Summary of Project Findings.
The project I researched was: The Effects of Drama in Education on a Drama Student. The Impact of Social and Personal Growth.
The main aim of my project was to discover if students enhanced their social education as apposed to those students who chose not to study drama. The results clearly showed that drama benefited a students student social skills their response to real life situations and their interpretation of cultural understandings. It was found that the elements cover in drama education created a deeper understanding in student relationships, actions and opinions. They had a broader social outlook; however research showed that it did not necessarily promote students self esteem. Hopefully, this will develop deeper understandings of the importance of drama education on a students future.
Wednesday, 2 February 2011
Sunday, 10 October 2010
Log2
Google Documents.
Google Docs is an online program where documents can be shared and saved. I was first introduced to this file sharing application by watching a short video on its functions and uses. I discovered that it allows users to share documents with as many or as little people as desired. It provides the ability for others to read filed documents and, if they wish, make a comment in response or even edit the work. Google Docs allows you to set the privacy settings to which you feel comfortable. Therefore this granted me the option to save some work to Google Docs for only me to see and other drafts for certain people to have editing ability.
This program was beneficial to my project due to the constructive criticism from my peers which I otherwise would not have received. It shares the opportunity to work as a collaborative team.
I collaborated on a document which a drama teacher sent entitled “Drama is not for everyone, or is it?” Whilst commenting it helped me to understand the reasons why I felt my research project was beneficial and emphasized my passion to enable society to share my thoughts. From other users comments I was able to examine the differences of opinion around this subject which made me view my work in an unbiased manner.
I am pleased I was made aware of this online application and have even shared this experience with others. Google Docs has supported my research immensely and I will continue to use it for future reference.
Google Docs is an online program where documents can be shared and saved. I was first introduced to this file sharing application by watching a short video on its functions and uses. I discovered that it allows users to share documents with as many or as little people as desired. It provides the ability for others to read filed documents and, if they wish, make a comment in response or even edit the work. Google Docs allows you to set the privacy settings to which you feel comfortable. Therefore this granted me the option to save some work to Google Docs for only me to see and other drafts for certain people to have editing ability.
This program was beneficial to my project due to the constructive criticism from my peers which I otherwise would not have received. It shares the opportunity to work as a collaborative team.
I collaborated on a document which a drama teacher sent entitled “Drama is not for everyone, or is it?” Whilst commenting it helped me to understand the reasons why I felt my research project was beneficial and emphasized my passion to enable society to share my thoughts. From other users comments I was able to examine the differences of opinion around this subject which made me view my work in an unbiased manner.
I am pleased I was made aware of this online application and have even shared this experience with others. Google Docs has supported my research immensely and I will continue to use it for future reference.
Sunday, 19 September 2010
Log 1
Delicious.
Delicious is a social book marking site. It is a web site that allows you to save unlimited web pages which you may find useful by tagging appropriate words related to the content and here fore organizing a website mini database. It has been extremely advantageous to my project and its literature. Initially, I was struggling to develop my literature review with the limited documents I had researched to support my work. However, delicious allowed me to develop this research in an easy and constructive manner. It also provides the ability to create a network of people with similar interests, therefore aiding your research with fresh documents and new information.
Before I was introduced to Delicious I would save web pages I found useful to my tool bar under ‘Favorites’. This I found time consuming having to scan through all the web pages saved before finally finding the one I wanted. The tag system in Delicious eliminates this problem by typing a word which relates to the document content then directing me straight to the document of interest I am looking for.
Unlike that of a ‘Favorites’ tool, Delicious is a online database so can be accessed from any computer I am working on. This is extremely useful especially whilst undergoing a research project which may suggest use of a library amongst other public places.
The icon labeled ‘browse bookmarks’ allows me to easily refer back to past read documents that I could make possible use of in the future. This was apparent whilst writing up my the end of my literature review and discovering I had missed some vital information out. It took no longer than one minute to type ‘student culture drama’ as a tag and the right document was at hand.
I never believed that I would make use of a program like Delicious but whilst working on my research project I have found it thoroughly beneficial and a credit to my work.
Delicious is a social book marking site. It is a web site that allows you to save unlimited web pages which you may find useful by tagging appropriate words related to the content and here fore organizing a website mini database. It has been extremely advantageous to my project and its literature. Initially, I was struggling to develop my literature review with the limited documents I had researched to support my work. However, delicious allowed me to develop this research in an easy and constructive manner. It also provides the ability to create a network of people with similar interests, therefore aiding your research with fresh documents and new information.
