Activity 1
Grounded Theory:
This is the development of an hypothesis from the findings of data collection the reverse of a traditional research method which would begin with hypothesis and then begin the data collection.
Hypothesis:
This is the name of the statement which describes the effect of 2 or more variables on a subject. e.g 'to do x by means of y in order to achieve z'
Activity 2
Looking at Table 3 and its advantages and disadvantages of workers as researcher I feel a major advantage of being a worker as a researcher is the link between the subject and yourself. Not only is it the insider knowledge of the subject matter but also the withstanding relationship that you have built between them. As Bell (1996) mentions ‘research is directed towards a greater understanding and improvement of practice over a period of time’ if the relationship between the researcher and the worker is weak and hasn’t been established or going to last for a very long period of time the researcher doesn’t get the chance for the research they have proposed to have an impact to improve their work within the organisation. This therefore doesn’t benefit the workers practise or prove that there was any benefit in carrying out the research project.
Wednesday, 24 February 2010
Tuesday, 23 February 2010
22.02.2010
22.02.2010 I began teaching for a new school today and I was able to make an observation, which can follow along my ideas of taking numerous hobbies as a child aids them in their success in dancing. Whilst stretching I noticed three children who were much more capable and motivated to stretch, I asked these children if they did any other form of exercise and they continued to answer Gymnastics and Karate. I hadn’t really thought about Karate’s impacts on dance but now I see that also the balance, co-ordination and discipline mirrors what is done in dance. I also watched one particular child who took part in both my ballet and street jazz class stand out with confidence and capabilities. She later told me that she ‘really liked dancing and tried to do as many different styles of it because Cheryl Coles dancers don’t just do hip-hop’ I thought this was a very grown up comment from an 8 year old but also a valid comment for my future project. Later on I asked her if she would like to be a dancer and she replied that she didn’t know yet, this is also something I could look into,’ the age of which careers need to be decided and does it differ for each specific career and does this alter the enjoyment factor of hobbies needing to be taken more seriously earlier?
Focusing on my first choice of topic idea, what do I already know about it?
• I as a professional dancer can see the importance of being able to perform gymnastic moves, be versatile in dance styles, sing and act is when being successful at an audition.
• Many castings ask for extra skills on top.
• When I take my classes I notice that the children with other activities as well as their dance classes such as gymnastics, find the movements easier.
• I also notice that sometimes the children with numerous hobbies look tired and lack energy.
What don’t I know?
• How important is it to begin skills such as dancing, singing, acting, music, gymnastics younger rather than older?
• How do children’s brains develop, is intensive training from a young age necessity or healthy for their development?
• Do the children who embark on all these specific hobbies enjoy them or are they forced to go?
• What does the effects of Puberty have on their training, and does this mean that teaching from a young age should be kept fun and focused more in depth in teenage years?
• What effects of competitive sports have on children?
• Do the children have a specific goal they are reaching for? Do they want to step into a career in dancing?
• What level a Childs concentration, co-ordination, communication and confidence should be at the age that they begin numerous hobbies
• How to measure these skills.
• What literature is their to support this topic idea, and is it accessible?
What can I achieve from this project and who will benefit?
• For future reference to create my own dance schools and workshops with a variety of activities that benefit children and young adults who want to pursue a career in theatre.
• I will learn how children’s brains work in response to different teaching methods and what is most effective at each age
• Children and young adults who want to follow a career in dance will be able to embark on activities that I will have researched that make a positive impact on their success, confidence and versatility as a dancer.
• Parents who take their children into numerous activities will see the positive and negative effects of such intense training and lack of free time.
Will I be able to access enough information about my chosen topic and what will I need to be careful of?
• I will need parental consent of the children that I teach that they are willing to be questioned.
• I teach at 3 dance schools with 100-150 pupils each access to information should be simple once consent is given. Returning to my college and one other will provide the information from colleges.
