Research in schools tends to be qualitative and based on enquiry.

This promotes learning and teaching through:

  1. Research to change and adapt practice

My experience: 

Practitioner enquiry provides a framework which enables me to explore current developments in effective teaching in the Arts and creative dance practice. Through intensive weekend workshops, online tutorials and individual literature research I have explored a range of policies, teaching approaches, research methodology. I have listened to a range speakers of a range of arts backgrounds which has enhanced my ability to guide inclusive dance lessons whilst using these experiences to reflect on my practice and identifying key objectives for my continual professional development. I have examined, analysed and evaluated research methodologies, key issues and current policies relating to dance teaching which is suited to the context of my teaching as well as learners development. I will complete deep investigation into and implementation of relevant research methodologies. I will investigate the application of the concepts and principles of good ethical practice and project governance as well as relevant to Dance when working in school and community contexts.

I have completed a research proposal but will have further opportunity to undertake specialist and specific research, including negotiating the project parameters with stake holders through qualitative enquiry and critical analysis of findings.

2. Meetings to share ideas

My experience: 


I have arranged a collaborative group who will try out some of my practical work in different schools. This will provide additional quantitative data but also provide sources of qualitative information based interviews with research-practitioners. These teachers  like the PE department in my school are enthusiastic and open to ideas compared unlike my Science department. They are apparently ‘beyond that’.

At a very early stage, I have had a 2 hour meeting with Head of Dance at KA Leisure to develop practical workshops which will combine science measurement and dance/fitness. The aim is to link the curriculum of PE and Science with experience professionals. Fingers crossed as this would be rolled out to all North Ayrshire Schools.

I intend these experiences to highlight contrasting opinions on one side promoting and on the other demeaning enquiry and development.

3. Talk about things they have been trying out in leisure time too.

My experience:

I discuss Practitioner enquiry at my fitness classes. Some girls are completing HND and have their own projects on the benefit of community fitness classes and the benefit of cross-training. They seem quite uncertain how  do their study but are clear on their end goal and specifically how the research.

4. Professional discourse is improved

I have discussed with other practitioners the importance of practitioner enquiry. I have clear understanding of the policies related to my work and the need for qualitative and quantitative research. They seem intrigued at the idea of enquiry and eager to do their own research in a similar manner. Discussion with the Active Schools Coordinator resulted in them organising practitioner enquiry on integrating children with Additional Support Needs. They discussed the value of warm-ups to learning and teaching and how analysis of data provides evidence of good practice, fits with GTCS requirements and provides challenge in the workplace.

In one of the departments I work, I noticed more established teachers are uninterested in collaboration to improve learning and teaching. They will only participate if they have the lead and autonomy for directing the research work or conversation. Additional knowledge is therefore only of interest if it will progress what they can do rather than how it will improve learning and teaching. Being more informed myself seems to distance me as they do not want more work or to hear something they should know. This is not positive but thankfully the other two departments in which I work are eager to develop departmental and individual standards.

5. Summaries on website which are shared nationally or world wide

My experience: I have shared my blog site with other practitioners at RCS.

I have looked up blog sites and have found the following:

Creative play-cardboard box

Blogs of a teacher

Favourite teachers’ blogs

Topical issues in teaching

6. Collegiate working to develop project in one part of the UK can help enquiry in another part. 

My experience:

Not quite the other part of the world. However, I have used my findings within the secondary context to drive primary after school dance workshops. We use a range of creative ideas and I am planning addition of measurement techniques to link with numeracy projects in the school. When listening to the inclusive projects at the RCS Weekend I am more informed as to the potential dance has in the primary context. The primaries are enthusiastic to have dance on the after school portfolio of events. Primaries seem more interested in the potential of dance to benefit learning and teaching. 

Things to look at:……….


L2L levels              Module-Catalogue-Definitive                              Learning_to_Learn_Handbook

Good resouce for qualities needed to teach dance:

Example Dance PhD

Dance books for module 3

  • Mao’s Last Dancer – Li Cunxin
  • Dance: Count Me In! – Barbara Snook
  • The Joy of Dancing – Peggy Spencer
  • Dance: The Art of Production – Schlaich & DuPont
  • Conditioning for Dance – Eric Franklin
  • The Art of Teaching Dance Technique – Schlaich & Dupont
  • 101 Stories of the Great Ballets – Balanchine & Mason
  • Luigi’s Jazz Warm Up – Luigi, Kriegel & Roach
  • Alvin Ailey Dance Moves! – Lise Friedman

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