Before I was introduced to Delicious I would save web pages I found useful to my tool bar under ‘Favorites’. This I found time consuming having to scan through all the web pages saved before finally finding the one I wanted. The tag system in Delicious eliminates this problem by typing a word which relates to the document content then directing me straight to the document of interest I am looking for.
Unlike that of a ‘Favorites’ tool, Delicious is a online database so can be accessed from any computer I am working on. This is extremely useful especially whilst undergoing a research project which may suggest use of a library amongst other public places.
The icon labeled ‘browse bookmarks’ allows me to easily refer back to past read documents that I could make possible use of in the future. This was apparent whilst writing up my the end of my literature review and discovering I had missed some vital information out. It took no longer than one minute to type ‘student culture drama’ as a tag and the right document was at hand.
I never believed that I would make use of a program like Delicious but whilst working on my research project I have found it thoroughly beneficial and a credit to my work.
Sunday, 2 May 2010
Critical Commentary.
Before I commenced the course in September 2009, although I believed I would extend my qualification I did not expect to develop my knowledge around my subjects of interest to the extent that I have.
After completing the previous module (3002) I gained thorough insight on how to write in an appropriate style to express myself to different audiences. These writing tools and my module experience was extremely useful throughout this module. Writing styles are crucial to construct and conclude research and are required throughout the remainder of this Work Based Learning course. Without the prior module I believe I would have suffered with future progression.
My initial thoughts and feelings towards the start of this module were negative, stemming from my lack of experience and understanding of how to construct a research project. My past experience has never involved professional research methods and techniques and I found the module a little overwhelming.
My attitude soon changed when I read thoroughly through the Module Handbook and held in depth conversations with my course adviser. These both educated me that successful research topics would be those concerning my future career and aspirations. After discovering in my Learning Diary that 'different passions are appearing for me within my job and certain problems are occurring', I was convinced that I needed to understand where these passions developed from and that may lead me to discover how these problems could be resolved. My enthusiasm from here onwards revealed that as a teacher my motivation to teach was growing and making it evident that my studies towards the module were benefiting my teaching practice.
I have learnt how to construct my thoughts towards learning, how to organise them and apply them professionally through philosophies such as Kolb's Theory and other learning methods. These will consistently be used to demonstrate my unique ability to utilize new ideas and learn with efficiency. This was studied throughout module 3002 and will forever be exercised in my future work and career.
Along with my writing styles my vocabulary has improved immensely. This is a result to reading different materials throughout all my academic work throughout the course and was enhanced by the required glossary in module 3835. This is important and a necessity when applying for jobs and performing interviews. This became evident when I read through my learning diary of practical and psychological events which are return with structure and literacy. The learning Diary was a instrument of progressive learning in itself, giving me recorded progression throughout my education and helping to organise my thoughts constructively. This is another technique I have learnt to employ in my work to help enhance my teaching.
Research methods and instruments have demonstrated how a belief or opinion can be proven professionally and with use of primary, secondary, quantitative, qualitative and many other sources of research I can produce constructive criticism. Module 3835 has strengthened my literal criticism and analytical skills boosting my confidence when academically applying myself.
When I read past blog entries and my finalised module portfolio I can see my learning progression and am able to positively reflect on my studies. I would have struggled to complete these last two modules with out my fellow students blogging information and with the absence of BAPP online support. It has been a massive advantage learning how to use the online network site and this is a resource I believe will advantage my career in the future.
One of the latest subjects covered in module 3835 was that of ethical issues. This is an area I had no previous knowledge about but now feel I understand in detail and can account for in future situations when I feel ethical issues may be apparent.
At the beginning of this module I recorded in my Learning Diary that:
After completing the previous module (3002) I gained thorough insight on how to write in an appropriate style to express myself to different audiences. These writing tools and my module experience was extremely useful throughout this module. Writing styles are crucial to construct and conclude research and are required throughout the remainder of this Work Based Learning course. Without the prior module I believe I would have suffered with future progression.
My initial thoughts and feelings towards the start of this module were negative, stemming from my lack of experience and understanding of how to construct a research project. My past experience has never involved professional research methods and techniques and I found the module a little overwhelming.
My attitude soon changed when I read thoroughly through the Module Handbook and held in depth conversations with my course adviser. These both educated me that successful research topics would be those concerning my future career and aspirations. After discovering in my Learning Diary that 'different passions are appearing for me within my job and certain problems are occurring', I was convinced that I needed to understand where these passions developed from and that may lead me to discover how these problems could be resolved. My enthusiasm from here onwards revealed that as a teacher my motivation to teach was growing and making it evident that my studies towards the module were benefiting my teaching practice.
