I follow this brilliant blog called Drama online. It gives great ideas and support for drama teachers. just saw this brilliant blog and had to shout about it. It gives a long list of drama scenarios for improvisation. Let's be honest, it friday, your tired and you have run out of steam. You look at you lesson plan and you just can't feel inspired. This blog will give us something to lean on when we need an impulse of creativity...
LINK: http://dramaonlineci.blogspot.co.uk/2012/11/improvisation-scenarios.html
Monday, 26 November 2012
Thursday, 15 November 2012
Summary of Module 2, Part 6.
Well the 3 parts in Module 2 have been an eventful journey and I haven't even began to think about my inquiry plan yet. Jam-packed with Theories, Researcher tools and Ethics, my final summary of module 2 brings me to a place definite learning and my journal informs me of, " a change in reaction to my studies... Sensing the notion of being brave, getting up and getting on with it" (Ahmet, A. 2012), which makes a change from the anxious feeling of under confidence from the last module (Ahmet, A. 2012).
As if following an old tradition of studies, I began the part yet again with a Critical Reflection of Reader 6. Shining the spotlight on Mason, Fox et al and Bell enabled me to not only satisfy my critical curiosity of the theories in the reader, but provided me with the knowledge and guidance I will need in the planning of my inquiry. An important find, they give me the 'know how' to the research process I am so new to. Critical Reflections are something I decided to take into this module, as a way to challenge the ideas of others and broaden my understanding. It is great to notice that I, "found some habits of study... Continue to be useful beyond the first module where I started them" (Akineye, A. 2012)
The tasks in Part 6 allowed me to try, test and fail my tools of research. Using reflective practice, I was able to know what is working in these tools and what I needed to develop further. My journal tells me, "we only get one shot at this inquiry and I've got to get it right" (Ahmet, A. 2012). I began the part feeling a little apprehensive as I never claimed to be a strong researcher. Not that I'm claiming to be an expert with the inquiry process now. But I do feel, planning, piloting and reflecting on the tools of inquiry, has aided me to sense a feeling of command over my inquiry. Having explored the ethical issues within my practice and most importantly within my inquiry, I can continue with the respect and verification of the outside world. Learning that ethics within my inquiry will be ever presence and my awareness of it is key to the respect and validation of my research project.
The Next Step: I feel having established my line of inquiry; Explored the ethical issues within my research and finally playing with the ideas of tools for inquiry. I now have the knowledge to compose a research project that points towards the direction of my inquiry. I can see the holes of knowledge within my practice and I hope that my work in Parts 4, 5 and 6 provide the sealant I'm looking for.
As if following an old tradition of studies, I began the part yet again with a Critical Reflection of Reader 6. Shining the spotlight on Mason, Fox et al and Bell enabled me to not only satisfy my critical curiosity of the theories in the reader, but provided me with the knowledge and guidance I will need in the planning of my inquiry. An important find, they give me the 'know how' to the research process I am so new to. Critical Reflections are something I decided to take into this module, as a way to challenge the ideas of others and broaden my understanding. It is great to notice that I, "found some habits of study... Continue to be useful beyond the first module where I started them" (Akineye, A. 2012)
The tasks in Part 6 allowed me to try, test and fail my tools of research. Using reflective practice, I was able to know what is working in these tools and what I needed to develop further. My journal tells me, "we only get one shot at this inquiry and I've got to get it right" (Ahmet, A. 2012). I began the part feeling a little apprehensive as I never claimed to be a strong researcher. Not that I'm claiming to be an expert with the inquiry process now. But I do feel, planning, piloting and reflecting on the tools of inquiry, has aided me to sense a feeling of command over my inquiry. Having explored the ethical issues within my practice and most importantly within my inquiry, I can continue with the respect and verification of the outside world. Learning that ethics within my inquiry will be ever presence and my awareness of it is key to the respect and validation of my research project.
The Next Step: I feel having established my line of inquiry; Explored the ethical issues within my research and finally playing with the ideas of tools for inquiry. I now have the knowledge to compose a research project that points towards the direction of my inquiry. I can see the holes of knowledge within my practice and I hope that my work in Parts 4, 5 and 6 provide the sealant I'm looking for.
TASK 6b: My Developed Interview and Focus Group.
