Inquiry: 'The Unknown'

My previous post about being proactive, reflecting and analysing; sparked an inquiry.

"The Unknown"

As we have discovered through the theories of Kolb, Honey and Momford; it is from reflection on our daily experiences that we learn and become more knowledgable. However, I asked previously, 'when is all of this too much?' When does being proactive and reflecting turn into the over analysing of situations. Do we also need the ability to accept experiences for what they are and move on without further thought? Dewey said that we need to "master the art of thinking so we think well". That implies we always have control over our thoughts, but do we?

 I did an audition and boy did I want this particular job! Prior to it happening I tried on a million outfits, spent hours in front of the mirror practising 'facial expressions' and my songs/script, I planned out my hair and makeup, checked my travel route over and over. It became my upmost priority, my only focus and my obsession. I didn't have the mental capacity for anything else. Why? Because I wanted it. Well, I turned up in my carefully selected outfit and the first thing said was 'can you all please remove ******?' My whole outfit had been planned around that garment and in an instant all the preparation for it was out of the window. The audition went well, I got through and wasn't required to sing. Did I feel better for all the preparation I'd done with my songs though? Not really. After the audition I then began the process of initial reflection. Was I good enough? Did I look right? Did I dance my best? How was everyone else? How many people was I up against and what are my chances? Bla bla bla. My thoughts went wild but the audition was effectively over. No amount of reflecting could've changed the results of the audition after I'd left that room, but it affected me for a week or more. Reflecting may change my actions for a different audition process but not for the one I'd just done. So, do we also need the ability to let things go? My phone was constantly glued to me after that, I didn't want to go out in case it rang. I kept replaying the audition over and over in my head. Could I have done anything better? Could i have done anything differently? It didn't matter! 'The Unknown' isn't always in our control and can't always be either.

After reading about 'the Unknown' I discovered that there was an actual phobia people could develop know as 'xenophobia'.

1. Fear of the Unknown Phobia – Xenophobia. Xenophobia is derived from the Greek word 'Xenos' meaning “foreigner or stranger” and 'Phobos' which means "morbid fear". Xenophobia is the irrational sensation of fear experienced about a person or a group of persons as well as situations that are perceived as strange or foreign. 9th Feb 2014

(http://www.fearof.net/fear-of-the-unknown-phobia-xenophobia/)

I think 'xenophobia' and 'over analysing' (post reflection) links in massively with anxiety & depression, and I would like to develop my research into these forms of mental illness within the arts. I'd like to look into other potential causes such as the come downs after a performance or applause, the need for attention, loneliness on the road etc and the ethical considerations towards mental health in professional practice and the workplace. I'd be intrigued to look into the physiological and sociological backgrounds of legendary artists such as Amy Whinehouse and Robin Williams who sadly lost their lives due to drug abuse and suicide.

In regards to my initial thought, 'the Unknown', should we let things go or should we acknowledge that it is foreign territory and replace the fear and anxiety with different emotions? Can the use of reflection actually help us to acknowledge and embrace it so that we can explore these new territories with excitement perhaps?

I read a great article on http://www.innovationmanagement.se/author/admin/ which talks about the '7 reflective tools for navigating the unknown and exploring new territory.' One topic they discuss is 'the human paradox' which I find extremely interesting.

"Within the paradox of human nature, being what it is, the unknown is both dangerous and exciting, a threat to be feared and a mystery to be revealed."

"The more you work with the unknown as a co-creative partner, the easier it is to stay grounded in the winds of change. It takes more than just deciding to embrace uncertainty to be able to do it. It takes understanding where you are in relationship to the unknown now, and then consciously choosing to be with the discomfort, and perhaps excitement, of exploring new territory."

I read further into the human paradox and found some other great examples that any person, regardless of profession, can relate to. Check out http://lonerwolf.com/examples-of-paradox/

I was having a professional conversation with my friend Heather and she sparked a further thought. We were discussing an audition she has coming up that she is reluctant to go to. This because she 'knows she isn't right for it.' In this particular instance we have a professional situation for which reflection could be considered irrelevant. If you take part in something that you won't be continuing in the future or don't want to develop, what are the personal or professional advantages of reflecting upon this experience? Is it simply to acknowledge and confirm its not for you? Is it to teach yourself a lesson so that next time, you shan't attend said audition? You never know, you may be surprised. 'The Unknown' could be something different to what you thought or previously knew it to be.

