Sunday 18 November 2012

More Ethics...

Looking at ethics in a professional context has deepened my awareness of my work place - as Simone Grandjean said ethics are generally 'known but not seen.'  I saw what I now know to be professional ethics as a set of rules and obligations I adhered to because of my personal ethics.

As a performer my product is ME so it is easy to loose sight of the bigger picture of the industry and think of ethics as a purely personal thing.  I have come to realise how important is is for me to distinguish between personal, professional and organizational ethics in order to move forward with more clarity and understanding of my own practice.

Personal: Values, morals, conscience and character - This is all had ever really thought of ethics as.  I saw my personal ethics as the reason I approach my work in the way I do.  I still do really and from history it is where it stems from but I can see there is more too it than that in a professional field.

Professional: Systems in place within a particular profession. - I saw this as law but I can now see laws stem from ethics.

Organizational: Ethos of a company - how we do things around here.  - My awareness of this related to codes of conduct as a rule base to work from.  I always thought I would not be employed by a company or want to work for a company if my personal ethics were not right for them.

So as you can see I had an awareness of all of these but I just had not labelled them in this way or put them all under the bracket of ethics.  With this new knowledge it is ethics become clearer in a professional context and how they all in twine but also stay separate. And....ETHICS ARE EVERYWHERE!!

"Ethics pervades all parts of our lives - personal and professional, public and private.  It's a matter which governs our actions and guides the decisions we take and things we do."
Reader 5: Professional Ethics, Middlesex University.

The case studies in the reader got me thinking about important aspects of my ethical approach to my professional practice and my inquiry:
  • Importance of relationships with my colleagues and senior management.  Maintaining good relationships is key to creating a professional work ethic and so important to career progression.  You never know who people may know or even who they are and what they do.
  • Awareness of the higher powers that are answered to - the chain of accountability. Who does my area manager answer to? Who does the company manger answer to? Who does the artistic director answer to? Important to see the bigger picture to have a better understanding of the company as a whole not just what you see on a daily basis.
  • Knowing who monitors my work and how.  Important to remember there is a record of everything eg. show reports, feedback forms from workshops - it is easy to forget.
  • How wanting to achieve can distort ethics.  In relation to my work if in a rush may not do health and safety check every time.  In regards to my inquiry wanting to get the answers I want to hear and therefore only asking a certain group would not be ethical research.
  • Ethics can be distorted because of fear of truth sharing - it is human nature not to want to be wrong!  Especially in our work place as it could loose us our job!
In understanding the theoretical ethical framework it is easier to break down and understand how I work and how those around be do:

Consequentialist: The consequences of ones conduct are the ultimate basis for any judgement about the rightness of that conduct.

Denotologist: The morality of an action is based on the actions adherence to rule or rules.

Virtue: Character or morals determine evaluation of ethical behaviour.  Being rather than doing.

These may be frameworks but I do not believe that many of us fit perfectly into one or the other.  I would say I mainly sit within virtue ethics but within my professional practice I also sit in denotologist ethics as there are strict rules and obligations to adhere to that I would not dare break.  I am sure I work with consequentialist ethics sometimes too especially when working with children as protecting them is paramount and I also believe in protecting their innocence to a certain point.  However the awareness of this framework is essential to be aware of moving forward with my inquiry and dealing with a variety of people who may work in different ways and the tensions that may arise.  

Hollie x

Getting my head round ethics

I am a visual learner so I just wanted to gather some images surrounding ethics to make things a little clearer:




Labels limit learning


Gemma Wright Press commented on my last blog that she had been to a workshop with James Nottingham - that is the guy in the video above.  I looked into his work and found this video.  James talks about learning in relation to children but I think it directly links to our journeys on BAPP.  He talks about how learning is about making progress not being the best.  In regards to our professional inquirys we need to work out where we are starting from in order to work out what we want to know to judge our progress at the end NOT if we were the best.  If we change our attitude to focusing on personal progress our application enhances.  We are given labels from a young age of things we can and can not do and in approaching something we have been told we are not so good at our application lessens because we immediately associate it with a struggle.  James talks about this theory:

Application = Value x Expectation

We may value something but if our self expectation is low our application will also be.  I think I have a tendency to have a low expectation of myself on this course because I am a creative and practical person, I am not very good at intellectual study - at least that's what I have been labelled as!  In letting go of that and making it about progress my application will heighten.

In relation to my line of inquiry I know I am starting from a very small knowledge base and my journey through my inquiry is about my personal progress not getting comparing myself to others and striving to replicate their level of knowledge.

This whole theory relates to striving for an inclusive society maybe this is why it interests me so much.  Thanks Gemma it is a long video but if you have the time I think it is worth a watch.

Hollie x

Saturday 10 November 2012

May have hit my idea....maybe.....


After a chat with Alan Durrant about my progression with a line of inquiry I feel clearer and more positive about my approach.  He reminded me to think about where I was coming from in asking my question. He told me to imagine myself at the end of the BAPP course and distinguish what I want - not in terms of my career but what I wanted to have gained.  I want to gain knowledge about a new field, I want to understand what is going on out there and where it has stemmed from, I want to know how I can get involved.  This doesn't mean I am ignoring what I currently do and enjoy I am simply adding to it.

This discovery led to me deciding that as a whole I want to gain knowledge.  This will help me progress in this new field even if it is just no longer being a novice and being able to hold a conversation on the topic.  The topic I really want to explore is inclusive theatre and if I am honest with myself I don't really know anything about it.

So it is about mapping out inclusive theatre and understanding the territory.  Looking at it's features, domains, where it is inhabited and uninhabited.  Understanding what is going on in that field, where it has come from and how.  Looking at the development of access within inclusive companies and beyond - what symptoms are indicative of creating change.  Our values and perceptions of disability for example are changing but what is driving it - politics, human nature, other countries?  Maybe it is about drawing a comparative study to look at the underlying principles.  We spoke about agencies and how we are all acting on behalf of someone or something in everything we do.  So I could look at the agencies behind inclusive theatre:

What are the social drives behind inclusive theatre?

This question will enable me to gain knowledge and have an informed opinion on current practice.  It isn't for definite yet but I am feeling positive about it.

I spoke with Alan about exploring literature and he made a good point that literature doesn't necessarily mean going to the library and ploughing your way through endless books to find something useful.  If I followed the inquiry mentioned my literature would lie in current companies and what they do so I would explore their websites, articles written by them and productions/projects that they have done. 

We also spoke about the course as a whole and how sometimes I feel I lack direction but the BAPP is all about taking responsibility.  Alan said 'people that you admire have got there by themselves.  They are centred and knowledgeable about themselves.  They are self reflective and self questioning - you need to grasp doing the same in order to take control and progress.'  He also mentioned that 'we need to get into a confused space to move forward - if everything made sense then we would not be learning.  When you think you understand something - grab on to something new.'

This conversation really helped me so I wanted to share it - hope it helps you in some way too!

Hollie x

What they thought...

I have continued to put my questions to my peers, here are some more thoughts:

Liam - Charity Fundraiser (Disability charity)

Liam picked out the question:

How can theatre be made more accessible to disabled and disadvantaged young people?

These were his thoughts on this:
  • I need to be more specific - choose between disabled and disadvantaged.
  • If I chose disability what disability do I mean? Learning or physical?
  • What do I mean by accessible?  He referred me to 'the social model of disability' which focuses on the fact that it is only society that makes someone disabled not the condition.  It has key principles to consider attitudes, social support, information and physical structures.  These all contribute towards accessibility and I plan to research this further should my line of inquiry go that way. 
Social model of disability - It is explained further here!
  • If reference to my question what are the benefits? he pointed out that in his view benefit implies an assumption that there is no barriers when there is.
  • He mentioned that in general that my questions are very broad as an experienced academic he gave me the advice that in gaining focus I will gain a stronger inquiry.
Amanda - Performing Arts Teacher

Amanda picked out these questions:

How can access to live theatre and arts enhance a child's progression?

