And with that, module 3 is done. It's hard to believe I've completed all the modules and finished all the work... now to wait for the grades and graduation. :) I might still do some blogging and commenting and that sort of thing though, since it would be great to stay active in the community.
Congrats to all the other presenters yesterday and today! We did it!
Wednesday, December 19, 2018
Wednesday, November 21, 2018
Skype Analysis
We had another skype session Sunday. The morning session discussed analysis, and then we put together a definition for it. I hear the evening session discussed creativity, which sounds really fascinating! I'm going a bit meta here and analyzing the skypes themselves rather than analysis itself.
It's been quite interesting these last two sessions, as I've always been a part of the evening (UK time) sessions. Now due to scheduling I'm participating in the morning ones (aka middle of the night my time). It's been great to talk to people I didn't get a chance to before, but I also really miss talking to those who usually attend the evening sessions. The feeling is really different between the two skypes. There are usually lots of people on the evening call and hardly any in the morning. Before I rarely got a word in edgewise, and now I'm doing a significant portion of the talking. It seems like the golden amount of people is in that 5-7 range. If it's fewer, the discussion gets pressed into a specific concept and loses the lovely bouncing around of ideas that the bigger sessions have. But the bigger sessions, when too big, there just isn't enough time for everyone to speak.
I would love to return to everyone bringing their own conversation topic and probing deeper into those; I really miss that from the big sessions. But it would also be a really interesting experiment if instead of molding the conversation into something specific, we students picked one concept out of what we bring and just ran with it. Once people get really into the discussion, they tend to keep it going, but if it gets redirected, sometimes the conversation stalls out. That carries its own risks, but it might be interesting to see what happens.
I'd love to hear everyone else's thoughts. Have you switched back and forth between evening and morning? If so, what differences have you noticed?
It's been quite interesting these last two sessions, as I've always been a part of the evening (UK time) sessions. Now due to scheduling I'm participating in the morning ones (aka middle of the night my time). It's been great to talk to people I didn't get a chance to before, but I also really miss talking to those who usually attend the evening sessions. The feeling is really different between the two skypes. There are usually lots of people on the evening call and hardly any in the morning. Before I rarely got a word in edgewise, and now I'm doing a significant portion of the talking. It seems like the golden amount of people is in that 5-7 range. If it's fewer, the discussion gets pressed into a specific concept and loses the lovely bouncing around of ideas that the bigger sessions have. But the bigger sessions, when too big, there just isn't enough time for everyone to speak.
I would love to return to everyone bringing their own conversation topic and probing deeper into those; I really miss that from the big sessions. But it would also be a really interesting experiment if instead of molding the conversation into something specific, we students picked one concept out of what we bring and just ran with it. Once people get really into the discussion, they tend to keep it going, but if it gets redirected, sometimes the conversation stalls out. That carries its own risks, but it might be interesting to see what happens.
I'd love to hear everyone else's thoughts. Have you switched back and forth between evening and morning? If so, what differences have you noticed?
Monday, November 5, 2018
Communicating Tangled Thoughts
Yesterday I was part of the earlier skype session, and there were only three of us students (Elissavet, Katya, and I) on there, which allowed for a much more detailed discussion than is normally possible! We started out as normal, discussing a miscellaneous thought or two, and then quickly moving into talking about our various modules--our research for Elissavet and I, and the most recent AOL for Katya. We all summarized our work, some more succinctly than others (aka, well done Elissavet and Katya, not so much me), and then got summaries and/or questions from the other two as to what was heard.
I found it quite interesting to attempt to summarize everything succinctly and clearly for several reasons. Attempt being the key word, as I don't think I succeeded. The first reason was obvious to me--I'm not a morning person, and I don't do well thinking in academic language at 4 in the morning! Another is that I've spent so much time recently figuring out how to explain things in the most basic, pared down language for quick conversations with those who aren't particularly interested in the academic minutiae of it all. That's been really fun to figure out, actually. It's made me think about what the absolute core of my inquiry is and how to express that in very plain language that's accessible to those not in my field (or who are very young). It was odd, though valuable, to switch back into academic minutiae.
