Just before I start discussing about my thoughts on last nights (30/09/2019) module one skype discussion, I've just watched a scene on Brooklyn Nine-Nine where Detective Boyle talks of his preferred method experiential learning and decided to make it into a meme. Thought it was relatable.
For myself at this early stage within the learning process on the MAPP course, there were two points within the skype discussion that I particularly valued and want to explore within this post.
The first was approaching the Area of Learning essays and identifying what areas the areas of learning I have specifically engaged with in my practice. As Helen and Adesola stated, Areas of Learning shouldn't simply be a job title - which is how I was encountering the subject of the essays previously - but should instead be learning processes within significant points / events within the practice which has / is happening.
As a practitioner, if asked what my area of practice is, I automatically would state that I am a portfolio careerist - however straight away within that statement I am talking about a career not a practice. If asked to break it down further, I would state that my practice consists primarily of performing, choreographing and facilitating.
Looking at this as I write it down, I realise that I am completely pigeon hole-ing myself into career / job titles further. Take the practice I do as a "performer". Unlike what Arnold (2000) states, (and what many traditionalist *old-fashioned* views coincide with) I do not simply learn movement material efficiently, make it match the aesthetic quality that the choreographer desires, and occasionally be pro-active within my original / creative thinking for the purposes. If this is what is viewed as a performer then A) I certainly don't act like one, and B) definitely wouldn't want to. My practice within a performance / performer - choreographer context is a creative, collaborative, two-way interfacing one, and one which by the looks of it I need to unpick much further. It's also interesting for me, when looking back just 10 years ago when I was in vocational training, I would have agreed with Arnold's views on what role "the dance" plays within the "art of dance". I think this could definitely be something I could explore further with my AOL's, and my learning process from a very didactic view of the performer - choreographer process, to a much more conversational / collaborative one.
The second point raised within the skype discussion last night was by Charlene (sorry if I've spelt your name wrong!), around the factor of emotion within learning. As I stated last night, I've previously noticed within my choreographic work that I tend to completely avoid emotion within creative process (although feelings may be taken / given by the performer and audience, during the out coming product), yet I've never really thought about the role of emotion within my own learning and practice.
As I read and digest Moon's (2004) thoughts on the role of emotion within learning, and the role it plays within the internal, external and assimilation of it, I once again realise that my prior vocational training directly contradicts what is said. At school, when we went into class in the morning, emotions outside that of the specific learning environment were ordered to be deliberately ceased ("leave your issues and problems at the door") - which I now realise was not conducive to my learning at all, and if anything stagnated it by not allowing me to bring anything to the (metaphorical) table. Again - now that I've noticed this gap within the knowledge of my own learning, I need to dissect and pay much more attention to it moving forwards.
Bibliography
Moon, Jennifer A. 2014. A Handbook of Reflective and Experiential Learning. London:RoutledgeFalmer
Arnold, Peter J. 2000. Aspects of the Dancer's Role in the Art of Dance. Journal of Aesthetic Education. Champaign Vol. 34, Iss. 1
Please note that I intentionally refer to my vocational learning experiences as "training" (a word I usually detest in relation to most learning experiences I've encountered).
Also interesting to note that Arnold has no practice within the dance field, however feels free to comment and decide what a dancer is.
Great reflections and further consideration of these conversations Harry. This is what module one is all about, identifying what you have been doing, how, where, why and digging deeper into the learning experiences involved, this will involved lots of questioning (critical thinking) around your practice, not to define (fix) it, but to gain a deeper understanding of it and the ways in which it's meaningful, through a process of reflection.
ReplyDeleteThank you for the comment Helen! Yes certainly going on quite the journey of focusing into what I have / am learning and practicing - starting to see shifts in the decisions I am making moving forwards.
DeleteGreat read Harry! It is interesting to see how your flow of thinking and perceptions of ideas have changed throughout your career. Its made me think about approaching my ideas with an interconnecting outlook. Helen's point about not trying to fix our practice is interesting, as I know I often look for a solution.
ReplyDeleteLooking forward to reading more of your ideas.
Hi Jessica, thanks for the comment! Yes totally agree here - seeing the whole is shifting my perspective and decision making quite a bit.
DeleteHi Harry, thanks for sharing your thoughts and reflections. It sounds like you've identified some really valuable learning with reference to the role of emotion within learning. I can also absolutely relate to being encouraged to 'leave any negativity' at the door during my vocational training (also 10 years ago!). I suppose I could also interpret that as meaning 'be present' and therefore focused, and mindful in order to get the most out of that class or activity. I'd like to follow your lead and read Moon's writing around it. I've also earmarked an additional source that might be helpful; Margaret Donaldson's Human Minds (1992). Looking forward to sharing more ideas.
ReplyDeleteThanks for the comment Sophie! Brilliant, thank you forwarding Donaldson's text will have to look into that (I'm also planning on looking into Goleman's work on emotional intelligence that Moon points out)
DeleteThanks for a fun read, Harry! (Great meme, too.) I also struggled with differentiating job titles / accomplishments with AOLs, unpacking the real learning that takes place behind the job. I wrote about that in my blog recently, too. May your process of reflection continue to be enlightening!
ReplyDeleteHi Simon, haha great to know the meme is making people smile.
ReplyDeleteJust had a look at your blog you've talked about and can definitely identify (I also initially sent basically a list of job titles not even thinking that them and practice were different things)!
Think you've also bought up an interesting point around "succesful" and "unsuccesful" - and the definition of those words in relation to different situations (i.e. what is success) - looking forward to reading further as you delve into these.