Sorry its taken a while to blog about the campus session but its been a busy week at school.
This campus session was probably the hardest. Honestly the most confusing but actually after the confusion there was some light.
It was in a slightly different position to Natalie and Chiara as in I have completed all my tools and methods and started a rough draft of my Critical review. How it was confusing is that Paula asked me not to right to narratively. I didn't understand this as all we do when we write usually is write like this. In school this how we are taught to write. What Adesola was trying to say to us is that write as if you have completed the inquiry process. So past tense. I did.... I went.... I made sure.... I used.
Making your cake:
Adesola explained an analogy of the critical reflection as if you are cooking or baking. Think you are a chef on a TV program and write your critical reflection like this.
Firstly you tell everyone what you are making = Introduction
Then you show them your ingredients = Evaluation
You mix it all together = Analysis of Findings
Taste it explain what it tastes and feels like = Critical Reflection.
Once she had explained this to me I could see what she meant about the steps and layers to the critical reflection make sure that you explain yourself throughout.
Let the reader be interested and want to read on. Adesola also reminded us we are not being marked on our writing ability its on the inquiry how did you develop this inquiry how did you research this. If the reader can take your critical reflection away and do it them selves you haven't done a good job it should be how you felt , how your participants felt.
Themes
Remind yourself what are your themes in this inquiry what keeps reoccurring throughout this process. Make sure they are clear from introduction. You should 3/4 themes running throughout this process any more than this its to much.
I also advise you to look at the guidelines of the handbook but not to go step by step from this. You should stick to around each word count. You don't have to be exact with that word count for each section.
Professional Artefact
You can be creative as you like this is not a writing task!!!
So if your field is dance create a dance about your chosen area. I am so glad I know this now as I will completing a choreography and a devised piece of drama. Take photos record this and send it in.
Oral Presentation
Your oral presentation doesn't have to be a PowerPoint you could have Q cards if you wanted. The group will ask you questions. Paula and Adesola may ask you questions from your inquiry if they are confused by something in your inquiry. Adesola's advise was to you know your inquiry.
Hope you are all getting on okay!! I am finishing my critical reflection today I am in need of help. Dictionary and Thesaurus at the ready!!
Good Luck everyone may see you at the next Campus session or in January for the Oral presentations.
Geri
i
Geri's Profile
Saturday 15 November 2014
Tuesday 21 October 2014
Focus Group - Performing arts findings and whats next
Focus group review and analysis of this: Performing Arts
Focus Group.
Questions I asked:
Q1. What techniques do you use to
motivate boys within in your P Arts lessons?
Q2. What techniques do you use to
motivate girls within in your P Arts lessons?
Q3. Why do you think boys & girls
take part in KS3 Performing arts for 3 years and then give it up in KS4?
Q4. Is it a stigma that the P.
Arts lessons hold?
Q5.Is it because they are only
allowed to pick a certain amount of subjects they are limited?
Q6.Why are boys more likely to take
Drama and Music over Dance in KS4?
Q7. How can we as a Faculty
Motivate Boys to increase up take in KS4?
Q8. If we had a male Practitioner
within the faculty do you think our uptake of boys would be more?
The answers that I was given I used a Dictaphone to listen
back all members of staff preferred this than speaking to camera.
Q1. BMA – Plays that are fast paced, get them involved with
the technical element of Drama. Lights house lights, recording the performance.
Giving them responsibility. LRO One to one recollection of their work what have
done well don’t want to embarrass them in front of peers. Competition element
always engages boys. Show that we trust them let them do the technical side.
All I am saying and this is connected with the relationship we have with our
students. Even though we are female practitioners they still respect us and we
respect them. MLE making their learning relevant to them link it in to everyday
life cross curricular helps them to be engaged for the rest of the lesson. Let
them choose their own groups this allows them to take risks. Within the subject
as they are in a safe environment also performing with their friends allows
them not to catch their best friends eye in the audience.
Q2. MLE it’s proven that every boy strategy works for girls.
Girls are technically more laid back and will get on with the lesson even they
are not enjoying the process they find the creating exciting enough. They are
just motivated by what level they will be at the end of the process.
