My brain is going into overdrive a little!

More musings about imagery...!  I have found that I have started to 'logicalise' all sorts of things... found myself driving home today and working out how something was happening within the mechanics of the car, thinking how to explain it in a logical manner, so it could be replicated correctly.   Not a problem in itself, but I do not want to start analysing things that I really do not need to fret about!!!  I think it might be because I am really immersed in my Eric Franklin reading at the moment... which I am enjoying.  I do not agree with every image that is presented, but have thought about how my imagery differs and why.  I am open to his and any other ideas, and find a lot of it really fantastic.  I will try to affirm the uses of the imagery I use, then I may have an argument.....  I can see that I will be reading lots more - there is more to learn from all sorts of sources, and it fascinates me!

An Interesting Week!

I have been trying to find ways to ascertain the impact of my imagery in preparation for my research, and have combined this notion with trying to keep injured students engaged whilst watching classes.

I have collected 3 sets of their work this week - their interpretations of what I have said in 3 different classes, over 2 college years.  I asked them to describe what my imagery meant to them in relation to how they might use it and it is really interesting to see the outcomes.

I am very inspired by their enthusiasm and they have preferred this work to filling out the regular observation sheets, so a very useful exercise.  I have learned that it is possible that I need to be clearer with first year students having seen the first year interpretation against those of 2 second years, but more than anything else I can see that the students are able to relate my imagery to ballet.  I have mentioned before, if not on here then in my reflective journal, that I am conscious that I have to establish the uses of the imagery for my students - it is no good me thinking I am helping if I am not.

So far, so good, and some far better drawings than I could create.  They are also enthused about the notion of being a part of my research project.  I will make sure that full permission is obtained, naturally, but I am pleased with my tentative, early days findings.

Happy MAPPing!

Janet

Once again I am reflecting on the imagery that is all around me, having just completed the final shoot days on the film I have been working on, and once again I am fascinated by the processes that take place once the image has been created and the speed at which they can be transformed into movement.  Added to that is the outcome... lots to assess.

I can really see that my inquiry is going to have to include input from my students - it is so much more than me saying words or drawing pictures - that is just the springboard from which my ideas are launched - and they are just that - my ideas, so there is no guarantee that they will work for others.

Going to start to really look at how to best go about this inquiry - I must make sure that I use the right methods and collect the right data so I can get the best outcome.

Short and to the point, but this has helped me really focus!

Happy MAPPing!

Janet

Happy New Year

Happy New Year one and all!

So... onto Module 2...

After reading the handbook, buying books, searching the net, making new contacts on LinkedIn who are keen to help and much thinking I need to start to order how I intend to research my topic.  As ever, it is getting bigger and broader (seems Xmas affects everything and everyone) and I know I will have to narrow it down to keep it rational and manageable.  I know what I am going to look at, but need to distinguish exact areas that I should cover - I am becoming more fascinated by the neurological processes associated with my research so want to include that along with everything else..... 

I am also becoming more aware of how much I use imagery to get results, as do others around me.  Working as Associate Choreographer on children's film Molly Moon has required much use of imagery as at speed we are required to create work on young children with little or no dance experience.... new steps such as 'do the laundry, Molly Roll' have entered my vocabulary and it seems to be working.... I have also listened to the director preparing the young actors for scenes, and he really describes how the character is feeling, what has happened prior and so on and it is really really clear - and the results are tangible.

So... it is everywhere!

Is anything different?

As ever, I am trying to juggle full time work, MA, mange a home, spend time with my husband and do my best in an unexpected second job.  I am getting weary as the end of term approaches but I am invigorated by being in the studio.  Whenever I study it reignites my passion for sharing learning and makes me work harder to be the best I can be.

I am filled with pride when I can see my students progressing.  I know I am but just a cog in their development, but I also know from their feedback that they are benefiting from and appreciating my rigour and passion.

I don't need anything else (apart from perhaps coffee!) - the pleasure of sitting and watching the students perform an exercise better than they were performing it at the start of term is enough.

It is good for me to acknowledge this.  It is really worth it and if it took me enrolling on this course to reinvigorate my teaching, then so be it... the reflective work has really got me back on track and I must not forget this once this module is over....

Happy MAPPing!

Janet 

Thursday night musings

Having got to the end of the 2nd draft of an AoL I have realised that 29 years of teaching has taught me much.  I realise that there have been clear pivotal moments such as doing my Cert Ed, but there is much that is detailed in this AoL that cannot be pinned down to a definitive moment, or can even be described as being 'learned'.  Hard to quantify, but acquired somewhere, somehow, someday (Sondheim reference not intentional, well perhaps the someday...)

Do I prefer to be able to trace and identify learning moments, or do I relish the learning that I cannot pin down?  Probably both... I like the organisation of knowing when and how I learned something but I also am excited by the learning that has been via osmosis although it is a tad frustrating not being able to tie it up neatly within an 'experience.'

Maybe my students feel like that... I have never asked them that question and I will... 

Good Morning learning!

Having really got to grips with my AoLs last night I am aware that there is more to extract from my knowledge of my learning and I am quite excited by the concept of laying it all out like a (pardon the pun) map of what I know.

I realised how I work best doing this sort of task, learning in itself, and can clarify my learning by choosing an area and 'chartifying' it so that I list what I am calling the elements which contribute to the title in a diagram of sorts.  I find I can then expand the elements and quantify the learning.

Now I have found my way of documenting my AoLs I think I can get through it quite efficiently.  I did not plan out how to do it - more I let it come to me and I feel relieved and motivated.

Happy MAPPing!

Janet