Module 2: Task 4: Discussions & Inquiry Short-list

Module 2: Task 4
Discussion & Inquiry Short-List

Before deciding upon a topic for my Personal Inquiry I looked back at Task 2d to find some inspiration for my chosen subject. I have come up with a short list and would welcome any feedback from my fellow students and tutors, a few topics have been taken from the subjects raised in Task 2d.

1. Do performers have to compromise when it comes to relationships and quality time with their families? It is extremely difficult to juggle social and family life when potentially a performer's income is unpredictable and they may have to work away for long periods of time.
2. Tax/Self employed matters are we taught how to mange our financial affairs after graduation? Should colleges spend longer in explaining how to manage our accounts? What can we claim tax relief on ? How can we complete our own self assessment forms ?
3. Why do we experience audition nerves and how can we combat these? 
4. How diverse dies a performer need to be? Pathways for performers after injuries 'The double life of a performer' What are our options? Teaching within the arts or alternative Performing Arts pathways such as voice overs, TV, Commercial or Film Work
5. How can a MT  (Musical Theatre) performer diversify into acting, TV and commercial work? 
6. DADA scholarship/funding, Should there be more available within Professional Colleges? Are the current funding regulations fare to everyone?
7. The diet and  nutrition of a performer: Are most performers conscious about what they eat and does this impact their performance and general well-being? Can poor diet have a detrimental effect on our bodies and ability to reach our maximum potential? 

16TH FEB 2016 

Skype Session with Paula

I have always been intrigued as to how we all cope with audition/interview nerves and initially thought that I would base my professional inquiry upon this subject. I aimed to try and collect information about how other people cope within stressful situations and what methods they use to combat these emotions. With Paula I discussed how possibly I could explore this subject both inside and outside of my practice. Potentially this was going to be my subject matter.18 TH FEB 2016 
Skype Session with Adesola

Before my Skype session with Adesola I briefly mentioned that I had potentially chosen the theme for my Professional Inquiry (how to combat audition nerves). Adesola agreed that this was potentially a good subject to explore but highlighted the question as to how it would help me develop within my own practice? I had thought that through analysing data and other's experiences I may gain new techniques that I could apply to my ongoing auditions.

The question that I put to myself was: Do I get nervous in auditions and do these nerves effect my performance in a detrimental way? 

Giving a truly honest answer based upon all of my auditions since graduation my answer was:

No, I actually enjoy auditioning and genuinely find it very inspirational and motivating. All of the auditions that I have attended have been extremely beneficial to me in different ways, be it learning new techniques or networking (showcasing my ability in front of casting directors).

Reflecting upon my response to the above question with Adesola, it was clear that maybe this line of inquiry would not be the best one for me to extend my practice. I discussed with Adesola the other subject on my short list and she gave me some excellent advice. She suggested that I spend a small amount of time researching a little into a few subjects and which ever I found most interesting and felt would extent my practice within the Performing Arts Industry I should pursue.

I am currently in the process of doing this!

Module 2: Introduction & Reader 4 Analysis

Module 2: Task 4a

Overview / Reader 4

Developing Lines of Professional Inquiry

Notes recorded Jan 2016 Introduction Module 2 

Embarking upon Module 2 I feel apprehensive about selecting a subject matter which relates directly and indirectly to The Performing Arts Industry. I want to be able to collate the information using lots of different methods so that it broadens my scope of response from people.

I also want to be able to choose an Inquiry subject that collates information that once analysed may help me as a performer and others within the Industry. This may be my objective.

Whilst I am putting together my short list of Professional Inquiry topics I am embarking upon analysing 'Reader 4'. I have decided that just reading the Booklet and web links I am unable to retain the information. I am going to Blog my notations for my reference trying to put information into some of my own words for a better understanding. This method seemed to work for me whilst completing Module 1.

