Critical Reflection of Module 2 - Principles of Professional Inquiry

For me, module 2 created a sense of focused direction, further opening up my identity as a professional, while introducing new tools and methods implemental to my progression.

Developing lines of professional inquiry
The combined study of Reader 4 and group discussion alongside my BAPP course peers really helped me unpack the complexity of ‘a question’. Reader 4 highlighted the links between work based learning and learning at the work place to be two very different concepts that, when combining the two techniques, allow us to observe a greater spectrum of knowledge from differing angles. This theory grasped me in its idea of intertwining our different disciplinary’s - for example; teaching dance demands the understanding of education, yet requires knowledge of the arts - a term described by Kreber as 'trans disciplinary'. When discussing these theories I was able to understand further the elaboration and guidelines involved within the craft of question asking. Though it took me some time to gain a sense of control over my inquiring mind, by opening up my thoughts and engaging with my relevant SIG’s, I was able to notice the growth in structure to my inquiry, and confidence in my focus.

Professional ethics
This is a topic of which I had never fully taken into consideration, while I have always had performance etiquette I realised that being aware of the word and completely understanding its meaning in relation to myself and my own practice to be two very different things. Reader 5 taught me the many subdivisions, values and theories this concept entails, all of which we have an opinion on and adhere to. Yet I feel without actually thinking and applying the term fully to myself, my inquiry at the least could portray a lack of informed principle and knowledge. Looking at how I develop my outlook on ethics throughout my blog I can see how they evolve from a list of rules to a more complex idea of a moralistic approach, showing a greater understanding of my own practice and further forming a more ethical framework to my own inquiry.

Tools of professional inquiry
A key concept I learnt here was the common distinction in research between quantitative and qualitative data, very much dependent on the direction and intention of particular questions. Piloting the differing tools shed light on this in the success of my findings relevant to my inquiry, further showing support for the theory of Bell (2002) when he says ‘the approach to your research will depend on the nature on your inquiry’. I summarised this section in my decision to employ the methods of focus groups and interviews to further my inquiry as these provided me with a more in depth, qualitative explanation. I found the relaxed and informative nature of these processes allowed for the participants to really explore their own ideas and opinions, enabling me to acquire the most profound form of data and knowledge, essential in furthering my own investigation.

To conclude, I feel that module 2 has catapulted my learning and my ability to analyse, reflect and present in a thought provoking yet beneficial manner. Having built upon the initial wooly identification of my professional practice in module 1, I have now been able to form my established line of inquiry, the ethics that surround it and the tools to facilitate my research, with the confidence to execute my interests successfully.

Proposing, Planning, Presenting...

On initial reading of the task in hand I was truly overwhelmed at what it was to entail - not to mention the 3000 word requirement. I have found that rather than looking at it in it's entirety, breaking it down into relevant sections has helped me tackle it in bite size pieces. Paula's post 'Draft advice on Module 2' has been of particular help in the detail she added to the differing headings incorporated throughout the writing. This plan advice has really made me think about 'me', and what findings, analysis and elaboration I need to include. I am still yet to complete, re-read, edit, re-read, edit....the process is never ending! Yet feel much more secure in the knowledge and direction I am focusing my proposal. 

I'm sure, much like myself, trying to juggle this assignment along with blogging, christmas and the extensive work involved throughout this busy period, is proving to require some meticulous time management - a skill I am trying hard to master! But I would be keen to hear how you are all getting on? Any advice on the project? Queries? Or just a general chat.... 

Analysing my tools of professional inquiry...

After studying reader 6 - Tools of Professional Inquiry, and piloting each method within my own inquiry, I have been able to establish which 'tool' is most effective when put into practice to acquire the most profound form of data and knowledge, essential in furthering my own investigation. I previously posted about the general positives and negatives with regards to each method, but upon analysis I found where each factor was relative to me and my inquiry.

Interview and Focus Group
Both of these provided me with a more in depth, qualitative explanation. The relaxed and informative nature of these processes allowed for the participants to really explore their own ideas and opinions on the topics being questioned. Though structure can be lost during the interview, it allowed for a more personal discovery. By nature of my inquiry, the learning and discovery process is very much reliant on learning from others experience, the more specialised knowledge that can be gained the better. Piloting the focus group particularly, has shown me that the answers you get are very much dependant on the group that you interview, as well as the technique in which the questions are asked. To avoid bias you very much have to make the entire process about the participant, avoiding the chance of posing an influential tone. Establishing this technique is also something I think, that if I can put into practice, will help me personally as I move from using my 'feet' to 'voice' for employment prospects. In terms of authenticity and validity in information and data collection between the differing tools, I couldn't place one above the other. The only advantage interviewing has over using a focus group is its practicality and convenience, arranging a time and a place for one person is far easier than organising three or four people in comparison.

Survey
The less personal and formal nature of this tool really doesn't suite the type of information I am looking to gather to further my own inquiry. The structured nature of this method doesn't allow for participant elaboration, and I found resulted in a lax approach to completing the document. It very much provides you with quantitive information, appropriate for calculating statistical data, but as my inquiry is very much based on experience and different directions, it is not something I can produce a formula for. I am not completely discarding my findings from this method, as all information is invaluable, but it is not tool I will be carrying forward within my professional inquiry.

Observation
I found this tool very difficult to evaluate as I feel the benefits, given the right situation for the method to be applied, would be invaluable. I have been observing videos on youtube with relevance to 'on' and 'off' screen television processes, but I feel without physically being within the atmosphere itself, you can portray a very biased point of view. I am hoping to gain some 'hands on' experience at the end of this year, at which time I will truly put the use of this tool into practice. Until then I will leave my full analysis open ended, as at this time it shows very little use to the direction of my inquiry in my given situation.

Campus Session 3 - Tools of Inquiry

In our final campus session of this module, Alan spoke to us about the four main tools we would pilot as we begin to explore and gather more information in relation to our own inquiries. We discussed all the positives and negatives involved when using each process, as well as the dynamic between the participant and the researcher.

Survey
+ Can be completed anonymously
+ Not as time consuming for the researcher or participant
+ Quantitive data of which stats/figures can represent findings
+ Provides a 'general' consensus

- Lack of authenticity due to the formality of the procedure
- Question could be left incomplete/misinterpreted
- Non-engagement with participant
- Non-leading questions could result in a lack of information being found

Interview
+ Depth due to a one on one situation
+ Leading questions/flexibility resulting in a more personal discovery
+ Higher authenticity
+ Less chance of misunderstanding

- Time consuming resulting in limited numbers being able to take part
- Non-anonymous could result in participant being influenced
- Good interview technique required to avoid bias
- Specific knowledge

Focus Group
+ Conversational nature allows ideas/opinions to be explored
+ The group share a common interest/specialised knowledge
+  Validating

- Influential factors
- Practicality of creating a focus group/convenience

Observation
+ There are different forms of observation which carry different opportunities

- Reliability of data

Within each of these methods there is a strong relationship between the participant and researcher. Ideally all the data gathered while using each tool should be a complete representation of the information provided by the participant, however as a result of bias/authenticity, these levels can be altered. After discussing these important factors we captured each tool of inquiry in a short video presentation filmed and compiled by Alan.


                      

Survey!!

Calling all SIG's please get involved with my inquiry even more and complete my survey! In addition to our blogging and discussions, it would be great to hear feedback on this more formal 'tool', as well as allowing me to analyse the results. Just click on the link below...

The 'runner' behind the industry...

