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.
Friday, 22 February 2013
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.
Sunday, 27 January 2013
Life in Module Limbo...
This break seems to not be as relieving as the last break we had. Probably because of there is a little voice in my head that reminds me of how much work there is to do in Module 3. To make myself feel better and that I'm doing something about this anticipated work load, I thought some leisurely reading of the handbooks and readers seemed like a good idea.
What? Stop? Seriously? Breath...
It's no wonder this module is worth 50% of the final mark, it will require the most academic rigour I'm get to face on my BAPP journey. Not to scare you all. But I did have a melt down, I'm afraid I can't share what I wrote in my journal about it. But put it this way, it was expressive!
Meanwhile, I have been focusing on plans and life after the BAPP programme. Delighted to say announced i have bagged a place at Goldsmith's University on the Drama PGCE course - Thrilled. I also passed the Numeracy and Literacy professional skills test. These were tricky and happy to advise anyone in need of help with them. So Now I have this all out the way, it's just Me and Mr Jones, well and my degree that is! I know, I know. Couldn't help myself...
Next step it's back to the reader and handbook. The search for more literature to support my inquiry analysis is on; I await feedback on the inquiry plan; and nurse my SIG connections ready for data collection.
What is everyone else up to?
What? Stop? Seriously? Breath...
It's no wonder this module is worth 50% of the final mark, it will require the most academic rigour I'm get to face on my BAPP journey. Not to scare you all. But I did have a melt down, I'm afraid I can't share what I wrote in my journal about it. But put it this way, it was expressive!
Meanwhile, I have been focusing on plans and life after the BAPP programme. Delighted to say announced i have bagged a place at Goldsmith's University on the Drama PGCE course - Thrilled. I also passed the Numeracy and Literacy professional skills test. These were tricky and happy to advise anyone in need of help with them. So Now I have this all out the way, it's just Me and Mr Jones, well and my degree that is! I know, I know. Couldn't help myself...
Next step it's back to the reader and handbook. The search for more literature to support my inquiry analysis is on; I await feedback on the inquiry plan; and nurse my SIG connections ready for data collection.
What is everyone else up to?
Tuesday, 8 January 2013
Signed, Sealed, Delivered!
Well that's it fellow BAPPers. Another year, another submission. I was just about to take this opportunity to wish everyone a good break, but I'm sure we are all straight onto the next module. It seems no matter how hard we try, this world of academia is ever present in our life. I certainly had a christmas full of the Harvard Referencing System, as well as a couple of mince pies...
I look forward to more blogs in the next module, SIG's please keep in touch!
I look forward to more blogs in the next module, SIG's please keep in touch!
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