Wednesday 14 October 2015

Data Collection for Module 3

Sorry for the long delay in writing my blog following our last (first) Skype call.

I had chosen to write on Data Collection, so here we go…

As I have begun collecting data I am finding it incredibly exciting and enlightening yet overwhelming at the same time. I have immersed myself in the process of data collection. Since the start of this module  have observed 8 technique classes (Ballet and modern), as well as host 2 interviews (one with a group of students and another with a group of teachers). I have also scheduled 4 other interviews in the coming weeks, and will begin creating my survey this next week to be handed out in November. 

Overall I am finding the daily routine of watching classes and transcribing my notes very easy and enjoyable! The area I am struggling with is Literature. I am finding it incredibly difficult to find literature on my topic. As well, I notice that I put other MAPP activities ahead of finding and reading literature. I am not a lover of reading (although when I get into it I do find it very interesting) so getting started is where I lack ambition. This is something I need to work on ASAP! So if anyone knows of any great books, journals or readings out there around my topic, please let me know! 

Anyway, back to data collection. This is the juicy part of the research process. This is the area that I find as a dance teacher, I thrive! I love observing others in the process. I am so inspired watching and learning from other teachers. I am also intrigued by the contrasting language and concepts that we use. I have noticed that between genres (Ballet and modern - and even within genres) and between generations of teachers our language is quite different. I am interested to see how this will be incorporated into my research. 

An image I have in regards to this whole research process that has helped me realized it is ok to be unsure and a bit in the dark about where my research is taking me is…

Research is the human body. The research proposal (plan) are the bones. They lay the foundation or skeleton for the research - the shape to take form. The data collection is the layering of muscle. They form the body, they bring the meat and bulk to the body - shaping the research into what it will become but not bringing it alive quite yet. The analysis is the veins, arteries and cells. begin pumping blood They make the body come alive - the analysis makes the research come alive! And the skin is the final product, encapsulating all of the stages of research into one final product. (For the time being - because we know that this isn't a final product but is just the start!) 

This has helped me because as I collect data I often have this nagging worry that what I am collecting is not what I was hoping too, or that it won't fit within my original research proposal. But by keeping this image in mind, I realize that I am only in the shaping stage. I have my skeleton and am now tacking on muscles, layer by layer. I don't know the final shape yet! Although its nerve-racking, its exciting! Almost like having a baby! You know the baby is being formed inside your womb, yet you do not know what it will look like or who it will be! There is mystery and anticipation! 

So let's live in the mystery and anticipation and trust that it will all come together in time! 

Merde!


Would love your input for Module 3 research!

Hello all! 

As many of us are 3 weeks into our research I feel now is a good time to put some thoughts out to you all in hopes of receiving your feedback and thoughts on my inquiry. 

To streamline things for myself, I have broken my research into 3 main areas of inquiry… 

1. The relationship between Ballet and Modern technique - 
- What is it? What could it be? What elements within the two are supportive (similar) and what are opposing (different)? Do adolescent students (12-17yrs old) have the ability to understand this relationship? (more about this below) and… Can the teachers understand, articulate and encourage the supportive elements of this relationship? 

2. How do the Limon principles (concepts) apply to Ballet and Modern technique? How do they fit into, influence, affect the relationship between Ballet and Modern in both teaching technique (teachers) and dancing/embodying technique (students)? These principles include: Fall and Recovery, Opposition, Suspension, Initiation, Isolation, the Center (Core), Succession, Weight and Rhythm. 

3. The study of Adolescent development - how the physical, mental and emotional development of adolescents affects their training. How dancers experience these changes in their training and if or how they are recognized and supported by the teacher. 

I would love to hear about your experience as either an adolescent student and/or teacher of adolescent students. 
- Do you teach students who dance in more then one genre? 
- How do you find training in multiple genres benefits or hinders the overall technical training of adolescents? 
- Are there concepts or elements within genres that can cross over and enhance the training within other genres? 
- Do you or your fellow colleges ever discuss this idea with each other or your students? 
- Do you feel your students easily carry information and experiences between technique classes and genres or do they close the door on one class and open on another, forgetting everything that they heard and experienced in the previous class? 
- Thinking about the Limon principles (movement concepts) listed above, can you recognize them within your own teaching? Do you use any of these terms, or maybe explain them in different ways? Or maybe not at all? 