Following on from my previous post I decided to look forward into the industry I am inquiring about, and ultimately want to achieve. I discovered a fantastic article reported by the website www.wanttoworkintelevision.com and written by Louise McNamara, an experienced runner still working in the industry herself in her bid to reach the role of her dream job as a producer. She described the job of a runner, as 'entry level' for television media, and it definitely looks like a possible way in!
She goes on to describe the trials and tribulations the jobs entails, from distributing morning coffees and toast, to the joys of being involved in the production on set. Rather than making the tasks sound tough, I feel she depicts this role as being more repetitive, involving long days and really being a perfect reflection of the title - 'Runner'! Continuing to highlight these negatives in saying:

'The money is shocking. I figured out recently that I earned more working 36hrs in a video shop than I did working 60hrs a week as a runner. If you enjoy it enough you will find a way, although living on the breadline becomes a way of life.'

This is definitely a quote that would see most falling at the first hurdle, however this is a very similar situation we have all experienced within the performance industry. The insecurity and under payed employment is something that has become second nature. Though not ideal, like she says if you have enough passion for the job you will always find a way. This similarity between the two industries is definitely the requirement of a particular personality trait or skill which is transferable - determination.

In spite of this her article also shows support for the statement 'its not what you know, but who you know' when stating how she initially broke into this industry:

'I started out in a fairly conventional way. I was exceptionally fortunate to have a contact, my Mum’s best friend’s son, who was a post-production engineer at ITV. He got me a job as a post-production runner on ITV’s ‘Dancing on Ice’ programme.' 

A very lucky and convenient contact providing her a platform to the rest of her career - this I do not say lightly though as I very much do believe that without the right attributes and personality strength to endure this form of work, this industry it can be very short lived.

For all those interested in the television industry I would definitely recommend giving this article a read, The Real Life of a Television Runner, an extremely open and informative article with an informal tone - a great insight into another side of this fascinating industry. 

Looking at more literature...

I previously began reading into already established theories relative to my inquiry of which I blogged about in an earlier post entitled 'Looking at Literature...' . Here I found guidance in which direction I should pursue the analysis of my literature, after absorbing the already sound knowledge discovered by a past BAPP student with a similar line of inquiry to mine. Intrigued by her findings, rather than re-evaluating her own research, it seemed most logical to build upon, and expand in the reading of theories, articles and interviews, but where to start...?

I began by looking into 'professionals' that have made the transition themselves, my first port of call was none other then the prime advocate for dance, Darcey Bussell. Re-nown for the way she graced the stage whilst under the title of 'principle dancer' for The Royal Ballet, her later years have seen her moving more so into the media lime light, establishing herself as TV personality. I stumbled across an article in the guardian which read 'Dance legend Darcey Bussell's next step' followed by a similar article in the mail being captioned as; 'Darcey's new world! When superstar prima ballerina Darcey Bussell retired last year her life turned upside down – literally – as she moved to Australia to become a full-time mum. But, as she launches a series of children’s books, has she put away those ballet shoes for good?'
Both of these reported on Darcey's retirement for motherhood, and a look into her life after dance. They each wanted to know how this had affected her moral as a person, how she'd been keeping busy and ultimately what was next, her response being:

"I'm still a dancer, and I suppose I'll never escape that"

This really got me thinking, however versatile we may be as trained performers are we emotionally pigeon holed? Are we influenced by others opinions on where we should be as professionals? The media hype created around Darcy and her retirement expressed a 'loss' to the world of dance, allowing her to relive her 'hay-days' in articles on a weekly basis, which can't of been healthy for a 'dance addict' as she describes herself: 

'Dancing is a passion, one that I will probably never be rid of. It is a bug and you are addicted to rehearsing and performing'

So could this have been the cause for her next steps? I think it's fair to say despite her sensational and established success as a ballet dancer, she struggled like many to find her feet during this tough transition. Wanting to succeed so badly at 'walking away' from dance left her in the land of unknown. I further read another article published earlier this year in the mail entitled 'My battle with depression, by Darcey Bussell'. Describing her turmoil after leaving the stage she says:

I got depressed. I didn’t appreciate how low I got. My husband did. He said, ‘‘You know, Darcey, you’re better when you’re busy’’. I thought it was weakness to show you couldn’t cope.’

I think this way of thinking links in with the strict and disciplined training received from a very young age as a dancer - failure is not an option. Being bought up in a particularly structured manner and environment you can become dependant on the routine from a day to day basis, to suddenly then live a life without that framework can be very difficult to adapt to. The article continues to detail her 're-inventiont' as it were, and her excitement at becoming involved with the popular BBC television programme 'strictly come dancing' as a respected judge. With regards to this career transition I feel that is very much a result of her specialist attribute. Her disciplined and professional nature combined with her versatility is most definitely a skill past on from her early training within dance, and is one of which I feel is compatible within the television industry. She has worked hard to become a house-hold name which has opened up many doors in this new stage of her life - a life after dance. I feel that this literature provides key evidence for the advantages of networking and 'name' status when moving from industries, while also highlighting the asset of specialist skills. Darcey's career as a ballet dancer is a product of her own determination and talent, though she demonstrates many 'cross-overs' in abilities between industries, her presence in television today alone merely draws us back to 'its not what you know, but who you know'.

And 'CLICK'...

Though I have just begun logging all of my useful and relevant sites, I thought I'd share my own collection so far, lets just see how much this will grow...

Tools of Professional Inquiry...

Having defined and explored my focused line of inquiry and the ethics that surround it, I must now establish the most effective 'tools' to put into practice, in order for me to gain a greater insight and direction in discovery. To achieve this I am going to create an initial pilot of a variety of methods to fully understand their pros and cons, together with an analysis into how they suite and benefit my own line of inquiry.

Pilot Interview

Using this method, I feel I would like to approach it in a more colloquial manner. Keeping my interviewee at ease throughout the process will ensure a greater opportunity for them to fully elaborate, and ultimately provide me with a greater insight. Ideally I would like to arrange to apply this technique 'face to face' with an individual, as I feel you can learn even more from their gestures and facial expressions, but am more than happy to take data from telephone interviews also. I am looking to question someone already within the world of media, so I can gain a more personal insight into their experiences, line of work and what they feel is required to make it in this industry. I will be applying the following structured list of questions, however am prepared to deviate dependant on the information and knowledge I receive.  

1. What is your experience of a career transition?

2. What specifically can be identified as 'cross-overs' between the 'arts' and 'media'?

3. Although there is a keen sense of 'its not what you know, but who you know', what additional qualifications/knowledge can I gain to put myself 'a step ahead'?

4. What qualities are required to reach a career within this field?

Pilot Focus Group

Much like an interview, but combining the minds of a larger group of people with similar interests, characteristics or experiences. I would again approach this method in the same relaxed tone as the process described within the inquiry tool of an interview. Without even realising, this is a technique I have already practiced and analysed in a previous post 'More Media...'. Here I got together with my brother and four of his friends, all studying a degree in radio media, to understand their thoughts on this industry together with their newly found learnings, knowledge and aspirations. The initial questions I prepared in rough to create a focus were as follows:

1. Who inspired you to make this career choice and where/what do you aspire to be?

2. What have you learnt on this course so far - relative the the industry? New information?

3. Whats next - qualifications/courses/experience?

4. Do you think there is 'cross-overs' between medias?

5. Can your knowledge in radio be applied within the different sectors - can you advise me of these skills/knowledge?

6. Do you know how likely employment is within media?

7. Have you made any new contacts/broaden your networks - how did you go about this?

As predicted everyone bounced an abundance of opinions and ideas between each other, propelling the conversation off of different tangents to create the exciting and interesting atmosphere. I made evidence of the whole session by using a vocal recording device linked up to my laptop, to allow me to share my findings. In addition to the vast informational benefits, I was also taught how to cut down the interview (as the total time was 37minutes), embed a track behind our discussion, and edit the sound quality. The finish product is as follows:

Upon reflection of my first focus group, I am very pleased and appreciative of the new computer software and technology skills I have gained, with relevance to editing and portraying an interview in an innovative way. It was also a good form of self evaluation for me to hear the manner in which I conduct my questions for future reference, as well as progression into television and the media. I think I would next like to apply this tool of inquiry by collaborating the ideas of either members of the BAPP course or a group of my professional peers. I think I would concentrate on using the same focus of questions as detailed within the method of my pilot interview, and although open to deviations keep along a much more solid track to gain more qualitative research.

