Task 3D - Critical questions and issues that emerge



I have noticed that my networking and sources all link together. Without one source, the other wouldn’t function effectively, for example my social media network wouldn’t work without the use of web 2.0. I didn’t realise there where so many theories relating to networks to begin with however after reading reader 3 and looking into more detail at the theories and what people had to say about them is helping me to utilise these concepts to engage professionally within networking. Networks I am most drawn to are networks that allow me to gain knowledge and advice that support and point me in the right direction to my future practice allowing me to further develop my teaching experience and skills. Networking via communication is one of my most vital sources within my practice whilst networking via social media I have to be a lot more aware of the ethical considerations following school policies although I can network and connect with fiends in the same industry via social media. I believe teachers in the same professional area of work share similar concerns when it comes to taking ethical considerations into account whilst using social media as Bethany Bullman also states ‘I am still apprehensive about the fact social networking such as web 2.0 are very limiting due to the educational practice I am involved in. Taking in ethical considerations and going by school policies’. See http://melaniecannon.blogspot.co.uk/2013/12/task-2d-inquiry.html (question 5) where I talk in more detail on how to decide the appropriate ethical response in given situations.

During this module sharing ideas and communicating has engaged me to open up to new ideas and new ways of thinking becoming more positively influenced allowing me to communicate and develop further ideas. Having these sources of information around me has empowered me to critically reflect on my own practice and the practice of others giving me the opportunity to engage with different views and opinions all of which provide a sense of purpose and value. Critical reflection has provided me with new approaches to take helping me to be aware of finding what is missing and becoming more open to continue to learn and develop. ‘Understanding what you don’t know is important as it is the first stage of learning, seeing something is missing makes you open to finding’. Task 2b – Journal writing experience: http://melaniecannon.blogspot.co.uk/2013/11/journal-writing-experience.html  enabled me to engage with different methods of reflection allowing me to realise that all methods don’t have the same effect; some are more beneficial than others. Relating the concepts and theories to my professional network has given me clear understanding on how I rely on certain networks and how important they are within my current practice learning what approaches to take. I realise I could improve my networks by becoming a part of bigger networks that would allow me to broaden my knowledge and connect deeper with different people.

I feel as though everything I have looked into and developed within this module has formed some sort of synergy and when I look back and relate to my concepts , all tasks fall into place and relate to one another giving me sufficient knowledge and information to move forward in the right direction with a sense of purpose.

Task 3c - Sources of information



Task 3c – Sources of information

During this task I have realised how important the sources of information we rely on for our own professional needs are. I have noticed people have a wide range of different sources but I do believe we can all take some knowledge and information from each and everyone’s different sources and use them somewhere within our own professional life. I reflected on my day-to-day life and thought about what sources I use and gain most from and I came up with these 5.

Communication

Communication on a daily basis professionally or none professionally proves to be one of the most vital, important and strongest sources of networking within my professional practice. Communicating with the other teachers I work with about a child’s progress or how a child is behaving, up coming shows, exams or events taking place and planning lessons which allow me to gain knowledge and learn new strategies from the experienced teachers. After each lesson I communicate and reflect to them how I feel I am getting on, what I am learning and what I feel I am struggling with, they give me there time to reflect back how they feel I am doing and what progress they see me making, what type of teacher they can see me developing into and most of all what I can do to improve my teaching quality. Having this network of experienced teachers around me whom I’m able to communicate with is a huge advantage for me and my practice. A good network communicates well and shares thought and ideas in order to progress as a whole and I feel I have this network around me enabling me to communicate well with the students and other teachers on a professional level. Communicating through friends is also an important source of networking and is a great and efficient way to gather information since most of my friends are in the same industry either dancing professionally/auditioning or teaching, so meeting up or over the phone and communicating can result in me finding out about an audition or casting, learning about results they are seeing from teaching or generally finding out information about what is going on and happening in the industry if I don’t already know so providing me with knowledge that I maybe couldn’t gain on my own. It is also a great way to develop relationships and keep in touch with your friends, gain support or advice or vice versa, giving support and advice to your friends.

Web 2.0

Since being introduced to web 2.0 in detail at the beginning of the module I have came to the understanding that web 2.0 is crucial in almost every professionals working life. Facebook, twitter and blogging are not only used to keep up to date with the latest information or trends but also can be used to keep in touch with friends and family all over the world. I can also receive information on audition details or castings on the likes of ‘the hustle’ a group on facebook which helps open up opportunities in my career. Using emails professionally as a way of communication, enquiring about jobs, submitting CV’S, finding out knowledge and information is all done through the use of Web 2.0. Using Google maps allows me to find locations quick and efficiently whether it is an audition I am attending, a new school I am teaching at or generally meeting up with friends in places I am not familiar with. The internet allows me to function within my current professional practice offering so many platforms to help me develop as a professional. I can receive information as well as promote and advertise myself on the likes of YouTube, however I do need to take into account the ethical considerations of using web 2.0 which I have spoken about in greater detail at the beginning of the module whilst also making sure how reliable the sources of information I am using are, for example; anyone can alter and change the information on Wikipedia and it may not always be true, it is then down to me to decide how reliable the source of information is and whether I choose to use it or do further research if needed.

