Reflection is something I have done a lot of, especially at college. We had to do weekly reflections, which at the time seemed to be a bit of a chore! I have honestly never really understood why we did those until starting on BAPP. In the module reader it says 'Have you ever known something before you realise what it means to you?' This is something I have felt a lot since starting out on BAPP. Reflecting - what does it really mean? 'Learning from experience' which enables progression. At college the reflections were about corrections we had been told (if any) and what went well or not so well, I could have learned a lot from the weekly task but I didn't really see it as something I could gain from. I couldn't be more wrong, as since starting BAPP I have taken on a different approach to things and found reflection is playing a major role in my progression with my career. Reflection is a very beneficial process that could help anyone in any career. I think reflection is crucial for a teacher and I will continue to reflect after BAPP as an ongoing learning and progression cycle. I used to think about how classes went and tell my parents when I'd get in but I wouldn't call it reflection. I think of reflection as a deeper thought than just recounting events. My journal is now how I reflect, I write into a diary stylebook each night. This not only helps me reflect but it is there for future reference, which will show the journey I have been on and see what has changed
Have you ever said 'I learnt that by experience'? I definitely learnt how to be a good teacher by experience. I was thrown in at the deep end with teaching, as I had no previous experience, which most others had with assisting classes at a dance school. I knew what to teach and what to look out for but nothing could have prepared me. A lot was expected of me with my first teaching job as it was for the council and I was teaching people that had been doing Flamenco a lot longer than I had, which I thought was crazy! I have learnt how to deal with behaviour, learning styles, different levels of learning. I believe you can learn something from any experience. The example I chose was a significant one in my life, but they can be smaller experiences, for example I have bad knees and one floor I teach on is like concrete and I once over did some Flamenco footwork which resulted in me having excruciating pains in my knees the next day - so I learnt to never do that again!
Dewey says gaining from experience helps to fully engage with your life. My experience of reflecting is definitely helping me engage with my life, it helps me put things into perspective and like Dewey says it becomes a valuable experience.
I found Kolb's cycle really interesting, an ‘on-going’ learning cycle which is hard to find where you fit in. All the four steps in the cycle apply to me and how I learn but where do I start the cycle? It is best to think of an experience that you have had and look at how you entered the learning. Although I have Facebook and I think of myself to be quite handy on a computer - starting a Blog for me just seemed far from anything I have done. I panicked and didn't even know what a Blog was and if I did I just couldn't understand why we would need one for BAPP.
My Cycle
I initially found out what a Blog was which is 'reflective observation' Learning from that experience and now knowing what a Blog was (abstract conceptualisation) I then decided I was ready to have a go at making my Blog (active experimentation) I followed the link to make a Blog just went straight into making one (concrete experience) I did not know what other peoples Blogs would be like on the BAPP course so I linked up Blogs and started to review what others had done (reflective experience). I then learnt that people had added pictures to their Blogs.... I want to do that - so I looked into how I would do this (abstract experimentation) I then tried out what I thought would add pictures to my Blog, I found I added some random sample pictures (active experimentation) I then used what I did and found how to add my personal pictures (concrete experience).
I doubted I would fit into Kolb's cycle, and so I found this exercise very therapeutic as I definitely fit into the cycle - and I know that any experience I have will fit in the cycle. Everyone learns differently - I experience different learners each day. Some people learn from watching the steps first (reflective experience) Some people can just do it straight away (concrete experience) some try out steps before they are ready to demonstrate (active experimentation) Some people like to think about it and understand it before they try it out (abstract conceptualisation). I always knew there were different styles of learners but now know exactly what it means to me. Which brings me to the question 'Have you ever known something before you realise what it means to you'? Yes! This is exactly how I feel about the learning cycle, and I feel the more I look into this the more I understand and the more interesting it is for me.
Gardner introduced the idea of multiple intelligences, which I can definitely relate to. The idea I gave of people learning steps differently can fit into this theory. Flamenco music in particular is hard to count and some learners like to count there way through dances (logical - mathematical). Some learn by listening to the words I use to describe steps or rhythms (verbal - linguistic). Others can feel the music and can just put the steps to the music (musical). I have to deal with understanding multiple intelligences and to be able to adapt to each learners style of learning. As a teacher you must be able to teach all intelligences. This is something I 'learnt from experience' an example of this is: I would not class my self as a logical learner yet I teach people that can only learn this way so I have to be able to teach this way, so I have taught myself to do this. This again looks at the question 'have you ever known something before you realise what it means to you'?
Schon introduced the idea of 'reflection-in-action' and 'reflection-on-action', with Dewey’s take on it being 'present' or 'future'. As a teacher I can relate to both experiences. Sometimes I may choreograph something on the spot and whilst I am teaching it I would think 'that doesn't work' and I would change it straight away, which would be 'reflection-in-action' (present). I remember a time I was teaching a dance to a particular class and when I asked to see what they had remembered the next week there was a bit in it that I thought - why on earth did I put that step in? Which would be a 'future' reflection (reflection-on-action).
Kottcamps take is very interesting, likening 'on-line' with 'reflection-in-action'. I used to do an annual pantomime at Buxton opera house. In the program for the pantomime it would say 'outstanding choreography'. That it was but Martin Robinson the choreographer was amazing. I knew the dances were good but now I really think of him as an inspiration. Martin would choreograph on the spot. Which surprises me as how under all the pressure of making up good dances could he think of things on the spot. Does anyone else use this way of choreographing? I am very envious of him as he would know there and then what would work and what wouldn't (on-line) Kottcamps says it is more difficult to achieve this - which I agree with, but I believe it is more beneficial action as a teacher. I wouldn't go to the extent of Martins very 'hands on' approach (although I would love to - just not confident enough) but I would like to think I do use the on-line approach which is something I have learnt from experience but the off-line approach is also very useful. You may choreograph something but change it at a later stage when you think of something better, which would be an off-line approach to improve something.
I like the idea that with technology teachers can visually learn / remember. Writing down choreography can be hard work - describing steps and having notes on paper that could be lost or ruined. I like the idea of videoing a dance I have choreographed so it is easily accessible and a good way to record what I have done for future reference. Was I saying that because it is the easy way out and I do not have to write this way? What if my camera breaks? Or I cannot get my camera out in a class to review what I have done if I forget what is next... Really the camera option is the quick and easy way out and I didn't chose to logically think about it and write it down because I think it takes more time but in the long run it will be more beneficial. It is easily accessible if I want to remember what is next when teaching. This makes me realise that my first idea of videoing choreography is just the easy way to remember what I have done, which makes me realise that writing choreography down is a more practical way and makes me understand that it is actually better to logically write down choreography rather than my initial thought of videoing.
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