Q3. BMA – family pressures from households sometimes their
parents at home don’t have a full understanding of the skills that we teach in
performing arts how the transferable skills to English can help them within in
other subjects. Its seen in a different light. They have a misconception of what we offer.
LRO I don’t think the title helps Performing arts its not seen as macho or as
an academic option and male tangible connotation to it. You know they think it’s
all about up you get produce a scene we are not going to write. Some of the Male staff even give us this
stigma is appropriate they do this when they are a role model for students. Yes
it is in gest but is this appropriate that we speak like this about our
subject. BMA also there is a stigma against our subjects that it is very stereotypical
that male’s who take or teach our subjects are gay. It is very negative stigma.
Which we know that this is ridiculous but when we are fighting over very old
stereo types how do we approach this. LRO I do think that if we had a male
practitioner within our subject this may have an impact on our subject boys
would see that it’s not seen as a gay subject a male role model is teaching. BMA- When we had a male practitioner taken
Drama we had the biggest uptake in Boys taking Drama. In six years only 4 girls
and 18 boys took Drama this was well I think that John was taking all year 9
classes.
Q4. MLE If we are against a subject like PE and extracurricular
outside of school we don’t stand a chance. In my last school there was no
option blocks I did teach in a welsh school so it was slightly different but
students were allowed to pick what they enjoyed at the end of the day these
students are taking the subjects they must enjoy them. Performing arts had such
a bigger up take not sure on the boy’s element it may have been less.
Q5. BMA – it’s strange as in society you see these bands and
programs like x factor diversity and the reality TV shows it’s much popularised
like acting dancing and singing. But
boys can’t make the connection they think that its TV big budget they can’t
make connection that is still be seen as cool within school it just needs that
one year to have a big uptake of boys and I think this stigma could be broken.
Q6. MLE – we were put against each other at one point Dance
Drama and Music why would they do this. LRO they do this as they don’t want
students taking 3 performing arts subjects it’s not seen as academic. This year
there were so many students who wanted to take Drama and Music that they had to
put it separate blocks because there was so many complaints. MLE – they were
advised last year if you are taking Music you can’t take Drama. They were
narrowing their minds, down even though we are shown to have the best
consistent results within the school. BMA – there was a lot of bad advice from
the SLT members of the school. I know our students that are taking the English Baccalaureate are heavily
guided to what they are allowed to take. They’re a lot of false options and
they don’t understand this.
Q7 BMA – 6 boys
take Drama MLE – 5 boys take Music. GMA – Dance have no boys. LRO – if we look
nationally the bigger picture it’s an issue throughout the whole country. Boys
do not take dance its either seen as not macho or not seen to be academic I
think nationally we have an issue its not just an issue within our school. Even
if we had maybe 2/3 students taken the subject we may have that ball rolling
seeing the difference that 2/3 boys would make they would be potential role
models. Might actually cause the younger boys to look and see it is actually
okay we can take it its actually okay to take this subject.
Q8. LRO – MALE
TEACHER all of us agree on this.
Q9. BMA-
Depending on who the male was if it was somebody who was old or quite feminine
would it work LRO you say that but Lawrence was old and extremely old he
introduced dance here he had 5 boys take it at btec in sixth form. He totally transformed
the performing arts for us. I think it just needs to be that right male
practitioner that boys engage with. A strong Male practitioner. MLE – I don’t think
that it matters how strong we all are as practitioners as we all I think that
male person would help. GMA maybe we have a visiting comes in volunteers and
creates that persona for the boys. LRO ethically we can’t advertise for just a
male practitioner it needs to be equal opportunities. How many Male dance practitioners are out there?
So after this
focus group I decided to research Male practitioners in the area I looked back
at my college friends and see what boys were teaching in a secondary school I
also asked the staff at my school if they knew anybody. I managed to speak to 2
male practitioners both are young and I know would be seen as cool and are
straight not that has anything to do with it. Both Male practitioners only have
1 boy for dance GCSE and no boys for A Level is it just the boys in secondary
schools today who have the issues are they just not interested in taking Dance
as subject further as a subject.