How can theatre act as a form of therapy - what are the benefits?

These were her thoughts:
  • Be more specific! What do I mean by theatre - watching or participating?
  • In regards to a child's progression I need to think about if I mean socially, emotionally and physically.
  • If I decide to go into child psychology she recommended a visit to the RAD library as there is lots of resources there.
  • She mentioned that my questions are all very positive and general, maybe having more of a statement to explore arguments/theories for and against this would create a stronger inquiry.  She gave the example of 'Does ballet have a negative effect on a child's body?'
These comments are great food for thought as I progress with my inquiry questions.  I know I need to be more specific but I am finding it hard when I don't want to choose a certain group of people or distinguish between watching or participating in theatre - maybe this is Inclusive Theatre?

Hollie x





Ethics in performing...

Finding codes of practice/regulations for a performer was a little harder to come by.  Looking back at previous contracts I have had they are very factual and in my eyes full of legalities rather than ethics.  Or are legalities ethics?  I guess they are in a way as laws stem from ethics and are there to create a better society - without them we would be in chaos.  So my contracts are full of dates and agreements to adhere to such as publicity, understudy and youth workshops.  I believe the work ethic of a performer is ingrained at the stage of professional training and when you are employed you are simply expected to know this and conduct yourself in a certain way. 

I found this link that stood out to me regarding the ethics of a performer, take a look:

An Actor's Code of Ethics

This is similar to the original ideas I had for the code of ethics of a performer.  This task got me thinking about the merge between what I saw as laws and ethics - they are more combined than I had thought before.  It also got me thinking about how as a performer our work ethic comes from our training and it becomes second nature that is expected by an employer.  The ethos of each company I work for may change and it is important to be aware of that but I feel in regards to my personal practice there are certain things that are just expected because of my training.  What do you think?

Hollie x

Thursday 8 November 2012

Ethics in workshop facilitating/teaching.....

I looked into the actual ethical framework of my workplace - here is what I found:

Workshop Facilitating/Teaching
  • We expect a creative, inventive and energetic approach with parents and children coupled with a dedicated supportive and ‘can do’ attitude. Contractors should have the excellent interpersonal skills and positive outlook required to become an inspirational motivator of children and colleagues.
  • When dealing with customers, you are the public face of the company. Parents and schools are entrusting their children to you and will in part judge you on your appearance. Therefore you should aim to be neat and well-groomed at all times.
  • Punctuality is vital when providing services for the company. Teachers are advised to arrive at least 15 minutes before the start of a workshop as that is when the hall is hired from. If you are going to be late for any reason, communicate immediately with the appropriate Area Partner/ Principal/ School/ Parent as required.
  • You are expected to comply with all policies regarding health & safety and child protection. Please see the appendices to this document for more information.
  • You may well come into contact with confidential information about a child’s health or domestic situation. You must not disclose to any unauthorised person any information relating to the children in your care or their families.
Regarding policies of health and safety and child protection there is links to endless documents they have in place to adhere to.  The health and safety guidelines cover everything from driving to the venue, buying and preparing fruit to fire safety and workshop risk assessment.  The child protection policy covers child collection procedure, accident/medication procedure and policies regarding detecting and referring possible abuse.

Comparison to original thoughts

I think I was pretty close to the actual framework in place in my initial thoughts.  I have worked for the company for a few years now and because of the nature of the work the codes of practice are drummed into their employees.  Child protection is of extreme importance and this is never to be forgotten.  In saying that it is interesting that I focused on my approach to my work and what was expected of me in relation to the company more than the safety and protection of the children in my care.  I think this highlights my perception of company ethics as a set rules I personally have to abide by in order to impress my employer rather than overall obligations/laws the company as a whole is expected to adhere to.  Or are these obligations/laws the company ethics or legalities?  I remember the notion of avoiding harm and doing good from the campus session.  I think I see personal ethics as doing good and professional ethics as avoiding harm when it is really about combining the two. What do you think?  

I did not think about the aspect of confidential information and even though I know there is lots of policies and procedures in place regarding health and safety and child protection the extent of them still surprised me!  I think I abide to them in my practice but I will be having a re-read to make sure!

Hollie x


 

 

 

 

Ethics in my work place, my thoughts....


I work in a transdisciplinary manner so I have broken down my initial thoughts on ethics in my work place into the two sectors of my current practice.

Workshop facilitating/teaching
  • Act with integrity and honesty at all times.
  • Represent my organisation with respect of their ethos and professionalism.
  • Promote the intentions and aims of the organisation in a positive manner.
  • Maintain high standards and exceptional reputation to up most ability.
  • Be punctual, personable and professional.
  • Take responsibility to find out as much as I can about different environments and react appropriately.
  • Adhere to organisation/school policies eg. carrying CRB and passport.
  • Safety and well being of students in my care is paramount.
  • Carrying out health and safety checks of environment.
  • Engaging, inspiring and educating students.
  • Communicate effectively with staff/colleagues and parents.
  • Conduct workshops to the best of my ability.
  • Invest time and effort in lesson planning to have the most productive/successful sessions as possible.
Performing
  • Perform to up most ability at all times.
  • Maintain direction that has been given.
  • Respect fellow performers on and off stage.
  • Adhere to creative team at all times.
  • Awareness and respect of the crews needs and regulations.
  • Adhere to theatre regulations.
  • Punctuality and presentation are paramount.
  • Adapt to changes quickly and efficiently.
  • Uphold any contractual agreements.
  • Take responsibility for personal health and well-being.
  • Take care and precaution with set and costume provided.
Let's see if I am right!!

Hollie x


Ethics....

Before I even looked at the reader or related ethics to my work place I wanted to get down some initial thoughts.  These stemmed from discussion at the campus session too.  It is just a list of random thoughts really but I thought it would be interesting to look back on once I have explored ethics further:
  • Comes from Greek work 'Ethos' which means character.
  • What you believe in.
  • Morals/values.
  • How you conduct yourself.
  • Rules/guidelines.
  • Daily conduct/practice.
  • Approach to situations and people.
  • Influenced by culture, background and surroundings.
  • Ethics do not evolve and change but our ethical approach does.
  • Our priorities and motives affect our ethical approach.
  • Sometimes there may be a personal and professional conflict of ethical approach.
  • Notion of avoiding harm and doing good.
  • Ethical approach differs in time and geography - principles, values and virtues change.
  • Ethics are bound up in greater social good - rules support good functions of society.
  • Personal ethos is how people experience you not necessarily what you may think of yourself.
  • Respect and obligation - there is a need for rules but how far do they go.
  • Ethics is everywhere!
Hollie x

Wednesday 7 November 2012

Award title

So I move on to propose my award title!  In asking my questions, reflecting on these and my previous, present and future practice my topic of interest is:

Theatre - Inclusive, community, outreach

But is this my award title?  This is my area of interest but it is quite specific and I do not want to limit myself in regards to my future career and use of my degree.  I also feel that in being too specific it would be assumed that I was very knowledgeable in this field.  Rebecca Clarke and Jo Clarke confirmed this thought as I read a blog where they were discussing this in regards to education.  They came to the conclusion that they could not have education in their award titles as they will not be qualified teachers in the eyes of future employers.

In my previous blog I looked at my transdisciplinary practice - my inquiry topic may be my hopes for the future but is just one third of my practice so my award title can not just be this.  I think it is important to remember the 3 year diploma I have done to be able to do this degree and encompass what that involved.

From looking at what fellow BAPPer's award titles and discussing these it has become apparent that keeping it general keeps opportunities open.  Our line of inquiry is where we find clarity and become specific.  Simone Granjean said that in encompassing the'now' and the 'future' in our award titles we gain simplicity I think this leads to more scope for opportunity and exploration.  I am therefore thinking of the following award titles:

BA Professional Practice Theatre, Performance and Outreach

Or just

BA Professional Practice Theatre Arts

Please let me know what you think!