I have learnt how to construct my thoughts towards learning, how to organise them and apply them professionally through philosophies such as Kolb's Theory and other learning methods. These will consistently be used to demonstrate my unique ability to utilize new ideas and learn with efficiency. This was studied throughout module 3002 and will forever be exercised in my future work and career.
Along with my writing styles my vocabulary has improved immensely. This is a result to reading different materials throughout all my academic work throughout the course and was enhanced by the required glossary in module 3835. This is important and a necessity when applying for jobs and performing interviews. This became evident when I read through my learning diary of practical and psychological events which are return with structure and literacy. The learning Diary was a instrument of progressive learning in itself, giving me recorded progression throughout my education and helping to organise my thoughts constructively. This is another technique I have learnt to employ in my work to help enhance my teaching.
Research methods and instruments have demonstrated how a belief or opinion can be proven professionally and with use of primary, secondary, quantitative, qualitative and many other sources of research I can produce constructive criticism. Module 3835 has strengthened my literal criticism and analytical skills boosting my confidence when academically applying myself.
When I read past blog entries and my finalised module portfolio I can see my learning progression and am able to positively reflect on my studies. I would have struggled to complete these last two modules with out my fellow students blogging information and with the absence of BAPP online support. It has been a massive advantage learning how to use the online network site and this is a resource I believe will advantage my career in the future.
One of the latest subjects covered in module 3835 was that of ethical issues. This is an area I had no previous knowledge about but now feel I understand in detail and can account for in future situations when I feel ethical issues may be apparent.
At the beginning of this module I recorded in my Learning Diary that:
'after reading through the 3835 module handbook I believe that this will be
the module I find most interesting, being able to develop my thoughts around an
area I feel passionately about and research intensely.'
I can now confirm with great confidence that my initial thoughts were accurate and I thoroughly enjoyed completing the module learning more than I could ever imagine.
Different passions are appearing for me within the job and certain problems are occurring. I hope to sustain my efforts and work hard to complete a successful project and achieve the grades I am striving for.
Saturday, 1 May 2010
Learning Diary Entry 6.
Learning Diary Entry 6.
Throughout the duration of this module I have learnt so much about research practice and all the considerations behind constructing a research project.
I have learnt how to create:
• Focus Groups
• Perceptual mapping
• Questionnaires/ Surveys
• Constructive Interview Questions
• Case Studies
• Detailed observation
• A project Proposal.
Looking back to when this module first commenced I realise how much I have progressed through learning and how to focus my ideas more constructively and realistically rather than producing project questions that would not be able to give me an accurate, meaningful and worthy answer.
I have worked intensely to produce what I feel will be an interesting and beneficial topic of research towards my future career and will help the rest of society to perhaps look at the performing industry in a different light and perhaps engage more frequently within it.
Not only has the module given me thorough insight towards my education and developed my qualification but it has also made me develop and discover new ambitions towards my future prospects. Such as:
1. What is expected from me in performing arts practice
2. What rights I have through my teachings
3. The main aims and employment I am striving for in the future. I now know that I want to focus my skills of teaching towards the mature student(18+).
All of these conclusions I have drawn through research elements.
I can honestly state that this module has been massively beneficial towards my education and will hopefully contribute to achieving a happy and fulfilled career.
Throughout the duration of this module I have learnt so much about research practice and all the considerations behind constructing a research project.
I have learnt how to create:
• Focus Groups
• Perceptual mapping
• Questionnaires/ Surveys
• Constructive Interview Questions
• Case Studies
• Detailed observation
• A project Proposal.
Looking back to when this module first commenced I realise how much I have progressed through learning and how to focus my ideas more constructively and realistically rather than producing project questions that would not be able to give me an accurate, meaningful and worthy answer.
I have worked intensely to produce what I feel will be an interesting and beneficial topic of research towards my future career and will help the rest of society to perhaps look at the performing industry in a different light and perhaps engage more frequently within it.
Not only has the module given me thorough insight towards my education and developed my qualification but it has also made me develop and discover new ambitions towards my future prospects. Such as:
1. What is expected from me in performing arts practice
2. What rights I have through my teachings
3. The main aims and employment I am striving for in the future. I now know that I want to focus my skills of teaching towards the mature student(18+).
All of these conclusions I have drawn through research elements.
I can honestly state that this module has been massively beneficial towards my education and will hopefully contribute to achieving a happy and fulfilled career.
Tuesday, 27 April 2010
Audio research towards project proposal.
This is demonstrating some of the secondary research that already exists which perhaps motivates people to strive for a performing arts career.
This source of information displays how appealing a career in performing arts can appear in the public eye.This audio research will be useful when executing my research for my project title:
'What motivates a person to strive for a career in dance and drama?'.
