Skype discussion: Messy Blessings.

I arrived at tonight's Skype session feeling a little apprehensive as I knew that it was to have a Module 3 focus. But I predicted it may be good to hear more about how others who are further in the study process were finding things. And in summary it was a very thought provoking discussion!

Kathleen and Tom are currently on Module 3 and they kindly shared details about their inquiry which they are presently undertaking. It was very interesting to listen to their narrative because at the moment whilst I’m merely planning, the thought of actually CARRYING OUT those plans in the future seems very distant- like a project which is hypothetical......mystical.
I think the word I’m trying to find is Unknown. 
A word which does seem to pop up time and time again, yet still holds such an anxious weight behind it.

It’s only when taking a step back from the process of my study that I can reflect on my experiences. I’m often more concerned with theory and content, all whilst desperately trying to avoid doing things 'wrong' . It’s something I have always struggled with as a performer- everything feeling so out of my control in terms of employment, finances and what may happen next. One minute I’m in Japan dancing, the next I’m dressed up as a Cat handing out Promotional Dreamies Cat food to make some money (No joke).
But the process is all about navigating through these unknowns with no particular sense of order. I defined it as messy. It always feels so messy.
I think one of the aspects I find particularly difficult at present is needing to plan my inquiry in such a specific manner, with regulations and ethical steps to consider- yet the actual content of the inquiry is still incredibly loose and broad in substance. It seems like a juxtaposition? How can one apply such a concrete plan to something so messy? It feels a bit like I’m trying to pour hot water into a chocolate teapot. How can all these ideas be contained in a structure?

Figure 1: Chocolate Teapot.

Well, sadly I don’t think there is an answer to this. But hearing a description of the process Module 3 students are currently in was helpful, as they further clarified that a plan can only offer so much. I was interested in hearing from Kathleen about how her assumptions had been challenged through the inquiry process, both from studying the literature and through the interviewing of participants. It seemed that rather than answering the initial question and finding the expected answer, the enriching task of hearing other people’s perspectives on the topics actually prompted even more questions. 
On one hand, this is quite unsettling to hear, but parehaps also rather exciting? Especially when I think about the ultimate purpose of the inquiry endeavour, to develop my practice. Learning from others and hearing their contrasting stances may be fruitful. The findings I amalgamate could very well influence my actions as a Teacher going forwards.

In fact, Adesola summed it up in a very key statement. Perhaps the messiness and unknown isn’t a compromise I need to begrudgingly dodge, maybe it’s a blessing? A life skill to add to the toolbox? Which couldn't really be more relevant in the current climate of how things are standing whilst the UK is on lockdown. NO ONE could have predicted this time last year that by Easter the streets would be deserted, enforced isolation the norm. So maybe the experience of tolerating the uncertainty is helping me to deal with uncertainty in LIFE.

That aside, I did take away some very useful notes from the discussion which I’m now going to include in a nice, structured, certain, formal list!

1) Expect to find out new things all the time- Although I’m planning now, I cannot predict what will arise when conducting my inquiry. And that is OK- That is the nature of qualitative research. One pitfall may be the temptation to then want to explore every new diversion- which could lead to and endless pit of data! Keep going back to the starting point. Keep asking what is relevant. 12 weeks won’t solve everything.

2) Literature- I think I presumed because I’d completed my literature review, that was all done and dusted. But not at all- even on Module three literature and further themes can be explored. This makes perfect sense as new themes arise, and comparing findings with literature is vital in the analysis stage.

3) A reflective journal will be useful when it comes to the analysis stage. Kathleen explained how she wrote in her journal before conducting an interview, and afterwards too. A journal will be useful to jot down feelings, worries, observations. This can then help when critically reflecting on the self, considering how I as a researcher had an effect on the study. What influence did I have? What were the limitations of the process?

4) It was helpful to hear a little more about the analysis format. Triangulation was a topic I wasn’t too familiar with. I came across the short video below which aided my understanding. It was also useful to hear how practical methods like colour coding and mindmapping were systematic ways to look for occurring themes. This is something I will explore more as I approach the planning of my analysis in the written inquiry proposal.

 Figure 2: What is Triangulation in Qualitative Research?