iPhone

Without my iPhone I would be lost. I have it with me all day everyday allowing people to contact me directly by call, text,whatsapp or email meaning there is always a way for an open line of communication to be available between me and others within my network. With everything being so fast paced in today’s day I believe that my iPhone provides me with the tools allowing me to keep up with the pace. Web 2.0 is used through my iPhone, if I need to send an email or check an email whilst out and about my iPhone provides me with tools to do so, if I need to find a location whilst out my iPhone will allow me to find this information quick and efficiently. I can use my iPhone to research information on Google about almost anything I need whilst I am out. For me my iPhone provides me with a sense of security knowing I can always make a call or find out important information if needs be. This source is something I cannot be without enabling me to keep on track of everything wherever I am in the world.

Social networking

Social networking links in with web 2.0 but I feel this is a very useful source of information needed for my professional networking. Although I believe social networking is very exposing in a sense that everyone you have as a friend on facebook or twitter can see everything you are up to in your daily life (if you choose to show this) whilst on the other hand I believe it is an important source to have. Facebook can be used to keep in touch with professionals I have met or professionals I would like to find information from, most of my friends on facebook are professionals in the industry either on tour, in the west end, working for established companies, teaching  or working in the commercial world. This is great for me to see what is going on and what is new and upcoming. It is quite often they write statuses about a new musical coming out or an audition they have attended or what auditions are coming up allowing me to ask questions and gather information if needed. I can keep up to date with almost everything on twitter whether it is the goings on of others in the industry or things I am passionate about i.e. health and fitness enabling me to follow almost anyone and everything that inspires me. I also use my iPhone to check facebook and twitter whilst on the go often finding out things which help me gain and gather sufficient information and knowledge. When using social media sites I strongly believe it is paramount that you are careful and wary. I make sure my settings are all in place and information is only shown to those whom I want it to be shown to whilst also being aware of what I choose to share taking ethical considerations into account allowing my professional reputation to stay in tact.

Other people and their networks

Everyone has a wide range of networks and different sources of information which I believe can be used somewhere within my professional network. I often get chatting to people in my daily life whether it is at yoga, at the gym or at work and I ended up finding out more information and knowledge than I set out to find. An example being I got chatting to a girl at a yoga class the other week and found out she was a dance teacher, as that is what I am aiming to do professionally in the future I thought it would be a good opportunity to find out information on:

-Where is taught

-What styles of dance she taught

-What age group she taught

-How she got into it

-How long it took her to get into it

-Who she knows

Finding out all of this information was useful to me giving me an insight into the professional career I am aiming for. After telling me where she taught I used the web 2.0 tool on my iPhone and researched information on the company she worked for as I believe gathering information about the field I want to go into is crucial. Sometimes you don’t realise how important other people and their networks are. I spoke about it in an earlier blog that my mum was the one who got me the teaching job as she came in contact with the lady I now work for. The saying ‘it’s not what you know, it’s who you know’ has been mentioned quite a lot on other peoples blogs during this module and although I believe you do need correct knowledge and information on your chosen industry, I also feel you need a good strong platform of networks around you.

I have noticed my 5 sources of information link together and all form a synergy and without one of them the other wouldn’t manage properly.

Task 3b - Theories relating to networking



Task 3b – Theories relating to networking

Reader 3 has given me an understanding of different key concepts of networking and helped me think about how I apply them within my practice or how I can try and incorporate the concepts to my professional networks.

Co-operation

Cooperation (the will and way to win) is closely associated with game theory, which is a set of ideas developed principally by mathematicians to tackle problems in a range of areas. Game theory focuses on the results of cooperation and the decisions to cooperate, or not which provides for us a ‘strategy’ or a ‘clear understanding of the benefits, drawbacks and processes’ inherent in cooperation across a professional network.

Axelrod talks about ‘tit-for-tat’ method and how it provides the basis for cooperation in complex social interactions among humans. (Axelrod, The evolution of cooperation. Pg 8). Axelrod identified the importance of the notion of cooperation, and in particular, the benefits of cooperating fully with others, until you reach a point of maximum benefit, and then to ‘defect’ (Axelrod, Reader 3 page 5). If you was aiming to come out on top then I believe this strategy would allow you to do so but I believe there is a lot to consider when deciding the right pursuit of cooperation and the strategy of cooperating until the last minute can somehow break relationships in the workplace. Axelrod asks the question: ‘When should a person cooperate, and when should a person be selfish, in an ongoing interaction with another person? Should a friend keep providing favours to another friend who never reciprocates?’ In answer to this question I believe it would depend solely on the situation, although I agree that cooperating with people in your network is essential to gain personal benefit, I don’t however agree that using a tit-for-tat approach to networking would prove successful for me. I believe the ‘game theory’ fails to take many factors into consideration- one being the hierarchy within a network. In a basic game situation or competition, this is logical and effective strategy however in different professional industry’s, I feel this is not a logical approach to take for example if working for a well known choreographer, director or producer and they didn’t cooperate well with me, I would not reciprocate this in a tit-for-tat approach. I would have to continue to work hard, cooperate and communicate on a professional level, even if it was not reciprocated allowing me to keep my affiliation with them in tact.

