towards it here are a few below;
Pros:
* you can visualise what you have achieved that day/week
* helps you keep a track of what stil needs to be done
* a daily record that you can keep looking back on and refer too in the future
* interesting to see how much you actually do in a day- do you need to do more/less?
* a way for you to personally express feelings where it doesn't matter as its for your personal use
Cons
* time consuming
* if it's been a bad day is it just better to forget "tomorrow is a new day"
* do we need extra stress of jotting things down?
Now as you can see, I have got more pros than cons and I am going to give it a go and I will report back in a future blog as to how I find it, however I would love to hear if you find it a helpful tool to use. Honestly I am a little sceptical but always open to new ideas and ways of working.
Friday, 11 March 2016
What do you see? - The Power of Images
On my previous post I started to think about different ways of communication - referring back to the struggle of the use of "neutral tone" that we seem to have, what way then really is the best way to communicate? What do you think?
Now I am a fan of instagram, I think it's a great way of sharing pictures and memories for others to see, but do we all interpret the picture the same way? I'll give you an example.
Thursday, 3 March 2016
So many meanings ....
I'm not sure if it's just me, but how many of you double and triple check text messages/Emails to see if you think the message that you have intended to give will get across, or will it be "lost in transit" "miss read" "miss Interpreted"
Does this sound familiar? and again leads me on to the question of do we need all these electronic communications and the development of Web 2.0? Does this "high tech" equipment actually lead to further miss communication? which can then lead to tension between friends colleagues as we could potentially be in this situation professionally and socially.
During a discussion I had last week, the use of "neutral tone" was brought up quite a lot - meaning read the words as they are on the page, but do we ever honestly do this? - I know I don't.
I'll give you an example; So a simple question via email/text "Where were you last night?" can be interpreted in a number of different ways! Is the person being concerned? are they being nosy? Are they being off hand? you just don't know - and this is my point.
Sometimes online communication can cause so much upset stress and unnecessary hassle - again both socially and professionally. Now I am often quite partial to an episode of "Jeremy Kyle" whilst doing odd jobs and how many times do you hear "Well .... posted it on Facebook!" Is this what the development of Web 2.0 was for? hassle and upset? - I don't think so
I mean I am all for emails and texting and everything it's convenient fast and effective and yes, the majority of the time does not cause the extra hassle, but it does sometimes make me wonder, what has happened to having a face to face meeting. I hear it all the time at work "Oh we don't need a meeting, I'll just send you an email" Have we lost the ability to communicate face to face?
I'd love to hear thoughts and opinions on this!
Does this sound familiar? and again leads me on to the question of do we need all these electronic communications and the development of Web 2.0? Does this "high tech" equipment actually lead to further miss communication? which can then lead to tension between friends colleagues as we could potentially be in this situation professionally and socially.
During a discussion I had last week, the use of "neutral tone" was brought up quite a lot - meaning read the words as they are on the page, but do we ever honestly do this? - I know I don't.
I'll give you an example; So a simple question via email/text "Where were you last night?" can be interpreted in a number of different ways! Is the person being concerned? are they being nosy? Are they being off hand? you just don't know - and this is my point.
Sometimes online communication can cause so much upset stress and unnecessary hassle - again both socially and professionally. Now I am often quite partial to an episode of "Jeremy Kyle" whilst doing odd jobs and how many times do you hear "Well .... posted it on Facebook!" Is this what the development of Web 2.0 was for? hassle and upset? - I don't think so
I mean I am all for emails and texting and everything it's convenient fast and effective and yes, the majority of the time does not cause the extra hassle, but it does sometimes make me wonder, what has happened to having a face to face meeting. I hear it all the time at work "Oh we don't need a meeting, I'll just send you an email" Have we lost the ability to communicate face to face?
I'd love to hear thoughts and opinions on this!
