Task 6b

Task 6b

 

A Pilot is done as an experiment before introducing something more widely. A Pilot should advise us on what worked well and what failed, so we know for the future.

 

I will begin with which tool I felt was the most successful. Piloting an interview meant that I got a broad range of responses and I could direct the conversation to concentrate on certain subjects. I could get the answers I wanted from the interviewee without having to completely change my whole interview, I just had to add some extra questions on the spot. The response I got from the interview was much more interesting, as my interviewee covered a lot more detail. The responses had much more depth, than say for example, data from a survey. This will be an important characteristic of interviews that I will use in my inquiry interviews. However, even though I felt this was the most successful tool, interviewing did have it's cons. As an interviewer, I sometimes felt a little awkward when asking questions about teaching, which involved the interviewee having to take a good look at their teaching and critically reflect on their work. I was worried the teacher may think badly of me for asking such personal questions. Luckily, this interviewee was absolutely fine and answered all my questions as honestly as they could. When performing an interview for my inquiry I may have to make sure I word my sentences so they are not too personal. As an insider-researcher, I should develop a sense of feeling for whether the interviewee will mind personal questions or will be put off as I don't want them to call off the interview. Next time, I understand I will need more questions, making the interview longer and more focused. I need to use the time for extra questions to my advantage as this time, I wanted to ask more questions but was limited due to feeling slightly awkward.

 

Surveys, are great for numeral results. SurveyMonkey.com made it easy to see my responses, it gave me percentages and numbers. The longer questions I asked had comment boxes so I could also see these responses clearly. I could use my professional networking and personal social networking to find participants for this survey. I posted the link on Facebook, LinkedIn, my Blog and Twitter. Performing Arts and Academic study teachers responded to my survey, creating a wide variety of  results. However, as participants were only filling in the survey quickly, answers were less detailed than the interview. Comments in the boxes weren't as focused and when looking at the numeral data, I realised that not a lot of it was actually relevant. As an insider-researcher for my inquiry, I understand I may have to do a survey for the students. SurveyMonkey is a great tool to use as it automatically protects participants identity, this then aids the survey to abide by the 'confidentiality' rule. When developing my questions for surveys and interviews, I need to hone in on each question and make sure they cover all areas of my inquiry without making questions too long winded.

 

Piloting an observation was one of the most difficult tools. I gained some good quality information from observing a drama class but found it difficult to watch and write notes at the same time. My observation template worked well, but there was so much information to record that I felt I constantly had my head down. Watching and taking notes on both student and teacher was also hard. When thinking of stratergies to work around these difficulties, I realised I may have to perform more than a few observations to get sufficient data. I may also need to have two seperate columns on my existing template, one for teacher notes and one for students notes. However, I got to see some fantastic examples of teaching and see how certain methods affected the children, which is fundamentally what my inquiry is about. As long as I keep my observation notes form simple to fill out and I conduct more observations, results will be much more sufficient.

 

The focus group was the pilot I was dreading the most. Although it wasn't as bad as I thought, it wasn't great. I sampled this tool on a group of five teachers, all of performing arts (dancing, drama, music, musical theatre etc). Performing artists are known for their big characters and loud mouths so when you put six in a room together, it is slightly hyper. There were a lot of disagreements and sometimes, a little tension. As head of the group, I found it difficult to focus and guide the group in the right direction as some of these people were so opinionated and dominating. Getting information in note form was near impossible as I had to attempt to guide the group with the questions. Saying this, I was very lucky, I understand some focus groups barely say a word so at least mine gave me a variety of answers. Confidentiality wasn't a problem, as I made teachers introduce themselves as Teacher A, B, C etc so I could identify their voices on the tape. As an insider-researcher for my inquiry, I may carry out a focus group on a group of students rather than teachers as I felt sometimes there was a clash of characters. Obviously, there are many more ethics to be considered when interviewing children so this will be something I have to address.

 

When taking these methods out of a University Course and putting them into the workplace, I realised employees are constantly being interviewed and surveyed, just in a different sense. Students question me on things all the time, putting me on the spot. It's just a case of knowing what to say and when to say it. A teacher can be called into the Head's office at any time, on any day. This may not be a formal interview but even if it is to discuss exam results or the upcoming production, questions will be asked.

