Zzzzzzzzzzzzzzzz!
Okay, I'm going to be honest. I'm listening back to all my interviews and regretting that I have recorded so many. it is taking my so long to type them all up and put them in note form. I have to say, I am a bit bored. I used to temp in a doctors surgery and watch their sectaries listen and type up their dictations. It's not all boring, sometimes I laugh, mainly at the things I say or the sound of my own voice. Do I really sound like that?
Still I understand that this is definitely something I have to do. It almost physically removes the data from me and presents it back to me in a tangible form. Then I can cast my fresh eyes over what was said at the point of analysis. However I have these moments of excitement when I hear something I instantly know challenges or supports something stated in my literature. It's these comments I'll be looking for and as I gather my data.
I see it as a pirate gathering his secret treasure that he has been collecting on his journey, each piece of treasure tells a single story and together they inform him of where he needs to go next. I continue to gather my treasure of data (Ooh Arrr).
Tuesday 26 February 2013
Saturday 23 February 2013
My debut as director at the Queen Elizabeth Hall, London
I directed the National Children's Book Awards at the Queen Elizabeth Hall. I was asked to devise, write and direct actors to tell the story of the individual nominated books. It was an exciting day and was nice to see people enjoying my creative work.
Friday 22 February 2013
1st Campus Session: Module 3
As I sit on the train and pull away from Hendon station, my newly discovered ability to blog on my iPhone allows me to reflect on the campus session of this morning straight away. It was a mini session in that it was a morning session before the big meeting this afternoon. Paula and Jo Clarke and myself we're present so it was mini in numbers, but needless to say still the same in intensity of ideas. It felt good to plug in and recharge into the think tank.
Paula prepared a power point, this was great as it gave us structure and put us on track if the discussion took us away for a couple of seconds. Full of excersises, discussion points and advice the day helped support the plan and irradiate 'some' of the stresses module three is bringing. We discussed literature review in terms of what it should look like, how it's used and the importance for it's relevance to the inquiry. We then visited where we were at with the plan and what the action points were for each of us. Followed by an in-depth look at analysing the findings. We finished on discussing something we have found so far and it's relation to the inquiry.
Reflections
It was fascinating that even though Jo and I are sat there on the same course, we are looking at completely different aspects with our practice. Even the very process seems to be different. It was potent that every inquiry is different and the journey within it is relative to the individual facilitating it.
A shift in direction. Having now gathered all my data, the plan was to continuing with the literature reviews and then note the data. Paula advised that it would be better to put my work on reviews on hold and get the data written up. It just occurred, fresh in my mind and needs to be put in a tangible form ready for analysis. The focus changes to data, for now...
Great Campus session!
Paula prepared a power point, this was great as it gave us structure and put us on track if the discussion took us away for a couple of seconds. Full of excersises, discussion points and advice the day helped support the plan and irradiate 'some' of the stresses module three is bringing. We discussed literature review in terms of what it should look like, how it's used and the importance for it's relevance to the inquiry. We then visited where we were at with the plan and what the action points were for each of us. Followed by an in-depth look at analysing the findings. We finished on discussing something we have found so far and it's relation to the inquiry.
Reflections
It was fascinating that even though Jo and I are sat there on the same course, we are looking at completely different aspects with our practice. Even the very process seems to be different. It was potent that every inquiry is different and the journey within it is relative to the individual facilitating it.
A shift in direction. Having now gathered all my data, the plan was to continuing with the literature reviews and then note the data. Paula advised that it would be better to put my work on reviews on hold and get the data written up. It just occurred, fresh in my mind and needs to be put in a tangible form ready for analysis. The focus changes to data, for now...
Great Campus session!
Interview Update
Thou doth protest too much!
In my discussion within my networks before the interview, whilst arranging the meeting or updating the participants, fellow practitioners would roll their eyes and make comic remarks about the idea of being involved in an interview. All in jest of course, there seems to be a primordial reaction to agreeing to be a participant within my inquiry. After laughing it off, they all give generously in the interview. But I'm finding however, not only is the interview useful to me but these practitioners actually really enjoy talking about their practice, surprised, they loved the experience of reflecting and analysing what they know and do. They often get passionate about what they are saying, enjoy the way my questions made them think and made self realisations about their practice. This gives me confidence that I'm on the right track.
