Dance Artefact - Dance Your PhD

After last nights group discussion, I planned to write a post on Ethics.

I started with revisiting my Module 1 blog on Ethics which reminded me of a scholar 'Sho Botham' that is working to raise the awareness of understanding of Ethics in Dance Teaching. I re-read some of her work. Which is definitely worth a read, no matter what Module you are in.- http://www.ethicsdance.co.uk/downloads.html

And then I had a look through her bibliographies for sources of further reading and then  I discovered this TedTalk Video at https://allworlddance.com/Style/education/  and I instantly had to share it.

Last night we also discussed our Artefacts and our ideas on how we can present our reflections on our practice using other than words. Eduardo said that he has been thinking on how HE IS the artefact as he is a product of his practice and this resonated with many of us on the call. 

My practice is Dance, so I am currently thinking of ways to express the Module 3 process. Adesola recently reminded me that my body and dance performance can show my knowledge, my practice experience and my history. And I feel this video helps hi-light how dance can build more of a picture than writing in many cases.

I also wanted to share my journey to this video find as a reminder that we often find things when we are not looking, and that following a thread can lead to the most wonderful discoveries.

How does this video resonate with you and your practice?

Have you found any nuggets of wisdom when you weren't looking for them?


Bibliography 

Botham, S. (2018). download articles. [online] Ethicsdance.co.uk. Available at: http://www.ethicsdance.co.uk/downloads.html [Accessed 17 Oct. 2019].

Smith, C. (2011). TEDx Brussels: John Bohannon & Black Label Movement in Dance Your Ph.D. [Blog] All World Dance. Available at: https://allworlddance.com/2011/12/06/tedx-brussels-john-bohannon-black-label-movement-in-dance-your-phd/ [Accessed 17 Oct. 2019].

Through The Fog

(Symmetry Magazine, 2009)

Wednesday was the first group discussion shared with all modules for me this term. I think a lot of us joined the call with the hope that the discussion would help create some clarity through the fog that is the first few weeks of the term.

I am familiar with THE FOG! It's been present at the beginning of all 3 modules for me. Like the beginning of a new day, it's early and dark and a haze lingers across your line of sight.

However I now take comfort in the fog, it means that I am in the process of adding more to my learning. I'm aware there shouldn't be a clear answer and as was mentioned on the call, I need to trust in my ability to think critically and reflect on my journey so far.

In using the processes I have learnt, I can visually map where my thoughts are and start looking for themes. I can record my thoughts in my journal so that they marinade and develop substance.

I have taken time re-reading my Module 2 inquiry and although it's a bit daunting that I am now changing my data collection methods, it reminded me WHY I choose this subject.

I am looking into the relationship between Dance Teaching and Howard Gardner's Theory of Multiple Intelligences. This idea first came to me in Module 1 when I reflected on one of my classes where a pupil asked "How many steps they needed to take?" It made me think that I use music counts and descriptions of left, right, left but very rarely do I say " Take 3 steps!"

I am not a numbers person but looking at Howards Gardner's theory made me think that maybe some of my pupils are, and they would have a better chance understanding my teaching if I used techniques that spoke to their Mathematical - Logical Intelligence.

In Module 2, my literature review comprised mainly of Gardner's work through books and interviews, scholars that supported Gardner's theory and have applied it to dance teaching and scholars that stated the Theory was often misused and may narrow pupils learning.

In Module 3, I now plan to explore further literature of Intelligence Theories (without getting lost down a rabbit hole) and to find what other Theories are being used in education.

I would love to discuss anyone's experiences that made you question past or current teaching methods whether you were the teacher or pupil. Or if anyone currently in education has had experiance in theories or methods that may be transferable into dance or teaching in the arts.

If you would like to know more about Howard Gardners Theory and test your Intelligence there is more on one of my previous blog - Multiple Intelligences - Where do you fit in?

It will be great to hear your thoughts.

Photo CreditSymmetry Magazine (2009). Dancing with Physicists. [image] Available at: https://www.symmetrymagazine.org/article/august-2009/dancing-with-physicists [Accessed 27 Sep. 2019].