'Tacit knowledge' is the unwritten, unspoken, and hidden vast storehouse of knowledge held by practically every normal human being, based on his or her emotions, experiences, insights, intuition, observations and internalized information. (www.businessdictionary.com)

This is a useful form of knowledge in the arts, we often listen to our instincts or gut feelings about professional situation or jobs. Did Heather truly know she wasn't right for the audition or was she experiencing tacit knowledge, i.e. a gut feeling, towards the Unknown. 'Polanyi' said: "...we know more than we can tell" which was a bold statement coming from a scientist with there being no definitive. Arts are a way of communicating these real feelings and life experiences. We often express emotion and tell a story through dance.

In 'navigating the Unknown' by ResCen at Middlesex, Christopher bannerman talks about 'interplay between conscious & unconscious in the creative process.' I can relate to 'Tharp' in 'the creative habit' when she discusses choreography and being able to "come up with the goods". If I hear a song or am in a certain mood for example, my choreographic skills are wonderful because it's a feeling or a reaction (unconscious). If someone said to me now, make up a dance to this song and it lacked inspiration or my mind was in a different place, I wouldn't be able to do it. Or I would, but it wouldn't be 'from the heart' or something I'd consider to be good enough. It would be a result of being in touch with my verbal learning and muscle memory (conscious, a tacit knowledge) so that I could do it, but not how I'd perhaps envision it on another day.















"It is not in the stars to hold our destiny, but in ourselves." - William Shakespeare

Reader 2 and the emerging of inquiries in my professional practise...

1. Critical reflection  is a reasoning process to make meaning of an experience. Critical reflection is descriptive, analytical, and critical, and can be articulated in a number of ways such as in written form, orally, or as an artistic expression. (University of Tennessee at Chattanooga)

Experience – observation of fact(s) or event(s), practice in doing something; –
(Oxford English Dictionary)


1. Reflective practice is a way of studying your own experiences to improve the way you work. It is very useful for professionals who want to carry on learning throughout their lives. The act of reflection is a great way to increase confidence and become a more proactive and qualified professional. (www.brightknowledge.com)



I think the word 'pro-active' is a key concept here. I've always considered myself very pro-active but never realised that it may be a result of how I reflect upon my experiences. These qualities, i.e. being pro active and reflective, I think link in with the idea of networking and Web 2.0 in reader 1. Communicating with people, often via the mediums of email & social media, is a massive part of being proactive in your professional practise.

Pro-active (Google)
prəʊˈaktɪv/
adjective
1. (of a person or action) creating or controlling a situation rather than just responding to it after it has happened.


Proactive (www.vocabulary.com)
The adjective 'proactive' can describe a person who get things done. If you are 'proactive', you make things happen, instead of waiting for them to happen to you.
Active means "doing something." The prefix pro- means "before." So if you are proactive, you are ready before something happens. The opposite is being reactive, or waiting for things to unfold before responding.

How do we as performers become pro-active?

In my current professional practice I would consider the following as being pro active:

Looking for auditions via the means of websites, Facebook pages etc.
(The stage, London Dance, talent cast, the hustle)

Applying for work so you can fund yourself between projects and gain other experience.

Writing to casting directors or agents.

Researching companies that you could potentially work for: Royal Caribbean, Qdos, Matthew Bourne.

Attending classes to continue development and put yourself out there.

Inviting influential people to watch any performances you do.

Making sure your pictures, portfolio and CV's are up to date.

You can see above that all the starting words are verbs i.e. DOING words. You must be  ACTIVE in your practise and take some control and responsibility for it.

I have a generalised theory:

PROACTIVE person  = more successful experiences and practise = positive reflection
REACTIVE person = less successful experiences and practice = negative reflection

E.g. 1) Scheduling a singing lesson to practise your repertoire ---> performing your song better in an audition ---> you hit the notes, get through to the next round, offered a job, feel on top of the world.

E.g. 2) Picking a random song you've done before ---> feel nervous out the audition ---> sing the song a bit shaky, get cut, don't get the job, feel upset.


When is reflection/being proactive too much? Can this result in over analysing and in turn produce a negative effect? When should we let go?


E.g. 3) Scheduling a singing lesson to practise repertoire ---> receive lots of notes to consider, over think the song, worry about getting it right ---> loose the performance element, don't give the best account of yourself, get cut, lose job opportunity, feel frustrated.