Wednesday, 2 March 2016
Digesting and thinking
So, after spending much time reading "Reader 1" and doing some research. I'm thinking why? Why was there a need for this drastic change from "Web 1.0" to "Web 2.0" What changed in society that made us want to socially interact with each other through the internet? Is it just a sign of the times? The way things are developing? I don't know
I found it astonishing that just over 10 years ago (2004) there were only "1500 Facebook members" What has changed to make such the dramatic increase in members in a relatively short space of time? Is it society that is pushing the use of social media both professionally and socially? Or is it just easy? Now a days most of us have quick easy access to tablets, laptops, smart phones does this make socialising through the web easier? I think so.
When I first embarked on the course to find that blogging was a massive part of it, I was astonished. Coming from completing a Foundation Degree which consisted of essays and a lot of set written tasks with a strict clear structure and not much room for my own thoughts and opinions. To this where I can question and think about my decisions and findings. After reading the "O'Reilly article" it is now beginning to make sense that the development Web 2.0 has been revolutionary especially through blogging "One of the highly touted features of Web 2.0 is the era of blogging"
I know many of you have not really blogged before (myself being one of them) however I have to admit that I am finding it an extremely useful tool to express my thoughts and feelings along with being able to connect and read what others write and get feedback on things.
So, I am starting to understand the change from Web 1.0 to Web 2.0 - and the benefits that we get from it. However have these changes been necessary? I'd love to hear your thoughts.
I found it astonishing that just over 10 years ago (2004) there were only "1500 Facebook members" What has changed to make such the dramatic increase in members in a relatively short space of time? Is it society that is pushing the use of social media both professionally and socially? Or is it just easy? Now a days most of us have quick easy access to tablets, laptops, smart phones does this make socialising through the web easier? I think so.
When I first embarked on the course to find that blogging was a massive part of it, I was astonished. Coming from completing a Foundation Degree which consisted of essays and a lot of set written tasks with a strict clear structure and not much room for my own thoughts and opinions. To this where I can question and think about my decisions and findings. After reading the "O'Reilly article" it is now beginning to make sense that the development Web 2.0 has been revolutionary especially through blogging "One of the highly touted features of Web 2.0 is the era of blogging"
I know many of you have not really blogged before (myself being one of them) however I have to admit that I am finding it an extremely useful tool to express my thoughts and feelings along with being able to connect and read what others write and get feedback on things.
So, I am starting to understand the change from Web 1.0 to Web 2.0 - and the benefits that we get from it. However have these changes been necessary? I'd love to hear your thoughts.
Saturday, 27 February 2016
Imagine Travelling Back In Time
How many of you have everything on electronic devises? your diary? work? important documents? banking? you get my drift.
Now I am as guilty as charged for this. - I can't remember the last time I actually went into my bank branch!!
I was having an interesting discussion the other day. How do we cope when all this (don't get me wrong) fantastic technology fails us? We seem to forget that there was a time when there wasn't super laptops and phones that did everything for us at the click of the button?
What happened to good old pen and paper? Is it wise that we do keep everything electronically and should we keep paper copies for reference?
Do you get extremely frustrated and mad when the technology fails? I know I do. Especailly with work. Now if everything goes down at work (which I'm afraid to say does happen quite a lot due to the location that we are in - the middle of no where!) we then can not acess anything. Registers - knowing who is in and out of the building. The email systm that is our main form of communication between staff. Resources to use for lessons. What happened to a good old chalk board?!
Now I am releatively young in all fairness, but I can't belive how much technology for education has developed since I left school four years ago! Ipads to use in lesson, online homework and much much more. Is it right that children should depend so much on technology? Should they be taught how to document information by hand? Should they be encouraged to read actual books rather than using Ipads/Kindles etc? What do you think? Personally I think they should, despite having access to all these wonderful things, I have to admit I do still like to write things down. Is this just me?
Have you ever actually thought in a time when you have been stuck due to having no technology - what used to happen? They knew how to cope with out it, both professionally and socially because they did not have the luxery of these items. How many of you walk into a bar/resturante/hotel and try to hunt down the wifi code as a proity? -I know I have
So what do you think? Do we relay too much on these amazing gadgets that we are blessed with? How would you cope if you travelled back in time? - I'd love to hear thoughts and opinions.