All the best with everyone else's interviews. It seems getting them there is the hardest challenge. Once you have the participant in front of you, it's all a rather pleasant experience.
In my discussion within my networks before the interview, whilst arranging the meeting or updating the participants, fellow practitioners would roll their eyes and make comic remarks about the idea of being involved in an interview. All in jest of course, there seems to be a primordial reaction to agreeing to be a participant within my inquiry. After laughing it off, they all give generously in the interview. But I'm finding however, not only is the interview useful to me but these practitioners actually really enjoy talking about their practice, surprised, they loved the experience of reflecting and analysing what they know and do. They often get passionate about what they are saying, enjoy the way my questions made them think and made self realisations about their practice. This gives me confidence that I'm on the right track.
All the best with everyone else's interviews. It seems getting them there is the hardest challenge. Once you have the participant in front of you, it's all a rather pleasant experience.
Monday 18 February 2013
JRCS Research Day Success
The research day was a success and I now see that my planning in module two, leads my path successfully in module 3.
My journal reflects:
Observations - An amazingly useful tool and something I can see myself doing in and out of inquiry mode. Looking at experienced practitioners and how they deal with issues within their practice, helped me to sit and reflect on what I can take, what I can never do and what I need to improve on. By looking at the practice of someone else, I am able to go back to my work with challenges and justification. Rather than continuing with the same ideas as a practitioner, this notion informs me and constantly renews my knowledge. The aspects of pratice uncovered for my inquiry were full of patterns and differences and all in all, very exciting.
Focus Group - Firstly what struck me was the generosity within my community of practice. Once I had them all there, they were more than willing to give there opinions and voice there issues. This act of sharing was all rooted in the idea of helping a fellow practitioner. In my reflections after, what really stood out was the idea that these practitioners actually found my focus group as useful for themselves as it was to me. There seemed to be a sense of therapy about it, a kind of 'get it of your chest' feeling within the discussion. They got very emotional at times and wanted to deal with past issues of practice, using the discussion as a way to express what was learnt from past pressures and how they can improve their practice.
Next are some interviews...
My journal reflects:
Observations - An amazingly useful tool and something I can see myself doing in and out of inquiry mode. Looking at experienced practitioners and how they deal with issues within their practice, helped me to sit and reflect on what I can take, what I can never do and what I need to improve on. By looking at the practice of someone else, I am able to go back to my work with challenges and justification. Rather than continuing with the same ideas as a practitioner, this notion informs me and constantly renews my knowledge. The aspects of pratice uncovered for my inquiry were full of patterns and differences and all in all, very exciting.
Focus Group - Firstly what struck me was the generosity within my community of practice. Once I had them all there, they were more than willing to give there opinions and voice there issues. This act of sharing was all rooted in the idea of helping a fellow practitioner. In my reflections after, what really stood out was the idea that these practitioners actually found my focus group as useful for themselves as it was to me. There seemed to be a sense of therapy about it, a kind of 'get it of your chest' feeling within the discussion. They got very emotional at times and wanted to deal with past issues of practice, using the discussion as a way to express what was learnt from past pressures and how they can improve their practice.
Next are some interviews...
Wednesday 13 February 2013
JRCS Research day.
Well, as I now have approval for my inquiry, I'm finally in a place to go ahead with my core research activity. Jo Richardson Community School (JRCS) is the core establishment for my data collection and as I volunteer there I am perfectly placed. The Head of Drama (also my mentor) and the Head Teacher have been a part of the planning of the research day and this has helped with the ethical considerations of the data collection.
I very excited, as I prepare four individual research packs, all with observation packs; practitioner profile surveys; and consent forms, I stop for a moment and think back to module 2. The idea of subjectivity comes to mind. It is important that I record what I actually see and not what I think I see, then I can communicate a non-bias view at the point of analysis.
The idea of, "looking within my practice, to inform me about my practice, was once confusing, but now makes perfect sense" (Ahmet. A). I'll let you know how it goes...
I very excited, as I prepare four individual research packs, all with observation packs; practitioner profile surveys; and consent forms, I stop for a moment and think back to module 2. The idea of subjectivity comes to mind. It is important that I record what I actually see and not what I think I see, then I can communicate a non-bias view at the point of analysis.