Finally a start to Module 3
Findings from my Observations of Male Practitioners from
Cross Curricular
I started to observe the performing art subjects but realised
that we use a lot of the same methods to engage boys at KS3 and 4 level and we
are all Female Practitioners. I wanted to see how boys are motivated and how
they react differently to a Male Practitioner in a different area of the
school. I asked a few Male members of staff. I asked 3 from 3 different areas.
RE (they have to take this at GCSE) MATHS (they have to take this at GCSE) then
I went in DT ( an option which is against the performing arts lessons when they
get to KS4). I went see them teach KS3 then KS4. My findings was at KS3 the
boys were motivated how we motivate them within the performing arts by
competition and being able to work with
their friends. In DT a lot of independent learning was being seen and the
students had ownership over their own learning this is exactly the same for
KS4. The DT lesson in KS4 had less competition to it. Students were engaged by
creating and making and engaging with their own learning. They were being left
to their own devices and being independent. Which we don’t do in the performing
arts unless they are working on an evaluation or Solo piece. As Drama, Dance and
music all work with you being a team player when creating and devising maybe
its something we could introduce within KS4. So they are more independent. Maths and RE lesson there was no difference
between KS3 and 4. They worked from a desk had Questions to figure out and they
didn’t work in groups. I found this very strange seeing this as the students
work very differently in this environment. They are pretty much silent there is
no interaction with other students. I really thought that group work would have
helped discover some of the answers then they could have gone off independently.
To be honest the Maths and RE lessons didn’t help much they are both to far on
the spectrum from Performing arts. So results from the seeing these lessons:
1. Students at KS3 level don’t act that much different
within different subject areas.
2. It doesn’t matter if it’s a Male or Female practitioner they
will work quite similar and both boys and girls both like competition against one
another.
3. They like working with the same sex.
4. At KS4 both boys and girls are engaged by grade if they
enjoy the subject both boys and girls are motivated by aspirations of what they
will achieve from this lesson for their future.
5. Boys and girls I feel are less engaged at KS4 when they
work independently I feel that students should work in groups even in Maths and
RE I feel that their understanding of the subject or questioning being asked
would help. Then they should work independently.
What will I implement into my Lessons?
1.
I will let students work in their groups from
now on and see how it works I know they are given a lot more freedom in
Performing Arts subjects so I might put more expectations in place.
2.
I would like to add more competition to my
lesson as I feel this will add more engagement and motivation for the boys.
Also the girls will want to be better than the boys so this will engage them as
well.
Teach meet conference
I did attend a Teach meet conference in the week where I
went to a seminar on Boys, Boys, Boys, We was given a hand-out that would help
us with boys motivation and engagement this was separated into sections.
Relevance, consistent, competitiveness, Engagement, What drives students and
general points that engage boys. I had a conversation with the Female teacher
at the end of the seminar and asked her what she taught she teaches Music she
is Head of Music I ask her where she got this information from she has
completed a Masters in Boys motivation. Below are some the key points I am
going to take into my lessons from this seminar.
1.
Relevant: Boys are typically more interested in
learning if they understand why they are learning and how this well effect them
in their future.
2.
Consistent: Make sure boys are aware of your
expectations and rules. They like consistency and structure to a lesson. They
fill more aware and comfortable if they know their expectations.
3.
Competitive: It is proven that boys work better
when they work with friends as they feel comfortable to compete against other
groups. Sometimes Girls VS Boys works but it is actually proven that this
actually places a further gap between genders and is sometimes not positive.
4.
Student Driven by: Boys are engaged by doing and
getting on task as soon as possible. They typically tend to have short term
attention spans.
5.
Boys are engaged when:
·
Lessons are broken down in chunk size pieces.
·
They are allowed to think pair share before
given an answer. This gets them tp practise the answer first then oral give
their feedback.
·
Praising boys not in front of other students it’s
not seen as being ‘cool’
·
Working with their friends they will take more
risks as they feel incredibly comfortable doing this around friends than peers.
6.
2 quotes that I have taken away:
·
‘ For most boys, It is more important to be one
of the lads than It to work in school. A common view is having a laugh or
mucking about is what boys do well’ – Pickering, 2007 P.37
·
‘Some girls work harder than boys and some boys
work harder than girls. It all depends on whether they like the subject.’ –
Wright, 2001, P.288
7.
