Now looking in to tools that I could use during my Inquiry process there are few different tools I would like to consider to see what is effective.
Now initially I thought of interviews, which has been seen as an effective way to gain information from the participants involved directly and can ask questions that allow them to answer freely. However looking in to this type of tool for research I feel there is a downside. For me this will produce answers that could vary so much from each interview to the next, and that could be so wide in it's findings that it would also be harder for me to come to a suitable conclusion to my overall findings.
I also feel with the interview technique it would not be the most suitable tool to use when my questions will be proposed to a class of children that range between 7-11 years old. Therefore I feel that some may not be as comfortable giving their own thoughts on answers on the questions that I propose to them that the results would not be even and fair.
As I would still like to ask the Children of the class involved in my inquiry questions to help me come to a good range of findings I have considered the tools of questionnaires/surveys. With practice on surveys among my colleagues, with them answering questions for me so I could gain an idea of the tool and how it works, but also with me filling in others surveys I can now report on the use of this tool from both views.
With questionnaires/surveys a range of answers can already be provided and each child would have to tick the box they most relate to for each answer, this would provide a range of results that can be measured and displayed as my findings for my research for my inquiry. I will still benefit from keeping 1 or 2 questions open to allow those to fill in their own thoughts with following a set answering plan constantly.
Finally one other tool I have considered using for my inquiry would be observations. As my inquiry is of dance within education it would be beneficial to the inquiry to observe classes in action and set myself a plan on how to take findings from these observations. I can do these observations over a period of time to make them more valid for my results. I am aware this will be an effective tool to use as I have already had experience of this tool whilst completing my teaching exams in dance where I had to observe classes and report on them.
Monday, 14 May 2012
What I have taken from related articles
Now as part of my progress in working towards writing my Inquiry plan and to inform me in what information is already out in society I researched in to related points that link to my inquiry, therefore I looked for related articles that had links to dance within education.
I have found many articles on the world wide web that have provided me with much information on the topic of dance within education. There were readings that have already been published but also information through the National Dance Teachers Association that had put online there 2010-2020 vision of Dance in Education in England, this took the format of a power point rather than a reading but I found it very informative with some information that they have concluded in relation to issues of Dance Within Education. These informed me that there is limited funding and also that dance is more readily available with better resources in some schools but not all. These statements can relate to the aspect of my inquiry where I would like to look in to the advantages and disadvantages that dance has within education.
Regards to the development side of dance within the curriculum and how it has moved forward over all the years I found valuable information from Sanderson, 1996, Dance within the National Curriculum for Physical Education for England and Wales. I learnt from this published article that dance was first introduced in 1909 but until the 1940's it consisted of European and folk dances. Where as I can now compare this to how dance is being used within the curriculum at present from the Online Curriculum that states 'Dance in the Physical Education Curriculum encourages children to improve body management skills, to understand movement, to work with others and to develop creativity and imagination.' With these two statements from these two articles/web links I can already see how dance has developed as a subject of Physical Education within schools, and I would like my inquiry to consider the way it has travelled and progressed through time and perhaps look at how it may continue moving forward.
Another article I discovered that has provided information to myself that links to my inquiry that I wish to pursue in relation to advantages/benefits and also the disadvantages/negatives that can be experienced by the children whilst learning dance as a subject in Physical Education. Gender issues were highlighted as an issue by an article published by Doug Risner, Critical Social Issues in Dance Education. In this article it is highlighted how dance in european countries is seen to involve more females which has lead me to to move on to what I would like to consider is if there are any gender issues still present within dance in education.
All that I have found has helped me for a basis of my research, and has given me more inspiration to take my inquiry further and develop my own findings of Dance within Education.
I have found many articles on the world wide web that have provided me with much information on the topic of dance within education. There were readings that have already been published but also information through the National Dance Teachers Association that had put online there 2010-2020 vision of Dance in Education in England, this took the format of a power point rather than a reading but I found it very informative with some information that they have concluded in relation to issues of Dance Within Education. These informed me that there is limited funding and also that dance is more readily available with better resources in some schools but not all. These statements can relate to the aspect of my inquiry where I would like to look in to the advantages and disadvantages that dance has within education.
