Whilst reflecting upon this BAPP course I realised how much I have used the growing proffesinal network I have established over the last 18 months. Prior to the course I did not utilise the relationships and advice out there to use. Over this last module I have been working in close connection to college and pier student Jess Hunt. This proffesinal and personal relationship has helped me to gain advice and coincidently help my thought processes. During my future career I aim to continue a building strong proffesinal network and continue to establish strong pier relationships.
Tuesday, 3 January 2012
Looking into Handling Discrimination
Handling discrimination Jake Lawson Apr 26, 2011
“As a parent of children with special needs, you need to be aware of the impact of discrimination in the life of your children. Discrimination against people with special needs includes:
* Negative attitude or stereotyped beliefs people have about those who are ''different'' or those with disabilities.
* Suspicious lack of trust or uncomfortable way in which people react to the announcement that a child or adult has a disability or special need.
* Fear, worry and dismay on the part of relatives and friends who find it difficult to maintain ongoing contact with parents of a child recently diagnosed as having a disability.
* Ignorance, lack of information and lack of understanding of people who disregard, neglect or avoid the parents and children with special needs.
* Cultural and societal stereotypes, prejudices or bigotry against main streaming people with disabilities or special needs into ''normal'' society.
* Hidden or unidentified lack of pressure on the school systems to improve, increase the funding and innovate in providing services to exceptional education students.
* Lack of advocacy in terms of full funding, legal action and policy formulation in support of the Americans with Disabilities Act (ADA) for the full ''normalized'' employment of people with disabilities or special needs.
* Lack of full funding and advocacy for adult day programs, sheltered workshops, supported work programs and subsidized work programs to meet the employment needs of those with disabilities.
* Lack of full funding, advocacy and appropriate zoning laws for group homes, supported living and supervised apartments and subsidized apartments for people with disabilities”
* Suspicious lack of trust or uncomfortable way in which people react to the announcement that a child or adult has a disability or special need.
* Fear, worry and dismay on the part of relatives and friends who find it difficult to maintain ongoing contact with parents of a child recently diagnosed as having a disability.
* Ignorance, lack of information and lack of understanding of people who disregard, neglect or avoid the parents and children with special needs.
* Cultural and societal stereotypes, prejudices or bigotry against main streaming people with disabilities or special needs into ''normal'' society.
* Hidden or unidentified lack of pressure on the school systems to improve, increase the funding and innovate in providing services to exceptional education students.
* Lack of advocacy in terms of full funding, legal action and policy formulation in support of the Americans with Disabilities Act (ADA) for the full ''normalized'' employment of people with disabilities or special needs.
* Lack of full funding and advocacy for adult day programs, sheltered workshops, supported work programs and subsidized work programs to meet the employment needs of those with disabilities.
* Lack of full funding, advocacy and appropriate zoning laws for group homes, supported living and supervised apartments and subsidized apartments for people with disabilities”
The points made above agree with the barriers I have addressed throughout my inquiry they highlight the problems facing discrimination and those of awareness. Jake Lawson also highlights the key points surrounding funding which is affecting the accessibility. He also discusses the cultural and societal serotypes against people with disabilities this all coincides with what I have discovered throughout my inquiry. Interestingly he uses the word “lack” seven times throughout the nine statements. That in its self-highlights the need to raise awareness and accessibility.
“You will know it is discrimination when:
* You bring your child into a public facility like a mall, restaurant or park and you sense people staring or whispering.
* People stop you and ask cold, cutting and insensitive questions about your child.
* Public or private buildings lack appropriate ramps, access points and other physical supports for people with handicaps and disabilities.
* You want to talk to someone about your feelings, worries and concerns and everyone either ignores, avoids or reassures you that everything will be OK.
* Your friends and relatives begin to avoid you and your child.
* There are major cuts at the federal, state and local levels in funding educational, medical, social and rehabilitation programs for people with disabilities.
* Parents in the neighborhood do not allow their children to associate with your children for fear that they will ''catch'' the disability.
* You realize that people only see the handicap or disability and do not recognize the people with the handicaps or disabilities as "people.''
* Your church or synagogue offers no special programs or support to you or your child.
* Support programs are not offered to parents of children with disabilities by the agencies that serve them.
* There are waiting lists of three years or more for day employment programs or residential services for adults with disabilities.
