Literature and truth

Its been one of those days, when starting to write just hasn't happened. Despite putting the whole day aside for my research write up, I have wasted it. In part because I am now wondering if I have done it correctly? Is it in truth what is wanted.In module one I was totally lost for 95% of the time; In module two I began to find my way and felt I knew what I was doing and made progress; Module three, well if I had written this Sunday morning, then I would be saying, yes I know where I am, yes I understand, yes the truth is out there. But this morning after the 8pm Skype session I am now once again lost.
We discussed several issues, focussing firstly on embodiment. I realise during the conversation that I still didn't really know what this was/is. I had previously thought embodiment meant recognising a feeling, an emotion, a movement  that we do because of what we loosely call muscle memory ( more accurately nerve association).

Current research suggests that the more memories are destabilized and re-stabilized in this retrieval   process, the more integrated into the cellular architecture and implicit the memory becomes. The old saying “practice makes perfect” bears weight – the more we revisit a memory, such as performing a plié, the more we strengthen the neural connections of that memory and the more deeply we integrate it into our bodies.     

Carolyn Hebert 2017. How we learn, retain and remember dance;Canada’s Dance Magazine

I now think that its about the body  holding knowledge, and that we as dancers can use that knowledge to apply to other things to understand the world which helps to identify our truths. 


 Dualism, (which was discussed yesterday as being an  imposed concept)  is the idea that mind and body are separate from each other. René Descartes (1641), suggested that the mind and body are different kinds of entities.


Varieties of Dualism: Interaction
Interactionism is the view that mind and body—or mental events and physical events—causally influence each other. ...


 During an early Skype session in my module one, I remembered that Adesola said that there are more than one truth. I didn't understand that either (at the time) but now I think I do. What we decide is a 'truth', is completely directed and associated with our world view; with which learning theories, feminist theories, knowledge theories, and all the experiences we have had. And as no two people are completely alike, and view things, take from situations, or simply see things differently, it follows they must have different truths. I see this as the link to the other topic we discussed at length, Literature and how we embody it in our writing. I use Literature to find out what other people see as the truth. I then use that to reflect against my own ideas or truths and see what matches or conflicts with it. Depending on how ideas resonate with mine I may adjust my truth.
I am currently trying to write up my truths about my research and to show how being a dance teacher, and being very aware of my body, has framed my views of what I am hearing, in comparison to what I have seen and experienced. I do hope this is a truth. Can you enlighten me further on either topic, and suggest any literature which may help with my research topic of the value of mirrors in the dance studio?

Module three beginnings

I am already regretting that I haven't used my first week more carefully. I had a planned trip to Munich last weekend, and although I had been aware of this and the start up of module 3, I had not bargained for the disruption it would cause to the start up. So here I am on the back foot, I have read several of my peers blogs and see that they are finding re boot just as difficult.-this gives me some encouragement-the end is near, but its a long hard journey. On the positive side the Skype on 14th was extremely useful. Having spent weeks trying to catch up at the start of module one, as I had missed the induction( came late to course) I wish I had been advised on the unihub last year. Whilst it is still very confusing, I now feel I can find things. I have re read the module 3 handbook, sorted my time table for interviews and written my feedback to email to my advisor. I am of course writing my blog. So plenty of activity, but I cant help thinking I need to push forward at a quicker pace. I wonder if this says I am impatient? or that I am so full of ideas I want to explore before they are lost in the midst of everyday life? Whichever I hope it motivates me into further action. I am really looking forward to the research, my chosen area has very little direct research, but does touch on many issues including feminism- which I have never really study before now, have any of you any recommendations on literature here? Good luck everyone -please keep up the communication.

Reflections

Having unfortunately missed the April 8th Skype session, I have attempted to catch up by reading everyone's blog. That is to say everyone I can find an address for and the list posted from Sunday. Who else out there is on module 2?. I could do with some interaction here. Module twos are you all writing your plans? have you chosen your topic? How much reading have you done? any tips for drawing it together ? anyone time to chat on Skype this week ?


Reflections are the most helpful tool when trying to decide what I have discovered and what I need to do. Making up my own mind has always been a journey for me. I like to consider, weigh it up, compare, contrast, what if, maybe if ; no not indecisive just cautious by nature; making sure that I understand where am going; what about you module twos? how do you deal with your reflections and the character traits which make you ?

