The Shift

I wasn't able to make Tuesdays Module 3 discussion due to work, but so far I have found the blogs on the discussion very helpful.

I can really relate to the idea of a shift happening during the inquiry process. For me, it was the understanding that 'The theoretical world is not composed of a single idea' (S.R Koff, 2003)

My inquiry question is....

What is the relationship between the Multiple Intelligences Theory and Dance Teaching? 

The theory has many different perspectives, and through reading them through literature I learnt that I have to stay reflexive. And not to look at the theory as something to behold but instead as something that can be adjusted, reworked to my ideas and practice.

I went into my inquiry not knowing how I will answer the question... And now I have completed my data collection and am in the final stages of writing my draft (cutting out the fluff and trying to get that word count down)

I still don't have a definitive answer, I do however have lots of new ideas, thoughts and questions.

I'm hoping that's the point!!! Right?

If you were on the call and made any notes, in the spirit of 'Connectivism' (G.Siemens, 2006) please do comment any of your thoughts below.

Bibliography

 Koff, Susan.R (2003) Why the Multiple Intelligences?, Journal of Dance Education, 3:1, 5-6, DOI: 10.1080/15290824.2003.10387223 

Siemens.G (2006) Knowing Knowledge, Milton Keynes

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].

Trans-Adams, M. (2013). Research Paradigm - Interpretivist. [video] Available at: https://www.youtube.com/watch?v=UbLbEexQrwI [Accessed 16 Mar. 2019].

AS I am currently exploring the realms of Howard Gardners Multiple Intelligences, I found this musical example of an Interpretive Paradigm very interesting. 

I find that I can only read so much literature before it stops sinking in, and have been struggling to resonate with the ideas of paradigms and make the understanding my own. Yet this 2-minute video with no words or literature helped me clarify how I am going to explain my current thoughts within my inquiry plan.

I could say it spoke to my Musical-Rhythmic Intelligence!!

 In Qualitative research, you are in a position to hear, read, watch information and existing research in your chosen field, it is then your role to find a new meaning for that information while staying within the realms of its original meaning.

The pianist used the same melody and timing, yet gave the music more texture and depth. I hope this makes sense to someone.

 Please share your thoughts on any findings you have that are not purely literature based. 

Learning From My Mistakes...

This blog has been a few days in the making. I'll be honest in my first attempt to discuss learning styles I was winging it, or what I would now say entering into Kolb's Learning Cycle (Kolb, 1984) at ' Active Experiment'. 

I wasn't happy with what I had produced as I didn't feel as connected to the subject as I wanted to be. As a dance teacher looking to transition into a primary school teacher I have always been interested in learning styles, however I wasn't concentrating my efforts on MY learning style and taking time to analyse how they work for me.

 Image Source A - McLeod, S (2017) Kolb's Learning Styles and Experimental  Learning Cycle - retrieved from https://www.simplypsychology.org/learning-kolb.html 

Active Experimentation - I had planned that I wanted to add elements of Kolb's Learning Cycle and Multiple Intelligences (Gardner, 1983), I dived in with the knowledge I had gained without applying it to something relevant to me. 

Concrete Evidence -So while I was trying out what I had learned it dawned on me I had not fully understood what I was writing about. This experience was disheartening and caused me to lose momentum. Leading to me abandoning that draft and take time to recollect information and reflect on my failed blog.

Reflective Observation - I went back to re-reading the module handbook, this time however I didn't just read it and highlight bits, I used many different coloured pens to re-write sections how I understood them and to pick out questions I had or what I wanted to look further into. This made me very aware of my cycle of learning, and how I often experiment and try things physically before paying attention to the smaller details or looking at things from different angles. 

Abstract Conceptualisation - This learning experience has had a particularly positive outcome on not only my understanding of Kolb's Learning cycle but on my outlook and plans for the rest of the module. I didn't plan to make this blog on Learning styles become my example of learning styles but I'm glad it did. I look forward to applying this to my further learning and observations within my practice.

I wanted to support this learning experience by applying Howard Gardners - Multiple Intelligences (Gardner,1983) theory to my reflection and how this has an effect on my learning and practice. 

Image Source B - https://commons.wikimedia.org/wiki/File:Multiple-intelligence.jpg

I am most definitely body smart and people smart, this is very helpful in my practice as a dance teacher as I rely on my body to respond to what I am thinking and how I explain things. Being interpersonal I am comfortable engaging with people and can give feedback. I feel that at times I can struggle with academic studies. I like to discuss my ideas with others and rely on feedback to validate my work. As with the handbook, I felt I didn't fully engage with it until I had physically re-written it. 

Through my reflective journal I have noted that I often use the learning techniques that appeal to my learning style such as Imagery, Repetition and Physical Correction so have made a note to try new ways of giving feedback and corrections to my students as a way to broaden my understanding.

What do you feel is your dominant intelligence? Does it correlate with your practice?

This period of  reflection has really boosted my confidence and motivation. I now have lots of thoughts on my areas of learning and have a better understanding of how I process information and turn my experiences into learning.

 Bibliography

Gardner, H. 1983. Frames of mind: the theory of multiple intelligences, New York, Basic Books
Kolb,D. 1984. Experimental learning: experience as the source of learning and development. Englewood Cliffs, New Jersey: Prentice Hall.


Image Source

A -McLeod, S (2017) Kolb's Learning Styles and Experimental  Learning Cycle - retrieved from https://www.simplypsychology.org/learning-kolb.html 

B- By Sajaganesandip [CC BY-SA 4.0  (https://creativecommons.org/licenses/by-sa/4.0)],retrieved from Wikimedia Commons https://commons.wikimedia.org/wiki/File:Multiple-intelligence.jpg