* You continue to hear derisive slang expressions used to refer to people with disabilities, such as ''retard, crip, geek, gork, gimp, tard, bozo, imbecile, dumbo, dumdum, boom boom, bimbo, stupid, weirdos, dummies, stupos, nerds.''
The statements jack Lawson highlights are the ethical issues that are facing anyone with a disability interested in dance or not. They are the harsh truth is happening throughout are society. I feel this honest account may be one of the main problems leading to the lack of disabled dancers attending my classes. This is a vital part of my inquiry as this type of information could help other dance teachers and parents in raising awareness with this type of education.
Learning and teaching theory - Problem Solving.
The higher Education Academy – Engineering subject centre
Houghton, Warren (2004) Engineering Subject Centre Guide: Learning and Teaching Theory for Engineering Academics. Loughborough: HEA Engineering Subject Centre.
Throughout my Professional inquiry surrounding integrated dance I have come across many barriers (problems) that have affected the process I planned for my inquiry. Therefore I decided that I needed to research the best way to solve these problems and learn from my experiences in a professional, and thought out way. I came across this theory whilst researching problem solving and I found this step by step guide to problems solving very useful. As I continue my literature reviews I wish to also look at different theories into problem solving, compare and evaluate which has been most appropriate for my inquiry.
During the introduction to this theory the Higher education academy state that “Very few new undergraduates will have the confidence and mental processes available to say “I don't know how to solve this problem yet, but if I set about it systematically and think about it I expect I'll work it out”. This is exactly the problem I have found myself and peers in during the inquiry process - I want to be able to solve the problem but I lack in the confidence to be sure I am solving it in the right way. This one reason is why I chose to review this piece of literature as it displays a four step problem solving theory which can be applied to any situation.
“The problem solving process, for simple problems, involves:
- Assemble and evaluate information and resources.
First obtain a clear description of the situation and ensure that it is fully comprehended. This may involve writing down lists and diagrams, re-describing the situation, trying to get a clear mental picture of all the relationships which exist within the situation, of what the resources are and what they can be used for, and of the constraints and their implications. The objective must also be clarified.”
This first point is a crucial one as I have discovered that if you do not clearly identify what the problem is you will not successfully solve it. To do this you should critically reflect the current situation or problem. I have found that using diagrams showing the problems and objectives is a clear way to see what stands in the way and what needs to be achieved to solve your problem. I feel that this first process is often discarded but it is vital into choosing the right solution.
2. “Brainstorm and plan solution process
The brainstorming process involves first looking at the situation and asking what immediate changes can be made, what will be the consequences of these changes, and looking at the objective and asking what would enable the objective to be reached. It also involves considering any similar problems previously solved. The aim is to identify a set of steps that lead from the original situation to the desired objective.”
The brainstorming process involves first looking at the situation and asking what immediate changes can be made, what will be the consequences of these changes, and looking at the objective and asking what would enable the objective to be reached. It also involves considering any similar problems previously solved. The aim is to identify a set of steps that lead from the original situation to the desired objective.”
This second Process suggests that you should research or compare this problem to any previous barriers and look at the way these have been solved. I feel this is a brilliant way to gain ideas that could help solve your own problem. Process 2 also says to explore all the possible solutions and consequences before applying them to your problem this will prevent any unsuspected barriers. The most crucial aspect in process 2 is to identify a set of steps to solve your problem; I have found making a step by step action plan beneficial.
3. “Implement solution
Once a set of steps has been identified, the solution process proceeds from one step to the next, regularly reviewing progress and checking back to make sure that the steps taken so far are valid and have produced the required result, until the required objective is reached.”
Once a set of steps has been identified, the solution process proceeds from one step to the next, regularly reviewing progress and checking back to make sure that the steps taken so far are valid and have produced the required result, until the required objective is reached.”
The third process is a vital one it ensures that no further problems are created. To do this it is crucial that every step that you take towards solving your problem is reviewed and answers the following two questions,
a. Is this a valid step towards solving my problem?
b. Has this step produced the required result?
The processes applied through step three are also beneficial as they can start the reflection process and allow you to establish what has been learnt from completing this theory.
- “Check results
A final check is then made to verify that the result produced is the required objective. If, at intermediate stages, checks on progress reveal an error, then it is necessary to go back one or more steps and rethink the problem, again looking for a set of steps that leads from the original situation, or from the results of previously verified steps, to the objective.”