 

 5) And finally, as I said before. Yes things are Messy. They certainly FEEL messy. But just keep putting one foot in front of the other- ‘Beauty in the chaos’ as they say. 

The messiness won’t go away, but that feeling may become more familiar. And right now, when life is so extraordinarily unfamiliar, I’ll take what I can get! 

Resources

'Chocolate Teapot' Jpg. (2011, July 10). Accessed at https://www.alamy.com/stock-photo-teapot-made-of-chocolate-38160143.html


What is Triangulation in Qualitative Research? (2019). Retrieved from https://www.youtube.com/watch?v=nGTA2jgcNI4

A New kind of normal: Challenging ethics.

It seems impossible to think just two weeks ago, life was completely different. Towns were busy, theatre shows were thriving, and you could get a roll of toilet paper wherever you went. Now? Absolute madness. It feels so completely unreal that I am half wondering whether I really have gone mad from stress and whether this is all a terrible nightmare I’ll wake up from.
Sadly not.
 
I was struck this evening when I was reading through the Ethics section of the Module 2 handbook. The paragraph on Social and Cultural Ethics describes how society evolves over time, and with that becomes the notion of cultural normality. Something which needs to be considered when making judgements as what is defined as ‘normal’ - changes. (Akinleye, 2019).

This explanation couldn’t apply more in the current climate. People have been thrust out of their state of mundane expectations and into a situation which is entirely foreign. It has been demanded of us that our behaviour must change, and even if we didn’t intend on doing anything different- COVID-19 has other ideas. 
It breaks my heart to think about all of the businesses who will surely face bankruptcy in such circumstances. Dance schools have been forced to reconsider their use of Web 2.0, desperately trying to create a virtual community in less than a week just so they can stay afloat. I came across this article from the  Guardian which describes the devastation on the Arts industry:

https://www.theguardian.com/stage/2020/mar/16/uk-theatre-coronavirus-cancellations

It seems so unjust that everyone has to struggle in this way, especially in a field which has questionable ethics on any regular day. Or maybe that’s just me, an assumption? How is my practice impacted by the notion of ethics?

My learning so far has emphasised how important it is to critically reflect on my perspectives, especially from the position as a researcher within an inquiry.
To really challenge how I view the world is the only way I can delve deeper into the purpose of my inquiry question. (Which at the moment is looking at whether dance teacher methods have an impact on adolescent student wellbeing).
My natural instinct is to be drawn to literature, participants, angles which would only justify my preconceived belief that compassion is a vital quality in ensuring good training.
But in doing that, what would I learn? I’d just be gathering more and more entitlement to the fact that I hold that opinion! It would greatly reduce my ability to be reflexive. As IP 26 noted, ethics are
 
"an accumulation of values and principles that address questions of what is good or bad in human affairs. Ethics searches for reasons for acting or refraining from acting; for approving or not approving conduct; for believing or denying something about virtuous or vicious conduct or good or evil rules." (ALRC, 2001)


I therefore decided to create a table which took examples of assumptions from three ethical perspectives:

Reflecting on that activity, I’m aware how much harder the final row was to complete rather than the first row! Because the initial assumptions automatically come to mind. It’s also a challenge to separate the three categories as personal assumptions often seem to inform social and cultural assumptions and vice versa.

I do believe ethical considerations are important in my practice, especially when in a mode of self reflection. The following Ted talk is one I really enjoy. Here, Azol Terenez talks about how social and professional expectations in the teaching profession could mask what is really in front of Teacher’s eyes. A quick shift of perspective could majorly transform the quality of Teaching. 
A simple shift of mindset from a Teacher being a learner WITH the students, rather than a mere informer could drastically change their learning experience. 
Wow, why does that sounds so revolutionary? Possible because in society, history, education, the model of expertise against naivety has been repeated again and again.
I certainly want to experiment with the advice Terenez gives when I next teach (Whenever that may be in this crisis). Please do let me know what you think- any Teachers, I’d definitely give it a watch!

Video: What makes a good teacher great?

