Task 6a: Trial and (hopefully fewer) Errors!

After reviewing Reader 6, I have begun to develop my understanding of how my inquiry will be conducted during Module 3, the variety of ‘tools’ or methods I have at my disposal, and which will be more appropriate/suitable to my needs as the insider-researcher. I must choose a tool/method which will inform what I may do when I carry out the inquiry, and after reading Module 6, this will most likely be a combination of i) surveys/questionnaires amongst member of staff and ii) observations of groups of students.

I have decided to conduct a brief pilot of my survey/questionnaire, by asking two drama teachers with whom I work with. At the time, the format of the questionnaire seemed preferable, as the whole of the Performing Arts department seems very busy at the moment, I would have found it extremely difficult to negotiate time in which to conduct interviews and I would rather have their ideas/feedback in written format as opposed to not at all.

Below is the data I received from my pilot questionnaire and as a result of me making a start and ‘putting the feelers out.’ I have anonymised the responses, due to ethical restrictions, and have simply labelled them ‘1’ and ‘2’. I am posting the results because:

1)      I am hoping that fellow BAPP members and followers of my blog may be able to identify any bias/misleading questions. In addition, if you read this blog and are involved in teaching dance/drama at secondary school level and would like to fill out your own answers, I’d be very grateful and would most definitely return them favour!!!

2)      If indeed you are reading this and your inquiry centre around the same topic/s, then these results may be of some use to you!

Here they are as follows:

…Number 1…

1.        What factors can affect student’s negativity towards dance/drama?

Negative comments from teachers and peers.

Students being almost forced to perform weekly.

Sometimes the style and topics can affect students.

2.        What factors can aid motivation and/or confidence when performing?

Positive feedback from peers and teachers.

A sense of achievement.

Working in certain group sizes or even a solo.

Size of the audience.

Position of the audience i.e. in the round/proscenium.

Being selected to perform in pieces based on ‘ability’.

3.        “How do you feel drama is accepted by students in a school setting?”

It depends on what opportunities the students have. At AGAC students are used to performing regularly as part of their lessons therefore this develops their confidence straight away. 

 I believe it is mainly down to opportunities and experience.

4.        Do the skills that are developed in dance/drama aid students in other aspects of their education?

Yes it develops team building skills, organisation, and confidence, ability to work to strict deadlines, creativity, ability to provide feedback to peers, improvisation skills, ability to review and improve, creative skills, and ability to work in various size groups and alone. The main aspect is that students get used to putting themselves ‘out there’ and used to receiving critique.

5.        What are your sources of inspiration when teaching?

Everything!

6.        Do the performing arts subjects still hold relevance in today’s curriculum? Why?

 Not as much as they should. I feel that the English Bach has a lot more ‘credit’ given to it than the arts.

7.        To what extent are the disciplines in the performing arts relevant outside of the classroom?

Very relevant. When going for a job interview, you may need to present in front of a group of people, participate in group activities/role plays.

8.        What are successful strategies for reducing the negative effects of peer influence/pressure within the classroom?

…and Number 2…

1..        What factors can affect student’s negativity towards dance/drama?

There are a number of factors that can effect negativity towards drama. Low self-esteem and confidence issues, friendship groups, anxiety and the fear of being bullied. In drama many students are put ‘on the spot’ and feel very vulnerable. Some students also treat the subject as an ‘easy lesson’ and their attitude and effort can be poor as they are not required to do lots of written work.

2.     What factors can aid motivation and/or confidence when performing?

Students like to know when they have done well. Praise needs to be a constant element throughout the lesson. Trips and seeing professionals can also motivate students. School productions and working as a team with staff is a strong motivator. Performing in pairs or as a group helps with confidence as well as allowing students to work at their own pace.

3.     “How do you feel drama is accepted by students in a school setting?”

In year 7 and 8 girls seem more confident, in year 9 boys tend to be.

4.      Do the skills that are developed in dance/drama aid students in other aspects of their education?

Yes. I feel that students learn life skills in drama to build confidence and have positive relationships with people. This can help in other subjects whether it’s giving a presentation or speaking aloud in class.

5.     What are your sources of inspiration when teaching?

Theatre, film, TV. But also working with children who want to do well and are motivated to achieve a good grade. In KS4 I feel like I work with young actors rather than students.

6.     Do the performing arts subjects still hold relevance in today’s curriculum? Why?

Absolutely. Performing arts is everywhere. If you go home and watch TV, you are watching performing arts. If you are making a speech or giving a presentation you are using skills learned in performing arts. Performing arts gives students the opportunity to be imaginative and creative. It helps students become the people they want to be. Children are not machines or numbers, they need the facility to explore characters and stories the way drama allows them to.

7.     To what extent are the disciplines in the performing arts relevant outside of the classroom?

My motto for GCSE drama is ‘fail to prepare, prepare to fail’. Not only does this apply in the drama classroom but also in life. Drama allows students to work on a project, focus, critique work and work as a team. All things are relevant in today’s society.

8.     What are successful strategies for reducing the negative effects of peer influence/pressure within the classroom?

Praise is effective. Also allowing students to work with friends one week then me putting them into groups. Also establishing the classroom rules early on and explain the punishment if students are being disrespectful. Encourage students and explain why they are doing things. Building confidence with games and short activities.