Pilot Survey

A less personal way in which to acquire a more quantitive form of research. I have created my own and would love to hear feedback on the way I have designed and used this method. I have initially created the pilot to further my own line of inquiry, by gathering information from yourselves on my focus topic. However while designing the questionnaire I felt that the formality of this approach would be less beneficial in comparison to the other more methods, given their more accommodating nature. Thus I feel that this technique may be at better use given post interviews/focus groups to establish the quality of this more personal approach.

In spite of my views I am still keen to here from you all, your opinions matter...

http://www.surveymonkey.com/s/WPL7QNT

Pilot Observation

By nature of my inquiry, I am finding it difficult to use and reflect this method at its full advantage. I would love to gain first hand experience within television studios whereby I can observe others 'on the job', as well as participating myself to maximise my research and learning prospects. I am very much trying to create this opportunity, however to begin my pilot I will study 'behind the scenes' footage, more accessible for myself at this given moment in time. I will record what I notice about how each individual job is executed - from the runners, to the cameramen to the presenters - and how it all culminates to produce the programme as a whole. I will document and reflect upon my findings within my journal, as I observe a variety of media under the following headings:

1. Movements

2. Directions taken

3. Quantity of people required

4. Tasks

As each of these are all initial or 'pilot' plans I am very aware and prepared to make modifications as I begin to take the leap to gain a greater insight...

My 'Ethical' Inquiry...

'I wish to inquire about career transitions, specifically the movement from the discipline of dance to working within media and the world of television. I want to explore the similarities between these two industries to allow me to accentuate my already secured knowledge, as well as discovering the differences to expand my understanding. I am hoping a collaboration of my research within this inquiry will help me answer the ultimate question - how do you break into the industry?'

To execute this ethically I must particularly take into consideration the principle of confidentiality, respecting information sources and the right to remain anonymous. I am looking at speaking to people in both differing industries, combining the knowledge of students to well established professionals. As I will also be looking at secured studies relating to this topic, I must also keep in mind the act of plagiarism, as to learn from the documentation but to not extract beyond means. In addition to this I need to keep the interview process of a light hearted nature, I do not want my sources to feel as if they are under interrogation. A balance must be met in order for me to achieve the formal information I require at a relaxed informal level.

I would be most grateful for feedback on my inquiry so far. Along the right lines? Have I over looked any ethics? Lets hear from you SIG...

Learning about Ethics!

Before reaching this point within the course, 'ethics' truly was a term unthought of for me. Being aware of the word and completely understanding its meaning in relation to yourself and your practice are two very different things. Prior to studying the course reader I took the time to see how it was defined in the dictionary:

'eth·ics   [eth-iks] 
plural noun
1. (used with a singular or plural verb) a system of moral principles: the ethics of a culture.

2. the rules of conduct recognised in respect to a particular class of human actions or a particular group, culture, etc.: medical ethics; Christian ethics.

3. moral principles, as of an individual: His ethics forbade betrayal of a confidence.

4. (usually used with a singular verb) that branch of philosophy dealing with values relating to human conduct, with respect to the rightness and wrongness of certain actions and to the goodness and badness of the motives and ends of such actions.'

These simple definitions just scratch the surface of all that encompasses the principles behind ethics. The word has many subdivisions, values and theories all of which we have an opinion on and adhere to, yet I feel without actually thinking and applying the term fully to myself, my inquiry at the least could portray a lack of informed principle and knowledge.

Personal Ethics
Relative to the beliefs and values of the individual. This often derives from ideas instilled by family, religion and conscience, which can be reflective of the nature/nurture debate.

Professional Ethics
Evolved from the conduct required in each varying professions. Each practice expects a certain manner to be applied when in the working environment for a number of differing rationale.

Organisational Ethics
Referring to the established 'ethos' of particular organisations - relative to professional ethics in a more generalised context in alignment to the specified place of work.

Each of these subheadings are essentially created within each aspect of life to construct social good. In essence a set of moral guidelines to ensure principle and value is maintained. All relating to me in varying ways, I feel that; professional ethics is an influential cause of my own upbringing and surroundings, professional ethics is my own code of conduct when approaching a form of work. These may varying dependant on the jobs requirement though, which is where organisational ethics come into play with its already established set of morals.
I further looked at the theories behind what appears to be this invisible ethical framework, known but not seen, to gain a greater understanding:

Consequentialist
Practicing the idea of moral obligation. This theory suggests the most ethical decision is one that creates good for the greatest number. For example lying, upon circumstance, can be justified if it benefited the greatest number of people.

Deontologist
A rule based theory where everything is always either right or wrong regardless of the situation it is applied to.

Virtue Ethics
Importance is placed on the moral behaviour and character of the person, opposed to the action taken.

When taken into account all three theories I felt the one least applicable within my profession was that of deontologist. Without exception I feel that you cannot apply the same set of rules far any given situation. For example take the act of 'lying', when taken to trial in a court of justice if you were to practice this it would be considered morally wrong and therefore unethical. However, if apply this to myself in a teaching situation I may encourage young children with praise to maintain their enthusiasm and happiness within class. The terms I use may not be entirely true, but the effect it has is definitely not unethical.
Consolidating all that I have learnt, I feel that ethics are very much a personal strategy. It is an unwritten code of which is applicable at a very individual level. What one person my hold in high regard, another may not even spare a thought for it. This is something I will have to be very cautious of as I assemble my inquiry and its methods ethically, to take into consideration the very personal values of others. It is my responsibility to cultivate a truthful and accurate research plan and portrayal, maintaing as much documentation for ethical proof throughout the process.

Ethics within the work place...

After reflecting upon what I consider as my ethics, I started to look over previous contracts to see what I had agreed to follow under their employment. I felt that this was a good place to start as you often establish your own views as a performer through what is required of you 'on the job'. This was a really interesting task, as I found the 'code of practice' within each document to represent more legalities to sign for upon acceptance of the job. This made me question are these ethical values? Or is it just merely a way of the production covering 'its back' in a legally binding document? To research this further I spoke to a friend of mine who is currently touring with the 'Lion King', to gain an alternative perspective and to see how different contracts compare.
We both agreed that legalities stated are a form of 'ethics'. Without having a legal document in the form of a contract stating your work period, and guidelines throughout your employment, there would be no structure. It ensures your loyalty and reliability during your agreed work dates, as well as the level you are required to work at. If this is not met then there will be consequences, which could come at detriment to your career in the foreseeable future.
To establish where my more personal ethics have derived from we continued to talk about the 'professional etiquette' we learnt at college. We both trained at the same establishment and found that the values we carried with us were extremely similar. Before commencing our training we were encouraged to sign a student/teacher code of conduct, which was then built upon as we graduated each year. I took the time to analyse how each side can be interpreted, as I feel understanding each point of view is very valuable:

'Student/Teacher agreement:

• Contribute confidently - engage effectively with the development of ideas.
• Prepare thoroughly - preparation is key, look the part, feel the part, perform the part.
• Respect your training - attention and attendance is to be maintained at the highest level.'

The conduct is the same for both parties indicating a certain extent of equality whilst training. Respect is expected at each end to attain the most out of what is on offer, reaching a desirable achievement. This is definitely a value or ethic I hold in high esteem.