Hollie x

A bit of fresh air


I wanted to share a recent diary entry with you, here goes:

So I went to Wales this weekend to see a friend in a play (hence the sheep picture).  A bit of fresh air along with long chats over a yummy pint of ale gave me a fresh outlook on a few things.

I am a bit of dreamer so I really try to live in the present moment but recently I think I have become a bit bogged down in this and lost sight of what I really want to do.  I am really passionate about theatre and what it can do for young people, I think this is evident to all who know me.  At the weekend I got really inspired to do more. After discussing a few companies I would love to work and being informed of other amazing projects I had not heard of my friend said 'what is stopping you?, why don't you just do it?, why can't you work for them?'  If I am honest I was stumped for an answer and I still don't really have one apart from the fear of rejection I guess.

I like to think I am a positive person but when it comes to my career I am left thinking maybe I am not.  I want to achieve great things but I am not going to do that just by dreaming.  My friend went on to say 'just write to people what harm can it do - and if you get ignored just keep trying.  We are all unique and that is what sets us apart.  Somewhere you will fit because no-one else is you.'  I like this approach and I think it relates to my professional inquiry too!  People may have asked similar questions and I will draw on what they found but at the end of the day our inquiry will differ because we are different.  We won't explore exactly the same avenues and no-one will write about it or answer the question like me because they aren't me!

I also spoke to a friend of hers about various theatre companies that inspire me and she said 'why don't you start your own?'  My immediate reaction was I can't do that, little old me definitely not!  But why not?  With more knowledge and my existing passion why couldn't I make t a success?

This is an extreme example but it just got me thinking.  I can do anything - don't just dream make it happen.

I need to get writing letters

Hollie x

What Tara thought....


My conversation with Tara focused on the question:

How can theatre be made more accessible to disabled and disadvantaged young people?

These are key points that came out of our chat:
  • Need more clarity - be specific to one field out of disabled or disadvantaged.
  • Tara asked what I meant by accessible and I found it hard to explain myself.  She asked if I meant taking young people to the theatre, theatre workshops, drama classes.  I mean all of them really but we talked again about clarity here.
  • This led to thinking about a question that centred on the different ways theatre can be made more accessible rather than an all round approach.  A logical breakdown of actually tackling this issue with ideas.
  • Tara expressed an interest in going down the field of theatre for disadvantaged young people as she felt it was an area with less investment in.
  • This got me thinking about whether disadvantaged is even the right thing to say I need to look at my wording.
  • We got talking about ways this is being done now and thought about companies I can explore further to gain knowledge:
Oily Cart
Theatre Clwyd Outreach Programme

I developed these questions:

How can theatre reach out to and engage disadvantaged young people?

How can different avenues/approaches make theatre more obtainable and relative to disadvantaged young people?

How can theatre be made readily available to disadvantaged young people?

How can theatre provide practical, emotional and educational support to vulnerable and deprived young people?

How can theatre be made more accessible in diverse and challenging London boroughs?

Hollie x

What Erica thought....

 

 
 Sorry it's a little hard to hear we were in a coffee shop! The focus of my conversation with Erica centred around the question:
 
What are the benefits of theatre for disabled and disadvantaged young people?
 
The key things I took from the conversation were:
  • I need to make my question more specific they are very general - choose between disabled or disadvantaged avenue.
  • Importance of creating a question that I am really interested in - I need to feel really passionate about what I am exploring.
  • Recognising that my question is not a career choice - she did a drama degree and her dissertation was about German realist writers this does not mean she will only work as an actress in that area!
  • We discussed going down the avenue of disability - she said this would interest her and other actors she knows.
  • The topic is of the time as after London 2012 attitudes towards disability are shifting - good time to explore how theatre can have the effect that sport did.
  • We discussed looking at it from the angle of social and personal acceptance and how theatre can enhance this.
  • Being applauded for who we are no matter what - relation to world of being an actor - it is full of rejection and we have to come to a form of acceptance.
  • Education of able bodied young people and inclusivity of breaking down boundaries.
It was an insightful conversation which also got me back to thinking where I am coming from in asking my questions.  Erica highlighted how acceptance is something we look for as an actor always wanting to be picked from the crowd.  A lot of my questions focus on accessibility and maybe this is because I want the industry to be more accessible to me as well as the young people involved.
 
Out of this conversation I developed these questions:
 
What are the benefits of theatre for disabled people in relation to personal and social acceptance?
 
How does engagement in and practice of theatre enhance personal and social acceptance of disability?
 
Hollie x
     
     
 
     
 
 
 

Inspire....

 

I love this visual of the word inspire.  All my questions lead to and from the fact that I want to inspire others and be inspired along the way.  To me this image demonstrates how inspiration is all about growth, it can go in any direction or path, follow any mood or experience and it leads to beauty and development.  The word inspire is going to be the backbone of my inquiry.

My topic: Theatre - Inclusive, community, outreach

How will it help me?
  • Expand my knowledge which lends to development in my confidence to pursue new avenues.
  • Improve my awareness and theoretical knowledge to better my practice.
  • Open my mind and broaden my horizons.
How will it help others?
  • Knowledge sharing with those interested/involved in the field.
  • New take/outlook on the topic.
  • Research of others work may lead to me developing ideas to further my practice of companies and colleagues I am connected with.
Will evidence make a difference?
  • Yes - knowledge is power.
  • Improve my approach to my current work.
From asking myself these questions and the reflection in my previous blog I have developed my questions a little further in preparation for taking them to my peers and colleagues for their opinions - some of them are the same as before:

How can theatre be made more accessible to young people?

How can arts enhance the school curriculum?

What are the benefits of the arts in schools?

How can theatre be made more accessible to disabled and disadvantaged young people?

What are the benefits of theatre for disabled and disadvantaged young people?

How can I get involved in inclusive, outreach and community theatre?

How can access to live theatre and arts workshops enhance a child's progression?

How can theatre act as a form of therapy - what are the benefits?

How can theatre and access to it develop lifelong skills?

What skills/experience are required to work within inclusive, community, outreach theatre?

How do students and teachers feel about the benefits of arts in education?

I plan to draw on a range of knowledge to develop these questions further! Any advice on here greatly appreciated!

Thanks

Hollie x


Back to the reader....

I decided to back to the reader to gain a little more clarity on professional inquiry and relating it to my practice.  As I start to ask questions it is easy to get engrossed in exploring lots of different avenues and loose sight of what I actually have to do - these are a few things that stood out to me from the reader:

Inquiry based learning expects the adult learner to engage with relevant problems and scenarios, drawing on existing knowledge, seek out new evidence, and analyse and present that evidence in appropriate ways. (Kahn and O'Rourke, 2004)

I took a moment to break this down to see how it relates to me:

Engage with relevant problems and scenarios:
  • Trying to find a career path that combines my passion for theatre and working with young people.
  • Need to let go of having a set career, it won't work in my field - I can still have a sense of routine just with a variety of employers/roles.
  • Lack of knowledge about new field - how to get involved.
  • Lack of knowledge regarding the skills that I need - leads to lack of confidence.
  • How? Where? When? Who?
Drawing on existing knowledge:
  • Drawing on all experiences of different companies I have worked for can see things that I liked and things I did not in order to progress my own practice.
  • My training - extensive theatre skills.
  • My every day practice - diary.
  • Drawing from current employers - feedback forms on my workshops, getting involved in their wider practice/opportunities.
  • My peers - endless supply of information/opinions.
Seek out new evidence:
  • SIG's
  • Literature
In breaking this quote down I can see where I stand in the process of inquiry based learning.  There is lots more I can do - it helped me realise that I need to draw more on what I am currently doing after all it is work based learning.  Because I am looking for new career opportunities I tend to constantly look outside of current practice. I reality my future plans stem from my current and past practice so there is lots I can draw from in my existing field.

