SKYPE GROUP SESSION PM:

Kym Walton, Natalie Kirk and Hannah Shepherd: 

·         Action Research: Making an action, looking at something within your teaching, EG: Create a Facebook Page and as a result of what comes out of that would make you change your Teaching.

·         Literature Review: Discussed the relevant, strategies of displaying the Literature review.

·         Kym’s approach: Display a link to the Literature or the whole article, Quote from the Link, Question at the bottom.

·         Questionnaire response’s to demonstrate: Participant 1 and 2 opposing views. Decide who has made the most relevant point and where that lead does.

·         Discussed Question responses: For Schools: Check the last GCSE results. Demographic school to have an understanding of the type of school responding to the questions.

·         Analysis of Findings: How they all link together, how they contrast, why do they contradict each other?

·         Hannah is mapping out: 4 AREA’S: Children, Teachers, Government, and Science. Mapping out across all ages, subjects, inquire in a broad way.

·         Adolesa’s advice said map out the area’s and think about what you are expecting the class culture to be with how the dance class is now. Research will change your results.

·         Artefact: Well presented way of presenting everything, poster, book, power point presentation. Tony Hall Review of the Dance Curriculum. Idea for Artefact?

SKYPE GROUP SESSION: AM

Well that was a very productive Skype session with Carla Mason, Kym Walton and Hannah Shepherd...We discussed: 

9:00am Carla Mason and Natalie Kirk: 

·        Ethical implications with contacting schools and student consent when Observing lessons

·        Interviews and Questionnaire procedure

·        Emailed our questions to each other and make suggestions on how to improve:

·        Carla: What effective teaching methods do you use for ages 5-10yrs?

·        Repeat the same question for ages 13 upwards?

·        Suggested she asked: "Teenagers are going developing into puberty from the age of around 12, what implications this has on their effectiveness on class? I suggested she looks at muscles, joints, mood swings, lack of energy, peer pressure etc...

·        Carla suggested that I change the question: “Dance and the Arts is currently very popular, do you think this will remain that way for the future? 

·        Carla advised: Do you see any foreseeable changes for the future in relation to the Arts within Education?

·        Whilst on the phone I received an email from Alan providing Feedback of Introduction and Analysis of Findings:

·        Change of Title from: "Does Arts have a larger or smaller role to play for Education for the future?"

·        Alan's Suggestion: Creativity in the Curriculum: What are the factors driving the debate on the inclusion of different art subjects in the UK National Curriculum?

·        Title we re-discussed: “An investigation into the Arts in the Uk Curriculum”

SKYPE GROUP SESSION 12.03.2014

I thought it would be a good idea to arrange a group Skype session with all involved in Module 3 for a catch up and see how were all getting on and discuss each others title's: 

Anyone interested please feel free to join, my Skype name is natalie.kirk83

 9:00-9:45:  Carla Louise Mason and Natalie Kirk.

16:00-16:45: Hannah Shepherd, Kym Walton, Natalie Kirk.

Title's to discuss: 

• Carla Louise Mason: " Effectively Teaching Dance to teenage students" 

• Hannah Shepherd: " The impact of Dance based activities on the learning development of primary school children" 

• Natalie Kirk: " Does the Arts play a larger or smaller role in Education for the future?"

• Kym Walton: "How have our expectations of the culture within our our dance classes changed and what has influenced these changes?" 

 I will add the notes from the Session for everyone to see!! 

If anyone fancied a chat who couldn't Skype tomorrow or whenever... I'm on 07515 894708

Bye for Now everyone and keep in touch!! 

Review of Micheal Gove's Letter

Having read the very negative petition set up by The Drama Army I was very surprised to find Micheal Gove's letter to appear as being very positively minded towards the Arts and demonstrates an appreciation of the value and importance of Arts within Education, "recognize that creativity is the key to both cultural and economic progress" and " no programmer of education can begin without making the arts and creativity central to a child's life". 

However with the Introduction of the Ebacc system and the removal of the Arts within this, his actions are speaking differently to his opinion for the Arts. 

He discusses that "Music and Art will continue to be statutory subjects for all children between the ages of 5 and 14". He doesn't include GCSE level nor Dance and Drama so it is unclear as to the position of these subjects for the future. Does this imply that he doesn't see a specific relevance to Drama and Dance within Education?

On Reflection, while this appears to be supportive of the Arts in Education, I would need to gain specific clarification of where Drama and Dance would be for the future. He is appearing to be a little hypocritical by stating "creativity is the key" where he continually discusses the importance of  the core Academic subjects that need improving on in his opinion, with his introduction to the Ebacc system.

Micheal Gove's Letter in response to the Drama Army Petition

Literature Review 2--The Drama Army's Petition..

Article Title

 Stop the marginalisation of the expressive arts in education policy 

Date

17/12/2013

Author

Michael Gove

Objective / Type

A Letter by Michael Gove, explaining his response to the online petition by Drama Army.

Source

Posted on Drama Army’s online Twitter Page

Key Points

1)    "Our creative industries define us as a nation"

2) Arts and creativity should be, "central to a child's life"

3) School performance will be judged by a range of Ebacc and non-Ebacc subjects, which will, "provide a strong incentive for schools to offer a broad and balanced curriculum"

4) "The government is not considering removing creative arts from GCSEs."

Summary of View

A positive review of the role Arts play within Education for now and the future. A demonstration and appreciation of the need for Arts within Education.

Relevance

There has been a number of Articles stating concern of the removal of Arts from the Ebacc system. This is a very positive aspect to Arts as it states this is not the case for the future as this had been a grey area up to this date. It is vital as explains Michael Gove’s support for the Arts within Education and its importance within the economic Industry. 

Literature Review

Article Title: Stop the Marginalization of the Expressive Arts in education policy

http://www.change.org/en-GB/petitions/michael-gove-stop-the-marginalisation-of-the-expressive-arts-in-education-policy

Date: Unknown

Author: Richard Wilson

Objective / Type: Online Petition to encourage members of the public to sign to prevent Michael Gove’s decision to not include Arts within the Ebacc system.

Key Points:  The Arts in relation to the league table and the focus of the Ebacc being solely on the academic subjects. Ofqual are considering banning up to 20 “soft subjects” who includes P.E and Media. 6.2% of the UK’s local income comes from creative industries.

Summary of View:  A very negative and byaist view of Michael Gove and the Government’s plans to the Removal of Arts from the Ebbac system.

Relevance: This article is a very useful as it breaks down the sections of the Ebbac system that are relevant to the Arts with additional links to each section. It is very powerful in its approach and talks very positively of the role which Arts play within Education.