• Depending on where I am in the world this should still be attainable due to the schools intranet sites and email addresses. Case studies and interviews may have to be completed within phone call sessions or web cam sessions.
• I have already got substantial literature about children’s development in dance and their mental and cognitive development from a lifespan module of my dance teaching exam. I will need to find literature regarding the versatility and emphasis on numerous skills in dance.
Focusing on my first choice of topic idea, what do I already know about it?
• I as a professional dancer can see the importance of being able to perform gymnastic moves, be versatile in dance styles, sing and act is when being successful at an audition.
• Many castings ask for extra skills on top.
• When I take my classes I notice that the children with other activities as well as their dance classes such as gymnastics, find the movements easier.
• I also notice that sometimes the children with numerous hobbies look tired and lack energy.
What don’t I know?
• How important is it to begin skills such as dancing, singing, acting, music, gymnastics younger rather than older?
• How do children’s brains develop, is intensive training from a young age necessity or healthy for their development?
• Do the children who embark on all these specific hobbies enjoy them or are they forced to go?
• What does the effects of Puberty have on their training, and does this mean that teaching from a young age should be kept fun and focused more in depth in teenage years?
• What effects of competitive sports have on children?
• Do the children have a specific goal they are reaching for? Do they want to step into a career in dancing?
• What level a Childs concentration, co-ordination, communication and confidence should be at the age that they begin numerous hobbies
• How to measure these skills.
• What literature is their to support this topic idea, and is it accessible?
What can I achieve from this project and who will benefit?
• For future reference to create my own dance schools and workshops with a variety of activities that benefit children and young adults who want to pursue a career in theatre.
• I will learn how children’s brains work in response to different teaching methods and what is most effective at each age
• Children and young adults who want to follow a career in dance will be able to embark on activities that I will have researched that make a positive impact on their success, confidence and versatility as a dancer.
• Parents who take their children into numerous activities will see the positive and negative effects of such intense training and lack of free time.
Will I be able to access enough information about my chosen topic and what will I need to be careful of?
• I will need parental consent of the children that I teach that they are willing to be questioned.
• I teach at 3 dance schools with 100-150 pupils each access to information should be simple once consent is given. Returning to my college and one other will provide the information from colleges.
• Depending on where I am in the world this should still be attainable due to the schools intranet sites and email addresses. Case studies and interviews may have to be completed within phone call sessions or web cam sessions.
• I have already got substantial literature about children’s development in dance and their mental and cognitive development from a lifespan module of my dance teaching exam. I will need to find literature regarding the versatility and emphasis on numerous skills in dance.
Saturday, 20 February 2010
Journal entry 20.02.2010
Whilst teaching my classes this week I begin to think about my research project and think about if my idea of a hypothesis is apparent in the children I teach. Looking at specific younger children (9-11years) who I know do extra curricular activities (such as gymnastics, music, drama) I do see not only a difference in there technical ability and flexibility but also there focus, musicality and determination to succeed. Watching the other young children who only participate in dance lessons although they are equally as talented in their dance skills other attributes make the child with the extra hobbies and interests stand out. What I do not know however is how much the child who engages in numerous activities enjoys them and also how much time it does take of their spare time, which is necessary to develop communication and social skills, and whether this copious amount of extra curricular hobbies is the childs own choice or the colloquial ‘pushy mother’. This is a part that I could explore in my research.
Yesterday I also undertook 3hours of gymnastics training as I realise the gymnastic element of dance is an important factor especially in today commercial dance world. I was in there with very young children all being put through there paces and many of them were to stay on till 9pm, 6 hours of training after they began. I did begin to wonder what the effects of this hardcore physical training was having on there young developing bodies. It also got me thinking once again about my research project as many of the practices they introduce in gymnastics are equivalent to dance and the level of training that they continue to do if they are considered talented enough for the squad. Very much like dance, the more talented children begin to complete more vigorous practices that begin to take up more of their spare time but does this secure a successful career in this practice? Whether or not this does create a definite pathway I did see the reason of starting something young whilst I battled with my tall and developed body to begin my round off flicks surrounded by crash mats and instructors, whilst 7year olds completed the moves over and over again on 5ft high 5inch wide beams!