The idea of, "looking within my practice, to inform me about my practice, was once confusing, but now makes perfect sense" (Ahmet. A). I'll let you know how it goes...
With feedback, comes change!
After reflecting on my module 2 feedback, this blog acts as a way to communicate the aspects I wish to change and develop within my inquiry.
Title - It needs simplifying and could do with a sense of focus and clarity. The new title is...
'Looking at London-based performers who have trained as drama teachers'.
My inquiry is of course relevant to London as it is subjective to what is happening within the education sector at this current time. It might be interesting however, to look at how others do things. What do they do differently in New York for example? Can we learn from them?
Tools - I have also become realistic about the schedule and I have revised my list of tools to use within my practice...
BAPP Participant 1: Interview, Survey
BAPP Participant 2: Interview, Survey
JRCS Research day (4 participants): Observations, Focus group, Survey
Network Participant 1: Observation, Survey
Network Participant 2 and 3: Focus Group, Survey
Consent - I will be presenting all participants with the middlesex consent forms. They are already aware of the content within my inquiry, but I will use the consent form as verification to help overcome any ethical issues.
Literature Review - I have been searching some what in the break and have a healthy list of literature that encompasses the subject within my inquiry. I will begin my work on these next, however as my inquiry is based on the idea of performers that now teach, I think literature on the idea of transdicplinary knowledge would be a useful path to follow for reviewing. Any advice on this would be much appreciated.
Artefact - My community of practice informs me that in every newly qualified drama teacher, there is the anticipated problem of a hole in the knowledge of playwrights and practitioners. When the course leader mentioned it I didn't think I would need any support in the area of knowledge, but when it was also mentioned by my inquiry mentor, my reflections gave me a concern. How much did I really know? Can we know enough? The artefact could be an opportunity to develop something that I have been meaning to do, that will support my future practice. Is a portfolio of playwrights and practitioners a way to create an artefact that will seal over any gaps of knowledge I have within the Theatre Arts.
Title - It needs simplifying and could do with a sense of focus and clarity. The new title is...
'Looking at London-based performers who have trained as drama teachers'.
My inquiry is of course relevant to London as it is subjective to what is happening within the education sector at this current time. It might be interesting however, to look at how others do things. What do they do differently in New York for example? Can we learn from them?
Tools - I have also become realistic about the schedule and I have revised my list of tools to use within my practice...
BAPP Participant 1: Interview, Survey
BAPP Participant 2: Interview, Survey
JRCS Research day (4 participants): Observations, Focus group, Survey
Network Participant 1: Observation, Survey
Network Participant 2 and 3: Focus Group, Survey
Consent - I will be presenting all participants with the middlesex consent forms. They are already aware of the content within my inquiry, but I will use the consent form as verification to help overcome any ethical issues.
Literature Review - I have been searching some what in the break and have a healthy list of literature that encompasses the subject within my inquiry. I will begin my work on these next, however as my inquiry is based on the idea of performers that now teach, I think literature on the idea of transdicplinary knowledge would be a useful path to follow for reviewing. Any advice on this would be much appreciated.
Artefact - My community of practice informs me that in every newly qualified drama teacher, there is the anticipated problem of a hole in the knowledge of playwrights and practitioners. When the course leader mentioned it I didn't think I would need any support in the area of knowledge, but when it was also mentioned by my inquiry mentor, my reflections gave me a concern. How much did I really know? Can we know enough? The artefact could be an opportunity to develop something that I have been meaning to do, that will support my future practice. Is a portfolio of playwrights and practitioners a way to create an artefact that will seal over any gaps of knowledge I have within the Theatre Arts.
Sunday 10 February 2013
The last beginning!
It seems a little strange. Time flies by when your having fun. I sit in disbelief of the idea that this is intact my last module. I am nervous, mostly about the work load and the ongoing challenge of balancing work, life and studies. This is also infused with an excitement of what is to come. Still it's important to not fantasise about the end and remain here, in the present moment. I learnt this in module one, by attuning myself to the now within my studies I can reflect on what is actually happening, rather than what I think will happen.
I bump into a video that fills me with passion and reminds me of the rational behind why I feel it important to become a teacher. It's message is important, especially with today's governmental views on the arts. The notion of sharing the video marks the opening of a new semester. I hope we continue to share, connect and inspire each other during this final module. All the best to everyone on the BAPP programme.
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