Refining Dance Artistry for Lifelong Learning of Intermediate Male Dancers

1. Refining my dance artistry to develop vocational and lifelong learning of intermediate male dancers Claire E McCartney

2. Initial Reflection: On my practice Curriculum for Excellence Student- Centred Learning Vocational skills Teaching styles Lifeskills Male attainment Dance-Science Health & Wellbeing Enthusing by meeting needs Technique Expression Measurement

3. MODEL OF THINKING: Kolb [1984] Collaboration and dialogue with colleagues Klob’s Reflective learning cycle This model reflects my career-long learning where my experiences and initial enquiry will inform my planning and long-term professional practice.

4. MODEL OF REFLECTION: Gibbs [1988] Gibb’s Reflective cycle develops Kolb’s learning cycle. Reflection through my description, feelings, evaluation benefit analysis of issues affecting my practice and critical analysis to provide conclusions and plan of action benefits my career-long learning.

5. EXPERIENCES GAINED THROUGH PRACTITIONER ENQUIRYResearch Theme- Link to my practice • Lifelong learning from others • Overcome gap between theory and practice • RESULT: Evidence to change practice • Support/challenge teaching • Benefits school policy & pupil learning • STUDY BASED ON MY INTERESTS/EXPERIENCES • Empowered: Linked theories to my practice • RESULT: Professional understanding . . Evidence to change class practice ………… Evidence to affect school policy Observe and evaluate Policy, literature & enquiry • Strategic alliances to drive educational change • COLLABORATION: Exchange ideas • RESULT: I generated new ideas & investigate differences • Transferred of information • Supported my practice/CPD/GTCS • Autonomy for evidence-based research • E-journal entries • RESULT: Autonomy to reflect on • literature & experiences • Provided higher knowledge retention • Refresh my thoughts at any time Tutor & peer feedback Self-evaluation

6. POTENTIAL ISSUES Research Theme- Link to my practice • Can I identify and measure factors in the warm-up that benefit training and aesthetic performance? • By designing stretch protocols and measuring their effect on 4 technical qualities, can I optimise a warm-up for training male intermediate dancers?

7. POTENTIAL ISSUES Research Theme- Link to my practice • Can I identify and measure factors in the warm-up that benefit training and aesthetic performance? • By designing stretch protocols and measuring their effect on 4 technical qualities, can I optimise a warm-up for training male intermediate dancers? • Does active involvement of male dance students in research improve technique and lifelong learning? • To what extent does teaching style affect warm-up protocols?

8. Research Question Main-Question As a reflective practitioner, how would I refine my dance artistry to develop lifelong learning of intermediate male dancers after identifying key technical aspects of dance and reflecting on effects of warm-up protocols, active research and teaching styles?

9. Main sources of literature Dance Policy Makers • CfE transformed Scottish Education from 3-18 by focusing on vocational and life skills (Education Scotland, 2015a). • CfE-dance is an independent subject and a performance skill in PE (SQA, 2014). Dance-Science Teaching • Dance education is a process of create-refine-appreciate (Smith-Autard, 2002). • Laban used movement actions to allow everyone to access dance (Redfern, 1973). Boys in Dance • Scotland’s attainment gap for boys is highest in the developed world (Sosu & Ellis, 2014). • Boys remain under-represented in dance (Gray, 2007). • GIRFEC: Overcome learning barriers (Scottish Government, 2016). • Boys resist the teaching format not the dance movement (Gray, 2007).

