Hi all!
I have a list of questions I am waiting for responses to regarding final submission and our oral presentation. I thought I may turn here to see if any of you know the answers...
Critical Review -
1. In all of my paper work I have 2 different names/word count for the ROL section of the Critical Review. In the Handbook it is called 'Critical Reflection' and asks for 700 words, in a blog from Adesola it is called 'Reflection of learning essay' and asks for 800 words. Are these the same things?
Submission for Professional Artefact -
1. If I recall a conversation with Helen, this does not need to be submitted until I am at MDX in person on May 12th, is that correct? I do I need to submit it on May 6th with my Critical Review?
I see on Unihub that you submit it if it is applicable to do so. Since mine is a video, can I submit this in person on May 12?
2. Is a USB an acceptable form of submission? My artefact is a video and cover page, and I know for sure it will be too large to email.
Oral Presentation -
1. I will be presenting using Powerpoint. Do I do this from my own computer? Or do I need to have it on a USB to transfer and play on someone else's computer?
2. Do we need to have a layout of the oral presentation, if so, is this to be submitted?
4. I would like to show a clip of my Artefact in the Oral (video - QuickTime), again, can I do this from my own computer or do I need to transfer it to someone else's?
Final question - I am concerned that my devices, being from North America may not be compatible in the UK. Have you ever run into this problem? I will save my Critical Review, Oral Presentation and Artefact on a USB, External Harddrive, my computer and possibly Dropbox just to be safe.
Thanks for your help everyone:)
I am excited to meet you all in a week!
Ainsley
Monday, 2 May 2016
Friday, 8 April 2016
Sunday's (April) Skype - Data collection + & -
I am almost a week late getting to this blog, sorry!
In preparing for this past Skype session I felt very nervous and anxious. With only a month left in the term and my final paper and presentation due just around the corner, I was terrified that I would go into the Skype and find out I am doing everything wrong! I have to say I was very relieved when it turned out to be only Helen, Lisa and myself! And as an extra bonus, I left the conversation feeling encouraged and ready to tackle this final month!
It was interesting hearing from Lisa about her research topic and her struggle with the process of selecting research methodologies and data collection tools. As we were chatting Helen asked me to share emu experience with this same process and how each worked out in reality.
This got me thinking in terms of my final Critical review and ROL. How did each method and tool work in relation to my inquiry and process? So I thought I would share my thoughts as my 'following the Skype blog entry'.
First of all, before I get into the nitty gritty of research, I will let you know what my topic is. I chose to look into the relationship between modern and ballet technique in adolescent dance training. Firstly, I wished to understand and define who adolescents are and what exactly do they go through in this stage of development. Then I brought this awareness with me as I looked further into ballet and modern technical training. What are some benefits of each, why do students enrol in each discipline, what (if any) concepts cross between the two techniques, etc…. I won't share my findings just yet, as I don't want to spoil the surprise :)
I conducted Qualitative research from a non-positivist (embodied) approach and phenomenological perspective. Taking into account each participants experience with the subject and point of view.
With this I used Grounded Theory and Narrative Inquiry as my research methods. Grounded theory allowed the data to speak for itself, developing meaning and theory from the data. Narrative inquiry was an essential method for my research in that it made space for each participants own experience to be narrated within the data.
The data collection tools I used (other then reflection and literature) were:
Class observations
Open interviews (group and individual)
Surveys/questionnaires
For the sake of our conversation on Sunday, I would like to share my experience with each tool in relation to my research.
#1 - Class observation:
Before I began my data collection phase, naively I assumed that class observations would be the most useful tool and that they would provide a substantial amount of information. They did not. I found it incredibly difficult to remain subjective and not let my own biases or thoughts get in the way while I was observing. As well, what I wished to find through observations was rarely present. I gained permission to sit in on all of the ballet and modern classes that included my student participants, who we call our Vocational 2 students. I chose this group in particular as they consist of students ages 12-17 (at the beginning of the research, now 13-18), which is the exact age span that is considered by most as adolescence.
As well, another obstacle that I faced with class observations was that in all 3 weekly ballet classes, the students were working on set exercises from the Intermediate RAD and ISTD syllabi, in preparation for examinations. So there was a sense of structure and urgency that I had not anticipated, as well as a fixed structure that did not give much room for other things to take place outside of syllabus work.
One highlight of observations was the ability to spend concentrated time as an outside eye in class. As a teacher I never seem to make time for this. Moving forward I intend on making this a priority in my own practice. I think there is so much value in not only learning from other's teaching practices but also seeing my students in other classes revealed strengths, weakness and much more, that I have miss when I am teaching them in my own class.
#2 - Open Interviews
I conducted 1 group interview with 4 of the instructors from my studio who were participants in my research, as well as individual interviews with each of them and 3 other peers in the community.
These interviews were brilliant! I loved this experience. It was so enlightening sitting down for 1 hour with each teacher, digging into my inquiry and learning from each of their experiences. This was a very enriching process not only for the data I collected by also for my own professional practice.
I recorded each of these interviews and transcribed them verbatim. This was a VERY long process! But extremely beneficial! I tend to forget things easily when hear in conversation. So taking the time to sit down and type out each interview helped me retain more of what was said and hear things in a new light. Also, then once I began data analysis I had tangible paper to look through and highlight, underline, star… etc.
The only issue I became aware of during the data analysis process was that I wish I would have allowed more time for response. Listening back, I noticed that either myself or the others would cut off the other persons though with a new though or question. Or if the participant was taking too long with a question or thought I tended to move on to another thought. If I were to do this again, I would slow down, allow time for the question or thought to sink in to the participant and really allow space for a full response. I would hold back and try not to jump in as often.
With the students I conducted 3 group interviews. Originally I chose a group structure for these interviews because I felt it took into consideration their comfort with each other and potential willingness to share amongst their peers. Through this process I gained loads of incredible information from my students own experiences and thoughts that was influential in my research. However, looking back and now having a great understanding of the development they are going through, I would reconsider the group structure. Adolescence is a time of identity building in which they have a lack of confidence and shaky self-esteem, and most importantly they become fully aware of others and compare themselves to others much more often. Now that I am aware of this and have gone through this experience with them, where I have seen some students become very quiet and hesitant to talk, I would consider doing individual interviews with each student. It would take more time, but I feel it may be a safer more ethical approach to take.
Again, I transcribed each of these interviews verbatim.
#3 - Surveys/Questionnaires
Another tool that I used that was very useful was surveys or questionnaires. I guess mine were more of a questionnaire. I gave my teacher participants 1 and my students 2 (the second was a follow up later on in my data collection phase when I had more questions for them). I gave the participants 2 weeks to complete the surveys in order to keep their busy schedules in mind. This process worked very well and I gathered some great information.
Through analyzing the forms I did notice that some of the more quiet students in the interviews had a much stronger voice on paper. They seemed more willing to share their thoughts and experiences through this means of communication. I am not sure if this was because they were more comfortable with writing, because they were not being judged by peers, or why… ? But I felt it was an interesting note to make. And again, if I am ever to do this again, I would keep that in mind and maybe offer opportunity for either an interview or questionnaire depending on the students comfort level.
I am going to continue to reflect on this as I tackle the 'research context' portion of Critical review tomorrow. If I have more thoughts I will post them!
But for now I am off to bed so I can get an early start writing tomorrow!
Less then 1 month to go!!!! Yikes…..
Ainsley :)
In preparing for this past Skype session I felt very nervous and anxious. With only a month left in the term and my final paper and presentation due just around the corner, I was terrified that I would go into the Skype and find out I am doing everything wrong! I have to say I was very relieved when it turned out to be only Helen, Lisa and myself! And as an extra bonus, I left the conversation feeling encouraged and ready to tackle this final month!
It was interesting hearing from Lisa about her research topic and her struggle with the process of selecting research methodologies and data collection tools. As we were chatting Helen asked me to share emu experience with this same process and how each worked out in reality.
This got me thinking in terms of my final Critical review and ROL. How did each method and tool work in relation to my inquiry and process? So I thought I would share my thoughts as my 'following the Skype blog entry'.
First of all, before I get into the nitty gritty of research, I will let you know what my topic is. I chose to look into the relationship between modern and ballet technique in adolescent dance training. Firstly, I wished to understand and define who adolescents are and what exactly do they go through in this stage of development. Then I brought this awareness with me as I looked further into ballet and modern technical training. What are some benefits of each, why do students enrol in each discipline, what (if any) concepts cross between the two techniques, etc…. I won't share my findings just yet, as I don't want to spoil the surprise :)
I conducted Qualitative research from a non-positivist (embodied) approach and phenomenological perspective. Taking into account each participants experience with the subject and point of view.
With this I used Grounded Theory and Narrative Inquiry as my research methods. Grounded theory allowed the data to speak for itself, developing meaning and theory from the data. Narrative inquiry was an essential method for my research in that it made space for each participants own experience to be narrated within the data.
The data collection tools I used (other then reflection and literature) were:
Class observations
Open interviews (group and individual)
Surveys/questionnaires
For the sake of our conversation on Sunday, I would like to share my experience with each tool in relation to my research.
#1 - Class observation:
Before I began my data collection phase, naively I assumed that class observations would be the most useful tool and that they would provide a substantial amount of information. They did not. I found it incredibly difficult to remain subjective and not let my own biases or thoughts get in the way while I was observing. As well, what I wished to find through observations was rarely present. I gained permission to sit in on all of the ballet and modern classes that included my student participants, who we call our Vocational 2 students. I chose this group in particular as they consist of students ages 12-17 (at the beginning of the research, now 13-18), which is the exact age span that is considered by most as adolescence.
As well, another obstacle that I faced with class observations was that in all 3 weekly ballet classes, the students were working on set exercises from the Intermediate RAD and ISTD syllabi, in preparation for examinations. So there was a sense of structure and urgency that I had not anticipated, as well as a fixed structure that did not give much room for other things to take place outside of syllabus work.
One highlight of observations was the ability to spend concentrated time as an outside eye in class. As a teacher I never seem to make time for this. Moving forward I intend on making this a priority in my own practice. I think there is so much value in not only learning from other's teaching practices but also seeing my students in other classes revealed strengths, weakness and much more, that I have miss when I am teaching them in my own class.
#2 - Open Interviews
I conducted 1 group interview with 4 of the instructors from my studio who were participants in my research, as well as individual interviews with each of them and 3 other peers in the community.
These interviews were brilliant! I loved this experience. It was so enlightening sitting down for 1 hour with each teacher, digging into my inquiry and learning from each of their experiences. This was a very enriching process not only for the data I collected by also for my own professional practice.
