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

Open day

My place of work had an open day on 20 October 2012. I was shock that in this open day, the students and their parents were only interested in their chosen subject. They weren’t really interested in what the college had to offer. The college has a lot of enrichment programmes and even hired for the first time ever this year someone who will organise and arrange the enrichment programme. For the day, there was only about 5 or so interest in the enrichment and social aspect side of the college. At the moment the focus was on the academic aspect side of the college.

Also what amazed me was the fact that Performing Arts programmes had very little interest. I thought that this department would be very busy and packed with potential students and their parents but it only had about two to three interested students/parents per tour where as Social Studies and Childcare department were over flowing with potential students and parents. Colleagues’ even made comment about how popular this was. I really don’t know why this was and I couldn’t investigate this further because I was working with the enrichment/ youth worker since my role and work relates very closely to this area. I was also dealing and promoting finance and counselling. My guess and suggestion might be because of the university fees raise and credit crunch that young people are thinking ahead of their future and want a secure jobs. These sectors will offer them a secure job and in some case free education after their college life. I will have to investigate this further and possibly have an interview with the teacher who was at the opening day and see their views and thoughts.   

Getting reply to interview request

Is it me or is it hard to get a reply (any form of reply) to an interview you have requested.

I first contacted (by phone) all the schools and institutions (colleges) I’ve been interested in, to see if it was possible to have an interview with some of (Performing Arts) their staff and students. The told me it was ok and that I’ll need email conformation and consent forms (for the schools). I did this and email them everything. One professional even gave me the green light but only with emails (I felt uncomfortable with this because it is more like a questionnaire and also this will mean that I will have to refer to the same questions and can’t really manoeuvre) but I agreed and talked to my advisor, Adesola about it. She told me I will have to accommodate to this professional’s wishes and may need a follow up. I tried my best to limit any follow up by re designing the questions. I then emailed her a confirmation email with the questions. I still haven’t had any reply, I did say to her that she can email me her answer till the end of November but I expected a reply to say that she received the email/questions, or she can’t do it or will do it later. I haven’t received anything.

I can’t go to these schools or institutions because I just started a new full time job at a college and my hours are the same hours as these schools/institutions. Plus it is difficult for me to do it before or after work as my travel to work is minimum of one hour (with out the busy period traffic).

I just wanted to know if any one is facing this same situation and what are your solutions. One of mine is that I am going to try local stage schools for the students/parents to see if they will do the interview. With the professionals, I don’t know yet. I’ll try my work to see if the head of Performing Arts/Drama will do the interview. I am really worried since I feel like I am way behind. I really don't want to rush this as this work is due at the beginning of January and is worth about 50% of our overall mark.   

Campus Session 2 Module 3

Wednesday 31 October 2012 Campus Session was very interesting. We discussed a lot of things and issues that can help us with our inquiry. I’m just going to explain two things I found really helpful in tackling the inquiry.

The first helpful advice that came from the inquiry is to consider all your literature as a close group of friends who all have different concepts, ideology and theories about your particular inquiry. Their ideas and theories count because it will help to give the inquiry a more 3D and a more rounded form. Also it will help you to analyse the inquiry in more depth and add more shadows and shades. Just as you will refer to a friends concept you can also refer to these literature concept; for example, if your inquiry is about what car manufacturer is the best. When you want to argue your point, we generally refer to what our friends say. If Johnny thinks that BMW are good because it has stronger engine or Bob says that Ferrier as great because it is fast, we will use these thought and concept as a way to strengthen our point or our findings. It is the same when we are using these literatures. We use it to try and explain our findings and how these concepts compare to our findings.

The second helpful advice is to tell a friend our inquiry using the different headlines. If our friends explains our inquiry back to us and understand it then it is more likely that the inquiry is very clear and it can be very clear to the generally public because we really are write this inquiry for the generally public.

Critical Reflection of the Inquiry plan

This module is about planning a research project/inquiry (that students will later carry out in module 3) that interests a student in a field that relate to their profession. Critical reflection on the course is to encourage student into self evolution of their work both in their professional and in their academic life.

Developing a Line of Inquiry

The module as well as the last module is continuations of learning tools I would need to achieve the ultimate goal. Before I conducted the inquiry I started with some rumination on what my past qualifications and experiences were and my future aspirations. The initial plan was heavily based as a marketing tool (it was meant to be a research tool) Appendix A with too broad and too vague of a subject Appendix B . After my feedback and much deliberation, I decided on the finalised inquiry plan. The targeted age groups for the inquiry are 14 and above.

Researching Ethics

The challenges that I faced during the project was tacking ethical issues that outlined what is required for a research. Initially my focus was on the ethical issues that affect Performing Arts studies and the safeguarding of working with children and young people. Once I gasped the understanding (through my feedback and self reflection techniques I learned from module 1) that it is the ethically issues that relates to conducting a research, I restarted the ethical research process. Once the research was conducted, I realised that I knew some of the ethical issues however; the explanations were not conducted in the correct manner. This was a new learning experience because of the lack of experience in planning and conducting a research and a research plan.  

The Inquiry Tools

Original, questionnaire was one of the research tools that were going to be used in module 3. After my feedback and some contemplation; the questionnaire is now taken out as a research tool, simply because the line of inquiry as been modified and changed and it will not shield any new information to the inquiry. A sample questionnaire was conducted and some questions from the questionnaire are going to be used and altered for the focus group.    