Yesterday I also undertook 3hours of gymnastics training as I realise the gymnastic element of dance is an important factor especially in today commercial dance world. I was in there with very young children all being put through there paces and many of them were to stay on till 9pm, 6 hours of training after they began. I did begin to wonder what the effects of this hardcore physical training was having on there young developing bodies. It also got me thinking once again about my research project as many of the practices they introduce in gymnastics are equivalent to dance and the level of training that they continue to do if they are considered talented enough for the squad. Very much like dance, the more talented children begin to complete more vigorous practices that begin to take up more of their spare time but does this secure a successful career in this practice? Whether or not this does create a definite pathway I did see the reason of starting something young whilst I battled with my tall and developed body to begin my round off flicks surrounded by crash mats and instructors, whilst 7year olds completed the moves over and over again on 5ft high 5inch wide beams!
Athens
Hi WBL people.
has anyone successfully logged onto Athens? (the software to read electronic journals?) I am very dubious paying $34.00 to read a document which directs me to Athens log in?
anyhelp would be appriciated!
hope your research plans are coming together!
has anyone successfully logged onto Athens? (the software to read electronic journals?) I am very dubious paying $34.00 to read a document which directs me to Athens log in?
anyhelp would be appriciated!
hope your research plans are coming together!
Wednesday, 17 February 2010
Learning Journal Weeks 1 of module 3835
Module 3835
29.01.2010 (Module Handbook Received and first read through.)
Whilst first reading the module handbook much of the language and vocabulary used confused me and un-motivated to continue. However I ordered the suggested reading book.
06.02.2010 (‘Doing your research project’ J.Bell arrived.
Re-read module handbook and contacted advisor)
Re-reading the handbook I created ideas in my head which changed continuously after reading each section of the book, the beginning parts of the development process of my Research project. Having now grasped the basic concept of this module I continued to ask Peter Bryant some selected questions that were still baffling me.
-what time is available, when is this project actually being done?
-when is this presentation?
-what is my credit rated learning?
-does this module require financial input?
-what is the handbook 'reflecting on learning' and where can i get it from?
My first thoughts at creating a hypothesis…
'Does teaching children from a young age different styles and the layers of being successful in theatre aid their development and success or does it portray an environment unreachable so the teaching should be kept at vocational colleges'
12.02.2010 (Read chapters 1+2 of
‘Doing your research project’ J.Bell Read the first two chapters of the suggested reading and understand the importance of searching literature to back findings and also develop research.)
This has got me thinking about subjects in my work field which will have literature already written about them and the sources of which I will find it.
-which subject matters could I look into within my workfield?
See activity 3.
-How much literature is there on my specific workfield?
-Am I able to find any of this literature?
My next step within my project ideas is too search for some literature on my short list of topics before choosing to focus on one specific idea.
15.02.2010 (Continued Reading Bell book, Brainstormed Ideas.)
I began to brainstorm ideas trying my hardest to select different extremities of what I am interested in and what links to my work field however once I had filled an A4 page with scribbles I noticed that a substantial amount of research topics I had considered linked together. Looking at them in perspective the teaching dance side of me and the development of a child (who wants to perform) I want to focus on the education part of my life rather than performance. In the long run whether I want to admit it or not(having come from a family of dance teacher and defiantly trying to be independent!!)Teaching dance to children will be a substantial part of my life and I am very interested in how and why children are inspired to dance and their misconceptions of Theatre industry. There are also hobbies that I wish I had engaged in as children now knowing how much they were to improve my chances of success and I am interested to understand the motivation of the colloquial ‘pushy parent’ syndrome and if this really is the key to success. I continued to read through the Bell book, reaching ethical issues.