(Figure 1)

 
I don’t really know where I am going with all of this. It just seems impossible to neglect the complete cultural shift we have experienced in the last seven days. I have also been having to consider the ethical considerations and procedures in my inquiry. I’d hoped to be able to observe dance classes but this is not an option due to the ethics of involving minors. So I’m now planning to conduct interviews with Dance teachers, which still brings a wave of ethical factors to consider. (I’ve been drowning in the intimidation of the MORE form).

But I will try and keep choosing to question my assumptions, stop taking such cultural expectations for granted. Because what happens when you suddenly don’t know what to expect? When nothing is predictable anymore? When normality is destroyed and there is now, a very new, strange kind of normal….


References

Akinleye, A. (2019). Module Handbook ACI3622 Mapping Practices. London: Middlesex University.

Australian Law Reform Commission and Australian Health Ethics Committee, Protection of Human Genetic Information, IP 26 (2001), ALRC, Sydney, 106.
 
Terronez, Azul, director. What Makes a Good Teacher Great? Youtube, TEDX, 2 Feb. 2017, https://www.youtube.com/watch?v=vrU6YJle6Q4. (Figure 1)

"Why am I doing this?" Skype discussion: Weds 26th Feb.

Yesterday morning, the group Skype call seemed to be populated with a good mix of different modules, everyone at their own stage of the process. It's always reassuring to feel the familiar glossary of terms associated with my current module, plus to look back on where I was, as well as feeling intirgued about what is yet to come in the third term.

We were encouraged to be specific in our vocal introductions which I was grateful for, as it added more context and colour to the conversation. I am beginning to get an idea of who is interested in what area and why. And yes, Ironically, this became the topic of the conversation. WHY? In fact, the word was mentioned so frequently it was even suggested we alter the term to 'questioning' instead!

Adesola began the topic by recalling an account of an instance where the question was raised by a group of colleagues. They asked themselves:

“WHY AM I DOING WHAT I'M DOING?”

In practice, it sounds so simple yet it's one of those imperitive notes of consideration which is so easy to veer from. The example communicated to us concerned a group of businessmen, who were encouraged to attend a dance class. Knowing the stereotypical presentation of an office worker, the chances are they wouldn't just blindly comply with such peculiar instruction. Natural human instinct would prompt them to ask why they might need to do so? Therefore- An informative explanation as to how it would be a beneficial team building event to promote fitness may increase willingness of the group and would at least provide them with some sense of purpose. 

The need would lead to awareness, which would lead to wonder, which would lead to purpose, which would lead to action and eventually a state of 'knowing'. I made a little flow chart of this as I was only just reflecting in action about my process of blogging. For example:

 

“PURPOSE: why you do something or why something exists”

Definition of purpose from the Cambridge Advanced Learner's Dictionary & Thesaurus © Cambridge University Press.

Of course if the learning process was that simple then I'm sure I'd be feeling far more secure about the process of the BAPP course! But in the advancement of technology, where an overwhelming amount of information is now accessable at our fingertips; It can make the learning process seem exponential. 

I have been reading quite a lot about student centred learning and how education has adapted over the years to suit the culture endured. Where once an authoritarian teacher may have just delivered a tick box syllabus, now learners are encouraged to direct their own processes with autonomy. Carl Rogers, an American psychologist contributed to the student centred learning. The notion that the process in which knowledge is discovered by oneself, he believed was the exact type of learning which was influential enough to adapt behaviour. (Kraft, 1994)

Once again, I can take from this a reminder that knowledge is grown out of the anxious experience of firstly NOT knowing. The recognition of realising I am in the dark could be prompted by a number of factors:

Applying this to my current stage of study, I will aim to keep exploring a broad range of literature which covers all perspectives. This can be achieved by not narrowing down my inquiry question so early on as this would limit my range of discovery. We discussed as a group how a narrow mind in research can lead to a loss of substance, of nuance around the original question, and subsequently the original intention of the endeavour.