E.g. 4) Picking a random song you've done before ---> feel relaxed and don't put too much focus on the outcome ---> exude confidence in yourself, perform the song with ease, go to the next round feeling content.


After further research into Kolb, Honey & Momford, I came across and completed the learning survey on:


http://www.nwlink.com/~donclark/hrd/styles/learn_style_survey.html


It was no surprise that the results showed my learning as 'doing + thinking' i.e. Analysing.

"If you prefer Doing and Thinking then you are in the analysing category:
* Prefers the practical application of ideas, solving problems, feedback, and decision-making (obvious links between the task-on-hand and a problem). 
* Prefers technical problems over interpersonal issues. 
* Prefers to apply new learnings to actual practice to see if they work. 

* Likes laboratories, field work, observations, and coaching."

I'm definitely a very analytical person. I feel this is because I always want the best result from a situation. I am also a massive culprit for over analysing and making things worse by putting unnecessary pressure on them. You could say I've just over analysed my own theory above - what do you think?

My journal writing experience ✍🏻

Task 2b) Reflective writing: Exploring the different ways of recording a journal

Examples:

Description 

Initial reflection

Lists

Evaluation 

Graphs/charts/diagrams 

What if?

Another view

I've found that depending on what I have taken part it on or experienced on a particular day, depends on which method I find most successful or natural when journaling or reflecting.

"It is only by reflecting on an experience that we learn from it. We are only able to turn information into knowledge by understanding the idea." (Boud)

Auditions: What if?

What could've happened? (More often than not, I answer this negatively. Rather than looking at what could've gone wrong and didn't, I look at what could've gone better. I find that this can be a trait of a dancer- very self critical and always striving for perfection).

If I'd of had a different partner, been in a different group, worn different shoes; I may have danced better or stood a better chance. I could've fallen over like a girl in the previous slot and injured my self; thus putting myself out for 6 weeks. I could've better prepared myself, worn a different outfit, been more relaxed, sang a more appropriate song.

What would I love to happen?

I'd love to get the job. I'd love to get a cover. I'd love to be considered for dance captain. I'd love to be paid millions. I'd love it to lead to endless opportunities.

What would I hate to happen?

I'd hate to get cut. I'd hate to give a bad account of myself. I'd hate to get it but not be able to do it.

Auditions: Another view

I always try to do this to prevent being so hard on myself. I always think, what would I say to my friend if she had been cut for example? I'd say she did well to get as far as what she did. What would I say if they were waiting to hear? I'd say, try and forget about it because there's nothing you can do. What would I say if they thought they'd made a mistake? I'd probably say they covered it well, and the most important thing is that they carried on and it didn't look as bad as what it felt. It's always easier to give advice than take it, so I find using this form of reflection/journaling very useful.

Swing life: Step 1 - Graphs/Charts/Diagrams

This is my first time at being a 'proper' swing. I did do it for a short period of time on a previous job but I already knew the show. I was also leader of our Swing Project at college; but as good as it was to get an idea of the life of a swing, it wasn't completely a true reflection. I found that during rehearsals when i was learning several things and at speed (particularly being an on stage swing), drawing diagrams of people's positioning and arrows for entrances and exits etc was really useful. I carried a little notepad and pencil around with me constantly.

Swing life: Step 2 - Description

Then, once I had a bit of time at home or in the breaks, I would note down in much more detail. I'd write down each persons full track in its entirety. The choreography each individual did, their lines, their costume changes, the wings they entered from and so on.

Swing life: Step 3 - Lists

If I knew I was going on as a particular person for the first time, I would make a list of key things to remember. A summary of their entire track that I could refer to after each number - aka a 'cheat sheet' to myself and colleagues. I would also write a list post performance of anything that went wrong, points to address or flag up with ensemble members I may interact with etc. 

Training: Initial reflection

I do this more so after taking a class for the first time, but I always come out and either  way, consciously or subconsciously think about what I've just done. 

How did I feel?

Sometimes if I've not been able to train for a while (be it due to work, money or whatever) I can get very frustrated at myself because I feel tight, off balance, slow picking up choreography, unfit etc. On the other hand, after the exact same situation I can be pleasantly surprised at the opposite outcome. 

What was I thinking?

