All the Best

I want to wish everyone who is doing Module 3 all the best. I hope everyone get the grades that they really want and deserve. I wish everyone the great success in their future. Stay happy, healthy and successful.     

Journey

Initially when I first started this course I was nervous but happy. When I started to do the modules I was dishearten, discouraged and disappointed because I didn’t understand what this course was about. I even thought that the teachers were barking mad and didn’t make much sense because they would gave an advisor or a tip and I will try to do the work according to how I interpret their advice. Then when I get my work back with all these suggestions I was confuse. When I even meet with my SIG buddy, we would made comments about the course and teachers about how confusing this is. I even thought at some point that my advisor was crazy and didn’t make sense.

Now that I am also to the end of the course and about to complete it, I realised that it was me who was barking mad, crazy and confused. I now really appreciate this process and all the advice I got from the teachers especially Adesola and I am so grateful for all her help and support. This course I think not just help you gain a qualification but it gives you tools that you can use for life in any profession. It prepares you more for life (not just professional or academic life) than the normal degree and I remember Alan saying this to me right at the start of the course. This course allows growth and reflection.

Before I did this course I did a lot of reflection and analysing because of my Performing and sporting background. These disciplines allows it participants to reflect and analyse self performance so that they can be the best that be, however, the reflection only relates in these fields. What this course allows students to do is not only to reflect things within their profession but within their lives. It allows students to view the whole picture and circumstances and this module (module 3) has really homed these skills in. Module one teaches you the different forms of learning, analysing and reflection and how not to see what seems like a failure but has a success (celebrating your failures). I will take these skills to my students and my next career to help support them through difficult times especially when they think that they are failing.

So to all the staff at BAPP, THANK YOU and I wish you all the very best for the future

Support

The one theme that seems to come up in this inquiry is SUPPORT. It seems like support in any shape of form is pivotal to success.  Many professionals at these educational institutions all agreed that when a student has the right support and guidance, they are more likely to succeed and complete their course to the best of their ability. Many students I work with have low self-esteem, confident, self belief and achievement measurement because for most of their life they didn’t have the support they need. It is very difficult to try and raise their confident and self-esteem up especially when they had a lot of negativity in their lives.

Support comes from any source. Initial support starts at home then continues at school and with different groups within society.  The home support is the biggest support because that builds the foundation and helps shape our self-worth. If this isn’t there then it is very difficult for our sources to have a major impact within the person.  Many institutions and teachers stress that when a student continues their education (from the compulsory education), the parent still has to support, guide and help them more so than when they were attending school. 

Diplomas Vs Advance Level

From my research I have found out that performing arts subjects tends not to be valued as much as other subjects, so my research is focused on all the excellent qualities and transferable skills Performing Arts subjects has to offer.

 The one shock I really got from my research is when I found out that Diplomas are not as valued Advance Level both in employment setting and in higher educational. This part of my research got my attention when I came across a book called "Non-Traditional Entrants to Higher Education: They talk about people like me" by Marion Bowl . This book did a research on women who have family and thought that they will never be good enough to go to university. Most of these women had diplomas in other subjects but their diplomas (even at level 3 which as the same weight as A-Level) did not meet some of the universities entry requirements. I was shock when I read this and thought it was incorrect because I did a BTEC National Diploma in Performing Arts at college and was able to secure different places at university including my first choice. However, when I went on a blog spot about the college I work at, this guy wrote a very interesting post about how diplomas are bad and he will never employ anyone who is under 21 with a diploma.

Then when I was mentoring a student at work, who wanted to study Psychology at Westminster University, she informed me that she was afraid that she might not go to university because not all university or courses take students with a diploma. I told her that is was not the case and that universities entry are based on grades or ucas point. When I was trying to prove my point, I went onto Westminster university website for their BSc Psychology entry requirement and was surprised to see that it stated that they do not accept diplomas.

If a student is studying drama for example (this is a form of practical form of psychology), then it means that a student has wasted two years of their live. The main reason for this snub is that many people think that diplomas are too practical and therefore easy, however their are written elements involve in diplomas. Most diplomas are 70% practical and 30% written and teachers really stress how important the written element is on the course (this is stated by all the institutions I visited).

I personally don't understand this snobbish attitude to Diplomas and all the students I has stated that the courses are not easy. When I did my diploma, I certainly didn't find it easy.

 

Artifact

Even though I just started writing up my inquiry (last weekend) because I wanted to do most of the data gathering before I tacked the writing aspect of things. It seems like I am behind especially when I read other blogs, but, I have to say that I have also used my time to research (this also need its own research process) and think about how I will present my artifact.