Reader 4 has highlighted a multiple of tools that I can use to build a framework for my chosen inquiry:

• Networks to gain information
• Planning Tools
• Reflection
• Experimentation
• Exploration techniques  

‘Reader 4’ also expands on the practices of Knowledge, Professional Networking and Reflection, developing and strengthening these areas within my own professional practice, workplace and use of my knowledge about a particular subject matter.

I believe the main focus of this module/reader is to be able to take ownership of my own critical thinking space by selecting my chosen topic, undertake further research thus creating framework for my Professional Inquiry.

The meaning of the word ‘inquiry’ (Collins dictionary) means to investigate or to ask about something. The meaning implies a way of gaining information. 

WHAT IS AN INQUIRY?

• An act of request for specific information or knowledge/questioning of something and a way of gaining information to further that knowledge that we as individuals have acquired.

•  I think that an inquiry is a little bit like a puzzle, filling in gaps by means of research, problem solving and help from other sources.

WHAT IS A PROFESSIONAL INQUIRY?

• A structure that allows you to reflect on your own practice a subject familiar to me in a multiple of ways. The reflection can be undertaken whilst physically doing or practicing within the said line of inquiry. Hence, the term ‘Inquiry Based Learning’

The purpose and importance of a Professional Inquiry is to allow you to identify certain issues/topics within your profession, seeing if a better more practical solution can be found by exploring the topic/practice.

EXPLORING A TOPIC MAY BENEFIT THE PRACTICE CHANGING A PROCESS TO HELP OTHERS WITHIN MY INDUSTRY.

WHAT IS MEANT BY DISCUSSION & DIALOGUE?

• Trailing ideas to critically analyse and create discussions/debates maybe to draw attention to a topic /practice seek a response

PROFESSIONAL INQUIRY EXPLANATION & RELATES CONCEPTS

 This section of Reader 4 focuses on:

• Engaging with relevant questions regarding topic ideas
• Drawing on existing evidence
• Based upon Reflection

‘Inquiry-based learning expects the adult learner to engage with relevant problems and scenarios, draw on existing knowledge, seek out new evidence an analyse and present that evidence in appropriate ways’                                                                                                    
(Kahn and O’Rourke, 2004)

My inquiry research will be based upon the industry that I am trained to work within the Performing Arts. I will use my own knowledge based upon my past and current experiences allowing me to develop new ideas and strategies that may help other performers. Obtaining information from other practitioners within the Arts may also change my perspective and allow me to develop new techniques/disciplines about the area of which I am going to be analysing.

‘Reader 4’ discusses other Practitioner’s views upon an Inquiry. An example of this is, Judi Marshall, Professor of Organizational Behavior at the University of Bath. Marshall defines this practice in,

‘How research ideas are generated and tested through my life space’                                   (System Practice and Action Research, 1999, Vol 12, No12, pp 155-177)

Marshall explains how ‘much research is partly a personal process’, and personally focuses on themes/discussions that relate to her interests and her lifestyle,

‘It Heightens my attention inwardly and sharpens my external testing of developing ideas and of my own practice’ 

(Marshall, 2001, p60), 

and ‘To support me in living my life as an inquiry as to study topics as an academic researcher’ 

(Marshal, 2001, p 6)

I believe that my inquiry will broaden my beliefs inwardly as a performer and outwardly as a researcher, I am undecided what my line of inquiry will be as yet. But would like to be able to gather information that will make me think outside of my own beliefs and maybe question my own ethics about a practice.

LINKS TO WORK BASED LEARNING

Many concepts of Work Based Learning (WBL) are valuable to create your Professional Inquiry Structure.

Work Based Learning,

‘promotes awareness of the workspace as a learning environment’               
(Durrant et al, 2009, p 1)

‘Extends the learner’s capability and individual effectiveness’                                                (Durrant et al, 2009, p 1)

Professional Inquiry (PI) and Work Based Learning (WBL) share similarities as practices:

• They are both fields of study, meaning outside of college/degree courses
• They involve Social Research Methodology, informing any discipline or sector

THE CONCEPT OF 'THE LEARNING ORGANISATION'

‘The Learning Organisation’ helps to explore the workplace of your profession that is used by a multiple of individuals, whether they are:

• Freelance
• Employee

(Varying within a wide range of fields/companies)

Peter Seng discusses his opinion regarding this process in,

‘Peter Seng and The Learning Organisation’.