I moved on to look at how I work in a transdisciplinary manner - I found this diagram which makes the process of transdisciplinary inquiry a little clearer for me as I am a visual learner:


By the way if like me you don't know what Pedagogy means it's definition is the principles and methods of instruction so basically what teachings are out there to draw from. 

In relating this diagram to my practice my disciplines would be as follows:

Discipline 1: Workshop facilitating/teaching
Discipline 2: Performing
Discipline 3: New avenues - Inclusive, community, outreach

This image has helped me realise that I need to draw from all areas of my work in order to create my PROJECT aka Professional inquiry.

Within my workshop facilitating/teaching I also work in a transdisciplinary manner and I feel it is important to recognise that and the most prominent roles I take on within this:

Discipline 1: School educational workshops - Representative
Discipline 2: After school clubs - Responsibility
Discipline 3: Private parties - Personal/Supportive

It becomes clear that I have a lot more knowledge than I give myself credit for or take notice of in order to improve my practice.  In looking at how I fit within my current organisations there is research avenues that are so accessible to me that I am not using mainly because I am scared to ask - which is a rubbish excuse I know:
  • Email developed questions to senior professionals to get opinions.
  • Get feedback forms from my employer that I know they get from schools that I do workshops in - outside opinion on my practice.
  • Explore/enquire about other work my company does that I am not involved in - regarding outreach I know they do workshops in Great Ormond Street they I know little about.
  • Use the contacts in theatres I am going into and production companies I work for - how do they cast? Opportunities?
  • Explore theory behind practical of programmes at the theatre I am going to. We do school shows and shows for visual and hearing impaired but I do not now how this started or what other outreach programmes are in place.
 What do I know?
  • Theatre skills.
  • Workshop facilitating/teaching skills.
  • Engagement, energy, passion.
  • Subject knowledge - lesson plans, resources.
  • Experience - environments, companies.
  • Communication/people skills.
  • Managerial/business awareness.
  • Behaviour management and rapport with children.
  • Practical/hands on knowledge.
What knowledge and skills do I need for the future?
  • Processes behind getting to the practical stage.
  • Theory of different approaches.
  • Knowledge of inclusive, community, outreach field.
  • How can I get involved? How can I market myself in this field?
  • What existing opportunities are there? Do I have the correct skills?
The knowledge and skills that I need for the future can be found in my SIG's and literature.  I am already finding great help in my SIG's as I have made contacts with people that are senior professionals in the field that I am a novice in.  I find it hard that these connections I have made are through a screen and so time dependant but I guess this is the nature of the course and the modern world.  In regards to literature Penelope Hanstien's diagram within the reader highlighted the importance of it to me:

Penelope Hanstien (1999, p.27)

In moving round the spiral in relation to my progress I come to an early stop as I am yet to explore literature!

In looking back at the reader I feel I have gained more clarity in order to move forward!

Hollie x







Thursday 1 November 2012

Help please!!

So I am happy to say I am getting much more active in commenting on others blogs and therefore starting some really helpful discussions!!

But....

If someone comments on my blog and I simply hit reply will they get a notification to say I have replied?

If someone replies on their blog to a comment I have made is there some way I can see this as I can not at the moment and I am worried I am missing things?

Please help!!

Thanks

Hollie x

Tuesday 30 October 2012

I want to hold your hand.....

By simply get more involved in our BAPP community I feel I am developing my SIG and my practice!! In finding people who are interested in similar subjects I do not feel so alone and I am starting to feel more engaged within a support system.

I had previous created a linkedin account that I have failed to really use - here is the link to my profile please add me to your network:

http://www.linkedin.com/pub/hollie-anne-cartwright/49/973/9ba

I have also created a group for those interested in similar subjects to myself, just a reminder they are:

Children's Theatre
Youth Theatre
Community Theatre
Inclusive Theatre
Outreach Theatre

Here is the link to my group entitled:

Making theatre more accessible to young people!

I am finding twitter a great source for networking and finding new companies and people that I am interested in.

Follow me @hannecartwright

By the way my linkedin and twitter are under my stage name: Hollie Anne Cartwright

Would love to know what forms of SIG are working best for everyone!

Hollie x


Friday 26 October 2012

SIG help!!

Looking for some advice on creating my SIG and calling all people who would like to join me!

I am interested in:

Children's theatre
Inclusive theatre
Community theatre
Outreach theatre
Performing arts teaching
Theatre workshop facilitating

So quite a few things!  I have began to follow a lot more blogs on the BAPP course than I was previously but have people created SIG's within this or is it just in your head that you know the people interested in similar things as you?  It seems that a lot of people have created a linkedin account for their SIG's - I have an account that I honestly do not often use so I will get on this.

I have also finally joined twitter which I am really seeing the benefits of! I am following all the theatre companies I would like to work for hopefully one of them will follow me back one day.

Follow me @hannecartwright if you would like to!

Any advice on creating SIG's will be greatly appreciated.

Thanks

Hollie x

Don't let fear paralyse you!

I have been concentrating my career search and therefore my inquiry on working within the field of teaching and facilitating workshops within the performing arts field.  I have been very focused on how I can progress into working within inclusive theatre as it is something I am very passionate about.

However because of recent insight and experience I have got back to thinking about where this all originally came from - my dream to be a professional performer and love of live theatre.  I often feel I have to push this aside as it does not feel like a practical career option - a huge part of me wants security and that does not come with being an actor.  Because of past experience I see this is a struggle that I do not want to put myself through again. But deep down this is still what I would love to do and why can I not do it - really I am doing it, I will be playing the good fairy in pantomime this season and I really looking forward to it! I am quick to put this down in front of other actors as pantomime can have a negative stigma attached to it when really it is everything I want to do -  this was highlighted this week when I went for a costume fitting and got very excited.  It is primarily children's theatre, it reaches out to audiences that do not usually visit the theatre, we do shows where the whole audience is from local schools so they get to see a full scale live theatre production every year and I get to perform in a beautiful theatre!  Also being reunited with London as a proud resident I am getting to go to a lot more theatre which has reignited my love for it in it's puriest form - I am not as jealous of the performers as I used to be (still a little bit)!

So these thoughts alongside reading others blogs and comments have made me realise that I do not need to block out what I trained hard to do and have a true passion for beacuse of fear, I need to embrace it!

By starting to create my SIG and explaining my interests to others I got a better understanding of what I wanted to explore:

How can live theatre and workshops be made more accessible to a wider audience of young people?

What can I offer and how can I market this in pursuing a career in young people's theatre?

How can I get involved in inclusive theatre on a practical and theoretical level?

I am a little worried by questions are a bit self indulgent and would not benefit others? What do you think?

Hollie x

It feels good to talk!

 
 
So last term one of the main things that I needed to improve on was commenting and interacting more within our BAPP community.  I have yet to do this...........until today!! By putting the time aside to look at others blogs and comment it makes me feel better about the whole process and I am hoping to get some comments in return to develop my work further.
 
As I tried to give others advice or more food for thought I found myself posing questions and view points I needed to ask myself.  This has taught me that sometimes it is best just to write rather that think about it too much before you do especially in the space of our blogs where the whole point is to have the ability to share.
 
So.....let's get talking!!

Monday 22 October 2012

Pyschology lesson in campus session

In the recent campus session as we began to discuss this module it was a good lesson in how situation and scenario can affect our reactions.

I also shared my original question idea with the group so was lucky enough to get some help from the group on that too!

The question of mine that we discussed was:

How can I combine theatre and working with disadvantaged and disabled children/young people?

It was interesting to sit back and listen to the group (of people I had never really met) work out where I was coming from in asking this question and mainly get it right.  These are a few things that were said:
  • Want to make a difference.
  • From my values and ethics.
  • Want to use my theatre skills in my current role (teaching assistant).
  • A desire to do more with my skills.
  • Social values - desire for equality/fairness.
  • Want to make theatre more accessible.
I moved on to say that I know that there are lots of people out there who have answered the question that I am proposing but I want to find out what I can do, how I can get involved and the group highlighted the fact that maybe my question needed to reflect that?  I need to find answers that are there and add to them:
  • What can I bring?
  • What is my perspective and what can that add?
  • What are companies currently doing? Anything I feel being missed?
  • How, when and where was research done?
As I develop my question these points will really help thanks guys!