I recorded each of these interviews and transcribed them verbatim. This was a VERY long process! But extremely beneficial! I tend to forget things easily when hear in conversation. So taking the time to sit down and type out each interview helped me retain more of what was said and hear things in a new light. Also, then once I began data analysis I had tangible paper to look through and highlight, underline, star… etc.
The only issue I became aware of during the data analysis process was that I wish I would have allowed more time for response. Listening back, I noticed that either myself or the others would cut off the other persons though with a new though or question. Or if the participant was taking too long with a question or thought I tended to move on to another thought. If I were to do this again, I would slow down, allow time for the question or thought to sink in to the participant and really allow space for a full response. I would hold back and try not to jump in as often.
With the students I conducted 3 group interviews. Originally I chose a group structure for these interviews because I felt it took into consideration their comfort with each other and potential willingness to share amongst their peers. Through this process I gained loads of incredible information from my students own experiences and thoughts that was influential in my research. However, looking back and now having a great understanding of the development they are going through, I would reconsider the group structure. Adolescence is a time of identity building in which they have a lack of confidence and shaky self-esteem, and most importantly they become fully aware of others and compare themselves to others much more often. Now that I am aware of this and have gone through this experience with them, where I have seen some students become very quiet and hesitant to talk, I would consider doing individual interviews with each student. It would take more time, but I feel it may be a safer more ethical approach to take.
Again, I transcribed each of these interviews verbatim.
#3 - Surveys/Questionnaires
Another tool that I used that was very useful was surveys or questionnaires. I guess mine were more of a questionnaire. I gave my teacher participants 1 and my students 2 (the second was a follow up later on in my data collection phase when I had more questions for them). I gave the participants 2 weeks to complete the surveys in order to keep their busy schedules in mind. This process worked very well and I gathered some great information.
Through analyzing the forms I did notice that some of the more quiet students in the interviews had a much stronger voice on paper. They seemed more willing to share their thoughts and experiences through this means of communication. I am not sure if this was because they were more comfortable with writing, because they were not being judged by peers, or why… ? But I felt it was an interesting note to make. And again, if I am ever to do this again, I would keep that in mind and maybe offer opportunity for either an interview or questionnaire depending on the students comfort level.
I am going to continue to reflect on this as I tackle the 'research context' portion of Critical review tomorrow. If I have more thoughts I will post them!
But for now I am off to bed so I can get an early start writing tomorrow!
Less then 1 month to go!!!! Yikes…..
Ainsley :)
Sunday, 6 March 2016
March Skype - Professional Artefact
Ummm…….
That is best way to describe where I am at right now after our Skype yesterday. Thankfully I have come to this same place of "ummmm……." many times throughout this MA journey, so I am not freaking out (this time at least). I thought I was doing so well and on the right track - finally starting to narrow in on the main themes appearing within my data and dreaming up ideas for my Artefact. However I am now afraid I don't fully understand the intention of the Artefact, or that what I thought it was is not actually what it needs to be. If that makes any sense?
My understanding was that the Professional Artefact is a visual representation of the data. Something that you created once you had analyses the data, found the overarching themes and began to summarize it all into written form. And since dance is a visual art, a written paper probably not best depict the research process or findings - so a visual representation is created along side the written. Some one, I can't remember who, within the past year and a half mentioned on one of our Skype calls that the Pro Artefact is something that could be shown to an outsider and after observing they would have a pretty good idea about the research as a whole.
This has always stuck with me.
However now I am lost and am trying to sort out my own thoughts to figure out if my ideas for an artefact are 'wrong', meaning I don't understand it (the Artefact) properly, or if they could work but need more thought put in to them.
In yesterday's Skype Adesola mentioned that it would be good to look back over blogs of past MAPPer's and the advisors. So I did that last night. I found a blog on Adesola's page from Nov 2, 2014 titles "An Artefact of the morning Skype session!!". In it she gives a definition for what the work Artefact means… "Artefact means an object made by a human being, typically an item of cultural or historical interest - the culture being your work culture." In this blog she gave a few examples of Artefacts - an instillation, choreographic process/method or children's book. Adesola then went on to explain… "In making your artefact you should find deeper meaning to your research because just as you writing it for the University Artefact you become clearer about what it is so too as you make your work place artefact young find new ways to look at the research and become clearer about it."
I also found a post on Amanda Tooms-Peel's blog about a revelation she had after teaching one night. She had been encouraging her students to "think about your presentation as being something of a lesson to the audience, remember that not everyone in the audience will know what you've been steadying or working on for the whole term and they won't understand unless you tell them the ins and outs of it all." This comment revealed to her the purpose of the oral presentation and professional artefact.
These two blog posts got me thinking. I now feel the artefact has two main purposes - to clarify my findings and to make them teachable to someone removed from my research. I am also reminded that as the researcher I am completely embedded within my own research. By the end of this I will know my research in and out!!!! However, no one else will know my research like I do. So when creating the written portion, oral presentation and professional artefact my job as researcher is to make my findings digestible for everyone else.
This being said…. where do I go from here?
I feel a sense of urgency - with spring break just around the corner, my trip to NYC with students happening the week before the deadline and I fly to the UK, recitals to prepare, only 2 months left in the term and a deadline looming…
I understand Adesola and Helen when the say not to rush this process but to really absorb the data before deciding on an artefact. However I am worried I will run out of time! As much as I want to just go full steam ahead - I have to trust that in waiting the answers will come. So for now I will push pause on the artefact, stew in my data and begin formulating my thoughts into written form.
Well, I hope that was useful or entertaining at least! haha :) If anyone has any frustrations, thoughts or brilliant ideas about the artefact I would love to hear them! Share away!!!
Ainsley
That is best way to describe where I am at right now after our Skype yesterday. Thankfully I have come to this same place of "ummmm……." many times throughout this MA journey, so I am not freaking out (this time at least). I thought I was doing so well and on the right track - finally starting to narrow in on the main themes appearing within my data and dreaming up ideas for my Artefact. However I am now afraid I don't fully understand the intention of the Artefact, or that what I thought it was is not actually what it needs to be. If that makes any sense?
My understanding was that the Professional Artefact is a visual representation of the data. Something that you created once you had analyses the data, found the overarching themes and began to summarize it all into written form. And since dance is a visual art, a written paper probably not best depict the research process or findings - so a visual representation is created along side the written. Some one, I can't remember who, within the past year and a half mentioned on one of our Skype calls that the Pro Artefact is something that could be shown to an outsider and after observing they would have a pretty good idea about the research as a whole.
This has always stuck with me.
However now I am lost and am trying to sort out my own thoughts to figure out if my ideas for an artefact are 'wrong', meaning I don't understand it (the Artefact) properly, or if they could work but need more thought put in to them.
In yesterday's Skype Adesola mentioned that it would be good to look back over blogs of past MAPPer's and the advisors. So I did that last night. I found a blog on Adesola's page from Nov 2, 2014 titles "An Artefact of the morning Skype session!!". In it she gives a definition for what the work Artefact means… "Artefact means an object made by a human being, typically an item of cultural or historical interest - the culture being your work culture." In this blog she gave a few examples of Artefacts - an instillation, choreographic process/method or children's book. Adesola then went on to explain… "In making your artefact you should find deeper meaning to your research because just as you writing it for the University Artefact you become clearer about what it is so too as you make your work place artefact young find new ways to look at the research and become clearer about it."
I also found a post on Amanda Tooms-Peel's blog about a revelation she had after teaching one night. She had been encouraging her students to "think about your presentation as being something of a lesson to the audience, remember that not everyone in the audience will know what you've been steadying or working on for the whole term and they won't understand unless you tell them the ins and outs of it all." This comment revealed to her the purpose of the oral presentation and professional artefact.
These two blog posts got me thinking. I now feel the artefact has two main purposes - to clarify my findings and to make them teachable to someone removed from my research. I am also reminded that as the researcher I am completely embedded within my own research. By the end of this I will know my research in and out!!!! However, no one else will know my research like I do. So when creating the written portion, oral presentation and professional artefact my job as researcher is to make my findings digestible for everyone else.
This being said…. where do I go from here?
I feel a sense of urgency - with spring break just around the corner, my trip to NYC with students happening the week before the deadline and I fly to the UK, recitals to prepare, only 2 months left in the term and a deadline looming…
I understand Adesola and Helen when the say not to rush this process but to really absorb the data before deciding on an artefact. However I am worried I will run out of time! As much as I want to just go full steam ahead - I have to trust that in waiting the answers will come. So for now I will push pause on the artefact, stew in my data and begin formulating my thoughts into written form.
Well, I hope that was useful or entertaining at least! haha :) If anyone has any frustrations, thoughts or brilliant ideas about the artefact I would love to hear them! Share away!!!
Ainsley
Sunday, 7 February 2016
Skype chat - Get moving!
Hello all!
Well we are officially back at it! And for many of us we are heading towards the finish line.
In today's evening Skype group chat there seemed to be an overall consensus that getting back into the swing of things is a challenge this time around. Although we are all at a different stage of the journey - some beginning Mod 1, some moving on to Mod 2, some moving from Mod 2 into 3, and others getting back into Mod 3 after some time off - we seem to all be experiencing the same struggle - getting moving!
Hayley mentioned that coming back from having time away from her data and research she is coming back into Module 3 with evolved thinking and a new out look on her research. This comment made me recognize my own evolution of thought and understanding as I have progressed through this MA. I now more then ever understand Helen and Adesola's comments from the beginning of this process, explaining that this MA is about opening doors, broadening our perspective and extending possibilities RATHER then re-affirming what we already know or trying to prove a point. I think I have mentioned this before - but the more I learn and experience, the less I feel I know and the shakier my ground feels! While this can be frightening and unnerving, it is refreshing in away. I don't always have to have the answer. And in terms of this MA, I won't have an answer, just thoughts… an outlook… a perspective… some revelations towards my own practice possibly?
Ok, back to getting moving. Personally I have found that digging into my data - reading the surveys and interviews - has allowed me to get re-immersed in my research. However, I almost feel as though I am downing in data!!! I wonder what the average amount of data is for Module 3? I am feeling like maybe I have too much? Can others in Module 3 share about how much data they have collected for their research?
Cathi Ingram posted a blog a few weeks ago celebrating her finishing her MA and encouraging the rest of us to keep going! In her blog she mentioned that in Module 3 her husband became her gate-keeper, fending off family, friends etc that may pull her away from her research. As well, she came to realize that she may need to miss dinners, events etc in order to remain focused on her MA work. While I do not have a gate-keeper, I used this idea and in red ink wrote MA beside free days in my diary - agreeing with myself that I will commit each of these days to my research. And I have told myself that I need to start practicing saying "no". This is hard for me, especially when it comes to socializing! But for the next 2-3 months school is priority. The gate is closed! At least just for the time being :)
As I continue to analyze my data I am beginning to notice that I am struggling to organize my thoughts, remain critical and avoid projecting my own assumptions and ideas on the data/research. These are 3 main areas that I need to focus on while continuing with analysis and beginning to formulate my thoughts into writing. Does anyone have any thoughts or suggestions regarding this? Especially how to be critical but still get the work done and not allow your thoughts and ideas to get away from you?