Working in a school I cooperate with the students and teachers daily, instructional activities are aimed at accomplishing goals and are conducted under a goal structure, each goal structure has its place and we encourage all students to work cooperatively with others whilst also encouraging them to compete at a certain level and work autonomously on their own. The students are in the process of working on their group choreographies which is proving that they are working together to accomplish shared goals whilst seeking outcomes that are beneficial to themselves and beneficial to all of the group members allowing the students to work together to maximize their own and each others learning. However this can be contrasted with competitive learning (students working against each other either at an audition for the show or to achieve an academic goal such as an A* in their GCSE) and individualistic learning (students working by themselves to accomplish learning goals beneficial to them however unrelated to those of the other students). Working alongside other teachers there isn’t a choice to cooperate or not as it is necessary in the environment of my professional practice to make pre-instructional decisions for example we have to work together to:

·         Formulate skill objectives

·         Decide on the size off the groups

·         Choose a method for assigning students to groups

·         Decide which roles to assign group members to

·         Organise and arrange the room along with arranging props or materials students need in order to complete their assignment.

By doing these tasks we are cooperating to achieve results that are necessary to allow students to achieve results. An element of cooperation is positive interdependence. We must give a clear, structured group goal to the students allowing the students to perceive the idea of being linked with each other in a way that one cannot succeed unless everyone succeeds, if one fails, all fails enabling students to realise that each person’s efforts benefit not only him- or herself, but all other group members as well. (This is only in a situation given if the students are working together on a group activity or group dance where each others efforts are everyone’s efforts)

Affiliation

(Crisp + Turner 2007) talked about affiliation being a concept in the field of social psychology that seeks to explain how humans enjoy and benefit from affiliations with others and reasons why humans ‘form close relationships’ as a social process that provides us ‘with a network of support that will help us when we are in need’.  I believe I have a strong level of social interaction although it can be developed to form a stronger professional network for myself. Communicating with those around me and those whom I cross paths with opens up my network helping me learn but also helping me build a community around me in my professional life. Affiliations provide a sense of security and a wall of support and it is something I rely on strongly. Everybody has different levels of social stimulation; ‘introvert and extrovert’ (Reader 3, Pg 6) which concludes that people who are introvert are more inclined to stay clear of much social interactions whilst extroverts are inclined to socialise more to keep their each desired level of social stimulation. I have always been extrovert and open to communication which I feel has a positive impact on my professional networking but over the years I have learnt that the different levels of social stimulation people have are quite extreme in some situations and I was made aware of this when I was training at dance college as a teacher told me that sometimes being too extrovert doesn’t allow the more introvert students to open up in certain situations. The idea that the level of social interaction one might have need or require being determined by multiple factors:

·         Personality type – introvert/extrovert

·         Physiological determinants

·         Implications of development of professional networks

·         Cultural differences

·         Individual differences

·         Individual collectivism

·         Social/Psychological/Emotional

 Working in a school I have to be aware of these factors within students. If a student is not responding, fully engaging or interacting well in a situation then it is up to me to be aware and determine which factor it could be (Even though I believe these aren’t the only factors to consider) to allow myself to work with the students and break down the barriers in order to fully engage them.

Task 3A Current Networks



1)      What are the current & different ways (tools) that you have or do, engage your professional network?