So for the past weeks I have been reading all I can to try to make a decision on my topic for my research. My problem is that I have several ideas and after the March Skype session I came up with even more. Then I read all the latest blog posts and other ideas occurred. On the face of it this is great, stimulating and informative, but  sadly only feeds my indecisiveness. My research on research has been  exhausting. Trying to understand some of the books has been a challenge, but a relief when finally something makes sense and I think can see how to apply it to dance.


 I wanted to share a lovely little ACTIVITY 5:
 How our view of what knowledge is affects the way we research.
http://www.erm.ecs.soton.ac.uk/theme2/what_is_your_paradigm.html


this helped my understanding of Paradigms the author of this site from the university of Southampton
'Paradigms guide how we make decisions and carry out research............
As a researcher, it is important to know where your discipline belongs, that there are different ways of viewing the world and that your approach to knowledge is one of many.'


I am a little closer to my plan for module 2 methodology after looking at Moriarty,J. (2015) in Analytical Autoethnodrama.
Qualitative research seems to 'place an emphasis on processes and meanings that are not rigorously examined.........researchers are concerned with insight, discovery and interpretation'
verses Quantitate research which has to rely on proof or evidence of numerical data


This is still an issue for my proposal must I chose one or the other ? or can I mix them ? what if any is the advantage of mixing ?I am still struggling with this, so if you have a thought please share it.

A visit to Middlesex -Narrating the Somatic: gathering voices, sharing practices symposium

Last Saturday (24/2/18) I attended the Narrating the Somatic: gathering voices, sharing practices symposium held at the Grove building Hendon campus.  

I realised this wasn't directly related to the Mapp course but that as I am having several issues trying to make up my mind just what I want to research I thought this day of being immersed in dance  and lecturer to by experts in their various fields would open up more questions and new perspectives .  I am happy to report mission accomplished.  To my knowledge there wasn't any other Mapp students on the day of dance , but instead my cohort were doing or had done their PHDs and were gathering further  inspiration or giving it to others. This was an action packed day, with so much to see and hear. Below is some of my highlights and experiences that resonated with my own work.

The first lecturer I watched – Rosemary Lee shared her methodology for working with mass groups of people some of whom had dance experience others who did not. She explained how she used different metaphors for different sets of people to achieve the desired movement. Her language varied from natural descriptions of flowers and birds through to modern technology applications.  This range highlighted by the age and experience of   the pupils she was attempted to give movement to.  Mass movement pieces have been in my experience especially when dealing with non-dancers on the performing arts courses I have taught on.  An understanding of spatial awareness and of interaction is gained by the pupils in this situation and this was shown to great advantage in the film clip of the middle section of the dance Rosemary had devised. Shapes and pathways being travelled at speed, with moves in unison; Exchanging hugs and greetings with a synchronised musicality and everyday movements.

The next lecturer (Dr Eline Kieft) discussed her study of Ritual and the ways in which the culture of the Kalahari San people of Namibia she studied used this as part of bonding. Dance movements she explained being staged for purpose of social interaction and to ward off evil and set guidelines of behaviour. Chikukwango Cuxima-Zwa , street artist, who specialised in wearing the makeup of African masks on his face and body and then through interaction in various street settings collaborated with a photographer to capture his work.  This mildly spoken man contextualised his meanings by explaining his background and upbringing.

A very animated young woman discussed her beliefs in dance styles from her mainstream trading at vocational dance school and shared her journey to a more community and contemporary based way of working. We were then treated to the sharing of Adelosa’s film about borders. Using description from her computer voice she combined movement phrases to highlight point and visual explain her view points with her body. She also had a novel way of sharing statics: using a small wall camera she shone the results on parts of her face and body.

A large part of the afternoon session was given over to the book launch of “Narratives in Black British Dance" a publication that a whole community of 16 people worked on for five years. The highlight of the day came when Jackie Guy shared his recently found 18mm film from 1969 of him dancing as a young contemporary artist.

Overall there were many interesting and thought provoking moments. Many ideas are now starting to form for me, as I endeavour to find the motivation to research my methodology for module 2. Please comment and tell me how you have found yours.