Merde everyone! I look forward to reading all of your thoughts as well and meeting some of you in May :)
Ainsley
Well we are officially back at it! And for many of us we are heading towards the finish line.
In today's evening Skype group chat there seemed to be an overall consensus that getting back into the swing of things is a challenge this time around. Although we are all at a different stage of the journey - some beginning Mod 1, some moving on to Mod 2, some moving from Mod 2 into 3, and others getting back into Mod 3 after some time off - we seem to all be experiencing the same struggle - getting moving!
Hayley mentioned that coming back from having time away from her data and research she is coming back into Module 3 with evolved thinking and a new out look on her research. This comment made me recognize my own evolution of thought and understanding as I have progressed through this MA. I now more then ever understand Helen and Adesola's comments from the beginning of this process, explaining that this MA is about opening doors, broadening our perspective and extending possibilities RATHER then re-affirming what we already know or trying to prove a point. I think I have mentioned this before - but the more I learn and experience, the less I feel I know and the shakier my ground feels! While this can be frightening and unnerving, it is refreshing in away. I don't always have to have the answer. And in terms of this MA, I won't have an answer, just thoughts… an outlook… a perspective… some revelations towards my own practice possibly?
Ok, back to getting moving. Personally I have found that digging into my data - reading the surveys and interviews - has allowed me to get re-immersed in my research. However, I almost feel as though I am downing in data!!! I wonder what the average amount of data is for Module 3? I am feeling like maybe I have too much? Can others in Module 3 share about how much data they have collected for their research?
Cathi Ingram posted a blog a few weeks ago celebrating her finishing her MA and encouraging the rest of us to keep going! In her blog she mentioned that in Module 3 her husband became her gate-keeper, fending off family, friends etc that may pull her away from her research. As well, she came to realize that she may need to miss dinners, events etc in order to remain focused on her MA work. While I do not have a gate-keeper, I used this idea and in red ink wrote MA beside free days in my diary - agreeing with myself that I will commit each of these days to my research. And I have told myself that I need to start practicing saying "no". This is hard for me, especially when it comes to socializing! But for the next 2-3 months school is priority. The gate is closed! At least just for the time being :)
As I continue to analyze my data I am beginning to notice that I am struggling to organize my thoughts, remain critical and avoid projecting my own assumptions and ideas on the data/research. These are 3 main areas that I need to focus on while continuing with analysis and beginning to formulate my thoughts into writing. Does anyone have any thoughts or suggestions regarding this? Especially how to be critical but still get the work done and not allow your thoughts and ideas to get away from you?
Merde everyone! I look forward to reading all of your thoughts as well and meeting some of you in May :)
Ainsley
Monday, 11 January 2016
Data analysis, Coding etc…. Help requested :)
Hi all!
I am beginning my data analysis and coding and would love some advice, input or ideas on how you went about doing this. My plan is to go through all of my data first, then take note of common themes, ideas or findings that pop out at me and consider those as categories. Then from there try to narrow them down to a few main categories. Does that sound about right?
Sarah, I am not sure if you will see this, but I tried printing out your Rhizome and it was quite blurry. I would love your feedback and input on how this worked for you. I would really like to give it a try!
Thanks MAPPers!
And congrats to those who have completed Module 3! Merde for the presentations! Wish I could be there in person :( But will be in May!
Ainsley
I am beginning my data analysis and coding and would love some advice, input or ideas on how you went about doing this. My plan is to go through all of my data first, then take note of common themes, ideas or findings that pop out at me and consider those as categories. Then from there try to narrow them down to a few main categories. Does that sound about right?
Sarah, I am not sure if you will see this, but I tried printing out your Rhizome and it was quite blurry. I would love your feedback and input on how this worked for you. I would really like to give it a try!
Thanks MAPPers!
And congrats to those who have completed Module 3! Merde for the presentations! Wish I could be there in person :( But will be in May!
Ainsley
Monday, 7 December 2015
Data Analysis and other things...
Hello all,
I felt that yesterday's Skype session (evening) was extremely informative. Having decided to take a step back and defer my submission to May, I am a step behind most who are in Module 3. So hearing about where each of you are at and the experiences you have had with data analysis and writing really helped me understand what lies ahead. I took many notes during our Skype that I am sure will be useful as I move forward through Module 3. So thank you everyone :)
To be honest, amongst the hustle and bustle of life I often forget about our blogs and Linkedin. However when I do take the time to sit down and read through each of your blogs, I become inspired and motivated not just about blogging but about our MA and the dance world in general. It is refreshing reading blogs of people I have never met, yet seem to be living very similar experiences to myself. That is the beauty of dance, I feel it is a thread that ties people together into a community of similar thinkers, movers and feelers - even if these people never meet. Does that make sense?
Feeling like I have nothing to say in my blog, I decided to read through everyone else's first. I was pleasantly surprised to read that many of you have had the same feelings towards blogs that I have. What is this? I don't know what to say. Why do I need to do this. I loved reading Sarah and Suzy's blogs about their process of overcoming these thoughts and realizing how liberating blogging can be. And that writing can be an extension of our thoughts, discoveries and experiences. I believe it was Sarah who said she doesn't consider herself to be extremely creative. I feel yah! I say the same thing about myself. Which I have come to realize is a lie. No, I may not seem as creative as some of my peers, but I am creative in my own way. And I think it is lies like this one that stop us from doing things that we are not comfortable with or feel we have nothing to share. This is my experience with blogs. I often feel as though, "Why would anyone want to read about…?" So I don't share. But a big part of this MA is reflecting, sharing and encouraging others. Actually not just this MA but life. I also think that the stigma of over-sharing opinions online has hindered my desire to want to blog. So I am continually having to remind myself that this is different. This blog is for those who are walking through the same journey as myself and it actually can be a useful tool for both myself and other MAPPers.
Ok, on to the part that I am supposed to be writing about. Data analysis. Having not officially begun my data analysis, I can not necessarily speak to my specific experience with it, but more to the advise and ideas that I received from others during our Skype call.
The reason I have not been able to move onto Data analysis yet is because silly me, I decided to transcribe all of my audio recorded interviews. Each is about 1 hour in length, which takes me 5-6 hours to type. I am down to my last 3 interviews, and am now realizing I really should have thought of a better way of doing this! hahah, but it is too late now. I am almost done :) Even though this has been an incredibly long and strenuous job, it has been very enjoyable. It is one thing to sit and talk with someone, but to then spend 6 hours typing out the conversation word for word is really eye opening and enlightening. I feel that this process will actually assist me when it comes time to sort through all of my data, because I will be able to recall and identify details from each interview. I read in Louise's blog that she is under the same stress with her video recordings. Good luck Louise!
I am curious how much data you each had? I am beginning to worry that I may have too much!!!
Analysis - In our Skype conversation we were talking about the need for being thorough when sorting data and selective or strict with ourselves when choosing which findings to include in our final project. I believe it was Mary and Cathi who were having the conversation about literature. Cathi was mentioning that the more she analysis her data and finds new literature to back up her findings, she ends up with new trains of thoughts and new information to add to her project. Mary reflected back on her experience with completing Module 3 and recommended that Cathi (and the rest of us) be selective and stick with the literature that first stood out to her. What first inspired, enlightened or confirmed the idea is the literature that one should focus on. Would this also be something to consider for data analysis, coding and selecting what to include in the final project? I am not sure. We did talk about the fact that as we sort through our data and create themes, themes may emerge that were not considered when the proposal was created or data collection began. And some of these themes may actually be more prevalent then others that were assumed to appear. This is the exciting thing about research! I have already noticed in my own data collection that there are ideas coming forth that I did not expect. I am excited to sit down in the next few months and begin analyzing my data. But to be honest, I am extremely intimidated about this process because I feel I may be inundated with data, thoughts and directions!!! ahhhh…… Any advise?
Thank you Sarah for sharing your Rhizome with us. I am definitely going to use that!
The last thing I want to share is an image I had earlier in November that led to my decision to defer. I had been dealing with a sever back injury, a completely full schedule and a brain on overload when one night in my sleep I had this beautiful image come to me. Here is what I wrote….
It is like I am scuba diving in the Caribbean - I am at the bottom of the ocean taking in the beauty of the coral reefs, fish, and amazing things. It is so beautiful and enjoyable that I don't want to come up - however my time and air is running out so I must begin to ascend. This ascension takes time, it must be a slow controlled and perfectly timed process or there are consequences. When I reach the surface I can breath again and consider all that I have just experienced! The make my way back to the boat and call it a day!
I feel I am still at the bottom of the ocean taking in the beauty, but I know that I am running out of time! However I need to take my time ascending - sifting through the data, really digging into the analysis process and literature. For me I feel this stage will be important in order to really look at my data and get the most out of it that I can. Then I can reach the surface and begin to formulate my thoughts. And finally, make my way to Middlesex to share it with you all. I was wavering back and forth between January or May and realized, I am in no hurry! I had planned this whole year for school anyway. I know that if I rush to finish in January I will not do anywhere near my best work, nor will I enjoy it! What I am learning is so incredible and intriguing, I want to continue to learn and grow and develop my practice. And I know that if I rush to complete, this will not happen for me to the extent that it could if I gave myself more time.
Merde everyone on this final push to the end of term! I felt a little sad yesterday during our Skype thinking that some of these familiar voices may not be around next term! So hopefully some of you will pop into our Skype calls from time to time. And I may be reaching out to some of you for advice on Module 3!
Best of luck with your final presentations! Merde :)
Ainsley
I felt that yesterday's Skype session (evening) was extremely informative. Having decided to take a step back and defer my submission to May, I am a step behind most who are in Module 3. So hearing about where each of you are at and the experiences you have had with data analysis and writing really helped me understand what lies ahead. I took many notes during our Skype that I am sure will be useful as I move forward through Module 3. So thank you everyone :)
To be honest, amongst the hustle and bustle of life I often forget about our blogs and Linkedin. However when I do take the time to sit down and read through each of your blogs, I become inspired and motivated not just about blogging but about our MA and the dance world in general. It is refreshing reading blogs of people I have never met, yet seem to be living very similar experiences to myself. That is the beauty of dance, I feel it is a thread that ties people together into a community of similar thinkers, movers and feelers - even if these people never meet. Does that make sense?
