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To think outside the box, first you must have the box 📦

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Unfortunately I was unable to make the last Skype discussion call but was kindly sent the recording. I have seen a better communication in understanding and improving my writing since starting the MAPP. My grammar and the way I say things have improved through the help of having ‘ClaroRead’. Listening back to a computer read my essays I realise my writing is grammarless and blunt. Having it read back puts some personality and life into my writing that I can then be the reader and see if I fully understand myself. As I type now you will notice no commas nothing. So although improvement is happening it is very much aided but still gets the job done. After listening to the call David’s box really resonated with me. I feel in my teaching I think outside the box and sometimes have to make fast on the spot decisions. Through writing about our practise there is more planning involved and the ‘box’ is a more calmer environment to explore outside of it. Through writing the AOL’s I have reali
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Ethics

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Good evening everyone, I have just listened to tonight’s Skype call that my husband Dan kindly recorded for me regarding ethics. Above I have posted a picture of ‘Marmite’ why? I often compare myself to this, people do either love me or hate me. I am blunt and honest  when it comes to teaching. Although there are certain rules to be followed. I agree in getting constant forms and GDPR constent. I once had a parent complain when we filmed her daughter without permission and I must admit it gave me great pleasure in reminding her she had signed a form. In other words she hates me lol. In all seriousness the chat was extremely reflective in my own practise. Dan mentioned the difference in working for yourself with you own ethics and working for others and working to their ethics. And Rhoda led with you should never change your teaching style. My ‘tough love’ ethics led to me leaving a particular school which I have recently written about in my second AOL. I personally could not co
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Respect, Trust and Flow

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Whilst viewing Helen's blog this week, Helen posted a video of Itay Yatuv 's contact improvisation with his daughter Sophie. I have little knowledge of this genre of dance but respect the study of it. Gaining trust in partner work comes across in so many genre's of dance like Pas de Deux in Ballet. I have to be honest and challenge Itay's video. I watched his video with baited breath and felt uncomfortable. My initial thoughts were 'where is the health and safety?' also little Sophie had a dummy in her mouth which to me is a hazard. I explored some more of his video's posted on facebook to see if I could get a better understanding. Itay was performing some contact improvisation with another child. Again my thought was not on the movement, I just kept thinking 'I hope he has good insurance'. Throughout my teaching we are often taught and apply in class no jewellery, hair up and correct uniform. This asserts discipline and shows respect to the t
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Theories and Framework Discussion

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Tonight I felt was a great Skype session. Leading off of Michael’s topic of ‘Why do boys lose interest in dance?’ We discussed this in detail and Helen kindly explained how the framework is - Boys in dance in UK and how the theory is what spoke about, from social development, peer pressure, social media and psychological aspects. After this discussion I feel more confident in my understanding of frameworks and theories. Michael’s topic is a great talking point as so many of us have experienced a lack of boys or boys experiencing peer pressure so it’s great to hear others thoughts on the matter. Some valid points about disagreeing with a scholar’s opinion was also in our chat tonight. I would eventually like to research ‘disability in dance’ I found it fascinating to hear of ‘Sarah Whatley’s’ Article. I have had a quick look and noted down. A disability is not always disabling. Difference of opinions and disagreements gives me a certain fire in my belly so I shall certainly look into
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Connectivism

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Connectivism After reading Adesola's post on 'Connectivism' was extremely convenient for me this week as I was reading and making notes whilst in Singapore, proving how technology and connecting globally is such a great resource for teachers and learners. The MAPP course itself has so many students not in the UK which helps us gain international knowledge through all walks of life. I personally am more of a visual learner so although the video's posted by Adesola of Steven Downes I didn't quite grasp his explanation so I researched further using connectivism to learn about connectivism. These videos below I felt explained it better for me.     Thinking on Helen's conversation on how we use connectivism in dance I find that in my teaching YouTube is a great way of connecting through learning. Gathering new pieces of music, different techniques and moves to improve one's self. In class we film exercises so that the students
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Dan’s First Skype Call!

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As I was unable to attend the session my husband kindly stepped in recorded and commented .....lol. Listening and watching the conversation I really liked Adesola’s suggested video of Ken Robinsons theory and practice of learning. I totally can relate to this. I hated school and knew that musical theatre was what I wanted to pursue. I skipped school frequently.... ok all the time but still maintained my learning at home  by listening and researching musical repertoire for auditions and exploring the composers other shows, practising dance and monologues. I agree with Ken through my ‘doing learning’ I feel I am much better off this way as no book can account for my actual talent. My ‘doing learning’ has led me to the MA. I also put this into my teaching, school isn’t for everyone. It can suffocate you instead of making you thrive. Again I am walking proof.  A great example Dan (my husband) who was on the call. He is a manager of a freight forwarder now you could get
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Sterotypical Academic

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Hello Everyone! I really enjoyed our call session last night 'Knowing and Learning'. I can safely say I don't know what 'Ideokinetic' is but I know I shall certainly try and learn about it. This is what's great about the conversation, the learning is unpredictable and on going. During our chat 'writing/speaking' academically came up and Helen hit the nail on the head 'What is academic?' This almost lifted a weight off my shoulders. Myself and others class academic as posh speaking, big word using clever clogs, which led me to thinking like I'd have to type like that. I am no shying flower and have confidence to speak but to type was another matter. I now feel that this part of our chat has made me think that 'yes' I am academic in my knowing and learning. Just because I didn't know what Ideokinetic was it doesn't make me thick. It opens up my learning to new possibilities. I had already put down 'communication' as
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