Ideas for Professional Artefact

Now that my inquiry tools are all set up and ready to go, my next stage will be to analyse them which will enable me to prepare my professional artefact.

After creating another discussion with my SIG, adding finishing touches to my questionnaire, interview and observation and starting to receive results from my survey it has given me time to consider my artefact.

THE IDEA

I think my artefact will reflect a scheme of work which uses Performing Arts as an interdisciplinary learning tool alongside the national curriculum guidelines for KS2.  Ideally I would have like to have enough time to workshop ideas but unfortunately my current professional practice now only consists of a private dance school where I am preparing the students for exams and so therefore would not be an ideal situation to test this out.  Of course we are now in the last term of the year and so time is not on my side, and so this is another aspect I need to consider.

THE THEME/CONCEPT

I have experience in creating lesson plans but after collecting and analysing results from my inquiry tools I think I will be able to devise a suitable concept or idea to explore for the production of  my artefact.  I would also like to consider the idea of a template of a scheme of work which could be adapted for different topics, however my worry would be that it may affect the focus on the topic.  

MY AUDIENCE

As I am aiming to make a transition in my career path from Performing Arts teacher to Primary school teacher, I would like my artefact to be accessible for both sectors of teaching.  As I am focusing on KS2 Primary, the curriculum topics will be considered in order to create a suitable integration.

THE AIM

The aim of my artefact will be to create a teaching tool which can be used not only for myself but others who may find themselves teaching a Dance or Performing Arts class within KS2 Education.  This tool will hopefully provide a guide for teachers, whether from a Performing Arts background or education, that will ensure the lessons provide an interdisciplinary learning environment for the students taking part.

** PARTICIPANTS NEEDED ** Inquiry Survey: The Value of Performing Arts in Education

After several re-drafts I have finally put together my survey which I think will give me a wide and varied opinion of what can be taken from an experience in Performing Arts.  I am looking for participants with any experience in the teaching of Performing Arts to gain their opinions of interdisciplinary learning within KS2 education.  

Please follow the link below to take part in my survey.

The Value of Performing Arts in Education

Literature Review: 'Interdisciplinary Curriculum - Connection, Correlation, and Integration'

As a lot of my previous reviews discussed Performing Arts as part of an integrated curriculum, I wanted to explore this area more.  My previous review which looked at 'Partnering Dance and Education', identified Hanna's views on the connection between the Arts and other subjects and how they can be seen as two types: correlation or integration.

Although Snyder looks at an interdisciplinary curriculum from more of a music background, I thought that the concepts and theories discussed her can loosely relate to Performing Arts.

Interdisciplinary Curriculum - Sue Snyder

PAGE 32

'Developing an integrated curriculum involves more than simply creating a set of related materials, activities and strategies'.

For me, I look at the idea of integrating Performing Arts with education as having a clear learning objective.  As part of my experience as lesson planning, the learning objective is always the main requirement for any lesson.  Without a clear objective there is less focus on ensuring that learning is achieved.

'Early interest was sparked by Gardner's Theory of Multiple Intelligences, which described music, movement, and visual image as discrete and specific ways of knowing, equal to and unique from lniguistic and mathematical understanding.  Gardner's work suggested that all intelligences are necessary for complete human development and communication and that education without the arts is indefensible.'

Again Howard Gardner makes an appearance in my research.  I think this is an essential theory to consider for my inquiry.

CONNECTION- P34

'A connection is the most popular, most used, and least meaningful way of linking disciplines.  In a connection, materials or concepts (usually materials) from one discipline are used to help teach or reinforce a concept in another curricular area.  Another way to say this is that the children are supposedly learning through music, but not learning in or about music.'

Visual representation of connection

This visual diagram helped me to understand the concept of connection as demonstrated from Snyder's journal.  A connection can be seen as a link from one discipline to another and although I believe that there would still be learning taking place through this type, I wonder whether it would provide enough depth as the other types described.

When I think about my current practice and the connections I use with my dance classes taught within Primary education, I would say that sometimes it is only a connection which I make between the subject and Dance.  For example I may only use a piece of music relating to the class subject as the only connection to Dance.  Therefore the music would be aiming to provide a reinforcement from the class subject.  Is this enough to gain a sufficient amount of learning for the students and do teachers feel as though this is enough to create a Dance lesson?   

CORRELATION - P35

'A correlation is made between two or more disciplines through shared materials or activities.  Two or more teachers agree to correlate by using the same materials or addressing the same topics at the same time; however, no plan is made to develop important ideas across disciplines to form generalizations.'