Monday, 26 April 2010
Secondary Research- Newspaper article from THE INDEPENDENT.
FROM CAREERS ADVISER: AN INDEPENDENT PUBLISHING MAGAZINE
Performing Arts: No business like show business
Passion, stamina, and intellectual rigour are vital in the performing arts, says Virginia Matthews
Monday, 4 December 2006
There are few career options nowadays open to school leavers who don't feel moved to complete a college course or go to university, but performing arts is perhaps one sector where enthusiasm, attitude and sheer talent are still more important than academic achievement.
Whether a love of the limelight was triggered by a school theatre club or an amateur dramatics troupe, it is still possible to don the greasepaint and become a performer on stage, screen, TV - or, of course, cruise ships - without first having studied for a trio of A-levels.
As befits this most individual of career choices, the options of training provider range from top drama schools, such as RADA, to universities and privately-run theatre schools.
Janet Devenish is deputy principal at the Bedford-based Stella Mann Dance and Drama school. She believes that "determination, physical stamina and passion" are the three key requirements for any would-be performer.
While the 100 or so students at this privately-run FE college emerge, after three years full-time study, with a national diploma in professional musical theatre or musical dance - equivalent to a Level 6 NQS or vocational degree - Devenish stresses that would-be performers need to perform, not be hunched over books:
"When we ask our students to research West Side Story, we may well ask them to look at the career of Leonard Bernstein, but at least 80 per cent of the course will be practical.
"Our students come from ballroom, ballet or disco, or combine singing with dancing, but we are always looking for raw talent."
Although show business careers are open to people of all ages and backgrounds, those who combine the ability to entertain with intellectual rigour are likely to last longer, according to Anne Prince, editor of the influential UK Guide to Performing Arts:
"For those who want to make a name by appearing in a show like Big Brother, it's safe to say that qualifications don't really matter - this sort of celebrity status is fairly easy come, easy go and it doesn't tend to last very long.
"But if you want to turn a love of dancing into a career as a choreographer later on, or would like to progress from acting to running your own theatre company some day, then a good qualification is worth its weight in gold."
Most reputable drama schools have relationships with talent agencies who have the contacts to kick-start a career in performing arts. While it is still possible, as a novice, to attend an open audition for a West End show and secure a contract on the back of it, actors or singers with the backing of an established school or agent find the process far easier.
The very many and diverse role in performing arts - acting, dance, music or musical theatre - tend to fall into two categories; either behind or in front of the camera.
While the front-of-house roles as actor, singer, dancer or comedian remain the most difficult to break into - How Do you Solve A Problem Like Maria? gave a glimpse of how many people want to pursue a career in musical theatre - it is the behind-the-scenes, technical roles that offer far more scope.
From arts administrator, stage set or props designer to lighting technician, director, sound engineer, makeup artist, stunt artist or wardrobe assistant, the opportunities to entertain others, while not actually being seen, are far greater away from the spotlight.
Full BA courses in theatre studies or performing arts are available at some of the best-known universities in the country, but there are also a wide range of HND and foundation degree qualifications in this area.
Professor Steve Dixon, head of the school of arts at Brunel University believes that the skills learned on a university music or drama course are "highly transferable."
"Would-be performers have excellent team working and communication skills," he says. "For those students who don't make it in acting, PR, media and even banking and finance have all proved to be very enthusiastic recruiters."
Choosing the best college or university course may, says Prince, be a matter of identifying a top performer and working back:
"If there's an actor or singer you particularly admire, it's worth researching his or her background and finding out where they trained. Performers already known to the public are the very best advertisement for the drama school or university they attended."
Case Study
Rachelle Glover, 22, graduated from Stella Mann last July with a diploma in musical theatre. She is a singer with an all-girl pop band - Fallen Angelz - and hopes to sign her first record deal within six months.
" I've been dancing since I was two and have always loved ballet, tap and disco. As a child, I danced regularly in big theatre shows, but it's always been my dream to dance in the West End.
I did my qualification because I want to be able to teach in the future; it also taught me a lot about the entertainment business. My parents paid for the course because they believe in me and they know how much I care about my career.
We formed Fallen Angelz last November and since then we've been at lots of different gigs, singing with people like Simon Wells and Chico. We've met loads of producers, songwriters and agents and we're already getting ourselves known to the public.
I really want to sing and make pop videos and I think drive is almost as important as talent in this business.
I really admire Michael Jackson for his dancing skills and the Spice Girls for their guts and determination, but Fallen Angelz has a very unique sound.
