Literature Review - The Art of Dance in Education

 The Art of Dance in Education - Smith-Autard, J (1997)

Having analysed my survey results and made plans for a workshop intervention, using DVD clips and Video feedback, I wanted to find further evidence of these resources being effective in dance training. I found a book called 'The Art of Dance in Education'. Chapter a theoretical basis (resource based-teaching) explains the use of viewing, observing and evaluating professional dance works as beneficial to students learning".

Jacqueline M.Smith-Autard put resources into categories. The midway art of dance model demands a resource-based teaching methodology as the most important approach.  Jacqueline M.Smith-Autard agrees that students should be encouraged to view their own work for self reflection " Observing, describing, analysing and evaluating all the aspects involved in creating and performing (such viewing by students of their own and professional choreography should take place throughout dance education)". (1997:31) However she goes on to discuss that these resources should be used appropriately and as a part of learning, not to replace practical tasks. 

"Many viewing tasks need to be integrated with performing tasks.... as with music, simplified adaptations of parts of dance works taught to students might prove to be a helpful way of 'getting inside' them through learning and performing them". (1997:42)

Jacqueline M.Smith-Autard also suggests a number of structured tools to use to support learning during the video feedback section of the lesson. " Methods can include use of teacher prepared questions (which may be presented in discussion or on work cards), requiring students to observe, make comparisons, describe, interpret and make evaluative comment on what they see. A multiple-choice type of question on a work card could offer a range of possible words to describe the qualities in a phrase of movements. (1997:40). 

"Resource-based teaching will work well if the resources selected are appropriate to the objectives of the lessons/lectures, rich in artistic, aesthetic and cultural features and used in balance with other activities within a total programme" (1997:38)

I therefore plan to use technology as a small part of my workshop (DVD clip / observation as a starter activity at the beginning of the workshop, and Video Feedback for student self evaluation as a mini plenary towards the end of the lesson, leaving enough time however for students to then make improvement (through further rehearsal, applying their own targets set during the evaluation process).

Survey results and plan for a workshop intervention

I sent out a survey to discover the views of other professionals in a related subject. 95.7 % of people surveyed agree that media can help distribute dance work to a wider audience. The same number of people believe that showing students DVD clips of professional dance works will benefit their learning while 82.6% of people surveyed think that video feedback (students watching video footage of their own work for self reflection and evaluation) can benefit their training. Therefore I will be further exploring these technologies within my professional inquiry. 

I plan to teach two workshops, one without any use of technology and one workshop incorporating both methods of showing DVD clips and showing Video footage of students own work for self evaluation. I will record the students progress through filming, discussions and written evidence (peer/self evaluation and assessment / survey). I predict those students taking part in workshop 2 will make greater progress than those students taking part in workshop 1.  Please see below some analysis of my survey results.

1. Can media help to distribute dance work to a wider audience?
		Response Percent	Response Count
Yes		95.7%	22
No		0.0%	0
Maybe		4.3%	1
Other (please specify) Show Responses			1
	answered question		23
	skipped question		0

2. Which technology do you think can benefit dance students in training?
		Response Percent	Response Count
Photograph images of dance work		52.2%	12
DVD clips of professional dance works		95.7%	22
Video footage of students own work		82.6%	19
Power point presentations		13.0%	3
A camera to record rehearsals		91.3%	21
A stereo to listen to music		78.3%	18
An I-Pod/phone to listen to music		73.9%	17
An I-Mac computer to up-load and edit rehearsal footage		65.2%	15
A television to observe dance work		73.9%	17
	answered question		23
	skipped question		0

Video Footage from Campus session 2

At the second campus session we discussed the reasons behind our inquiry choices and what was required for an Artefact.

Paula recorded some of our ideas and posted a link on to her blog. Please copy and paste the link below to view the video footage on you tube.


http://www.youtube.com/BAPPMDX

Critical Review Introduction - first draft basic ideas

Introduction – draft 1

My Professional Inquiry looked into the effectiveness of using media in dance education. I looked at different forms of media. Using DVD clips to show students examples of professional dance work, using a camera to record students rehearsals and performances, using a television or projector to watch the video footage for student self-evaluation, using Power point presentations to link the previous tools together, making it more simple and time efficient to include media tools in a dance class. I created a survey to find out the opinions of others in a related profession. I interviewed another dance teacher who runs head of house competitions, University tutors in higher education, an IT technician, Deputy head of P.E at my college (who uses the ” Dart Fish” programme on an “I-Pad” to show students video feedback of their own work using two clips on a split screen to make comparisons for exam classes), a friend who produces programmes for the ITV, who explained to me that the C200 camera is now available to hire making it easier for more people to produce programmes.

I will be looking further into the information gathered and analysing results soon.

Campus Session 2

Introduction

Having attended campus session 2 on Wednesday 13^th March 2013 I come to realise, to my delight, that I am seem to be on track with my Professional Inquiry so far. In the past few weeks I have been busy collecting data, researching my topic and reading literature. I now begin to move into stage 4 and start to plan how best to analyse my findings. Some of which I will be including into my final Artefact.

I have decided that my Artefact will be a Power point presentation, to enable me to show pictures and video footage, as well as talking about my inquiry findings. This style of Artefact will be suitable for my target audience (my college Head teacher and the Head of Performing Arts department). In addition to this I will also produce a poster to display in the staff room to share my findings with all staff members.

Please also see Paula Nottingham’s Blog, video created explaining ideas for an Artefact.

Paula also explained to us the requirements of the four areas to the 6,000 words “Critical review”. This review should have an Introduction, Evaluation of tools used, and Analysis of findings/literature and Critical Reflection. In groups we then discussed our plans for our Professional Inquiry, writing down each other’s ideas. Looking back at this document it appears to be a first draft for my inquiry Introduction;

What is a professional inquiry

Campus session 1 -

See the diagram for my views on what the benefits of a professional inquiry are;