My professional networks vary from my dance and performing background, my teaching practice and the networks around me in my social life. All networks are very different yet almost similar at the same time as my social network sometimes leads me to professional connections in which people share the same interests or profession. When thinking about the networks around me I automatically think of facebook, twitter, whatsapp, emails and blogging, however not all of these tools are used on a professional level although I believe the non-professional networks can lead to potential professional networks opening up a range of useful contacts. (Crisp & Turner 2007) talked about affiliation being a concept in the field of social psychology that seeks to explain how humans enjoy and benefit from affiliations with others and reasons why humans ‘form close relationships’ as a social result of psychological processes operating in our brains. Affiliation therefore can be explained as a social process that provides us ‘with a network of support that will help us when we are in need’ I believe I have a strong level of social interaction and affiliation although it can be developed to form a stronger professional network for myself. Communicating with those around me and those whom I cross paths with opens up my network helping me learn but also helping me build a community around me in my professional life. Kimberley Gallagher spoke about the quote by Karen Stephenson in an extract from George Siemens: ‘Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge’. Learning comes from others since each and every one of us has different knowledge and experiences to share, I can refer to this with not only my professional network but also my social network although I find it is more critical in my professional network. Amy D’Arcy talked about the concept of ‘who you know’ on her blog and more than often within the performing arts industry and probably many other industry’s it is a lot about who you know, I can back this up as I gained my teaching job through my mum who came in contact with a lady who taught dance in schools across Liverpool. I was put in contact with this lady and we spoke via emails before meeting, this proves how important professional networking is and how it can open up new opportunities within your professional practice. Members of a community practice, whether work place, special interests, virtual or of any other form, come together because of mutual interest and generate a shared experience of engagement in the community of practice. This can produce technical knowledge about a discipline, but brings much greater benefits, allowing the community of practice to develop its own sense and symbolism of what it is to be a member of that specific community of practice. Engaging in communities of practice produces learning that is social learning developed within, and between the members of the community of practice, learning may be produced in different forms (shared vision; artefacts; specialist vocabulary and approaches). The capacity to know more is more critical than what is currently known. Knowing where to find information is more important than knowing. This is a very important aspect of networking, knowing the starting point of where to find suitable information related to my and my practice. I use facebook to engage my social network which often leads to professional contacts although I would not communicate via facebook on a professional level. This is a network I am familiar with and feel safe using. I have many contacts from the dance industry on facebook which opens up a lot of potential opportunities, it allows me to connect and communicate with those in the same industry and those whom share similar interests. I am joined to many groups on facebook, those groups of which give me information for auditions and castings to attend, for example ‘the hustle’ is a group on facebook with a huge network of dancers, actors, singers, musicians, photographers, make up artists, all of these professions can somehow from synergy allowing the network to grow bigger and varied. People can post on the page, leave messages, ask questions, share information and advertise for themselves or others. It is a huge community of people who are joined to the group to help themselves yet helping other people without even realising it. Facebook is great for the social network and I find myself meeting new people, getting to know them and soon enough we are friends on facebook and share similar interests willing to help each other learn and grow. Twitter is another social network I use regularly, however twitter is not as useful for me on a professional level as much as facebook. I use twitter to follow people I admire who inspire me such as successful professionals in various fields. I follow friends in the same industry as me and it keeps me in the loop of what’s happening, what’s new, what’s up and coming and so on which I can evaluate and use within my own professional life as I believe nurturing and maintaining connections is needed to facilitate learning. Connection making provides for greater returns on effort than simply seeking to understand a single concept. Using twitter has helped educate me on subjects I hold interest for however we do have to take in the ethical considerations for networking, working with web 2.0 and developing practice with various communities requires and understanding of what can be shared. ‘It is not just the internet that is significant in terms of networks but, more recently, the advent of social networks that is having an influence on scholarly practice’ (Martin Weller – Thee Digital Scholar).                                     

I communicate on a daily basis and this type of network is used throughout my practice, probably my strongest network. Communicating with the other teachers about a child’s progress or how a child is behaving, up coming shows, exams or events taking place and planning lessons which allow me to gain knowledge and learn new strategies from the experienced teachers. After each lesson I reflect to them how I feel I am getting on, what I am learning and what I feel I am struggling with, they give me time to reflect back how they feel I am doing and what progress they see me making, what type of teacher they can see me developing into and most of al what I can do to improve my teaching quality. Having this network of experienced teachers around me is a huge advantage for me and my practice.                                                                                             

I use emails on a daily basis socially and professionally however in the recent year I have turned one of my accounts into my professional email only as it was becoming complicated. My social account receives groupon deals and updates on lifestyle, events and fashion news. On the other hand my professional account is used for emailing and connecting with tutors from the BAPP course, the teachers I work alongside and different agents/casting directors about auditions and castings. Emailing is a quick and efficient way of communicating allowing the receiver to respond when the time is right.

2)      What are the established (and different) ways that others use their networks, especially if they are more established or experienced practioners that you admire?

There are many established ways that other professionals use their networks. My past college Doreen Bird has a huge network platform and it is based amongst networks such as:

-Twitter

-Facebook

-Website

-YouTube

These networks are used on a large scale for different things including information on past students and their successes, re-tweets on twitter from potential students auditioning for the college, information about master classes, workshops and events, news on the college’s success, growth and plans for expansion, feedback from people in the industry, news on upcoming shows and videos and images are posted showing comments from past, present or future students alongside comments open from the public. Doreen bird interacts with other professional establishments engaging with what’s new and up and coming and giving or taking advice which allows the college to grow from strength to strength.

·         http://www.bird-college.com

The website shows the college’s partnerships, the details of different courses, the services it provides, the graduates, feedback from students, a gallery of images and videos, information on applications and support services and detailed informative background information about the college. The college has built a very well established network around them.

