"Mapping to Build Understanding" - Discussion from Friday PM Skype Call

We started off the session with Adesola explaining to us the purpose of 'mapping' for our inquiry. The purpose of mapping is NOT to prove something you already know and have other people agree with your opinion, as this will not aid in taking your practice further. RATHER it is important to explore mapping the field AROUND the topic. This is exploring points such as:

• Why are people agreeing/ disagreeing with you?
• What has been done in the past to implement/ create awareness/ change the topic point?
• What is it specifically you are looking at?

It's all about learning to look at the bigger picture, but by having a 'map' you have a focused starting point. It's not just about getting from A to B, but about finding connections through exploring the field - this could bring up points that may not have been relevant to you before, or that you simply just hadn't thought of. 

Albert Einstein said, "Logic will get you from A to B. Imagination will take you anywhere". It's about finding connections NOT answers. 

I think the TEDx Talk "Happy Maps" by Daniele Quercia is an interesting metaphor for the 'mapping' process of the inquiry. While he is speaking about physically mapping and exploring a city in the form of an app; it can apply to our BAPP journey and mapping our own practice. It is not about getting from A to B in the shortest time; but what one can discover on the way physically, emotionally and spiritually. 

At the end of the discussion Adesola brought up the interesting fact that 'mapping' tends to quantify data. It is important to remember that some information is left off of maps and that it is important for us to explore the data that may not be relevant to our map and why we decided to leave it off.

I pass the question off - what does 'mapping' mean to you and what are you 'discovering' along your BAPP journey? 

Tedx Talk "Happy Maps" by Daniele Quercia

https://www.youtube.com/watch?v=AJg9SXIcPiM&list=PLOGi5-fAu8bFXc7SmMcxsLph1Eis7mkvq

What Does 'Qualified' Entail? - Discussion from Wednesday AM Skype Call

It seemed fitting for us to start the group discussion on critical thinking. Throughout the BAPP course we are encouraged to critically reflect upon our practices. Critical thinking is objectively analysing an issue to form a judgement. This is taking what the world accepts as 'normal' and questioning it. As people were critically thinking upon one part of their practice, it came up that the ISTD syllabus is not easily accessible or adaptable to students with special needs. This resonated with me as part of my practice is teaching the Trinity Guildhall Musical Theatre and Performing Arts syllabus for students to gain certificates through examinations. Some of my students however, have physical disabilities, are on the autism spectrum or are hearing impaired. This then made me realise that the syllabus would have to be adapted slightly to meet each student's requirements and still allow them to participate. We discussed for a bit how these examination boards should have policies for an adaptable syllabus to be more accessible to students with disabilities. 

Then a very interesting question was brought up, "What is your opinion on someone with no formal dance training or qualifications taking a 'dance class' for children with special needs?" This is something I had never thought about. As a qualified musical theatre and dance teacher it really worries me when hearing stories of people (children especially) having terrible dance injuries from a teacher that wasn't qualified and 'pushed' them too far. However, in a situation such as this where it's an hour for these children with special needs to move their bodies in a fun way, try something new and create happy memories surely there's no harm? It's to be assumed that they will not be doing anything considered 'dangerous' such as acrobatic tricks or steps too taxing on their bodies; so therefore where's the harm in letting someone have a boogie with them for an hour a week? 

This then leads one to critically reflect and ask the question - what does the word 'qualified' entail? Is it someone with first hand knowledge and experience in the situation? For example in this instance, a parent of one of these children? They will certainly have first hand experience with how to see to the needs of that particular group of children. Could it be a trained psychologist or physio therapist with degrees who have worked with special needs children before? Does the teacher have to have a formal teaching diploma or degree to be able to be in that situation? Or could it be someone with years of formal dance training and dance experience? The question "What makes a good teacher great?" is also applicable to this situation. Just because someone has a formal teaching certificate does not mean they will be a great teacher. 

I truly feel in this circumstance there is no right or wrong answer. If it were an academy of dance where students are taught technique and will be taking formal examinations, then you would expect the teacher to have first hand training, experience and qualifications to ensure the safety of the students. In a situation where a group of special needs children are having an hour of fun in a safe environment and where the focus is more on the 'feeling' than the 'discipline', then I think it's safe to say that the teacher does not have to have formal dance training or dance qualifications. Azul Terronez says that a great teacher is a great listener. I feel as this is especially resonant with special needs children, in a world where there doesn't seem to be any space for them or there is too much noise drowning them out, a great teacher is someone who will listen and acknowledge them. 

I would like to pass the question off to other people - what does 'qualified' mean to you and is it important to your practice? 

Tedx Talk "What Makes a Good Teacher Great" by Azul Terronez 

https://www.youtube.com/watch?v=vrU6YJle6Q4

Starting Module 2

It's a new term and for me, the start of Module 2!

Saturday Skype Session Review:

1. Blog posts reflect where you are at with the BAPP course and any new insights or thoughts

2. Reading other people's blogs will help you navigate the course better

3. Commenting on other people's blogs encourages networking and collective thinking within the community

4. Know when deadlines for assignments and various forms are due

5. Learn to navigate pages such as Turnitin and MORE before submission deadlines

6. Rely on the Module Handbook for literature, leaning outcomes and details for submissions

7. Skype sessions allow for collective learning and reflection on topics in the handbooks


I must admit that starting something new is always daunting, and reading through the module handbook at what I will need to submit after 12 weeks has left me feeling overwhelmed. However, I remember feeling the same way at the beginning of Module 1. What I found to work for me was to systematically work through the handbook, be involved in Skype sessions and look to other people's blogs for clarification. Part of the BAPP course is to be a little lost - as that is the only way to stumble upon different findings. I like to think of it as "practice" because we have not yet perfected what we do; as artists we are constantly having to evolve and therefore can never settle on being 'perfect' because in our field there is no such thing.