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.
Monday, 8 November 2010
Log 2 - Reflections on working collaboratively using Google Docs
Google Docs is another networking tool used on the internet; where you can create or upload existing documents. You can store, edit and share your work if you wish to with Google Docs.
I have found this networking tool a lot more useful than I thought I originally would; I felt that the idea of sharing your work amongst my peers like my project report would not benefit myself and that it may be of more use to others than me. But I as I went on I found that other documents which I could choose to share like workshop plans became more useful.
Google Docs has been a core communication method for Stephanie and I as we can work on and develop documents such as workshop plans and script work using Wiki. As Stephanie and I have other commitments like jobs and other projects within our workplace, time has become very precious and sometimes has been hard to arrange the time for both of us to meet. Using Wiki we can work and edit documents at different times.
Using Wiki in Google Docs has allowed for the smaller targets we have sent within the project to be achieved and also saved us time. Before we used emails to send documents to and from each other which worked but did not allow us to edit the one document instead we ended up with numerous documents which becomes unorganised and confusing. With Google Docs one documents is only needed which makes things a lot simple.
With Google Docs I can store my documents clearly and safely. In the last module my USB caught a virus and I lost all my work, fortunately I had one hard copy which I used to start all over again, but I did not want this to happen again. Google Docs has solved this problem as I can save my work to the site safely and know that it is secure for me to access at anytime. Like Delicious I can access Google Docs from any computer which allows me the freedom again to work from anywhere without lugging all of my things about.
Overall Google Docs has become a necessity for Stephanie and I to make this project move to each step of the process. It has given me piece of mind in knowing my work is secure and accessible when I need.
I have found this networking tool a lot more useful than I thought I originally would; I felt that the idea of sharing your work amongst my peers like my project report would not benefit myself and that it may be of more use to others than me. But I as I went on I found that other documents which I could choose to share like workshop plans became more useful.
Google Docs has been a core communication method for Stephanie and I as we can work on and develop documents such as workshop plans and script work using Wiki. As Stephanie and I have other commitments like jobs and other projects within our workplace, time has become very precious and sometimes has been hard to arrange the time for both of us to meet. Using Wiki we can work and edit documents at different times.
Using Wiki in Google Docs has allowed for the smaller targets we have sent within the project to be achieved and also saved us time. Before we used emails to send documents to and from each other which worked but did not allow us to edit the one document instead we ended up with numerous documents which becomes unorganised and confusing. With Google Docs one documents is only needed which makes things a lot simple.
With Google Docs I can store my documents clearly and safely. In the last module my USB caught a virus and I lost all my work, fortunately I had one hard copy which I used to start all over again, but I did not want this to happen again. Google Docs has solved this problem as I can save my work to the site safely and know that it is secure for me to access at anytime. Like Delicious I can access Google Docs from any computer which allows me the freedom again to work from anywhere without lugging all of my things about.
Overall Google Docs has become a necessity for Stephanie and I to make this project move to each step of the process. It has given me piece of mind in knowing my work is secure and accessible when I need.
Log 1 - Commentary on sharing resources using resources using delicious
Delicious is a social bookmarking site, a networking tool; where I can store and also share my research findings that I have bookmarked with other people on my course. Delicious has made this module a lot more simple when saving research that I feel will be beneficial for my project by halving the time spent on normally doing this.
Last module I spent many hours finding material then copying and pasting the URL into a word document or writing them down on scraps of paper for me to use on a later date. When this later date had arrived I spent more time again trying to shift through the websites I had retrieved or pulling my hair out because I could not find them again. This process of bookmarking I had created last module was time consuming, not organised and not easy to access when needed.
Whereas Delicious is the complete opposite, it stores all your bookmarks in one place. There is a clear direct link to access the websites you have stored; you can also personalise tags to organise your bookmarks into
categories, to make the bookmarks more easier to access. For example I have tags such as Inclusive Theatre, Health and STI's.
So for this module Delicious has been of great benefit and very efficient to myself and my project. The fact that can access these bookmarks from any computer has given me the freedom of working anywhere. I have found myself with a spare 30 minutes when I can access Delicious through my phone and bookmark away. It has also been one of my main resources when researching as I can share and observe others bookmarks within my personal network on Delicious.
At first I felt that the majority of the network were bookmarking their specific project topics like dancing; which I felt had no relevance to my project and I did not see how this was going to benefit everyone, but as the time has gone on I have noticed and watched more members of the network becoming more in-depth within their research which has encouraged myself to this within mine; I have also noticed connections within others and mine projects through the bookmarking tags such as teaching.
Currently a lot of bookmarks are being added on 'research methods' and have been shared which I has been of grate use for my project and also others. I have found when shifting through other members of my network I have been intrigued and also learnt new things about others topics, which is only a good thing to empower my general knowledge.