·         http://www.facebook.com/birdcollegeuk

The facebook page is used as a network to know what is going on with graduates and up coming graduates and to keep in contact with friends/students and teachers. This page is less professional however allows the college to keep up to date and in the loop of things. It shows a variety of videos of graduates performing in musicals, films, adverts, companies, music videos and commercials which is a great way to stay updated and in touch as a community.

Here are two links that were recently posted from YouTube onto the facebook page receiving over 2,000 views and yet again allowing the platform of networks in grow and expand.

http://www.youtube.com/watch?v=2skKQW5S_L0

http://www.youtube.com/watch?v=th3vRKB0HZ0

·         @BirdcollegeUK

The twitter is used more or less in the same way as facebook: News/events/advertisements/shows/workshops/cheap theatre tickets/past, previous and future students tweeting about the college. It has 1,995 follows and no doubt this number will continue to grow.

These 4 uses of networking shows how established the college is and how they will continue to strive to grow bigger and expand and develop their current networks.

3)      Are there methods, approaches and technologies that you use socially that might apply and help you develop your professional networking?

People join networks in order to benefit from the experience, gain information/knowledge and learn something new. People constantly want to keep up to date on certain subjects of interests, share ideas, and develop ideas and communicate at a different level. Connecting through networks such as facebook is what the majority of people do, it’s how we stay in touch with friends, connect with family all over the world and become apart of something. Networks such as facebook are not only used on a social level but huge companies all over the worlds promote themselves via facebook targeting the right audience to get their meaning and product out there. Some of the largest companies in the world have expanded massively due to marketing via social networking sites. Networking promotes/advertises news and events encouraging the public to spread the word by communicating by mouth or simply sharing information via a network platform.  People strive for the best and to become the best they can be and building up current networks helps to communicate what is new helping to maintain connections for present and future learning.

4)      What would your ideal network look like and why?

My idea network would be sufficient, realistic and open. The network be easy accessible and at any time open to people who share the same interests allowing them to engage with each other but also open to users with different interests bringing together users to connect, explore and comment (as you are never sure what synergy you could have with a person) expanding the depth of knowledge and information shared. It would be a realistic, truthful network with a meaning and motive allowing others to be aware of each others needs and willing to work, develop and grow to fulfil their needs keeping all values in place. The network would be sufficient and realistic for his/her needs allowing enough adequate information and knowledge to be shared. Thinking of developing my ideal network, I would approach the idea of communicating via face to face allowing a deeper interaction with a person as we gain more insight of each other as professionals and learn from one another doing this, whilst also using social media.

5)      What tools and methods do you need to use? What do you know about your current and intended networks, and importantly, what do you now know?

·         My current networks help me to engage and develop my knowledge in certain areas. It gives me and insight to what’s new and upcoming.

·         Keeps me in the loop and up to date with my social life but also my professional life.

·         Opens up new opportunities

·         Allows me to share ideas/interests and opinions allowing people to comment and share their thoughts which helps me to reflect on my practice.

·         Helps me to communicate and engage with different people allowing me to learn from their experiences but also share my own experiences.

What I don’t know?

·         I don’t know how many other networks are out there that I have never came across that I could probably benefit from.

·         I could improve on this by searching for various networks and become a part of networks that would allow me to broaden my knowledge and connect deeper with different people

·         Following more blogs of professionals in the same industry or who share similar interests could help me open up to new information and ideas gaining an insight to their professional life allowing me to learn from the knowledge they share.

Task 2d Inquiry



1)      What in your daily practices gets you really enthusiastic to find out more about? Who do you admire who also works with what makes you enthusiastic?

Music is a factor of my daily practice that makes me enthusiastic, without music I would feel lost. I listen to music wherever I go and I don’t have a ‘particular’ type of music that I choose to listen to. Different moments inspire me to listen to different genres of music apart from when choreographing a dance piece; I will always choose the music that inspires me to create movement. Sometimes I like to experiment and create a dance piece to no music and then I like to play around with various styles of music which then leads me to changing the dynamic or energy of the piece, however most of the time I will choose a piece of music I love which gives me inspiration to start creating material. Although dance does not require music and movement can be expressed in silence or with a simple and abstract sound design. Much more often, though, dance and music move together even though there are contrasts and contradictions of two very different worlds. Dance and music are culturally, economically and socially different in many ways, and in ways that make for important differences in how each art is inspired and expressed. Yet, in a truly successful dance performance, there is little or nothing to separate the two arts, because the music and the movement express together the same artistic vision. Music needs to inspire the audience at the performance, rather than distract them. ‘Dance and music are both arts of the spirit, but while dance is the art of a spirit moving in space, music is an art of the spirit moving in time’.                                                                                                                 In the art of choreography, music can inspire – and often defines the sequence, the progress and the success of what is shared. Being a musical dancer has and always will be very important to me and I intend to teach my students the importance of musicality. ‘Musicality is understanding music on a technical level, and then dropping all of that knowledge so you can sit deep inside the music’ ‘It’s dancing inside the music, as opposed to floating on top of it’ says choreographer Wade Robson. Being musical makes a performance more enjoyable to dance but also it is a more rewarding way to dance. Feijoo says ‘A strong but none musical dancer is like a painting without any colours, Id rather watch a musical dancer with less extension and not as pretty feet’. I couldn’t agree more and I would like to learn and educate myself more on the musicality of a dancer.

