Picking up a topic and elaborating Special Interest Groups
On Module two we were able to use all theories and concepts studied on Module one as tools to reflect and question our daily routine. With a better understanding on my area of practice as well as my role on it , I was able to look back on my experiences as dancer and also observe what are my current needs , current issues I was facing in and current questions I had. Thoughts about versatility , artistic quality, individuality, what would be a "professional look" , were some of the ones that emerged on this period and were the first step for elaborating my inquiry. I wrote about those thoughts on my very first post from this Module (Appendix A).
Reading through Reader 4 and the literature from Peter Senge ("Peter Senge and the Learning Organization") a better elaboration of my thoughts was possible, also to recognize what was from my current area of practice and I had a domain on it and what wasn't or was way too vague. Bringing on my questions and discussions to the professionals around me as well with the other students from the course, a clearer idea was being approached:
"Reading through Reader 4, more possibilities on inquiries came through and I was also more able to structure my thoughts. Talking with professionals from this field, looking into my practice, daily routine and current issues were helpful as well. (...) However, I recognized that some issues were not actually from my current area of practice or were way too extensive. I wouldn't be able to connect theory with the practice and on this path, wouldn't develop my role as a professional and my workplace. They are important issues, maybe one day I will work on them once I've studied, but I guess we should take one step after the other. And after all, my current role on this environment is as a dancer, so I will use this performing and practice environment as a research foundation."
("Task 4a: Inquiry Questions, Julia Gil, 2014, http://julia-v-gil.blogspot.com.br/2014/10/task-4a-inquiry-questions.html)
My questions and inquiry themes were brought into my Special Interest Groups. The development of artistic quality was a constant theme on those discussions, about the own self research artists should have, if other techniques could support this research on each one's singularity, and which activities could stimulate this artistic development. I found very few from my Module which had a similar discussion. Lizzie Martin's questions were closer to the ones I had (Appendix B) and I also could relate my questions to some the inquiry questions brought by Pip Spalton and Della Estlin, on how students could be stimulated (Appendix C).
Literature Research
With a better formulation of the ideas for my inquiry , I looked for literature which could support the discussion and the ones which had already studied the themes I was focusing on:
"During this first process of research, I focused on looking for materials which aimed on personality/individuality/singularity of dancers, improvisation methodologies, dance creation processes, body expression/therapies methods and their affects on dance training. It didn't surprise me that I found great academic researches, books, and inquiries from ones who have a similar point of view as me."
(Task 4d: Literature Research, Julia Gil, 2014,
http://julia-v-gil.blogspot.com.br/2014/11/task-4d-literature-research.html
A good amount of literature was found and increased as I continue to research during this period. Quantitative researches on levels of creativity of different types of dancers; definitions and discussions about improvisation classes; articles about dancers' artistic development and diaries about collaborative dance-making process were found (Appendix D) Reading and reflecting about them , as well as continuing discussing with professionals and reading students blogs , I decided my inquiry theme: How creativity dance related practices can be crucial for dancers' artistic development.
Ethics
The ethics theme has been constantly discussed on the module 1 and 2 tasks. Bringing on ethical considerations into the inquiry research and elaboration process makes a big difference and requires big reflection and organization to apply it. Reader 5 was very useful to clear some issues we should take and during this period I also analysed the ethical considerations that were applied on the contemporary dance festival I worked with (Appendix E and Appendix F). During this period, I also looked into the Ethics Form we need to handle in the end of this Module and also began to formulate consent forms and discuss with my SIGS and institutions what will I need to be careful about and elaborate previously. Talking with academics helped me to be clear with the concepts brought by Reader 5, and also when I looked into the tools I might apply into my research , I also reflected about what is possible into the circumstances I have and what should I be careful about. For example, most of the ones I will interview and observe will be from my home country Brazil. That means that I need to make sure that they know what the inquiry is about and all consent forms will need to be in Portuguese (mother language) as well. Other issues were proper institution authorization and image and recording rights.
The ethics theme has been constantly discussed on the module 1 and 2 tasks. Bringing on ethical considerations into the inquiry research and elaboration process makes a big difference and requires big reflection and organization to apply it. Reader 5 was very useful to clear some issues we should take and during this period I also analysed the ethical considerations that were applied on the contemporary dance festival I worked with (Appendix E and Appendix F). During this period, I also looked into the Ethics Form we need to handle in the end of this Module and also began to formulate consent forms and discuss with my SIGS and institutions what will I need to be careful about and elaborate previously. Talking with academics helped me to be clear with the concepts brought by Reader 5, and also when I looked into the tools I might apply into my research , I also reflected about what is possible into the circumstances I have and what should I be careful about. For example, most of the ones I will interview and observe will be from my home country Brazil. That means that I need to make sure that they know what the inquiry is about and all consent forms will need to be in Portuguese (mother language) as well. Other issues were proper institution authorization and image and recording rights.