The development of my interview and focus group did begin to happen on TASK 4c. I sat down with a fellow practitioner and in a safe environment I began to discuss a set of questions, Improving their approach and wording. It was this task that I based the design of my Pilot Observation and Focus Group. Again working with the same practitioner we looked at the design, however the main aspect of the interview and focus group that changed wasn't the questions themselves, but the very approach and method of delivery of them. I went from a place of asking questions to raising themes for discussion. These themes take the shape of what the topic is based on and then a serious of questions would follow. This style allowed room for discussion and by being flexible and loose to where the conversion could go, left room for the practitioner in question to express their opinion without any manipulation. By stimulating the conversation with my topics for discussion, my interviews and focus groups can become less ridged in style and more like, "conversations with purpose" Mason, 2007.
I'm still with the idea that my focus group and interview take similar shape, in terms of the topics. I feel it would be interesting to structure them the same and then this will make for interesting analysis, observing what happened when practitioners were alone and in a group.
This tool will be the backbone of my inquiry, giving me the ultimate qualitative data I crave as a researcher. I had a great idea and have already arrange this for next year, I wanted to spend the day at one of my schools. Observing 4-5 teachers and then holding a focus group. This allows me to watch what they do and then find out what they think. Thus leading to an broader analysis.
I'm still with the idea that my focus group and interview take similar shape, in terms of the topics. I feel it would be interesting to structure them the same and then this will make for interesting analysis, observing what happened when practitioners were alone and in a group.
This tool will be the backbone of my inquiry, giving me the ultimate qualitative data I crave as a researcher. I had a great idea and have already arrange this for next year, I wanted to spend the day at one of my schools. Observing 4-5 teachers and then holding a focus group. This allows me to watch what they do and then find out what they think. Thus leading to an broader analysis.
TASK 6b: My Developed Observation
Very pleased with the design of my Pilot Observation, I organised to carry out the task within a school I practice at. I spoke the teacher through it and explained that it was designed around the same schools assessment framework, we sat and discussed what I was doing as a way to address any ethical concerns.
At first what I was looking for seemed to be suffice, as the lesson continued I found it a great tool for watching and noticing things that happen in my practice. I feel excited by this tool, by watching fellow practitioners with the organised method of my observation, I am positive I will extract the data I feel vital to my inquiry.
Upon reflection after however, there was a technical aspect to the observation I needed to improve on. The category boxes worked, but the headings above them were in full sentences. This made it hard to follow. Getting myself flustered and struggling to follow which box was where, my note taking became a slow and i was missing important happenings within the class. In order for my observation to become as efficient as possible I needed to make it user friendly. I have condensed the headings of each category down to two words. This will help me identify the category boxes easier and react faster to what I'm seeing. The important thing here is to allow the time after the observation to reflect on what I saw. As after time, my notes would make no sense. It's about planning ahead and being efficient.
Here is the new observation design...
At first what I was looking for seemed to be suffice, as the lesson continued I found it a great tool for watching and noticing things that happen in my practice. I feel excited by this tool, by watching fellow practitioners with the organised method of my observation, I am positive I will extract the data I feel vital to my inquiry.
Upon reflection after however, there was a technical aspect to the observation I needed to improve on. The category boxes worked, but the headings above them were in full sentences. This made it hard to follow. Getting myself flustered and struggling to follow which box was where, my note taking became a slow and i was missing important happenings within the class. In order for my observation to become as efficient as possible I needed to make it user friendly. I have condensed the headings of each category down to two words. This will help me identify the category boxes easier and react faster to what I'm seeing. The important thing here is to allow the time after the observation to reflect on what I saw. As after time, my notes would make no sense. It's about planning ahead and being efficient.
Here is the new observation design...
Pilot Observation
Intro
Who am I?
I am a student at Middlesex University, studying on the BAPP programme.
What’s my research?
I wish to inquire about the transitional journey from actor or
performer to teacher. Exploring the change in approach and concept to the
practitioner's practice, the steps that need to be taken to get there and the
transferable skills a practitioner already has. The questions and research will
guide my steps as I make changes from actor to teacher and act as preparation
for teacher training. The inquiry will not only inform myself along this
transitional journey, but will become a useful guide to future practitioners
wishing to learn about becoming a teacher, both on the BAPP programme and
beyond.
Ethics.
Any information is confidential. Please state if you prefer to remain
anonymous. Please carry on as you would in a normal classroom situation. It is
important that I capture what happens without any influence of being observed.
Teacher Relationship
with Students
Teacher Presence…
Student
Response…
Atmosphere….