   This source depicts the five disciplines Seng believes are central to learning organisations and identifies questions and queries regarding this theory. Seng’s five disciplines include:

•  System Thinking  

• Personal Mastery  

• Mental Models  

• Building Shared Vision  

• Team Learning  

These disciplines are said to convert and innovate learning organisations.

‘We learn best from our experiences, but we never directly experience the consequences of many of our most important decisions’                                                                                    
(Peter Seng, 1990, p 23)

Peter also published the book, ‘Journal of Business Strategy’, that brought the method of ‘L.O’ to the attention of the public.

Learning Organisations are:

‘Organisations where people continually expand their capacity to create the results they truly desire, where now, expansive patterns of thinking are nurtured, where collaborative aspiration is set free, and where people are continually learning to see the whole together.’

(Peter Seng, 1990: p 3)

Agyris & Schon,  also research techniques used by reflective practitioners.

Whilst discussing/exploring organisation development 2 methods of learning are used:

• Theory In Use  
• Double-loop Learning  

One-loop Learning Cycle’s such as ‘Kolb’s Learning Cycle’ are commonly used within my industry. However if you find that you cannot identify progressions or changes within your work place, it is key to explore and investigate alternate outside methods/tools in order to create effective change.

‘The first response between this mismatch between intention and outcome is to search for another strategy which will satisfy the governing variables’                                                  
(Argyris, Putnam & Mclain Smith, 1985)

This method verifies that the ‘Single-loop Learning Cycle’s are not the only resourceful learning method. By exploring and investigating an external source we can create a greater impact of change.

‘Double-loop Learning is seen as the more effective way of making informed decisions about the way we design and implement action’                           
(Argyris, 1974)

    

Double-loop Learning could be an effective learning process within my profession as the Performing Arts Industry is very selective. Throughout an audition or casting, auditionees are not always fully aware or briefed about the objectives required by the Creatives/Directors. Details such as height, look and build are common examples, however when analysing previous auditions I now take outside elements (Secondary source) into consideration as I know that fine details and objectives are out of the auditionees jurisdiction.

IDENTIFY KNOWLEDGE & SKILL WITHIN THE WORKPLACE

My Professional Inquiry will assist me to analyse the skills and knowledge required to become a professional within my industry.

Knowledge regarding the workplace is known as TRANS-DISCIPLINARY. Unlike a College or University, which the concept of ‘knowledge’ can be broken down into groups e.g. ‘Theatre Arts and Dance’, it cannot always be categorized the same way.   

‘Knowledge of how different disciplines function, that is, how they articulate a problem, investigate it and report on the outcomes, and knowledge of the values that guide their thinking and practicing, provides students with a wider repertoire of learning tools, which is clearly an advantage in a complex world.’                                                                                       
(Kreber, 2000, 2007)  

     

Kreber’s view has highlighted how our knowledge can expand and develop whilst studying academically, giving students a basic outline of how to investigate and handle real life inquiries. 

‘However being equipped with multiple tools of learning may not be sufficient in preparation for a world that is characterised also, increasingly, by uncertainty.’                    

(Barnett, 2000, 2007)          

  

Allowing students to explore:

• How a problem is defined
• How it is analysed 
• What counts as evidence

Requires ‘students to question existing frames of referencing and hence engage in serious critique and negotiation of their underlying assumptions…’                                                 (Kreber, 2009, p. 16)

GIBBONS expresses that this method ‘uses a range of theoretical perspectives and practical methodologies to solve problems’       

(Gibbons, 1994)

He believes that,

‘Competence, the ability to do a specific job, is one with which many people are familiar, but capability, the scope to which a person can gain new knowledge, is perhaps the overriding concept used in WBL in higher education’                                                                            

(Gibbons, 2008, online)

I agree with Gibbon’s statement, differentiating competence and capability. Being a teacher as well as a performer I believe that the best teachers will be able to retain and analyse new information from internal and external sources (outside their industry) Thus, developing knowledge and strengthening different skills.