Alan Durrant then made up another question for us to look at and see where that person might have been coming from - forgive me if this was not exactly what it was but it was along the lines of:

How can I create a dance school for the best young ballerinas?

The initial reaction of the group was highly reflective of what discussion had been had just before and it was a great lesson to learn before posing our question ideas to employers and associates.

Because we had just been discussing my question is was assumed that I am a good person - which I hope I am but I may not be! The nature of my question compared to that of the imaginary person posing this question meant the reaction towards it was negative.  As soon as this was mentioned we all realised what had happened and if the previous discussion had not happened the reaction would have been different.  This highlights how scenario is important to consider when asking a question.

It was also apparent that within a group situation where most of us didn't know each other we answer questions completely differently to when in a one-to-one scenario.  When in a group the fear of judgement and getting it wrong stops us from answering a question openly and honestly - in a one-to-one situation the fear is taken away. Another important thing to consider.

Hollie x


????????

So here goes a few question ideas:

  1. How can I combine theatre and working with disadvantaged and disabled children/young people?
  2. What is inclusive theatre?
  3. What inclusive theatre companies are out there?
  4. How can I get involved in inclusive theatre?
  5. What is out there in regards to community theatre and outreach projects?
  6. How can I get involved in community theatre and outreach projects?
  7. What can I bring to inclusive/community/outreach theatre and how?
  8. How does theatre benefit disadvantaged and disabled children/young people?
  9. How can theatre be made be made more accessible for children/young people?
  10. How can I get involved with children/young peoples theatre?
  11. How does theatre benefit children/young people?
Any advice or comments you have on any of my questions would be greatly appreciated!

Hollie x

Sunday 21 October 2012

Before you raise your hand.....think!


                                           


Before I raise my hand I need to stop and think about important things to consider.  Having worked as a teaching assistant recently I have been reminded that a young child's questions are endless and usually asked without thought but as we progress through our education our teachers remind us to stop and think before we ask.  When raising my hand I clearly remember being asked "Hollie is your question relevant right now?" "Hollie is your question important?" The voices of my secondary school teachers need to resound right now as I formulate my line of inquiry.

Alan Durrant reiterated this at the campus session and we discussed important things to consider:

  • Do research on the person you are asking the questions to and word them accordingly.
  • Find clarity in the question.
  • Consider the environment and scenario you are asking the questions in - one-to-one or group, what has happened previously.
  • What is my intent behind the question?
  • Ethically who should I ask?
  • Who has the competency to answer the question?
  • What do I want to get from this question?
  • Is my line of questioning influenced by social questioning?
  • Am I asking the right questions in the right context?
  • How many questions do you have to ask to get the right answer?
  • Validity of the question.
  • Can I expand out of my comfort zone? Am I always asking the same questions?
  • Who has the insight and experience I need to draw from?
  • What are the motives behind my question?
  • Unpack assumptions and expectations.
  • Survey widely - not just where you know you will get the answers you want!
  • Interview technique - turn it into a conversation this is where you get the best answers.
  • Think about type of questions - instant and crafted.
BIAS!!

This is really important to consider! We came to the conclusion that we are all going to be a little biased regarding our inquirys because we think these subjects are important enough to research and discover more about but as long as we admit that and we are honest about it there is no problem.  It is our opinion and we are entitled to that as long as we are open to the opinion of others too.  If we are clear about where are questions are coming from and conduct authentic research then the issue of bias will dissipate.  An important thing for me to remember is to expose my question ideas to a variety of people not just those I know will tell me what I want to hear!

I found this video song about bias that a teacher made for his physcology students - have a listen it's quite catchy - also great to see a teacher using creative tool to aid learning!




So there is lots to consider before I raise my hand I guess!

Hollie x
 

Saturday 20 October 2012

What is a question? Why do we ask certain questions?

 
Sooo new module, new look blog!  I am hoping this fresh start will help me with my new approach to my learning and career search - a little more laid back without the fear of just being me!

One of the main things I learnt about my approach is that I need to focus on quality not quantity so here I go........

Moving on with my new skill set acquired it is time to start asking questions about my own personal practice in my work.  But what does that really mean? Are we not constantly asking questions about our practice? Just like I am asking questions now ahhhh!  After the campus session with Alan Durrant and fellow students the importance of working out WHAT a question is and WHY we are asking it became a key concept to grasp. Once this is gained a QUESTION can be formulated. I put question in capitals because I feel there are different types - ones we ask in the moment without much thought and ones like that we a trying to formulate, well thought out and researched.

So what is a question? Here are a few thoughts:

A question is something that needs or wants to be answered.

A question is a someone trying to acquire knowledge about something.

To find truth.

To problem solve.

To debate.

To interrogate.

Why do we ask certain questions?

They are driven by interest but located in experience.

Your background influences how you see things - values.

We live in a specialised society where we train and invest in a discipline so have underlying preconceptions and assumptions.

Ontology - where I am coming from in asking my question - unpack experience.

Serendipity - the act of making a discovery by accident.  What accidents got us to where we are.

This video highlights our instinctual curiosity and want to ask questions - it is a cute video and a taster of a child's why? why? why?

 
 
It ends with a quite an apt question for a lot of us on BAPP - WHERE WILL YOU LEAD ME NEXT??
 
"The important thing is not to stop questioning. Curiosity has its own reason for existing."
Albert Einstein

Hollie x
 
 



Monday 7 May 2012

Linkedin!

Here is some information that I acquired from a friend that has always told me about the advantages of LinkedIn:

LinkedIn is a business-related social networking site based out of a headoffice in California. Since it was launched in May 2003 LinkedIn has had over 150 million subscribers placing it well ahead of its direct competitors Viadeo and Xing. It is available in over 13 different languages and has registered users in over 200 countries and territories. Since I subscribed to LinkedIn 2 years ago I have used it in various areas:
  • Networking - LinkedIn has enabled me to build a network of companies and contacts in and around the IT industry including both competitors and new business opportunities.
  • Recruitment - Through LinkedIn I have been able to find candidates for vacant jobs within our company that have the right level of experience, relevant qualificatoins and also live within the catchment area.
  • Advertising - I currently use LinkedIn to advertise any vacant job roles we have on offer as well as seminars and events we are hosting to help increase attendance.
  • Reaserch - Through LinkedIn I follow various companies, contacts and groups for local upates in the market place as well as attending forums and webinars.

LinkedIn launched a mobile version of the site in February 2008 and is also available as an application across various platforms such as Andriod and Itunes.

I did join linkedIn a while ago but I have not used it much.  I plan to let go of my fear of being a novice and enhance my engagement.  Hopefully I will be as positive about it as my friend!

www.linkedin.com

Hollie x

Saturday 5 May 2012

Task 1d with development!

Using my new web 2.0 tools I progressed from my first characterful video to a professional showreel that will benefit my practice.  I feel a bit nervous about sharing this - but without sharing my work it will never be seen!


Thursday 3 May 2012

Critical questions and issues that emerge aka 3d

So it is time to reflect and digest - something I think I need to develop within my practice.  The main things I have learnt about my learning in general are:

1. I always try to do more than is asked of me and this can lead me to loose track - I need to find more focus.  Quality not quantity!
2. I spend to much time worrying about what other people will think of my work which causes me to waste time and stop learning altogether sometimes.
3.  My thoughts and feelings in relation to my experiences are my learning and this can not be put into chapters like a book! I need to be flexible with my learning and not put so much pressure on myself.
4. I am a visual learner and I need to utilise this.