Overall I am so glad that I have set up and effectively using Delicious to the best of my knowledge to help push forward my project.
Last module I spent many hours finding material then copying and pasting the URL into a word document or writing them down on scraps of paper for me to use on a later date. When this later date had arrived I spent more time again trying to shift through the websites I had retrieved or pulling my hair out because I could not find them again. This process of bookmarking I had created last module was time consuming, not organised and not easy to access when needed.
Whereas Delicious is the complete opposite, it stores all your bookmarks in one place. There is a clear direct link to access the websites you have stored; you can also personalise tags to organise your bookmarks into
categories, to make the bookmarks more easier to access. For example I have tags such as Inclusive Theatre, Health and STI's.
So for this module Delicious has been of great benefit and very efficient to myself and my project. The fact that can access these bookmarks from any computer has given me the freedom of working anywhere. I have found myself with a spare 30 minutes when I can access Delicious through my phone and bookmark away. It has also been one of my main resources when researching as I can share and observe others bookmarks within my personal network on Delicious.
At first I felt that the majority of the network were bookmarking their specific project topics like dancing; which I felt had no relevance to my project and I did not see how this was going to benefit everyone, but as the time has gone on I have noticed and watched more members of the network becoming more in-depth within their research which has encouraged myself to this within mine; I have also noticed connections within others and mine projects through the bookmarking tags such as teaching.
Currently a lot of bookmarks are being added on 'research methods' and have been shared which I has been of grate use for my project and also others. I have found when shifting through other members of my network I have been intrigued and also learnt new things about others topics, which is only a good thing to empower my general knowledge.
Overall I am so glad that I have set up and effectively using Delicious to the best of my knowledge to help push forward my project.
Tuesday, 28 September 2010
Ex-sex-tra
Hi guys just realised I haven’t blogged in a while, purely due to work commitments and the beginnings of my research! I have had the feeling of where to start for a while, even though I have been reviewing literature but in the past couple of weeks I have become more into the swings of things. I have started on the first drafts of my chapters 1, 2 and 3 and have designed and perpared questionnaires, focus groups and workshops.
I have designed a chart of goals that I have stuck too but have found a few elements that have fallen back a week or two because of my workplace’s requirements. For example, workshop dates and handing out questionnaires. But I’m now all up to date. Last week myself and Stephanie Dye hosted two evenings of focus groups to two mixed groups of 19+ young adults. This went down really well, a lot of data was gathered which has affected the shaping of other questions in other instruments. From the note taking and recordings of the focus groups I will be able to use this data to devise the theatrical performance within the project Ex-sex-tra.
I have also emailed questionnaires to a selective sample group, the reasons for doing this is to get opinions and answers from professional or others with experience within the field of the topic. For example; Sexual health Nurses, Doctors, parents, teachers and other drama practitioners. The reasons for sending via email are because of the time scale of the project, this also allows the sample groups to individually fill these questionnaires out in their own time. I sent these out yesterday and I am already receiving questionnaires back today.
Today was a very productive day within my workplace, myself and Stephanie held three workshops to the BTEC students and Foundation Degree students; over all 102 participants over the course of the day. The BTEC students are the projects target audience within my workplace; they are the perfect age as the majority have just left year 11 in school which is the higher age group of our target audience in local schools (Year 9 – Year 11). The Foundation Degree year 2s are mature students which allowed myself as a researcher to explore the topic in more detail; as they have two years of high level training in Chickenshed where they were able to apply their knowledge of inclusive theatre to the workshop.
The BTEC workshops were split into two; each year group had their own workshop which consisted of an introduction to our project, a sexual health awareness quiz – which quite a few were surprised with the answers! A discussion on how they were taught sex education and finally filling out a consent form attached with a questionnaire. These workshops lasted for 1 hour each, the aim was to introduce them to the idea of the project and also get them thinking about sexual health awareness to prepare them to fill out the questionnaire and for next week’s practical workshop where in groups they will be set activities based on sexual health awareness using theatre.
The third workshop was for the second year Foundation Degree students this was a 1 hour practical workshop exploring sexual health awareness through activities and also a quiz. This was all rounded off with all the participants completing the feedback I had designed along with the consent forms. This workshop was to pilot the projects workshop activities to stimulate the devising of the theatrical performance and before next week’s practical workshops to the BTEC students.
All three of these workshops went smoothly and great primary data has been formed from these. The responses from students were varied; ‘I know this all ready’, ‘What’s an STI?’, ‘I didn’t know that’, ‘That is funny’ etc I have not looked over all the responses to the questionnaires and feedback forms yet. But once I have recorded all the data I will be able to have a more defined answer to whether the participants thought it was beneficial or not.