Onwards to next module

I have not posted for a while as my time has been consumed with being the host to my family in the festive season and trying to get the information I needed clear in my head to complete some of the module one tasks and assignment. I can see that I have seriously underestimated the time needed to research, or am I simply spending too long reading and thinking and reflecting? I wish I knew and I also wish that I was more efficient at the process of research. Many avenues lead to other tangents and some times overall confusion. I find it difficult to decide what is worthy of my further attention and what I should disregard. Currently I am finding everything of interest but maybe not of significance. Time management has become an issue, especially as everyday life and in particular my business has started to "get in the way" of MAPP. Can I ask my fellow students on this journey, how they are fairing? those of you who were on module one this term, what has your experience been? Others on module two, (I am hoping you will reassure me) that it becomes at best manageable.


I have recently been reading a lot about various dance choreographers, as I am looking at an AOL on my choreographic journey. Having read Blood memory ( Martha Graham) some years ago I have attempted to re read with fresh eyes. My adoration for this lady has been rekindled, She talks about how she found herself professionally as her career and life evolved. She discusses all the influences she was lucky enough to meet and interact with; Her writings on choreographic methodology seems to encompass all her thoughts and being. On page 225 she talks about working with a composer and the guidelines she uses to achieve music which is "a setting for the dance". How lucky was she to have this luxury of music made for her works.She gives insight into her journey, by stating her thoughts and feelings and actions as they were when as a dancer she started to consider her choreographic ideas."I did exactly what Massine told me to do. I interpreted nothing of my own except some qualities of emotion" P.130. Martha Graham was reflecting and trying to make sense of her new progression, exactly where I feel I am reflecting on module one and hoping the progression will present its self to me.

Beginning to see the light

So after a technological hiccup, I finally joined the group discussion at 5.30pm. The first topic up for discussion was course work related, and seemed to feature around AOLs-something I am still in the midst of. The difference between these and the final reflective essay was being discussed, and as a result I now think I get it. I did question as whether the reflective essay was about the learning content or the process of putting that learning into an essay. I now think its both .Personal reflection is now taking up my day, as I revisit my past teaching career in further education dance. and yes I didn't realise how much I know; the conversation from the October Skype now makes sense, what is instinctive and what is learnt ? Certainly until this process I was of the opinion that my instincts were on full alert, now I wonder as I examine how I learnt to teach.

We discussed Choreography verses technique, and how this is perceived by our students. Having recently spent the past half term preparing students for dance examinations, I certainly do put a lot of store by technique. But equally I enjoy choreography teaching as I always learn something new, students ways of moving and perceiving ideas into movement always amaze me. I realise I do foster creativity in my lessons, but feel duty bound to improve technique in codified genres such as ballet.

The discussion on learning skills resonated most with me this month. I spent most of the discussion listening very attentively, mainly because of poor sound quality, but also a little lack of confidence.

This made me consider something about listening skills-how much the person speaking determines your response as well as the manor of delivery? I have in dance class experimented with very quiet music, so students have to listen hard to the music. I saw a change in musicality and some classes in artistry as a result. I wonder if in the modern world, where we encourage everyone to participate and have their say , there isn't enough emphasis put on listen skills? I feel its one of the fundamentals of teaching and learning -what are you thoughts?

The learning environment was next considered, the physical environment, so important to dancers such as mirrors, flooring and light were briefly touched on by one speaker, saying how it had coloured her learning and she wondered about the contrast in learning for those without, for example mirrors. I learnt to dance without mirrors, and have taught in many places without mirrors. My opinion is that for certain students it makes a big difference, those with little or no proprioception, I find the use of mirrors essential. Here, this was a conversation I felt I could identify with, knew what I was hearing as it was within my experience and knowledge base. So this has helped me further in identifying my AOLs.

Language and communication as dance teachers and its affects was also briefly touched on. The mind shift between educational dance and vocational learning environments mention, but not explored. This did however lead onto technique verse style discussion. This has been an area which I have looked at with my students in a further education context, still an on going debate in my mind, and a possible research topic for me.

Lastly, thoughts around academia and alienation were aired by Adelosa as she summarised. Taking my reality and making it palatable to the MA is now the task I see I have to fulfil