This is not an easy process (I also tends to opt for the difficult formate and research when it comes to this inquiry) but my final discussion in how I will present my artifact not only suit the inquiry and its audience but also fit me and my life journey not only in this course but for outside of the course.

I am hoping to complete first drift of the inquiry and give it to my adviser by mid next week and then finish the main body of the artifact. I have tackled the artificial section.

I would like to complete everything by next weekend (30 March 2013).  

Depending on Others

One thing I have struggled with this inquiry is to depend on others. Even though this is not part of my inquiry (as in the content) but it is part of the process I have found the participants to be very difficult to get. I noticed that as soon as I mention the word "research" people seems to run for the hills. I really had to be inventive and think outside the box to get the information that was required for the inquiry.

When I wasn't really getting any when with the institutions I thought about visiting open days because this give me the tool to have a honest answers from the institutions. I still didn't get the interviews I needed from potential students and their parent (after exhausting all my resources, by calling schools, emailing schools, visiting and calling stage schools (this was an idea from my SIG buddy Rozana) and even praying I'll meet willing participant during the open days/evening). However, I did meet an older participant in my last open day visit and she was great. I will use some of her interview in the research. Due to all the problems I was facing I have decided to change my inquiry slightly from "What makes an attractive performing arts course/institution?"  to "Why are Performing Arts courses so Attractive". By changing it to this title still allowed me to use all the information I have gathered up both from the open days/evening and the literature to continue with the inquiry.

At first I was angry about the participants (or lack of), but now I am grateful to them and I am happy with how things turn out. I have now learnt more about all the good qualities performing arts or creative subjects have to offer not just to people who are in the profession, or its students but to society and the human race as a whole. Before this inquiry I knew some of the qualities and skills such as confident, interpersonal skills and self expression. But I now release how close psychology, science, sport and performing arts (just to name a few subjects) are and how learning and participating in performing arts gives you other skills and insight into other subjects. I think this is one of the reason young people (16-19 years old) are encouraged to study Performing Arts as one of their courses in college when they are unsure of what career direction to take. I also discovered that students who did Performing Arts courses have secured university places in really good courses such as Law, Bussiness, Accounting and some students have gained excellent position with top law and accounting firms.

Through my research I also found stigma linking to the type of qualifications performing arts offer. I have discovered that most performing arts courses are BTEC qualifications and these qualification tends to be looked down upon by (some) universities/courses and some employers in favours for the more academic Advance Level (A-Levels) courses. However, every institution I spoke to said that BTEC qualifications are more suitable for Performing Arts Courses especially those who want to enter the industry.    

I also find out things that can help anyone on any courses that is really big and important and that people who either have it, take it for granted or wished they didn't have it.

This research has really helped me learn more about the course I studied for many years but more about myself, my work with young people and my society.

Discovery

I am shock to say that Adesola was right when I spoke to her around October of last year. She told me that I had more material in my inquiry than I realised and she was absolutely right but, in my panic mood of mind of not completing any interviews or having limited literature sources, I did not see it at the time. I thought because I haven't completed what I stated from module 2,  It was going to be impossible to do the inquiry (I still didn't have enough information to complete the inquiry but I had a lot of information that would have been a great starting point and was a great starting point). It was only when I started to attend the open days and researching some of my literature that I knew more about my topic than I realised.
My experiences as a Performing Arts student and my new work at a six form college had given me a lot of insight and information into this topic.

My point of this blog is to look at the broader picture and expand your mind, thought and experience beyond the initial findings because you will be surprise at where the inquiry can take you.  

Literature

One thing I am really appreciating about this inquiry and the research is the literature support. Initially I was lost about the sort of literature I needed and how to find it. I also thought that the literature had to be very closely linked to my inquiry (more or less identical to the inquiry, but then it will not be a new inquiry or discovery; will it) and the subject matter and I really struggled. I even complained about this in my earlier post.

Then I soon discover that this is not the case and the subject matters the inquiry is associated with is heavily linked with education and anything to do with education as well as performance I should look into it. Once I broaden my search it became easier to uncover a lot of literature that can be use in the inquiry.

I love how one literature can lead you onto another literature they used in aid of writing their subject matter and interests (just like I stated in a previous post about considering your literature as a friend. I consider these literatures as a friend or a friend or acquaintances). This is great because one book or research can link you to other book or researcher and before long your reading list and literature review has grown in a very short time period.

There is a lot of reading involve and a lot of analytical skills that has to be use not just to discover and understand the literature itself but to also try and fit and link it in your inquiry.

I had a literature about women attending university. At first I thought this has nothing to do with my inquiry and I was wasting my time. However, the more I read the book and the more my inquiry progress; I discover that this book and the researcher have a strong link to the inquiry. It backs up and supports some of what I am now discovering about the educational system after the primary and compulsory education (post 16 education or GCSE) as well as disagreeing and going against some of the points I have recovered.