Was I enjoying the class? Was I comparing myself to the people around me? Did I like the music? Was I clock watching? Did I respond well to the teacher? 

"This class is awesome. I'm way sharper than that girl in the blue. Where can I download this song? Oh no, there's only 5 minutes left. This teacher is so talented."

"This choreography is terrible. I look so out of shape. This music is so uninspiring. Wow, is there still half an hour left? This teacher has no idea what he's talking about."

Did anything unexpected happen?

It may be that I learnt a new move or I simply whacked out a triple pirouette on the left. A couple of times I've been approached after a class about potential work or castings and on other occasions I've bumped into very influential or famous people. 

What was my mood?

A couple of weeks ago I was feeling quite tired and was really pushing it for time. I was in two minds 1) I can leg it, be 5 minutes late and go to class 2) I can relax, take my time and meet my friend for coffee. I went to class and thoroughly enjoyed it. I felt elated by doing some different choreography, I felt challenged enough to get the brain going and still felt like I danced well and achieved something. I was so glad I went and was on a high then for the rest of the day. 

Teaching: Evaluation

Teaching is not an easy job by any means and in something like dance, I think it can be even tricker. Particularly if you are teaching across a range of academic and vocational establishments, as well as age ranges etc. 

What did you think went well?

There are so many things to consider. The difficulty level, the music, the duration of the class, the range in exercises, the space, the input from the students, teaching methods. Think of all these components and then realise that there is no formula. What goes well for one age group, one school, one individual - chances are won't go well on another. It may be that your first class picks it up really well, the second doesn't but they interpret it well. 

What worked?

I have not always been the best with patience. I have high expectations of myself and am lucky that I pick things up quickly. This however, can in turn make me rather impatient. I don't like to shout and don't feel this is the answer in order to control a group of young students anyway. When working for a company that delivers dance workshops based on literature the schools are studying, I found a technique that has been an absolute god send ever since. If a class is getting too noisy you clap a rhythm and have them repeat it back to you. Sounds so simple right? It catches their attention, regains their focus and in turn settles them down - amazing! Introduce this at the start of the lesson so they understand what it means when it happens and 'ta-da'. Works (nearly) every time.

Did you learn or discover anything?

I think the main discovery as a teacher is that you have to be very responsive, vigilant and adaptable. Children are amazing and as a teacher, you are always learning. I discovered that 'high school musical' wasn't considered cool anymore! Since when? Haha. You can learn new movements by workshopping with students who have different skills and talents to what you have and by observing them explore individually. You may discover that some students work better to counts for example and some to lyrics. As a teacher you realise that you have the ability and the amazing powers to inspire and provide joy on a daily basis. You even have the potential to change someone's life, but witnessing precious moments like these in turn change yours. 

Did you notice anything to avoid?

I noticed that one class in particular didn't respond well to combinations that were too challenging. I avoided inputting more than 1 or 2 new steps into a new routine. I also used to teach a 'dancersize' class in a gym and focussed on different styles each week. They absolutely loved line dancing and street dance. I thought it would be fun to do some rock and roll one week. The adults definitely felt uncomfortable working in pairs and it was obvious they felt more comfortable exercising alone. Safe to say I avoided that from then on!

Media - photos/videos

As well as the above examples, I've found that the use of 'media' is extremely effective when journaling. The ability to take photos of positions and spacing and record videos of routines, proved very useful when fulfilling my role as a swing. They are also beneficial when working on pieces of choreography or analysing my own training and skills. 

I also used photography and images as a way of keeping a food diary. This when I was studying nutrition and being cautious of what I was or wasn't eating. I'd take pictures of recipes and meals so I could compare other people's diets to my own, make alterations, become inspired. I used them to help gage what I could add into my diet or substitute for things with a higher nutritional content or increased benefits.

Poached eggs and avocado on multi seed crisp breads and topped with mixed seeds

Sweet chilli salmon fillet with brown rice noodles, tender stem broccoli & feta cheese

My super healthy banana loaf (no refined sugar or butter)

My reflective experience 

'"Journal writing is an increasingly common technique in education, personal and professional development."

"There is depth and quality of reflection in learning journals."

(Moon.)

I find Schon's differention of 'Reflecting in action' and 'Reflection on action' a really interesting topic. I also find Kottcamps perception of these interesting. His belief of the former being more difficult is surely down to the individual and to the profession, no? One of the enquiries that I have formed so far from reader 2 is: 

what does it take to be a good swing? 