Feeling like I have nothing to say in my blog, I decided to read through everyone else's first. I was pleasantly surprised to read that many of you have had the same feelings towards blogs that I have. What is this? I don't know what to say. Why do I need to do this. I loved reading Sarah and Suzy's blogs about their process of overcoming these thoughts and realizing how liberating blogging can be. And that writing can be an extension of our thoughts, discoveries and experiences. I believe it was Sarah who said she doesn't consider herself to be extremely creative. I feel yah! I say the same thing about myself. Which I have come to realize is a lie. No, I may not seem as creative as some of my peers, but I am creative in my own way. And I think it is lies like this one that stop us from doing things that we are not comfortable with or feel we have nothing to share. This is my experience with blogs. I often feel as though, "Why would anyone want to read about…?" So I don't share. But a big part of this MA is reflecting, sharing and encouraging others. Actually not just this MA but life. I also think that the stigma of over-sharing opinions online has hindered my desire to want to blog. So I am continually having to remind myself that this is different. This blog is for those who are walking through the same journey as myself and it actually can be a useful tool for both myself and other MAPPers.
Ok, on to the part that I am supposed to be writing about. Data analysis. Having not officially begun my data analysis, I can not necessarily speak to my specific experience with it, but more to the advise and ideas that I received from others during our Skype call.
The reason I have not been able to move onto Data analysis yet is because silly me, I decided to transcribe all of my audio recorded interviews. Each is about 1 hour in length, which takes me 5-6 hours to type. I am down to my last 3 interviews, and am now realizing I really should have thought of a better way of doing this! hahah, but it is too late now. I am almost done :) Even though this has been an incredibly long and strenuous job, it has been very enjoyable. It is one thing to sit and talk with someone, but to then spend 6 hours typing out the conversation word for word is really eye opening and enlightening. I feel that this process will actually assist me when it comes time to sort through all of my data, because I will be able to recall and identify details from each interview. I read in Louise's blog that she is under the same stress with her video recordings. Good luck Louise!
I am curious how much data you each had? I am beginning to worry that I may have too much!!!
Analysis - In our Skype conversation we were talking about the need for being thorough when sorting data and selective or strict with ourselves when choosing which findings to include in our final project. I believe it was Mary and Cathi who were having the conversation about literature. Cathi was mentioning that the more she analysis her data and finds new literature to back up her findings, she ends up with new trains of thoughts and new information to add to her project. Mary reflected back on her experience with completing Module 3 and recommended that Cathi (and the rest of us) be selective and stick with the literature that first stood out to her. What first inspired, enlightened or confirmed the idea is the literature that one should focus on. Would this also be something to consider for data analysis, coding and selecting what to include in the final project? I am not sure. We did talk about the fact that as we sort through our data and create themes, themes may emerge that were not considered when the proposal was created or data collection began. And some of these themes may actually be more prevalent then others that were assumed to appear. This is the exciting thing about research! I have already noticed in my own data collection that there are ideas coming forth that I did not expect. I am excited to sit down in the next few months and begin analyzing my data. But to be honest, I am extremely intimidated about this process because I feel I may be inundated with data, thoughts and directions!!! ahhhh…… Any advise?
Thank you Sarah for sharing your Rhizome with us. I am definitely going to use that!
The last thing I want to share is an image I had earlier in November that led to my decision to defer. I had been dealing with a sever back injury, a completely full schedule and a brain on overload when one night in my sleep I had this beautiful image come to me. Here is what I wrote….
It is like I am scuba diving in the Caribbean - I am at the bottom of the ocean taking in the beauty of the coral reefs, fish, and amazing things. It is so beautiful and enjoyable that I don't want to come up - however my time and air is running out so I must begin to ascend. This ascension takes time, it must be a slow controlled and perfectly timed process or there are consequences. When I reach the surface I can breath again and consider all that I have just experienced! The make my way back to the boat and call it a day!
I feel I am still at the bottom of the ocean taking in the beauty, but I know that I am running out of time! However I need to take my time ascending - sifting through the data, really digging into the analysis process and literature. For me I feel this stage will be important in order to really look at my data and get the most out of it that I can. Then I can reach the surface and begin to formulate my thoughts. And finally, make my way to Middlesex to share it with you all. I was wavering back and forth between January or May and realized, I am in no hurry! I had planned this whole year for school anyway. I know that if I rush to finish in January I will not do anywhere near my best work, nor will I enjoy it! What I am learning is so incredible and intriguing, I want to continue to learn and grow and develop my practice. And I know that if I rush to complete, this will not happen for me to the extent that it could if I gave myself more time.
Merde everyone on this final push to the end of term! I felt a little sad yesterday during our Skype thinking that some of these familiar voices may not be around next term! So hopefully some of you will pop into our Skype calls from time to time. And I may be reaching out to some of you for advice on Module 3!
Best of luck with your final presentations! Merde :)
Ainsley
Wednesday, 4 November 2015
Literature
Hello all,
As a follow up to our Skype this past weekend I have chosen to write about my understanding of literature and our research project. During our Skype we all came to consensus that we are struggling finding literature that is directly related to each of our topics, we are becoming overwhelmed by the enormous amount of ideas that come up within the literature, and we are finding that there are holes within the literature. It is these holes that our own research will help fill. By researching literature outside of our specific topic we can create our own thoughts and voice and use this to begin to fill these holes.
Understanding we will not find the answers we are looking for in literature, Helen gave us an image to consider. Literature is just an ingredient that is added to the bigger product that I am making. It will help add spice, making the flavour deeper and adding richness.
This image has helped me not feel as overwhelmed as I was previously. I am still struggling to find literature that related to part of my research, but will continue to see out sources that may be applicable even if not directly related. I believe this still has the ability to open up my mind and help me create my owns voice to eventually help fill in some of those holes within dance research.
As a follow up to our Skype this past weekend I have chosen to write about my understanding of literature and our research project. During our Skype we all came to consensus that we are struggling finding literature that is directly related to each of our topics, we are becoming overwhelmed by the enormous amount of ideas that come up within the literature, and we are finding that there are holes within the literature. It is these holes that our own research will help fill. By researching literature outside of our specific topic we can create our own thoughts and voice and use this to begin to fill these holes.
Understanding we will not find the answers we are looking for in literature, Helen gave us an image to consider. Literature is just an ingredient that is added to the bigger product that I am making. It will help add spice, making the flavour deeper and adding richness.
This image has helped me not feel as overwhelmed as I was previously. I am still struggling to find literature that related to part of my research, but will continue to see out sources that may be applicable even if not directly related. I believe this still has the ability to open up my mind and help me create my owns voice to eventually help fill in some of those holes within dance research.
Wednesday, 14 October 2015
Data Collection for Module 3
Sorry for the long delay in writing my blog following our last (first) Skype call.
I had chosen to write on Data Collection, so here we go…
As I have begun collecting data I am finding it incredibly exciting and enlightening yet overwhelming at the same time. I have immersed myself in the process of data collection. Since the start of this module have observed 8 technique classes (Ballet and modern), as well as host 2 interviews (one with a group of students and another with a group of teachers). I have also scheduled 4 other interviews in the coming weeks, and will begin creating my survey this next week to be handed out in November.
Overall I am finding the daily routine of watching classes and transcribing my notes very easy and enjoyable! The area I am struggling with is Literature. I am finding it incredibly difficult to find literature on my topic. As well, I notice that I put other MAPP activities ahead of finding and reading literature. I am not a lover of reading (although when I get into it I do find it very interesting) so getting started is where I lack ambition. This is something I need to work on ASAP! So if anyone knows of any great books, journals or readings out there around my topic, please let me know!
Anyway, back to data collection. This is the juicy part of the research process. This is the area that I find as a dance teacher, I thrive! I love observing others in the process. I am so inspired watching and learning from other teachers. I am also intrigued by the contrasting language and concepts that we use. I have noticed that between genres (Ballet and modern - and even within genres) and between generations of teachers our language is quite different. I am interested to see how this will be incorporated into my research.
An image I have in regards to this whole research process that has helped me realized it is ok to be unsure and a bit in the dark about where my research is taking me is…
Research is the human body. The research proposal (plan) are the bones. They lay the foundation or skeleton for the research - the shape to take form. The data collection is the layering of muscle. They form the body, they bring the meat and bulk to the body - shaping the research into what it will become but not bringing it alive quite yet. The analysis is the veins, arteries and cells. begin pumping blood They make the body come alive - the analysis makes the research come alive! And the skin is the final product, encapsulating all of the stages of research into one final product. (For the time being - because we know that this isn't a final product but is just the start!)
This has helped me because as I collect data I often have this nagging worry that what I am collecting is not what I was hoping too, or that it won't fit within my original research proposal. But by keeping this image in mind, I realize that I am only in the shaping stage. I have my skeleton and am now tacking on muscles, layer by layer. I don't know the final shape yet! Although its nerve-racking, its exciting! Almost like having a baby! You know the baby is being formed inside your womb, yet you do not know what it will look like or who it will be! There is mystery and anticipation!
So let's live in the mystery and anticipation and trust that it will all come together in time!
Merde!
Would love your input for Module 3 research!
Hello all!
As many of us are 3 weeks into our research I feel now is a good time to put some thoughts out to you all in hopes of receiving your feedback and thoughts on my inquiry.
To streamline things for myself, I have broken my research into 3 main areas of inquiry…
1. The relationship between Ballet and Modern technique -
- What is it? What could it be? What elements within the two are supportive (similar) and what are opposing (different)? Do adolescent students (12-17yrs old) have the ability to understand this relationship? (more about this below) and… Can the teachers understand, articulate and encourage the supportive elements of this relationship?
2. How do the Limon principles (concepts) apply to Ballet and Modern technique? How do they fit into, influence, affect the relationship between Ballet and Modern in both teaching technique (teachers) and dancing/embodying technique (students)? These principles include: Fall and Recovery, Opposition, Suspension, Initiation, Isolation, the Center (Core), Succession, Weight and Rhythm.
3. The study of Adolescent development - how the physical, mental and emotional development of adolescents affects their training. How dancers experience these changes in their training and if or how they are recognized and supported by the teacher.
I would love to hear about your experience as either an adolescent student and/or teacher of adolescent students.
- Do you teach students who dance in more then one genre?
- How do you find training in multiple genres benefits or hinders the overall technical training of adolescents?
- Are there concepts or elements within genres that can cross over and enhance the training within other genres?
- Do you or your fellow colleges ever discuss this idea with each other or your students?
- Do you feel your students easily carry information and experiences between technique classes and genres or do they close the door on one class and open on another, forgetting everything that they heard and experienced in the previous class?
