Looking back to when I first started the BA Professional Practice Course in 2009, my whole perceptions and attitude towards academic learning has completed a u-turn. I never really enjoyed school or fully appreciated the reasons behind academic learning. Through this course I have developed an interest for educating myself, I read more and genuinely feel more challenged in my academic learning by doing this. With my chosen career path of being a performer, physical health and ability is everything but I also want to mentally be stimulated and challenged, this course has defiantly done this and has set me on the right path.
At first I did not know what to expect and found myself a bit confused, trying to understand the step up of the modules. After blogging and creating my CV which I cannot even count how many times I have used it since, and finding the academic writing style (now releasing this was the easiest part), the course became clearer. I learnt where and how I had developed as a practitioner through the first module.
In the second module I found my project idea quite quickly, I was passionate and excited which I think kept me engaged when times were hard. The idea of actually creating and running an outreach programme for my workplace through this course intrigued me. So on with the writing of my project proposal, this was when I really found my feet. I developed a understanding and enjoyment of wanting to learn more from my own practices and how this course will benefit me in my future.
'Analysis' the key word to this course, from the very beginning KLOB cycle, reflection in my dairy throughout the process, on Blogger etc. Analysis is a factor of this course which I will carry on to improve and develop my practices as a performer. Using interventions on the internet such as Blogger and Google Docs allowed myself to interact and learn from fellow BAPP learners. The flexibility and access of this was perfect for the life style that I carried over the course.
The last module has been an adventure in its self I am so proud that I managed to practically create a working project for my workplace. Looking back over the process and my learning experience, I have found it was one of the most demanding and challenging academic experiences so far in my education. But at the same time an intriguing and proud thing to accomplish this project and make an impact of the young people involved in Ed-sex-tra. I've learnt how to inform and create a theatrical project in TIE from scratch and produce a working performance workshop that makes a difference.
Throughout the course I received great support, time was given to me to fully help me understand my practices and applying my academic skills in the correct manner. My advisor gave me confidence to believe in myself and my project which allowed me to question and challenge my practices and learning progress. Having one other person who knew my project and understood what I was talking about even when I felt like I was in a world pool of data and ideas, it helped to clear my head.
I entered this degree not knowing what to expect but to achieve a degree in my passion of performing theatre. I have now come to the end where an even greater passion has been discovered my love for Theatre In Education (TIE) and wanting to learn more. I am currently looking into a MA course to start in 2012 and I am auditioning for touring TIE companies. I want to see the world and what better way through touring theatre.
Tuesday, 26 April 2011
Log 3 Summarise main project findings
Through the project Ed-sex-tra five main findings was produced to find out 'How can TIE educate and explore sexual health awareness through an inclusive method?. The project was successful in many ways.
• Barriers were identified which could affect an individual's learning experience in a sexual health lesson. These included; embarrassment, peer pressure, religious and cultural views on the topic, the educators training and school's SRE programmes in place. Addressing these can prevent a negative learning experience for an individual.
• Creating interactive activities through inclusive workshops enables a comfortable learning environment; this was a different learning experience for many of the participants.
• Over 70% of the participants came away from the workshops with new information about sexual health, whether that was at Chickenshed or within the school setting.
• The use of multi-agency work, with local nurses, clinics, schools, youth services and minority groups like homeless or BME communities works well together and is also needed to produce a support network for young people which is provided before and after the programme.
• Creating an environment where multi-accessible learning inventions are in place will benefit more people. For example, using interactive learning - group work, media - music, visuals - a piece of theatre, pictures, and expression - writing, movement or speech. This was key to the enjoyment and learning experience of the participants.
A project like Ed-sex-tra using an open, creative and accessible theatrical technique, inclusive theatre to educate young people works. The interactive approach engages young people in a positive learning experience which is fun.
• Barriers were identified which could affect an individual's learning experience in a sexual health lesson. These included; embarrassment, peer pressure, religious and cultural views on the topic, the educators training and school's SRE programmes in place. Addressing these can prevent a negative learning experience for an individual.
• Creating interactive activities through inclusive workshops enables a comfortable learning environment; this was a different learning experience for many of the participants.
• Over 70% of the participants came away from the workshops with new information about sexual health, whether that was at Chickenshed or within the school setting.
• The use of multi-agency work, with local nurses, clinics, schools, youth services and minority groups like homeless or BME communities works well together and is also needed to produce a support network for young people which is provided before and after the programme.
• Creating an environment where multi-accessible learning inventions are in place will benefit more people. For example, using interactive learning - group work, media - music, visuals - a piece of theatre, pictures, and expression - writing, movement or speech. This was key to the enjoyment and learning experience of the participants.
A project like Ed-sex-tra using an open, creative and accessible theatrical technique, inclusive theatre to educate young people works. The interactive approach engages young people in a positive learning experience which is fun.
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