 

The key principles of how an insider-researcher pilots these aforementioned tools are like ethics of questioning. Word personal questions in a manner that will not offend the interviewee and keeping confidentiality of the group etc, are all general principles for when a researcher is piloting tools but also when piloting ethics too.

Task 6d

Task 6d

 

 

Here is my Delicious Link, I have tagged some articles and websites that I found useful when researching into my Inquiry. Not all the websites are 'Drama' teaching related, however, I still felt these sites were relevant as they explain different teaching approaches and students responses to them.

 

Rebecca Clarke's Delicious tags

Task 6a iv)

Task 6a

 

iv) A Pilot Focus Group

 

Below, is my link to Google Docs- My Pilot Focus Group. I still feel like my questions are missing something. I am not sure why? Maybe you could help? Do you feel that anymore questions need to be added in order to cover the whole of my inquiry? Do you think I will need signed forms from participants for all interviews, surveys, focus groups & observations? Is anybody else using forms?

 

Rebecca Clarke's Pilot Focus Group

I realise that all my piloting tools are aimed at Teachers only and not students. I will be including students in my questioning as this will be a necessity to find answers for my inquiry. However, the ethics for interviewing children are much more complex. This is why I have kept my Pilots strictly for adults. 

Task 6a i), ii), iii)

Task 6a

 

 

i) A Pilot Survey

 

As you can see from further down my blog. I have already partly carried out some of Task 6a by constructing a survey and by also carrying out a small interview. I have received some great answers so far and it is has been helpful with all my inquiry ideas so far. I would really appreciate it, if anyone who has a spare 3 minutes to take part. Please let me know what you think of it too in the comments box below. Could I improve anything for my inquiry? Is the survey too long? Is it too complicated? Are the colours ok? Are questions too invasive?

 

I understand that Survey Monkey keeps all participants anonymous unless the conductor asks for your name. I have decided not to ask for names and just asked  for the age of the Teacher. I am hoping this will cover confidientiality ethics?

 

Here is the link for my survery: A survey to investigate how teachers use certain approaches whilst teaching and how this is believed to benefit the teacher and students By Rebecca Clarke

 

Rebecca Clarke's Survey

 

ii) A Pilot Interview

 

I have also already constructed a small interview with a member of staff at the School. This member of staff is a drama teacher and has been for a number of years. I have more recently, sent some updated questions to my old drama teacher to see what her opinions on them are. I will post my updated and more focused interview once I feel it is ready! Are there any comments and criticisms you have that could maybe help enhance my interview questions? I really enjoy interviewing as I feel like I can get the most out of the interviewee. With a survey I feel much more limited as you can't ask too many questions and you don't want questions that are too long as participants may feel it would take a long time to answer them.

 

Here is the link to my Interview with both Questions & Answers: Task 4c (completed..)

 

iii) A Pilot Observation

 

I have linked you to a draft of my Pilot Observation form. I used Google Drive to help with this which made this task much more simple for me (they have some great templates). I decided to use questions rather than headings for my feedback boxes as, for myself, they help stimulate my thinking.

This is just a draft so please let me know what you think. Is there any questions I should add?

 

Pilot Observation

 

 

iv) A Pilot Focus Group

 

I am slightly skeptical of undertaking a Focus Group, however I will do a draft and see how I feel after that. I just can't bear the thought of a disagreement amongst the group causing tension or people speaking at the same time, leaving me having to gain control of the group. I am sure this will all provide very good answers for my questions though, as this will make answers broad and much more varied. Has anyone carried out a focus group? How did it go? I would love to know what tools you used?

 

I will post my draft of my Pilot Focus Group soon.

 

 

Now I turn to my SIG, please please please get in touch. We can discuss Reader 6 over my LinkedIn page, Blog, Email or I can click over to your LinkedIn and blog so we can discuss this task here?

 

Thanks fellow Bloggers

Task 4c (completed..)

Task 4c (completed..)

 

As promised, here is a drama teacher's response to my initial questions. She has been working at State and Private Schools as a drama teacher for years.

