Lets embrace our ability to be lost Sunday 9.02.2020
From tonight's skype, I feel I have been able to, as Helen and Adesola discussed witness myself in my practice. I have felt totally consumed in my ideas that being able to express them to a wider platform has totally transformed my thinking. I encourage you to read my last blog, where I felt like a large piece of rope tangled up with no ends for releasing thoughts. Not today! I originally came onto the skype to discuss the missing bits between previous knowledge and application and what actually takes place for us to understand the embodiment. I thought when I first started talking about this, no one would quite understand what I was trying to say because I didn't really understand myself. However, when Stella started to talk about this also, it felt inspiring that our thoughts correlated and ideas began to shift in my mind.
My original thoughts about the body and mind being discombobulated, started to disappear and my process of learning became much more open and free. I started to feel the original visual idea Helen talked about back in module one where the ideas bounce off the rocks in the ocean and travel to different points of practice and research.
I started to write down all of these approaches I had thought of during the skype that I want to try next week with my groups and questions began to flow. A real turning point for me was when Harry used the beautiful concept of feeling lost in practice and embracing students to enjoy feeling lost, something we as professionals hate to do.
Others were talking about syllabus and how this can be quite prescribed. I started to think about whether technique needs to be as prescribed as it is? Technique can be quite conclusive but as researchers we don't want our ideas to be conclusive, so do we really need to make it as conclusive for students? Of course it is beautiful and aesthetically pleasing but what does it mean to them? How does it become relevant and connected to them? But does technique need conformity? Is technique only transformed when an individual shifts it, understands the connection and embodiment?
I will be asking these questions to see what responses I come up with, from then I can start to pinpoint my next step of my research journey. I also will be looking at the idea of feeling lost and its excitement.
My original thoughts about the body and mind being discombobulated, started to disappear and my process of learning became much more open and free. I started to feel the original visual idea Helen talked about back in module one where the ideas bounce off the rocks in the ocean and travel to different points of practice and research.
I started to write down all of these approaches I had thought of during the skype that I want to try next week with my groups and questions began to flow. A real turning point for me was when Harry used the beautiful concept of feeling lost in practice and embracing students to enjoy feeling lost, something we as professionals hate to do.
Others were talking about syllabus and how this can be quite prescribed. I started to think about whether technique needs to be as prescribed as it is? Technique can be quite conclusive but as researchers we don't want our ideas to be conclusive, so do we really need to make it as conclusive for students? Of course it is beautiful and aesthetically pleasing but what does it mean to them? How does it become relevant and connected to them? But does technique need conformity? Is technique only transformed when an individual shifts it, understands the connection and embodiment?
I will be asking these questions to see what responses I come up with, from then I can start to pinpoint my next step of my research journey. I also will be looking at the idea of feeling lost and its excitement.
Hi Jessica,
ReplyDeleteI was also thinking how difficult it is for us teachers to sometimes let go and get lost in the moment, while its quite useful to let students get lost and embrace themselves through dance.
Maybe sometimes we should try not to rush the learning experience as much and try and learn more from our students. I will try to do so.
Maria