When
joining yesterday’s skype call, Adesola started by laying down some rules.
Creating the discussion into a game, we weren't allowed to say, 'thank you' or
'I totally agree with you', we had to add our own ideas or reasons behind our
opinions. I felt this was a great way to avoid conversations ending abruptly,
keeping the flow continual. It was effective and I will aim to continue to do
this when answering someone in future discussions.
Initially,
we looked at our views on the idea of 'collating'. As my focus currently is on
Module One, I associated my idea to the first essay where we are linking our past
training to our current practise. I feel that creating a circular image in my
head of first learning a skill, perfecting a skill, then performing a skill, I have
collated my learning and transitioned it into my professional practise. This
may be a more literal way of thinking as it suggests collating can be seen as one
big picture but personally this was my initial thought and best way to describe
how I feel I collate within my practise. Other views that were presented
included joining different aspects of an individual’s practise, suggesting once
all the information is together it can be analysed and challenged. It was also seen
in terms of ideas being collected to make a better outcome through reflection. I
was interested when someone brought up collating as being seen as a thread, sewing
ideas together but with a link that keeps it all as one. Furthering this, triangulation
was mentioned. This idea connects facts, data and information to form a
triangle that joins together creating a stronger base as different angles and
points of view are linked. This is very relevant and enhanced my idea of
creating a bigger picture simply based on a single thought.
The discussion
then lead on to ethical considerations in relation to individual practises.
Lots of pointers were mentioned about working with children and how it is possibly
easier to consider ethics when doing so as there are obvious challenges. Donald
Schön’s (1987) idea of reflection-in-action and reflection-on-action was highlighted
as it’s important when working with children to reflect during your time
working with them as well as afterwards to figure out improving your approach. The
suggestions that cultural surroundings have a huge impact on your attitude towards
dealing with specific children interested me. This could relate to your chosen
formality you teach with as well as how you react to situations and chosen dialects
you fall into. I find that this process would happen naturally when you are comfortable
teaching a group of children but should always be cautious especially as
teachers are bringing the next generations of performers into the industry.
These ideas
made be question my views on cultural differences. When I initially think of different
cultures, I think internationally and how they differ on a wider scale. Here,
we were focusing on how different one group of children can be in terms of
their upbringing. Styles of dance and music that is familiar to one child may
be a completely new experience to another. Parental influences also shape a child’s
thoughts and approaches to the arts. It was said that those who have parents involved
in the child’s success in the arts from a young age often ended up having a
negative mindset when they grew up. Whereas, those who came from less fortunate
backgrounds seemed to be more determined and would flourish. I do agree with
these statements that were mentioned but feel they are slightly stereotyped. Continuing,
the teacher has an impact as their approach is so important on how the child learns
and reacts to the arts. All of these background factors can affect how the
child will respond but teachers do have some control on turning opposing ideas
the child already holds, into more positive reactions.
Literature
was brought up next in the discussion as people suggested informative reads to
help with their Module’s studies. The book, ’Practise as Research in the Arts’
by R Nelson was advised as a read to help with methodology and documentation of
the arts. It was also highlighted that this book contributes ideas on artefacts.
I then questioned what people thought on the meaning of an artefact as I see it
in more of a literal state, simply an object. Videos, notebook extracts,
photographs and fabricated objects were stated alongside more artistic
interpretations. It has been thought of as showing a representation through an
abstract form. Previous projects were shared including costumes that were
altered with photos and quotes covering them as well as 3D objects that had
been made from polystyrene with images stuck on. An interesting thought was
brought up, suggesting us ourselves are the artefacts as we create the art with
our bodies. This seems very relevant although there are other contributing
factors that shape a dancer into who they are, including their workspace, props,
influencers, as well as your choice of multiple intelligence. All of these lead
to create the entire visual the audience observe on stage, which is actually
far more than just a dancer. I learnt from asking this question that the more I
avoid the obvious and try to challenge myself though the tasks, the more I will
seek a wider personal understanding of my practise.
After reflecting
upon the topics discussed and writing this blog post it has helped to accumulate
my thoughts and expand on ideas I had not yet explored.
Thank you
to all involved in this discussion.
