A very good place to start and all the in betweens! Skype discussion, Weds 23rd Sept.

 Lets start at the very beginning, a very good place to start…….

Goes the song, which happened to be the theme of our Wednesday Skype discussion session. Very fitting considering we are at the start of term. I’m never one to delay gettig started, as I’m often eager to complete tasks in advance of a schedule. However I’m becoming vulnerable to the curse of procrastination- so much so that I feel guilty and sick every time I think ‘I should be doing something for my studies!’. Not only do I have a lot going on at the moment, but I think one of my barriers is not knowing where to start?
How simple were the bygone schooldays, where you’d be given a sheet to fill in, or a step by step project to engage in? So much of Professional practice involves finding your own way, initiating your own research, being responsible for your own timeline.
 

As the discussion began, Adesola encouraged us to think of the concept of starting as not just one initial moment, but rather a series of entry points. Because 'How does one know whether they have started or not? This prompted me to look up the definition of ‘starting point’ so I could ponder over this further.

Starting Point:

1) The place where a journey begins

2) something that you use as the first stage in a discussion, learning process, or other activity.

Macmillan Dictionary, 2009

Although definition number 1 is more akin to describing a physical journey (on a map etc) the second definition may be more accurate when refering to the onset of a project. ‘The first stage’ could understood as an amalgamation of multiple events, and in my context this could be reading a chapter from a key text or thinking about who I’d like to interview. It may even be remembering past experiences from when I was a dance student, or coming across an article about mental health during Covid. Although there may not be a tangible starting point, all these little thoughts, wonders and collections of ideas contribute towards the beginning stages.
The subtleties of such encounters aren’t the most reassuring in terms of feeling accomplishment, but progress is still bubbling away beneat the surface!

The improvised discussion continued to follow a theme which was described as ‘The inbetween’. The in-between for me is the uneaseness I feel with the conscious incompetence stage of the learning cycle- a model developed by Howell (1982). The second stage of this model means I am fully aware of my inability to do or understand something. The metaphor of hunting around in the dark springs to mind, which is reflective of the starting point conundrum.  
 

It got me thinking that in any kind of qualitative research there is an element of conscious incompetence, as the researcher never knows exactly what answer they may find. Accutely because there isn’t one answer to the question! Instead there are multiple questions and countless explorations within a topic. Some of my peers expressed that in the performance industry which is so direct and product focused, being OK with the ambiguity is a hard task. Especially when the outside world is currently so unpredictable with the pandemic. It's only natural to want to seek a sense of control and predictability.

We also conversed over the theory of mind and body which is relevant to my enquiry process. Some people may see the mind and body as separate entities, whereas others view it as a dual connection. Again, an example of not having an answer, but having different perspectives in an ever grey area.
Adesola explained how acknowledging mind and body as one, can give value to performers as often dance can be viewed as a ‘natural talent’. Almost as if the body is just born to work a certain way without influence of the mind. If only it were that simple! I know absolutely that I am not a ‘natural dancer’. The coordination, flexibility, and style didn’t come easy to me as a student. Without applying the knowledge and using metacognition to enhance my physical skills, there is no way I could have entered the profession.

Equally, if someone comes out the womb supposedly born to dance, how will they then be able to pass on their knowledge to others if it is purely tacit? Wagner (1991) describes tacit knowledge as a type of know how that is difficult to openly state or verbalise. This could present difficulties for dancers who then intend to teach. Being a great dancer doesn’t mean you’ll be a great teacher. Surely the disadvantage during training of having to mould into something which is unnatural, can actually be an advantage as you have had to use your mind to understand the process? I found a great article from Dance Magazine which supports this but it would be interesting to hear what others think. Especially as the focus of my inquiry is on the approach of a dance teacher.

https://www.dancemagazine.com/teaching-dance-2646191253.html?rebelltitem=1#rebelltitem1

Finally I just wanted to mention the free flowing discussion we were able to have as a peer group. Adesola equated the Skype discussion calls to a form of verbal improvisation. Rather than all being agreeable and supporting every idea uttered (Something I am guilty of) it’s better to question each other because then ideas can be initiated. In agreeing, we are just ending the conversation when instead we could stimulate it. I will try to remember this skill in my every day interactions going forwards.

On a final contemplation, I came across a great TED talk about ‘Where good ideas come from’. The presentation raises ideas about connecting and sharing information, reminding me of the connectivity theme in module one. Steven Johnson also talks about innovation can be found in connected environments, prompting us to ‘stitch’ ideas together to form something new. 

 Figure 1: Where Good ideas come from- Stephen Johnson

 

From this? I can take the message that remaining open, means remaining connected, and ultimately as Johnson concludes:

“That is how innovation happens. Chance favours the connected mind”. (Johnson, 2010)

 

References

Cook, A. (2020, June 22). Being a Great Dancer Doesn’t Automatically Mean You’re a Gifted          Teacher. Dance Magazine. Retrieved Sept 24, 2020, from                                         https://www.dancemagazine.com/teaching-dance2646191253.html?rebelltitem=1#rebelltitem1

Howell, W.S. (1982). The empathic communicator. University of Minnesota: Wadsworth                     Publishing Company

Johnson, S. (2010). Where good ideas come from. Retrieved September 24, 2020, from
        https://www.ted.com/talks/steven_johnson_where_good_ideas_come_from?language=en

Starting Point. (2009). In Macmillan Dictionary. Retrieved September 24, 2020, from                              https://www.macmillandictionary.com/dictionary/british/starting-point

Wagner, R. K., & Sternberg, R. J. (1991). Tacit knowledge inventory for managers: Test booklet. San Antonio, TX: Psychological.