I am now fully aware that both the evidence (whether for or against your inquiry) and data collection has to be done together for a fully in depth understanding and progression in the inquiry. I realised that one cannot be done without the other, otherwise lost and confusion can foster and cloud the true result of the inquiry.

This leads me perfectly onto how free and somewhat blind you have to be to the inquiry, the outcome and the result. Let the inquiry control itself and the result. One it’s easier and gives you a lot more room to manoeuvre and it’s fun to discover new things.   

Open Day/Evening

I had a mix success this week in regards to my interview with the institutions. I had a very successful interview with one institution on 7 February 2013 where the staffs were nice, welcoming and answer every questions. I also took the opportunity to had over a consent form and letter to a parent and her daughter who attended the performing arts opening evening. I'm still waiting for her phone call, I don't mind if she doesn't call because both of us were asking questions at the same time and the information and observation I got from her and her daughter answer most of my questions. I just missed the beginning of their inquiry about the course and institution.

The second open day I attended was a wast of time because they only did a level 2 course in Performing Arts and I am really interested in a level 3 or above course.

I still have about one more interview to collect from the institutions and I have about two more chances/open evening to attend.

I am hoping I can also interview parents/students on the day of these event of interview them over the half term.

After the half term I really want to start analysing the data and literature and over the Easter break to start making an attempt on the inquiry.

The good news is that I now know the format my artifact will be presented and it is a format that compliment very well the inquiry and my journey through this course and life.

Timeline

Above is a rough estimation of when I should complete each tasks for the inquiry.  I am on track according to this time line. I just need to attend one more open day/evening to complete my interviews with the institution and by next week I would have completed my interviews with some students. Over the half term, I will collect all the literature reviews.  

Literature Reviews

After attending the presentation I now know what can of literature review that is required for the inquiry. After re-investigating some literature review, I have found some that is related to my topic. However, the literatures I have come across so far, either talks about primary educations or university educations. So far I haven't come across any literatures that talk about (UK) college or Further educations. If anyone and suggests any literature they might have come across relating to Performing Arts in colleges (UK) or Further education, I will appreciate it.

Here are some of the list of literatures I have come across; Some of you may find these relevant to you inquiries.


Flood Sweat and Theory: Research Through Practice by John Freeman

The Dance Conortium Report on Arts and Cognition in Performance

Research Methods in Theatre and Performing by Baz Kershaw and Helen Nicholson

Non-Traditional Entrants to Higher Education: They talk about people like me by Marion Bowl

Understanding Learning and Teaching: The Experience in Higher Education by Michael Prosser and Keith Trigwell

Parental Choice? A Critical Reconsideration of choice and the Debate about choice by PL Thomas

Teaching for Quality Learning at University (4 Edition) by John Biggs and Catherine Tang

Choosing the Right College 2010-2011: The Whole Truth about America's Top School by John Zmirak

Choosing your Degree Course and University by Brian Heap

My first official Opening Day for the inquiry

I attended an open day today. I thought this was the best way to get some information from the institutions and after I told and asked Adesole if it was ok to conduct my inquiry in this manner (from my previous post, you all know that institutions were more than shy to conduct an interview with my inquiry). I was hugely disappointed. There wasn't any one from the Performing Arts department and any current students to talk to about their course or to do a mini tour of what the college has to offer.

After travelling a long journey, I thought I might as well get some information. I then was pointed to the direction of three ladies who sat behind desks. When it was my turn to speak to one of the lady, she couldn't answer any questions and just printed off one page of information for me and gave me a prospectus. She then said that I should to a teacher by calling (which by the way she didn't give me any particular name or name).

The whole day was conducted like an interview. I thought an open day was for potential student to have a feel of what the college is like. View the facilities and talk to current students and staff to then make a more thorough decision about if the college or course is really for them. The open day was not even conducted in the campus where the performing arts is taught. If I was a potential I would not want to have stayed at the college.

I will be attending two more opening days this week as well as my workplace having one on Wednesday. I am hoping to get more information from other colleges.

 

Presentation Day

Last Thursday I attended the presentation for the students who has completed Module 3. I have to say it was great. Everyone worked so hard and was passionate about their inquiries.

I also thought it was great for me because it was an eye opener of what is expected not just for the presentation but, for the module and the inquiry in general. I was a bit lost and confuse about this whole module but, attending the presentation as more than clear up any confusion about what the inquiry wants from us.

I think more future Module 3 students should attend the presentation.

Thank you to everyone who took part, it was a great job and you all should be very proud of yourselves.

WELL DONE