 

How does script work aid a child's understanding of text, not only in drama & english literature, but in day to day life?

I think script work often introduces topics pupils have little knowledge of. In order to perform the role as an individual and to work in a group there is an element of research that must be undertaken, which will inevitably improve understanding and knowledge of the world around them. This can be something like Willy Russell’s Blood Brothers or Our Day Out, which look at home-life and the lot of children in disadvantaged areas. – Quite valuable for our school. Can also raise awareness of issues in other countries etc. Could go on for hours here!!

 

How can teachers help young adolescents believe that pre 1914 drama is interesting and not boring?

This is quite a tough one. Obviously script selection is paramount. Working on scenes that can be seen as comic. How can we make it amusing for a modern audience - most adolescents still like slapstick. Modernising plays – making the language easier to use and understand. Looking at the issues and finding modern ways of expressing them. Shakespeare is still relevant if you find modern parallels. I suppose that sums it up - make it relevant and approach it in bite sized bits, but also approaching it as a performance and not just as a piece of script. They were after all meant to be seen and not read!

 

How can actors use dance to express emotion when performing a drama production? How can professionals incorporate both dance and drama?

I am not a dancer myself, but there are always girls in a class who love dancing and we have more interest in Dance with things like strictly. I think it is important for those pupils who don’t dance to see it more as “movement,” because that is much less intimidating. You tube is a great resource. I try to get them to use movement and music to express the mood of particular moments in a production.

 

How can a teacher help a student to understand the concept of 'inner monologues'?

I think an effective way is to get them to work in pairs on short important sections of a scene. Where one person says the lines and the other voices what is going on in their heads. They can swap around as many times as they like and discuss what comes up. The results are often surprising and very perceptive.

What is the importance of drama/acting in a child's development?

Learning to work as part of a group in rehearsals, which involves learning to cooperate and negotiate. Learning how to use their voice and body. Developing poise and confidence. In short developing important life skills.

 

How can we, as teachers, help a student to understand the importance of homework and bringing relevant material to lesson?

By drawing attention to their improved success when they do bring in their homework. Highlighting the fact that it is less stressful to do the work on time than to let it build up. Good luck it’s a teachers nightmare!

Should children use method acting to help with character development? If it is used how does this effect the child's academic and emotional development?

I think you need to be really careful with this one as it can be quite dangerous. I prefer to use Stanislavsky’s emotion memory etc. Still need to be very careful, but it can be useful and even therapeutic as it can enable pupils to deal with issues that have affected them in a more abstract way.

 

How much should an actor's imagination contribute to actual performance? Will this encourage too much improvisation?

An actor’s imagination is crucial to developing good and interesting Drama. They need to learn a balance between using their imagination and using fact, but as a teacher you can direct that easily. I don’ think you can encourage too much improvisation. It is a great tool for developing roles and performance.

 

How does a student's self esteem effect their performance? What can teachers do to help?

This is a difficult one to answer, because it is so individual. You can get pupils with low self esteem who immerse themselves so much in a role that they deliver the most amazing performances. But generally speaking low self esteem will have a negative effect. Obviously praise and encouragement, but I think for those pupils who find performance totally daunting just by encouraging them to take baby steps taking on a little more each time so that they are successful. In other words try not to set them up to fail, but rather than offer them really challenging parts give them parts they can do fairly easily and well. The performance itself is the real challenge. It is my personal belief that the more performance opportunities they are given the more confident they will become and this will have a positive effect on their self esteem.

Task 4c (continued..)

 

As I mentioned before I emailed two teachers with my initial inquiry questions, however they have not got back to me as of yet. I will post as soon as they have! Here is a survey I put online on SurveyMonkey, if you are a teacher please do have a look here!

A survey to investigate how teachers use certain approaches whilst teaching and how this is believed to benefit the teacher and students by Rebecca Clarke

Teachers Survey

1. How old are you?

How old are you?