In addition to this, I began looking into the ethics within media. Though this is not my current professional place of work, this is the direction I wish to head in. I found this document on the site Wikipedia, which detailed media ethics at its entirety, however I really wanted to highlight the following section as I felt it shared more relevance to television specifically:

'Ethics of entertainment media
Issues in the ethics of entertainment media include:

• The depiction of violence and sex, and the presence of strong language. Ethical guidelines and legislation in this area are common and many media (e.g. film, computer games) are subject to ratings systems and supervision by agencies. An extensive guide to international systems of enforcement can be found under motion picture rating system.
• Product placement. An increasingly common marketing tactic is the placement of products in entertainment media. The producers of such media may be paid high sums to display branded products. The practice is controversial and largely unregulated. Detailed article: product placement.
• Stereotypes. Both advertising and entertainment media make heavy use of stereotypes. Stereotypes may negatively affect people's perceptions of themselves or promote socially undesirable behaviour. The stereotypical portrayals of men, affluence and ethnic groups are examples of major areas of debate.
• Taste and taboos. Entertainment media often questions of our values for artistic and entertainment purposes. Normative ethics is often about moral values, and what kinds should be enforced and protected. In media ethics, these two sides come into conflict. In the name of art, media may deliberately attempt to break with existing norms and shock the audience. That poses ethical problems when the norms abandoned are closely associated with certain relevant moral values or obligations. The extent to which this is acceptable is always a hotbed of ethical controversy.'

Having these enforced guidelines ensures the running of television programmes and distribution of multi-media products at an ethical level. Entertainment media is very much at the discretion and opinion of the public, but having these legal restraints and values opposes many views of unethical complaints, as we as the consumer condone them.

One more ethic I feel is extremely important within our industry, and also significant as we pursue our inquires upon this course, is that of confidentiality. It is a term present in every imaginable career, and provides the selected person the right to remain anonymous and/or for their information to be kept unshared and safe. I feel this value I must particularly take into consideration whilst interviewing and questioning others, as well as recording my findings.

It is interesting to see 'cross-overs' already emerging ethically between different fields of work. I think what is once learned, is eternally applicable, yet the learning process itself is endless...

My Ethics...

This is a topic of which I have never fully taken into consideration, particularly being entitled 'ethics'. Within my professional work place it has often been viewed to take etiquette as a performer into each job as common knowledge. Upon much thought and reflection, this is what I believe are my personal ethics within each aspect of my profession:

• Punctuality and time keeping are essential - you must become prepared and ready to work for your choreographer/employer. This includes arriving with enough time to warm-up and prepare yourself for the rehearsal/audition

• Pride in appearance - you must arrive appropriately dressed in a professional manner.

• Being aware of your surroundings - you must double check safety of stage sets and structures as to not injure yourself or anyone else.

• Keeping alert and taking exceptional direction - you must pay good attention to any instruction whether it be a production critique or a safety note. Never talk or stray attention when being spoken to as a group or individually.

• Curtesy to other performers - being spatially aware on and off stage.

• To ensure you are sure of the entire performance - be it lyrics, lines, choreography or your cues you MUST be sure of everything to ensure a faultless performance. Once it has been taught it is your responsibility to rehearse and retain the information.

• Loyalty to your contract - you must not breech anything stated within your contract. This can include; not divulging any information about the production, contracted working period, and holiday.

• Informing of illness/inability to perform - if you have been advised that it is unsafe for you as a performer to work you must present an affective doctors note immediately to your employer so they can resolve your absence as soon as possible.

Actually putting pen to paper to establish what I believe to be my ethics visually, has really helped me grasp a better concept of what I bring to each job. As my inquiry outlines the journey of 'transition' from dance to TV, I'm sure that these can be carried over as a matter of professionalism. It would be great to hear from anyone that has touched base within this industry to see whether if their ethics share some resemblance to mine...

And here it is...My 'Proposed' Award Title!

After first voicing my initial ideas for this task under the post 'Proposing my award title!' I was fortunate enough to benefit from the views and knowledges of others along side me on the BAPP course. I was struggling to establish a label for this 'bit in the middle', but as it was pointed out to me 'what is the necessity of this?' I have come to realise that the learning, researching and studying, of which I was initially trying to identify merely as a 'transition', is an ongoing movement. To put our own 'progression' into a title is near impossible, but to put the 'now' and 'future' is a much more applicable process. So here is my proposed award title:

BA (Hons) Professional Practice in Theatre, Dance and Media

SIG, questions and more...

Though I have started up a variety of groups on different sites to allow me to converse with others within my professional circles I have found the most successful in the art of conversation - be it through phone calls, on my blog or in person. Without even realising I have been furthering my inquiries by just merely taking more consideration and awareness of my already established social and professional networking forms. I am starting to affirm a more solid direction within my questions, now finding feedback on the following:

1. What is your experience of a career transition?
2. What specifically can be identified as 'cross-overs' between the 'arts' and 'media'?
3. Although there is a keen sense of 'its not what you know, but who you know', what additional qualifications/knowledge can I gain to put myself 'a step ahead'?
4. What qualities are required to reach a career within this field?

Though there are still a million more questions stemming from these, I feel that this is a much more collaborated form in where I am progressing with my inquiry.

On another note....

Throughout my inquires one 'tool' that keeps coming to light is the art of 'networking'. Exploring this method in module 1 has really helped me notice how apparent and important each connection is. From conversations with varying people who have highlighted the importance of the internet in each of their career developments, sites such as Twitter and Facebook have re-surfaced themselves massively within this next module. An example of this, following on from my post 'More Media', it was explained to me how they were using Twitter professionally - by tweeting about their own profession, and to people already on their desired career ladder things such as; 'can we make tea for you?'. Lighthearted yet eye catching, connecting them to that next step. I found another example of this just simply speaking to my dad, as he is transferring his own business promotions and information over to the web. He has created web groups and a company Facebook page to keep up with how this form of advertisement is dominating the income of business. In addition, I have also been absolutely captured by the google chrome adverts that have been circulating both on the net and on the television. I feel it really explores the extent and power of the world wide web...

Proposing my award title!

After careful consideration I have decided my award title should reflect 'where I am going' in terms of my professional progress. However, this is something that I am finding to be somewhat of a challenge when taking into account 'where I am coming from'. Combining both past and present to form the most appropriate title is proving to be a great contradiction yet complementary in direction. I want to collaborate my knowledge as a performer, predominantly in dance, while highlighting my ability to learn about the media, specifically television, through this transition period. So far through my inquiries I have learnt about the flexibility in establishing yourself in this industry, hearing constantly 'it's not what you know, it's who you know', but wish to put an individual stamp on how I go about achieving this. I don't want to discard my training or established knowledge as a dancer, but rather embrace it to propel me forward, which may mean diverting from already secured findings by others. In saying this here are some of my proposed titles:

1. BA Hons Professional Practice in dance, media and transitions
2. BA Hons Profesional Practice in career transitions
3. BA Hons Professional Practice in transitions from the arts (dance) to media (television) 

I feel that each of these titles, though 'wordy', best reflect and combine what I know, and what I am learning. I am possibly leaning more towards my 3rd title but am still searching for the most applicable wording. Any suggestions are most welcome...

Employed by who..?

As performers we are all very much self employed, or are we? We refer to ourselves as being 'employed' when we have signed a contract for our next job, so what about when we are between contracts? Who do we adopt as our employer? As I work my way through my inquiries these were questions that started to infiltrate my thoughts. The module 2 handbook urges us to ask and be signed off by our professional employer, but I am struggling to relate to this method of establishing knowledge for my inquiries while working under the instruction of someone who does not follow my professional career path. While 'in-between jobs' are very important for keeping us afloat, how can I incorporate my situation at this current point into my questions? This is something I would be very keen to hear feedback on as I am at a loss on how to achieve this. Despite this I feel I am still moving in a good direction, learning intently from the diversity of my SIG's, peers and surroundings, is this enough..?

