I have posted this because I feel it is a very honest,clear and easy to understand opinion of a professional dancer! It also has a comment about how important drama is to dance, which is what my project is about.
About Me
- Alys Spencer
- Alys trained at Millennium Performing Arts graduating in professional musical theatre with the merit and journal awards Alys has performed in many shows since she started performing at the age of 3. Venues for these have included Disneyland Paris and The Royal Albert Hall. As well as theatre Alys has appeared in a number of TV programmes, such as Emmerdale and also done voice over work for various Radio commercials. Alys also teaches dance, drama and singing to children at various schools in Leeds and Dubai. Below is a link to my spotlight page, containing my cv http://www.spotlight.com/3874-6759-2207
Thursday, 30 September 2010
Monday, 16 August 2010
new module
So after a few weeks off from doing work-based learning work I have finally picked up the new handbook and made a start.
Google docs is still alien to me, I am trying to get to grips with it, however a few of my documents will not convert and therefore it is not really being of any help.
I also created an account with Yahoo so that i can use delicious.
alysgspencer@yahoo.com
My delicious name is quite simply Alys Spencer so add me to your delicious network!
I watched the youtube video Danielle Stacey posted and it allowed me to make much more sense of the application than just reading the handbook did! http://www.youtube.com/watch?v=HeBmvDpVbWc
Delicious seems a very helpful site and I am looking forward to easily being able to find reference material! I have saved one bookmark already about 'Terms of reference' because when I was reading the handbook this term had me a little confused therefore I thought it might help others if I made a bookmark explaining it.
Fingers crossed the module does not prove too difficult, but i have already noticed how well prepared the last module as left me for this one.
Google docs is still alien to me, I am trying to get to grips with it, however a few of my documents will not convert and therefore it is not really being of any help.
I also created an account with Yahoo so that i can use delicious.
alysgspencer@yahoo.com
My delicious name is quite simply Alys Spencer so add me to your delicious network!
I watched the youtube video Danielle Stacey posted and it allowed me to make much more sense of the application than just reading the handbook did! http://www.youtube.com/watch?v=HeBmvDpVbWc
Delicious seems a very helpful site and I am looking forward to easily being able to find reference material! I have saved one bookmark already about 'Terms of reference' because when I was reading the handbook this term had me a little confused therefore I thought it might help others if I made a bookmark explaining it.
Fingers crossed the module does not prove too difficult, but i have already noticed how well prepared the last module as left me for this one.
Thursday, 13 May 2010
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.
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.
Wednesday, 24 March 2010
Pilot Survey
I have created a short survey for my research. I would really love it if you would take part, it will only take two minutes!
I found the website from Danielle Stacey - so thank you Danielle!
If you can give me any feedback about it that would be great, do not feel obliged to though I am happy if you just take part in the survey!
Just click post title or URL to find it.
Thank You!
I found the website from Danielle Stacey - so thank you Danielle!
If you can give me any feedback about it that would be great, do not feel obliged to though I am happy if you just take part in the survey!
Just click post title or URL to find it.
Thank You!
Sunday, 21 March 2010
learning blog entry 4
After much deliberation I decided I was going to research my third idea; how drama can develop a dancer. I had decided to look at the physical benefits of dance but after an email from my tutor I re-assessed my choice. Below is the section that made me question my topic choice.
Paula Nottingham
In option 1. health and dance - sounds up in the air now- this has had research done before - it might be something you reference RATHER than research yourself.
2. teaching and performing - yes, we discussed this - you have to be prepared to do both - other professionals as well - how do you manage it? Think up some Research Questions that might focus this topic.
3. yes interesting - how would you find out about that with your data sources? do you work with people who have had one or the other? how does this impact on your work?
I posted my three topic ideas on the blog and received comments about how interesting idea 3 would be. This made me consider this idea more, as I realised it was of interest to a wider community.
Idea 3 – how drama can affect the level of a dancer, is the topic I found most interesting and thought would be most beneficial for what I want to achieve. Paula’s comments about referencing rather than researching made me suddenly realise the difference between these two things. Before I thought that I could not do a topic if it had no other direct research I could use, however I realised I ‘need’ to do the research and other studies can just help me enforce my findings therefore they do not need to be perfectly linked.
I realised the importance of discussion with others, and how people can help to guide you towards a decision you are finding difficult. I discovered that someone does not need to tell you what to do, but by gaining their view can help me realise what my opinion is.
Paula Nottingham
In option 1. health and dance - sounds up in the air now- this has had research done before - it might be something you reference RATHER than research yourself.
2. teaching and performing - yes, we discussed this - you have to be prepared to do both - other professionals as well - how do you manage it? Think up some Research Questions that might focus this topic.
3. yes interesting - how would you find out about that with your data sources? do you work with people who have had one or the other? how does this impact on your work?
I posted my three topic ideas on the blog and received comments about how interesting idea 3 would be. This made me consider this idea more, as I realised it was of interest to a wider community.