Control…
The lesson and learning
Teacher task communication…
Adaptability…
Creativity…
Engaged in
different student levels…
The Teacher
Approach to
teaching…
Method of
demonstration…
Energy and
passion…
Student
feedback…
TASK 6b: My Developed Survey
In my Pilot Survey, I really didn't see this tool as useful I found it's quantitative data collection something that didn't fit in with my research. I was looking at peoples opinions and ideas and therefore needed an qualitative approach to my research. Still, I carried out the survey and as I thought I did stumble upon some issues. The first was getting people interested in it. I targeted the BAPP programme, including an email to my SIG and then a select group of outside practitioners that I knew were safe enough to send it to. But getting people excited and passionate about a survey proved difficult. Is it a sign of the times? Are we bombarded with marketing surveys? Is there a negative stigma attached to it?
After some reflections in my journal an interesting idea emerged. It became apparent that in order to validate the qualitative data within my observations and discussions, "I needed to record the details and background of the person" (Ahmet, A 2012). What I was looking for was quantitative data to gather up the statistics of the age the teachers taught, the amount of practitioner experience and their teaching status etc. "I have found a place for the survey within my inquiry" (Ahmet, A. 2012), I discover in my journal. The survey is a fantastic tool for recording the background to the qualitative data being collected. This would help the in-depth analysis and comparison of my findings and validate the research I'm doing as accurate as possible.
Here is the new design of my survey...
Link: http://www.surveymonkey.com/s/XDCND7X
Any thoughts?
After some reflections in my journal an interesting idea emerged. It became apparent that in order to validate the qualitative data within my observations and discussions, "I needed to record the details and background of the person" (Ahmet, A 2012). What I was looking for was quantitative data to gather up the statistics of the age the teachers taught, the amount of practitioner experience and their teaching status etc. "I have found a place for the survey within my inquiry" (Ahmet, A. 2012), I discover in my journal. The survey is a fantastic tool for recording the background to the qualitative data being collected. This would help the in-depth analysis and comparison of my findings and validate the research I'm doing as accurate as possible.
Here is the new design of my survey...
Link: http://www.surveymonkey.com/s/XDCND7X
Any thoughts?
Tuesday, 13 November 2012
Task 6d: My Delicious Resources Tags
From useful blogs on the BAPP Programme to helpful practitioner guidelines. I have been working on my collection of SIG tags since summer 2012 and I am excited to share these resources with you. Some I think will be obvious, but some I hope will be a light bulb moment in terms of discovering new ideas.
Delicious Link: http://www.delicious.com/ahmet1981
Please let me know if you have found anything useful here!
Literature Review 4
Literature Review: Dorothy Heathcote Obituary, The
Guardian – Sandra Hesten.
My final review isn’t so much focussed on what is already known
about my area of inquiry. Rather I wanted to use it as a vehicle to get to know
a key practitioner within my practice area better. As I look at the bibliographies
of my last three literature reviews (Review 1, Review 2, Review 3), I notice
Dorothy Heathcote makes an appearance and creates a kind of cross over in the
under-pinning of the ideas within the three sources. This review is more of a
way to find out who Heathcote was, so as to inform my future practice and my
work in training to get there. Having established a hole of knowledge in my
practice, I turn to a short digital article, in a bid fill any gaps. Hesten’s ‘Dorothy
Heathcote Obituary’ provides a condensed informative explanation of who this
‘Guru of Drama in Education’ was.
Using, “drama as a tool to promote
holistic learning in schools, problem-solving lay at the heart of her
methodology”, she encouraged teachers to put themselves in the shoes of
the students. Famous for the concept of
‘Mantle of the Expert’, Heathcote would create an issue that the drama must
deal with and then gave the students the expertise to solve the issue. Her methodogy is infused with responsibly,
commitment and ownership.
Interestingly, despite her method of creating real dramatic
issues and disposing of an audience, she trained as an actor at the Northern Theatre
School in Bradford. It was from here that her art became about exploring life
skills students take from the creativity of the process within drama. This was
a potent finding for me. The very person behind the crafting of the idea of
‘process drama’ actually came from a background of ‘product drama’. This may
suggest a link between the two ideas and the unification I have been looking
for.
Dorothy Hetahcote’s methodology lives on in the work of many
practitioners of drama education and undeniably has an ever-standing presence
in the drama classroom of today.
Hesten, S. 2011. Dorothy
Heathcote Obituary: The Guardian. Available from: [online] http://www.guardian.co.uk/education/2011/nov/17/dorothy-heathcote
[Accessed 13/11/2012].
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