I would like to share an image I came across on a Website which had a very interesting read. The author; Sarah Briggs lists the benefits of not knowing something- which compliments our topic of discussion. I have incliuded a link to the website below:

Figure 1: From 'The Power of I don't know' (Website below)

https://www.opencolleges.edu.au/informed/features/the-power-of-i-dont-know/

On a final note- As a student rep I also took part in a Student Voice discussion. We aimed to feed back on any concerns/suggestions from current students on the BAPP course as well as highlighting the positives we have experienced. The official meeting will be held this coming Tuesday 3^rd of March, so I'd love to hear any more thoughts! Please get in contact if you would like us to communicate anything to Adesola and Helen, and we can then raise any topics with the University committee.

More information will follow, but there was a general consensus that we wanted to create more of a community amongst those who are studying. As long distance learners, it can often feel quite isolating- especially when one is struggling with the course content. I know I often feel this way personally and wish I could speak to someone else for reassurance! Lorien has therefore kindly created a Facebook group for BAPP members so we'd love for people to join. It's quite a task to source who is part of the program at present,  so please do add me on Facebook! If you just search Sophie Coster you'll find me.

Equally, my email address is: sophie.coster@gmail.com.

Hopefully we can be the voice of anyone who wants to express a viewpoint, and fingers crossed from now on we can strengthen the community of support!

 

Bibliography

Briggs, S., Briggs, S. B. S., & Briggs, S. (2015, August 15). The Power of "I Don't Know". Retrieved from https://www.opencolleges.edu.au/informed/features/the-power-of-i-dont-know/

Kraft, R. G. (1994). Bike riding and the art of learning. In L. B. Barnes, C. Roland Christensen, & A. J. Hansen (Eds.), Teaching and the case method. Boston: Harvard Business School Press, Pg. 41

Purpose. (n.d.). Cambridge Dictionary. Retrieved from https://dictionary.cambridge.org/dictionary/english/purpose

Reflecting on the enormity of a Literature Review.

Upon re reading the module two handbook, I found myself taking a slightly different approach. Adesola's words “It's all about the process” have really resonated with me and much like the Module one study where much of it was reflecting on our practice/methods of learning, I decided to become the observer of my own actions. One could say I am 'reflecting on action' in order to improve my ability to reflect in action. A process theorised by Donald Schon (1983) which I believe is of prime importance in my continuous teaching development.

The first barrier between being able to conduct a literature review- was the fact that I didn't actually know what a Literature review was. (It would be a good place to start by finding out!)- This can be described as recognising what I DON'T know, meaning- I value the need to enlighten myself. I achieved the now known knowledge by typically using a search engine and asking some of my friends who are academics.
I then reflected on the type of literature I needed to research before I defined how I would go about this, demonstrating a step by step approach. I began by making the mind map I displayed in my previous post which helped to gather all my stray ideas into one document. I chose this method because I'd found it helpful in the previous module, and I know from previous study endeavours that getting things down on paper is beneficial to me.
With this general map, I read the Lit review section in the handbook which is a document I trust. I like how direct it is and how the targeted audience (students with practicing backgrounds) are spoken to with a suitable level of intellect. As the observer, I noticed my mind was picking up on some key points. For example, I know I have a tendency to ramble and get carried away. Hence my predisposed risk of mistakenly reading ALL of EVERYTHING searchable. 'Point noted'. Additionally I computed the difference between Key texts and general literature. 

At this point I will also mention that between the end of Module 1 and the commencement of Module 2, I was aware that we would have to do a literature review, and so in the background I had been gathering some texts I thought may be of interest. My awareness has increased and I do find myself paying more attention to articles and viewpoints on the topic of teaching, dancing and mental health.

It goes without saying that I normally have to read the general instruction guides for anything technical. Subsequently, the library search guides on Uni Hub helped me to generate a search which then allowed me to successfully save any relevant literature into a favourites list.
I'd say I was merging a few different points of David Kolb (1984) and his learning cycle. Here- Reflective observation and Active participation being the main two. I was developing a little more confidence as the process progressed. Once I had gathered about 8 different texts, I then proceeded to peruse.