- Thinking about the Limon principles (movement concepts) listed above, can you recognize them within your own teaching? Do you use any of these terms, or maybe explain them in different ways? Or maybe not at all?
Sorry to bombard you all with so many questions! Knowing that you are all established teachers I would love to hear your experiences with these ideas. If you have the time, please comment: )
Thank you!
Ainsley
As many of us are 3 weeks into our research I feel now is a good time to put some thoughts out to you all in hopes of receiving your feedback and thoughts on my inquiry.
To streamline things for myself, I have broken my research into 3 main areas of inquiry…
1. The relationship between Ballet and Modern technique -
- What is it? What could it be? What elements within the two are supportive (similar) and what are opposing (different)? Do adolescent students (12-17yrs old) have the ability to understand this relationship? (more about this below) and… Can the teachers understand, articulate and encourage the supportive elements of this relationship?
2. How do the Limon principles (concepts) apply to Ballet and Modern technique? How do they fit into, influence, affect the relationship between Ballet and Modern in both teaching technique (teachers) and dancing/embodying technique (students)? These principles include: Fall and Recovery, Opposition, Suspension, Initiation, Isolation, the Center (Core), Succession, Weight and Rhythm.
3. The study of Adolescent development - how the physical, mental and emotional development of adolescents affects their training. How dancers experience these changes in their training and if or how they are recognized and supported by the teacher.
I would love to hear about your experience as either an adolescent student and/or teacher of adolescent students.
- Do you teach students who dance in more then one genre?
- How do you find training in multiple genres benefits or hinders the overall technical training of adolescents?
- Are there concepts or elements within genres that can cross over and enhance the training within other genres?
- Do you or your fellow colleges ever discuss this idea with each other or your students?
- Do you feel your students easily carry information and experiences between technique classes and genres or do they close the door on one class and open on another, forgetting everything that they heard and experienced in the previous class?
- Thinking about the Limon principles (movement concepts) listed above, can you recognize them within your own teaching? Do you use any of these terms, or maybe explain them in different ways? Or maybe not at all?
Sorry to bombard you all with so many questions! Knowing that you are all established teachers I would love to hear your experiences with these ideas. If you have the time, please comment: )
Thank you!
Ainsley
Friday, 2 October 2015
Module 3 - let the research begin!
Hi all!
Well, I am 5 days into Module 3 - the research has begun! After spending September getting caught up and ready to begin this final chapter of my Masters, I am now experiencing many mixed emotions.
I feel anxious, nervous, excited, not ready, ready, unprepared, prepared… and so on….
Within the days leading up to the start of this term, I decided to sit down and revisit my research proposal from last module. As I read through my proposal and reflected on my original idea for inquiry I realized that my mind is in a much clearer place now then it was a few months ago. Almost as though having distance and time away from this inquiry created a space for me to realigned my thoughts and intentions. Taking this new found clarity, I re-articulated the key elements of my research proposal - highlighting the main concepts/ideas that I would like to focus on. As I wrote I discovered that my area of inquiry can be categorized into 3 key areas:
1. The relationship between Ballet and Modern technique -
- What is it? What could it be? What elements within them are supportive (similar) and what are opposing (different)? Do adolescent students (12-17yrs old) have the ability to understand this relationship? (more about this below) and… Can the teachers understand, articulate and encourage the supportive elements of this relationship?
2. How do the Limon principles (concepts) apply to Ballet and Modern technique? How does these fit into, influence, affect the relationship between Ballet and Modern in both teaching technique (teachers) and dancing technique (students)? These principles include: Fall and Recovery, Opposition, Suspension, Initiation, Isolation, the Center (Core), Succession, Weight and Rhythm.
3. The study of Adolescent development - how the physical, mental and emotional development of adolescents affects their training. How dancers experience these changes in their training and if or how they are recognized and supported by the teacher.
By simplifying my inquiry, I feel I am more confident about beginning my research and data collection. I have created a framework for what I am looking for. However, all of this said… my struggle is trying to stay unbiased! I continually remind myself that I need to open to whatever the data presents. This will be something that I know I will have to remind myself about over and over throughout this process.
This week I began observing my selected group of participants in Ballet and Modern technique classes. I have chosen to use a particular group of students within my studio who are between the ages of 12-17 years old (at the start of research) as well as 4 teachers from my studio (3 ballet, 1 modern). This group of dancers train 3-5 days a week, taking 3 ballet classes, 2 modern classes and choreography. They have a different ballet teacher for each class, two of which are focusing on ISTD Intermediate syllabus and one who is working on the RAD Intermediate syllabus. As well they have 2 different Modern teachers - one who is teaching a variety of modern and contemporary movement styles and myself who is teaching them Limon technique.
Anyway… Spending a few nights this week focused on observing these students and teachers has already got my brain going! Getting into the studio with my notebook in hand, being able to observe and not teach - noticing so many fascinating things - I am beginning to get really excited about this journey that lies ahead! I spent hours today colour coordinating my notes, so that when the data analysis begins I can easily categorize my findings. This process of re-writing my notes also gave me time to reflect on what I witnessed in class. I plan to make this a weekly tradition so that my very full and busy brain retains this data (along with my many pages of notes). Next week after all of my participants forms are signed, I will begin recording classes as well as conduct my first interview with my participants. I have only planned on having 2 interviews with my students and 2 with the teachers - however after this week of observations, I wish I could interview them weekly!!!!! I have toooooo many thoughts and questions!!!!
I am looking forward to this weekends Skype - getting back in touch with all the other MAPPers, hearing where people are at and what we have to look forward to.
Quick question for everyone - I am curious, do most people plan on completing Module 3 in January - or do you wish to defer it until the spring in order to have more time to research, review data and compile your these? I am wrestling with this. (Even though I know I am not supposed to stress about it, I am!)
Good luck everyone!!!
Ainsley
Well, I am 5 days into Module 3 - the research has begun! After spending September getting caught up and ready to begin this final chapter of my Masters, I am now experiencing many mixed emotions.
I feel anxious, nervous, excited, not ready, ready, unprepared, prepared… and so on….
Within the days leading up to the start of this term, I decided to sit down and revisit my research proposal from last module. As I read through my proposal and reflected on my original idea for inquiry I realized that my mind is in a much clearer place now then it was a few months ago. Almost as though having distance and time away from this inquiry created a space for me to realigned my thoughts and intentions. Taking this new found clarity, I re-articulated the key elements of my research proposal - highlighting the main concepts/ideas that I would like to focus on. As I wrote I discovered that my area of inquiry can be categorized into 3 key areas:
1. The relationship between Ballet and Modern technique -
- What is it? What could it be? What elements within them are supportive (similar) and what are opposing (different)? Do adolescent students (12-17yrs old) have the ability to understand this relationship? (more about this below) and… Can the teachers understand, articulate and encourage the supportive elements of this relationship?
2. How do the Limon principles (concepts) apply to Ballet and Modern technique? How does these fit into, influence, affect the relationship between Ballet and Modern in both teaching technique (teachers) and dancing technique (students)? These principles include: Fall and Recovery, Opposition, Suspension, Initiation, Isolation, the Center (Core), Succession, Weight and Rhythm.
3. The study of Adolescent development - how the physical, mental and emotional development of adolescents affects their training. How dancers experience these changes in their training and if or how they are recognized and supported by the teacher.
By simplifying my inquiry, I feel I am more confident about beginning my research and data collection. I have created a framework for what I am looking for. However, all of this said… my struggle is trying to stay unbiased! I continually remind myself that I need to open to whatever the data presents. This will be something that I know I will have to remind myself about over and over throughout this process.
This week I began observing my selected group of participants in Ballet and Modern technique classes. I have chosen to use a particular group of students within my studio who are between the ages of 12-17 years old (at the start of research) as well as 4 teachers from my studio (3 ballet, 1 modern). This group of dancers train 3-5 days a week, taking 3 ballet classes, 2 modern classes and choreography. They have a different ballet teacher for each class, two of which are focusing on ISTD Intermediate syllabus and one who is working on the RAD Intermediate syllabus. As well they have 2 different Modern teachers - one who is teaching a variety of modern and contemporary movement styles and myself who is teaching them Limon technique.
Anyway… Spending a few nights this week focused on observing these students and teachers has already got my brain going! Getting into the studio with my notebook in hand, being able to observe and not teach - noticing so many fascinating things - I am beginning to get really excited about this journey that lies ahead! I spent hours today colour coordinating my notes, so that when the data analysis begins I can easily categorize my findings. This process of re-writing my notes also gave me time to reflect on what I witnessed in class. I plan to make this a weekly tradition so that my very full and busy brain retains this data (along with my many pages of notes). Next week after all of my participants forms are signed, I will begin recording classes as well as conduct my first interview with my participants. I have only planned on having 2 interviews with my students and 2 with the teachers - however after this week of observations, I wish I could interview them weekly!!!!! I have toooooo many thoughts and questions!!!!
I am looking forward to this weekends Skype - getting back in touch with all the other MAPPers, hearing where people are at and what we have to look forward to.
Quick question for everyone - I am curious, do most people plan on completing Module 3 in January - or do you wish to defer it until the spring in order to have more time to research, review data and compile your these? I am wrestling with this. (Even though I know I am not supposed to stress about it, I am!)
Good luck everyone!!!
Ainsley
Saturday, 4 April 2015
Exploring the supportive relationship between Ballet and Modern techniques in training adolescent dancers.
Exploring the
supportive relationship between Ballet and Modern techniques in training
adolescent dancers.
I would like
to explore how ballet (RAD and ISTD) and modern (Limon technique and ISTD) techniques can support each
other in the training of adolescents
(ages 10-18).
Within this
exploration I intend on looking into the stages of development that are
experienced throughout adolescents, using literature and research to inform my
understanding. I intend on examining the physical, mental and emotional
development of adolescents and how this development affects their ability to
learn, embody, and perform ballet and modern techniques.
Vulnerability – Maturity – Decision Making – Attention span – Ability
to learn and embody movement.
The
adolescent years of a dancer are filled with much expectation from both the
dancer and the teacher/parent. The student hopes to progress in a seamless
manner and gain talent and facility. The teacher places many expectations on
the adolescent in training, including focus, desire, respect, the ability to
embody or “pick up” movement, etc. The parent expects the dancer to enjoy their
training, commit to dance for a given time period, stay in shape, etc.
Decision-making
is also an area of interest to me as I know adolescents struggle with this, however
these adolescent years are also the years in which many choices and decisions
are placed on them regarding their future in dance. Classes, examinations, performance
opportunities, additional training, etc are all offered to them with an
expectation that they will choose according to their potential future career in
dance.
- · What is the relationship between teacher/student/parent decision-making?
