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?

 

 

 

 

 

Task 4c & Enrolment

Enrolment

 

 

I am so excited! I have paid for last year's tuition fees so will be able to enrol onto the course in the next couple of days for year 2012/13! Wooohooo! I am going to get my Degree! :)

 

 

Task 4c

 

I have just sent two teachers (one in drama and one in dance), who have lots of experience, my questions in Task 4a. I cannot wait to get their answers and will post them soon! I have also started a rough Inquiry plan based on my ideas I already have. I have also started a survey with some questions in 4a, it is on my blog post so please fill in if you are a teacher, it only takes a few minutes. But I have already had a few fantastic answers! 

Task 4d

Task 4d

 

So after further discussions with Alan, I realised that a BA in Professional Practice in Education of Drama would not be right as a title for my studies as it may appear like I have specific knowledge of education rather than the subject itself. Therefore I have decided on my original Award title of

 

BA (Hons) in Professional Practice in Drama & Theatre Arts

 

I have decided to specialise in Drama, however do not want to completely forget my Dance and Musical Theatre work which should come under all Theatre Arts.



A survey to investigate how teachers use certain approaches whilst teachers and how they are believed to benefit the teacher and students

Please take a minute to answer my survey as this will really help with my Inquiry.

Here is the direct link: Rebecca Clarke's Teachers Survey

Thank you everybody :)

My Inquiry Plan

Planning of Inquiry

 

I have been struggling with all my ideas for my line of inquiry this week and after talking with Alan Durrant via email, I think I have a rough idea now of what I am heading for.

 

I had so many ideas but was finding it really difficult to articulate them and put them into sentences. I am going to write some of my ideas here and why Alan thought they wouldn't be successful.

 

Aim
An Inquiry to discover in what way method acting effects a child's development.

Objectives

Would go something along the lines of..

• Questionnaire for students
• Questionnaire for teacher
• Observing an drama class (government curriculam) at a school
• Observing an acting class at an outside of school Theatre group

etc etc..

Aim

An Inquiry to determine in what way different acting methods effects a child's development.

This would have similar sort of objectives.

Aim

An Inquiry to explore why teachers chose to teach method acting and how it would effect a child's development.

After discussing these ideas with Alan, I realised that these ideas were too specific and I could not get a definite conclusion as so many other outside factors would come into the conclusion. For example with method acting, it may not only be method acting that had effected a student but other factors like learning difficulties, problems at home etc. Therefore, we could not determine an answer.

My other idea was to investigate into why teachers use certain teaching approaches and why they do this? How do they benefit the students? I was really struggling to articulate this idea and told Alan this.

We eventually came up with:

Aim

An inquiry to explore why a teacher would use certain approaches in drama and why this is believed to benefit the teacher and students

The 'believed' in the sentence makes sure the conclusion will be supportive of both pros and cons. It should give me lots to write about to as it is not as specific as looking at different acting methods but teaching different acting methods, how we teach them and what effect they make on the actors using them.

I think I am going to use my final idea. However, I am still keeping my options open and if I think of anymore then I will blog them. Please do let me know how you are all getting on and how far you have got with your inquiry plans. I would love to discuss and also if you have any constructive crtiscism, that would be greatly appreciated too.

Thank you.



Task 4d

Award Title & Rationale

 

 

 

BA (Hons) in Professional Practice in Education of Drama and Theatre Arts

 

My original ideas were to have my title in performance for example; 'in Performing Arts' or 'in Musical Theatre', however I came to the conclusion that I already have a National Diploma in Professional Musical Theatre from the Urdang Academy. I realised not many casting directors are going to take a Degree into account when casting productions. Therefore, I decided to use 'Education' in my award title as I want to use my Degree to get a Teaching Qualification and I want to focus on drama education as my practice. 'Drama' represents my current focus and 'Theatre Arts' covers all my performance related subjects that I teach , e.g; different styles of Dance, Musical Theatre and Choreography.

 

 



Task 4d

Task 4d

 

 

I realise I have missed out a Task but I just wanted to blog my early ideas for my award titles. I have been thinking as I already have a National Diploma in Professional Musical Theatre from the Urdang Academy, I don't feel its necessary for me to have a degree in Musical Theatre or any performance related award. With my performance side of work, casting directors aren't going to be particularly interested in a degree. They may focus on where I have trained, how long I trained for and my experience. I continued to think what am I aiming to use this degree for.. Teaching & Education. I know the course is not an education course but I am focusing my attention on the educational aspect of my work. Therefore, if I want to progress on and do a QTS or PGCE, I feel it is right for me to relate my award title to this.

 

 

My first ideas are something like this; BA (Hons) in Professional Practice in Education of Performing Arts, BA (Hons) in Professional Practice in Education of Drama and Dance, BA (Hons) in Professional Practice in Education of Theatre Arts.

 

 

What do we think?