But the other reason I spent some time thinking about yesterday, and I think it comes down to me struggling to express things verbally if I haven't written them down yet. I noticed the two areas I've written down in the draft thus far were the two areas I unintentionally focused on; the areas I haven't yet begun writing I found very hard to synthesize on the spot. For some reason, I'm having a very difficult time doing my analysis this time around unless I make myself write it out and form the sentences and paragraphs while I'm thinking. I've always been much better at written than oral communication, but this is another level.
It feels backward; shouldn't I have something to say before I say it? But that's not the process this time, and my thoughts are feeling very tangled. How does one communicate clearly when the thoughts behind the communication are not yet clear? It's one thing when you're in a 1-on-1 conversation with a friend or a colleague and they know you're processing verbally while you're talking to them. It's another thing, an embarrassing thing, when you need to have it all just so and instead the thoughts come out like spaghetti because they are, in fact, just like spaghetti.
I can only hope I can get them untangled in this weird, backward process of writing-analyzing-writing-analyzing soon. I would really love to hear others' thoughts on all this... do you find writing or speaking easier? Which helps you to untangle your thoughts better? And how have you worked at getting better at the harder one (because I'm totally stealing your tips, if you have any to offer)?
I found it quite interesting to attempt to summarize everything succinctly and clearly for several reasons. Attempt being the key word, as I don't think I succeeded. The first reason was obvious to me--I'm not a morning person, and I don't do well thinking in academic language at 4 in the morning! Another is that I've spent so much time recently figuring out how to explain things in the most basic, pared down language for quick conversations with those who aren't particularly interested in the academic minutiae of it all. That's been really fun to figure out, actually. It's made me think about what the absolute core of my inquiry is and how to express that in very plain language that's accessible to those not in my field (or who are very young). It was odd, though valuable, to switch back into academic minutiae.
But the other reason I spent some time thinking about yesterday, and I think it comes down to me struggling to express things verbally if I haven't written them down yet. I noticed the two areas I've written down in the draft thus far were the two areas I unintentionally focused on; the areas I haven't yet begun writing I found very hard to synthesize on the spot. For some reason, I'm having a very difficult time doing my analysis this time around unless I make myself write it out and form the sentences and paragraphs while I'm thinking. I've always been much better at written than oral communication, but this is another level.
It feels backward; shouldn't I have something to say before I say it? But that's not the process this time, and my thoughts are feeling very tangled. How does one communicate clearly when the thoughts behind the communication are not yet clear? It's one thing when you're in a 1-on-1 conversation with a friend or a colleague and they know you're processing verbally while you're talking to them. It's another thing, an embarrassing thing, when you need to have it all just so and instead the thoughts come out like spaghetti because they are, in fact, just like spaghetti.
I can only hope I can get them untangled in this weird, backward process of writing-analyzing-writing-analyzing soon. I would really love to hear others' thoughts on all this... do you find writing or speaking easier? Which helps you to untangle your thoughts better? And how have you worked at getting better at the harder one (because I'm totally stealing your tips, if you have any to offer)?
Thursday, November 1, 2018
Contact Improv
It had been ages since I'd gone to a jam, and then this summer I went on tour with my old dance collective and got to do some CI. I used to not really get it, but I've changed a bit since freshman year (!!) and now really love it. Thank goodness for the tour reminding me of that! So I fished around online and found a semi-local group that offers biweekly jams, and I've started going.
I'm totally hooked. I'd be up there every day if I could. There's something special about the feeling one gets when one is totally nonverbal and listening physically rather than aurally. The intimacy that just dancing and exploring together creates is not like anything else I've ever experienced. Touch, trust, dance, it's like the perfect combination. I'm going again on Sunday and bringing a fellow dancer this time, plus I've introduced it to two different (other) people in the last few months. I'm doing my best to spread the word, ha!
Anyone want to share their own experiences with contact improv? Love it? Hate it?