2. What subject do you teach?

What subject do you teach? Drama Dance Singing Musical Theatre Music Academic Studies

Other (please specify)

3. How many years experience do you have in your subject?

How many years experience do you have in your subject? Less than 1 year 1-2 years 2-3 years 3-4 years 4-5 years 5+ years

4. Where do you teach?

Where do you teach? A State School A Private School After School Clubs Weekend Theatre School Holiday Workshops Home Tutoring Own Business

Other (please specify)

5. What gender do you teach?

What gender do you teach? Male Female Male & Female

6. What age range do you teach?

What age range do you teach? 2-3 years old 4-6 years old 7-10 years old 11-13 years old 13-15 years old 16 + years old

7. What tools do you use to find content for your lesson plans?

What tools do you use to find content for your lesson plans? Internet Books Ideas from other Teachers Magazines DVDs Experience

Other (please specify)

8. How do you structure your lessons and why?

How do you structure your lessons and why?

9. What teaching techniques do you use (how do you deliver your lessons) and why?

What teaching techniques do you use (how do you deliver your lessons) and why?

10. How do you think students benefit from your lessons?

 

 

 

I had a variety of ages answer my Survey from 20-56 years old, ranging from teaching experience of 1-5+ years. 100% taught Dance as their primary subject and 25% wrote 'other'. 25% work in a State School, 25 % in a Private School, 25% in After School Clubs and 25% had their own business. All teachers who took part in my Survey taught male and female students. They all taught a range of ages from 2-16+ years old.

 

Interestingly, 100% of these teachers plan their lessons on experience whilst 40% used the Internet, 40% used books, 60% used ideas from other teachers and 20% from magazines.

 

In answer to question 8, here are some of the responses I received;

 

many different ways for many different purposes

18/10/2012 15:20

nursery is not very structured. very short carpet sessions the rest is free flow and adult focus.

15/10/2012 21:03

I do a rough plan then will go with it once teaching.

15/10/2012 21:01

Lessons are age and stage specific

11/10/2012 23:28

Warm up, stretching, corner work, water break, dance- it keeps the children engaged and always active as well as hydrated

 

As you can see not all of these are very constructive for my Inquiry.

 

In answer to question 9, some responses were:

 

I use questions - to stimulate thinking; I try and encourage my students to take responsibility for their own learning - teaching is a process of guiding; I use resource-based learning - to encourage students to make sense of information around them; I use experiential learning - it is not the words or demonstrations of teachers that is learnt, rather I believe each student makes sense of the world through the experiences created by the teacher. The learner has their own experience from which they learn.

18/10/2012 15:20

lots of praise, exciting group games, lots of questions, you tube is a good resource

15/10/2012 21:03

I'm very outgoing so i use alot of role playing and demonstrations

15/10/2012 21:01

Teacher/ student style. Full demonstration with use of tactile props and imagery. Planned lesson but also spontaneity when needed

11/10/2012 23:28

Chunking and partnering, it helps them learn steps easier doing it slowly and team work helps them to listen and dance as a group and not just for themselves as it gives them a greater understanding of patience and spacial awareness

11/10/2012 21:53

 

These are fantastic answers as I can see what methods some teachers use and they feel these are sucessful so this will be useful for my Inquiry.

 

Finally to question 10, a few answers were;

 

I cannot know that what learnt is due to me or some other experience the student has, or a combination. I remain in the dark about their learning and hope what I do helps.

18/10/2012 15:20

they start to learn routine, enables them to talk about the things they see, phonics is introducted to them, creating the foundations of their learning journey through school

15/10/2012 21:03

I think they enjoy it and also get taught how to behave. im big on behaviour managment

15/10/2012 21:01

Physical, aesthetic, social, intellectual learning( even at basic level eg vocabulary) and a feeling of success when achieving. Learning should be fun as well!

11/10/2012 23:28

They have fun whilst learning and it keeps the interest in their hobby as well as weekly excersize

 

This is also very helpful when planning my Inquiry as I can see that different teaching methods obviously benefit students. However, which methods are most sucessful is the real question!

 

Task 5d

Task 5d

 

 

People within my SIG! We can discuss on my blog or on my LinkedIn SIG, which ever is easiest for you. I want to discuss the ethical depth of my inquiry. How ethical is my inquiry? What ethics should I consider? Is there any that I haven't mentioned?