     

Visual representation of correlation

This visual diagram helped me to understand the concept of correlation as demonstrated from Snyder's journal.  From this description, I don't feel like I have used this within lessons I have taught, however I can imagine that this is a common teaching tool used within Education.  I would be interested to find out if this is used at schools and whether they feel that this is a beneficial way to teach.

INTEGRATION - P36

'In an integration unit, a broad theme is chosen that cuts across disciplines, so each content area or intelligence can explore the central idea in a meaningful way.  The integrity of each intelligence or discipline is maintained.  Application and synthesis of ideas from one discipline to another are encouraged, leading students to develop deeper understanding and critical thinking through the comparing and contrasting of ideas.  Examples of central ideas include topical themes, such as farm animals or rain forests, and conceptual themes, such as structures, imagination, or problem solving.'

Visual representation of integration

This visual diagram helped me to understand the concept of integration as demonstrated from Snyder's journal.  I could see how this use of teaching within education could lead to a deep understanding of a particular subject from students.  For example, within KS2 they may study the topic of History looking at the Tudors.  Within this they could look art work produced during this time, dance from this era and even poems or songs as an English study.  This could provide an all-encompassing subject.  I do think that this would be a hard task to manage with the guidelines given by the national curriculum and the amount of work and planning needed to provide such an integrated theme.  This is something which I would also like to find out, as to whether this is something explored and whether it is thought of as worthwhile teaching tool.

These concepts of interdisciplinary teaching have given more more questions to consider. If interdisciplinary learning is used within classes, in which way is it used?  If tried and tested do teachers prefer one way or another?  Or do they prefer to keep subject areas separate? As I am looking into how Performing Arts can be used alongside interdisciplinary teaching, I am wanting to know what I could take from my experience and take with me into teaching within education.

Gardner, H. 1995. Frames of Mind: The Theory of Multiple Intelligences. 10th Anniversary Edition. (New York: Basic Books)

Snyder, S., 2001. Special Focus: Interdisciplinary Curriculum - Connection, Correlation, and Integration. Music Educators Journal, 87(5), pp. 32-39, 70.

Literature Review: 'Interdisciplinary Curriculum'

Within this article, Wiggins discusses the ideas of integration across different disciplines from a music educator's point of view.  Similar to other reviews I have looked at, this is from a different specialism however as music is from the field of Arts, I feel that some of the views can relate to my inquiry topic. 

Interdisciplinary Curriculum: Music Educator Concerns- Robert A Wiggins

'What is interdisciplinary learning? Does it work better than traditional subject-area learning? Who really benefits? This article offers some discussion and answers .'

'Interdisciplinary instruction is a recurring curricular trend that has once again become popular. Provoked perhaps by Howard Gardner's work on multiple intelligences or Frances Rauscher's work on what has come to be known as "The Mozart Effect,"  teachers--and music teachers in particular--are being asked to integrate their teaching across disciplines. As this approach grows in popularity, it is important to consider what it will mean to both educators and students engaged in these efforts.'

Here again, another reference to Howard Gardner and his theory on multiple intelligences.  I agree that as I have previously discussed in relation to other literature reviews, that it is important to consider the idea of integrating Performing Arts and with disciplines whilst looking at not only the teacher but the students too.  What is the student's reaction to such a type of instruction?

'There are three primary areas of concern relating to integrated instruction-- theoretical, curricular, and instructional . If we neglect these concerns, any integration efforts in schools will provide little benefit to the students, while placing teachers at a disadvantage and violating the integrity of one or more disciplines.'

When planning my own sessions, I do try to consider these points, but not in such a focussed way.  Perhaps looking at my own practice in terms of the theory, curriculum and instruction embedded it will provide a better integration of Performing Arts and the chosen subject?    

I want to explore what Wiggins discusses as the 'vision of what integration should be'.

'Conceptual connections are those in which concepts are the focus.'

'Students will better understand the content of each subject if they understand how the concepts apply to each field. In addition, they will use their understanding in one discipline to make sense of an unfamiliar, but similar construct in another discipline.'

I see concepts similar to that of a theme by using a directed part of a topic.  Ideas portrayed through pieces of Art, through religion and as part of History subjects.  These are disciplines which could be seen as a possible use of integration with Performing Arts to provide interdisciplinary learning.  

