I mentioned in an earlier post about changing my 'normal' comfortable lesson plan and trying a different technique and method after discussing assumptions. Reading back over my journal i found i was very nervous about doing this but really enjoyed the experience; mainly as the response i got from my students was wonderful. To see them working creatively together and thinking more about learning to experience feeling in movement rather than the outcome being a perfectly demonstrated step or sequence was wonderful and reminded me why i had started dancing in the first place - because of how dance and movement can make you feel.
I compared this experience directly with an interview question that i had asked 'what teaching methods do you use when teaching children?' The practitioners who work within my practice listed teaching methods typical to that of working toward a specific outcome, teaching methods that i always use within my lesson plans; 'group and individual feedback, physical and verbal correction, task setting' However those from a creative background did not mention physical correction at all: 'community techniques which include everyone and are more therapeutic to a dance school framework. Trying to engage all with the intention of learning from the process rather than the outcome.' However both backgrounds had undertaken safe guarding courses and were aware of policies within their own practice regarding child protection.
Whilst dance i feel needs some kind of physical correction in order to achieve goals such as exams, this creative technique is something i will try and include in my lesson plans regularly in order to achieve a more well rounded practice.
This perception of allowing a different approach is something I would like to hear more about in terms of the literature - I like the way you have explained it and used the evidence form talking to other practitioners to engage in this change (reform?). Context (assumptions) are a part of reflection that can then be used back into experience. Process versus outcome - do you mean technical ability? is there a debate within dance instruction about technique versus process - and does that inform the understanding of what safeguarding means? What about other professional sectors?
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