INTER-DISCIPLINARY incorporates a combination of disciplines to expand and strengthen your knowledge both as a freelancer and regarding a line of inquiry which is work based.

An example of this…

Whilst performing I am also a dance teacher, work part-time within Retail and take on admin/clerical roles. Not only am I using my knowledge of dancing, acting and singing, I am also incorporating the practice of education using skills/knowledge acquired whilst in secondary education. (Business, organisation, marketing, communication tasks)

DO YOU WORK WITHIN A DISCIPLINE WITHIN THE ARTS?

Yes, as self-employed I am a performer who in-between contracts and auditions works within retail and admin to sustain an income  I am constantly using a multiple of learning practices and concepts on a ‘day to day’ basis. Multi tasking by deploying a range of skill sets which are applicable to each individual type of work.

Working within different sectors allows me to expand my knowledge and means of networking. 

IS YOU SITUATION MORE TRANS-DISCIPLINARY?

I do believe that I use both disciplinary and trans-disciplinary concepts as I work within different sectors. When I teach I use knowledge that I have gained from a a wide range of outside sources such as marketing, business, accounts, organisation and communication. These practices are paramount to succeeding within many industries as well as the profession that I specialise in (Performing Arts)  

My competences lie within performing (dancing, singing and acting) however my capabilities stretch throughout a range of sectors:

• Advertising
• Marketing
• Administration
• Public Speaking
• Promoting
• Organisation
• Time Keeping
• Accounts
• Teaching
• Performing
• Hosting
• Studying

If I choose to pursue a long term career as a performer and teacher, I do believe that all the skill sets listed above will enhance my capability to be successful. As studied in the previous module, networking is a key means of maintaining a business. Building up a client base and gaining credibility within the industry is vital when working with professional practitioners such as casting directors students and liaising with parents.

PROFESSIONAL KNOWLEDGE

TLRP Researcher, Michael Eraut, focuses on the issues of professional knowledge within many industries, and that we may use knowledge in the same way regardless of the profession you work in. 

Eraut expresses the opinion of Hence Johnson (1972, 1984) within,

‘Learning Professional Processes: Public Knowledge and Personal Experiences’   (Chapter 6, Eraut)

'Instead of defying what constitutes a profession, we should regard professionalism as an ideology and professionalization as the process by which an occupation seeks to advance it's status and progress towards full recognition with that ideology'

(Eraut, Chapter 6)

I do agree with Johnson’s view, as defining professionalism as a system of idea’s, highlights the fact that to become a successful professional within your field we must be experienced in external practices and disciplines in order to progress and develop as a practitioner. New ideas and concepts expand knowledge and enhance practices.

Eraut believes that the process of Knowledge consists of 3 types:

•  Propositional (brought into the professional environment to be viewed
• Process (how you fulfil a task within your profession to gain expertise)
• Personal

‘The systematic knowledge base of a profession is thought to have four essential properties. It is specialised, firmly bounded, scientific and standardised’                                                       (Schon, 1983, p. 23)

WHAT DO WE MEAN BY RESEARCH?

'Seeking through methodical processes to add to one's own body of knowledge and hopefully to that of others, by the discovery of non-trivial facts and insights'
(Bell, 2005, p. 2)

One of the objectives of my professional Inquiry is to identify knowledge that will benefit me as an independent learner and throughout my network.

INQUIRY & RESEARCH?

• Exploring the internet and external ideas 
• Incorporating other professionals and practitioners
• Involve organisations/companies who are relevant to your P.I

KNOWLEDGE / RESEARCH?