'Process connections focus on the process of students engaging with the subject matter--for example, classifying, connecting, sequencing, visualizing, organizing, reflecting, interpreting, and symbolizing. Regardless of the topic, these processes are common to the various disciplines, and being aware of how they function in one discipline can enhance students' understanding of how they function in another.'

I think it would be helpful from a teacher's point of view to consider how you can check that the student is engaging in the subject they are learning.  In what ways could I check a student is engaging in a topic?  This could be an interesting area to question current practitioners to gage how they test out new teaching tools and conclude whether it has worked or not.  

'One advantage to this form of integration is that it maintains the integrity of the individual disciplines.'

'Another advantage of process connections is that working this way does not require extensive time for teachers to plan together. Each teacher addresses process and concept connections in his or her own classroom as part of regular lessons.'

Wiggins identifies what he considers to be the advantages of this approach of integration.  With a focus on the concept, it could provide a strong basis to ensure the individual disciplines are not lost of their own learning potential.  

I do think it would be worth questioning current practitioners about whether they would consider the integration of Performing Arts and another discipline in this way, would require more planning in one respect of not having the confidence or knowledge of this art form.  However some may see this as an easier way to provide a Dance lesson within KS2.   

'The final concern is the planning of instruction in an integrated curriculum. What will integrated lessons look like?'

I am hoping to observe a lesson which could potentially show the idea of an integrated curriculum of Performing Arts and another discipline.  If possible I would also like to look at the lesson plan for this and what their learning objective is?  Is it a continuous lesson or is it a one-off lesson to help explain a particular concept from a chosen subject?

Howard Gardner, Frames of Mind: The Theory of Multiple Intelligences (New York: Basic Books, 1983); Frances H. Rauscher, "Does Music Make You Smarter?"PTA Today 20, no. 5 (1995): 8-9.

WIGGINS, R.A., 2001. Special Focus: Interdisciplinary Curriculum - Interdisciplinary Curriculum: Music Educator Concerns. Music Educators Journal, 87(5), pp. 40-44.

Literature Review: 'Using Interdisciplinary Arts Education to Enhance Learning'

Maureen Reilly Lorimer wrote this article from her own point of view as a lecturer in the College of Education at California State University.  She looks at the use of interdisciplinary arts education as a way to 'enhance learning' to suggest a better inclusion of the 'visual and performing arts' within schools.

Using Interdisciplinary Arts Education to Enhance Learning - Maureen Reilly Lorimer

Lorimer looks at the potential of the Performing Arts...

'Although electives and clubs provide arts exposure to a selected few, many students do not receive consistent and high-quality arts experiences (National Center for Education Statistics, 2001).'

This view of Lorimer relates to the U.S, however I believe this is a similar case for England.  Having worked within schools delivering Dance after-school clubs I know that there is certainly a demand for extra-curricular activities for children, even though this can sometimes be seen as a 'baby-sitting service' as discovered from my own experience.  As I am also hired to deliver dance lessons within schools during PE lessons, and also work alongside teachers to provide a 'team teaching' situation, I know that schools are sometimes looking for specialists to provide this level of 'high-quality arts' experiences as Lorimer discusses.  Does this mean that without the expertise of teachers such as myself, the dance lessons provided by the class teachers could sometimes lack in the same experience and therefore not show Dance in its full potential?

INFUSING ARTS INTO THE CURRICULUM- P10

'By weaving the visual arts, music, dance, and drama into other content areas, interdisciplinary arts experiences have the potential to enhance student learning in authentic and meaningful ways.'

This describes Lorimer's views on enhancing learning with these art forms.  The use of 'weaving' could mean that the other content areas are directed in a different way to those who may find that the generic way of teaching a subject, has less impact on the students' learning or understanding. 

Following Lorimer's views on the learning, I would also like to consider how the integration of Performing Arts could give teachers another way of teaching.

'Exploring the details of conceptual themes such as slavery, immigration, and world cultures are enriched through the visual and performing arts.'

As part of my inquiry research I would certainly like to look at suitable themes for which Performing Arts could take a role as part of interdisciplinary learning.  This also links to my review of Hanna's views in 'Partnering Dance and Education'.

BENEFITING FROM ARTS INTEGRATION- P10/11

'Teacher motivation was perceived as an added benefit, with most participants stating that the arts bring joy into the classroom.'

'When asked about the academic benefits they see resulting  from interdisciplinary arts education, several teachers stated that arts-infused learning increased attention to detail and persistence.'