I am passionate and enthusiastic about health and wellbeing. In the last year my passion for a healthy lifestyle has grown stronger. I have always enjoyed keeping fit and healthy from a young age as I ran with Liverpool Harriers before I chose to go down the performing arts route. Over the last year I have educated myself on nutrition and read many articles, studies and journals about nutritional information. I love finding out what natural foods can prevent illnesses or help cure disease and illness. I believe it is very important to have a strong healthy mind and body because without health I believe we have nothing. I do lots of yoga and running alongside my dancing which helps keep me in condition and also keeps me happy. I thoroughly enjoy learning about exercise and nutrition and would be interested in finding out more.

2)      What gets you angry or makes you sad? Who do you admire who shares your feelings or has found a way to work around the sadness or anger?

Emma Price talked about casting on her blog and I can agree I share the same feelings on this subject. Castings have always been difficult to deal with if I was never chosen. During my college years there were plenty of times when lists would go up for different opportunities, there were times I was chosen but then other times I would have done anything for the opportunity and felt I deserved a chance or I had worked really hard to gain the opportunity but was not chosen. Obviously this would really upset me as it was something I had a strong passion for and the thought of gaining the opportunity to improve, learn and grow would always excite me. I believe it wasn’t always fair and the politics of how things were done was not correct however I had to find ways to deal with it and my way of dealing with it would be like Emma’s to remind myself that this profession is based on people’s opinions and not facts and that it wasn’t because I wasn’t good or didn’t work hard enough , it was simply based on opinions however sometimes I believed I did need to work harder in an area to allow me to improve and become stronger to stand a chance for the next opportunity. Since graduating things have not changed, castings are always tough and although I hear these sayings many times ‘were looking for a specific type’ or ‘it doesn’t mean your not good, we just know what we want and what we are looking for’, they still frustrate me but I am learning to deal with this a lot more and try not to reflect to deeply on why I wasn’t chosen. There are many performers out there who share the same feelings as me as many of my friends and colleagues have all been through the same thing and although sometimes things don’t seem fair I have to remind myself life isn’t always fair.

3)      What do you love about what you do? Who do you admire who also seems to love this or is an example of what you love?

I love that I have dreams, goals and aspirations. It’s what keeps life moving and exciting for me. Although it’s hard and sometimes I look to far ahead to the future its a good feeling to be working hard towards something that one day will happen if I  keep working hard, be realistic and take the right opportunities as they arise. I am learning from every experience thrown at me and I love the fact that life could take me anywhere and I am not yet stuck in a career I hate but to scared to move away from because of uncertainty and lack of security. I love the fact that I am always meeting new people and working alongside others which is something I have always enjoyed. I communicate with people on all levels on a daily basis. It could be with the students I am working with, the teachers I am working alongside, friends, customers I serve in the restaurant, colleagues or people I meet for the first time. I love learning from people and generally being around different types of people. It makes my day more exciting and satisfying to have different levels of conversations with people. I admire fearless people and people who follow there dreams in life and aren’t to scared of the outcome, people who go out there and fight for what they want. Although I believe you have to be realistic in life and sometimes life will take you on unexpected journeys but I love and admire those people who don’t let anything stop them and will not settle until they get to where they want to be and those who do not let there fears dictate there decisions.

4)      What do you feel you don’t understand? Who do you admire who does seem to understand it or who has found a way of making not understanding it interesting or beautiful, or has asked the same questions as you?

There are many things I don’t understand in life and I believe there will always be things I don’t understand throughout life. I don’t understand why dance and performing arts has always been so expensive and money can sometimes hold people back. From a young age you are taken to dance classes for the love and passion of it, and then come the exams, the shows, the fees, the extra rehearsal fees, the uniform and the costumes. All of which costs money, you then start to become more serious about it and believe you have the potential to make it as a professional dancer. Teachers push and encourage you to do more which leads to more money. As I was growing up I constantly felt as though I was asking for money of my parents to finance everything to do with dance and although your parents don’t mind as they know how important and how much something means to you but it comes to a point where it is never ending. I know many performers with all the potential in the world but had to give up as there parents couldn't fund them and there was no funding in the arts to help them out. Receiving a place at Dance College in London seemed like the best thing to happen not to mention the £35,000 fees for the 3 year’s worth of training; this is what I don’t understand? Although I understand the training and knowledge you receive is fundamental to gaining a career in dance however I can never fully understand why that much? Gaining a scholarship to attend took the stress of paying the £35,000 but then there were some students parents paying and struggling with there life so that their children could attend, why should it be that hard? Although the fee’s where being payed for in came the costs of living and accommodation fees plus the cost of uniform and taking part in exams and shows, it felt like a vicious circle of money grabbing systems in place. It is something I feel many dancers will never understand.