 

Just a reminder of my choice of aim for my inquiry: An inquiry to explore why a teacher would use certain approaches whilst teaching  the dramatic arts and why this is believed to benefit the teacher and students

 

I think the biggest discussion will be based on teaching the use of Method Acting and how that will effect students. Ethics will definitely need to be considered there as it is a teaching approach which will provoke Students to look into their personal lives. 

Task 5c

Task 5c

 

As mentioned in Task 5b and in Reader 5, ethics are more a sensation than a rule. It is a feeling that a professional practioner will experience. This is again linked with 'in action' learning. Learning the code of conduct for our work place as we go along. When beginning my professional inquiry, I think most of my 'ethics' will stem from my feelings when carrying out my objectives. For example, when interviewing the Teachers for my inquiry, I will know whether I can push that 'personal' boundary on the day. The key is to be prepared for it to go either way.

 

Using my own ideas and the code of condust on the Association of American Educators website, I now understand that confidentiality will be of upmost importance when carrying out my inquiry. Students may not want Teachers to know what methods of teaching they think aren't sucessful incase of offending the Teacher. The same applies to the Teachers I will be interviewing, they may feel fellow colleagues or parents will judge their teaching methods. To prevent these ill feelings (that may effect my inquiry, ethically) I will keep all Student and Teacher Surveys annonymous. Names will not be mentioned and this will conside with the code of confidentiality.

 

 

Obviously the Students' health and safety is vital so this must be coonsidered thoroughly when planning my inquiry. I must respect that Students and Teachers from a different background or culture to my own (or maybe personal reasons), may not want to diclose information to assist my inquiry so I must understand and respect this if it occurs.

 

I will need to make participants feel comfortable and relaxed around me but there is also a sense of formality as this is a professional inquiry. This may be quite a difficult balance to find. This is something I need to consider further, How can I find a healthy balance of comfort and formality for my particpants? I also must have a positive approach to all aspects of the inquiry just like Teachers must have with all School related events.

 

 

Back to Reader 5, the case study which had the most impact on my thoughts was that of the starving girl. The photographer that waited for a passing vulture to spread it's wings near the starving girl who could not crawl to nearby water. He did not help the girl and the girl died. He then later commited suicide because of the immense guilt he felt. As a professional, I understand we have certain generic standards we must adhere to. As a photographer, he was told not to touch anyone or anything for fear of epidemics. In my opinion, this is not a rule. He was told not to touch anyone in case they infected him. It was an idea planted in his mind, an idea of fear, preventing him from helping the young girl. Of course, the photographer needed to get the perfect picture, a perfect portrayal of starvation, to pay his bills and feed his own family, but in the end, he didn't even get it. Was what he did right? His suicide shows everyone that the man went against his own personal morals. The extreme guilt he felt shows that he had abandoned his own ethics when waiting to take the picture, knowing that the little girl might die. He knew he could help her but a fear of infection and a knowledge that if he waited he could take the most perfect photograph, his job would then have been completed but look at the outcome. 

 

This case study shows that 'rules' and 'ethics' are completely different. Rules (like the law) are to be abided to keep citizens safe and there are material consequences for those who fail to abide, for example; prison, death sentences, fines, penalties etc. However, ethics are personal standards of behaviour and if these aren't adhered to are met with greater consequences, like immense guilt and sadness which could effect health of the body, soul and mind or effect a person's relationships with others. 

Task 5b

Task 5b

 

When reading my original ideas of 'ethics within my place of work' and then taking a second look at Reader 5. I realise that a code of conduct is used to protect participants within the work place. However, Ethics are more a sensation than a set of rules. Principles and Morals are not rules, like the a Parent or Guardian might set for their children. A Law is set up to establish order in a country. It is to protect the citizens and the country itself. It may not need to be considered as 'a set of rules'. The only reason most people do not break the Law is for fear of getting into trouble or suffering from the feeling of immense guilt. This is where ethics come in. It is not the telling off part that contributes to a code of conduct being ethics, however it is the feeling behind the principles that makes them morals.

 

moralsplural of mor·al (Noun)

Noun:

A lesson, esp. one concerning what is right or prudent, that can be derived from a story, a piece of information, or an experience. A person's standards of behavior or beliefs concerning what is and is not acceptable for them to do.