Someone ask the question what about girls the Practitioner
answered with the question it is proven that anything that works for boys
motivation and engagement works for girls motivation and engagement.
This really helped me understand boys more and their engagements
but my next question I asked her what was her up take after this for boys at
KS4? She still has less boys than girls and pretty much the same percentage as
what we have she has 20 students and only 6 of them are boys in her music
class. So even doing all this at a KS3 level it’s still not motivating them to
take it for KS4 subject. I think that I need to look into the option process
within schools. I have a literature on the dying Performing arts subject within
schools because of the English Bachelorette.
My next step Literature Review.
Wednesday 7 May 2014
Critical Reflection - Module 2
Critical Reflection on
Professional Practitioner inquiry
When commencing this module
I understood that I would be developing several lines of inquiries, to stem
into one line of inquiry for my end plan. I made a considered attempt in
selecting the questions that I wanted to ask. As I am a practitioner in a school,
I really wanted it to be about the professional practise that I am conducting
at this present time. I came up with these questions (Appendix A). The one that
caught my eye was ‘Do we have a Role Model as adults?’ as I thought I could
connect this with the students. Alan, my advisor, created a blog about Lines of
inquiry and this inquiry question was on it, saying how it needs indentifying
and where do my insights lie? (Appendix B). My first thought when I reflected
on this was, how could I change this and make it more appropriate and
systematic. I reflected for a couple of days about what was happening, specifically
in and around my school and after a long conversation with my SIG group at
school, I discussed boys achievement within the Performing Arts. From there I
worked on this topic. My SIG group have really helped by commenting on
questions I have put to them and bouncing ideas to one another. It was really
helpful, as they did not always agree on the points raised, so I got more
interesting responses to comment on.
When I started to look at Professional
Ethics, I started to see this would be a weakness for me. I was struggling to
come to terms with some of the terminology. When reflecting on this, my
professional ethics within the work place are in fact at a very high standard.
When researching and developing my lines of Inquiry I realised that I am going
to need the input from students. This is where I would need to make Ethical
considerations. I have learnt by reflecting on my blog, that all students must
have a clear option in taking place in the research and if they don’t want to, that
I cannot force them. A quote from Reader 5 which I have used I plan:
‘The concerns about treating
those people whom you gather data needs to be thought through and explained
with great clarity in your plan.’
The reason for this is that
every person involved in your inquiry has a choice to be there or not. You as
the researcher cannot make that choice for that person. I have learnt by
reflecting on my blog that all students/teachers must have a clear option in
taking place in the research and if they don’t want to I cannot force them to
do this. This is how I treated my colleagues in the mock trial I conducted. The
ethical problem I faced when in my SIG group was that I had a variety of
characters, some quiet, experienced, loud and older. I had to consider this
before we did the group discussion. Even though I asked the questions to the
group I made sure that everyone had the opportunity to speak. I also made them
aware that they didn’t have to take or answer any questions they didn’t feel
comfortable with. I videoed them but made sure they were all okay with this
first. I sent a copy of all the questions to my colleagues before the meeting,
so they had chance to prepare. I did this as they are all working professionals
and I didn’t want to impose on any of their time.
When I started on planning
for the inquiry I was quite worried and unsure on how to approach some of the
tasks. I decided to pilot the methods and tools that would help with an inquiry
research. I decided to trial all four methods. All of the methods have their
pros and cons but I selected
·
Observations
·
A focus group
·
Questionnaire.
When researching these
methods, I decided that they suit my line of inquiry and that I can adapt them
to help me get the best result and research. My pilot observation came out with
some fascinating facts that we have already utilised in the Performing Arts
lessons. (Appendix C)
When reflecting back on this
whole Module, I have learnt that I have some real strong qualities in my teaching,
which I can connect to my BAPP degree such as I have strong time management, as
I have timed all my tasks correctly. I am able to use ethical considerations
within the work place at all times, with fair judgements being made. I have
created a strong Line of inquiry, as I am focused and working professionally
with outstanding practitioners. My weaknesses are focusing on gathering correct
literature for my inquiry and needing to use Google to search for the correct
words that could make all the difference. When reflecting back on this inquiry
I have managed to provide a plan with a thoughtful line of inquiry.
