Final presentation approaches!!!!!!

EEK!
To say I am nervous about the oral presentation and Q&A session would be an understatement!
It seems to make no difference how many hundreds of people I have performed and taught in front of in the past....speaking in front of a small room of fellow 'BAPPers' and advisors, who although I feel I know I have never actually met, is going to be terrifying! I have absolutely no idea what to expect and to plan for possible questions which could be asked is near impossible! Luckily I have managed to look over a few previous oral presentation slides etc to help me prepare but still I am incredibly nervous!

The visit to the university will also be my first and last time which it its self is rather bazaar!!!

It defiantly feels like the end of an exciting yet stressful era to say the least!

Good luck to everyone and looking forward to meeting you all, finally, face to face!

Interview Questions

I'm really happy with how my Interviews and Observations have gone, here's hoping I have gathered enough detailed information for some great analysis! Below are the final set of questions I used during my interview, after much chopping and changing and gathering opinion from colleagues and peers I decide on the final 11...At the end of each interview I ask for any other comments they may have on the questioned subjects, this was incredibly insightful! It enabled me to see what each interviewee felt most strongly about and on occasion introduced me to findings I didn't expect!

1. Do you believe dance should be part of the curriculum?
2. In you opinion what role does dance play within the curriculum?
3. How often should dance be taught within the curriculum to be beneficial?
4. What benefits to other curriculum subjects does dance develop/give?
5. Do you have a specific example of a child's development through the use of dance in another subject area?
6. Can the mood and motivation of a child be altered through a dance session?
7. Do you believe dance is best taught by a specialist or a generalist?
8. Do you see a difference in the way girls and boys respond to dance , if so is this effected by the teacher?
9. Are there enough resources available for Generalist teachers to teach dance?
10. Is the opportunity to perform during school important?
11. Do you feel dance should be set as an umbrella subject under PE or Performing arts, or a stand alone subject?

Let me know your views!

Catch up

A great catch up with Paula earlier this week has made me think about many small details
I perhaps overlooked for example the word success,which I have used within one of my main inquiry questions -

Does the success of Dance within the curriculum alter depending on whether taught by a specialist or generalist ?

The definition of success is - the accomplishment of an aim or purpose.
 
Paula explain I needed to be careful when using the word success as  each individuals view of success may be rather different, on reflection this is completely true one persons perception of doing well and being successful may be just ok to another. I therefore decided to make my own definition for use in the inquiry as to what I am referring to whilst using the word success.
In the context of the above inquiry question I refer to the relationship between the objective of the lesson and the outcome of the lesson. How has the individual turn the objective of the lesson (ability to confidently perform a double pirouette) into the outcome (the child can perform a double pirouette confidently).
I feel success is a word I would still like to include in my inquiry as long as it is understood what terms I am perceiving success to be.

I am also looking into my inquiry's 'unique selling point', what makes my inquiry different, why is it needed, why should you read it!
I am currently conduction my observations and interviews and feeI have found a really good range of participants to get a really insight into education and Dance, my participants include two head teachers, one of whom brought the Royal Ballet into her Primary school on several occasions to encourage Dance within the school. I also have a range of generalist and specialist to gain an insight in to the rewards and struggles they face encouraging Dance within the curriculum.
I feel/hope my unique selling point will be proven when my analysis is underway....watch this space!

Inquiry Update

After feedback from my inquiry proposal I have made a few amendments and updates to ensure all feedback has been addressed...

Inquiry Proposal Update

Inquiry award title – BA Honours Professional Practice in Arts (Dance)

Inquiry questions – After your suggestion of including/ expanding my research to include a more general view of the impact or application of performance/drama I have decided to create clear sub -questions to allow me to explore the suggested possible avenues whilst maintaining my main focus on Dance as follows -

·         Why is Dance important within the Primary curriculum – Main question

• How Dance can benefit other school subjects
• Importance of performance in the curriculum
• How dance can help to develop performance & presentation skills throughout the curriculum

 ·         Does the success of Dance within the curriculum alter depending on whether taught by a specialist or generalist – Main question

• Is there a difference in success...why?
• Possible ways generalist could improve  subject knowledge and application

Literature review

I have begun starting to collect and expand more sources for my literature. After reading the article from Reading university and Handbook 7 I have work on the upside down triangle as a base for sources and will begin to develop and expand my review from this starting point.

I will send a copy of my 1^st draft through over the next week or so.

Broad issues –

·         Current curriculum – National primary curriculum (Ref: DFE-00178-2013) PDF https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum

·         Broad look at changes made to curriculum by recent changing governments – Parliament briefing papers – SN06798

·         Proposed education policies set forward by the upcoming general elections – www.bbc.co.uk/news/uk-politics-29642613

Studies which overlap with research –

·         Michael Gove’s national curriculum reform – the guardian

·         Dance UK – encouraging dance within primary education

·         Alexander,Rose,Woodhead 1992 - Curriculum organisation and classroom practice in primary schools: a discussion paper.

 

Studies directly related to inquiry –

·          http://danceplus.uk.com/the-role-and-value-of-dance-in-education

·         Caldwell. B 2013 - The Benefits of Arts in the Curriculum

·         Smith-Autard’s – The art of Dance in Education

·         Lynnette Young Overby research papers - 1992

·         Liora Bresler study on teachers fears and difficulties -  1990

Ethical considerations development

I hope I have clarified my ethical considerations below including my intentions with observations, interviews and the permissions which have already been gathered and others which still need to be confirmed

Informed Discussions have already taken place with the Head teacher and specific class teachers as regards to my intentions with the inquiry. Written permission has been given form the Head teacher and verbal agreements have been made with class teachers which will be gathered as written consent forms when necessary.

Children will be referred to as Child A, B, C etc. with no specific reference to their names or identity, the only information given will be there age group, therefore additional permissions will not be required as no specific child will be identified.

Observations will be made within Year 2, Year 3/4 and Year 5/6 classes which I currently teach observations will be made both as I teach and as their current generalist teacher instructs. No filming will take place. Permissions will be gathered from the specific teacher who I have already agreed possible observations with, again as no specific children or the teacher will be identified no additional permissions will be needed.

 The children will not be directly interview but comments made during the observation setting may be used within the inquiry, with no connection to individual children additional permissions will not be required.

 

Professional Artefact

I have begun looking in to possible ideas for my professional artefact, currently I am looking into a possible ‘advice’ video to help encourage generalist teachers on the best ways to teach and incorporate dance. The video would include example lesson activities, comments and advice from specialist and possible generalist teachers/school who have managed to incorporate dance successfully. I hope this could make use of my creativity and newly expanded social media tools i.e. you tube and Instagram.