After talking through my thoughts for my inquiry with Alan, we came to the conclusion I was being too ambitious. My thought on does experience in performing make you a better teacher was too broad and therefore I wouldn't have been able to come up with the correct evidence to back up my inquiry.
My thought now for a line of inquiry is; How do children learn to their full potential in Dance Education?
My aim in this inquiry is to develop my understanding of student learning and have an insight into the learning of dance in secondary schools. I would like to come away from this course with knowledge I can put to use in future job applications and teaching.
Wednesday 30 November 2011
Tuesday 29 November 2011
Proposed Award Title
With my knowledge and experience being in all aspects of Performing Arts, I want to be able to show this in my title and not just single out dance, even though this is the subject I ideally want to teach. I would like to include 'Education' in the title as I feel the majority of my degree has involved researching and advancing my knowledge on dance within the national curriculum.
Therefore my proposed title is;
BA (HONS) Professional Practice in Performing Arts in Education
I feel this title will give me greater scope when applying for PGCE/GTP as I could apply to various subjects.
Therefore my proposed title is;
BA (HONS) Professional Practice in Performing Arts in Education
I feel this title will give me greater scope when applying for PGCE/GTP as I could apply to various subjects.
Ethics into Practice
To deepen my understanding of the meaning of Ethics I took a look at what Wikipedia described it as;
'Ethics, also known as moral philosophy, is a branch of philosophy that addresses questions about morality—that is, concepts such as good and evil, right and wrong, virtue and vice, justice and crime, etc'
With the words 'right and wrong' standing out to me I started to think about my own ethics within my workplace. Below are points taken from my own Policy booklet which includes safeuarding and codes of conduct which I produced for schools I am offering a service to;
'Ethics, also known as moral philosophy, is a branch of philosophy that addresses questions about morality—that is, concepts such as good and evil, right and wrong, virtue and vice, justice and crime, etc'
With the words 'right and wrong' standing out to me I started to think about my own ethics within my workplace. Below are points taken from my own Policy booklet which includes safeuarding and codes of conduct which I produced for schools I am offering a service to;
- The teacher will recognise the responsibility for the care, welfare and safety of the pupils during the allocated time of the club.
- Dance Busters believes that children have the right to be completely secure from both the fear and reality of abuse and we are committed to safeguarding all the children in our care from harm.
- Encourage children to respect each other and their achievements.
- Unwanted behaviour is challenged and discussed with the child and if required reported to another teacher.
- Each lesson a warm-up should take place at the beginning of the class.
Ethical values ultimately teach a child the difference between right and wrong and if they can follow disciplinary rules within school this will be embedded in them for their future.
I believe teachers following their code of conduct will be able to deal with situations that may arise in the class in a professional and appropriate manner therefore being a rolemodel to the child.
Sunday 20 November 2011
4a Back to the Start - Developing my Line of Inquiry
My understanding of this module is to create a line of inquiry on a topic that I can relate to my profession. This module will be my plan which will then be developed further in module 3.
My initial thought is to link my inquiry with Education as this is my career path. A dance teacher can come from various backgrounds with an array of qualifications and experience in performing and teaching, what makes a good teacher?
Why is the GTP (Graduate Teacher Programme) so hard to gain admission to in comparison with a PGCE (Post Graduate Certificate in Education)?
The Graduate Teacher Programme is a one year full-time employment based route into teaching leading to the award of Qualified Teacher Status (QTS). Trainees may train to teach either the full curriculum across two consecutive age ranges (3-5 years, 5-7 years, 7-9 years, 9-11 years) at Primary level, or their subject specialism across two consecutive key stages (KS3 & KS4) at Secondary level.
I am currently in the process of applying to follow a GTP programme, this is proving to be very difficult! With four years of teaching experience behind me and two successful businesses I was confident I was an ideal candidate, however it seems this is not the case. Before you are able to apply to the Universities you have to find a willing school to employ and mentor you through the academic year, then you have the task of getting a place at University. I have applied to various schools and have yet to get an interview! I have started to look at the PGCE route, this is a University based course and not funded so my monthly wage would be gone, but this is my only other option. It is frustrating knowing I am capable of teaching and have the knowledge to deliver, but to gain the respect and salary you need QTS (Qualified Teacher Status), but this seems impossible to obtain why?
Does having experience in performing make you a better teacher?
I feel having the experiences and stories to share with your students gives you a head start straight away!
I have been able to work professionally on performing contracts before I settled into teaching, during these contracts I gained valuable experience and learnt what was important when auditioning to get the job and also while working I dealt with situations that only arise on the job ie. orgainising digs, politics within the cast etc. Students are always keen to hear about my experiences and I am able to give them advice on these situations if they were to find themselves in them. I see myself as a role model to the students, and someone they can look at and say if Miss did it, I can give it a go! Is this view a necessity when teaching? I would like to look further into this and research two viewpoints one of a performer who is now a teacher and the other being a teacher who has followed the traditional way of teacher training through University.
