learning blog

Entry 5

After deciding on my topic it took me a long time to actually get started on the proposal. This was because I had no idea what a proposal actually entailed! I read examples of proposals I found through Athens, Middlesex online library. I read research books. I pondered and pondered. I read the handbook provided and finally broke down what I was expected to do – I separated it in to 13 sections and wrote them out on post-its (as I have found post-its somehow help me think!) I then started writing. Upon examination I decided I could research proposals forever, but everyone has their own writing and development style and I needed to find mine.

What needs to be in a research proposal?
1. Introduction – title, why? Context.
2. Aim – What want to find?
3. Target Audience – Who will it help? Why?
4. Objectives – Why doing research? Constraints of topic chose.
5. Research Techniques – What to use?
6. Methodology – Why using certain techniques?
7. Participant – who will you research?
8. Worker-researcher role – how do I fit in?
9. Feasibility - Action plan, resources needed and how to gain them.
10. Strengths and weaknesses – identify good and bad
11. Reflection – what have I learnt?
12. Appendices – added extras to help research and proposal understanding
13. Bibliography – collection of references

By breaking the points of what needed to be included in my proposal I started developing each bit at a time. I soon realised that writing each point in consecutive order was not going to work most efficiently – feasibility needed to be addressed before methodology could be created, and my role as a worker-researcher needed to be considered before aims could be pin pointed. After thoughts about each point, I slowly developed each section, finding they all intertwined and each part could only be strengthened by knowledge of another.

By doing secondary research I have been able to develop a hypothesis. I did not understand why secondary research needed to be found now for development of the research proposal, but now I do! It has helped me create a concise research statement and realise what areas need more research so I can hone in on them with my research questions.

I am actually beginning to enjoy developing my proposal now! I have stopped feeling confused and am impressed at all the new things I am discovering.

By developing my research dictionary I have learnt research methods and terms and could then access them to help chose my research methods.

While writing my proposal I became aware of the ethical implications that constrict everything that happens.


Critical Commentary on Learning in this Module

This module has improved my knowledge of the dance education models. I used to teach the way I had been taught, taking techniques from a number of teachers and moulding them together to create my own style. However through development of my research proposal I have discovered the regulated teaching models which have been constructed to wholly develop a dancer. I now know it is important to diversify knowledge as much as possible for younger students so they can learn other areas of the arts they like and understand dance is more than a regimented I.D.T.A syllabus.

I have also been introduced to more ways of teaching dance and drama in order to develop more skills, such as the professional model (Autard-Smith,J 1994). By deciding upon research methods and finding dance is naturally a qualitative subject my ideas about dance examinations have been questioned. Before my enquiries about how best to conduct dance research I viewed dance competitions and examinations necessary as a way of proving skills. However I now feel they go against the natural production of a dance and can be unnecessarily degrading due to personal preference. The trinity national diploma does not use a number scale in order to grade its partakers; this is beneficial because it allows movement for individual creativity and style. My ideas, about following examination syllabus work, have been seriously re-considered, and I feel it may not benefit my pupils as I previously believed due to my experiences.

I discovered that people have been theorising for centuries, such as Aristotle, about the importance of drama in dance in order for it to be successful. However I have found little to no research about how studying drama can improve a dancer. I find this strange considering how much ‘perform’ was shouted at me throughout my training, when in fact I had no idea how because all I was taught is pure dance technique. I hope my study will encourage dancers and teachers to include drama in their dance timetables if my study proves that there is a direct positive connection between the two art forms.
The module has introduced me to the world of research, learning research terminology, practice and planning. I now feel confident that I will be able to do the procedures that will allow me to answer my research hypothesis accurately and concisely.

The area of study is a logical progression for me if I wish to improve my teaching and performing skill knowledge. I realise the importance of researching a topic that is personally interesting and valuable, because if it was not I would feel no desire to put in the work needed to succeed in discovering the tasks answer, and it would not benefit me or my place of work. I look forward to completing my project.

References

Bell, J (1999), Doing Your Research Project, Open Universtiy Press, 3rd Edition.

Nottingham, P., 2010, personal email sent to myself Spencer, A.

Autard-Smith, J (1994), The Art of Dance in Education,2nd Edition.