10. Literature: Requirements of a dancer Temperature Force-velocity/Length-tension ROM Nerve conduction CARDIO WARM-UP Increased Increased Same Increased STATIC STRETCH Decreased Decreased Increased Decreased DYNAMIC STRETCH Increased Increased Same Increased RESEARCH DIVIDED(Peck, et al, 2014). FEW STUDIES ON DANCERS(Morran & Redding, 2013) REDUCE harmful effects of Static stretches 1. Combined stretches (Gelen, 2010). 2. Sport-specific after static stretches (Taylor, 2009) Dance-science methods empower dancers/teachers/institutions (Redding & Quested, 2006)

11. MODELS OF THINKING- 1: SCHON (1983) Effective as completed in the teaching environment REFLECTION-IN-ACTION REFLECTION-ON-ACTION Reflect while event/activity occurs Retrospective reflection following event/activity PROFESSIONAL LEARNING - Adobe Connect e-Journal Benefits - Motivates + CPD + new skills Collaboration Self-evaluation - Meet learners’ needs - Autonomy for sustainable progress Weekend sessions Peer-tutor feedback Limits - Time/workload Notes/Collaboration Verbal/Written - Systematic approach = valid/ethical - Tick box if not whole faculty/school SUSTAINABLE SCHOOL IMPROVEMENT PLANNING How to use and combine reflections = New strategies

12. Mixed-Methods: Triangulation Triangulation ensures enquiry has a robust evidence base and involves all stakeholders STRENGTHS Scientific/Numerical data Replicable Hypothesis Dependant/independent variable Stats WEAKNESS False environment Formal: No emotions on thoughts Based on hypothesis Control extraneous variables STRENGTHS Textual based on idiographic responses Explores phenomenology and ethinography Real life complex/sensitive issues Theories not hypothesis Feelings, thoughts to explain observations WEAKNESS Interpretation of findings subjective Enquirer needs flexibility and sensitivity Need knowledge to interpret themes Time to analyse Both approaches compliment the same question but validity depends on order and weighting (Patton, 1990). (Education Scotland, 2015a)

13. Mixed-Methods: Qualitative 3. INTERVIEWS: • Students • Secondary/tertiary teachers • Educational bodies (RCS, Y-Dance and SQA) 2. QUESTIONAIRES: • Male/female students • Lecturers • Dance educators 1. PILOT: • Observations to identify current practice and problems. Main topics: Learning barriers Boys dance Curriculum gaps Teaching styles Strategies Current legislation Stakeholders have different warm-up static/dynamic stretch combos ANALYSIS: I will identify common themes and contrast responses Bias will be reduced by 1. Probability sampling 2. Stratified sampling based on dance context Before & after research activities

14. Mixed-Methods: Quantitative 3 groups of 6 people Sample 3 times Same BMI, age, ability and gender • Balance: Pressure mat • Jump Height and pattern • Outward hip rotation • Seated Hamstring reach ANALYSIS Non-probability sampling minimises variability and random sampling reduces bias from self-selection and patterning.

15. Ethics PRE-ENQUIRY ETHICAL PROCEDURES (BERA, 2011) • Methods are approved by RCS Ethics Committee and abide by Child Protection Legislation. • ‘Voluntary informed’ consent from school management, parents, colleagues and students. • Data will be stored securely. • Tested procedures prevent harm to participants. REFLECTIVITY PARTICIPANT EXPECTATIONS (UNICEF, 1989). • To understand the intent and their role. • Can withdraw at anytime. • Procedures & dissemination protect integrity. . • RESEARCHER BIAS • My opinions or involvement must not influence stakeholders. • I do not discuss outcomes or omit data to avoid bias.

16. Possible findings • Interviews with stakeholders may identify: Teaching style/active learning/content • Dynamic & combination stretch protocols should have positive effects on performance. • Static stretching should have negative effects when compared to the NS condition. • Guided-discovery teaching styles are likely to benefit warm up and engage students. • Active involvement in measuring technical aspects of dance appeals to the sport preferences of male dancers. • Can I identify and measure factors in the warm-up that benefit training and aesthetic performance? • By designing stretch protocols and measuring effects on 4 technical qualities, can I optimise a warm-up for male intermediate dancers? • To what extent does my teaching style affect warm-up protocols? • Does active involvement of male dance students in research improve technique and lifelong learning?