More Media...

Looking at SIG's, in and around our professional area, I decided to explore a little outside what I consider to be my 'practice group'. As I am looking at a transition into an area that is unknown to me I thought I'd gain the perspective and knowledge of people who are already learning about the world of media. My brother and a few of his friends are studying a degree in Radio Production at Bournemouth University, and agreed for me to ask them a few questions, ultimately relating to my inquiry. It was really interesting to listen to where they pitched themselves within this industry, while understanding what the field of work requires, inclusive of learning the similarities and cross overs between the varying  categories; radio, television and journalism. They even provided me with some advice for my move from what is sectored as 'the arts', reassuring me that its not all about your qualifications or technical knowledge - it's who you know! We combined and edited the interview session into a short voice clip, of which I have posted below. It was a real advantage to simply just sit, chat and record, rather than putting pen to paper for a change. I hope you'll take a listen and enjoy what you hear...

Looking at Literature...

I decided to begin gaining a background knowledge by studying the theories and findings of journalists, theorists, and people looking to learn more about my interest. Reflecting on Natalie Less and her post 'theories from existing literature', whereby she explores articles relating singularly to dance and then television, I have decided to build upon her findings.
The first article I explored was 'Emotion: An absent presence in career theory' by Jennifer M. Kidd. I found this intriguing to read and analyse as it did not just simply relay facts and figures, nor did it give advice on what is deemed to be the 'correct' way of achieving such change. It detailed, in broad terms, emotionally how to overcome such a situation. She says:

'The emphasis on initial occupational choice in traditional career theories is now plainly inadequate, since careers of the future will be characterized by sequences of decisions and work- role transitions throughout life.'

This reinforces the natural evolution between many careers, and characterises how it is no longer an uncommon feeling for anyone of us to gain the drive to push for something different. Building upon previous knowledge by other theorists she continues to support her theory:

'Furthermore, as Collin and Watts (1996) pointed out, the development in Britain of competency-based qualifications should make it much easier for individuals to move between occupations and develop work and professional identities which bridge traditional occupational categories.'

Reflecting back on some of my initial inquiries, this statement alone highlights the flexibility we have in this day and age to manoeuvre ourselves between different working sectors by establishing the qualifications gained throughout our entire performance training and career.
The emotional factors shown in this article also detail how career change can be the cause of social influences. By feeling pressured into choosing an initial path can lead to the act of 'wavering' and indecision later on:

'Studies by Arnold and Nicholson (1991) and Fournier and Payne (1994) both examined self-concept change in the early months and years of employment. Findings from both studies suggested that significant changes in self-concept occurred but these varied considerably between individual.'

Self esteem plays a huge part when applying yourself in the work place, which is what I feel these finding detail here when taking into consideration the possibilities of transitions.
Though some of the information I have learnt from this article differ greatly to what I feel are my reasons, I still feel gaining this understanding and knowledge has aided me in my inquiry.

The next article I looked at was an interview with Fearne Cotton. Though deemed at a celebrity status, she has still achieved a role enviable by most. Unknown to many, she is a trained dancer yet was catapulted into the public eye after winning a children's television presenting competition. Rather than using a source that detailed her background, I looked at her in her current success to see how she still captures us as the public today. I looked at the technique she applies as a presenter, and how she portrays herself in the public eye. I have posted the clip below and would be keen to learn of others opinions, as it is an objective form of evidence and knowledge.

http://www.youtube.com/watch?v=Uh15KDJGSpc

I am continuing to explore more literature and am sure to advise anymore of my findings soon on a bid to narrow down my inquiries.

My SIG is your SIG !!

 As I begin to endeavour on my quest of inquiry all feedback, opinions, advice, answers - the list is endless - would be most appreciate. I want to know what you know, and likewise would love to get involved in your questions. Being performers we are all interlinking somewhere along the line, making our SIG groups even more applicable.

Get in contact and lets discuss !!

Join my Linkedln

Queries, questions and more questions....

Reader 4 - Developing lines of professional inquiry - details many theories behind inquiring as a professional within our practice. The links between work based learning and learning at the work place are two very different concepts that, when combining the two techniques, allow us to observe a greater spectrum of knowledge from differing angles. Its is this idea of intertwining our different disciplinary's - for example; teaching dance demands the understanding of education, yet requires knowledge of the arts - a term described by Kreber as 'transdisciplinary', that encourages the level of inquiry within our careers. This quote particularly captured me as I begin to structure some of my own inquiries;

'Inquiry based learning expects the adult learner to engage with relevant problems and scenarios, draw on existing knowledge, seek out new evidence, and analyse and present that evidence in appropriate ways.'
Kahn and O'Rourke, 2004.

1. Who has successfully made a career transition? How did they do it? Though I am particularly focusing on the move from dance to TV, I feel that studying a multitude of effective transitions could provide me with an array of techniques. This can be from peers or family to people who are now in the position I'd like to achieve.  
2. What do I already know? Before I approach others with my questions is there more I can find out for myself that will influence the type of questions I can ask? Being well informed before beginning my inquiry can avoid the occurrence of repetitive questions. The more I know, the more I can achieve from the knowledge and advice of others.
3. Is there a process? Do I have to gain any further qualifications/courses? Is there a cross over between dance and TV? As a dancer I know that in order to acquire I job I must attend an audition, is this similar in TV? This is a question that would be applicable to somebody already in the industry.
4. What does the job involve? I would love to learn what goes on behind the scenes as well as have the opportunity to make it in front of the camera. How will I learn what you need to know to keep up with the fast pace the media runs at?
5. TV, radio and journalism are very much categorised as 'media', but what are the true interlinking factors? Would it be advisable for me to study literature on this topic as a broad term to gain a wider scope on the industry itself? 
6. What influenced me to pursue this career transition? Despite interest, are there any other contributing factors? I have studied dance professionally for the majority of my life and am not quite prepared to draw the line yet, as I still enjoy dipping in and out of odd jobs. However what has altered essentially my passions?
7. Will the training I have gained from my dance background give me an edge over other qualified candidates? Or will it be a negative factor?
8. What is the employment rate in this industry? How many people are taken on annually? Which is the highest intake month for employment? Learning and studying these statistics can help when, where and how to apply. It can identify success rates, helping to formulate a realistic plan.
9. Who do I already hold in my professional networks that can help me to expand in the appropriate direction? By reflecting upon my relevant networks I can start to learn and develop stronger and new contacts - 'it's not always what you know, but who you know'.
10. How do I go about beginning my research? Who are the right people to ask? Or is there no wrong person? How do I process all my newly gathered information?

I feel that this is just the beginning of my questions, the more information and knowledge that is gained the further it will fuel the inquiring mind.

Transition, the new direction..?

At the end of the last campus session I was able to chat briefly to Alan about how I should interpret my inquiries. Many of you in our Module 2 group are progressing on to be teachers, where as for me this is not yet the direction I wish to pursue. As I have trained intensively as a dancer for my entire performance life I wish now to attempt the transition to TV. In front or behind, I haven't quite made that decision yet but know that is is the path I wish to follow. Unsure on how to reflect and depict this accordingly Alan advised me to network with others who have similarly pursued this. He offered me the findings Natalie Less had to offer on her blog, which is when I truly realised that this project is far bigger than just our current BAPP peer group.
It has also made me aware that I have been confusing what are natural inquiries for worry and fear. Rather than viewing them positively as stepping stones to finding new and exciting answers, I have been shying away from possible outcomes. Though this career is what you make it, it is also uncontrollable, it is having the integrity to question and learn which keeps you on the correct path.