The reading was challenging. I noticed myself getting carried away and wanting to read an entire article. I'd then write notes on it before finding another article which was actually more relevant but held the same view point. Because I'd already recognised my risk of getting carried away, I was able to recognise this in the moment- almost like an act of mindfulness. Thinking about areas of learning, I can relate this to some Cognitive remedial therapy I once received which aims to increase mind flexibility. I recall having to summarise a long document into 2-3 sentences. This skill would prevent one getting lost in the minor details and so I was trying to replicate this technique once again.
A couple of times I was able to reassure myself with the notion that I knew this process would feel uncomfortable- I knew my punitive mind would be doubting every move I made- presuming I was doing it wrong. Why wasn't I confident in my venture? I just wanted to do it all now and do it right! Which conversely is the complete opposite of what my study is trying to achieve.....

There were instances of delight as I'd discover a text which seemed highly interesting and relevant. However, it's tricky to recognise what is relevant when I'm not entirely sure of the actual inquiry question yet. The Skype discussion I had helped ease my anxieties about the unknown as it was emphasised how the question ONLY comes at the end of Module 3! This was all about the journey of researching, keeping an open mind. I made a mental note to explore even more avenues when I next returned to my journal searching. My peers were factors which helped this discovery:

Kathleen exampled all the different branches I could look into- branches I hadn't even considered! I realised I'd been making assumptions according to my own knowledge. For example, my acceptance about the term mental health. Yes, but what actually IS mental health? Is there literature on the definition? What is therapy? What does therapy mean? Within my literature search I actually challenged my perspective with a reseacrh journal on dance as therapy. Swaying the balance in my inquiry proposal opened a huge number of avenues. Rather than focusing on the typical local dance studio or training colleges, what about institutions where dance is is introduced as a creative therapy- to non dancers? For some reason, this sparked my interest which may be a sign I need to explore the area more.
Learning from others has always been a useful tool for me so I always encourage myself to attend as many Skype discussions as I can.

So what's the point of all this? I suppose what I am trying to say is that I am consistently learning what I don't know, which then informs my next steps in a process. This means that it's impossible for stagnation to occur. The process WILL change as I discover new meaning. My reading search the next time around will be broader in branches as a result of the discussions and feedback I have had since. I also feel encouraged to keep progressing in the later stages of the cycle-remembering it's a wheel which will go round and round, gathering information with each rotation.

I am currently away on Holiday so I knew to prepare a few books for me to try and read on location. One of which I am hoping can be a key text as through recollection, I remember reading extracts of the book The Student Dancer (Buckroyd, 2000) During my RAD studies. After a bit more internet research into the Author I discovered that Julia Buckroyd is actually an expert in eating disorders and so would perhaps hold one vital perspective in my study. But as mentioned, I am reluctant to close doors. It may be relevant, it may not be. All I can do is keep on reflecting, keep on exploring, and somehow remain hopeful that the path will become clearer as time goes on! 

With that- 

One of my favourite quotes to end with by Martin Luther King Jr:

Figure 1: Brainyquote

 

References

Buckroyd, J. (2000). The student dancer: emotional aspects of the teaching and learning of dance. London: Dance Books.

King Jr, M. L. (n.d.). Retrieved from https://www.brainyquote.com/quotes/martin_luther_king_jr_105087

Kolb, D. A. (2015). Experiential learning: experience as the source of learning and development. Upper Saddle River (New Jersey): Pearson Education Ltd.

Schön Donald A. (1983). The reflective practitioner: how professionals think in action. New York: Basic Books.

5th Feb Skype: Perspectives on the Process of the Plan....

The Skype discussion this morning seemed to come at just the right time. I'd just been getting started at looking into various literature which may relate to my inquiry topic- but I felt uncommitted to the process as I was still unsure on my specific question. How could I go onto step two in the cycle without complete step one? Well it appears I would have been waiting a very long time!

It seems I have been missing the mark with the purpose of Module Two, and as Adesola signified-

“It's all about the process”. Something I have to drill into myself time and time again as I desperately pursue definitive answers. But what an inflexible way of thinking? Allowing myself to remain open minded can only open more doors. One of the main things I took away was the information stating that the inquiry question will be clearest and the END of MODULE 3. Module 3! yes- The FINAL MODULE! One of those distant concepts I couldn't possibly imagine ever being in the position of undertaking- yet I don't need to know my exact question until THEN? And there I am, trying to grasp it before the end of the week.

