Friends

My inquiry is focused on learning styles of the performer - something that can be used for auditions to make us stronger and more confident in front of a panel. 

When looking at Hannah’s blog, and seeing her great points of what needs to be in a critical reflection, it confirmed to me my passion for my inquiry. 

Teaching children this term has benefited me as I can clearly see everyone is different in their learning styles. Some children need confirmation they are doing it well (by constantly asking you if they are doing it right!) whilst others like to watch and just try it when the music comes on. 

The results of my inquiry will benefit those who find choreography difficult to pick up.

I had a conversation with a friend, who froze in an audition last week. We spoke openly about how she felt auditions normally go, especially as she has been living in Paris for over 6 months, not attending any auditions she feels out of practice in picking up routines. When I positioned to her my inquiry she was interested in knowing her own style, but we spoke about how you can implement it it in an audition and the difficulty of this. This is something I aim to make part of my artefact, after knowing your style, how to use it. I was thinking of creating a video, does anyone have any thoughts on this? Is it best to produce a guide? Chapters on each style (VARK), success stories? 

Long Time

Hi all,

It's been a long time. I have been so busy - moving house, new job, complications with moving house!
Not to mention THE CLOSING CEREMONY with Darcey Bussell!

I feel like I'm only just sorted.

I am teaching ballet, tap and jazz on a weekly basis now and this has influenced my enquiry.

I am looking into learning styles of choreography (mainly in an audition) and after trying out the VARK technique's in normal class it is clear people have different ways of learning.
Incorporating these learns would have been great in module 2, but something I can hopefully use now.

I aim to update my blog every 4 days. Let's see if I can keep this up!

Critical Reflection on Professional Practitioner Inquiry

My line of inquiry focuses on learning styles in the performing arts industry. I began this journey by asking myself some questions for ideas to undertake my inquiry, which I posted on my blog.

It was clear to me I wanted to understand knowledge, confidence and the performer, which when I wrote a mind map (Appendix B) focused on learning styles. I spent some time discussing with people in my professional network what they would find useful, and came to the conclusion knowing about their own learning style in order to help them with audition technique. On reflection, at this point I would have liked to have created a SIG with those I had discussed my inquiry questions with, instead of joining other peoples’ as I feel I would have had more to discuss. 

I really enjoyed researching theories that I could use for my study. I looked back at module 1 and found Kolb’s learning cycle. I also found on my blog VAK learning which Hannah had recommended to me. After researching the two theories I decided these were the theories I would like to concentrate on as I felt I could relate these to industry.

Going to the campus session at Trent Park and discussing with Rosemary and other students about research really made it clear which methods I would like to use. (Appendix D) I hadn’t thought of all the disadvantages each method could have, which our SIG explored. 

We also touched on ethics where I listed my perceived ideas of it on my blog. I then used the module handbook to relate key items mentioned to my enquiry. This was really helpful as I hadn’t considered topics such as protecting my data before. 

After taking this all into consideration I chose to pilot a questionnaire asking participants which were their preferred learning styles, but quickly realised after speaking to another student that without experiencing each style, how could the participants know which style worked best for them? Therefore I decided as part of my study I would like to compare the perception each participant thought their style was with what actually worked for them in an audition style observation. 

I therefore conducted a small scale observation looking into Fleming’s VARK theory and also asked each participant to take the official VARK questionnaire a week before, and at the start of our session.I asked them to do this twice to validate their preferred learning style. I took this idea from Cunliffe (2011) who I analysed as part of my inquiry plan.  I asked my participants for feedback of how the afternoon could have been improved. It was interesting to hear their ideas as I hadn’t realised how powerful a brief to participants can be. I researched how to give a high quality brief and found a helpful checklist which I used to rework my own brief. 

I am looking forward to continuing with this inquiry process, and hope to create a valid study that other performers can use to improve themselves. 

Appendix B:

Observation feedback

After undertaking a smaller group pilot observation I asked the 5 participants to give me feedback:
I will pick out helpful sentences.

Did you enjoy yourselves?
'Yes, the music was great.'
'I liked how there was no pressure when we were dancing in 2's to get it right.'

Did you understand what I was asking you to do?
'Mostly, I was a bit confused transitioning between each routine.'
'It was really different to anything I've done, so I was a bit pessimistic'

'Is there anything that you didn't understand or want to do?'
'Why we did the questionnaire twice...'