"The swing may have the entire male or female (or, in some cases, both) ensemble’s tracks neatly cataloged in their heads, not knowing what role they may be required to perform."

"Arguably, the swing is the most versatile, flexible and integral performer to any show."

(http://broadwayblack.com/author/nicole-johnson/)

In turn, dancers and especially swings, have to be very good at reflecting in action. 'Diagrams' and 'description' are examples of journaling pre show but it is also essential to be on the ball and adapt or solve problems in the moment. Once the performance is over its effectively too late. Don't get me wrong, there's always room for improvement as we move forward with following performances and everyone does make mistakes - it's live theatre. As I said earlier, as a swing myself I do make notes post show of any errors I can rectify in the form of 'lists'. However, if I wasn't as good at reflecting in action, there'd certainly be more car crashes on stage - particularly with my current job involving so many props to work with as well as children, animals etc.

Reflection in action is also a huge must for a teacher. You can plan as much as you want and spend hours evaluating afterwards but if a lesson isn't working, you must be able to adapt to the current situation so that you retain the focus of your students and allow them to still learn something from the session.

These are a few of my favourite 'things'.....

I was gutted when I couldn't make the group Skype on module 1: part 2, however I thoroughly enjoyed reading through other people blogs and and Adesola's summary of the session. A couple of questions seemed to arise during the conversation which I have thought about individually.

What is my 'professional practise'?

Adesola mentioned this being a 'thing'. If some one asks 'what do you do?' , I think we often feel the need to give a direct answer and justify this, linking back to my previous idea of a pedestal. Thinking of our professional practise as a thing creates huge scope for varying roles, pathways and areas of expertise. It also links back to our original discussion of why we wish to take this course. I.e. Giving ourselves options if we can't can't dance anymore etc and the reasoning that we can still have a successful career in dance post performing/should we choose not to be on the stage. Professional practice being a thing means there is no right or wrong as such, there is no definite and definitely no barriers. It made me think about 2 things, the professional practise that I am currently involved in and the professional practise that I have taken part in in the past/still fulfil at other times. It helped me to identify and explore this by doing a spider diagram. The bubbles in purple relate to my current situation and the branch of 'teacher' is something I ongoingly participate in. I could've gone on forever with the sub groups, below is just an example.

What is my inspiration?

Initially when I thought about this question, I got frustrated with myself because I couldn't think of an answer. I couldn't think of a pinnacle moment or particular person that inspired me, which then made me question why I actually do it and ask myself if its for selfish reasons? After having a moment, I then realised that I can also think about 'inspiration' as a 'thing'. If something inspires you, I believe it 

is because it affects you in some way emotionally- it makes you feel something. I've often said that I was 'born to dance' (as cringey as that sounds) but I guess scientifically and physically, this could be the case to some extent. However, maybe I always said that because I couldn't express what it was that made me choose this career or explain to anyone why I decided to dance. The more I thought of inspiration as a thing, the more I succumbed to the fact that although no distinct memory or moment made me want this, a combination of things could definitely have been key factors towards my dreams. Again, I could've gone on forever but please see some examples below.

The main thing that seemed to resonate with me after some thought was 'feelings'. When I'm happy I dance. When I'm sad I want to dance. 

Why? 

Well when I dance I feel better. I forget the stresses of daily life and regain a focus. 

The feeling I have of being 'lost' sometimes, I think, comes from lack of structure and routine. Dance gives us something to work towards and a purpose. It gives us a challenge day to day. Because of all the life qualities it has taught us, I personally don't feel like me without it in my life and hence feel lost. It most certainly has made me into the person I am today i.e. Someone that is hard working, committed, driven and ambitious. I can't imagine not being involved in it, ever, and the fear of loosing such a big part of my life is colossal. Having the perception of professional practice being a 'thing' certainly helps me to realise that the avenues in dance are endless and provides comfort when asked, 'what would you do if you couldn't dance anymore?' There are so many great opportunities. 

All of the above made me think, 

what else dance has taught us apart from dance itself?