It is more a personal opinion or standard that makes ethics. I have used the Association of Americam Educators website as a point of reference and a guide line for a Teacher's code of conduct. These are principles that have already been established before a Teacher walks into a classroom, parents evening or staffroom. This code of conduct is what steers the ethical framework in my place of work. Mostly, these are similar to my personal code of conduct, the reasoning behind this may be because when I took my first visit to the School I work at, I had to read and sign a code of conduct similar to this. However, I have been freelancing for much longer than this and have always abided by the same sort of code. As discussed in Task 5a, I am constantly breaking the 'personal code' barrier as from my experience with ex-college teachers, I feel sometimes that using personal issues can help to enhance a Student's performance as it may provoke memories of a similar experience they have had. I am still unsure if this is a correct method to use when teaching. This is a question that is included in my inquiry as it is an area that I would really like to develop.



Task 5a

Task 5a

 

ethicsplural of eth·ics (Noun)

Noun:	Moral principles that govern a person's or group's behavior. The moral correctness of specified conduct.
Synonyms:	morality - morals - ethic - moral

 

principlesplural of prin·ci·ple (Noun)

Noun:

A fundamental truth or proposition that serves as the foundation for a system of belief or behavior or for a chain of reasoning. A rule or belief governing one's personal behavior.

 

 

A Teacher must, fundamentally, abide by the Law. When dealing with children, it is with upmost importance that Teachers put their own and the Student's safety above all other factors. There are different types of Ethics, ie; concerning Students, Practice, other Colleagues and Parents. All ethics of an Educator must conside with the Law. Here are some of my initial considerations of ethics which may apply within my place of work (Schools).

 

 

1. The Teacher must treat each student justly, with no biased opinions. They should help, to the best of their ability, to resolve the Student's problems and use methods of discipline appropriately.

 

2. The Teacher must not use any means of communication which may belittle the Student and decrease their self esteem.

 

3. The Teacher must not expose any confidential information involving the Student or Colleague (unless made necessary by the Law- when working at School, I am told that all information that Student's disclose to me is confidential and does not need to be repeated to another member of staff, unless the Student is at any sort of harm or risk).

 

4. The Teacher must protect the Student (Health & Safety), to the best of their ability.

 

5. The Teacher must teach material without involving personal opinions and biased views.

 

6. The Teacher should reveal all information that is in the Student's best interest to their Parents.

 

7. The Teacher must use a positive approach to all School related events.

 

8. The Teacher must respect all different cultures/religions (etc) that they are faced with.

 

9. The Teacher must make the Student feel comfortable around them so they do not feel inhibited and can perform to their best ability.

 

 

This is a basic code of conduct that I adhere to in my work place. However, there are some more principles that I would like to add.

 

'Lies'

 

10. A Teacher must not tell lies.

• We must not make false accusations towards Students or other members of staff. This should also be reciprocated for Students. However, an arguement to this statement is that if a Student asks me a personal question, for example; "What do you do when you get home from School?", I do not feel that I go to the gym and then see my boyfriend, is a very professional answer. Is it then wrong to say "I do some homework and some marking"? As Teachers we may not feel it necessary to answer pupils personal questions, however, it is important to build a professional relationship with each Student. We need to make pupils feel comfortable around us so we can bring out the best in them. Therefore, I feel with questions like this some sort of answer is required as long as it is setting a good example.

 

 

Personal Issues

 

11. A Teacher must leave personal issues outside the door and not bring them into a School enviroment.

• I understand this code of conduct is probably necessary for other subjects like Science & Maths etc. However, I feel that with the Arts, especially Drama, that this is a different kettle of fish. An old College Teacher of mine once told my class that he had tried to jump out a window. This is a very personal statement but he brought it up anyway. The manner in which he said this was very matter of fact and he seemed unaffected by the event. The point of study in the class was a scene where a close person to character had commited suicide. My Teacher said that 'it is hard to act something, if you haven't been in a similar situation yourself'. Method Acting is something I am very interested in and I do feel that I feel more comfortable with a character's situation that is similar to my experiences. I understand this may not be true for other Actors.

Is it right to bring such personal stories and issues into a classroom of Students? Does this method of teaching benefit Students?