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 !!

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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...