5)      How do you decide the appropriate ethical response in a given situation? To what extent are disciplinary responses different to that you might expect more generally in society? For example, what level of physical contact would you deem appropriate (and not) from another professional that you would find unacceptable more generally? Why?

Deciding on appropriate ethical responses to given situations is purely down to awareness, being aware of the situation and experience, the outcomes and ways in which you can decide and deal with appropriate ethical responses in certain situations. We have no choice but to make decisions with possible ethical consequences at some point in our careers, the decision could be about our own conduct or about that of another. How we react in given situations could have significant implications for our reputation and career. Recognising risks can prevent many potential ethical problems from escalating to the point of causing harm. Being aware of what is/isn't ethical, aware of the situation you are dealing with and aware of the consequences that lie by your response is noticing how you should react or respond in a given situation. Recent writings stress how factors such as emotions, personal vulnerabilities, personality, and even the context of situations influence how we make decisions, including ethical ones. (Tjeltveit & Gottlieb, 2010) stress the insufficiency of cognitive strategies to determine how decisions are made. Rogerson, Gottlieb, Handelsman, et al. (2011) illustrate many of the non rational factors that affect our decisions. An effective response requires developed skills, planned resources, the right information, and a pre-established ethical and self awareness. ‘what level of physical contact would you deem inappropriate’ Performing and teaching dance is a very ‘hands on’ approach of working, dance is very physical and requires a lot of contact more than academic subjects. I believe a form of non-sexual, personal physical contact between teacher and student is important for purpose of growth, correction or improvement. In many academic subjects teachers would almost never have physical contact with a student unless an emergency arose however there are many professions where physical contact is vital in the workplace for example: Physiotherapists, yoga teachers, physical trainer, acupuncture, Pilate’s instructor, makeup-artists, tattoo artists, hairstylist, dentistry and nail technicians. All of these professions require a certain level of appropriate physical contact.                                                             Many ways of thinking about ethics focus on whether specific actions are good or bad, or right or wrong. They help one decide what he or she should do in a particular case or class of cases, or evaluate after the fact actions that someone else has done. Ethical considerations can be framed in terms of good and bad, beneficial; and harmful, or effective and ineffective, than in terms of right and wrong, proper and improper or correct and incorrect. When asking any ethical question- what should I do in a given situation? What kind of person should I strive to be? How do I resolve conflict among persons or nations? – I feel the question should be framed in terms of goodness and badness, what is beneficial or harmful, to myself and those around me.

Ethical considerations within the dance teaching environment:

Factual statements may relate to:

-          Fee structure

-          Information about results and examinations and competitions

-          Publicity about services offered by a school or teacher

-          Information about the number of former students now dancing professionally

-          Information about qualifications held by teachers

-          Advertising a particular teaching method only where legitimate teaching qualifications in that methodology or syllabus are held

Impartiality can be demonstrated through:

-          Using appropriate and constructive criticism in verbal and non-verbal judgements and written reports

-          Explaining guidelines to ensure that participants are treated fairly without bias

-          Dealing diplomatically with other teachers, students, parents and carers

Communication should always be in a style appropriate to:

-          Students age

-          Preferred method of communication

-          Physical or cultural factors

-          Sensory or intellectual impairment, e.g. sigh loss or hearing loss.

Relevant personnel may include:

-          Supervisors

-          Parents

-          Carers

-          Medical practitioners

-          Physiotherapists

-          Other teachers

Student confidentiality may relate to:

-          Not passing on information regarding student status or well being to other individuals without permission

-          Referring to best practice principles of the activity

Duty of care relates to:

-          Doing everything ‘reasonably practicable; to protect the health and safety of others in the workplace. Duty places on:

-          All employers

-          Employee’s and contractors

-          Any others who have an influence on hazards in a workplace.



Task 2d Inquiry (Part 1)



Looking back on my journal and finding questions I had asked myself in the process of reflection made me aware of my thought process. Some of the questions I had asked myself I had answered in detail and some of the questions I had not answered and feel there is no answer to them questions yet, although these may be answered when I gain more knowledge and understanding throughout my professional practice.

What new experiences and skills am I gaining from teaching?

-          Maturity

-          Confidence

-          Knowledge

-          Learning more about myself

-          Precision

-          Developing a deeper thought process

-          A deeper Understanding of reflection

-           Development of Communication skills with all ages

What strategies can I come up with to help with continuous improvement of the students?