- Does training in both Ballet and Modern technique create an environment in which fewer decisions are expected of adolescents?
In understanding
the development of adolescents, I would like to look into how training in both
Ballet and Modern technique can benefit the dancer. I will look into areas such
as: efficiency, freedom and control of movement; technical support (turn out,
weight transference, placement etc); muscle development; balance (of muscle
development, movement etc); how the spine is involved in each technique;
initiation of movement; understanding of anatomy – how and where movement comes
from – which leads to efficiency of movement and injury prevention. Areas of
interest include:
-
· What principles of movement are similar or compatible between Ballet and Modern technique?
- Are the students able to translate information between technique classes?
- Is this affected by their stage of development?
- What is the student’s experience of this relationship?
o Do
they understand it?
o Can
they verbalize what they have experienced?
o Can
they translate information from one technique to the other within class?
o Have
they experienced a benefit from training in both techniques and thinking
about the relationship between the two?
- · Are teachers able to communicate the relationship and draw the students attention to details within each technique that support the other?
- How can teachers help facilitate this relationship in the training of adolescents?
I believe
these two techniques when taught with an understanding of the each other and in
relationship with each other can offer adolescents balanced training. I would
like to look into the physical/technical benefit of this relationship – balance
in muscle development and injury prevention (for example the balance between
training in turnout & parallel).
How can this balanced approach to training affect the adolescent dancer
emotionally? I believe it creates an even playing field for dancers – training
is no longer focused on the best at one particular technique, but rather the
mutual respect and appreciation creates a training environment in which the
dancer feels accomplished and successful as well rounded dancers. The
appreciation and understanding of this relationship can encourage a broad
spectrum of dancers, not just those who are successful at ballet.
- · Is one technique seen as more superior to the other?
- · Can this relationship create a more balanced understanding of Ballet and Modern technique as equals?
I would also
like to explore how this supportive relationship allows or creates room for a
holistic approach to teaching. I have already discussed how I believe it can
offer the opportunity for balanced training physically and emotionally. It also
provides education for the dancer in offering technical training in two very
important techniques – providing them with training that can facilitate the
potential for further careers in dance (since most professional ballet and
modern companies expect efficiency in both techniques). Having an understanding
of developmental stages in adolescence and anatomical knowledge, we as teachers
are able to train our students in a safe informative way. As well, this
relationship may be approached from the intention to nurture the whole dancer. Through
exploring and researching the above ideas I believe that a nurturing learning
environment would be able – recognizing the strengths and abilities of all
dancers, care for the dancer’s development as a human not just a technical
machine, and allowing for a healthier body image.
The
teacher’s role within this relationship is critical. The teacher must be
informed enough to understand both Ballet and Modern techniques. In order for
the adolescent students to benefit from this relationship, they must be introduced
to it in an encouraging environment in which the teachers are informed and
supportive of the relationship. I
believe the teacher (either ballet or modern) can have a strong influence on the
student’s ability to appreciate, recognize and embody this relationship.
Saturday, 28 March 2015
In need of advice!!!
I would love advice from all of you fellow MAPPers...
I have been struggling this week to be inspired and motivated to read and dig into literature around my topic of the relationship between Ballet and Modern dance technique. I have been doing lots of thinking this week and am realizing that my passion is for the area of mentorship.
So, I am now wondering if this is an area of inquiry I should consider for my research instead of the relationship between Ballet and Modern technique?
I can see clearly how I could go about researching the Ballet/Modern relationship - I already have ideas for questions etc, but am feeling a bit unmotivated.
I cannot see clearly how I would go about researching Mentorship in dance. So I am hesitant to go this direction.
I would love your advice about this dilemma as I feel I am now in a time crunch and need to decide asap in order to move on with this module!
Any suggestions or thoughts would be greatly appreciated :)
Thank you,
Ainsley
Saturday, 7 March 2015
Task #3
Task #3 - Qualitative Research Methods
Thinking about Positivism in regards to dance research I can understand how this method would not fit. Dance research involves looking at the human body. The body is an ever-changing, dynamic, diverse, unique, living being. There is no "fixed reality" when it comes to the human body.
The logical side of me sees aspects of positivism that make sense for some things in life. However in terms of dance research I let go of this because I understand how human dance is. While reading through my notes on Positivism I decided to Wikipedia the term for a quick definition. Wikipedia explains Positivism as rejecting "introspective and intuitive knowledge". So much of dance training and instruction involves these two things, so it must not fit within this approach.
In all of my readings on the Positivist approach I realize that Science is the King! It is through science, mathematics, reason, and logic that knowledge is gained. Experience can be "exactly determined" (Wikipedia). This is not the case with dance. As a student or instructor you can not predetermine the experience that you or your students/dancers will have. Each body and class offers a completely different experiences and outcome. Non-positivism focuses on diversity, experience, humanism. Human experience can not be replicated, it is an ever changing, growing, developing thing. It is not predictable, instead it responds to it's surroundings and feedback.
This information has made me fully aware of how important the Non-Positivist approach to dance research is. Each body, class, student, learner, teacher, studio, environment, etc… creates a completely different experience then the next. There is no "fixed reality" in dance. While some outcomes may be expected, you can not say with certainty what the outcome will be. As dance instructors/choreographers, we often have desired outcomes when it comes to teaching technique or choreography to our students. But each student's body is going to receive and embody that information differently.
When I translate this to performance or technique class this Non-Posivist approach makes more sense to me. In performance you have a desired or expected outcome - the dancers will perform as instructed/rehearsed, they will mesmerize the audience, there will be no mistakes. Unfortunately it is not that simple. Dance performance is a live art, presented by humans. Humans are unpredictable. The performance could be more amazing then expected or it could be a complete disaster! This goes for technique class and rehearsal as well. As the teacher I come in to class with a plan and expectation of how it will go. However, I am dealing with living beings that change frequently, and I as well am a human. I believe dance and the human body are impossible to predict and impossible to replicate. This is life!
I also feel that as a researcher in an area that is so familiar with me, it is impossible for me to be objective - which is an aspect of Positivism. I will have biases because of my own experiences with dance. This may hinder me in some ways, but in many ways I feel it will deepen my understanding of the research and ability to observe and notice details within the research that others may not pick up on.
Knowing that Positivism relates to Dualism in that they both focus on the mind being the source of knowledge - I see how these do not fit in dance or human research. In order to view, critique, experience or research dance one must experience the body in movement. Dancers receive their information, knowledge and experiences through their bodies. They are the perfect example of Embodiment. There are no external tools in dance. The teacher/choreographer directs the student/dancer in movement by demonstrating with their own bodies or verbalizing physical movement through terminology and imagery. The student/dancer then physically translates that message into their own body. Then the teacher/choreographer gives feedback by viewing/observing the students body in movement. It is a completely embodied cycle of giving and receiving information. Even the language used is body focused. I believe the body and mind work together to understand what they are seeing and experiencing and to respond to feedback. Because of this relationship I can not see how dance could ever be done, taught, or researched from a dualistic perspective.
Thinking about Positivism in regards to dance research I can understand how this method would not fit. Dance research involves looking at the human body. The body is an ever-changing, dynamic, diverse, unique, living being. There is no "fixed reality" when it comes to the human body.
The logical side of me sees aspects of positivism that make sense for some things in life. However in terms of dance research I let go of this because I understand how human dance is. While reading through my notes on Positivism I decided to Wikipedia the term for a quick definition. Wikipedia explains Positivism as rejecting "introspective and intuitive knowledge". So much of dance training and instruction involves these two things, so it must not fit within this approach.
In all of my readings on the Positivist approach I realize that Science is the King! It is through science, mathematics, reason, and logic that knowledge is gained. Experience can be "exactly determined" (Wikipedia). This is not the case with dance. As a student or instructor you can not predetermine the experience that you or your students/dancers will have. Each body and class offers a completely different experiences and outcome. Non-positivism focuses on diversity, experience, humanism. Human experience can not be replicated, it is an ever changing, growing, developing thing. It is not predictable, instead it responds to it's surroundings and feedback.
This information has made me fully aware of how important the Non-Positivist approach to dance research is. Each body, class, student, learner, teacher, studio, environment, etc… creates a completely different experience then the next. There is no "fixed reality" in dance. While some outcomes may be expected, you can not say with certainty what the outcome will be. As dance instructors/choreographers, we often have desired outcomes when it comes to teaching technique or choreography to our students. But each student's body is going to receive and embody that information differently.
When I translate this to performance or technique class this Non-Posivist approach makes more sense to me. In performance you have a desired or expected outcome - the dancers will perform as instructed/rehearsed, they will mesmerize the audience, there will be no mistakes. Unfortunately it is not that simple. Dance performance is a live art, presented by humans. Humans are unpredictable. The performance could be more amazing then expected or it could be a complete disaster! This goes for technique class and rehearsal as well. As the teacher I come in to class with a plan and expectation of how it will go. However, I am dealing with living beings that change frequently, and I as well am a human. I believe dance and the human body are impossible to predict and impossible to replicate. This is life!
I also feel that as a researcher in an area that is so familiar with me, it is impossible for me to be objective - which is an aspect of Positivism. I will have biases because of my own experiences with dance. This may hinder me in some ways, but in many ways I feel it will deepen my understanding of the research and ability to observe and notice details within the research that others may not pick up on.
Knowing that Positivism relates to Dualism in that they both focus on the mind being the source of knowledge - I see how these do not fit in dance or human research. In order to view, critique, experience or research dance one must experience the body in movement. Dancers receive their information, knowledge and experiences through their bodies. They are the perfect example of Embodiment. There are no external tools in dance. The teacher/choreographer directs the student/dancer in movement by demonstrating with their own bodies or verbalizing physical movement through terminology and imagery. The student/dancer then physically translates that message into their own body. Then the teacher/choreographer gives feedback by viewing/observing the students body in movement. It is a completely embodied cycle of giving and receiving information. Even the language used is body focused. I believe the body and mind work together to understand what they are seeing and experiencing and to respond to feedback. Because of this relationship I can not see how dance could ever be done, taught, or researched from a dualistic perspective.
New discoveries
After a busy and inspiring few weeks I have finally been able to sit down, re-read the Module 2 Handbook and try to understand not only what I need to do but also the theory behind what I need to do. During our Skype on Sunday I realized that I had gone about this Module backwards. I read the handbook over Christmas, but to be honest, I didn't really pay attention to what I was reading. When this term began I dove into trying to pick a research topic. I took 40 books out of our local university library all on dance education, ballet, and modern technique. I browsed over each, categorizing them and pull out potential areas of research. Then our studio got busy and I left my MA work for a few weeks. And then the Skype call where I realized I had completely ignore the handbook and wasn't even aware of the theory behind research.