I'm totally hooked. I'd be up there every day if I could. There's something special about the feeling one gets when one is totally nonverbal and listening physically rather than aurally. The intimacy that just dancing and exploring together creates is not like anything else I've ever experienced. Touch, trust, dance, it's like the perfect combination. I'm going again on Sunday and bringing a fellow dancer this time, plus I've introduced it to two different (other) people in the last few months. I'm doing my best to spread the word, ha!
Anyone want to share their own experiences with contact improv? Love it? Hate it?
Monday, October 15, 2018
Thought Threads
Entering week five of the module and week three of my research. I'm halfway done with both the classroom and the interview portions. As I'm progressing in my research, I'm seeing a wealth of connections between the different areas of inquiry. For example, it's fascinating to analyze the similarities and differences between my interviewee responses, especially in regards to musicality definitions. It's also quite fun to see how the different classes I'm teaching respond to the exercises I'm giving. Everyone seems to be enjoying themselves, but the classes as wholes have very different personalities, so to speak.
Unsurprisingly my research is taking its own twists and turns, however, and I feel like with the classroom exercises I'm winding around a bit. I figured out after the first class that my original approach was rather too ambitious in terms of *how* it was structured, so I quickly restructured and have been finding the restructuring largely successful. Nevertheless, it's a bit tricky figuring out how to reorder and reorient concepts so they're still introduced in a logical fashion, and in a way that offers the same experience (more or less) to every class--regardless of their technique level, age, time in class, or dance style (ballet vs. modern).
With every class I teach, though, I keep seeing thought threads wind their way through the research. They twist through my own head, through the interviews, out into the classroom, and back in from the classroom. I'm absolutely loving making all these connections and can't wait to sit down at the "end" of the research and analyze them more thoroughly. What's also been encouraging is how supportive those I've interviewed have been. One said how excited they were that I was doing this and they thought it would be a valuable contribution to the field. That's so encouraging to hear!
Fellow module 1s and 2s, how are you getting on? And fellow module 3s, what has surprised you or delighted you about the process thus far?
Unsurprisingly my research is taking its own twists and turns, however, and I feel like with the classroom exercises I'm winding around a bit. I figured out after the first class that my original approach was rather too ambitious in terms of *how* it was structured, so I quickly restructured and have been finding the restructuring largely successful. Nevertheless, it's a bit tricky figuring out how to reorder and reorient concepts so they're still introduced in a logical fashion, and in a way that offers the same experience (more or less) to every class--regardless of their technique level, age, time in class, or dance style (ballet vs. modern).
With every class I teach, though, I keep seeing thought threads wind their way through the research. They twist through my own head, through the interviews, out into the classroom, and back in from the classroom. I'm absolutely loving making all these connections and can't wait to sit down at the "end" of the research and analyze them more thoroughly. What's also been encouraging is how supportive those I've interviewed have been. One said how excited they were that I was doing this and they thought it would be a valuable contribution to the field. That's so encouraging to hear!
Fellow module 1s and 2s, how are you getting on? And fellow module 3s, what has surprised you or delighted you about the process thus far?
Monday, October 8, 2018
Week Four Thoughts
Today is week four, day two (not that I'm counting or anything!) and things are progressing. I've completed the first week of my research. Looks like I've got something like 20 students participating, of which 13 completed the pre-test survey. Not too shabby! I also completed my first interview yesterday, and it was a great conversation as well as being very helpful research-wise.
I've done quite a lot of restructuring of my original research schedule for the classroom exercises. Some of my (new to me) classes wound up very much on the beginner end in terms of technique level, and I had planned themes for more of an advanced intermediate level class. So I've restructured pretty heavily, and I think this newest iteration should be a good fit and easily tailored to all my classes.
But that's been making me think about artistry in general. I remember when I was younger (probably 13 or 14) getting really frustrated with teachers who wanted me to incorporate a lot of artistry when I was so overwhelmed technically that I couldn't do both at once. Looking back, I was actually pretty technically advanced, dancing six days a week at a serious pre-pro school. I finally hit the point where I could incorporate both several years later... maybe 16? 17?