Regards to the development side of dance within the curriculum and how it has moved forward over all the years I found valuable information from Sanderson, 1996, Dance within the National Curriculum for Physical Education for England and Wales. I learnt from this published article that dance was first introduced in 1909 but until the 1940's it consisted of European and folk dances. Where as I can now compare this to how dance is being used within the curriculum at present from the Online Curriculum that states 'Dance in the Physical Education Curriculum encourages children to improve body management skills, to understand movement, to work with others and to develop creativity and imagination.' With these two statements from these two articles/web links I can already see how dance has developed as a subject of Physical Education within schools, and I would like my inquiry to consider the way it has travelled and progressed through time and perhaps look at how it may continue moving forward.
Another article I discovered that has provided information to myself that links to my inquiry that I wish to pursue in relation to advantages/benefits and also the disadvantages/negatives that can be experienced by the children whilst learning dance as a subject in Physical Education. Gender issues were highlighted as an issue by an article published by Doug Risner, Critical Social Issues in Dance Education. In this article it is highlighted how dance in european countries is seen to involve more females which has lead me to to move on to what I would like to consider is if there are any gender issues still present within dance in education.
All that I have found has helped me for a basis of my research, and has given me more inspiration to take my inquiry further and develop my own findings of Dance within Education.
Professional Ethical guidelines from my workplace
Now I attended a campus session during the module in which we discussed ethics, and what we thought ethics were. At that paricular meeting I started to write my own ethical conduct for my workplace in which I have posted before this blog. Once I returned I looked at Part 5b and researched in to the professional ethics that are in place in the educational system. Looking on the world wide web I found some information that does not necessarily stand as direct ethics, but I thought it was relevant to my inquiry. Whilst I looked for information on actual ethical considerations that are in place in schools, I found an article which made me consider looking at key traits that make a good teacher, key principles being
Now as I have been taken part in work experience at my local Junior school, and I hope to continue my inquiry whilst there, I have taken key points from there code of conduct that I was instructed to read when I started. As these are relevant to my exact professional environment at present I felt extracting from these and blogging on them would be more suitable. Unfortunately they are provided to me on paper, therefore I cannot link to them.
So with regards to task 5B here is what I have taken from the code of conduct that is in place to keep the school environment adhering to ethical issues.
I have just blogged the top five key points that I have taken from this code that are relevant to the school and the environment, which of course is where my inquiry will take place so these are relevant to my inquiry.
I do see quite a big difference from my 5 points I raised and those that are in place. Mine from task 5A I feel were more specific to the class that I am going to be observing. However I feel the guidelines that are in place, cover a wide area of ruling that can be linked to all areas of the professional environment. It is also seen to me that further rules are then divised within the classroom between the pupils and the teachers, which will add to the meeting of all ethical issues. I also feel developing these in the classroom can be seen as effective with using the childrens input aswell.
I feel I will need to continue working on the ethical considerations of my inquiry to get them exactly right. Learning from as I have posted in this blog not to be so specific, but also realising that my study will take place in a classroom and further rules are developed in the classroom environment.
- Be a good role Model
- Make pupils your key concern
- Promote the education of pupils
- Be open and honest and act with integrity
- Show respect for others
Now as I have been taken part in work experience at my local Junior school, and I hope to continue my inquiry whilst there, I have taken key points from there code of conduct that I was instructed to read when I started. As these are relevant to my exact professional environment at present I felt extracting from these and blogging on them would be more suitable. Unfortunately they are provided to me on paper, therefore I cannot link to them.
So with regards to task 5B here is what I have taken from the code of conduct that is in place to keep the school environment adhering to ethical issues.
- We aim to create and maintain a welcoming, caring and safe environment where all relationships are based on mutual respect and to develop a positive self-esteem in each child.
- Children are taught what is acceptable behaviour and are made aware of the consequences of breaking the rules.