Was the length of time ok?

'No need to do a cool down for 15mins - maybe just let each individual do a cool down'

'Was challenging learning 3 counts of 8 in 5 minutes when the learning style is difficult but it made it fun'

From this I can see I need to clarify some actions to my participants - like why I am asking them to fill in the questionnaire twice.  Maybe shorten the cool down to 10mins.

I will keep my music choices as people liked them. I feel I got a good balance between current songs and some older hits. For the cool down I put on some calming music and possibly let the participants lead it themselves. 

Briefing participants

When researching how to brief I found a very helpful checklist on the Pearson Education website.

Briefing checklist

I have written a brief using this checklist:

I shall say this to my participants before I undertake my observation.

Good morning, my name is Emma and I am a student at Middlesex University studying BA Hons in Professional Practice (Musical Theatre). I am currently looking into methods of learning in our industry and would like you to be open to the different ways I shall be teaching you today.

I shall teach you 4 lots of 3 counts of 8, each taught in a different way. My expectation of you is to embrace each way, even if you get completely lost! The aim is to find an optimum way of learning for you.

The session will last about an hour and 15.  Firstly I shall ask you to retake the questionnaire I sent you last week. Then we shall do a 15 minute warm up, then you will get 5 minutes to learn each routine and then I shall ask you to dance it in groups of 3. I shall also give you 15 minutes to cool down, to save injury. Can I ask if anyone has any injuries I should be aware of?

Don't worry, all of my findings will be kept confidential but if you do however wish to not have your data published in my study that is absolutely ok, just let me know. Likewise, if you feel uncomfortable today you are not obliged to do everything.

Cool, lets get started!



I have made sure I introduce myself and why I am doing my study. I have also stated what I expect of each individual and what I will do with my data. This falls inline with ethical guidelines.

Observation

I would like 20 participants in my observation to test VARK learning styles.

I shall collect quantitative data by finding how many people champion each of the V.A.R.K styles when learning 4 different pieces of choreography.

I shall do this by working out how many steps are in each piece of choreography I will teach. I shall then observe and count how many moves each participant gets and work out a percentage. 

         100                  x     moves picked up

possible moves

For example:

Possible moves in routine = 26

Moves participant 1 picked up = 17

100/26 x 17 = 65% 

I shall then compare these results to the participant's questionnaire results. In my pilot observation, the questionnaire and my findings matched 100%. 

Survey Monkey

So I have questionnaires that I have been writing out, however transferring this onto survey monkey is taking forever!

Survey Monkey is a great way to get more people involved in your inquiry as you don't have to hand them a piece of paper, they can partake when they would like. It will undoubtably make my number of participants increase therefore I will stick by it, but as I have never had to create an online survey before I am finding it quite challenging!

Is anyone else using survey monkey? Or any other survey site that they can recommend?

Olympics

So I had some brilliant news this week, I am going to be a pointe dancer in the closing ceremony of the Olympics in August!

I originally went to the open audition in February, where there were quite a few people who just did dance as a hobby and had never been to an audition before. I really felt like I had the upper hand, and I felt so much more confident than I normally would do in an open call.

They then asked me if I could do pointe work, and invited me to another audition later in the week at the same venue, with the same people running the audition. This gave me lots of confidence as I felt familiar in the space, and knowing the style of the choreographers.

Looking back and assessing the situation, this has made my decision clear for my enquiry about confidence and stakes.

I was so much happier being in a situation where I knew my surroundings, and it being familiar and this is what I would like to look at in my enquiry.

Bring on August! :D

Understanding ethics from the module handbook

Understanding ethics from the module handbook:

Plagiarism

Never copy anyone else’s work, must cite any references to give credit to researcher. 

Only ask when necessary

Only relevant questions to the inquiry. Must have a valid reason to ask.

Covert vs overt observation

Overt observation can cause the subject to change their behaviour - this can only be mended over time when the observer becomes ‘part of the furniture’. Is it ethical to watch people without their permission? 

Maintaining objectivity

It is easy to go off track and collect data that is unnecessary. Any leading questions can cause data to not be valid as it will then be subjective not objective. 