Wednesday 26 March 2014
Campus Session 3 - Knowledge
This
Campus session was based on knowledge and what we know and what we want to know
form our inquiry's....
Paula
started with a summary of the previous sessions so far:
Campus
session 1 based on love and finding knowledge through researching a topic.
Campus
session 2 based on Philosophy, constructivism, Dewey and different points of
view
Campus 3
is going to be based on Knowledge situated as a individual.
Paula
asked us all the question what do you know....
Well I
thought this is quite hard to digest what do I know about what I asked myself
as to me I know a lot about my profession as I have been perfecting my skill
for years but if you asked me about science I could tell you very little what I
knew.
We then
took down to our inquiries.
My
inquiry is based on boy’s motivational barriers and how we can break them.
What I
know is that the boys are all engaged from KS3 7-9
But what
I want to know is that why after KS3 the boys barriers are against us in the uptake
of KS4.
So what I
want to know is what are the barriers.
Then Paula
went on to discuss why we have looked at these certain topics over the 3 Campus
sessions:
Love -
Finding the knowledge through searching
Alan’s
Lecture - Explaining and repeating to tell other people from your postionality
Knowledge
- Using the knowledge to inform our practise and making it better.
We all
know a lot on this course as we have been studying our art forms for years and
some of us working professionally for a long time maybe performance or
Teaching. That we all use the same framework but we are using all different
subject areas to deliver this.
Then we
went on to discuss what areas of knowledge do we use in the BAPP arts here are some
of the facts we come up with:
- Arts, creative, cultural
- Social, science inquiry
tools
- Trans-disciplinarily
So
looking at point 2 we socially - educating/ learning theories practise for a
framework. Science we research practitioners.
Point 3
We are crossing from 2 different areas always from professional practise and
teaching.
Some
quotes from yesterday which I found really interesting:
Lyotard
(1984) Knowledge is narrative and per formative - only thee of the time being
I think
what he was trying to say here is that time is value free. Time is of the
essence.
Foucault
( 1972) treated knowledge as discourse ideological - that which is accepted as
time usually discourse of the powerful.
We then
looked at a Body of Knowledge and Paula wanted us to do our own drawings of
what we thought our Body of knowledge was. I wont show you my picture as I am
not an artist but there were some really interesting ideas if you wasnt there
yesterday have ago draw yourself a picture of a body and then write or anatayte
around it what you think you know as a person.
At first
I found this really hard but when you get going it becomes much easier and you
can't stop writing you as a person actually knows so much.
Then we
had a little task of what we know for our inquiry and what we want to know from
our inquiry this has actually really helped me put into 3 stages of what I want
to find out from my inquiry.
What I
know:
1. Know
where I am going with my inquiry
2. Know
that there are barriers for boys.
3. I know
that I am clear on my teaching and motivation
What I
want to know:
1. Want
to find out literature on boys motivation
2. I want
to know what the boys barriers actually are.
3. I want
to know what the boys think is motivating and good teaching.
This has
helped me set out more objectives and aims for my inquiry.
We
summarised by looking at Recognition of learning:
Module 1 Networking:
Dynamic, Contextual, New Ideas.
Module 2
Planning: Rehearsal for stage, plan for change within and after inquiry
Module 3 doing
the inquiry: Stage time experience, knowledge and a final applause.
I hope
this blog helps anyone that wasn’t there yesterday on the Campus session if you
can get to these sessions they are such great help to me.
Thanks
for the read
Geri
Sunday 16 March 2014
TASK 6C - Award Title
So when looking through the award titles are was really confused about these titles as quite a few of them really went with what are do and connects to what I have achieved in my previous Diploma.
The titles I considered and why?
Please let me know your thoughts on this what one are you picking and why??
Geri
The titles I considered and why?