Module 2, the continuation of learning something new...

The first campus session of this new module taken by Alan, opened us up to the broad term of inquiry, and the technology of a 'question'. He asked us to explore all the factors that influenced making a good question, and by combining our inquiring minds here is how we unpacked how to determine the complexity of 'a question':

• The intent of crafting a question can depend on your social environment. Whether conveying to a large group, or a single person, as well as in different social networks.
• Wording a question is very important. How many questions are you expecting to ask? Are you expecting a question in response? 
• Before asking a question what knowledge do you already hold? By researching to learn what possible inquiries could have already been made, you will save yourself time and be able to further build on others findings, therefore bringing a different quality and value to you as a practitioner. 
• Decide 'where you are coming from' when you are asking a question. Your background influences you in the direction you are heading, and therefore in some cases the answers your are expecting.
• Serendipity - being open to a change in direction, can bring an openness to your questions and the answers you receive, as well as the way in which you process them.
• Eradicate the possibility of BIAS. We all have knowledge and values from a particular perspective, however while inquiring we need to open ourselves up to the question we are asking. The authenticity of our research needs to be properly represented to maintain a current yet honest convention via our own inquiry.

I found the discussion between the entire group to be most enlightening in the way we formed these guidelines relevant to each individuals direction. It really shows how intertwining communication technologies, reflective practices and professional networks, learnt in module 1 formed the base, as module 2 begins to build bridges as we excel towards our final inquiry.

Summer to September...

Despite how old we get I think it is impossible to shake that 'back to school' feel Septemeber seems to hold. It is a time our lax approach during the summer months is whipped into shape by the routine and fresh starts that are to come.
I just recently took a placement with SmallPetitKlein dance company, through the advice of Hayley Dixon a principle dancer there, and also studying on this course. This really displayed to me first hand the power of 'Networking' and 'Connections'. I was also asked to produce a reflective piece of my time with the company, whereby I found myself lengthening my reflective period and ultimately linking the application of my thoughts to all I have learnt in Module 1. This realisation excited me to commence the next part of this course, as I can already see the difference in myself in the way I approach my profession and how I view myself professionally. I am keen to learn and apply what is to come, while facing the next challenge within my career...

A first time for everything...

The weekend just gone I have spent massively engulfed within performance, expect this time not as the performer but as the choreographer. My local dance school gave me the opportunity to be part of their production of 'Marry Poppins - The Ballet'. I was given the responsibility to choreograph a few numbers for the show, a challenge at first I found to be very daunting. Not only did I feel pressure to produce creative and capturing pieces, but also to be a good role model and teacher to the younger students. I had to reach a balance in order to establish my vision for the piece, without pushing the students too much, so it was still an enjoyable experience for them. During my training I remember how nervous I would feel when a guest choreographer would come into teach, as well as how difficult it can be to adapt to their particular style. I feel that my experiences in itself held me in good stead when I was passing on information and teaching the younger students. In addition to this, as a first time choreographer it was very much a learning curve for myself. I was able to explore stage patterning and lighting which was a huge aspect in one of my numbers. My newly found ability to reflect enabled me to go away at the end of each session to produce constructive criticism as well as positive feedback to aid the students and essentially help me reach the standard and performance I had hoped for my pieces. Watching dancers perform my work on stage was such a rewarding experience. I felt very proud of both them and myself in what we had been able to achieve. I am now beginning to understand the ins and outs of dance, show production and choreography at a greater level, which I really feel will benefit me within the next job I find myself in...

Anticipation...

This is a word we stumble across on a daily basis, and the more I thought about its meaning and use within this industry we work, the more intrigued I became. We are constantly anticipating the next; the next audition, the next job, the next pay check, the list is endless. But in anticipation we can sometimes loose site of successfully accomplishing the task in hand, together with the benefits of the journey. I found this a very apt point of reflection as we wait in anticipation for feedback on our module 1 assignment and our next focus in module 2...

Fake Empire...?!

While in the completion process of our module reflection, a friend of mine directed me to this music video entitled 'Fake Empire' by Ryan Lewis. I felt it very apt in reflection of what we have just learnt as part of module 1, and depicted the message in a very creative and musical way. He shows how the all consuming Web 2.0 platforms can engulf us, leaving us to forget about 'real life'. I found it an easy form of reflective motivation.

Formatting, citing, reflecting....one big struggle!

As we all endeavor to complete our first big hand in I just thought I'd make a brief post with some of the hurdles I am struggling to overcome whilst completing this task. I have noticed in myself that I have unintentionally been disregarding my blog over the past week, simply due to the fact that I have felt under pressure with this work load, any one else been 'feeling the heat'? I have also been finding it hard to condense the work down into 750 words, and therefore most likely missing out key reflections. In a bid to include all this I have been referring back to my blog, inserting appendix after appendix, which upon reflection in itself probably isn't the best way to go about it?! How is anyone else finding this aspect? In addition I am beginning to question the formatting of my assignment. I initially split it into 3 paragraphs covering the 3 key parts of the module, is this correct?
This is yet another part of this course where we are constantly questioning, reflecting and learning, but the difference this time is we DO have a deadline, and that prospect I am finding daunting!

Critical Reflection on Reader 3: The Networked Professional

What is a networked professional? Are they paramount to a professional network? This was something I really felt was key in first establishing, before being able to completely understand the concepts and perspectives that follow. So where better to begin than defining:

Professional Network

‘A professional network service (or, in an internet context, simply professional network) is a type of social network service that is focused solely on interactions and relationships of a business nature rather than including personal, nonbusiness interactions.’

en.wikipedia.org/wiki/Professional_network

‘The network of contacts a job developer can refer to when trying to help an individual find a job.’

realworkstories.org/glossary

Networked Professional 

This is a ‘term’ of which I found very limited search results when trying to find a ‘text book’ definition. Despite this I gained a greater understanding of this concept simply by being able to state clearly what a professional network entails. I feel that although a networked professional is a concept that has derived from the ‘professional network’, it is not something compulsory to the term. A networked professional is someone who I feel is in complete control and management of their differing and connective networks, benefiting them both professionally and socially.

Much like these ‘ideas’ detailed above, the concepts and perspectives that follow are of a completely knew territory to me. To be able to completely define and identify all prospects in relation to ‘networks’ is of great interest and of greatly gained knowledge to me. I found the idea of ‘affiliation’ most enthralling. It is a concept of which we can all relate to in the fact that we socialize and essentially ‘network’ with someone who we either have, or an affiliation has derived from. I truly believe we tend to initially network with people who grasp our interest, unlock our subconscious as well as provide us: 

‘with a network of support that will help us when we are in need’. 

Crisp & Turner 2007 pp266 

It is the social/psychological concept of survival, without even realizing we network with others, which potentially can benefit us. To co-inside this prospect with ‘professional networks’ it details our innate ability to connect over vast borders and tandems within a ‘networking community’, whereby in each situation it is a ‘win-win’ situation.

Another concept that really grasped me was that of ‘Connectivism’, whereby we are unknowingly networking to learn. An idea that really captures this idea is as stated by Siemens, G. (2004):

‘Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks’. 

Siemens depicts the influence of education and learning within in the nature of our network groups as well as techniques. A keen idea is that we as the individual are the beginning of the theory of connvectivism; our knowledge span alone is a network in itself. I found this concept very enlightening and particularly useful to understand, in the sense that the way we learn can be applied to how we establish and exploit our own network growth both outwards and upwards. This can be seen to be, much like learning in itself, another process that is an ever growing, endless journey.

My most important networks

How do we define our most important networks? Surely every network is of some use or importance to us as individuals? As I began to analyse my newly formed 'network diagram', I decided that to fully illustrate this task I would count my most important, as my most currently professionally used.