In light of these aspects I am going set myself a task and approach task 3d with an attitude to do my best to in force change.  It will not be perfect my learning is developing not stopping.  I am going to try to address only the most important issues to improve the quality of my writing.  I am going to give myself an hour to complete it and I will force myself to stop when that hour is up just as an exercise! I will not worry about what I am writing just let it flow and I will do my best to incorporate so visuals as well! So here it goes:



1. Do some very specific ideas emerge about your networking and sources?
I think I have been a bit naive in relation to whole concept of networking.  As fore mentioned I was told at performing arts college it was about mingling with the right people and working your way to the top.  Obviously I knew this was not all there was to it but the negative relationship I built with the theory didn't really go away until now! I practice in networks every day and the reader opened my mind to so many different exploration avenues.  I had never looked at networking in a psychological sense and this really helped me see how important it is to analyse how we operate within our networks and how they are benefiting us.  I operate well within networks I feel comfortable in but I walk on egg shells in others to the point where I am getting nothing out of being a part of them.  I used to associate the notion of working out how it benefits me as being a selfish act when in reality it is the complete opposite.  If I don't actively engage in a network I am no benefit to the others involved not just myself.  This is enlightening for me and the reader helped me get to that places.  Regarding my sources I have come to realise it is again about realising what works for me and utilising that fully.  When trying something new I need to persist with it for a while - if you don't give something a chance you will never know.

2. Does your engagement to date seem appropriate?
Hard question, I feel it is in some areas but not in others.  As fore mentioned my engagement is great in networks I feel comfortable within, facebook, my teaching peers and friends.  Saying that I can now see how I can utilise those networks more as well.  I have a long way to go but this section of study has shed a new light and given me enthusiasm to make those changes.  I would not describe my practice as limited but it is not focused yet either.  I do believe I will get there though.  I would describe my networking as sporadic and planned when in practice if that makes sense.  I might not engage in a network for a while but when I do I really plan my participation and put a lot of time into it, this is an analogy for my learning too! I put a lot of planning time in but I still not feel I find that clarity.  This is going to be something that will derive out of continuous practice.


3. Are your ideas, position or concerns shared by others within and or/beyond your professional area of work?
Yes I think they are! In relation to my work on BAPP the most comments I have received on a post is a blog in which I opened up about worrying about what others think or perceive of my work. Writers block stuck and struggling!  This demonstrates how others feel the same way and how it can hinder our engagement within our networks.  In my many workplaces it is evident that experience provides confidence - I witness people thriving within a network as their confidence grows.  I am the same and I think it is human nature but we need to remember we only get out what we put in.  I can see people who are more active in their networks and have success because of it for example my best friend is always contacting new people in the performing world and really putting herself out there.  She steps out of her comfort zone to create networks that will benefit her and she maintains her current networks with focus and planning - this is something I aspire to. 

4.  Does sharing ideas and communicating with others shift your thinking, planning or practice?
Everyday! I am easily influenced by thoughts and work of others and I do not think this is always a good thing, it isn't a bad thing either.  In conversations with others I can work out thought processes and decide upon a next step no matter how small.  If I operate alone I don't do that and I run myself into the ground with worry.  I never saw my networks as a way to outsource this but of coarse they are.  With my new found knowledge I can move forward with a clearer attitude and use my networks to help me.  My thinking is my planning which leads to practice.  They all interlinked and the starting point of my thoughts is ever changing and growing by taking in the world around me - sharing.  The more I share the more I will grow and I see that now.

 

5. Does critical reflection help you decide what really matters and the actions to take?
It does now because I think I have developed a form of critical reflection that works for me rather than doing what is asked of me for the sake of it.  I can see that looking outward is just as important as looking in.  I have built the confidence to question the information out there and using what I think will help my practice develop rather than seeing knowledge as an untouchable higher power.  Using that critical approach is much more beneficial than simply information gathering which I think I had a tendency to to before.  I can still develop this further but I have good grounds and I am beginning to see just how crucial it is in helping working out what matters, solutions to problems that arise and how to hold on to ideas that emerge and put them into my practice.

6. To what extent do concepts and theories assist you in thinking about your professional networking in different ways?
I have always found concepts and theories a little intimidating but I have found them crucial to my development.  In taking knowledge from those with more experience and applying it to my practice I am growing into a more developed practitioner.  I see now that even if I do not agree with a concept or theory it is important to explore.  Sometimes even more so as I find myself asking why I do not agree.  The concepts and theories in the reader surrounding networking really openly my eyes to a new way of thinking.  I had never thought of the concept as psychological and now I have a better understanding I want to try the theories out!

7. And do these different ways of thinking have some purpose for you?
Yes they do as they give me direction.  I major thing I learnt throughout part 1 of the BAPP course is that you have to let go of direction.  I have really struggled with this but it is something that I am continuing to work on.  By taking on a different way of thinking I feel a new sense of direction and that excites me.  These new concepts and theories have helped me to build a new enthusiasm to look at my practice further.  Without looking outward we have nothing to further ourselves inwardly.


My time is up! So I finished my sentence and uploaded a stop sign picture but I did stop in the hour and I only have one more question to look at.  Yey this is really good for me!

8. Are you left thinking differently prior to this part of the module? And if so, now?
Yes I do feel differently as fore mentioned I had a blurred view of the concept of networking and now I can see there is so much to explore.  I used to feel quite negative about it but now I can see I am already a part of it and there is so many ways to enhance my practice through it, I feel very positive.  I almost wish I had done part 3 of the module at the beginning to open my mind to the benefits of networking but then without part 1 I would not have a medium to be sharing these thoughts right now.

These are some images I found that I liked in relation to my journey so far:





There is always more than one direction.  I don't have to choose the right way to go it will just happen this way or that! It has been a hard concept for me.








The spy penguin made me giggle and I also thought it is a bit like me trying out my new networking concepts and theories with others not knowing.  A bit of fun before the serious writing begins!

Tuesday 1 May 2012

Sources of info from my fellow BAPPer's aka 3c continued

In order to find other sources of information that I could use in my networking practice I decided where better to look than my fellow BAPPer's.  Here is what I found:

You tube I use this tool but have never thought of it as one of my main sources of information.  I have used it more than I did before through my blogs.  I found it a great way to share and explain ideas I have had through a different medium.  After making a video of my own in  Task 1d I began to realise the opportunities it could open up to me.  I thoroughly enjoyed this task and felt very proud of the result.  Paula Nottingham commented that she hoped to see more of this from me and I hope to utilise this new found tool as I move forward on the course. As I have discovered through my studies I believe my self to be a visual learner and when looking through my blogs I am not really helping myself as it is all chunks of writing.

'Having a visual representation to learn from when you are teaching a visual art is incredibly useful.'
Danni Webber

'Videos on you tube can spread so quickly.' Afi Agyeman

TES This is something I have used in my practice very recently.  I use it in my new role in education recruitment - it is quite adept that I have always been on the search for jobs and now I have a job finding other people jobs.  The teaching I have done has always been quite set and planned out for me so I have not had the need to find a website like TES.  However as I move forward with my teaching it is a great tool to have - a support network of information that will provide endless knowledge.

'Whole library of teaching resources.' Danni Webber

'Gives me inspiration when I am stuck.' Ahmet Ahmet

Television This did not come to mind as a source of information but of coarse it is.  As a visual learner I like to watch documentaries.  In my new role working within special needs education I have learnt a lot from recent documentaries about children who are hearing impaired and suffering with autism.  When you see it happening it is easier to understand and relate to.  I also watched a documentary surrounding the dangerous nature of social media when partaking in the first have of this course.  I have also mentioned before that I think it is important to understand what happened before us in order to move forward and television provides us with an accessible medium for this knowledge.  As an actress I am constantly analysing and learning from the performances of those on television as Laura Sinigaglia mentions in her blog;

'It is a good source of information especially to enrich my acting skills.'

By looking at others work I have recognised other sources of information that I believe will enhance my knowledge and therefore my networking. Thanks guys!