I have set some aims in which I am going to achieve by next Monday 4th October;
- Record all data from questionnaires and feedback
- Finish off draft of chapters 1, 2 and 3 – I currently have chapter 1 drafted, and 2 and 3 partly with notes and the odd paragraph here and there.
- Make finishing touches to the two practical workshops for next Tuesday 5th October.
- Organise workshops for Finchley Youth Theatre
- Write a scene for the performance – which I have started to write
I think by writing this aims up on my blogger it will make me more determined to achieve them as I than can report back next week with what was achieved. I’m really looking forward to Friday’s campus session, so will see you all there!
I have designed a chart of goals that I have stuck too but have found a few elements that have fallen back a week or two because of my workplace’s requirements. For example, workshop dates and handing out questionnaires. But I’m now all up to date. Last week myself and Stephanie Dye hosted two evenings of focus groups to two mixed groups of 19+ young adults. This went down really well, a lot of data was gathered which has affected the shaping of other questions in other instruments. From the note taking and recordings of the focus groups I will be able to use this data to devise the theatrical performance within the project Ex-sex-tra.
I have also emailed questionnaires to a selective sample group, the reasons for doing this is to get opinions and answers from professional or others with experience within the field of the topic. For example; Sexual health Nurses, Doctors, parents, teachers and other drama practitioners. The reasons for sending via email are because of the time scale of the project, this also allows the sample groups to individually fill these questionnaires out in their own time. I sent these out yesterday and I am already receiving questionnaires back today.
Today was a very productive day within my workplace, myself and Stephanie held three workshops to the BTEC students and Foundation Degree students; over all 102 participants over the course of the day. The BTEC students are the projects target audience within my workplace; they are the perfect age as the majority have just left year 11 in school which is the higher age group of our target audience in local schools (Year 9 – Year 11). The Foundation Degree year 2s are mature students which allowed myself as a researcher to explore the topic in more detail; as they have two years of high level training in Chickenshed where they were able to apply their knowledge of inclusive theatre to the workshop.
The BTEC workshops were split into two; each year group had their own workshop which consisted of an introduction to our project, a sexual health awareness quiz – which quite a few were surprised with the answers! A discussion on how they were taught sex education and finally filling out a consent form attached with a questionnaire. These workshops lasted for 1 hour each, the aim was to introduce them to the idea of the project and also get them thinking about sexual health awareness to prepare them to fill out the questionnaire and for next week’s practical workshop where in groups they will be set activities based on sexual health awareness using theatre.
The third workshop was for the second year Foundation Degree students this was a 1 hour practical workshop exploring sexual health awareness through activities and also a quiz. This was all rounded off with all the participants completing the feedback I had designed along with the consent forms. This workshop was to pilot the projects workshop activities to stimulate the devising of the theatrical performance and before next week’s practical workshops to the BTEC students.
All three of these workshops went smoothly and great primary data has been formed from these. The responses from students were varied; ‘I know this all ready’, ‘What’s an STI?’, ‘I didn’t know that’, ‘That is funny’ etc I have not looked over all the responses to the questionnaires and feedback forms yet. But once I have recorded all the data I will be able to have a more defined answer to whether the participants thought it was beneficial or not.
I have set some aims in which I am going to achieve by next Monday 4th October;
- Record all data from questionnaires and feedback
- Finish off draft of chapters 1, 2 and 3 – I currently have chapter 1 drafted, and 2 and 3 partly with notes and the odd paragraph here and there.
- Make finishing touches to the two practical workshops for next Tuesday 5th October.
- Organise workshops for Finchley Youth Theatre
- Write a scene for the performance – which I have started to write
I think by writing this aims up on my blogger it will make me more determined to achieve them as I than can report back next week with what was achieved. I’m really looking forward to Friday’s campus session, so will see you all there!
Wednesday, 1 September 2010
Delicious
hey everyone add me on delicious. put in my name lauradavitt (make sure there are no spaces between the two names) and then it will add. Try this with other peoples you want to add, it worked for me!
hope this helps x
hope this helps x
Thursday, 29 April 2010
Learning Dairy 6
Critical Commentary on learning in this module
When reflecting back on my journey through the Module 3835 - Project Planning and development (research methods) I can really see a development and also a change within my learning process. Not only have I developed my knowledge in work based learning and as a worker-researcher but also within my literacy skills, vocabulary and confidence about the degree. I have become very passionate and excited about the project I have created and look forward to practically researching, doing some fieldwork and devising a new outreach project. I feel this is shown through the five learning diary entries based on the campus sessions at cat hill.