17. Multistage Dissemination Strategies IN THE SCHOOL • Department discussions • Workshops for staff/students • Peer observation • Enquiry in staff meetings and school handbook. IN THE COMMUNITY • Collaboration with KA Leisure • Dance displays • Blogs/Journals MYSELF • Lesson plans/teaching styles/active learning to meet student needs • Appropriate stretch protocols STUDENTS • Boys workshops/taster classes • Demos by boys at assemblies • Posters CLUSTER SCHOOLS • Practitioner Network • CPD conferences.

18. Bibliography • Redding, E. & Quested, E. (2006). When art meets science: An action research approach to improving professional dance teaching and learning using scientific methods. The International Learning Journal. 13(7). • Redfern, B. (1973) Concepts in modern educational dance London: Kimpton • Schon, DA. (1984). The Reflective Practitioner: How Professionals Think in Action. Basic Books Inc, USA. IBSN: 0-475-06878-2. • Scottish Government (2009) Curriculum for Excellence: Building the curriculum 4-Skills for learning, skills for life. Pages 1-44. Crown, Edinburgh URL:www.scotland.gov.uk/Resource/Doc/288517/0088239.pdf • Scottish government (2016) Getting it Right for Every Child. APS Group, Edinburgh. IBSN: 978-1-78652-203-0 URL: http://www.gov.scot/Resource/0049/00498272.pdf • Scottish Qualifications Authority (2014) Higher Dance Course Support Notes. URL:http://www.sqa.org.uk/files_ccc/CfE_CourseUnitSupportNotes_Higher_ExpressiveArts_Dance.pdf • Smith-Autard, JM (2002) The Art of Dance in Education. A & C Black Publishers Limited. IBSN: 9780 713661750 • Sosu E & Ellis S (2014) Closing the Attainment Gap in Scottish Education. Joseph Rowntree Foundation Report. 1-66. • Taylor KL, Sheppard JM, Lee H, Plummer N. (2009) Negative effect of static stretching restored when combined with a sport specific warm-up component. J. Sci. Med. Sport. 12:657-61. • United Nations Convention on the Rights of the Child [UNICEF], (1989) 1-15 URL: http://www.unicef.org.uk/Documents/Publication-pdfs/UNCRC_PRESS200910web.pdf • British Educational Research Association [BERA] (2011) Ethical Guidelines for Educational Research. 1-11, BERA London IBSN: 978-0946671-32-8 URL: https://www.bera.ac.uk/researchers-resources • Education Scotland (2015a) How Good Is Our School-4. 1-70 URL: http://www.educationscotland.gov.uk/Images/HGIOS4_tcm4-870533.pdf • Education Scotland (2015b) Research summary-Gender in Education. Journey to Excellence. URL:http://www.journeytoexcellence.org.uk/resourcesandcpd/research/summaries/rsgenderineducation.asp • Peck, E; Chomko, G; Gaz, DV and Farrell, AM (2014) The Effects of Stretching on Performance. Current Sports Medicine Reports. 13 (3) 179-185 • Gibbs, G. (1988). Learning by Doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University, Oxford. • Gray C (2007) Boys Don’t Dance: An examination of attitudes towards dance in Irish primary schools. MA Thesis. 1-79. URL: http://homepage.eircom.net/~dance/Boys_Dont_Dance.pdf • Healey, M. & Jenkins, A. (2000) Kolb's Experiential Learning Theory and Its Application in Geography in Higher Education, Journal of Geography, 99,185-195. • Morran, N & Redding, E (2013) Acute Effects of Warm-up Stretch Protocols on Balance, Vertical Jump Height, and Range of Motion in Dancers. Journal of Dance Medicine and Science17(1); 34-40. • Patton MQ (1990) Qualitative evaluation and research methods. (2nd Ed) NewburyPark, CA: SAGE. • Peck, E; Chomko, G; Gaz, DV and Farrell, AM (2014) The Effects of Stretching on Performance. Current Sports Medicine Reports. 13 (3) 179-185 • Identifying methods to support male dancers’ fitness by