Trust: partner work, queueing 

Passion: connecting with your emotions/experiences, love for something

Discipline: going to class, diet

Presentation: hair, make up, uniform

Time management: agent meetings, travel, audition appointments

Organisation: costume changes, arranging tour digs, packing

Grace: posture, alignment

Team work: ensemble member, group performances 

Listening to our bodies: pain, injury, tiredness, illness

Competitiveness: competitions, auditions 

Determination: success, dreams, goals

Confidence: stand on stage, presenting work, solos, communication, public speaking

Ability to adapt: swing, technical problems, injury, different spaces/floors/costume

Independence: travelling to jobs/auditions, learning material, arranging head shots etc

- Injury

- Technical

- Illness

- Bereavement

- Low audience numbers 

(Examples of: Determination, listening to our bodies, team work, passion, adapting)

                                             

New Chapter!

It's that time! Last leg of the tour coming up so what do we performers need to do? Get that repertoire sorted, update the CV and organise a fresh set of headshots should you require them! Just thought I'd share my recent shoot with you by 'Greg Veit Photogrphy'. (You can view his work and information at: http://www.gregveit.com) It can be really hard selecting the vital 2 out of hundreds and hundreds. After a while they all become a blur so it's really useful to get the opinions of others.
After my shoot, I posted a selection to my Facebook page as well as sending the gallery to my agent for their advice. This was really helpful as friends and family were able to comment on and like their favourites. It's really interesting to see which photos draw the eye of different people. Were the most popular ones the ones I expected to be? Some yes, some no.
Ideally you should select contrasting images that show personality and are of true likeness to yourself. The aim is for your headshot to draw the attention from a huge pile of performers pictures and for it to be suited to your castability of course. Each viewer is different and what catches one persons eye will be different to the next.
Most people tend to select photographers because they've come highly recommended and they like their portfolio. It is often thought that 'you get what you pay for' but some of these can be very expensive.

What do you think are key qualities to a set of headshots?

Hair: varying styles, minimal product, shape, clean, colour
Make up: minimal, fresh, even, colour
Expression: show individual personality, different character choices, natural, relaxed
Clothing: colours, textures, necklines, characters
Lights: background, colour, brightness, reflection, shadows
Angles: bone structure, give idea of body shape, show individuality i.e. Beauty spots

*all of the above help towards a striking, complimentary and eye catching photo

What do you think makes a good photoshoot/photographer?

Advice before hand: clothing, make up, directions, getting enough sleep, water etc
Getting to know one another: purpose of photos, personality, career aims
Feel relaxed: cup of tea, conversation, test shots, studio temperature, music
Provide scenarios: natural expressions, varying expression, prevent 'rabbit in headlight' look
Time management: length of session, time in different outfits, not feeling rushed or vice versa

How does an actors headshot differ to a dancers, differ to a corporate etc?

As an actor you'd want a very natural image where as a dancer can sometimes afford a touch more make up - this due to the nature of the work. I think it can often be more essential as a dancer to give an idea of body shape; this by showing the neck line and shoulders by wearing the hair up for example or styling a vest top. It is important for actors to display a true image of their casting age and character in the form of varying expressions. As a corporate professional I imagine you'd want to display a certain imagine in terms of the clothes you wear, your stance and your face. What do you think???


I've had a few photo shoots done previously and 2 of the photographers I chose were purely down to recommendation. In my third year at performing arts college I went with Nicholas Dawkes. As part of this session I had body shots. He asked who my favourite music artists were and how I felt when listening to them. Having Beyoncé playing in the background of a shoot when I was wearing heels and a leather jacket made me feel really empowered and this then came across in the photos. He also used a puppet behind the camera for some of the head shots in order to make me smile and laugh more naturally. I found these methods very useful, particularly with it being my first proper head shot & body shot session.
Another photographer I went with after working on a couple of jobs was a guy called Nick James. He really got to know me at the start of the session so that he could capture my personality and tailor the photos to my casting and career choices. Having an initial chat and a cup of tea made me feel extremely relaxed and definitely settled the nerves before a shoot. He created scenarios and spiked
personal memories in order to get varying expressions and looks that were true and real, particularly
through the eyes.