Coming closer to the end of term I am beginning to think about the progress and improvement of my students I have been teaching. From my point of view it is very uplifting to see how far the students have came because more than often it is not noticed by the students themselves so I believe in making them aware of the improvements and developments they have made. However I have been thinking of different strategies and methods I could use for further development and continuous improvements:

-          Encourage my students to explore new techniques in dance performance.

-          Explore new styles and background of dance.

-          Encourage critical self-reflection to give students an insight of realistic career- development planning.

-          Emphasise the need for learners to consider audience needs and tastes in dance.

-          Explore options with students for presenting creative ideas through performance.

-          Encourage students to learn and develop mastery while they develop positive self-esteem and remain passionate about dancing.

How can I identify styles of teaching and learning that will optimize both skill acquisition and the development of high self-esteem and personal growth in dancers?

We all have varied strengths, abilities, values, personalities and constraints that influence us and how we choose to teach.  Noticing that students also differ in ability, talent, personality and learning styles has made me question are there methods for planning  and delivering dance classes that can simultaneously enhance mastery of skills whilst promoting self- esteem and positive self - image?     

The ability of a dancer to master a particular skill or technique depends on many factors: Physical ability, motor and kinesthetic feedback and learning processes, physical practice, mental practice for skill enhancement, sufficient physiologic rest, motor memory consolidation, appropriate breakdown and acquisition of complex skills, growth and development, knowledge of results through appropriate external feedback mechanisms, and an environment that facilitates learning and a sense of joy and purpose. One of the most comprehensive and prominent theories of how humans acquire mastery, learn values, regulate themselves, and are motivated is Social Cognitive Theory. A social-cognitive perspective emphasizes the interaction between a person’s thinking and behaviour and her or his social environment. Its main tenets state that people learn by observing others; learning is an internal process that may, or may not, change behaviour; people behave in ways to attain goals; behaviour is self-directed; and reinforcement effects behaviour and learning.  Self- esteem is a dancer’s feelings of worth or value whilst self-efficacy is a person’s belief that he or she can perform a specific task successfully. Teachers can enhance the learning environment for skill acquisition with the enhancement of self-esteem and self-efficacy by:

1)      Clarifying the process and goals of the class

2)      Discussing various influences that effect that dancers progress

3)      Clearly defying the class structure and content

Expanding and enhancing the class content through a better understanding of related fields such as: Dance science, including anatomy, biomechanics, motor learning and dance psychology would also help the personal growths and developments of the students.

The teacher can provide information that allows students to understand and embrace individual differences in both anatomical physique and dynamic movement qualities. As dancers learn about their unique qualities and potential, both physical and artistic, they can direct their energy toward optimal development. For example, the highly flexible dancer who lacks strength and core support can understand that investing time in enhancing those attributes, rather than stretching all the time, will result in far more progress. Such open discussion of individual differences also encourages students to appreciate each other’s qualities and learn from each other through observation and discussion. As dancers become more self-reliant and peer-reliant, they are less likely to become overly dependent on teacher approval and more appreciative of peer feedback.

I recently came across this status on facebook:

‘There are so many dance schools, institutions and tutors that do more harm than good. Being weighed, being too fat, being put down, being fed the wrong information about the training you need. Setting young dancers up in the wrong way, killing their confidence’

Dancers need encouragement to nurture self-esteem and to instil self belief. When students are struggling to achieve the material, teacher confidence in student abilities can provide the encouragement and motivation needed for continued effort. Verbal communication, body language, and tone of voice all convey the teacher’s attitude. The teacher can provide praise when improvement is demonstrated and constructive criticism when changes and corrections are needed. Positive reinforcement can both inspire and motivate the dancer in class.

I have highlighted the words verbal communication, body language and tone of voice in the above statement as I believe these are very important factors to consider when teaching. The student is more likely to be receptive when the teacher’s body language and tone of voice indicate openness and encouragement whilst teachers who listen attentively to their students’ questions and complaints are better equipped to meet individual needs and adjust lessons were necessary.

 Children are injuring themselves and by the time they get into university or higher training they have to ‘fix’ their bodies and re-train themselves in a correct and safe way. I believe this comes from teachers who don’t have the right training and understanding to pass it on correctly.

Optimal development of a young mind and body occurs with healthy experiences, both inside and outside the classroom, and the dance class offers a particularly enriching environment and experience for the development of skill mastery and of the whole person. Students come to class with a desire to develop dance skills; the training will be enhanced if the teacher provides a larger conceptual context and a thorough understanding of movement principles. For example, taking time in class to explore principles of good alignment is more beneficial than simply adjusting a student’s pelvis during a particular exercise.
In each aspect of dance training, the teacher needs to identify the basic foundation, and then build upon that knowledge base. Whether a dance class is founded in ballet, modern, jazz, African, or urban dance, certain fundamental movement skills will be explored. These skills include aspects such as alignment, balancing mechanisms, spatial awareness, musicality, motor control, and coordination. This foundation must be in place before more complex and sophisticated vocabulary and skills can be absorbed.