• Literature
• ‘Research Outputs’ 

Both of these factors are generated by organisations that create their own research through peer review.

Other examples of useful Literature include:

• Books
• Journals
• Articles
• Web Based Sites
• Policy Papers
• Trade Periodicals

 These sources will deepen my knowledge regarding other’s discussions, opinions and issues within my Professional Inquiry.

I took great interest in reading, ‘Balancing the Systematic and Serendipitous’, written by Penelope Hanstein. I enjoyed reading Hanstein’s analogy and comparison of scholarly research to dance. She explains that,

‘just as choreography is fare more than collecting and assembling steps, scholarly research is far more than collecting and assembling data’           
(Hanstein, 1999, p. 23)

Penelope highlights that the two practices share much in common and concludes that,

‘The skills that we know so well as Choreographers are also the skills that we use as researchers’                                                                                                   

(Hanstein, 1999, p 23)

WHAT IS PRIMARY RESEARCH?

Carried out through:

• Observations
• Interviews
• Surveys

These practices involve individuals employed through private and public arts organisations, and are extremely useful for my Professional Inquiry if questions cannot be answered using literature or professional sources of information.

WHAT IS THE PURPOSE OF PRACTITIONER RESEARCH?

• To critically think about our actions
• Allows you to undergo frequent informed decisions by critically analysing what you do
• To make more informed decisions based on evidence/ to analyse evidence
• Breaks research down into units (a unit of thought or element of knowledge that allows us to organise experience)

By using particular tools it can broaden my knowledge and understanding of a topic. Throughout my Professional Inquiry I will be exploring a variety of ideas, concepts and theories regarding my chosen topic.

WHAT WILL THE PRACTITIONER RESEARCH ABOUT?

Referring to Blaxter, Hughes and Tight’s (2001) ‘How To Research’, (Chapter 2, Getting Started, pp. 21-25), the practitioners focus on 7 related and key factors with regards to researching:

1)    CHOOSING A TOPIC –

‘Issues to bare in mind in deciding what you are going to research’

2)    WHAT YOU DO IF YOU CAN’T THINK OF A TOPIC –

‘Hints and tips on how to develop upon’

3)    FOCUSING –

‘How to get from your initial idea to something that is feasible and relevent’

4)    FINDING AND CHOOSING YOUR SUPERVISER –

‘How to go about selecting your most important research contact’

5)    INDIVIDUAL AND GROUP RESEARCH –

‘The different factors to bear in mind if your going to be researching with others’

6)    RESEARCHING IN YOU WORKPLACE –

‘Advantages and disadvantages. How to cope’

7)    KEEPING OUR RESEARCH DIARY –

‘Record feelings, ideas, experiences, decisions, whilst undertaking your research project’                              

(Blaxter, Hughes and Tight’s (2001) ‘How To Research’, (Chapter 2, Getting Started, pp. 21-25)

Whilst reading, ‘How To Research’ (Chapter 2), written by Blaxter, Hughs and Tight, I now understand the importance of selecting a topic/issue that I would enjoy researching and take great interest in. Questions such as:

‘Will it get me out of bed early on a wet Monday morning?’

‘Will I want to work on it on Friday evening?’

, Emphasises how vital it is to select a topic that, ‘rouses your passion or drive rather more strongly.’

(Blaxter, Hughes and Tight)

‘Be selfish focus on what interests you, think about your curriculum vitae and your future professional development as well as the impact you study might have on the work place, and then step forward with confidence’

(Edwards and Talbot, 1999:3)

I love this statement as it has made me much more comfortable when drawing up my short list of subjects to base my Inquiry upon.

Hanstein, Rainbow and Froelich Identifies the differences between ‘Pseudo Questions’ and questions that can spark and create further research.

‘A genuine question truly seeks an answer, as a Pseudo Question expects no answer, cannot be answered, or has an answer that is already known to the person asking the question’

Eg. ‘When will the public learn to appreciate dance?’

