Having read Reader 4 and then spent several days reading about 'transdisciplinary', 'interdisciplinary' and 'multidisciplinary' knowledge, single and double loop learning and mental modes I went into complete panic. I found the concepts at first confusing and difficult to grasp and failed to see how diciphering them was going to have any direct bearing upon my own professional development.
I struggled with understanding the difference between 'interdisciplinary' and 'transdisciplinary' as both seemed to me to imply a crossing over of knowledge from one area of expertise to another. I looked up various definitions of the words but these only served to muddle me further so I turned to images to see if a visual aid would clarify things and eureka! I found the image below:
Image source from:http://www.nature.com/nchembio/journal/v4/n9/images/nchembio0908-511-
This image helped me realise that there was a connection of ideas associated with 'multidisciplinary knowledge', further sharing and interconnecting of ideas embraced by 'interdisciplinary knowledge' and a fusion of ideas merging many different sources converging to create a more unified overall picture associated with the term 'transdisciplinary' knowledge.
I needed to understand the difference between these terms in order to decide if my work was 'interdisciplinary' or transdisciplinary'.
As a dance teacher, principal of a performing arts school, examiner and choreographer I draw upon knowledge gained from the education sector and business management as well as on the performance skills I posess. I also draw upon knowledge gained from the fields of music, stage lighting, costume design, advertising and marketing. In order to teach I also have to have knowledge of anatomy, dance history and child psychology. Based upon my understanding of the above terms I think that I work in a transdisciplinary capacity.
I then found the following definition of transdisciplinary research which, after looking at the above image, made sense:
"transdisciplinary research allows investigators to transcend their own disciplines to inform one another's work, capture complexity, and create new intellectual spaces."
The link to the above definition is below:
http://www.obesity-cancer.wustl.edu/en/About/What-Is-Transdisciplinary-Research
In recognising that I work in a transdisciplinary way, I also realised that I have to apply this approach to my inquiry for BAPP Arts. It was like a light bulb suddenly switched on inside my head- hence the opening image for this blog. In coming to understand the notions discussed in Reader 4 I was also realising how I employed them in my work.
The process of dissecting the way in which we acquire knowledge was making me take an in-depth look at my own professional sphere. In so doing I was beginning to examine the knowledge I already possessed and look at ways of using the experience I had already gained to explore new avenues.
I also realised how important social media was going to be in the collaboration process of gathering information to inform my enquiry research and how Module 1 had paved the way for this interaction.
In Module 1 I had been thinking about possible lines of inquiry and had decided to look at the psychological impact of competition on dance. After reading Reader 4 I realised that, while I would find this line of enquiry fascinating and the information I discovered might benefit my profession, I could not see how it would immediately further my own career prospects.
Looking at Argyris and Schon's model of double-loop learning and applying it to my own work situation helped me come to this realisation.
I found the following image helped me picture the difference between single and double loop learning:
Image source from: http://integralleadershipmanifesto.com/wp-content/uploads/double-learning-loop-120px.png
I also found the following very useful in determining the different level of questioning to apply:
It made me ask myself questions such as : 'Why do I want to know this?' and 'How will this further my career?'.
During this process I received an email from the parent of a past pupil who had moved away and was attending another dance school. It distressed me greatly as it was a plea of help for her daughter who is on the autistic spectrum.
The email stated that her new dance teacher had completely destroyed her daughter's confidence to the point where she was coming out of her lessons in tears and no longer wished to dance. The pupil in question was very talented, but needed a lot of encouragement and careful handling because of her autism. Her new teacher was very young and inexperienced.
The parent wanted to know if I could recommend a dance teacher who was more experienced in dealing with autism and who might be better equipped to teach her daughter. I didn't know how best to advise her.
I started to think about the fact that my knowledge of autism had been gleaned by reading about it and through the experience of teaching children with varying degrees of autism. I realised that my own dance training had not equipped me with any knowledge of autism.
This made me wonder how many dance teachers might be insufficiently prepared to deal with an autistic pupil in their class and, as the statistics for autism in this country are currently estimated at less than 1 in 100 (http://www.autism.org.uk/about-autism/myths-facts-and-statistics/statistics-how-many-people-have-autism-spectrum-disorders.aspx) , this is really a matter of great concern.