In some ways, this is a huge relief. It feels less like grasping and more akin to curiously exploring-which is necessary when undertaking such a huge task as an inquiry topic (See my last post for the factors which affect an inquiry topic decision). I'm quite a fan of imagery, so I'm trying to visualise the approach a bit like the rolling of a snowball.

 

Figure 1: The Snowball Effect 

The snowball represents my journey in the cycle of building a practice based inquiry. The cycle won't just consist of one rotation, instead I will work through the six steps multiple times. Each new step will inform the other and I should expect to be gaining more insight and knowledge which informs my inquiry every time I engage in the cycle (Like the cumulative effect of a snowball rolling down a hill). The key point to remember is that I will continually develop and adjust my idea according to what I am in the process of learning. In exploring outwards, I will discover things I didn't know I didn't know which is where the seeds of new knowledge are born.

So how would this relate to the inquiry theme I have been pondering about? Say I begin with the starting point of wanting to discover “Is there a link between teaching approaches and the mental health of students?”I have created the following diagram which helps me to understand the cycle a little more:

And then what? The cycle will begin again- then again- then again.

As reflect, see what I now know, see how I learn,

Then I'll plan, my plans will change, how does it feel when plans change?

And the process will never stop- not even at the end of this course. My practice is a process and as a Teacher I will always be a learner......

Oh, and on a side note- I am now one of the student representatives so I'd really appreciate hearing from you if you have any thoughts about the BAPP study course. The aim is to feedback to make improvements and highlight what is also working really well.

And of course, any thoughts on the Skype sessions today and what you took away from it would be great to hear!

References

Dewey, J. (1909). How we think. London: Heath.

Figure 1 (2017, July 20). Retrieved February 6, 2020, from https://www.youtube.com/watch?v=KWpEBUgRAcQ

Weiss, R. S. (1995). Learning from strangers: the art and method of qualitative interview studies. New York, NY: Free Press.

Narrowing down the niggles......

So here I go again- the start of another module. After reading through the Module Two handbook I feel rather overwhelmed with the amount of new information, and I'm desperately trying not to let my anxieties take over. I am casting my mind back to Module One, where at the start it all seemed like a complete foreign language to me. But gradually, step by step things started to become more familiar,  increasingly more comfortable, SAFER. Conversely, I can reflect over what I learnt in the first module and something which really resonated with me during my exploration of epistemology. Samuel A. Malone (2003) sums my current feelings up with his description of Conscious incompetence:

“The stage of learning where you know you don't know. To learn new things you must move out of your comfort zone.” (Malone, 2003, p. 171).

Malone then goes on to explain how frustration in 'not knowing' often becomes a barrier, yet everybody experiences these difficult emotions, and they need to be accepted in order to reach competence. (Malone, 2003). This also applies to areas of feedback I received, where I am now encouraged to challenge alternative ways of presenting my ideas. Writing and prose feels safe for me. But feeling safe never leads to anything new, it doesn't promote learning new skills, widening horizons and exploring hidden capabilities.

I digress- 

In reading the handbook I have decided to follow the advised steps in designing my inquiry. I can see how my findings in the previous module will influence the direction my inquiry will take- but what a large decision to make! This whole topic will advise the stance of my closing module. The idea is just the first step, as I am coming to discover that shaping my inquiry includes the expanse of literature, the consideration of ethics, the methodology behind the project and the non positivist paradigmatic approach which will influence my findings.

I have begun by mind mapping all of those 'little wonders' which arose as I have delved into my practice over the weeks. These are wonders I didn't really realise I was 'wondering about', but they are perhaps themes which re occur as I go about my practice and which have become more apparent as my skills of reflection have developed. Here is what I came up with:

Pirkko Markula and Michael Silk (2011) have been significant in this area of my learning as they explore the purpose of qualitative research. Asking myself the question 'What matters to me?' is something which opens many avenues.

Markula and Silk explain how in qualitative research, purpose and meaning is required, where mapping, social change and critique can be possessed as guides to achieving such intentions. (Markula, Silk, 2011).

So within these niggles I have been trying to work out what my motivations may be, all whilst considering that my previous experiences shape my current beliefs. Holding this in mind there is a risk of me searching for topics where I can merely justify my current theories about the world.