(Hanstein, 1999, p. 27)

Whilst researching I will bare these specific questions in mind:

• How will exploring this topic help you in what you do?
• What will implications or impact be for co-workers, others in your Professional Network, or other professionals working in your sector?
• Will the evidence you find out make any difference to this profession or professional’s life

REVIEWING LITERATURE FOR YOU INQUIRY PLANNING

‘Reader 4’ has identified how to successfully select and explore literature related to my inquiry, enabling me to use a combination of theories within research and other practitioners and individuals within my profession. By reviewing and analysing a combination of literature I am broadening my knowledge of my chosen topic.

During the review of literature always consider HOW you can connect both the source and the Inquiry together. Keeping notes (Annotations) whilst reading is essential as it’s a gradual process to build new knowledge.

Always take into account LEGITIMACY –

• Does the article have an author?
• Does the article have a co-author?
• Was the article created communally? (Meaning the information may not be correct)

Literature often looks at the continuity of existing ideas and analysis gaps and common trends within the industry. A process called ‘Reading To Review’ has been discussed by HART.

Hart identifies that,

‘reading with the purpose of reviewing I very different from reading for pleasure. Reading to review has the goal of producing a product.’

(Hart, 1998, p. 53)

Even though I do agree with Hart’s opinion on this process I do believe that we should take pleasure in what we research to be able to gain the motivation to explore a wide range of literature and sources. Of course we always have to relate our Inquiry question when researching but I believe that we have to engage with the specific source or subject.

With regards to Literature I will reflect on these questions whilst researching my Professional Inquiry:

• Have I identified any Literature that’s important to understanding my inquiry?
• What are the main points that alerted me to its importance?
• Have I looked at referencing or bibliography?
• Can Literature signpost me to other important sources of information?

QUESTIONING TECHNIQUES FOR LINES OF INQUIRY

For inspiration as to how to question people in relation to my Professional Inquiry I referred back to my school days and GCSE English Class I can recall sitting at my desk discussing means and ways of questioning and how it is important to word the question in the right way to provoke the required response. Open and closed questioning methods came flooding back to me.

The following web site had some useful information which will be beneficial when embarking upon my methods of obtaining information:

 http://www.mindtools.com/pages/article/newTMC_88.htm 

Using Questioning Techniques

You have probably used all of these questioning techniques before in your everyday life, at work and at home. But by consciously applying the appropriate kind of questioning, you can gain the information, response or outcome that you want even more effectively.

Questions are a powerful way of:

·                      Learning: Ask open and closed questions, and use probing    questioning.

·                      Relationship building: People generally respond positively if you ask about what they do or enquire about their opinions. If you do this in an affirmative way "Tell me what you like best about working here", you will help to build and maintain an open dialogue.

·                      Managing and coaching: Here, rhetorical and leading questions are useful too. They can help get people to reflect and to commit to courses of action that you've suggested: "Wouldn't it be great to gain some further qualifications?"

·                      Avoiding misunderstandings: Use probing questions to seek clarification, particularly when the consequences are significant. And to make sure you avoid jumping to conclusions, the Ladder of Inference  tool can help too.

More Tips:

Make sure that you give the person you're questioning enough time to respond. This may need to include thinking time before they answer, so don't just interpret a pause as a "No comment" and carry on.

Skilful questioning needs to be matched by careful listening, This is so that you understand what people really mean with their answers.

Your body language and tone of voice can also play a part in the answers you get when you ask questions.

Remember: Open and closed questioning:

A closed question usually receives a single word or very short, factual answer. For example, "Are you thirsty?" The answer is "Yes" or "No"; "Where do you live?" The answer is generally the name of your town or your address.

Open questions elicit longer answers. They usually begin with what, why, how. An open question asks the respondent for his or her knowledge, opinion or feelings. "Tell me" and "describe" can also be used in the same way as open questions.