This past week I have focused on the handbook, digging into Positivist vs Non-Positivist approaches to research and attempting to understand the different research models and data collection tools. I re-read the handbook, making notes along the way, trying to grasp hold of a understanding of research. Through this short process I have come to realize that I am a task oriented person, give me a list of tasks and I will do them in order and finish in the given amount of time. Give me a bunch of reading and information and I feel overwhelmed, especially when it is a topic that I have no experience in and vocabulary that is brand new to me. Having read Helen's blog and hearing Helen and Adesola reassure us via Skype, I realize that going into this I do not need to be a master of research theory, nor should it be a stumbling block for me as I begin this journey. However, this past week definitely brought out insecurities in me, I began to feel almost like a fraud. What education and life experience do I have that even compares to what is being asked of me. After talking this over with some close friends last night and re-reading Helen's blog, I have come to believe that although this seems so far beyond my understanding, that is kind of the point of all of this. I am only beginning this journey and have so much learning ahead of me. No, I do not feel like a Masters student yet, but I know that as I work through this material it will begin to make sense and I will feel more and more confident each day. In the meantime, I need to start at square one and build up my "technique" in regards to research and master level education. Almost as though I was learning a new dance technique for the first time.
So… I am going to spend this next week reviewing this material, reading literature about research and working through the "steps" listed in the handbook - in reference to my top choice for inquiry. All the while focusing on the belief that I am capable of this, even when doubt overwhelms me.
This past week I have focused on the handbook, digging into Positivist vs Non-Positivist approaches to research and attempting to understand the different research models and data collection tools. I re-read the handbook, making notes along the way, trying to grasp hold of a understanding of research. Through this short process I have come to realize that I am a task oriented person, give me a list of tasks and I will do them in order and finish in the given amount of time. Give me a bunch of reading and information and I feel overwhelmed, especially when it is a topic that I have no experience in and vocabulary that is brand new to me. Having read Helen's blog and hearing Helen and Adesola reassure us via Skype, I realize that going into this I do not need to be a master of research theory, nor should it be a stumbling block for me as I begin this journey. However, this past week definitely brought out insecurities in me, I began to feel almost like a fraud. What education and life experience do I have that even compares to what is being asked of me. After talking this over with some close friends last night and re-reading Helen's blog, I have come to believe that although this seems so far beyond my understanding, that is kind of the point of all of this. I am only beginning this journey and have so much learning ahead of me. No, I do not feel like a Masters student yet, but I know that as I work through this material it will begin to make sense and I will feel more and more confident each day. In the meantime, I need to start at square one and build up my "technique" in regards to research and master level education. Almost as though I was learning a new dance technique for the first time.
So… I am going to spend this next week reviewing this material, reading literature about research and working through the "steps" listed in the handbook - in reference to my top choice for inquiry. All the while focusing on the belief that I am capable of this, even when doubt overwhelms me.
Sunday, 1 February 2015
Planning an inquiry - Module 2
Hello all,
Nice to be back on Skype with some of you reconnecting as we are about to begin Module 2 (or which ever Module you are on). To be honest I thought I understood what this coming module was all about but I think I am more confused now then ever. However, the Skype call did bring some clarity to certain questions. As always, we were each asked to write a Blog following the call to sum up what stood out to us, hopefully to help fill each other in on what was discussed. I have chosen to talk about planning an inquiry, mostly because I am confused in this area and I feel that if I have to write about it then maybe it will help me understand my own thoughts & notes and possibly some of you will respond with your ideas to further all of our understanding on how to go about this module!
I believe it was Helen who mentioned that it is good to think of this module as a Field of Research rather than a Research Topic. This way the seed of an idea can grow into a wide range of areas and fields to explore to bring together the research. Throughout the Skype I noticed that both Helen and Adesola continued to replace the work "question" with "inquiry", I think to subconsciously remind us that we are entering a time of inquiry, not of solving problems or answering questions. Thinking about this journey as a "field of research" and/or "inquiry" has brought some clarity to the purpose of this module and the MA in general.
However, I am still confused! So I will keep talking through what I heard today….
Adesola asked us the question "What makes something useful to research?" - this conversation went on to ask further questions… "Does all research or do all questions need to have answers?" or "Is research about finding our more about something?" - Although there is no definitive answer to any of these questions, we all agreed that research is about finding our more about something meaningful.
So… how do we each choose what is meaningful for us to research? This is where I am getting stuck, and by the sounds of everyone else in our Skype group, we are all struggling with this. I have a few areas of interest that I could see taking my MA research in. However as I mentioned this morning (my time, evening UK time) I want to choose a topic that I am passionate about but will also carry within me into my future practice and will be respected/desired by the dance community in Canada and maybe even abroad.
Helen did a great job of explaining how to plan an inquiry. She mentioned things such as:
- What is it?
- Follow curiosity - pose questions to self about topic
- Explore every facet
- What am I asking? - allow the inquiry to create more questions (not answers)
- How do I plan?
- Is it something I can take forward with me?
- What have other people said about this topic? (Literature)
- Is it a viable topic? (Literature will help decide this)
- Have others already done this?
- What questions do I need to ask in order to find meaning?
- Our research inquiry is part of a further journey - beginning with our already build expertise - considering all that was discovered in our AOL's - continuing into our inquiry into research topics - being carried our through our thesis - and then going with us into our future practice.
"Let yourself speak for yourself" (either Helen or Adesola said this) - our own history and practice emerges into our themes of research. This struck me! It made me question if the topic ideas I have written down are potentially not the direction my MA is supposed to go. Am I not speaking for myself when I am attempting to steer my MA in a direction that will be suitable for my current employer, community, or future jobs? I am having a hard time letting myself think about this, because I feel if I open up my mind to other possibilities, I may never be able to choose! For the past month I have been thinking about the idea of looking at how Modern dance can be taught to young children. But now I wonder if that is an inquiry worthy of research or something I could do on my own. Through the Skype call I began thinking about the idea of how students who are training in Ballet and Jazz or Modern technique benefit from Modern technique (specifically Limon technique). While I grew up focusing on Ballet, I have spent the last 10 years training in and teaching Modern/Contemporary technique. At our studio Ballet is definitely the focus. Our students take multiple Ballet classes a week but only 1 Jazz/Modern class (where I teach ISTD Modern Theatre syllabus to the younger students and Limon based technique to the older students). I struggle with the mindset that Ballet is the end all be all. To be having strong Ballet technique is crucial! BUT… Modern technique is where you learn to move your spine, release your weight, experience suspension, discover groundedness, etc…. And this understanding of movement is so beneficial for the Ballet dancer. I am a strong believer that dancers benefit from having multiple outlets in terms of technique. I think that each technique can build up the other if taught and training correctly. I would also include fitness training to this as well. Whether it is pilates, yoga, athletic training, or any other physical activity. Well rounded dancers who have strong base technique and healthy bodies have so much going for them! Our studio has teamed up with a gym here in Calgary that specializes in Sports Conditioning/training. Some of our students and many of our teachers are training in weights and track. I have felt a change in my own strength and an curious to see how this could benefit our students. Anyway I am babbling now! I will save this for my journal!
Well I think that is all of the info I have to share. As you can see I am in a place of confusion and hope that my rambling out ideas did not add to your confusion! Maybe together we can talk through this. I would love to hear your thoughts, what you got out of your Skype call, and any wisdom regarding Research Inquiry!
Also - I had a thought during the Skype. I would love to Skype more often if anyone is interested. Maybe 1 other time each month. If anyone if interested in adding a Skype conversation to the mix let me know! The only problem is that I am 7 hrs behind the UK, so I can only do afternoon or evening UK time. If not, we have Linkedin and Blogs for support!
Ainsley
Nice to be back on Skype with some of you reconnecting as we are about to begin Module 2 (or which ever Module you are on). To be honest I thought I understood what this coming module was all about but I think I am more confused now then ever. However, the Skype call did bring some clarity to certain questions. As always, we were each asked to write a Blog following the call to sum up what stood out to us, hopefully to help fill each other in on what was discussed. I have chosen to talk about planning an inquiry, mostly because I am confused in this area and I feel that if I have to write about it then maybe it will help me understand my own thoughts & notes and possibly some of you will respond with your ideas to further all of our understanding on how to go about this module!
I believe it was Helen who mentioned that it is good to think of this module as a Field of Research rather than a Research Topic. This way the seed of an idea can grow into a wide range of areas and fields to explore to bring together the research. Throughout the Skype I noticed that both Helen and Adesola continued to replace the work "question" with "inquiry", I think to subconsciously remind us that we are entering a time of inquiry, not of solving problems or answering questions. Thinking about this journey as a "field of research" and/or "inquiry" has brought some clarity to the purpose of this module and the MA in general.
However, I am still confused! So I will keep talking through what I heard today….
Adesola asked us the question "What makes something useful to research?" - this conversation went on to ask further questions… "Does all research or do all questions need to have answers?" or "Is research about finding our more about something?" - Although there is no definitive answer to any of these questions, we all agreed that research is about finding our more about something meaningful.
So… how do we each choose what is meaningful for us to research? This is where I am getting stuck, and by the sounds of everyone else in our Skype group, we are all struggling with this. I have a few areas of interest that I could see taking my MA research in. However as I mentioned this morning (my time, evening UK time) I want to choose a topic that I am passionate about but will also carry within me into my future practice and will be respected/desired by the dance community in Canada and maybe even abroad.
Helen did a great job of explaining how to plan an inquiry. She mentioned things such as:
- What is it?
- Follow curiosity - pose questions to self about topic
- Explore every facet
- What am I asking? - allow the inquiry to create more questions (not answers)
- How do I plan?
- Is it something I can take forward with me?
- What have other people said about this topic? (Literature)
- Is it a viable topic? (Literature will help decide this)
- Have others already done this?
- What questions do I need to ask in order to find meaning?
- Our research inquiry is part of a further journey - beginning with our already build expertise - considering all that was discovered in our AOL's - continuing into our inquiry into research topics - being carried our through our thesis - and then going with us into our future practice.