As a teacher I think it is important to look at the benefits Performing Arts could bring to the role of teaching.  Here sees views from teachers after using an integrated form of teaching with the Performing Arts and describing what they feel this infusion brings to the classroom.  I think however, this would always depend on how this was brought across and the subject used to do this.  Have any teachers attempted to use Performing Arts as interdisciplinary learning and felt it hindered the teaching or learning environment?

AN ACTION PLAN FOR PRINCIPALS- P11

'Although many principals would like to infuse the visual and performing arts into classroom instruction, most are limited by lack of time or knowledge, as well as their primary concerns about meeting mandated curriculum standards.'

'Two key factors are required for arts education success: an arts-minded philosophy and strong leadership skills.'

I think it is understandable to note that one reason why Performing Arts may not be used as part of an interdisciplinary teaching or learning tool because of the reasons Lorimer notes here.  From my own experience, some teachers lack confidence in teaching Performing Arts, which is why specialists are sometimes used to deliever lessons which may be seen as a challenge to class teachers.  However this may not be the only reason and as such a realisation of the time and added knowledge to produce these lessons should be considered.

A lot of questions have emerged from this particular piece of literature which I can take through to my inquiry tools.  Hopefully the use of these questions will help me explore my current thinking and develop new ideas and understanding to which I can take through to my future career.

Lorimer, M.R. 2009, "Using Interdisciplinary Arts Education to Enhance Learning", Principal (Reston, Va.) [H.W. Wilson - EDUC], vol. 88, no. 3, pp. 8.

Literature Review: 'Partnering Dance and Education' (Part 2)

After changing my focus for my inquiry I have looked back over the literature which I previously explored.  As there is still a link between my original inquiry of transferable skills and my inquiry now of interdisciplinary learning, there will still be concepts and theories and can use for my new direction.

As my inquiry is looking into the value of Performing Arts within education, I wanted to look through this book to see if there was any more literature more specific to interdisciplinary learning.  

Partnering Dance and Education- Judith Lynne Hanna

THE POWER OF DANCE TAUGHT WELL - P47
'When students receive dance education they learn information and ways of thinking that complement other subjects.'

I think that no matter what education is being taught, a student is being given the opportunity to learn.  But the amount of learning taking place depends on many other factors including how willing that student is to learn and the way it is being taught.  The way that Hanna describes this way of learning appears to be very one sided to all students, however I do think that in some cases, the teaching of dance education could be more beneficial for some students as an easier way to absorb information and therefore learning skills which could potentially aid other subjects.

This could depend of the type of learning a student tends to learn better from.  This echos back to Module 1 when I looked at multiple intelligence's of the theories of Gardner (1983).  Perhaps the use of Performing Arts would fall into certain categories of this idea as a way of learning for some students.

INTERDISCIPLINARY LEARNING - P95
'Teachers also use dance to dramatize literature and understand vocabulary.'

Hanna starts to look into the possibility of interdisciplinary learning with Performing Arts and the subject of English.  Put into context with KS2 classes, I think this type of example could be used within poetry and performing a poem with the use of dance as a way of 'dramatizing' the literature and consequently enhancing the understanding.

'Science learning is another form of knowledge that benefits through the creative use of dance.'  
'...students created dances about water molecules heating up as they zoom, spin, boomerang and evaporate.'

This is another example that Hanna looked into from a class that used the idea of dance to show the process of molecules in an interactive way.  This is a visual learning aid as opposed to reading a piece of text which may be found as a harder way to absorb the information by some students.

HOW CAN DANCE BE A DISCIPLINE AND BE INTERDISCIPLINARY - P107/108
'Students can learn in, about and through dance.'

Here Hanna describes Dance as a subject in its own right but also as an interdisciplinary subject.  This shows her thoughts on the value of Dance.

'Beyond significant instruction in dance technique and creating dances is the goal of helping students make connections between and across subjects.'

I think 'connections' is a key word here.  To look at Performing Arts as an interdisciplinary learning tool but to identify connections between subjects could be a good way to communicate what is being taught.  

'Connections among dance and other arts or between dance and other subjects are of two types: correlation and integration.'

'Correlation approaches show specific similarities or differences.'


'Integration approaches use dance and other disciplines so that they are mutually reinforcing.'

These types of approaches that Hanna describes has opened up another theory to explore.  I think that 'integration and correlation' could prove an important area of research to help with my inquiry.  As my understanding of this is still unclear, I am going to look into this connection within the Arts and Education to expand on what is already known or cited.