Reporting data

Must include all data, cannot pick and chose which data to use in order to keep with your trend.

Protecting data

Must keep data safe at all times, password protect your computer. Do not need to keep it after study.

Preventing harm

Should not affect anyone so much it impacts their quality of life or future.

Permission

Must have full permission from the subject, and from employer if at work. We should brief the subject and tell them they have the right to pull out if they want to.

I hadn’t really thought about security of data before. I do not have a secure password for my files, therefore that has been my first task of the day! It has been nice to have a refresher since my psychology a level which looked into these ethics. From my a level I found it most difficult to maintain objectivity, as of course, we each have our view of how the enquiry will turn out, therefore that will be something this time I shall look out for! 

5a - ethics

ethics |ˈeTHiks|

pluralnoun

1 [ usu. treated as pl. ] moral principles that govern a person's or group's behavior: Judeo-Christian ethics.

• the moral correctness of specified conduct: the ethics of euthanasia.

2 [ usu. treated as sing. ] the branch of knowledge that deals with moral principles.

I wanted to get a concrete definition of “ethics” and I love definition one. Moral principles are key to a good working life as you have a mutual understanding of key principles. This creates a healthy lifestyle which optimises employees. 

Ethics in the work place:

I think the following ethics apply to all work places, not only the performing industry:

1. Arrive punctually 
2. Look presentable and ready to work
3. Be approachable
4. Be prepared (bring appropriate tools for your trade with you)
5. Keep your senior updated if you cannot make it into work for any reason
6. Adhere to contract rules for booking holidays, appointments etc

To the performing industry I would redefine these by:

1. Arriving punctually - if you are late, not only does it affect your reputation, you could miss out on some vital choreography/harmonies, which will affect your performance.
2. Looking presentable and ready to work - our industry is all about image, and that is initially what ‘sells’ you. It is the first thing that a casting director sees and makes a judgement on, therefore, you need to keep up your presentation to keep up your look.
3. Be approachable - it is especially important taking direction and learning different styles to be open to feedback and taking it in a graceful way.
4. Be prepared - it’s important, especially in an audition, to be prepared and bring everything you need. For example, shoes - you could be asked to do any genre of dance - and without your tap shoes, this could ruin your chance!
5. Keep your senior up to date - if you are injured it is protocol to tell them so that they can re-block or prepare the understudy/swing. 

Campus Session

Today we had a small campus session with Rosemary to cover the basis of reader 6 and the final module 2 piece. It was really helpful to discuss in detail methods of investigation and asking about the 3000 words we have to write!!
I took some notes on my iPad (which might not make sense to you!) but thought I would post them if it could help anyone.

Any questions about it please comment and I'll try and answer asap!

campus session notes

My Award Title

Dancing and musical theatre have been a huge part of my life since the age of 3. It has always been my dream to have a long career on stage, and eventually teach within the arts. I trained solely for 3 years in MT at Urdang, and after looking at other peoples blogs and reading the comments, it seems the verdict is keep it simple and fairly broad. 

Therefore I would like to put forward:

BA (Hons) Professional Practice in Musical Theatre 

Very simple, and actually a no brainer for me!

Its been a while.....

So this term has been very difficult to try and balance work/auditions/uni.
I have a lot of hand written work which finding the time to type up has proven difficult.

I have various ideas to play on for my enquiry but the initial questions I asked myself were:

1) Do I have the correct qualifications to become a successful performer?

2) Do I even need qualifications to be in this industry? (Inspiration from talking to many auditionee's)

3) Does it matter where I train?

4) How do I change my reputation or build a reputation in the industry when I have a limited amount of contacts?

5) How do my actions in my day to day life affect me as a performer?

6) How does my performance level change with certain performers in class or auditions?

In module 1, I touched on confidence and knowledge, and how we relay this to various people in different scenarios, and this is something I feel I would like to take further.

Therefore in my next blog I will post my mind map of this topic.

Phew!!

So my critical reflection is handed in and I have to say it feels amazing!! I really enjoyed reflecting on the past term!
No rest for the wicked though and I'm already onto the 2nd module. Thought I would read through the readers on the train and I am very excited, it really reminds me of the best bits of my psychology a level! I enjoy collecting data and am reminiscing over covert and overt observation :) Here's to a good term ahead!!!