Should Dance sit in Physical Education or Creative Arts?
The article below was taken from the European Physical Education Review.
My current employment has put me in the position of being part of a PE department within a secondary school. This has enabled me to see how Dance fits in with PE aswell as Creative Arts and I believe this is a topic that will continue to be questioned.
The article below was taken from the European Physical Education Review and poses the same question:
Dance within the National Curriculum for Physical Education in Engand and Wales
Those involved in teaching music, visual arts or drama, in a variety of contexts, regularly express perplexity as yo why dance is part of the National PE Curriculum. At a recent conference of the National Foundation for Arts Education, for instance speakers eg (Robinson, 1995) and delegated revealed their ignorance of the historical links between PE and Dance. They also seemed to be unaware of the complexity of the relationship, for while dance shares the same conceptual basis with other arts, in that both are concerned with the symbolic expression of feelings and ideas, Sanderson (1988 , 1994a, 1995a, 1995b) agues that dance also has many genuine links with sports activities.
It is impossible to do justice to the many related issues here, nevertheless it is necessary to make brief reference to historical events in order to place the current National Curriculum in context. The 1909 syllabus of Physical Training established dance in the school curriculum, and thus began an association, which has persisted. Until the 1940s, the type of dance activity recommended was, for the post part, English folk and European National Dances. mainly because of their contribution to physical fitness, although the cultural input was also acknowledged.
Looking at this article should we still be following this view from 1909?
My initial thought is to link my inquiry with Education as this is my career path. A dance teacher can come from various backgrounds with an array of qualifications and experience in performing and teaching, what makes a good teacher?
Why is the GTP (Graduate Teacher Programme) so hard to gain admission to in comparison with a PGCE (Post Graduate Certificate in Education)?
The Graduate Teacher Programme is a one year full-time employment based route into teaching leading to the award of Qualified Teacher Status (QTS). Trainees may train to teach either the full curriculum across two consecutive age ranges (3-5 years, 5-7 years, 7-9 years, 9-11 years) at Primary level, or their subject specialism across two consecutive key stages (KS3 & KS4) at Secondary level.
I am currently in the process of applying to follow a GTP programme, this is proving to be very difficult! With four years of teaching experience behind me and two successful businesses I was confident I was an ideal candidate, however it seems this is not the case. Before you are able to apply to the Universities you have to find a willing school to employ and mentor you through the academic year, then you have the task of getting a place at University. I have applied to various schools and have yet to get an interview! I have started to look at the PGCE route, this is a University based course and not funded so my monthly wage would be gone, but this is my only other option. It is frustrating knowing I am capable of teaching and have the knowledge to deliver, but to gain the respect and salary you need QTS (Qualified Teacher Status), but this seems impossible to obtain why?
Does having experience in performing make you a better teacher?
I feel having the experiences and stories to share with your students gives you a head start straight away!
I have been able to work professionally on performing contracts before I settled into teaching, during these contracts I gained valuable experience and learnt what was important when auditioning to get the job and also while working I dealt with situations that only arise on the job ie. orgainising digs, politics within the cast etc. Students are always keen to hear about my experiences and I am able to give them advice on these situations if they were to find themselves in them. I see myself as a role model to the students, and someone they can look at and say if Miss did it, I can give it a go! Is this view a necessity when teaching? I would like to look further into this and research two viewpoints one of a performer who is now a teacher and the other being a teacher who has followed the traditional way of teacher training through University.
Should Dance sit in Physical Education or Creative Arts?
The article below was taken from the European Physical Education Review.
My current employment has put me in the position of being part of a PE department within a secondary school. This has enabled me to see how Dance fits in with PE aswell as Creative Arts and I believe this is a topic that will continue to be questioned.
The article below was taken from the European Physical Education Review and poses the same question:
Dance within the National Curriculum for Physical Education in Engand and Wales
Those involved in teaching music, visual arts or drama, in a variety of contexts, regularly express perplexity as yo why dance is part of the National PE Curriculum. At a recent conference of the National Foundation for Arts Education, for instance speakers eg (Robinson, 1995) and delegated revealed their ignorance of the historical links between PE and Dance. They also seemed to be unaware of the complexity of the relationship, for while dance shares the same conceptual basis with other arts, in that both are concerned with the symbolic expression of feelings and ideas, Sanderson (1988 , 1994a, 1995a, 1995b) agues that dance also has many genuine links with sports activities.
It is impossible to do justice to the many related issues here, nevertheless it is necessary to make brief reference to historical events in order to place the current National Curriculum in context. The 1909 syllabus of Physical Training established dance in the school curriculum, and thus began an association, which has persisted. Until the 1940s, the type of dance activity recommended was, for the post part, English folk and European National Dances. mainly because of their contribution to physical fitness, although the cultural input was also acknowledged.
Looking at this article should we still be following this view from 1909?
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