I'd love to hear thoughts on if you felt similarly when you were young or notice a similar issue in your students. I do wonder how well some of my students are going to be able to incorporate this musicality training, as when you're struggling with very basic steps it's difficult to think past the immediacy of the exercise and turn it into art, as it were. There's just only so much one can handle at once. Thoughts?
I've done quite a lot of restructuring of my original research schedule for the classroom exercises. Some of my (new to me) classes wound up very much on the beginner end in terms of technique level, and I had planned themes for more of an advanced intermediate level class. So I've restructured pretty heavily, and I think this newest iteration should be a good fit and easily tailored to all my classes.
But that's been making me think about artistry in general. I remember when I was younger (probably 13 or 14) getting really frustrated with teachers who wanted me to incorporate a lot of artistry when I was so overwhelmed technically that I couldn't do both at once. Looking back, I was actually pretty technically advanced, dancing six days a week at a serious pre-pro school. I finally hit the point where I could incorporate both several years later... maybe 16? 17?
I'd love to hear thoughts on if you felt similarly when you were young or notice a similar issue in your students. I do wonder how well some of my students are going to be able to incorporate this musicality training, as when you're struggling with very basic steps it's difficult to think past the immediacy of the exercise and turn it into art, as it were. There's just only so much one can handle at once. Thoughts?
Monday, October 1, 2018
Research Week 1...
And waking up yesterday morning began week 3, day 1 of module three, which means the first week of research! Tonight is my first class of four research classes. All the other research pieces in terms of having enough classes to teach have fallen into place, which is a wonderful thing, so I'm good to go there.
Unfortunately, I'm seeing my survey section fall apart, as I've only gotten one response back with deadlines of tonight and tomorrow night for the students who got it last week. It's a pity, since I was really hoping to hear more of my students' thoughts surrounding musicality. At least the one response I got was very illuminating.
So that's that for research specifics. Yesterday we had our first monthly skype in which we talked a lot about building trust between researcher and student as well as the ins and outs of the assessment process. I think I phrased my original discussion point on trust rather poorly--I got very helpful advice (thank you to all who commented!) on building trust with my students, but I was actually thinking more along the lines of how research requires us, the researcher, to trust others.
Having to find places last minute, waiting for survey results, asking people to interview (who so far all have said yes, but of course they didn't have to), and so on all highlights how much of the process is out of my control. I can do my best on this project, but ultimately, if none of my students consent to being part of the research when I arrive in class tonight and tomorrow, there goes half my project in smoke! So I'm trying not to think about it too much, since I can't do anything about it. It really does require a lot of trust in people's general goodness and willingness to help out. In that sense, research is quite frightening. But it's also quite exciting, since it is a real collaboration with others, which can only enrich the process.
Tell me your stories of trusting other people and the process in the comments!
Unfortunately, I'm seeing my survey section fall apart, as I've only gotten one response back with deadlines of tonight and tomorrow night for the students who got it last week. It's a pity, since I was really hoping to hear more of my students' thoughts surrounding musicality. At least the one response I got was very illuminating.
So that's that for research specifics. Yesterday we had our first monthly skype in which we talked a lot about building trust between researcher and student as well as the ins and outs of the assessment process. I think I phrased my original discussion point on trust rather poorly--I got very helpful advice (thank you to all who commented!) on building trust with my students, but I was actually thinking more along the lines of how research requires us, the researcher, to trust others.
Having to find places last minute, waiting for survey results, asking people to interview (who so far all have said yes, but of course they didn't have to), and so on all highlights how much of the process is out of my control. I can do my best on this project, but ultimately, if none of my students consent to being part of the research when I arrive in class tonight and tomorrow, there goes half my project in smoke! So I'm trying not to think about it too much, since I can't do anything about it. It really does require a lot of trust in people's general goodness and willingness to help out. In that sense, research is quite frightening. But it's also quite exciting, since it is a real collaboration with others, which can only enrich the process.
Tell me your stories of trusting other people and the process in the comments!
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