I am working on my critical review – trying
to write notes as I go so it is real and honest, and I have just mentioned my
change of focus within my teaching. When
I started this MA I came from an interest in the way I taught compared to other
ballet teachers, for sure not thinking I was better than anyone – more that I
was different in my approach to anyone I had watched when observing as part of
my job.
Since learning so much about imagery I have
tried lots of new approaches in my classes and although my fundamental ethic of
taking time to ensure that the students know what they are doing – my obsession
with ‘How to’ – has not changed, the ways I am trying to procure understanding
have. I am happy to have been able to
tap into so many different ideas and theories and feel that my more holistic
approach which includes more work on positive self-talk and imaging before
doing, with a healthy sprinkling of my usual anatomical/metaphorical teaching and
other new ideas may be reaching a wider audience.
I am interested in what the interviews may
throw up – especially amongst those who grade themselves as low imagers as
there may be work that can be done to improve this and therefore enhance their
training. I am also looking forward to
hearing what teachers have to say as perhaps I underestimate their engagement
with imagery, based on what I have seen.
Another thing that I have noticed is that
although I am perceived as a very organised, methodical person I am finding
that within Module 3 I am jumping around like a grasshopper; 10 minutes ago I
was working on my Critical Review, although my original attention was to
approach my Professional Artefact, and now I am writing in my Reflective Journal and Blogging having also worked on my Literature Review in the meantime.
I think one idea sparks another and I want to
ensure that I do not focus too much on one area of assessment work and find I
have neglected another. I’m not
perturbed by this way of working, and theorise that it is because there are 3
end products to produce and not 1 and they are all equally important. Also, something written in 1 document may
well contribute to another – my presentation is informing my artefact in some
ways, although the end products will certainly be very different.
So I am changing. In lots of ways, I am changing.
As a happy postscript: It was interesting to
hear what a student had to say yesterday. When taking students upstairs to get
sheet music I asked them to use the student photocopier on the floor below my
office to copy their songs as I could not be in my office and the library at
the same time. One of the students I was
with said ‘You need a Janet army!’ to which I replied (tongue in cheek) ‘Can you
imagine!!!!’ She said something to the
tune of ‘There would be pictures of dancers and the anatomy everywhere,
inspiring everyone!’ Well that is good enough
for me – if I can inspire and educate then I am a happy woman. Interesting to hear how someone perceives you;
this student is a great singer but struggles with pointe work which I teach her
– so if she can see what I am trying to do in the face of her pointe work adversity
I can only be relieved and pleased as I do worry that 1½ hours of pointe work can
be tough for students who find it really challenging. This little interaction has given me hope and
positivity and I am very thankful.
Morning Janet
ReplyDeleteThis is a really lovely post and I like the comment at the end from your student. I think that you are making a difference and for this student who is having a challenging time with pointe work - what strikes me is the potential that when she finishes her studies and goes out into the world she may still retain the experiences of your classes especially how you use and frame the ideas and practical application of imagery that help to illustrate what it is you are teaching/communicating. Also the fact that this approach you take has in it tools that are adaptable not necessarily in dance.
As for the research - I understand where you are coming from - one minuted doing a critical review, the next blogging, and the other collecting of artefacts. For me I approach my research like that which is the only way I can manage on a daily basis which sometimes can influence what can realistically be achieved however small (artefacts are a little on the small side but hoping that what comes up will form some sort of artefact or record). I have to work like this around family and as is usual here 'strike whilst the iron is hot' as I know that I am going to be pulled in different directions all at the same time.
Reflecting on comments raised in the module 3 handbook about our research being likened to an ark and where we are on that journey I am no way near the peaking point before I analyse. I would say that I am still on the way up - a little late but nonetheless a lot clearer than where I started.
Have a good Sunday!
Hopal
Great to hear you are pulling it all together too - I imagine a huge jigsaw that we are adding pieces to when we can - although I cannot yet see the final picture! Thank you for your words - I hope that all my students can benefit from something I offer them even if they never put on their pointe shoes again after they graduate! Happy gathering!
ReplyDeleteGreat to hear you are changing learning/education is a transformative process. I think you are right about hopping about: one thing feeds and informs other part of the process.
ReplyDeleteI have been teaching a course and this week I asked students to share the 'images' they use as they dance. I project images on the wall of the ballet studio when I teach so they are used to the idea of visual stimulus for understanding alinement. One student said in her presentation she does not find visual pictures helpful but she uses sounds "A grande-bat-mon is vbroom..shshshsh" she made the sound. I started to wonder if I marginalise non-visual people!! so in my next class I asked what to pirouettes sound like to see if anyone had an answer and 2/3s of the class had a response.
Interesting ah?
Adesola
Fantastic! Yes - I have become aware that students process imagery really differently since working on it in more depth - my neurologist friend told me that visual imitation is the first process in learning dance, however there are of course auditory and kinaesthetic learners who learn best by hearing and feeling - just as you describe above in the auditory sense. Part of my journey has been becoming much more aware of how each student processes given imagery.... and it is in so many ways that I too felt that I may be marginalising non-visual learners and I am working to remedy this, although I have always realised that sometimes a tactile correction is the most effective. It has been the auditory learners in ballet that have required a little work on my part - not the case in tap at all as I have researched into how learners learn tap and am now much more aware, so I can cover as many bases as possible – and anyway tap is somewhat audible by default!! Day by day I am learning more.
ReplyDeleteAs to hopping - I continue to hop - changing legs occasionally, and going forward little by little! All for now - Janet