Idea 3 – how drama can affect the level of a dancer, is the topic I found most interesting and thought would be most beneficial for what I want to achieve. Paula’s comments about referencing rather than researching made me suddenly realise the difference between these two things. Before I thought that I could not do a topic if it had no other direct research I could use, however I realised I ‘need’ to do the research and other studies can just help me enforce my findings therefore they do not need to be perfectly linked.
I realised the importance of discussion with others, and how people can help to guide you towards a decision you are finding difficult. I discovered that someone does not need to tell you what to do, but by gaining their view can help me realise what my opinion is.
Thursday, 4 March 2010
Learning Blog Entry 3
In order to completely understand what is being asked of me I have gone through the handbook and written each activity on a separate post-it, with the page number on it for quick referencing, and stuck them all on a large piece of paper. This has enabled me to produce an action plan because I can now clearly see everything that needs to be completed.
I did activity 3 – I found answering set questions was very helpful. This is because you cannot brush over a point just because it might not suit the current idea. It brought up some interesting points. I also made brainstorms with ideas and found this really got my brain thinking critically about what research topics may work.
I am currently working in Dubai as a teacher mainly however when we actually have to do the proposed project I will be working as a performer in Greece, a country in which I currently have no teaching connections. This change in careers mid-project has made the whole ‘topic’ decision a lot tougher, because I have had to really question my resources and role as a worker-researcher.
Here is a list of the research ideas I have come up with - I have found it very hard to really get myself thinking as a researcher and to come up with ideas that I will be able to do whilst in Greece, but that still hold an element of education (because education is why I wanted to do the degree.)
Here in Dubai I do not really have anyone I can discuss ideas with (This is another reason I have found the topic choosing so difficult.)
I have brainstormed and asked myself the appropriate 'research' questions about all of them.
1. What are the Physical/Health repercussions of a dance education? - I originally thought to focus this on 5-8year olds but being in Greece I thought it would be best to focus on adults because I could then study the dancers and non-dancers on the resort. I thought this may be too researched already though? Should I stick to the child idea as it is more researched?
2. How can teaching and performing benefit one another? - the title for this is not so clear yet, because if I choose it I don' know whether to focus it more from a teaching or performing benefactor point of view? I would be the centre of this as I am a teacher and performer and thought I could look at people who do both compared to just perform/teach.
3. Do those who study drama and dance become more skilled dancers than those just studying dance? - I am interested in this topic and feel it will benefit my work most of all, however I think it may be hard to do whilst in Greece (but if I get ground work in place now it may be ok?!) and I don't think there is much research on this topic already.
These ideas have all mainly come out of the question 'benefits for children doing performing arts.' I realised this topic was too vague and extremely researched already.
A question I keep asking myself is: If I do these topics, will all of them allow me the right to put education (or something of that nature) in my degree title? I want education in my degree title because I am doing this degree to enhance my teaching career.
I did activity 3 – I found answering set questions was very helpful. This is because you cannot brush over a point just because it might not suit the current idea. It brought up some interesting points. I also made brainstorms with ideas and found this really got my brain thinking critically about what research topics may work.
I am currently working in Dubai as a teacher mainly however when we actually have to do the proposed project I will be working as a performer in Greece, a country in which I currently have no teaching connections. This change in careers mid-project has made the whole ‘topic’ decision a lot tougher, because I have had to really question my resources and role as a worker-researcher.
Here is a list of the research ideas I have come up with - I have found it very hard to really get myself thinking as a researcher and to come up with ideas that I will be able to do whilst in Greece, but that still hold an element of education (because education is why I wanted to do the degree.)
Here in Dubai I do not really have anyone I can discuss ideas with (This is another reason I have found the topic choosing so difficult.)
I have brainstormed and asked myself the appropriate 'research' questions about all of them.
1. What are the Physical/Health repercussions of a dance education? - I originally thought to focus this on 5-8year olds but being in Greece I thought it would be best to focus on adults because I could then study the dancers and non-dancers on the resort. I thought this may be too researched already though? Should I stick to the child idea as it is more researched?
2. How can teaching and performing benefit one another? - the title for this is not so clear yet, because if I choose it I don' know whether to focus it more from a teaching or performing benefactor point of view? I would be the centre of this as I am a teacher and performer and thought I could look at people who do both compared to just perform/teach.
3. Do those who study drama and dance become more skilled dancers than those just studying dance? - I am interested in this topic and feel it will benefit my work most of all, however I think it may be hard to do whilst in Greece (but if I get ground work in place now it may be ok?!) and I don't think there is much research on this topic already.
These ideas have all mainly come out of the question 'benefits for children doing performing arts.' I realised this topic was too vague and extremely researched already.
A question I keep asking myself is: If I do these topics, will all of them allow me the right to put education (or something of that nature) in my degree title? I want education in my degree title because I am doing this degree to enhance my teaching career.
Thursday, 25 February 2010
Activity 2
Activity 2
An influence that is not mentioned in table 3 when acting as a worker-researcher is the fact you will personally know the people who can help you complete the research. This is an advantage because you can keep on top of gathering data. This is due to the fact that you will constantly have contact with the people who may be completing a task or a questionnaire to help you. Therefore you can easily check on progress, gather information and refine as the task is completed – this allows action research to take place more easily.
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