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/