ISTD Inclusive Dance Research Seminar at the University of Bedfordshire 23.02.19

https://www.istd.org/events/springboard-accessing-pathways-to-training-for-disabled-young/

Join ISTD, school, university and community dance teachers for the outcome of the ISTD's Inclusive Dance Research Project; Translating syllabi for young disabled dancers.

An inspiring day of panel discussions, practical workshops and performances from industry experts.

Including Cando2, ICanDance, Paradance, Orpheus, Magpie Dance, and StopGap.

This would be of interest to anyone teaching inclusive / creative dance; those who are researching inclusive dance; Syllabus dance teachers; or anyone wishing to expand their knowledge of diverse approaches to dance.

Please forward to those who you feel may have an interest in attending this event.

Kind regards,

Imogen

Present as an Eye

Sunday morning’s skype provided much food for thought.

I have recently experienced a sense of being a little bit stuck, with no clear direction for the next step in relation to the professional artefact.

This led to a discussion and questions about ‘not knowing’ and how writing / studying can often over-shadow the self-action of learning - Identity and presence in.

I have not considered this before but feel it is an important area directly linked to the reflective and reflexive approach to the review of learning essays.

Do I think about what I am thinking about whilst I am stuck and thinking about how to do/complete something? No! I do not embrace these ‘gaps’ or ‘momentary suspension’ (Nancy Stark-Smith) - allowing ourselves to not know.

Being ‘present as an eye’ (Adesola) is a relationship between learning and not knowing.

Does not knowing have to urgently lead directly to learning? Scratch the itch as it were.

The fixed moment of ‘not knowing’ has another possibility.  Allow it.  Identify ones’ response to it.  This is where curiosity grows, and imagination and creativity can stretch out and explore.

What do you think?  How do you respond to not knowing?  Are you comfortable with it and see it as opportunity?

Next time I have a momentary suspension, a ‘gap’, or ‘suspense of reference point’ (Helen), I hope to allow it and go exploring.  

Blog Fog Part Two

I have put off blogging for quite a while as I do not feel I have anything to 'say'.
Fog.

Perhaps this in itself is worth a blog?

I have just started module 3. 
I have conducted 2 interviews to date.
What can I say?

If I am honest then I haven't blogged because when I do, I want to actually say something that has meaning, something that is relevant, something that has excited me.

What are your experiences of Blogging?

Do you get excited at the thought of sharing what you are doing? Learning? Achieving? Feeling?
Do you hold back, thinking that others may not be interested?

Perhaps sharing a little is enough.  Here's mine:

Doing: Setting up and conducting interviews (An exploration of inclusivity and how this is realised in dance)
Learning: Everyone's lived experience of dance is unique and really interesting.
Achieving: Stepping out of my comfort zone and getting out there as a 'professional'
Feeling: Uncertain with a bit of excitement.

You?

Blog Fog

Research Inquiry: An exploration into the Blog experience of MAPP'ers

I have had blog problems since the start, most of which is probably down to me, but I just wanted to find out if others are experiencing confusion or frustration.

*I seem to be unable to 'follow' some MAPPers
*For those I am following, I am not notified about their new posts
*Adesola appears to be the only person I am following that I get notified about re new blogs

The reason this is a problem is time management mainly.

I would like to read and follow all MAPP'ers but, without knowing if anyone has 'blogged', it requires searching - and that is only for the people I have been able to follow.

Most of us are probably working full-time and studying, and so time available to go searching isn't feasible.

I know you're all out there but it's coming through intermittently

Has anyone else experienced this Blog Fog?
Is it something I am doing / not doing?

Thanks.

Inclusive Practice - A Tension

There is a tension within me (an uncertainty, nervousness) created by my classical dance training and background and my current inclusive dance teaching practice….

I teach inclusive dance:

· This means that I accept everyone no matter what their ability, experience or dance preference

· This means that everything we do in the dance class can be accessed by all - Participation for all

· This means that everyone has the same opportunity to contribute: Learner-led

· This means that everyone can achieve - Achievement for all

· There are no barriers to participation, engagement or contributing

The technical dance teacher / FE tutor in me says that in terms of individual progress; the development and maintaining of dance, technical, performance, communication and/or collaborative skills, there HAS to be:

· Feedback (on strengths and areas for improvement)

· Correction (verbal, physical)

· Assessment (Verbal feedback, summative assessment, formative assessment, peer-assessment, self-assessment)

· Questioning (To compare and contrast, to determine purpose, to determine aim, to determine motivation)

I believe that assessment is vital in the individual learning process in order to help students to progress and achieve.

My experience of assessment in inclusive dance has convinced me that it increases a sense of ownership of the students’ learning journey which in turn develops independence and excitement for advancement.  I have been so excited by the excitement of learning that assessment brings!

I have experienced many inclusive dance classes, however, where no correction, feedback or assessment takes place. 

Does this imply fault and in so doing, nullify inclusive practice?

Here is my tension!

I teach my students with learning disabilities in the same way I teach ‘mainstream’ dance students: I push them to improve continuously within their capabilities.

I assess them on their engagement, focus, and performance skills the same way I would assess ‘mainstream’ students. 

Why would I not?  They are capable of so much more than they realise - Just like my ‘mainstream’ students

I am interested in exploring the area of assessment in inclusive dance but feel that it is a thorny issue…

I do not want inclusive dance practitioners that I may approach (who do not use assessment as an integral part of their teaching) to think that I am beating them over the head with an education stick, or that I am implying that there is something 'wrong' with their approach...

What do you think?

*Should inclusive teaching be just that; let students do what they want to do / be who they are in that moment as it beneficial to self-expression and creativity?

*Should students be made aware of the possibilities of development and achievement and progression?

*Does / should equal opportunities extend to the possibility of negative assessment (identifying areas for improvement) in order to open the door for greater achievement and progress?

*How does this sit with equality and diversity (We should all be given the same opportunities / Differences should be celebrated)?

MODULE 2 - Tech support required

Hello MAPP'ers,

Is there a one-stop, easy way to 'follow' fellow bloggers?

I would like to connect with you all and read what you are posting but I just can't see how to 'follow' on some blogs.

No doubt, I'm being a bit slow hence this shout out...

Thanks,

Satisfaction

I have been looking into Oliver’s (1977) Expectation Confirmation Theory and suddenly all I can think about is satisfaction...

What is it?  What satisfies us as individuals? In what ways do we seek satisfaction? Do we find the required satisfaction in the places we seek it?  How long does it last?  Why does it not last?

Last Sunday's Skype call with Adesola and fellow MAPP'ers left me wondering why I am so product-focused.  The desire to finish, to produce, to feel a sense of win, is surely linked to where my sense of satisfaction comes from.  

Why do I promote a sense of achievement and satisfaction in the process of my own learners' journey but not afford (allow?) myself the same?

Does this resonate with you?  As individuals who have chosen to challenge ourselves and embark on a steep learning curve for this study, we clearly aspire to standards we have set for ourselves...  Why?

Are you satisfied?  What satisfies you?  Work? Accomplishment? Relationships? Challenges? 

I am going to make a concerted effort this week to note times that I have a sense of satisfaction.  I think I will also try to promote a sense of satisfaction.  I am not sure how yet...  Perhaps it is simply taking my focus off the product and enjoying the process.

Let me know your thoughts!