-what are ethical issues surrounding interviewing minors? (children
17.02.2010 (Read Blogs and began to create my learning journal 1 section to paste onto my blog. Also began to answer Peters main starter questions and searched both google scholar and library database for literature surrounding my ideas )
Looking onto google reader I was able to look at Paula and Peters blogs with information on from yesterday they also redirected me to Rosemarys Blog where I watched the slideshow from the campus session. I was glad to see that what I had began doing with brainstorming was also what they had talked about however I had missed out the link between this module and the previous module’s importance and as Michelle Wallbanks mentioned in her Blog about the relection and analysis that we did on our workplace I was pleased to see that even without conscious thought I had began reflecting and improving on tasks that I undertake and now realise how important this is in this module. Reading back through this learning diary I notice I have already reflected on initial ideas and tweaked them to improve them.
29.01.2010 (Module Handbook Received and first read through.)
Whilst first reading the module handbook much of the language and vocabulary used confused me and un-motivated to continue. However I ordered the suggested reading book.
06.02.2010 (‘Doing your research project’ J.Bell arrived.
Re-read module handbook and contacted advisor)
Re-reading the handbook I created ideas in my head which changed continuously after reading each section of the book, the beginning parts of the development process of my Research project. Having now grasped the basic concept of this module I continued to ask Peter Bryant some selected questions that were still baffling me.
-what time is available, when is this project actually being done?
-when is this presentation?
-what is my credit rated learning?
-does this module require financial input?
-what is the handbook 'reflecting on learning' and where can i get it from?
My first thoughts at creating a hypothesis…
'Does teaching children from a young age different styles and the layers of being successful in theatre aid their development and success or does it portray an environment unreachable so the teaching should be kept at vocational colleges'
12.02.2010 (Read chapters 1+2 of
‘Doing your research project’ J.Bell Read the first two chapters of the suggested reading and understand the importance of searching literature to back findings and also develop research.)
This has got me thinking about subjects in my work field which will have literature already written about them and the sources of which I will find it.
-which subject matters could I look into within my workfield?
See activity 3.
-How much literature is there on my specific workfield?
-Am I able to find any of this literature?
My next step within my project ideas is too search for some literature on my short list of topics before choosing to focus on one specific idea.
15.02.2010 (Continued Reading Bell book, Brainstormed Ideas.)
I began to brainstorm ideas trying my hardest to select different extremities of what I am interested in and what links to my work field however once I had filled an A4 page with scribbles I noticed that a substantial amount of research topics I had considered linked together. Looking at them in perspective the teaching dance side of me and the development of a child (who wants to perform) I want to focus on the education part of my life rather than performance. In the long run whether I want to admit it or not(having come from a family of dance teacher and defiantly trying to be independent!!)Teaching dance to children will be a substantial part of my life and I am very interested in how and why children are inspired to dance and their misconceptions of Theatre industry. There are also hobbies that I wish I had engaged in as children now knowing how much they were to improve my chances of success and I am interested to understand the motivation of the colloquial ‘pushy parent’ syndrome and if this really is the key to success. I continued to read through the Bell book, reaching ethical issues.
-what are ethical issues surrounding interviewing minors? (children
17.02.2010 (Read Blogs and began to create my learning journal 1 section to paste onto my blog. Also began to answer Peters main starter questions and searched both google scholar and library database for literature surrounding my ideas )
Looking onto google reader I was able to look at Paula and Peters blogs with information on from yesterday they also redirected me to Rosemarys Blog where I watched the slideshow from the campus session. I was glad to see that what I had began doing with brainstorming was also what they had talked about however I had missed out the link between this module and the previous module’s importance and as Michelle Wallbanks mentioned in her Blog about the relection and analysis that we did on our workplace I was pleased to see that even without conscious thought I had began reflecting and improving on tasks that I undertake and now realise how important this is in this module. Reading back through this learning diary I notice I have already reflected on initial ideas and tweaked them to improve them.
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