'Dance is a kind of intelligence and learning that can reinforce other kinds of intelligence and dance is a means of acquiring knowledge.  It is clear that dance education has great potential.'

I agree with Hanna that dance education has a great potential but also have a realistic view to think that Performing Arts will never be a subject within its own right within Primary education.  Currently as dance is only included in the National Curriculum as a part of PE and with the only attainment target for KS2 to 'perform dances using a range of movement patterns'.  I wonder how much Dance is being used within schools.  Do teachers realise the same potential as myself that Performing Arts may provide and what are their current view on what Performing Arts has the potential to bring?

Gardner, Howard (1983) Frames of Mind the Theory of Multiple Intelligences, New York: Basic Books.

Hanna, J. (1999) Partnering Dance and Education: Intelligent Moves for Changing, United States: Human Kinetics

National Curriculum, National curriculum in England: physical education programmes of study, Key Stage 2, (Accessed 22nd November 2015) 

Inquiry Outline

After realising that I have been slightly lost with the direction of my inquiry, I have taken inspiration from Laura-May Houghton and created a new outline for my inquiry to find some clarification for my continuation.

Inquiry Title

In what ways could a KS2 school teacher use the idea of interdisciplinary learning with Performing Arts during a lesson?

Sub-Questions:

What is interdisciplinary learning and how much is it consciously used by teachers?

What do teachers report as being the effectiveness and restrictions of interdisciplinary learning with Performing Arts? 

Context 

My inquiry will look at the potential value of Performing Arts as someone who has come from a Performing Arts background and making the transition into Primary Education.  I am interested to look at what I can take from my Performing Arts experience and use as a teaching tool in the future and also whether this could be a potential tool which other teachers within KS2 education could also use.

This inquiry exploration could provide me with essential skills to take on to my next career step but also a deeper look into what would and wouldn't work within a new environment.  Although I have taught within education, it has always been from a Performing Arts foundation to ensure that a Dance class is being delivered.  My intentions have always been to teach Dance but on occasions with some interdisciplinary learning embedded, generally at the request of the school.  I sometimes look to the school teachers as a way of inspiration for a theme to incorporate into my Dance lessons but wonder whether because I am not a class teacher whether I am actually providing the interdisciplinary way of learning between Performing Arts and the chosen subject.  Could this be looked at from a teacher's perspective and really provide a different way of teaching and learning?  I would like to find out that if a teacher has the knowledge of Performing Arts and another chosen subject, could this make a successful teaching tool?

I am conscious to look at interdisciplinary learning from the view of the teacher as opposed to the learning from the students.  Therefore my hope is that the use of this tool would essentially benefit the teachers with the possibility of having a positive effect on the learning from the students.

 Aims and Objectives

The overall aim of my inquiry is to help develop my professional practice ready for a change in career.  This is still very much similar to my aims as in my previous direction of inquiry, however my focus is very much on the education sector therefore taking my processes away from private dance schools and using my Performing Arts knowledge as a set of skills to teach within Primary education.  

Literature

The literature I have previously collected is still very relevant to my current inquiry questions but I have now limited the areas this is exploring.  A few new bits of literature I have located, focus more on the idea of interdisciplinary learning so this has given me a good basis of research and theories to explore.

Inquiry Tools 

My use of tools are the same but will be used in a slightly different way.  I will still use a survey which I will share within my SIG and Facebook group, but with a different focus on the questions.  I will conduct an observation in a Primary school within a Dance class and within a lesson.  Within the dance class I will be observing what is being taught by the teacher and identify whether interdisciplinary learning is being used the same will be looked at in a classroom situation but to see if Performing Arts are used anywhere in the lesson as a way of introducing interdisciplinary learning but to also see if there would be any place for this in the lesson plan.

I will then be carrying out an interview with both of these class teachers to gain their thoughts and understanding of Performing Arts alongside interdisciplinary learning.

Ethical Practice

None of my inquiry tools will require the intentional observation of the pupils, neither the communication with pupils.  It will however, take place within Primary Schools and still require permissions from the headteacher and from the class teacher.  Relating to that, the headteacher may wish to provide the parents with some information/consent for this. 


This new outline has given me a better focus to continue on with, so my next step is to finalise my inquiry tool preparations and have clear write-up of literature. 