Suddenly I knew that I wanted to pursue the line of inquiry around the area of dance and autism. A possible line of questioning that I am considering for my inquiry is:
" Should all dance teachers receive training about autism?"
I would also like to ask the questions:
1: "Are there enough courses available for dance teachers about teaching dance to people on the autism spectrum?"
2: "What resources are there available for dance teachers to access with regard to teaching people on the autistic spectrum?"
I hope that, if it is found that there is a lack of information and resources out there in the dance teaching world, these issues can be addressed to bring about greater awareness of autism for dance teachers and ultimately benefit people on the autistic spectrum.
" Should all dance teachers receive training about autism?"
I would also like to ask the questions:
1: "Are there enough courses available for dance teachers about teaching dance to people on the autism spectrum?"
2: "What resources are there available for dance teachers to access with regard to teaching people on the autistic spectrum?"
I hope that, if it is found that there is a lack of information and resources out there in the dance teaching world, these issues can be addressed to bring about greater awareness of autism for dance teachers and ultimately benefit people on the autistic spectrum.
I also want to explore the benefits of dance movement therapy for autism and gain further knowledge about autism movement therapy. I think that the knowledge I gain will be very beneficial for my future career, as I want to make the transition from teaching dance in the private sector to teaching in mainstream education.
The more research that I am doing into autism and the benefits of dance for autistic people, the more I am beginning to consider the possibility of doing an MA in dance movement therapy.
The more research that I am doing into autism and the benefits of dance for autistic people, the more I am beginning to consider the possibility of doing an MA in dance movement therapy.
Reader 4 asks the questions:'What do you Know?' 'How do you know it?' and 'What knowledge and skills do you think you will need for the future?' I decided to write down my current skills in the form of a mind map:
I realised that my current knowledge and experience is a good starting point for my inquiry, but, although I have some knowledge of autism, which was acquired when I studied child psychology for my Licentiate examination, I need to do a great deal more research on the subject.
I decided to write a list of questions around my enquiry subject using the example above of "Employers Come to Work Late" as a model to place my questions under the headings of single/double loop learning:
I wrote these down in my reflective journal.
Single Loop
1; Are dance teachers aware of how to handle autistic children in their class?
2; If not, should they get more training in how to deal with autistic children?
3. Is there a problem with teaching an autistic child in a dance class with non autistic children?
4. What problems, if any, are being encountered by the dance teacher?
5. What problems, if any, are being encountered by the autistic pupil?
6. Are the rest of the dance students affected by the presence of an autistic child in class?
Double Loop
1. Why should dance teachers be better informed about autism?
2. Why does this matter to me?
3. How could I use the enquiry to benefit teachers and pupils?
4. How could I use this enquiry to benefit me professionally?
I then used these as a basis to form an initial questionnaire that I might send to other dance teachers. I intend to send this round to the members of my SIG to get their feedback and input as to whether they think a questionnaire like this would be a good idea. Below is my initial draft of a possible questionnaire. Any comments and suggestions would be gratefully received:
POSSIBLE QUESTIONNAIRE FOR DANCE TEACHERS REGARDING AUTISM IN RELATION TO DANCE TEACHER TRAINING
1. Are you aware of the statistics for autism in the UK?
2. Do you feel you are adequately informed about autism to be able to teach an autistic child in your dance classes?
3. Do you know about the different types and levels of autism?
4.Do you currently have any autistic children in your dance classes?
5. If the answer to question 4 is yes, has the presence of the autistic child caused any problems for you, the child, or the rest of the class?
6. If the answer to question 5 is yes? How did you handle the situation?
7. Have you ever had to exclude an autistic child from your dance classes?
8. If the answer to question 7 is yes, did you suggest an alternative lesson or offer private tuition?
9. Do you feel there is a need for further training in how to deal with autistic children for the dance teacher?
10. Are you aware of the benefits of dance for some autistic children?
11. Are you aware that Dance Movement Therapy is one way of helping autistic children?
12. If workshops and courses on dance and autism were available for dance teachers in your area would you attend?
Below is a link to dance I discovered during my research which was inspired by the autistic brother of one of the dance company members. I think it is both inspired and inspiring:
https://www.youtube.com/watch?v=aQOrAmhnS4A
Below is a link to dance I discovered during my research which was inspired by the autistic brother of one of the dance company members. I think it is both inspired and inspiring:
https://www.youtube.com/watch?v=aQOrAmhnS4A
