Refreshing curiosity
After a long break, it feels exciting to be back! As I was approaching the end of the first module I felt apprehensive about what is to come. Did I need to make structured plans, or would I allow my research to take me into new realms of creativity and ambiguity? It's all very surreal that I have already completed my first module of my MA. It seems odd to think about when I will look back on my Masters experience and discuss the process of learning, thinking and exploring. As Adesola and Helen discussed on the skype, it isn't about the end product, but rather the exciting process that lead you there. I started to think, how has my practice changed so much since studying again?
As a teacher, I love to learn! Not only dance but I have been teaching another subject and since on the MA, my overall pedagogical approach is shifting into new realms. I'm trying new ideas, and approaching change with an exciting approach. Taking each learning experience with ease, rather than anxiety about the impact/effect it had on the learner. I have noticed when choreographing for a small dance group, I often find myself lost in conversation with students about the possibilities of the work we are creating, the meaning, thought, intention and the different perspectives we have to offer. That structure doesn't always matter and winding thoughts are beautiful moments. Not about being the hierarchical expert but the collaborative shifter. One who forges for continual movement and change.
Feeling part of a Skype again, is always a wonderful experience. To feel lost in conversation and articulating thoughts, I didn't know existed, but were inspired by another's thoughts. Adesola and Helen spoke about the importance of articulating thoughts and when the MA experience had been completed, how you would use collaborative experiences to share your knowledge and thoughts. I began some reading last week on the value of arts from 'The Chartered College of teaching' impact magazine. I forgot how it felt reading to be inspired and not just for purpose or to tick boxes. Reading academia, always sends my mind into a curious frenzy, which is exciting but also confusing.
I have decided to set myself some new targets of study for the remainder of the year...
As a teacher, I love to learn! Not only dance but I have been teaching another subject and since on the MA, my overall pedagogical approach is shifting into new realms. I'm trying new ideas, and approaching change with an exciting approach. Taking each learning experience with ease, rather than anxiety about the impact/effect it had on the learner. I have noticed when choreographing for a small dance group, I often find myself lost in conversation with students about the possibilities of the work we are creating, the meaning, thought, intention and the different perspectives we have to offer. That structure doesn't always matter and winding thoughts are beautiful moments. Not about being the hierarchical expert but the collaborative shifter. One who forges for continual movement and change.
Feeling part of a Skype again, is always a wonderful experience. To feel lost in conversation and articulating thoughts, I didn't know existed, but were inspired by another's thoughts. Adesola and Helen spoke about the importance of articulating thoughts and when the MA experience had been completed, how you would use collaborative experiences to share your knowledge and thoughts. I began some reading last week on the value of arts from 'The Chartered College of teaching' impact magazine. I forgot how it felt reading to be inspired and not just for purpose or to tick boxes. Reading academia, always sends my mind into a curious frenzy, which is exciting but also confusing.
I have decided to set myself some new targets of study for the remainder of the year...
- Set at least two areas of reading a week- one surrounding a concept/topic, I haven't explored, and one which I feel passionate about.
- Keep a reflection mind map, rather than journal as this way I will be able to note down all of my experiences in the 'now' of the moment, which will help clarify my thoughts.
- To write about my inspirations from reading and where it will take me next, so I am fully aware of the journey, experiencing it and breathing it rather than just sailing it.
Overall I am thoroughly excited to be back, and ready to spark new conversations and pathways of new interest.
Hi Jessica
ReplyDeleteI'm a singer, so for me every experience is collaborative. Right now I'm in Australia working with what we call a pick up band. So, although they are supporting me, musically, I have to connect with them constantly to encourage and sometimes cajole a performance out of them. Before I started on this course, reflecting on my practice, I didn't even think about how much I did that sort of thing. The constant eye contact, to connect and encourage. Now I see myself doing it and can actively make sure it is done. I couldn't say whether it improves performances, but I think it improves the performers' experience thereof.
Rhoda
Hi Rhoda,
DeleteI find it so interesting that since starting the course, you have become an active reflector in your own practice. I would like to be more active and be more internally aware of what I do, rather than externally considering my practice after the event. Are there any suggestions you would share about how you started this reflective process? Did you keep a diary or was it more of a personal conversation with yourself?
Jessica
Great to read your post. I've also found myself more often than not with various thoughts flying in my head when I teach class now and communicate with students and chat with friends about dance. Articulating thoughts on Skype is still a daunting prospect for me, considering how confident I am as a public speaker! Thanks for sharing. Let's engage more during this term?
ReplyDeleteHi Iris,
DeleteI think it would be great to engage more! I tend to get carried away in ideas and forget to question why and how I do something in class. I am going to be documenting my thoughts and analysing a specific activity/thought process so I can really understand why and how I do things. I'd love to hear more from your experiences in class so we can share and articulate our ideas.
Jessica
I always love your enthusiasm!
ReplyDeleteI also get excited by the 'reading for reading' part, I call it foraging; something I read leads me to search for new theories that help me articulate ideas taking hold in my mind, and I find myself surrounded by books, computers, blogs and articles looking like a slightly 'mad-but happy' woman in the middle.
I agree with Iris, it would be great to engage more this Module, I think maybe the AOLs overwhelmed us all a bit last Module.
Hi Stella,
DeleteI agree, I have reflected on my practice but really want to dig deep into the reasoning behind it, so this will lead me to an exciting inquiry ideas. I love your thought process of learning and being surrounded by a range of exciting prospects. I found it interesting how you use the theories to help you articulate your ideas that are being fostered in your mind. I would like to do this more and see where it leads me.
I am looking forward to discussing ideas with you!
Jessica