1. Agent - Even while training this has been a key component in enabling me to achieve work. All closed auditions are passed through my agency, whereby they will establish whether or not I am suitable for the job. Obviously my CV and eventually myself secures the job for me, but without that initial stepping stone there is a possibility I may not even be seen. I am aware that this situation or scenario is not something that is suitable for everyone, freelance and company work are also other ways of securing work. Whilst training, and therefore maturing as a performer, my vocational college had an agency attached to it which aided us in establishing jobs throughout the entirety of our time there. Once graduating we also had the option to continue on their books, or swapping to an alternative method of sourcing work. I feel for this reason, I am more comfortable to put my trust and career choices within the hands of these types of corporations. As I have only just begun to endeavor upon the performers journey I have also found they have provided me with a sense of direction, allowing me to experience and meet people I possibly would never have been able to, whilst evidently expanding my contacts and therefore network sources. 

2. Facebook - Both on a professional and social level I have found Facebook, and other similar social networking sites, becoming ever more important as a form of contact. You find that not only can you source information from your peers within this site, but professional companies and firms are beginning to advertise auditions, vacancies and classes, making them more accessible to us as the professional and general public. Despite this newly found advertisement point of great ease for us, there are also huge set backs and dangers which follow. The initial 'social' side of Facebook is becoming more readily confused with the professional side, as previously discussed when reflecting upon Reader 1 - professional communication technology, which is presenting problems within the differing environments. We as professionals do not want prospective employers to see us in any 'unacceptable' images, or view our personal 'moaning' status updates, yet we are reluctant to give up that personal side viewable to our friends. We must simply establish which profile we are using for what and stick to it, there should be no compromise when your professional career could be at stake. 

3. Spotlight - A newly found establishment for me, linked in with my agency, it is also another means by which I can view suitable and current job updates within my field. It allows me to advertise myself professionally, whilst also keeping on top of current employment, and what is being sought after. I am still very new to this media form, but again it is proving the power of being online and submerging yourself within the internet and the sources it has to offer. The difference with spotlight, however, is that it is strictly a professionals site, to also aid your own agency in promoting you. Inclusive of this membership an updated book is published each membership year for purchase. I am still yet the reap the benefits of this site, but I am already understanding the importance.

4. Peers/Friends - Though as performer we feel self sufficient and a sense of independence, the truth of it is without this component most achievements would have been negliable. These are the people we have trained or grown up with, they constantly provide an insight into our lives and offer a sense of 'support network'. You are able to talk to or lean on them, and they likewise need you, it is a very rewarding relationship. This is also a huge group when it comes to increasing the extent of your own networks, there is always someone that know someone who can provide you with your next job or contact. In addition the advantages with this group is that any connections made are all out of good will, because you are 'friends'.

5. Teaching Staff - As I am still classed as the young performer, I am able to gain vast experiences and knowledge from the people that have been where I am endeavoring to journey. The teaching aspect also supplies you with great confidence as a person. Being able to communicate your own ideas and techniques to students of a younger age is a challenge I have found to be very trying yet satisfying. I have been able to watch and learn from those above me, constantly teaching me new ways and forms within myself. They are also generally retired professionals so can provide you with an insight into the career you wish to achieve and more often than not pass on information regarding yourself to the connections they have made throughout their professional lives.

My Networks...

The range and value of our own individual networks, unknown to us, are never ending and ever expanding. The importance of who we know, particularly throughout our professional performance careers, are invaluable. There's that constant cliche of 'Its not what you know, but who you know' which is becoming ever more apparent while climbing the 'career ladder'. My own networks range and differ vastly. I need to maintain a balance to ensure a constant sense of well-being inclusive of both 'professional' and 'money' jobs as well as a social life. Whilst trying to put pen to paper in a bid to visibly show how I network, I began to notice how everything was connected. From my peers to my agent, my previous training to my family, without any of these components I would not know nor be where I am today without them. The knowledge and link that each one has provided, is key in boosting my professional profile and establishing myself. For this reason alone I decided not to visibly link each network, but group them to the variable I felt them closest to. The link below shows you my networks and how I view them:

https://docs.google.com/file/d/0B31PkyUSESe6SmRvcl9pcVZUM0dBcndiZTA1c1M2dw/edit

Whilst reflecting upon my networks I began to see a pattern forming, and found a novel way to view it in the fact that networking is much like a game of snakes and ladders. Each component within your own personal network is naturally a ladder, however the impression and way you present yourself within each given situation can cause a set back i.e a snake. Though your network is very much important and personal within your world, I think we can forget that, for instance, the choreographer you worked with in a past job could be your present directors best-friend. As a performer, like it or not, we are constantly being judged and on show. In order for us to further ourselves and reach that next step, we need to gain the ability to 'tap into' alternative networks to access what until then had been hidden information.

Insightful....

Following our campus session on the 22.03.2012, whereby 'Professional Networks' were the topic of discussion, I was lucky enough to have a very insightful conversation with Alan Durrant himself. Throughout the corse of this program so far, I have found it an increasing challenge to fully identify my practice. I was beginning to find this an issue, as I felt my work was sounding vague and without focus, and therefore suffering as a result. Alan, however, reassured me that this was not the case. He opened up the obstacle of 'understanding'. However broad my profession my be, the key that knowledge and comprehension, regarding yourself, can provide, was fundamental in really being able to 'get my teeth' into each aspect that this course was able to offer. Withe regards to my 'Professional Networks' he showed me how I could separate each aspect of 'me' to really reap the benefits this technique has to offer. I now feel more confident in the direction that I am heading and what I am able to achieve, as long as I remain sure of myself. In light of this below I have also posted my spotlight link to provide a further insight into myself:

http://www.spotlight.com/interactive/cv/6575-7863-4570

3rd Campus Session - 22.03.2012

Today we discussed the final section of module 1, whereby we further opened up 'Professional Networks', their function and importance to us as professionals. Led by Alan Durrant, we explored a multitude of ways possible to illustrate our own 'Professional Networks'. We had to take into consideration an array of possibilities that influenced the nature of our network, for example;
1. The adaptability within networks - the ability in ourselves to change or alter a direction with use of our connections.
2. Support network - people at a closer frequency to us that we are able to share and retrieve more personal information.
3. Network diversity - similar to the adaptability that our networks possess, only that it provides a sense of security both professionally and personally within the people it encompasses.
4. Creative exposure - the idea that the more 'good' you give, the more you will get back in forms of contacts to enhance your profession.
To depict this means in greater detail, we split off into smaller groups to allow our ideas to further develop before actually putting pen to paper to allow us to present our different view points on this one concept. Within my group we each came from a dance background, and though our means of networks had grown from different points, we decided to use this as a base in which we could work from. Our network included the relation we had with our peers, agency staff, company staff and freelance work as most important, and then from there we discovered the contacts were endlessly intertwining.
We presented how we felt best to interpret our own 'Professional Network' to the entirety of the group. Here we were able to learn and further explore different and creative presentation techniques for this particular model. It definately determined to me the importance of understanding the concept of our own 'Professional Networks', and how it is yet another tool we can call upon to enhance us as professionals.

Reflective Theory Task

I touched on this task briefly in my previous post Reflective Writing Task , however as I delved further I discovered the great detail and complexity it really entails. I still now feel like I have only just scraped the surface of this novel theory I have only just begun to discover. As I am realising, it is a never ending process and journey....

https://docs.google.com/document/d/1BpXy2ASZEWwXYW3xAYg3AxAAsAPV0P5klOLj7IMZVkA/edit

Inquiry...