- Class teachers are largely responsible for the behviour of children within class and will agree a set of class rules through agreement and discussion with the children. These rules form a basis for acceptable behaviour, within the School's overall code of conduct.
- Children are positively encouraged to conform to high standards of behaviour showing consideration and respect for other people and their property. All adults in the school are expected to demonstrate high standards of personal conduct as a positive example to children and to reinforce the shared values both in and out of the classroom.
- As a school, we believe strongly that our children should be able to show responsibility, self-control and high standards of personal conduct. To illustrate our expectation we have a code of conduct for our children to follow which is summarised into the '5 Golden Rules'. The rules encompass all aspects of desirable behaviour and are phrased in positive terms. Through discussion in school, children will learn that these rules will guide and support them in their choices of appropriate behaviour.
I have just blogged the top five key points that I have taken from this code that are relevant to the school and the environment, which of course is where my inquiry will take place so these are relevant to my inquiry.
I do see quite a big difference from my 5 points I raised and those that are in place. Mine from task 5A I feel were more specific to the class that I am going to be observing. However I feel the guidelines that are in place, cover a wide area of ruling that can be linked to all areas of the professional environment. It is also seen to me that further rules are then divised within the classroom between the pupils and the teachers, which will add to the meeting of all ethical issues. I also feel developing these in the classroom can be seen as effective with using the childrens input aswell.
I feel I will need to continue working on the ethical considerations of my inquiry to get them exactly right. Learning from as I have posted in this blog not to be so specific, but also realising that my study will take place in a classroom and further rules are developed in the classroom environment.
Saturday, 12 May 2012
My ethics for my working environment
Looking at the way my thoughts are heading for my Inquiry I will use a school as the basis for my response to Task 5a, looking into ethics.
So taking a school environment during a Dance class in P.E. here are my own top 5 rules that I feel may apply:-
1. All children allowed to take a bottle of drink with them to use if required during class.
2. When correcting a childs position/stature make sure they are clear in what you are doing and have permission from the child to touch them and help them in class.
3. Class is only allowed to last for a maximum of 90 minutes without a substansial break.
4. Correct clothes and footwear should be worn by pupils and teachers, those who have not got correct clothes or footwear will be required to find a suitable alternative or will have to sit and observe the class learning from watching,
5. Any photos they may be taken for school displays, classroom displays and childrens own classroom projects we must have permission before hand from the parents of each child with a signature agreeing to the taking of photos for educational purpose only and these must be kept on record.
So taking a school environment during a Dance class in P.E. here are my own top 5 rules that I feel may apply:-
1. All children allowed to take a bottle of drink with them to use if required during class.
2. When correcting a childs position/stature make sure they are clear in what you are doing and have permission from the child to touch them and help them in class.
3. Class is only allowed to last for a maximum of 90 minutes without a substansial break.
4. Correct clothes and footwear should be worn by pupils and teachers, those who have not got correct clothes or footwear will be required to find a suitable alternative or will have to sit and observe the class learning from watching,
5. Any photos they may be taken for school displays, classroom displays and childrens own classroom projects we must have permission before hand from the parents of each child with a signature agreeing to the taking of photos for educational purpose only and these must be kept on record.
Professional Ethics
Firstly what is Professional Ethics?
Now to help me understand Ethics let me first look at the meaning behind the word,
'Moral principles that govern a person’s behaviour or the conducting of an activity'. (Oxford Dictionary Online)
And then to look at the word 'Professional'.
'Relating to or belonging to a profession'. (Oxford Dictionary Online)
Therefore professional ethics are moral principles that govern a person's behaviour relating to a profession.
So with what I have taken from the definitions above, in my eyes ethics outline rules and regulations, codes of conduct for those in a specific environment/workplace. Ethics is like a behaviour that is allowed within the environment however there are lines where this behaviour can be crossed, rules can be broken. Professional ethics are there as rules to help a workplace/environment run smoothly and for colleagues to know how to conduct themselves on a day to day basis.