Sorry to bombard you all with so many questions! Knowing that you are all established teachers I would love to hear your experiences with these ideas. If you have the time, please comment: ) 

Thank you! 
Ainsley 

Friday 2 October 2015

Module 3 - let the research begin!

Hi all!

Well, I am 5 days into Module 3 - the research has begun! After spending September getting caught up and ready to begin this final chapter of my Masters, I am now experiencing many mixed emotions.
I feel anxious, nervous, excited, not ready, ready, unprepared, prepared… and so on….

Within the days leading up to the start of this term, I decided to sit down and revisit my research proposal from last module. As I read through my proposal and reflected on my original idea for inquiry I realized that my mind is in a much clearer place now then it was a few months ago. Almost as though having distance and time away from this inquiry created a space for me to realigned my thoughts and intentions. Taking this new found clarity, I re-articulated the key elements of my research proposal - highlighting the main concepts/ideas that I would like to focus on. As I wrote I discovered that my area of inquiry can be categorized into 3 key areas:

1. The relationship between Ballet and Modern technique -
- What is it? What could it be? What elements within them are supportive (similar) and what are opposing (different)? Do adolescent students (12-17yrs old) have the ability to understand this relationship? (more about this below) and… Can the teachers understand, articulate and encourage the supportive elements of this relationship?

2. How do the Limon principles (concepts) apply to Ballet and Modern technique? How does these fit into, influence, affect the relationship between Ballet and Modern in both teaching technique (teachers) and dancing technique (students)? These principles include: Fall and Recovery, Opposition, Suspension, Initiation, Isolation, the Center (Core), Succession, Weight and Rhythm.

3. The study of Adolescent development - how the physical, mental and emotional development of adolescents affects their training. How dancers experience these changes in their training and if or how they are recognized and supported by the teacher.

By simplifying my inquiry, I feel I am more confident about beginning my research and data collection. I have created a framework for what I am looking for. However, all of this said… my struggle is trying to stay unbiased! I continually remind myself that I need to open to whatever the data presents. This will be something that I know I will have to remind myself about over and over throughout this process.

This week I began observing my selected group of participants in Ballet and Modern technique classes. I have chosen to use a particular group of students within my studio who are between the ages of 12-17 years old  (at the start of research) as well as 4 teachers from my studio (3 ballet, 1 modern). This group of dancers train 3-5 days a week, taking 3 ballet classes, 2 modern classes and choreography. They have a different ballet teacher for each class, two of which are focusing on ISTD Intermediate syllabus and one who is working on the RAD Intermediate syllabus. As well they have 2 different Modern teachers - one who is teaching a variety of modern and contemporary movement styles and myself who is teaching them Limon technique.

Anyway… Spending a few nights this week focused on observing these students and teachers has already got my brain going! Getting into the studio with my notebook in hand, being able to observe and not teach - noticing so many fascinating things - I am beginning to get really excited about this journey that lies ahead! I spent hours today colour coordinating my notes, so that when the data analysis begins I can easily categorize my findings. This process of re-writing my notes also gave me time to reflect on what I witnessed in class. I plan to make this a weekly tradition so that my very full and busy brain retains this data (along with my many pages of notes). Next week after all of my participants forms are signed, I will begin recording classes as well as conduct my first interview with my participants. I have only planned on having 2 interviews with my students and 2 with the teachers - however after this week of observations, I wish I could interview them weekly!!!!! I have toooooo many thoughts and questions!!!!


I am looking forward to this weekends Skype - getting back in touch with all the other MAPPers, hearing where people are at and what we have to look forward to.

Quick question for everyone - I am curious, do most people plan on completing Module 3 in January - or do you wish to defer it until the spring in order to have more time to research, review data and compile your these? I am wrestling with this. (Even though I know I am not supposed to stress about it, I am!)

Good luck everyone!!!

Ainsley