Enjoying the Reading!

Finding literature for my Research Inquiry in Module Two, I wondered if I was going to have difficulty finding enough literature for my Critical Inquiry in Module Three. I struggled to find what I thought at that time, was appropriate reading. I searched through data bases, the library where I am employed, endless Dance Journals and yet, I couldn’t find anything about my particular topic.

This I remember, excited me and frightened me. I was excited to think that the topic had not be written about before (although I did ask why?), and frightened because what if I couldn’t find enough relevant material. I allocated a lot of time in Module Two to the literature list, convinced that my inquiry was going to follow a certain path. I felt a little flustered wondering if I had chosen a difficult topic to write about.

Completing Module Two I found myself immersed in reading, I was totally absorbed. The summer holiday was filled with gathering new exciting information that I had seemed to miss (over the years!). One interesting article led to another, and another and another. Yes, of course I got completely off my subject (or did I?). I felt the blinkers were slowly being removed and questions were being asked. I read articles that before, never would have interested me. Did I have an interest in them now because I’m older, wiser (!), or has this study revived something I’ve slowly been losing, namely passion?

Reading material which resonated with my beliefs and practice were interesting reads, but the material about teaching ballet (and dance in general), for today’s students really had me thinking. I began recapping the various courses I have attended over my teaching career, and it came as no surprise that they were based on my practice. Courses about a new syllabus, how to teach technique, and how to teach boys etc, were the norm. Courses that incorporated newer thoughts and ideas of the teaching of ballet or maybe of what is required today of a dance teacher, never made my list.

That discovery started the ball rolling so to speak, as I started feeling a bit more confident to try different approaches to my teaching in Module Three. More importantly I was not afraid to be unsuccessful or disappointed. I never imagined that reading would have such a strong impact as it did. Totally enjoyable!

Objectivity and Subjectivity

Although I understand perfectly the definitions for objectivity and subjectivity, I nevertheless seem to come across difficulty when trying to understand these concepts in my writing. I find myself asking “is that objective or subjective?”.  It sometimes, is a struggle to differentiate between the two, I feel quite challenged. I’m also wondering if I can be subjective at all in my writing? I’m confused as I’m uncertain where the line is between the two. For the Critical Inquiry, the handbook states that we can share our experiences about the data collection and that is the most narrative part. Yet, this is an academic paper where as I gather from my bit of research and ethical conditions, I should be more objective. Subjectivity can bias the researcher. I try to put my emotions aside and state the facts, but I feel I lose the flow of the essay. Maybe, subjectivity is in many levels and I don’t need to lay my heart on my sleeve, so to speak.

Writing the various essays throughout the models I’ve come to realise that I write how I speak. I’ve tried to work on that aspect, saying what I need to say in fewer words. Getting to the point quicker, is an ongoing effort! I have to admit that this personality trait has been reflected in my teaching the past few years. I don’t know if I got into the habit of repeating myself to make a point, or because I wondered if my pupils had trouble understanding me (I speak Norwegian but with a distinctive British accent).

Today I’ve spent time trying to find ways to improve my academic writing (and stopping my head from spinning at a very fast rate!). Using objective and subjective language and the use of grammar is something I’ve not recognised. 

If anybody is interested here is a link I’ve found which may be of some help:

https://blog.udemy.com/objective-vs-subjective/

Sam

Reflection, what a tool!

Sitting down at my desk, trying to begin writing my Critical Inquiry, I wondered if what I was experiencing was writer’s block. I just couldn’t get started, and I had no idea why. I have had plenty of time to work on Module Three (I deferred a term,) but I feel so anxious. Seven essays written, you would think I was getting the hang of it by now wouldn’t you? I’ve done my research on writing at this level, I’m getting the hang of writing academic papers in relation to citations and writing literature lists etc, but I couldn’t get started for the life of me.

So, what did I do? Reflect of course! I don’t think I’m completely alone when I say that learning about writing academic papers has been a challenge, but I realised that it goes deeper than that. Once again, it goes way back to my student days. With little emphasis on academic qualifications at the school I attended, in my head I have divided the two. I chose to be a dancer and I couldn’t be intelligent at the same time. I can remember when I went to university for the first time in 2005 and stated to the lecturer that “I was just a dancer”, like that was an excuse for me being there. It also is an insult to all dancers, teachers, choreographers placing everybody in the same box as me.

I have had the perception for years, that anyone working for a masters degree is super clever. Again, I needed to resort to reflection for that to come to the surface. Goodness, the power of reflection!

Now, I’ve started writing but the insecurities are still there. Is it good enough? Am I doing what the module handbook states? The questions never end, but I’m now determined that I’m going to enjoy this process.

Good luck to everyone who is busy writing!

Sam