Inquiry Update

Having taken on an additional teaching session this week, it helped me to reflect on my current thoughts for my inquiry.  I am still very much wanting to focus on Primary education and having worked across the board of all ages in Primary, I still believe that there is a stronger ground to look at Performing Arts within KS2.  From my knowledge, I feel that there are stronger themes and subjects which I can explore within this stage of Primary, therefore giving me a wider spectrum of research and conclusions.

My inquiry question is still not finalised, however, after gathering a good combination of literature which I believe has and will give me a good basis for my inquiry there are certain areas on which I am focusing on which have developed the following questions:


Is interdisciplinary learning with Performing Arts used in KS2 lessons and if so, is it a conscious way of teaching?  

Do teachers prepare schemes of work in Dance lessons and introduce a theme to provide interdisciplinary learning?

Should it be necessary to teach Dance to KS2 with the use of themes to provide interdisciplinary learning?

I feel like I have a better focus on what I want to find out and that it is relevant to not only my current practice but my future career plans too.

My next step is to develop me literature and take a look at my inquiry tools to clarify how I will progress.

Working Collaboratively Using Social Media

Social Media Tools

I would say that social media has always played a role within my professional practice, however this has certainly been enhanced since beginning my journey on this course.

My general social media tools of Facebook, Twitter, Skype and Instagram have been used regularly but two new tools of  Google + and Delicious have had a great impact on the progress throughout this process.  These told have enabled me to explore ideas, thoughts and opinions and find research in a different way.  This has enabled me to find different types of resources to help me understand concepts that contribute to my inquiry.

Uses and Interaction

My Facebook community has played an important role within my professional practice, enabling me to communicate using a dance teachers group to discuss ideas for classes and to act as a networking community.  This continues to aid my learning and development and as a way to promote my inquiry tools to a familiar community.

Skype has enabled me to communicate with my tutor to discuss emerging ideas and clarify progress.  As someone who takes a while to process questions and ideas, this is not the easiest way for me to work.  This is why I have used a SIG on Google + as a better way to discuss my theories and questioning as it gives me more time to analyse what I want to say.

I set up my Delicious account in Module 2 and it really has provided me with a great tool to collect a variety of literature to help define my inquiry.  I have shared my account on my blog and SIG to help promote articles to others which may be of interest.  Using hashtags of BAPP this will hopefully have benefited others looking at a similar area of interest to myself.

Progression of Social Media Skills

I don't feel like there has been a huge progression of my skills in social media as it was used so regularly in the past.  One thing which has progressed is my outlook of how social media does not just have to be used to socialise and actually provides a huge pool of data for people to learn from and develop new thoughts and understandings of topics they may not have much knowledge of.  This is true in my progression of this course and has broadened my outlook on ways to research and learn.

*** Interesting video documentation ***

Found this fabulous video clip of a news article on channel 4.  Great resource for anyone looking at positive impacts of dance for illness/disability or the elderly.  Also really enlightening to watch! 

https://www.facebook.com/Channel4News/videos/10153301238136939/

*** Interesting Read *** Dance Teacher Ups & Downs

Interesting blog post from the view of an experienced dance teacher...
http://www.danceadvantage.net/dance-teacher-ups-and-downs/?utm_content=bufferbae7e&utm_medium=social&utm_source=facebook.com&utm_campaign=buffer

Using Literature to Define my Progression

As I found myself at a halt in this module which is currently preventing my continuation to research and action my inquiry tools plus analyse findings, I decided to brainstorm the inquiry questions I have so far.

I have looked back at Module 2 literature reviews and carefully thought about what I really want to know.  After a skype session a couple weeks ago, it became clear that what I was asking in my inquiry question was an impossible question to explore in the time frame we have left.  Because I wanted to look at Performing Arts as a 'learning tool' it became apparent that the amount of learning taking place in sessions would not be able to be fairly measured and therefore just a case of personal opinion.

My brainstorming led me to confirm the following points that I would like to benefit from through my inquiry and the end product for Module 3:

• My current and future practice in terms of knowledge and understanding.
• The exploration of the discipline of Performing Arts and any links with Primary Education.
• The factors affecting learning in positive and negative ways.
• Develop other practitioners thoughts relating to the benefits of Performing Arts.

Looking at the literature I have collected on my delicious account, helped me to consolidate which area I would like to focus on to explore the above points.

One of my links which stuck out was an article I found of the 'Role and Value of Dance in Education'.  Essentially this is what I want to explore, and similar to the article I want to look at the relevance of Performing Arts in KS2 Primary Education and the National Curriculum.