The final process is to reveal whether you have solved your problem. To do this you should check all process and see if the final objective has been reached. If the problem has not been solved this process allows you to easily see all steps taken and should also easily identify what has gone wrong and how it should be put right. This final process is also a learning one as it gives you the ability to critically reflect all the process and conclude upon what you have gained and learnt from completing this process.
I personally have found this four step theory extremely useful into solving the problems related to my inquiry. I have also found that if you skip or don’t fully complete a process it is more likely that your end result or solution will suffer or not be solved accurately.
Physically in Dance comes of age. New Mobility Magazine Josie Byzek, September 2010
To complete my professional inquiry into integrated Dance awareness and accessibility, I have taken the time to research and gain as much knowledge on the programs and companies that already have schemes and ideas in place to help raise disability awareness through the art of integrated dance to children and parents.
Whilst researching I came across this article from the American Magazine New Mobility. This magazine is published once a month “New Mobility encourages the integration of active-lifestyle wheelchair users into mainstream society, while simultaneously reflecting the vibrant world of disability-related arts, media, advocacy and philosophy”(new mobility mission statement). The article that stood out to me was written by Josie Byzek
“Physically integrated dance comes of age”.
I have chosen this article to review due to its relevance to my inquiry. The article gives clear indications of the growth of integrated dance and highlights three main companies which have education schemes to raise awareness. AXIS Dance Company, Dancing with wheels and The GIMP Project.
Throughout the planning and first stages of my inquiry, I have tried to find a definition of integrated dance that I could explore. Throughout the article Josie Byzek picks up on small definitions, quotes about the art which I have found extremely useful to inspire myself and also the participants taking part in my inquiry.
“Physically integrated dance is really, really exciting, It's accessible in a way most modern and contemporary dance isn't, because you get to see people you wouldn't ordinarily think of as dancers dancing And oh, how they dance”. Judith Smith, artistic director of AXIS Dance. "
Throughout the article Josie Byzek explains how companies such as “Dancing with wheels” are expanding disability awareness through dance by trying to attract a family orientated and younger target audience by performing such stories as “Alice and Wonderland” and their popular performance Of “The Snowman”. Josie Byzek also explains why “Dancing with wheels” performers in this genre; ”Dancing Wheels' performances often appeal to families, such as a dance called "Snowman" that shows both sit-down and stand-up dancers — as the company refers to those who use or don't use wheelchairs — engaging in snowball battles, building snowmen and other fun winter activities. Yet there are some pieces, such as "Walking on Clouds," that deal with serious topics, like how it feels to be discriminated against because of disability or race.” I personally feel that this is an inventive idea as it if we showcase this to a younger audience it may help demolish the prejudice surrounding disability, it also helps those effected how to learn and grow through their experiences . I Hope that in the future more companies and community projects aim for a younger target audience at the appropriate times as it may help raise awareness of disability in dance. If more companies were able to promote integrate dance to a younger audience I feel this could result in more disabled dancers attending classes.
In the later parts of the article Josie Byzek Shares accounts from members of these three Companies. A Quote taken from Dancer Lawrence Carter- Long GIMP company dancer on his views toward integrated dance,
"Physically integrated dance, first and foremost, is art. If it doesn't work as art, then none of the disability awareness that we do would have the impact it has My sense is the expectations for disabled performers are still so low that you've got to be better than good to even get people's attention. People still expect macaroni glued on a plate."
I agree with this account from Lawrence Carter-Long although I feel that if projects like his company The GIMP Project continue their disability awareness course this feeling he speaks of would dramatically change for the better and help accessibility and awareness.
This article has helped me to gain more knowledge into the first hand feelings sounding an integrated dance. This is due to the tasteful accounts published by Josie Byzek of the dancers and artistic directors of the three integrated companies discussed. By reviewing this article it has aided me to understand what has already been established to raise awareness and accessibility for disabled students wanting to dance.
Inclusive Creative Movement and Dance Karen Kaufmann 2006
Karen Kaufmann 2006
Inclusive Creative Movement and Dance Book
Inclusive Creative Movement and Dance helps teachers guide students with diverse abilities to express their feelings and ideas through creative movement experiences bringing dance learning sharing and creation together. This book provides a brilliant step by step knowledge into inclusive for the teacher and the student. It shows inclusive dance workshop ideas lesson planning guides why to incorporate learning experiences.
This book by Karen Kaufmann 2006 provides detailed explanations and ideas to help Guide teachers in accommodating for all level of students attending. This aspect of the book has really inspired and helped my thought process. In the future I hope to utilise this book and it knowledge further to help me establish a work shop.