"Let yourself speak for yourself" (either Helen or Adesola said this) - our own history and practice emerges into our themes of research. This struck me! It made me question if the topic ideas I have written down are potentially not the direction my MA is supposed to go. Am I not speaking for myself when I am attempting to steer my MA in a direction that will be suitable for my current employer, community, or future jobs? I am having a hard time letting myself think about this, because I feel if I open up my mind to other possibilities, I may never be able to choose! For the past month I have been thinking about the idea of looking at how Modern dance can be taught to young children. But now I wonder if that is an inquiry worthy of research or something I could do on my own. Through the Skype call I began thinking about the idea of how students who are training in Ballet and Jazz or Modern technique benefit from Modern technique (specifically Limon technique). While I grew up focusing on Ballet, I have spent the last 10 years training in and teaching Modern/Contemporary technique. At our studio Ballet is definitely the focus. Our students take multiple Ballet classes a week but only 1 Jazz/Modern class (where I teach ISTD Modern Theatre syllabus to the younger students and Limon based technique to the older students). I struggle with the mindset that Ballet is the end all be all. To be having strong Ballet technique is crucial! BUT… Modern technique is where you learn to move your spine, release your weight, experience suspension, discover groundedness, etc…. And this understanding of movement is so beneficial for the Ballet dancer. I am a strong believer that dancers benefit from having multiple outlets in terms of technique. I think that each technique can build up the other if taught and training correctly. I would also include fitness training to this as well. Whether it is pilates, yoga, athletic training, or any other physical activity. Well rounded dancers who have strong base technique and healthy bodies have so much going for them! Our studio has teamed up with a gym here in Calgary that specializes in Sports Conditioning/training. Some of our students and many of our teachers are training in weights and track. I have felt a change in my own strength and an curious to see how this could benefit our students. Anyway I am babbling now! I will save this for my journal!
Well I think that is all of the info I have to share. As you can see I am in a place of confusion and hope that my rambling out ideas did not add to your confusion! Maybe together we can talk through this. I would love to hear your thoughts, what you got out of your Skype call, and any wisdom regarding Research Inquiry!
Also - I had a thought during the Skype. I would love to Skype more often if anyone is interested. Maybe 1 other time each month. If anyone if interested in adding a Skype conversation to the mix let me know! The only problem is that I am 7 hrs behind the UK, so I can only do afternoon or evening UK time. If not, we have Linkedin and Blogs for support!
Ainsley
Sunday, 2 November 2014
Community - We are not alone
I just hung up from today's Skype date and immediately felt a sense of relief. Having missed October's Skype I was feeling quite isolated and removed from this whole MA process. I have been working through my AOL's, trying to read a few books, and struggling with Blogging and journaling, the whole time feeling disconnected from the process. Having this time to sit and listen to others and hear about their challenges and revelations has me feeling much more connected to this MA community. Although I am an ocean away I know that there are others like me out there! Adesola's comments about the importance of reading and commenting on each others Blogs struck me. I obviously needed the reminder that I am not doing this alone and that as a group we can use each others Blogs and learning experiences to influence our own pathway through this MA - and in turn develop community. This is a very different experience then any other that I have been involved in. My past learning and work environments have always been deeply rooted in community. This MA at first seems very isolating, but I can see now how our Blogs, Linkedin and our Skype sessions can help create the community that I am missing. One day in the near future I hope to pop over to London and come visit you all in person :) In the mean time I am going to make it a priority to stay on top of Blogging so that I continually remind myself that I am not alone in this journey and I am part of something greater.
This past month my mom was in Switzerland at the IADMS conference. While she was there she met some women from the Middlesex dance program who were teaching on Limon technique and aerobics (I hope I have that right). I received a very excited email from her telling me that she had heard rave reviews about Middlesex University, met these women and told them that I was in the MA program. She mentioned that they were also intrigued by our connection with Limon technique. Although I do not know who these women are and may never meet them, my mom's email was another reminder that I am connected to Middlesex, it's faculty and students, even when I feel isolated over here in the snow!
So I have come to a conclusion and I have come up with a mantra… We are not going through this alone, we have each other to help guide the way :)
This past month my mom was in Switzerland at the IADMS conference. While she was there she met some women from the Middlesex dance program who were teaching on Limon technique and aerobics (I hope I have that right). I received a very excited email from her telling me that she had heard rave reviews about Middlesex University, met these women and told them that I was in the MA program. She mentioned that they were also intrigued by our connection with Limon technique. Although I do not know who these women are and may never meet them, my mom's email was another reminder that I am connected to Middlesex, it's faculty and students, even when I feel isolated over here in the snow!
So I have come to a conclusion and I have come up with a mantra… We are not going through this alone, we have each other to help guide the way :)
Saturday, 1 November 2014
Strengths
As I have been working on my AOL's I have noticed a theme emerging within my learning. The majority of my learning has come through intuition and my interaction with others. I am aware of my natural ability and desire to relate to, guide, and mentor both peers and students. I can not point exactly to where in my past experiences I gained these skills, but I do believe I was born with an inclination towards personal connection and can see that it has been nurtured throughout my life. When I reflect on my work experience since University, I am now realizing how mature a lot of my responsibilities were. I was thrown into my work as an Artistic Director, and although I did have people to guide me when needed, I really did have to create the role myself. I was in charge of 30 young dancers and their families; was responsible for all communication between staff, dancers, and community organizations; creating an annual budget and monitoring expenditures; and most importantly creating a season that was pleasing to all of our stake holders. This was a lot of pressure for such a young director. I think the responsibility of these tasks forced me to mature and grow quicker then I would have without this job. Intuition, the sense of responsibility and the desire to please those involved played a huge role in my decision making and interactions with those around me. At the time I did not realize that these were my some of my strengths. I reflect back on my years in this role and am impressed with what I was able to accomplish and the vast learning that I gained. Sometimes the best way to learn is to jump in with both feet before you really know what you are getting into!
This friend of mine encouraged me to take part in Clifton's Strengthsfinder test online. I was both surprised and not surprised at my results. My strengths fit with me on a personal level, but after reading through the descriptions I was surprised to see their connection with my work experience. I probably shouldn't have been surprised because who I am of course will carry into my work, but I was still taken back by how these strengths make sense of situations that I have been challenged to work through in my jobs over these last few years. My top five strengths are Relator, Harmony, Connectedness, Includer, and Responsibility. 4 out of 5 of these are relationship building strengths, and 1 (Responsibility) is an executing strength. I think I needed to take this test and see these results in order to finally connect my personal self with my work. (If that makes sense?) Through reflecting I can see that for the last few years I have been separating parts of personal self and work self. Looking back I can see times when my strengths played greatly into my work, even though at the time I did not realize that they were my strengths. In my personal life I have always valued building relationships and being a support for those close to me. When I work I am definitely influenced by these attributes, but wonder if I have truly been myself in my work. After taking this test I am eager to start paying attention to how I respond to my different roles with these strengths in mind. Stay tuned!
This friend of mine encouraged me to take part in Clifton's Strengthsfinder test online. I was both surprised and not surprised at my results. My strengths fit with me on a personal level, but after reading through the descriptions I was surprised to see their connection with my work experience. I probably shouldn't have been surprised because who I am of course will carry into my work, but I was still taken back by how these strengths make sense of situations that I have been challenged to work through in my jobs over these last few years. My top five strengths are Relator, Harmony, Connectedness, Includer, and Responsibility. 4 out of 5 of these are relationship building strengths, and 1 (Responsibility) is an executing strength. I think I needed to take this test and see these results in order to finally connect my personal self with my work. (If that makes sense?) Through reflecting I can see that for the last few years I have been separating parts of personal self and work self. Looking back I can see times when my strengths played greatly into my work, even though at the time I did not realize that they were my strengths. In my personal life I have always valued building relationships and being a support for those close to me. When I work I am definitely influenced by these attributes, but wonder if I have truly been myself in my work. After taking this test I am eager to start paying attention to how I respond to my different roles with these strengths in mind. Stay tuned!
Wednesday, 24 September 2014
It's time to start something new!
"And suddenly you know: It's time to start something new and trust the magic of new beginnings."
~ Meister Eckhart ~
I have never written a blog before… never wanted to… never thought I would have to! Yet here I am. This blog is part of the start of something new. And since I am new to all of this, I will use this first blog to explain a bit about myself and how I have come to this "new" place in my life.
My name is Ainsley Sudds. I live in Calgary, Alberta, Canada. I am a director and dance instructor at Crossings Dance Ministries in Calgary, which is under ownership of my family. I completed a BA Dance from the University of Calgary in 2007 specializing in Modern/Contemporary dance. From there I went on to complete a Professional Studies Program at the Limon Institute in NYC. On returning home to Canada I took on the Artistic Director position for Corps Bara Dance Theatre's Youth Company. For the past 6 years I have had the privilege of directing 20-30 young dancers ages 9-18. These dancers were committed to weekly rehearsals, monthly performances in churches, school and events in Calgary, as well as semi-annual original performances. I was in charge of making this youth company happen! I created an annual budget for the youth company, worked with the staff and Board of directors to compile a full company budget, created all scheduling for rehearsal and performances, hired choreographers, ran rehearsals, organized all elements of production, planned and gathered costumes, helped with fundraising, attended all Board meetings, communicated with churches, schools and other community organizations, and so much more! I loved having the opportunity to mentor and lead these talented and passionate young women for many years. However, all good things must come to an end.
This past year I began to feel unsettled. My life was completely consumed by my work that I had no "space" for anything outside of it. After an important meeting in June I hit a wall and realized that my life was not going to change unless I made a big change. Instantly the word "space" came to me. I realized that the life I led did not allow any space for new opportunities and in order to make any changes I needed to let something go. For 6 years I had not let this thought come into my head. While I loved my work, I could not continue letting my work consume my life. So I made the decision to leave this organization in order to create space to let new things enter my life.
With this decision came an immediate sense of relief! Finally I had space in my mind, heart, and life for new things! I had no idea at the time what those new things would be, but I was thrilled to even conceive that something new could be a possibility! Within 24 hours I was on my computer researching. I didn't know what I was looking for, but I was on the hunt! I googled NYC to see if there was anything there of interested. Nothing. I googled ISTD to see if maybe I was to begin the training for my Associate. Nope. I then googled "Master of dance education UK". I love the UK and thought that maybe with all of the great schools in the UK something may be out there of interest. And BOOM there it was. The first to pop up was the MAPP DTP program. I read the home page for the program and was convinced. This all took place on a Thursday evening and by Friday afternoon I had my family and close friends on board with my decision to leave my current job and begin an MA. I took the weekend to sit on this big decision, getting more and more excited as time passed. On Monday I began the processes of leaving my job and applying for the MA. And now here I am... It is time to start something new!
I am still quite confused and nervous about what all this MA will entail, but I look forward to honing in on my teaching and reviewing all that I have learned and experienced since I began my concentrated dance education in 2003. I feel like I will be rusty when it comes to school work, but I know that this time of focus, refreshment, and new challenges will be so rewarding. Taking this time to reflect and focus on my personal growth is much needed at this point in my life. I am also really intrigued to see how this program will translate into my teaching and the effect it will have on my students! I expect great things :)
I look forward to getting to know everyone more through our monthly Skypes, Blogs and Linkedin!
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