Complimenting my initial idea of transferable skills with Performing Arts and Primary Education, I am going to focus on interdisciplinary learning with the use of Performing Arts within Primary Education.  As noted before, I have experience within both fields and look to begin training as a Primary School teacher next year.  In this way I would like to look at the utilisation of performing arts in KS2 classes as a learning tool for educational subjects as part of the curriculum. 

As discovered in another brilliant article I found and grasped into my delicious profile, a look at 'infusing arts into the curriculum'  discussed that  'By weaving the visual arts, music, dance, and drama into other context area, interdisciplinary arts experiences have the potential to enhance student learning in authentic and meaningful ways'.  I myself, have used the idea of dance as an interdisciplinary learning tool in Primary education and used current topics being learnt, to incorporate into my classes.  For example, a year 5 class were looking at the solar system and so this became our topic for Dance classes as part of the PE programme of study for half a term. 

As a dance teacher at this time, my main focus was not to educate the students on the solar system, but use it as a theme or idea.  So would a primary school teacher be able to do this in the same way but with the focus of enhancing the learning within a subject to develop more understanding of a particular topic?

This now prompts me to ask the following questions:

• How can Performing Arts be used as an interdisciplinary tool within KS2 learning to enhance the understanding of a topic?
• Which aspects can be taken from Performing Arts and used as an interdisciplinary tool within KS2 dance classes to benefit learning?
•  As a teacher how can Performing Arts be integrated into learning for the understanding of other topics?

My next step is to look at the definition of interdisciplinary learning which brings me back to my literature review on 'Partnering Dance and Education'.  I have ordered this book on loan again to send me forward with my literature review.  Meanwhile I have researched more into this definition...

SOURCE: http://www.thirteen.org/edonline/concept2class/interdisciplinary/

My understanding from this is that interdisciplinary learning is a tool that can be used to learn by extracting information from more than one topic.  This could help me look into why I think Performing Arts should be valued within Primary Education and what its role could be. 

Module 2 Feedback

Feedback Analysis

My feedback from Module 2 has given me a starting point for Module 3, to start considering what is needed to progress to the end.  The main points I need to reflect on are:

• Definition and Clarity- I need to think carefully about my wording to ensure that I am defining exactly what I mean.  It appears that my inquiry questions are too broad and therefore require more thought to ensure a clear direction for Module 3.
• Transferable Skills- As suggested, it may be helpful to look into transferable skills and their role from the journey into secondary education from primary.
• Private and Public Sector- Do I want to be looking at a comparison of these two sectors or do I want to just focus on the one?  Am I looking at the teaching methods or the learning?  Which point of view do I need to look at or do I need to focus on them both?
• Inquiry Tools- I need to decide if my original three option of survey, interview and observation will still be appropriate.  I also need to determine exactly what I am looking for from using these tools.
• Practitioner Research- I think this will be a vital part of my inquiry and so it is important to maintain my journal which deteriorated in Module 2 due to a change in my work schedule.  Record my findings and continue to reflect to inform my practice.
• Schedule- To stay on track for Module 3 I need to arrange time to carry out my inquiry tools.

Inquiry Title

I am still unsure of my inquiry title but would like it to reflect what can be learnt from Performing Arts.  I would like to focus on KS2 Primary age students as from my own experience this is when I have started to notice a leap in the amount of learning taking place within Performing Arts classes.  ‘Learning’ is a key word for me here.  As a teacher I want to provide the most amount of learning possible during my practice.  What can I identify from performing arts to help develop the amount of learning taking place within my classes?

After starting a discussion on an SIG that I am a member of, Sinead Jamie brought up the suggestion to focus on a particular skill that Performing Arts may introduce which could potentially be a transferable skill.  Therefore I could continue to work with the idea of transferable skills but focus on one in particular that could be important.  Could this then be implemented into Primary Education as a main focus for teachers to develop lesson plans with? 

Research

My research needs to be supported with the literature which I have already identified in the discussion of transferable skills from the Arts discipline.  From this I may be able to find particular skills which are key to the learning that takes place in Performing Arts. 

My inquiry tools will be important for my research to identify what the learning outcomes of Performing Arts-related subjects in Primary Education currently require.  I think it will still be beneficial to look at the link between the public and private sectors teaching of the Performing Arts to see if common ground can be found among both to enhance the learning of a particular skill.

My ethical forms will still remain in place, however, some consideration needs to be taken as to whether an observation would gain any evidence to help with my inquiry.  What could I look for in an observation of a performing arts class? 