Skype Call Catch Up

Today's blog is a summary of the 2 Skype calls I have had this week. Tuesdays discussion group led by Helen, was mainly us Module Two students discussing our Inquiry Topics, and how to sort through our ideas. Our discussion led me to be inspired to put my ideas through different lenses. Different questions will help me refine the subject of my interest. Such as:

Who are you asking? - Different subjects will lead me to discuss my ideas with different people

Look at relevance and value - Does my subject have relevance to what I'm doing now? Will it add value to my practice?

Are you making a contribution? - Where can I fill in the gaps in the discourses in my practice?

We also discussed Artefacts briefly for those on Module 3 and I found it really helpful to think of an artefact as a Mode of Sharing from your practice. So to step away from the idea of it being an object and it being something in a less static form. 

Today was the Module 2 Skype call based on Mapping To Build Understanding. The conversation really helped create a mental image of how we can add layers to our inquiry ideas by ensuring we go down every route in search for different angles.

One thing that gave me a 'LightBulb' moment was the discussion that this is a Research Project and that there should be as much emphasis on the research as the inquiry discussion.

It's recommended that we look into different ways that we can research. 

How do people research in my practice? 

How can I push the boundaries of what I understand as research? 

What other methods can I find outside of the main routes, such as surveys and interviews?

We were reminded that we are looking for qualitative research and I have been concerned that some are my topics of thought maybe a bit mainstream and literature is only on newspaper or discussion groups online but Adesola reminded us to consider the Ethical Considerations in order to find what the scholars are saying.

For Example, ask - "Should Dance Be Judged" as opposed to "Have Dance Competitions Become About Tricks?

This week's Skype Sessions have given me lots of clarification on where to go next and I'm looking forward to mapping my research ideas and topic ideas and putting them through the handbook cycle, to see what direction I take.

And again from the top.....

Adeola's reply to my essay draft was "Great start, keep going"
 "Keep going?" I thought. I knew it wasn't a perfect finished article but I wasn't sure how I was going to add to it without unravelling what I had already done...

After our group discussion on Tuesday, I was reminded to look at my work through the lens of my own practice. So instead of looking at my essay as a student, thinking I need to add more cites or theory, I will look at it as a dance teacher. As if I am creating a routine or teaching a syllabus exercise, thinking of my work as a performance. Asking myself, have I added all the details, the correct technique, is it polished, is it ready to be performed in front of an audience or examiner.

When teaching I usually concentrate on the main body of the piece first, ensuring my students are familiar with the music, timing and style. Then I spend time on the beginning and end of the dance, making sure they have an impact and set the scene.

I feel this is currently where my essay is at. I have a full routine but it still needs cleaning.

Sharing my work and getting my fellow teachers to watch and give me their opinion helps me validate my work. I then run the dance many times, either without music step by step to correct technique and arm lines etc and then with music but with a focus on performance. Reminding my students to give it their all in rehearsals and not just hope it will be alright on the night and leave it to the last minute. And always making sure there is always time for one last practice, and then another one, because one more time never means just one more......

I will apply this idea in the next few weeks, sharing my work will help me see it through fresh eyes. Looking at my essay as a whole piece instead of in sections of different lenses and areas of learning, I will check its fluid and is clear. I plan to do this in shorter sessions on a more regular basis so that I can see it from different angles opposed to giving myself a whole day to make changes nearer the deadline meaning I won't have time to analyse my work.

With the countdown officially on, I am surprised at how excited I am to submit my work. I honestly thought by now I would pulling all-nighters and freaking out!!

Below are a few notes I took while on the call, it was great to speak to everyone and I look forward to the module one discussion on Ethics soon. 

·        

      The theory of embodiment?

Industry Minds – Podcast - Recommended listening. 

Think about where philosophical theories come from.

Are mind and body separate? Right and Left brained people, is it such a thing?

How does it affect my practice?

Diagram

·        Communication without words? How else might we visualize our practice?

Don’t let submission criteria hold you back. Links can be used.

Find what you feel comfortable doing?

Make a start, and ideas will develop from there.

Mood board? Images to represent things?

Something that offers representation. How are you identifying yourself?  

Words are more accessible, or more valuable but come back to what your practice is. 

How might you develop a better sense of ownership, by representing it in different ways?

Keep the process of exploring going. Will there be a shift to see things more clearly?

·        How do you conclude your work?

Link to the introduction, make it go full circle.

Use the essay body to digest what you have learnt. Use conclusion to show there has been a learning process. A Transformation. Using a cycle, revisiting and redrafting.

How would you approach things in your practice?