Hollie x

Sources of information aka 3c

"Experience has long been considered the best teacher of knowledge.  Since we cannot experience everything, other people's experiences, and hence other people, become the surrogate for knowledge. 'I store my knowledge in my friends' is an axiom for collecting knowledge though collecting people." Karen Stephenson

Stephenson states that in collecting people we are collecting knowledge.  This is a notion that I have a strong belief in.  I believe that meeting new people from all backgrounds is where we gain our most valuable knowledge and lessons in life.  Looking outward to other theories surrounding networking in 3c I began to see the whole process in a new light.  The psychological element of our practice is of great interest to me - Why we do what we do? Why we make certain decisions and when? The study of other theories broadened my understanding to the fact that every circle I operate within is a network I am sourcing from not just those I consider as my 'professional' networks in relation to work. 

While on the train home today I got thinking about the networks I have joined most recently and why.  I am looking to move to London and I joined a flat share network on line in order to find a cheaper place.  I joined this network to solve a problem, to find a solution.  And it led me to a thought, isn't that why we join all our networks in life - to find a solution.  Whether it be to find a support in friends, the answer to career aspirations or a flatmate we are searching for a solution are we not?  I believe that my desire to make a difference has lead me to subconsciously collect people from many different walks of life in order to collect the knowledge I need to find a solution to my aspirations.  Does that make sense? It does to me and it is rather enlightening.  But how do I collect those people:

1. Face to face This is a source of information that I feel can never be 'topped'.  In a world of technology connections can become so impersonal and distant.  I never have and don't believe I ever will under estimate the power of face to face meetings.  I do not believe you can create a true and sincere connection through a screen or even a phone, you can maintain one but not create one.  In my busy lifestyle phone conversations can be brief and rushed.  By taking the time out of my schedule to sit down and invest time in talking things through the conversations become invaluable and essential to my progression.  My friends are my closest and best network, in building a close relationship I can share fears, achievements, good news and bad.  Talking things through has always helped me make sense of situations and work out how I feel and in turn determining my direction.  Most of my jobs have come through these connections I have made too.  Without affiliation with people we do not share, without sharing there is no network.  We learn to trust people and then we are willing to invest.

2. Phone/text/email I have grouped these together as for me they balance in importance regarding my sources for information.  In reality this is the source that I use the most in my networking practice and I would not function professionally without it like most people in this age.  It is a quick and easy source of information sharing that is so convenient and effective.  In my professional world it is my best way of maintaining contact. An email, text or phone call to a previous work colleague, casting director or employer is not imposing or intrusive when actioned in the correct circumstances and fashion.  It is a great way to stay 'in the loop' and remain at the forefront of people's minds.  By signing up to chosen mailing lists I receive texts and emails that relate to my practice on a daily basis.  What a great source of information - it is sent to me I don't even have to spend time looking for it.  I do not believe I would be able to operate in my networks with out any of these tools.

3. The Internet Where do I start? The information is endless and my practice centres around the knowledge that can be found.  I use search sites like google everyday to expand my learning and open up opportunities.  Anything you want to know you can find online.  It is fact not experience, I feel that experience is a more valuable learning tool but I have found my experiences through the web.  In a way it is means to an experience.  I use social networking sites to stay in touch with affiliations I have made and be a part of new ones as an when it works for me.  I think I could utilise the tools within the web more but I do my best to keep up and at the end of the day there is always going to be more because it develops and grows everyday as I suppose we do too.  I never thought I would be doing a degree through the web!

4. Literature Although a lot of the literature I read is sourced online I still see it as a separate form of information.  I try to keep up to date with what is going on in my fields through literature in the form of subject news and articles.  This is a source I would love to build upon as I feel it would make me a more rounded and informed practioner.  It is so important to keep up to date with the ever changing world and progression within our own networks.  We may go to share but without information we can become stuck.  I love to read and always blame the time factor for not doing enough.  I believe that always as being informed about what is happening now it is important to know what has come before.  Literature provides us with that and I still trust a book more than the web - although I suppose both should be approached with a level of critical reflection.

5. Personal accounts This is a source of information that I use to analyse my own thoughts and feelings about my experiences.  As I have learnt from my journey on the BAPP course it is just as important to look in as it is to look out.  This consists of notebooks, journals, letters I never send, drawings and photos.  This is where the old-fashioned side of me comes out and I really value these practices.  I consider them to be a great source of information to look back on and understand how I felt in order to see if I have moved on, stayed the same or fallen back.  These practices hold great importance to me and help me puzzle through things.  I wish I had a better way of organising my thoughts and feelings but I also believe that thoughts and feelings can always be organised and when mine are not that is when I partake in these practices.  It is a very small network of my own experiences but I believe it be one of the most important to observe and maintain.

Monday 30 April 2012

Theories relating to networking aka 3b

In order to understand the theories out there that can add value to my professional networking I need to understand them fully.  I will work through them step by step in order to really grasp the concepts.

Cooperation

I understand cooperation within networking to be the decision we make to cooperate or not.  We chose what networks to be a part of and how we cooperate within them.  I have made choices along the way to cooperate in certain networks and shy away from others.  These where personal choices and not necessarily a 'strategy' (1) but maybe it was subconsciously.  It is interesting to look at my networks and work out where my cooperation is at it's highest level.  'We can consider our interactions as random or we can see a pattern manifest within them.' (2)  The networks that I am highly cooperative within are those that make me happy, with people in that appreciate me and therefore help my development.  They are also networks that I am passionate about and I know my struggle to be included within them will be worthwhile.  I do not like to think I operate in networks that are for my benefit but of coarse they are otherwise I would be very unhappy and never achieve my goals.  The game theory is interesting to me in it's simplest form as networking is a game in itself in my eyes.  Experienced networkers are clever, they analyse and use their networks to get maximum personal benefit and development.  I would love to be better at this. The idea that there is a 'strategy' (1) to the results achieved from cooperation is very interesting and one that I would like to try. It would be great to find out the answer to:

'When should a person cooperate, and when should a person be selfish, in an ongoing interaction with another person?' (1)

Axelrod's game of Prisoner's Dilemma held interesting results to me that really opened my eyes to a new theory.

'To my considerable surprise, the winner was the simplest of all the programmes submitted, TIT FOR TAT.' (1)

That surprised me to! And it was a nice surprise.  One of the main things that I have learnt about myself during my critical reflection is that I do too much.  I love to achieve and I always look to do more than is asked of me but that is not always a good thing.  Paula Nottingham put an image to me 'It is like me asking you to drive to London and you saying ok and I can drive you to Manchester then I can drive you to Edinburgh.' (3) That is too much and Axelrod again reinforces this within networking - less is more and I need to remember this in my work.  I don't want to cooperate in so many networks that I can not maintain them and build quality development.

'TIT FOR TAT is merely the strategy of starting with cooperation, and thereafter doing what the other player did on the previous move.' (1)

This is so simple and makes so much sense, I have just never seen it this way before.  The idea that you do what those around you are doing in order to win not more or less makes sense to me.  However all the players entered into Prisoner's Dilemma at the same stage and this doesn't happen in life.  In some networks I feel I am an expert and in others I am a novice and therefore I can not follow this 'strategy'. (1)  I can understand that once you are established within a network this could work but how do you get there?

'a member of Congress who does not accomplish anything in interactions with colleagues will not long remain a member of Congress.' (1)

Cooperation leads to success within network.  I need to improve my cooperation and work to really be aware of the other members of the network to perceive how I fit in and work best within it.

Affiliation

I understand affiliation to be our contact with other human beings in our personal and professional networks.  We all crave affiliation it is what gives our lives meaning, but working out how this relates to my professional network is of great interest to me.  Affiliation provides us,

'with a network of support that will help us when we are in need.' (4)

The principle of homeostasis is important to decipher within my practice in order to understand how I feel about affiliation.