- BA (Hons) Professional Practice ( Dance): Rationale reason to pick this I majored in Dance at Italia Conti this was my subject and this is my first subject at school. But this makes me a one track teacher with a degree only in Dance I don't want this I want to be able teach Drama as well which is what I am doing now at the secondary school. So reflecting on this title I am not going to go for this title.
- BA (Hons) Professional Practice ( Dance teaching) This really only limits me to teach Dance in a secondary school I don't just want to teach Dance I want to be able to teach Both subjects and maybe even have a try at Music I took music as a GCSE. I really want to be an all round Performing Arts teacher.
- BA (Hons) Professional Practice ( Musical Theatre) : Rationale reason for this my actual diploma is A level 6 diploma in Musical Theatre do I want my degree in the same thing?? This would make sense. I really think that Musical Theatre doesn't say anything about what you can do.
- BA (Hons) Professional Practice ( Performing Arts): Rationale reasons for this title. I am currently working in a Performing Arts Faculty eventually I want to run my own faculty or department if I have this title against my name this means that they would consider me in all 3 subjects as a teacher and gives me more choices for work opportunities. Reflecting on all the titles this is the one that's going to suit me best the fact that I am teaching 2 subjects Dance and Drama and enjoying teaching both subjects. Also teaching a little music next year would be a next step for me. I would really like to go down this year. Also this award title goes with my inquiry question: I am asking What are the motivational barriers for the KS3 boys within the PERFORMING ARTS? I am not saying about just one of the subjects I am looking at all 3. The only thing my expertise is in Dance so this will be specialist subject but my 2nd and 3rd subjects could be Drama and Music. I took Music as a GCSE an played the piano, violin and clarinet till I was 15. I have been taking part in Drama since I was 5 this is part of me. I just specialise in Dance as the subject that's my specialist subject.
Please let me know your thoughts on this what one are you picking and why??
Geri
Thursday 13 March 2014
TASK 6A Informal Trial - Observation
So currently I am teaching Dance and Drama in a secondary school. My Inquiry question is going to relate to Boys motivation and the barriers that this includes?
I decided to observe one of my year 9 classes which has mostly boys in.
One of my Colleagues a Music Teacher was taking part in a learning walk at the time and came in to watch me.
I decided that the students could work with one person they thought they could work really well with and then I matched them up with abilities and mixed sexes. This went really well I wrote down the groups and so did the Music teacher and she thought she could try this with them in her Music lesson as she was struggling to get the boys to be creative. In my lesson usually they struggle to come up with ideas but this lesson it just worked. They performed and seemed to be really comfortable.
So I decided to observe the Music lesson and see how they would cope in these groupings in the Music lesson. To my and the Music teachers surprise in didn't work. So whilst I was there she asked them why it wasn’t working and the boys opening said that we don't like working with girls in Music as we feel uncomfortable singing in front of them. So the Music teacher let them pick their own groups!!! I was shocked as I have never let the boys and girls just work in single sex group’s because it doesn’t work. But it did work. Really well so I said to the group that I would let them trial this in Drama.
Yesterday I had the group and I asked that the Music Teacher to come to watch just to see the result of this.
So I let them work with whoever they wanted. There were 3 girls groups and 2 boys groups. The girls decided to work in smaller groups and the boys decided to work in slightly bigger groups. The Girls came up with some great ideas. 1 of the boys group the smaller out of the 2 was fantastic the best they have worked in Drama this year. The other group was a disaster this maybe as they need to be in a smaller group and maybe needed more guidance or creativity of the girls.
I asked them what they enjoyed about this lesson and what they didn’t enjoy.
The boys said that they enjoyed working with each other but feel they needed the girls to help them with creating and to play the girls roles.
The girls said they enjoyed working without the boys as they got more done but they needed the boys to play the boys roles.
So reflecting on this observation I have decided in Music it works really well with just single sex groups as the boys don’t feel intimidated but in Drama both sex's need each other to bounce ideas and be able to play parts.
This has made me think about my question Girls and boys need each other to get over these barriers of creating but does working together engage them or making them more motivated.
In my next lesson I will be observing the group with them working with who they want but the groups have to be mixed. I will blog to let you know what happens.
Hoped you enjoyed the read!
Geri
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