When I begin to think about this title I don't just think of it as a task, but I have found it motivation to really question my psyche. What do I need to inquire about? What am I unsure of? How can this further me? At this point I realised we are constantly inquiring, life itself is a query, a huge question mark in itself. So what was came next was to apply this natural technique to my practice and here are the results:

What is my practice?
The largest question of them all, something still anonymous to me. Earlier in my blog I posted Thoughts, Feelings and Reflection.... Without even realising I had already started reflecting, re-reading this really helped my with this inquiry. My career and passion began as a ballet dancer. The training, the discipline all so attractive to me, but as we all know we grow up and reality really sets in. I am now a graduate of a professional musical theatre college, with the aim of working in what we call 'the profession'. After careful consideration I am truly beginning to believe that my practice (for this moment in time at the least) is as a performer. I am not yet ready to hang up my dancing shoes, though I am still curious and enticed by what the dramatic world has to offer. I begun, unknowingly, on this new and exciting journey of really, becoming established. The journey whereby I find my feet and secure myself as a professional, not just a graduate. My training has set me in such good sted for the ever changing world we operate in. Upon reflection I am thankful that I have been taught to be able to 'turn my hand' to each option I am faced with. Despite that, this inquiry will never be answered nor set in stone, it's something we will constantly ponder, almost an insecurity, a form of acceptance that I am enjoying discovering.

How is this course confirming my practice/furthering my career?
I have always favored myself as a fairly academic student, so the writing and learning side I am finding all very thrilling. The part that is stumping me the most is this 'reflective' nature. To really think, understand and reflect on yourself as a performer, a professional and a person is a skill in itself. The theories and studies behind all that we are learning are so beneficial to the technique that this skill can be acquired. It provides an element of confidence and a boost in the right direction. I am also finding the laid back nature in which we can overlook and research how others attending the same course as us are portraying their findings of great interest. The fact that you can really see the improvement from one blog to another gives confidence and satisfaction in the fact that yours is moving in the same direction. So yet again this is an ongoing inquiry, but I really am enjoying that fact that nothing seems to be a closed case.

When do we know we are ready to move on?
I did not just relate this to the tasks within each module, but to the tasks we face in our everyday life. I find myself fairly dependent on the 'say so' of others that you can become 'stuck in a rut', confined by what is going on around you. This is one question I really am beginning to understand and answer; I'm finding it purely based on confidence, with the ability to to defeat fear. Many of us are so afraid to 'fail' as it were, we look to others to almost share the blame of mistakes made. We must be secure in ourselves to move at our own pace, in our own time, in our own space. Sharing knowledge is a fantastic tool, but the real skill comes within us as we process, reconfigure and reproduce it to benefit ourselves. I'm not yet ready to put all this into practice, but truly reflecting on this concept I have found to be a great start.

As you can imagine, with our never ending and ever expanding inquiring minds, every day holds a different question with a different answer. As I follow this course further I am sure I will become more confident and more willing to share these with you. For now it would be great to hear your inquiries, and answers to mine.

KONY 2012 - apt in the society of today...

Scrolling down both Facebook and Twitter, two of the most powerful social media websites we see today, I found this video clogging up my feed. This compelling piece is completely relevant in what we are discovering ourselves throughout the duration of this course, and I found it very apt in the majority of our research and our posts so far. It is well worth a watch, and could inspire you in ways you didn't deem possible....

Reflective Writing Task

Before I even began tackling  Reader 2 - The Reflective Practitioner, I isolated the word reflection in a bid to establish what this really meant to me. I took its definition into a physical sense:

'The change in direction of a wave, such as a light or sound wave, away from a boundary the wave encounters. Reflected waves remain in their original medium rather than entering the medium they encounter.  According to the law of reflection, the angle of reflection of a reflected wave is equal to its angle of incidence.'

The American Heritage® Science Dictionary Copyright © 2005 by Houghton Mifflin Company. Published by Houghton Mifflin Company. All rights reserved.

Though a very wordy explanation, I then explored the imagery it created and stumbled across an array of visual definitions, and have decided shared these:

I feel that the contrast and comparison in the way reflection is shown between the images, imitates how we use it cognizably and as feedback in our own personal lives. In many ways we can become so wrapped up in the 'critical' part that we forget the real beauty 'reflection' can entail.

Feeling I had a more in depth grasp on how I felt about reflection in use as a reflective practitioner, I began to explore the theories behind it as part of Reader 2 - The Reflective Practitioner. The idea that reflection begins as an experience is one which never occurred to me, even more so in the form of education. John Dewey believed that this played a key role in developmental reflection, stating:

'Education is not preparation for life; education is life itself. Education, therefore, is a process of living and not a preparation for future living.'

I further went on to discover Donald Schon's theory, who in essence was a development on John Dewey. His book, The Reflective Practitioner (published in 1983) challenged practitioners to reconsider the role of technical knowledge versus "artistry" in developing professional excellence. I researched this title and found these short articles, analyzing and delving into this matter further:

'Schön's book remains interesting today as a pioneering attempt to explore the boundary of 'hard' and 'soft' thinking, the role of observation and reflection in professional practice, and the limits of academic thinking (based on Aristotle's primacy of the intellect over other forms of knowing). His examples are simply and clearly described, and his arguments based on them are stimulating and informative. That he didn't come up with a theory of everything isn't something we should hold against him. This is a book that professionals in all disciplines should find worthwhile. It has already undoubtedly triggered many useful lines of thought in both research and practice.'

(c) Ian Alexander, 2001, 2009

'A practitioners reflection can serve as s corrective to over-learning. Through reflection, he can surface and criticize the tacit understandings that have grown up around the repetitive experiences of a specialized practice, and can make new sense of the situations of uncertainty or uniqueness which he may allow himself to practice.'

'When a practitioner reflects in and on his practice, the possible objects of his reflection are as varied as the kinds of phenomena before him and the systems of knowing-in-practice which he brings to them. He may reflect on the tacit norms and appreciations which underlies a judgement, or on the strategies and theories implicit a pattern of behaviour. He may reflect on the feeling for a situation which has led him to adopt a particular course of action, on the way in which he has framed the problem he is trying to solve, or on the role he has constructed for himself within a larger institutional context.'

Af: Birgitte Michelsen

As I read on I learnt, moreover, the theory of Jennifer Moon, where by she articulated 'journal writing' as a key tool in recording our reflections. While researching her I also came across Gibbs (1998) model which I felt thoroughly simplified the action of 'critical reflection':

http://upload.wikimedia.org/wikipedia/commons/7/7d/Steph_Gib_Model.jpg

Once familiarizing myself with the format in which I now believe possible to 'critically reflect', below I have posted an extract from my journal applying these techniques:

Wednesday 22nd February 2012

Today I begin on a new journey within my career. I have realised that in order to be a successful performer you need to be able to turn your hand to everything and anything to ensure a constant flow of work. I am teaching a free jazz class to a group of 16 and 17 year old girls, of which I am finding the prospect very daunting. I have prepared a playlist, and have a rough idea of all the exercises and order of which I wish my class to run, but also completely remember how 'unorganized' it can become dependent on who walks into your class.

Upon reflection of my teaching I thoroughly enjoyed the whole experience. Though I did not complete everything I had scheduled for the class, I was able to improvise and incorporate other exercises I felt would be of more benefit for the girls at the time, for example; they were unable to turn effectively to execute a convincing pirouette. This being the case I identified the problems being:

* The spot

* The arm positioning

* The impotence and effort into the turn 

And slowed up the tempo of the music until each dancer had grasped the technique. The feeling watching each student improve was so enthralling and uplifting. I feel I completely surprise myself in how much control I gained over the class, and how confident I was in correction. Though to improve upon for next time, as I am adapting more so to the style and personality of the girls in my class, I will be able to taylor the lesson to suite them better from the word go!