Now I am as guilty as charged for this. - I can't remember the last time I actually went into my bank branch!!
I was having an interesting discussion the other day. How do we cope when all this (don't get me wrong) fantastic technology fails us? We seem to forget that there was a time when there wasn't super laptops and phones that did everything for us at the click of the button?
What happened to good old pen and paper? Is it wise that we do keep everything electronically and should we keep paper copies for reference?
Do you get extremely frustrated and mad when the technology fails? I know I do. Especailly with work. Now if everything goes down at work (which I'm afraid to say does happen quite a lot due to the location that we are in - the middle of no where!) we then can not acess anything. Registers - knowing who is in and out of the building. The email systm that is our main form of communication between staff. Resources to use for lessons. What happened to a good old chalk board?!
Now I am releatively young in all fairness, but I can't belive how much technology for education has developed since I left school four years ago! Ipads to use in lesson, online homework and much much more. Is it right that children should depend so much on technology? Should they be taught how to document information by hand? Should they be encouraged to read actual books rather than using Ipads/Kindles etc? What do you think? Personally I think they should, despite having access to all these wonderful things, I have to admit I do still like to write things down. Is this just me?
Have you ever actually thought in a time when you have been stuck due to having no technology - what used to happen? They knew how to cope with out it, both professionally and socially because they did not have the luxery of these items. How many of you walk into a bar/resturante/hotel and try to hunt down the wifi code as a proity? -I know I have
So what do you think? Do we relay too much on these amazing gadgets that we are blessed with? How would you cope if you travelled back in time? - I'd love to hear thoughts and opinions.
Saturday, 20 February 2016
All work and no play?
As I sit writing this blog, glass of wine in hand - full of cold! (typical as the holidays draw too an end) I am starting to think - Do I EVER truly switch off and relax?
Now switching off and relaxing is something that I truly struggle with. I always have to be active whether it be exercise/working or just socialising. Does anyone else have this issue?
So as I come to the end of my half term break I have spent some time reflecting of what I have actually done.
1) Worked with my partner - as I have mentioned in previous blogs our time together is sparse. Why sit on my backside at home on my own with the cat who sometimes decides he loves me, when I could be in the same vicinity and actually do something productive.
2) Relaxing two days away - which actually didn't consist in any kind of relaxation - but I suppose the freedom to do what I want and when is a bonus!
3) Planning - planning lessons and rehearsals for the next busy half term ahead which includes a full length dance production and exam preparation!
4) Well the list could go on, but you get my drift!
So this is where I question - Is it really All work and no play? Do we ever truly switch off and have down time?
On my own personal reflection of my week I would say "yes" I have the freedom of time, however I'm still being active and considering being productive and planning ahead - they do say "Fail to prepare, prepare to fail" don't they?
But is there a line? I'd love to hear your thoughts - Are you "All work and no play?"
Now switching off and relaxing is something that I truly struggle with. I always have to be active whether it be exercise/working or just socialising. Does anyone else have this issue?
So as I come to the end of my half term break I have spent some time reflecting of what I have actually done.
1) Worked with my partner - as I have mentioned in previous blogs our time together is sparse. Why sit on my backside at home on my own with the cat who sometimes decides he loves me, when I could be in the same vicinity and actually do something productive.
2) Relaxing two days away - which actually didn't consist in any kind of relaxation - but I suppose the freedom to do what I want and when is a bonus!
3) Planning - planning lessons and rehearsals for the next busy half term ahead which includes a full length dance production and exam preparation!
4) Well the list could go on, but you get my drift!
So this is where I question - Is it really All work and no play? Do we ever truly switch off and have down time?
On my own personal reflection of my week I would say "yes" I have the freedom of time, however I'm still being active and considering being productive and planning ahead - they do say "Fail to prepare, prepare to fail" don't they?