Conducting a sample of the focus group before module 3 would be too complex because writing, (planning a focus group) sending and receiving all the consents forms from parents will be rather impractical at such a short notice and sending all documents relating to the ethical issues about conducting a research will have to be verified by the university officials and the module would have to be passed by myself for this to go ahead. The telephone interview is another tool with many obstacles. The time of year it is in the academic calendar (February-May) is very difficult for academic staff to offer their free time because of exams, assignments and performances for current students and interviews and application process for prospected students.

Questions for the Professional Inquiry

After serious brainstorming, analysing and thinking about the line of inquiry I want to pursuit; I have come up with some questions I think might be befitting to the inquiry and I would like some feedback if that is at all possible. Thanks again in advance.

Who is my market audience?

What are my Unique Selling Points (USP)?

What marketing tools are available?

What marking tools are more effective in developing clients/students interests?

What marketing tools are more cost effective for a new business/performing arts school?

How can these marketing tools communicate the school objectives to potential students/clients effectively?

What period of time should new company cease marketing?

Ethical Issues from personal assumptions

From observation and research (Book: Business on a Shoestring; Working Ethically, authors; L Clifford, T Hindle, N Kettles, C Somers and L Somers, Publishers; A & C Black) it seems like ethical issues in the work place (it doesn’t matter about what field that work belongs to) steams from some form of moral issues and standard. Ethics in the work place really took hold when these animal activists (as well as other protest groups) started protesting against animals been used, exploited and killed for consumers use. Ethics in the workplace is relatively new and only started in the last 30 years or so. As far as I am aware all work places as a standard ethical issues which are:

• Be punctual (time means money)
• Be polite, be friendly
• Be approachable (a smile goes a long way)
• Be neat and tidy (A presentable person is more likely to be taking seriously in the work place)
• Be prepare (as the saying goes: fail to prepare then prepare to fail)
• Be considerate (so a certain extent, because it seems like higher the climber on the work ladder the less this is show)
• Be respectful
• Use your initiative
• Do all the necessary training and gain all the necessary qualifications and knowledge
• Show some interest in the work
• There should be a break after about every 3 or 4  hours of work

These are the basic ethical issues that all work places follows but I know that there are additional ethically issues in different work force depending on the field you works in. From what I am cognisant of in the educational sector and other sectors that deals with vulnerable children and adults there are few ethical issues that are important such as:

ü      Respecting personal space and not to invade it (this is more important with children and young people)

ü      When dealing with difficult situation and examining a patient/client there should be at least two adults

ü      For about every 30 plus pupil in the class room there should be at least two adults

ü      Needing consent forms to publish images or film of a person or a child

ü      Having the right checks (i.e. CRB) to work with children and vulnerable adults.

ü      Not disclosing any personal information or issues and respecting their confidentiality

ü      No sexually or inappropriate relationships should take place  

In the acting and entertaining world there are unspoken ethical or should I say “unethical” issues such as:

v     Never contact the director/producer directly

v     Dress for the part or character

v     Consent/Release forms needed to publish images and motion pictures

v     Put up and shut up about any issues that may occur (because you can be easily replaced)

v     Perform and work through what ever pain, personal and emotional issues you are going through (again because you are easily disposable).

The entertainment industry is still the industry where the line between ethical and unethical issue is still a blur because the competition is high and the replacement of talents (even established talent) can be easily done. Even though there is the Equity union, artist still finds it hard to take action because of names been black listed and reputations getting tarnished.  

Award Title and Line of Inquiry

After some serious catching up, thought about what I want now and what I will want in the future (I am still at a cross-road), my past work experience and enquiring about the award title with past and present Module 2 BAPP students and Alan. I have decided not to limit myself with the award title because life is very unpredictable and the world of the work place is very unstable (think back to when the credit crunch first happened in 2008 and how many people have lost their jobs and made changes to their lifestyle). I am stuck between two award titles, which;

BA (Hons) Professional Practice in Performing Arts and Management

BA (Hons) Professional Practice in Performing Arts with Management

The reason why I came up with these titles is because as a Professional Actress/Performer for the last 5 years or so, I have managed my own career especially the first four years when I did not have any agents. Also as a freelance performing arts instructor, I also had to manage myself, a class full of children, young people and adults (although not all in the same class). I had the opportunity to run my own 2 weeks summer school with Newham in 2009 where I had to manage both young people in a class and a small staff of 3 and designate roles and responsibility to my staff (I did have the centre manager for support). I set up my own Sunday school at my local church from scratch, where I had to ensure that all the necessary paper work was in place to ensure the safety of the children and myself and my staff. I also did all the advertising and marketing with plenty of research.  

I believe that one of these award titles will serve me well because I would like to start my own business and I believe that having a title/titles like this will not only help to secure funding, clients, and business dealings but it will improve my over all image, profile and marketing. Also if I start my business and it didn’t work out or I decide not to start a business and cease myself employ status, I can enter the work force at quite a high position because I would have the qualification to match my experience.

I would like my inquiry to be about; the strategic marketing tools needed for successful Performing Arts school.

I believe that this is an important inquiry because I know many people whose Performing Arts school/stage school are no longer active because of the credit crunch and I want to inquiry about how I can avoid the pit falls in case there is another credit crunch and how my school can stand above the competition.  

Please let me know what you think about the award titles and my line of inquiry.   

Thank you in advance and I appreciate your comments and thoughts.