Award Title and Inquiry Tools
When writing the award title form a structure was brought into the inquiry idea. The title chosen was BA (Hons) Professional Practice Dance. On the explanation of the topic, tools, for who is directed to, the importance and what is aimed with was explained (Appendix G).
On Reader 6, tools for inquiry research were explained. Evaluating them and also defining which ones I might apply a better structure was once more achieved into the inquiry plan and also taking in consideration what is viable and the ethical considerations already worked on Reader 5 (Appendix H) After evaluating each tools I chose which ones I will apply during the research process:
"Reflecting about the methods described on Reader 6 from this Module, made it clear how should I plan my research process, take in consideration the advantages and disadvantages of each one and how would be the best way to apply them. From the tools described, I believe I will focus on three of them during the development: observation, interview and focus group. As my inquiry has a more qualitative approach, I believe I might focus more on analysis methods."
(Task 6b: Inquiry Tools, Julia Gil, 2014,http://julia-v-gil.blogspot.com.br/2014/12/task-6b-inquiry-tools.html )
After the Skype Session with Paula Nottingham and Adesola a clear idea about the tools, ethical considerations and the forms we should handle in was approached and with this discussion , I concluded how my inquiry was related into my personal experience and how will I be one of the most observed during the research process. With this idea , it was concluded that one of the main tools which will be applied in the inquiry research will be a personal diary which will contain my personal experiences and reflections from my classes and rehearsals and also self and group observations. As an informal trial I chose to report my experiences from a special workshop I did and which is very related with my inquiry idea (Appendix I).
Conclusion
On these last month I have been focusing on my Inquiry Plan , elaborating consent forms, asking for institution support and authorization and continue to read and research for literature. This module was a big step forward from ,module 1, and by the end from this module I can recognize how all concepts and tasks given are very related to each other and allows a better critical thinking and reflection on our role on the professional environment , make discussions possible and elaborate a research into it.
Appendices
-Appendix A: http://julia-v-gil.blogspot.com.br/2014_09_01_archive.html
-Appendix B: http://lizziemartinbapp.blogspot.com.br/2014/10/4a-pilot-questions.html#comment-form
-Appendix C: http://julia-v-gil.blogspot.com.br/2014/10/developing-themes-for-professional.html
-Appendix D: http://julia-v-gil.blogspot.com.br/2014/11/task-4d-literature-research.html
-Appendix E:http://julia-v-gil.blogspot.com.br/2014/11/task-5a.html
-Appendix F:http://julia-v-gil.blogspot.com.br/2014/11/task-5c-and-5d-reflection-about-ethical.html
-Appendix E:http://julia-v-gil.blogspot.com.br/2014/11/task-5a.html
-Appendix F:http://julia-v-gil.blogspot.com.br/2014/11/task-5c-and-5d-reflection-about-ethical.html
-Appendix G: http://julia-v-gil.blogspot.com.br/2014/12/task-6c-award-title.html
-Appendix H: http://julia-v-gil.blogspot.com.br/2014/12/task-6b-inquiry-tools.html
-Appendix I: http://julia-v-gil.blogspot.com.br/2014_11_01_archive.html
Bibliography:
-Gil, Julia Vargas , 2014, Julia Gil BAPP Middlesex University Blog (online),
http://julia-v-gil.blogspot.com.br/2014/10/task-4a-inquiry-questions.html
-Nottingham, P and McGuiness, R, 2014, BAPP Arts: Reader 5: Principles of Professional Inquiry,London, Middlesex University
-Gil, Julia Vargas, 2014, Julia Gil BAPP Middlesex University Blog (online),
http://julia-v-gil.blogspot.com.br/2014/12/task-6b-inquiry-tools.html
-Nottingham, P and McGuiness, R, 2014, BAPP Arts: Reader 5: Principles of Professional Inquiry,London, Middlesex University
-Nottingham, P and McGuiness, R, 2014, BAPP Arts: Reader 6: Principles of Professional Inquiry,London, Middlesex University
-Gil, Julia Vargas, 2014, Julia Gil BAPP Middlesex University Blog (online),
http://julia-v-gil.blogspot.com.br/2014/12/task-6b-inquiry-tools.html
Thanks Julia
ReplyDelete