Lather (1986) explains, how as a researcher, principles and beliefs shape his or her's view of the world, define how one may act and constitute the kind of world they desire to experience. (Lather, 1986)

I'm not out to prove I'm right, I want delve into a facet of my practice which will support my development as a teacher. I want this knowledge to better my approach and perhaps highlight something others mayfind equally thought provoking.

One theme which is commonly reoccuring in my thoughts is the link between Dance and mental health. This is a huge web which can be streamlined into numerous 'wonders'. For instance:

• Is there a strong link between the dance industry and eating disorders?
• Does the style of teaching approach have an impact on a student's mental health?
• Does compassion in teaching benefit the student?
• What is more effective, compassionate encouragement or disciplinarian methods?
• Can the dance studio promote positive mental health?
• How can a teacher inspire self belief and confidence in their students?

The list could go on and on! These are questions I often ask myself. Critically reflecting on why this may be, I know that personal experiences play a huge part in this curiosity and I have every intention of being a teacher who cares for my student's wellbeing as well as their dance training. 

As a cover teacher I've visited a number of dance schools, all of who have such varying approaches- from the tutor who openly favours some and criticises everything from physique to technique, to the teacher who exudes compassion to all who attend. Much of this is down to the priorities of the establishment and whether they intend to compete for the best reputation. But surely there are consequences to this kind of approach, or is there? That may be my assumption but the purpose of my inquiry is to see the topic from EVERY perspective.

Another viewpoint I could adopt is questioning what is relevant? A topic of one of the past Skype discussions held, it's hard to define what is or isn't relevant. Perhaps my priorities should lie with a topic I have significantly less knowledge on. For example-

 Race diversity in dance schools: Is it limited? Are there reasons for this?

• Do boys benefit from being in mixed sex classes or male only classes?
•  Race diversity in dance schools: Is it limited? Are there reasons for this?                                                                                                                                                     Or remembering that my practice is interdisiplinary:
• How can social media be utilised for dance school promotion?
• Is it a good idea to introduce pilates to all dance students?

Another area I have always questioned and debated about is which is preferable:

A school which focuses on syllabus such as ISTD and RAD or schools where they focus purely on free work. Understandably there are many shades of grey and pros and cons to both methods, but it would be fascinating to discover the views of students who experience one or the other and see whether these contrast the to beliefs of their dance teacher.

And what about dance competitions? Festivals? Large competitive conventions which are reflective of the American industry?

As you can tell, the list is pretty endless! I need to have a thorough think about which path I may want to pursue. I'd love to hear from any of my peers about how they are managing to narrow down inquiry topics? Equally, if any of the above questions also stirs your interest? It's helpful to know whether or not what I want to discover is commonly felt by others in the industry. 

Additionally I am fully aware that I don't have full reign over research methods. I will be limited by ethics, location, time etc so my decision will take these factors into account. The following passage in Qualitive Research by Adrian Holliday (2002) sums up how circumstances have a large weight over deciding on an inquiry topic:

“What turns interests into research is again the opportunity” - “In short, many would-be researchers, in their jobs and daily lives , are already in, or can find around them situations which have the advantage of presenting ready-made research settings. What they need is to take the opportunities available”. (Holliday, 2002, p. 27-29).

I also came across the following diagram which details all the factors which may influence the choice of topic- so I certainly have a lot to think about! 

(Figure 1: Factors Affecting Choice of Research Method)

Any thoughts would be greatly appreciated- especially if they help me narrow down this network of niggles!

References

Holliday, A. (2002). Doing and writing qualitative research. London: SAGE.

Lather, P. (1986). Research as praxis. Harvard Educational Review, 56(3), 257-277. https://doi.org/10.17763/haer.56.3.bj2h231877069482 

Malone, S. A. (2003). Learning about learning. Chartered Institute of Personnel and Development.

    Markula, P., & Silk, M. L. (2011). Qualitative research for physical culture. Houndmills, Basingstoke,     Hampshire: Palgrave Macmillan.

    Thompson, K. (n.d.). Retrieved from https://revisesociology.com/2016/01/05/factors-affecting-choice-of-research-methods/