What am I doing? (+ reflections on knowledge)

 Knowledge and learning

Yesterday (Sunday September 26th) we had our first online discussion after the summer break and I was delighted to listen to some amazing thoughts and theories about knowledge, learning and information. I took part of other sessions about the topic in the past but each one has been unique so far. Besides that, here is so much to say and reflect about what is knowledge, how it is built, perceived, chosen, assumed, (un)prepared and imparted. 

While listening to the conversation I ended up making a visual map 👇

The map doesn't include every single idea we discussed as sometimes I felt like just listening. 

Generally, every time we have a session like this, I feel like I need an other hour just to process all the thoughts that have been shared. That is actually a nice feeling! A feeling of 'feeding' and stimulating my mind.

What am I doing? (Module 3 session)

Today we had a session where some of us shared their research topics and questions, as well as methodologies and expectations.

Unfortunately at that time I just finished at work and had to take public transport to get back home (during rush hour in London!), so I wasn't really able to talk, but thanks to my mobile phone and a pair of earphones I could listen to what some of you are experiencing in their inquiry process and what topics resonate with your practice(s).

What am I doing?

I am investigating effective psychological approaches adopted in technique class (in elite-vocational training) for those students who are considered to be the future of contemporary dance in all its forms.

I am interviewing teachers whose practice links to full-time training, wether they teach contemporary dance technique or ballet technique for contemporary dancers.

I am also bringing up traditional and less traditional pedagogical methods adopted in elite dance training. I am trying to understand wether they have actually evolved in time, and if they change according to different types of institutions around Europe.

By sharing their personal experience, teachers had a one-on-one conversation with me by answering to a number of open and a little less open questions.

Most of the interviews have been done and I am already grateful for all participant's precious help, interest and opinions. 

What I am focusing on is mostly goal-setting, motivation and the impact that a teacher's pedagogical approach has on student's mental well-being. 

Everything started with a reflection on my own experience as a vocational student to then shift the inquiry from the teacher's perspective and connect it with my practice and its influences. What pedagogical approach has been successful on me as a student and what hasn't? How much from our past experiences is affecting our teaching? And why do we teach in that particular way? How much awareness do we have of student's mental well-being and what is our role in dealing with student's concerns and preparing them for the professional world?

Such topics and questions are still part of my daily thoughts and that is why I am sure this research will not end with in ten weeks but will continue to develop beyond my MA journey.