Questions

Some questions that have arisen from my reflection of Module 2:

• What would a Performing Arts teacher identify as a key skill learnt over a series of Performing Arts classes?
• What learning outcomes, if any, are used to plan a lesson of dance in Primary Education?
• What is the difference between a dance class taught in Primary Education and a dance class taught in a private dance school?  Which style of dance is introduced and why?
• Should Performing Arts have a clear learning outcome or would this distract from the ability to create and express yourself as a dancer?

I still feel like I have no clear direction for my inquiry and hope that with the use of literature, SIG groups, peer communication and reflection on my own practice I will soon define what I want to know.

Returning to Studies...

My summer was quite busy and due to the nature of my usual practice, half term meant that I was unable to continue any of my teaching work and instead spent my summer in an office.  Whilst it was refreshing to have some time off from my studies I feel like I have allowed myself to get caught in the deep end at the beginning of the most crucial module yet.  

I have downloaded the last module and reader which I briefly read through to familiarise myself with what lies ahead.  I also looked over my feedback from Module 2 to determine where my inquiry is currently falling short.  What seemed apparent was a certain degree of clarification to clear up the definition of exactly what my inquiry is looking at.  As I had two inquiry questions, which although both looked at transferable skills between performing arts and primary education, they were coming from two different points of view.

I took part in a group Skype session with Paula and Adesola to discuss the beginnings of Module 3 and it has left me rather overwhelmed and confused with where my focus for my inquiry should be.  We discussed our inquiry topics but looked into whether any assumptions are being made on the questions we are asking.  This led me to question my inquiry and we discussed that what I am asking is to measure the amount of learning taking place, which would only be a matter of opinion from myself .

Although this has left me somewhat 'stumped' for now, this discussion made me realise that my inquiry questioning needs to be looked at and revisited after looking and research and literature.

Module 2: Critical Reflection on Professional Practitioner Inquiry

Critical Reflection on Professional Practitioner Inquiry

Looking back on the foundation of this course with Module One, I looked at the exploration of communication technologies, utilised the reflection on my professional practice and identified professional networks.  These are still ongoing themes within Module Two to develop my professional practitioner inquiry.

Developing Lines of Professional Inquiry

To find a line of inquiry  I reflected back to Module one and looked at the questions I previously asked, to see which ones stood out and what I could relate to for the development of my career (Appendix 1).  By extracting from a range of knowledge, I was able to pinpoint an area in which I could develop further to find out more and to benefit my professional practice.  My area of interest has remained linked to teaching within primary education and private performing arts schools as this is where my current practice resides. 

The use of literature has helped me to link performing arts and mainstream education (Appendix 2) to find out what is already known about transferable skills between these two sectors (Appendix 3).  Within this area of questioning, it led me to look into interdisciplinary learning as a supporting area to my inquiry question (Appendix 4).  After identifying other peers within the course who were looking into similar lines for their inquiries, I decided to join a special interest group (SIG) relating to performing arts in education (Appendix 5).  This group has been a great way to share ideas and thoughts, and to develop my lines for my professional inquiry (Appendix 6).   

Professional Ethics

I considered the ethics that surround my current professional practice, which was an important task required to explore my chosen area for my professional inquiry (Appendix 7).  I also looked at the codes of conduct relating to my current practice to identify what may need to considered in terms of carrying out research to support my inquiry (Appendix 8).     

Once I had a better understanding of what I would need to be looking at for the professional ethics of my inquiry, I created a draft of my Ethics Form and Employer Support Form ready for my inquiry plan.  These forms, together with the reflection of the ethical framework for my area of inquiry, have enabled me to consider and understand the implications of ethics within my professional practice (Appendix 9).   

Tools of Professional Inquiry

I began by critiquing the tools available for my inquiry, investigating the benefits, limits and ethical considerations of each to determine which tools would develop the research for my inquiry (Appendix 10).  This concluded my decision to use interviews, observations and surveys to collect data which could be used to inform my inquiry topic.  I created a pilot trial of a survey which I relayed on my blog, within my SIG and to my professional community (Appendix 11).  This not only gave me an insight into the responses but also allowed me to see what needed to be improved as well as structural layout discussed within my SIG (See comments: Appendix 12). 

Conclusion

The three themes discussed here have enhanced my knowledge within my professional practice and developed a set of questions which will benefit my understanding of the performing arts and whether they can be linked within education.