Please add any comments and let me know what your definition of professional ethics is, or if you have anything to add to my blog.
Now to help me understand Ethics let me first look at the meaning behind the word,
'Moral principles that govern a person’s behaviour or the conducting of an activity'. (Oxford Dictionary Online)
And then to look at the word 'Professional'.
'Relating to or belonging to a profession'. (Oxford Dictionary Online)
Therefore professional ethics are moral principles that govern a person's behaviour relating to a profession.
So with what I have taken from the definitions above, in my eyes ethics outline rules and regulations, codes of conduct for those in a specific environment/workplace. Ethics is like a behaviour that is allowed within the environment however there are lines where this behaviour can be crossed, rules can be broken. Professional ethics are there as rules to help a workplace/environment run smoothly and for colleagues to know how to conduct themselves on a day to day basis.
Please add any comments and let me know what your definition of professional ethics is, or if you have anything to add to my blog.
Friday, 11 May 2012
My proposed award title and rationale
The award I seek as a result of doing this programme is BA (Hons) Professional Practice in Dance within Education.
The majority of my own skills and knowledge are mainly based in the Dance subject of my award title, with what I learnt during my time at dance school on a 3 year Musical Theatre course. This knowledge I later expanded on during my career as a performer. Now with my interest to take my experiences and knowledge of dance and pass on in the world of teaching I want to consider the effects dance has on children within the education system as it is a part of their curriculum. With recent experience I have gained in teaching I would like to look further into the depths of dance within schools, considering the advantages and disadvantages to children. I would also like to look at how it has developed and could possibly develop further. Hopefully this will expand my knowledge within education and make me a stronger teacher, and provide further information for teachers who have not studied dance as a core subject.
Please let me know what you think, and I was wondering do I need to add to it at all and make it longer, or does it cover what it needs to cover!?
The majority of my own skills and knowledge are mainly based in the Dance subject of my award title, with what I learnt during my time at dance school on a 3 year Musical Theatre course. This knowledge I later expanded on during my career as a performer. Now with my interest to take my experiences and knowledge of dance and pass on in the world of teaching I want to consider the effects dance has on children within the education system as it is a part of their curriculum. With recent experience I have gained in teaching I would like to look further into the depths of dance within schools, considering the advantages and disadvantages to children. I would also like to look at how it has developed and could possibly develop further. Hopefully this will expand my knowledge within education and make me a stronger teacher, and provide further information for teachers who have not studied dance as a core subject.
Please let me know what you think, and I was wondering do I need to add to it at all and make it longer, or does it cover what it needs to cover!?
My Developments to find my Inquiry topic
To start with I brainstormed all thoughts in my head that I had relation to that could be incorporated in to my very own inquiry. Here is a photo (blogged again!) of this brainstorm as I struggled to create the Brainstorm on the laptop!!
After getting all my thoughts and ideas down on paper I needed to look at the route I wanted to take next and what knowledge I want to use and what I want to learn more in. I have many years of performing within Dance and now wish to take my knowledge and interest in to teaching to pass on what I have learnt and the enjoyment I get from dancing and performing to others. Now looking at my own brainstorm I could of taken one particular path but as my interests have always been in dance and I now wish to take them further in teaching dance then I feel it would be best to incorporate both dance and teaching together for my inquiry.
After this decision had been made my next step was to get involved in discussions, putting it out there to learn from others in the area of dance and teaching and read thoughts, opinions and others knowledge on the topic to help me find my specific line of Inquiry. Although I know I want to incorporate dance and teaching there are still many different lines of Inquiry which this could follow and I need to find the best for me with what interests me most and that I can use within my workplace.
Now I didn't start my own specific Special Interest Group as at the time there were many discussions in place that already took a similar line that I wanted to start, so rather than adding another to the list I joined in discussions that I could link to.