When we sign our first record deal and I get on TOTP, I'll know I'm on my way. "
sponsored links:
Ads by Google
http://www.independent.co.uk/student/magazines/performing-arts-no-business-like-show-business-427081.html
Performing Arts: No business like show business
Passion, stamina, and intellectual rigour are vital in the performing arts, says Virginia Matthews
Monday, 4 December 2006
There are few career options nowadays open to school leavers who don't feel moved to complete a college course or go to university, but performing arts is perhaps one sector where enthusiasm, attitude and sheer talent are still more important than academic achievement.
Whether a love of the limelight was triggered by a school theatre club or an amateur dramatics troupe, it is still possible to don the greasepaint and become a performer on stage, screen, TV - or, of course, cruise ships - without first having studied for a trio of A-levels.
As befits this most individual of career choices, the options of training provider range from top drama schools, such as RADA, to universities and privately-run theatre schools.
Janet Devenish is deputy principal at the Bedford-based Stella Mann Dance and Drama school. She believes that "determination, physical stamina and passion" are the three key requirements for any would-be performer.
While the 100 or so students at this privately-run FE college emerge, after three years full-time study, with a national diploma in professional musical theatre or musical dance - equivalent to a Level 6 NQS or vocational degree - Devenish stresses that would-be performers need to perform, not be hunched over books:
"When we ask our students to research West Side Story, we may well ask them to look at the career of Leonard Bernstein, but at least 80 per cent of the course will be practical.
"Our students come from ballroom, ballet or disco, or combine singing with dancing, but we are always looking for raw talent."
Although show business careers are open to people of all ages and backgrounds, those who combine the ability to entertain with intellectual rigour are likely to last longer, according to Anne Prince, editor of the influential UK Guide to Performing Arts:
"For those who want to make a name by appearing in a show like Big Brother, it's safe to say that qualifications don't really matter - this sort of celebrity status is fairly easy come, easy go and it doesn't tend to last very long.
"But if you want to turn a love of dancing into a career as a choreographer later on, or would like to progress from acting to running your own theatre company some day, then a good qualification is worth its weight in gold."
Most reputable drama schools have relationships with talent agencies who have the contacts to kick-start a career in performing arts. While it is still possible, as a novice, to attend an open audition for a West End show and secure a contract on the back of it, actors or singers with the backing of an established school or agent find the process far easier.
The very many and diverse role in performing arts - acting, dance, music or musical theatre - tend to fall into two categories; either behind or in front of the camera.
While the front-of-house roles as actor, singer, dancer or comedian remain the most difficult to break into - How Do you Solve A Problem Like Maria? gave a glimpse of how many people want to pursue a career in musical theatre - it is the behind-the-scenes, technical roles that offer far more scope.
From arts administrator, stage set or props designer to lighting technician, director, sound engineer, makeup artist, stunt artist or wardrobe assistant, the opportunities to entertain others, while not actually being seen, are far greater away from the spotlight.
Full BA courses in theatre studies or performing arts are available at some of the best-known universities in the country, but there are also a wide range of HND and foundation degree qualifications in this area.
Professor Steve Dixon, head of the school of arts at Brunel University believes that the skills learned on a university music or drama course are "highly transferable."
"Would-be performers have excellent team working and communication skills," he says. "For those students who don't make it in acting, PR, media and even banking and finance have all proved to be very enthusiastic recruiters."
Choosing the best college or university course may, says Prince, be a matter of identifying a top performer and working back:
"If there's an actor or singer you particularly admire, it's worth researching his or her background and finding out where they trained. Performers already known to the public are the very best advertisement for the drama school or university they attended."
Case Study
Rachelle Glover, 22, graduated from Stella Mann last July with a diploma in musical theatre. She is a singer with an all-girl pop band - Fallen Angelz - and hopes to sign her first record deal within six months.
" I've been dancing since I was two and have always loved ballet, tap and disco. As a child, I danced regularly in big theatre shows, but it's always been my dream to dance in the West End.
I did my qualification because I want to be able to teach in the future; it also taught me a lot about the entertainment business. My parents paid for the course because they believe in me and they know how much I care about my career.
We formed Fallen Angelz last November and since then we've been at lots of different gigs, singing with people like Simon Wells and Chico. We've met loads of producers, songwriters and agents and we're already getting ourselves known to the public.
I really want to sing and make pop videos and I think drive is almost as important as talent in this business.
I really admire Michael Jackson for his dancing skills and the Spice Girls for their guts and determination, but Fallen Angelz has a very unique sound.
When we sign our first record deal and I get on TOTP, I'll know I'm on my way. "
sponsored links:
Ads by Google
http://www.independent.co.uk/student/magazines/performing-arts-no-business-like-show-business-427081.html
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