One of the tools I have decided to use for my inquiry is a Questionnaire, I feel this particular tool is useful not only to gain quantitative data but also to gain an insight in to more specific questions which could be used during face to face interview to further investigate information already sourced.
I sent me pilot through email to a small number of colleagues, a 'generalized' primary teacher and a specialized Dance coach I felt this would give knowledge on appropriate avenues to peruse with regards to participants and suitable questions. Having previously discussed the questionnaire with both colleagues I asked for relevant feedback regarding questions and any suggestions on new more appropriate lines of questioning.
Primary teacher response in Red
Dance coach response in Blue
1. How do you believe your personal energy and mood
affects others/pupils during class?
My personal energy and mood really affects the other adults and pupils
in my class. If I am excited and eager
to teach a lesson and am interested in the lesson and show this to the children
then they become more engaged and interested in the lesson too. Likewise if I am miserable or show lacking
interest then the children will pick up on this and not engage as well in the
lesson. The mood and atmosphere I create
in my classroom affects all those in it and how the lesson goes.
If people are lacking energy it gives off a 'cant be bothered' attitude and this will rub off onto other pupils and the quality of work will decrease. Staying positive and energetic encourages others to work harder.
2. What do you believe to be the most effective
ways for your Children/ adults to learn?
I believe the
most effective ways of children to learn is by actively doing and taking part,
they must also take responsibility for their own learning and ask questions and
explore their thinking further. Children learn best wen they are allowed to ask
questions, take risks and solve problems.
Collaboration with others is also vital to allow them to talk through
their thinking, share ideas and communicate.
Making sure that work is achievable for all members of the class, therefore catering to all abilities but still challenging so pupils don't get bored. I also believe it is most effective to learn routines in stages, so as not to confuse students with too much to fast, break it down.
3. Do you feel exams/ performance situations relate
to a child's progress and development within dance?
N/A
Not always. Some children will embrace these situations and perform very well showing their skills, however others may find performance and exams a stressful situation and do better in classes. I think it is important to track a child's progress in lessons as well as exams and performances
4. Do you see a difference between children who
participate in exams and performance situations and those who do not?
Children who participate in different
performance situations are generally more confident. They are able to
communicate well with adults and peers alike and are keen to take risks and a
lead in different situations.
Children who participate in performances are often more confident with their dancing. However, this is not always the case. All children are different so it is difficult to say
5.
In your opinion what teaching styles/strategies
help to guarantee the retainment of Choreography/information and a child's
learning?
N/A
I believe the more fun children are having the more likely they are too remember. As well as this i think that they will find it easier to retain moves that they have been able to develop or customise themselves.
6.
When delivering a one day dance workshop in a
school environment who should be the main disciplinarian...the main school
teacher or the visiting facilitator? Why?
I believe the visiting facilitator should take
control of the class and discipline where necessary. As a teacher I would find it undermining if
someone were to discipline children in my class when I was teaching and so I
would expect the person delivering the lesson to discipline when needed. This
allows for a smoother running lesson and also show the children the visiting
facilitator has the same authority. However if there was a need or a
particularly challenging class or child then I would expect the class teacher
to support the facilitator in discipline.
I believe the visitor should obviously be able to discipline, however the main school teacher will have knowledge of the school discipline system the child is used to, which would be more effective. So I think minor things should be left to the visitor to deal with but the school teacher should be close by to deal with more serious behaviour.
7.
Do you think dance plays an important role in
mainstream education?
Dance plays an important role in mainstream
education. It is a key area of the PE
national curriculum and allows children to express themselves in a different
way. It also allows children to develop their coordination and rhythm. It is
also a great performance tool to develop confidence when performing to an
audience. Dance is not only incorporated
into PE at my school but also into school plays, nativity plays, assemblies and
an annual may time dance!
I don’t believe it is a core subject but i do think its important to do the same as any other form of exercise. Some children may be unable to attend dance classes outside of school so being able to participate in dance lessons at school is very good for them, especially if it encourages them to pay attention more and excel in something they are good at.
8. What are your feelings on the Primary and
Secondary dance curriculums, are there any ways in which you think dance could
be developed within the curriculum?
The new primary
curriculum for PE is extremely brief and does not give enough information about
dance. We use a variety of schemes or
dance experts to help create a dance curriculum to be followed during PE
sessions at my school.
I don’t know much about the current curriculum for dance. However I am glad dance is now being seen as its own subject for children to study.