But is there a line? I'd love to hear your thoughts - Are you "All work and no play?"
Sunday, 14 February 2016
CV's and more!
Now CV writing is something that I have ALWAYS struggled with. How do you know what to write? How long should it be? Should I list every single thing that I have already done/achieved?
I don't know about anybody else, but I came to look at uploading my CV on here for you all to have a nosy at and realised that the CV on my laptop was in fact, the one that I had been guided to do at sixteen years old at school and had not been updated since! Anyone else still got there's? poorly written, listing every single GCSE you had because at the time that was you're biggest achievement? Do you know the ones I mean?
Anyway after spending much time re jigging everything here is a copy for you to have a look at.
Laura Jayne Hopkinson
2015-2016 BA Honours BAAP, Middlesex university
2012-2013 Foundation
Course, Urdang Academy, London 2005-2010 Holy
Trinity Senior School, Halifax ‘A’ Levels Performance
Studies B
Now I feel in my very short lifespan of twenty two years I have managed to do a variety of different things professionally however they do still (minus the pub!) all link. I'd love to see the variety that is on CVs of others!
But for now I shall leave you with this!
I don't know about anybody else, but I came to look at uploading my CV on here for you all to have a nosy at and realised that the CV on my laptop was in fact, the one that I had been guided to do at sixteen years old at school and had not been updated since! Anyone else still got there's? poorly written, listing every single GCSE you had because at the time that was you're biggest achievement? Do you know the ones I mean?
Anyway after spending much time re jigging everything here is a copy for you to have a look at.
Date of Birth: 14th December 1993
Email:
lhopkinson14@btinternet.com
Profile
I am
an honest, reliable, trustworthy person with good timekeeping skills, who
works hard and is always willing to undertake any tasks asked of me to the best
of my ability. During my last year at
school I was a prefect and deputy head girl
Education
2013 -2015 Foundation Degree, Prestons College
2010-2012 The
Brooksbank School, Victoria Road, Elland
Qualifications
Teaching ISTD DDE in Modern Theatre
ISTD DDE in Tap Dance
ISTD DDE in Classical Ballet
Exercise to Music
English Literature D
Biology D
11
GCSE Grades A*-C including Maths and English Language
Experience
2003-2015 Footsteps Theatre
School, Bradford
At theatre school I took classes in all
forms of dance as well as singing. In
addition I helped out, on a voluntary basis, with the teaching of students aged
4 to 18 years old with a wide range of abilities and covered classes for the
teachers when they were unavailable. I
also did admin work as and when required.
2007-2012 Baby Ballet, Halifax
I started work at Baby Ballet helping out
in the shop, which involved processing and packing orders and taking card
payments. Then I progressed to being a
Party Host where I was responsible for setting up parties, preparing food and ensuring
that the children and parents were happy during the party. Once the party was over I had to make sure
that everything was clean and tidied away.
During my time
at Baby Ballet I have dressed up as all three of their mascots (bear, fairy and
cowboy) and at the Baby Show at the NEC, Birmingham I performed on stage dressed
as Twinkle, the Baby Ballet bear. I also
performed as a backing dancer for Darren Day at the Baby Ballet Charity Ball.
2012-2013 Mystical Fairies Hampstead
During my time at Mystical Fairies, I was a party assistant. - This meant carrying out duties to assist the main party host. Similar duties to what I had performed in my previous employment. I also worked at charitable events such as Christmas parties and Great Ormond street hospital.
2014-2015 The Plummet Line Hotel, Halifax
I started working at the Plummet Line as a member of the bar. This lead to duties such as serving food and drinks to customers and gaining skills in customer services. Here I was in charge of the charity events that we held at the pub.
Interests
In my spare time I enjoy distance running, with my greatest
achievement to date being the completion of the Yorkshire Marathon.
Now I feel in my very short lifespan of twenty two years I have managed to do a variety of different things professionally however they do still (minus the pub!) all link. I'd love to see the variety that is on CVs of others!
But for now I shall leave you with this!
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