This book also explains ides in which help the attending pupil understand movements and all aspects of dance movement shapes and awareness and building relationships which are all key skills in dance and day to day life. This book also involves all National Standards for Dance Education, goals, movement glossary, journal reflection assignments, and simple assessments where by teachers can reflect and utilise throughout there workshop and inclusive dance practice.
This inclusive movement and dance guide book is collated into three parts. Part A gives a framework to help teachers dance inclusion for all their students. Part B prepares teachers to design inclusive dance experiences workshops and extend them into performance and learning experiences. Part C is the book's centre with more than 100 dance-learning experiences presented in five chapters, or units, that teachers can use in their classes for students of all ages and abilities. This will be ideal for me to utilise throughout my professional practice. This book has been a brilliant source for me to refer to throughout my inquiry, I feel that if all dance teachers were provided with this knowledge there would be more accessibility and awareness surrounding integrated dance.
Monday, 7 November 2011
Inquiry Questionnaire
Please could you take a moment to complete my Inquiry Questionnaire? I would really appreciate it and you would be helping me to collect as much data as possible.
Thank you so much.
Monday, 31 October 2011
Literature review 4. – Problems facing voluntary organisations
Problems for Voluntary Groups
http://touchstoneblog.org.uk/2011/01/problems-for-voluntary-groups/
http://touchstoneblog.org.uk/2011/01/problems-for-voluntary-groups/
Whilst researching the many different areas surrounding my inquiry I have noticed that the voluntary organisations play a huge role in supporting integrated dance. This inquiry has been inspired by the previous connections I have had in integrated dance due to the work of community and voluntary lead organisations. Although there are integrated dance projects taking place in my area I am aware that this is not the case elsewhere, this leads me to this literature review. I wanted to explore what barriers and problems voluntary originations face and discover if this has effect on the lack of integrated dance originations and the lack of disabled dancers entering the performing industry.
Whilst exploring this idea I came across Touchstoneblog http://touchstoneblog.org.uk/ this blog“is an informal blog by TUC staff about policy issues that are in the news, or ought to be”. One blog that stood out to me was written in January 2011 by Richard Excell. This short blog displays many interesting statistics surrounding voluntary organizations which I feel could be useful in investigating my inquiry.
Budget cuts are a huge element into the small number of voluntary organisations as there isn’t any funding for establishing new organisations or to maintain the ones that already exist. During this blog Richard Excell explores this point;
“David Robinson – a co-founder of Community Links – was worried that the cuts were a “double whammy” for voluntary groups. They increase the need for the services they provide, but cuts in funding are reducing the ability of groups to provide even their current level of service”
I agree with this “Double Whammy” theory as there is a greater need than ever for all genres of voluntary organisations but due to the lack of funding provided this level of service or existence of these voluntary organisations is not possible. Unless there is a solution to this problem then there isn’t going to be any growth in this area. I feel this problem is affecting the lack of integrated dance organisations as there is a shortage of funding and voluntary access for any type of dance program to exist. This point in which I am exploring could be an element into why there is a shortage of disabled dancers in the performing industry.
Could budget cuts to voluntary originations be affecting access to disabled dancers to the performing industry?
This is a question I am eager to explore throughout my inquiry. Another problem which faces voluntary organisations is the falling number of people willing to provide their voluntary services. Richard Excell explores this idea;
“The latest Citizenship Survey from the Department for Communities and Local Government was published, covering April–September 2010. This showed that now is not a particularly good time to be relying on volunteering, as the proportion of people who volunteer had fallen for the fifth successive year; 44 per cent had volunteered unpaid help for an organization in 2005 but by 2010 this had fallen to 38 per cent. The proportion volunteering at least once a month had fallen from 29 per cent to 24 per cent.”
The data gathered from the Citizenship Survey from the Department for Communities and Local Government covering April–September 2010 displays that there is a lack of people willing to volunteer as there was a significant decrease in to amount of people volunteering once a month going from 29 percent to only 24 percent. Why is this? Could this be affecting the lack of voluntary originations? Could this be an element into the lack of disabled dancers? These are all questions that I am trying to explore and answer. I am also going to look into the workings of a voluntary origination such as the management to be able to answer these questions. By reviewing this blog it has opened up many areas to explore. I hope to use the data reveled in this blog to support my future findings.
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