Many discussions talked about dance in schools and how it has developed, but also how dancers struggle to get jobs as teachers although trained and worked in the profession for years however teachers are able to teach dance although are not as experienced. Discussions also looked at
As I have said, knowing my interest has always been in Dance and with the training and career I have had so far, I now want to take this further in to my furture as I wish to pursue my skills in the form of teaching. Now with these 2 interest, I wish to continue with an inquiry that incorporates the two. Now being involved in discussions I have started to see teaching under the bracket of 'Education'. Now with dance in education developing constantly I could look at the rate, or how it could continue growing and developing and these benefits. However part of the teaching aspects that interest myself is my own knowledge and skills I can pass on to children. Looking at the children in the world of education and learning dance within schools we could always consider how it would benefit them.
After attending one of the campus sessions for this module, we discussed peoples ideas of what they thought they would be following for their line of inquiry. I advised I was looking at a possible inquiry title of 'The Benefits of Dance within Education'. As this thought was discussed among the group it was believed that it incorporated my workplace, my knowledge and a way for this to move forward in an inquiry, however it was bought to my intention that with this specific title it already implies that there are definitely benefits to having Dance within education.
After the group discussion, pulling everything together from myself, from the SIG's and from the discussions at campus sessions I set on thinking about other ways to consider the advantages and disadvantages of having dance within education but without implying the outcomes in the title before I know them.
So new ideas I then came up with were along the lines of simply saying 'Dance within Education', 'Dance in Education' This title shows what I am looking into, but allows me to start open minded and not imply any results until the inquiry is completed and a conculusion is found. Another idea is 'The effects of Dance within Education'.
After getting all my thoughts and ideas down on paper I needed to look at the route I wanted to take next and what knowledge I want to use and what I want to learn more in. I have many years of performing within Dance and now wish to take my knowledge and interest in to teaching to pass on what I have learnt and the enjoyment I get from dancing and performing to others. Now looking at my own brainstorm I could of taken one particular path but as my interests have always been in dance and I now wish to take them further in teaching dance then I feel it would be best to incorporate both dance and teaching together for my inquiry.
After this decision had been made my next step was to get involved in discussions, putting it out there to learn from others in the area of dance and teaching and read thoughts, opinions and others knowledge on the topic to help me find my specific line of Inquiry. Although I know I want to incorporate dance and teaching there are still many different lines of Inquiry which this could follow and I need to find the best for me with what interests me most and that I can use within my workplace.
Now I didn't start my own specific Special Interest Group as at the time there were many discussions in place that already took a similar line that I wanted to start, so rather than adding another to the list I joined in discussions that I could link to.
Many discussions talked about dance in schools and how it has developed, but also how dancers struggle to get jobs as teachers although trained and worked in the profession for years however teachers are able to teach dance although are not as experienced. Discussions also looked at
As I have said, knowing my interest has always been in Dance and with the training and career I have had so far, I now want to take this further in to my furture as I wish to pursue my skills in the form of teaching. Now with these 2 interest, I wish to continue with an inquiry that incorporates the two. Now being involved in discussions I have started to see teaching under the bracket of 'Education'. Now with dance in education developing constantly I could look at the rate, or how it could continue growing and developing and these benefits. However part of the teaching aspects that interest myself is my own knowledge and skills I can pass on to children. Looking at the children in the world of education and learning dance within schools we could always consider how it would benefit them.
After attending one of the campus sessions for this module, we discussed peoples ideas of what they thought they would be following for their line of inquiry. I advised I was looking at a possible inquiry title of 'The Benefits of Dance within Education'. As this thought was discussed among the group it was believed that it incorporated my workplace, my knowledge and a way for this to move forward in an inquiry, however it was bought to my intention that with this specific title it already implies that there are definitely benefits to having Dance within education.
After the group discussion, pulling everything together from myself, from the SIG's and from the discussions at campus sessions I set on thinking about other ways to consider the advantages and disadvantages of having dance within education but without implying the outcomes in the title before I know them.
So new ideas I then came up with were along the lines of simply saying 'Dance within Education', 'Dance in Education' This title shows what I am looking into, but allows me to start open minded and not imply any results until the inquiry is completed and a conculusion is found. Another idea is 'The effects of Dance within Education'.
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