At the beginning of this module I did not have a clue on a project idea; it was only in the last five weeks that everything has come together. The booklet did not make sense in the beginning and I feel this is shown through my early entries. I sent myself things to start thinking about which gradually turned into targets and aims for the project before the next session. This structure within the entries developed and repeated, with how I felt I was getting on, what was discussed in the campus sessions, then ‘things to do’, I felt this structure made the information clear and gave more of a fluent order when composing the entries.
I used the learning dairies (blogs) as a BAPP network to ask any queries and give and receive comments on other student’s project, from reading other students personal entries it helped me understand and also catch up on information that I had missed due to not attending the campus sessions because of work duties. Every campus session I attend helped so much in concreting information and discussing in more detail on the task.
My learning diary entries consumed activities I had completed, Chickenshed Learning Set (CLS) and also research into my project. CSL has become a support network for around ten BAPP students who all work in the same organisation, these meetings lead by Paula and also students has given me space to put this module into context into my workplace. Trying to explain my project was the hardest part, finding the vocabulary and order of details about the project was at first very confusing. I found myself having to question the project thoroughly. I have now achieved a definition of my project as I worked through my proposal; this has brought me belief and confidence within my project.
Writing about things like what is ‘Outreach’ in entry 4 has giving me a deeper academic understanding of ‘Outreach’ and also a bit of a head start when writing my proposal draft as I used this to explain what outreach is in the draft.
In the latest few entries I have noticed a development in my academic writing skills, and confidence within the project this is shown through my writing, for example, “Since this meeting I have been full of enthusiasm to develop my proposal, the project just seems to click with the module which has drawn my knowledge to a deeper understanding of the proposal.” (Entry five of Learning Dairies)
By undertaking this module I can now fully appreciate what is involved in worked based research, the research tools, methods, considerations and ethics. The preparation through this module has allowed eliminated the room for error, thinking in detail about what I want to achieve and find out and by choosing a specific method and tools to use, this gives the project structure which will also not waste time, working things out through trial and error.
This module has tooled me with the knowledge and guidance on how to create and follow through my project. It has been a hard journey but I think half of the process was understanding the booklet and creating the project concept. I look forward to the next part of the project.
When reflecting back on my journey through the Module 3835 - Project Planning and development (research methods) I can really see a development and also a change within my learning process. Not only have I developed my knowledge in work based learning and as a worker-researcher but also within my literacy skills, vocabulary and confidence about the degree. I have become very passionate and excited about the project I have created and look forward to practically researching, doing some fieldwork and devising a new outreach project. I feel this is shown through the five learning diary entries based on the campus sessions at cat hill.
At the beginning of this module I did not have a clue on a project idea; it was only in the last five weeks that everything has come together. The booklet did not make sense in the beginning and I feel this is shown through my early entries. I sent myself things to start thinking about which gradually turned into targets and aims for the project before the next session. This structure within the entries developed and repeated, with how I felt I was getting on, what was discussed in the campus sessions, then ‘things to do’, I felt this structure made the information clear and gave more of a fluent order when composing the entries.
I used the learning dairies (blogs) as a BAPP network to ask any queries and give and receive comments on other student’s project, from reading other students personal entries it helped me understand and also catch up on information that I had missed due to not attending the campus sessions because of work duties. Every campus session I attend helped so much in concreting information and discussing in more detail on the task.
My learning diary entries consumed activities I had completed, Chickenshed Learning Set (CLS) and also research into my project. CSL has become a support network for around ten BAPP students who all work in the same organisation, these meetings lead by Paula and also students has given me space to put this module into context into my workplace. Trying to explain my project was the hardest part, finding the vocabulary and order of details about the project was at first very confusing. I found myself having to question the project thoroughly. I have now achieved a definition of my project as I worked through my proposal; this has brought me belief and confidence within my project.
Writing about things like what is ‘Outreach’ in entry 4 has giving me a deeper academic understanding of ‘Outreach’ and also a bit of a head start when writing my proposal draft as I used this to explain what outreach is in the draft.
In the latest few entries I have noticed a development in my academic writing skills, and confidence within the project this is shown through my writing, for example, “Since this meeting I have been full of enthusiasm to develop my proposal, the project just seems to click with the module which has drawn my knowledge to a deeper understanding of the proposal.” (Entry five of Learning Dairies)
By undertaking this module I can now fully appreciate what is involved in worked based research, the research tools, methods, considerations and ethics. The preparation through this module has allowed eliminated the room for error, thinking in detail about what I want to achieve and find out and by choosing a specific method and tools to use, this gives the project structure which will also not waste time, working things out through trial and error.
This module has tooled me with the knowledge and guidance on how to create and follow through my project. It has been a hard journey but I think half of the process was understanding the booklet and creating the project concept. I look forward to the next part of the project.
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