'This principle states that our need for affiliation within each one of us may differ, but we each seek to balance our interactions with others to a preferred level.' (5)

When I was younger I really craved affiliation and even now I love meeting new people and creating new relationships.  I know lots of people who have a set of friends and don't want to let any one else in or meet new people.  Maybe they are lucky and have formed amazing affiliations but I believe this attitude shuts out a whole world of opportunity and experiences.  I have learnt that it is hard to find real and true affiliations and it is about finding the ones that work for you and holding on to them when they do arise.  Although I like to build affiliations I also like to stay quite private.  In acknowledging this point I can see how this could be a hindrance one can not work without the other.  Without opening up how can I expect those in my network to open up to me.

'While for particular professions, we might perceive all the barriers to entry into the establishment; it is up to each practitioner to see how to grow their professional networks sideways (to others at an equivalent level) as well as upwards into the established hierarchy.' (6)

This is a answer to the question regarding entry point into a network that I touched on when talking about cooperation.  It is up to me to work out how my networks can grow to get me to the point of equal cooperation and this can relate to affiliations I make along the way.  The concept of moving sideways relates to Simeon Grandjean's idea that our networks are like a game of snakes and ladders.

'If we have too little contact, we feel isolated, but if we have too much contact, we feel crowded.' (4)

This can be directly linked to our affiliation with people in our networks.  It is about finding the balance between these two situations and understanding the level of contact that works for me to get the most out of my networks.  Crisp and Turner go on to say that 'people control their level of contact with others to keep it stable and as close as possible to a desired level.' I do this subconsciously but I did not think about it in relation to my networking practice until I read this information.  I will look further into the desired levels of affiliation that I maintain in order to understand the meaning behind my practises.  In short I know I try and surround myself with positive and passionate people in order to make my world a better place to be.

Social constructionism

'Through our interactions, we can make meanings, which might be the values we attribute to a particular network, our preferred ways of engaging the network or extent to which we are willing to contribute selflessly to the network.' (2)

This statement really stood out to me.  I have always had a desire to make a difference, for me that difference lies in the connections I make with others - affiliation.  This desire is the same as 'makeing meaning' from my work.  I like to think attributes I can make to a network are valued, I prefer to engage in positive and giving networks and give selflessly to those.  I am engaging in social constructionism as I believe we all are.  It is about realising this and the how the decisions we make lead us to find our own meaning and purpose.

'Accepting that the world we experience, prior to our experience of it, is without meaning does not come easy.' (6)

This is an interesting concept and Crotty is right it is not 'easy' to grasp. Of course the world has meaning without us in but it does not have meaning to us until we experience it.  Crotty talks of how we have constructed the world around us and how the associations we make are from perceptions of those that have come before us.  In relation to networks I see this as finding a way of realise that we are in control of our networks and they are not in control of us.  We construct our own meanings from the experiences we have in our interactions with objects and human being.  This is important to remember especially when entering a network as a novice.

Connectivism

This theory was a little overwhelming to approach.  Connectivism has direct relation to the work I am doing right now in being in a learning process and that's why I feel the information is invaluable. 

'Connectivism provides an explanation about how networks both learn and provide the means for individuals to connect and learn.' (2)

I want to know and grasp that explanation in order to add value and understanding to my practice. 

'learning must be a way of being - an ongoing set of attitudes and actions by individuals and groups that they employ to try and keep abreast of the surprising, novel, messy, obtrusive, recurring events.' (7)

I find this statement comforting and it has provided a turning point for me.  Within my networks I think I try and remain in control, conservative and professional at all times.  Although this is obviously important we are all human beings and know that life isn't perfect and is also great fun! in sharing our 'surprising, novel, messy, obtrusive and recurring events' we can only connect deeper with our affiliations than push them away.  I know there is a line that should not be crossed but I do not need to be so closed off in my professional work that I do not indulge in connectivism.

'persisting change in human performance or performance potential must come about as a result of the learner's experience and interaction with the world' (8)

Our networks are our experience and interaction and that is how we learn.  This seems so obvious and simple but it is easy to loose sight of.  I have a tendency to relate to knowledge as a higher power that I am not a part of and that I am struggling to obtain.  In reality my everyday life is my knowledge and it is about taking a step out of it and looking at what I am really learning and how I can develop my practice to learn more.  Connectivism is making things clear for me - I don't want to drive to Edinburgh anymore just London, taking in the sights along the way to enjoy my journey and remember it.

'In a networked world, the very manner of information that we acquire is worth exploring.' (9)

This is important to reinforce in relation to the Internet.  I am one to believe that something is true just because someone more senior tells me it is so.  I believe this to be my judgement when I know the person and see them face to face.  But the Internet is huge and unknown we can not believe everything we read.  It is important to use a critical approach within our web networks in order to maintain our status and understanding.  It is easy to be led off in the wrong direction - it is important to stop and think about the networks we are operating within and making sure they are the right ones to be a part of and find those we are missing out on. 

'Our small world networks are generally populated with people whose interests and knowledge are similar to ours.  Finding a new job, as an example, often occurs though weak ties.  This principle has great merit in the notion of serendipity, innovation and creativity.  Connections between disparate ideas and fields can create new innovations.' (9)

This is a notion that I had never thought about before.  We operate where we feel comfortable, even though we may enter networks as a novice I don't think many of us can say that we have had the 'guts' to embark on a completely unknown network in order to gain knowledge.  I can understand how this would benefit I am a strong believer that we should always open our minds up to new thoughts and ideas.  But how long do we spend exploring other networks when we long to become an experience practitioner within our specialist network? It is definitely something to explore and opens my eyes to the endless networks we can engage in.  Connectivism can always be expanded it never stops otherwise the learning stops and life looses meaning - social constructionism.

As I begin to understand connectivism and it's power the following statements are ones that I will take with me and remember in my professional networking:

'The ability to draw distinctions between important and important information is vital.' (9)

This is a skill I need to build upon in order to continuously move with my learning it may be sideways or even backwards at times but I never want to stuck again like I have done.  Inclusion in my networks will help me build on this.

'While there is a right answer right now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.' (9)

SO important for me to remember! Decisions are not forever and they are constantly changing so don't worry about them so much.  Our networks change and we make certain decisions at certain times for a reason.

'Knowledge that resides in a database needs to be connected with the right people in the right context in order for it to be classified as learning.' (9)

Interesting view for me, I try and gather as much information as possible and while this is important it isn't learning it is just gathering.  In order to learn I need to pick out the right information from my networks - less is more.

Communities of practice

'Learning is the process of engagement in social relationships rather than the process of acquisition of knowledge as an individual.' (2)

I understand the theory of communities of practice to centre around the idea that our knowledge comes from those around us rather than independent study.  This rings true in the simplest sense that even in independent study we are learning from writers that have come before us and got their knowledge from those before them.  As a community we therefore create our own knowledge and it is important to remain active in that otherwise we fall behind.  It is crucial that we ask ourselves the following questions in relation to our networks:
  • 'What it is about.
  • How it functions.
  • What capability it has produced.' (2)
'A community of practice is an intrinsic condition for the existence of knowledge, not least because it provides the interpretive support necessary for making sense of it's heritage.' (10)

This is an important notion for me to take on board.  We all find our place within a network and that is based on observing the current community and where we fit within it. With out this community we do not know where we sit and we rely on the 'heritage' to give our position meaning.

I have learnt a lot from looking outward to networking concepts.  These theories have really inspired me.  They are psychological and relate to human thought and feeling which I have always had great interest in understanding.  I haven taken all these concepts on board and I will work to develop elements that have really stood out to me and I am positive that this will shape me into a confident and resourceful professional networker!

(1) Axelrod, R (1984) pages xi - xiv
(2) Middlesex University Reader 3 The Networked Professional
(3) Conversation with Paula Nottingham
(4) Crisp&Turner, 2007 pp266
(5) O'Connor & Rosenblood 1996
(6) Crotty, M (2005) pages 42-44
(7) Vaill 1996, p.42
(8) Driscoll 2000, p14-17
(9) Siemens, G (2004)
(10) Lave and Wenger 1991 pp. 98-100