So, what made me choose 'Greg Veit Photography'? After having a bit of a hair mishap and being on tour, my requirements were to get 1 or 2 photos that showed my hair in its current colour and at speed. After browsing 'The Hustle' page on Facebook (a page for performers posting auditions, work, photographers, lessons, agencies, accommodation etc) I found an Easter deal with Greg. It was a quick 45 minute session for an extremely reasonable price. I happened to be in Ayelesbury with the show so had convenient access to London and he also had suitable availability - perfect. I knew no one that had been to him previously and hadn't heard anything much about him as a photographer so you could say it was a risk. However, it's like anything and any profession. How do you know if you like something if you don't try it? How can people expand their business or increase their experience if no one gives them a chance? Saying this, I am very happy with my photos and am majorly looking forward to seeing my choices after editing! Everyone has said how much they love the images and various colleagues have said that they too would like to book in with them - how amazing is that? Due to me taking a small risk, I have come out with wonderful photos and helped a fellow, self employed entrepreneur.

 

I am still in the process of selecting my top 2 so please do comment with your opinions if you  wish! I'd appreciate any feedback or thoughts and thank you in advance.

Task 1b) Reader 1

'Web based Communication technologies' is an extremely interesting subject because it's something that is always changing, evolving and advancing. Therefore, for each intake of students there will continually be different ideas to talk about and explore. As humans further their knowledge and trends within society change, so does social media and the Web 2.0 platforms we use. Web 2.0 aims to facilitate collaboration, the sharing and sparking of ideas amongst online communities, the ability to discuss and debate creating a democratic network. It goes beyond the traditional 'call and response' and it's only by using these platforms in their entirety that they continue to grow and expand.


Check out Tim O'Reilly's Meme map outlining Web 2.0 (http://www.oreilly.com) :

Facebook was initially created so that US college students could converse with one another. It wouldn't be half as valuable or useful of it wasn't for the millions of members who decided to register and use this medium in order to communicate. We create appeals, petitions, we support charities, aid police investigations, re-unite people and so on via this medium. It is a huge support network. The sheer volume of numbers and usage is why it continues to progress and advance itself. By continual sharing of information, tagging in photos, sending friend requests etc; Facebook can recommend articles and videos that may be of interest, prompt face recognition, display people you may know through similar friendship circles and much more. It can save your location history to connect you with near by places of interest or speed up your searches. Furthermore, people share and discover one another's personal and professional news via Facebook. I certainly wouldn't be as up to date with current affairs or people's lives if it wasn't for social media. It is a huge part of the journalism that I read. Does that make us all journalists to some extent? Are we creators and sharers of our own news and on the subjects that interest us personally? Web 2.0 supports global news coverage by sharing the stories and getting them out there to a wider, more generic audience.

Web 1.0 is defined as a direct communication between creator and consumer, for example reading a newspaper. In reader one, watching television is also an example of Web 1.0 but we have an ongoing contrasting debate. Today we have 'interactive' TV's-  now are they 'interactive' or are they purely 'web enhanced'? In the early days of development you could interact directly with the screen by changing channels, skipping TV commercials and pausing programmes etc. It doesn't allow the consumer to input or change information though, only alter how how they view the content. This developed in some cases to allow viewers interaction via text messages, phone ins & 'the red button'. They could provide an input, potentially influencing plot lines and characters. Programmes like BBC's The Voice allow audience members to predict winners, ITV's The Million Pound Drop allows you to play alongside for example. Now we have things such as 'Apple tv' in which mobile phones and and the World Wide Web coordinate with the television companies in order to get data from our devices and from the Internet onto our television sets. Another name for this is 'participation tv' - participation, i.e. interacting being what Web 2.0 is all about. So do you class TV as Web 1.0 or Web 2.0? Will it be necessary to have a television set and a computer as the two become increasingly combined? The above is an example of how new information and communication technologies can actually enhance and progress/replace existing structures rather than creating more new production opportunities and competitors. 

The invention of the smart phone and 'apps' has definitely shaped society massively. This by altering the way we communicate and by providing us with several options of how to interact with one another. It's a wonder what we did before this phenomenon occurred. By having a smart phone and registering to the varying social mediums, we have greater scope when expanding and maintaining networks. It allows us the opportunity to develop a vast and diverse range of contacts outside of our normal circles and beyond our existing, direct friendships/professional relationships. These have developed over the years  and some forms are often more beneficial to certain businesses than others. Multi media micro blogs are currently trending and platforms such as Instagram, YouTube and Pinterest are taking the world by storm. As human beings, we seem to connect more and become more emotionally effected by visuals. With the food and fitness industry being one of the most popular at the moment, these social media forms are hugely beneficial. It enables bloggers to display imagery of food and physique, 'how to' videos of recipes and exercises. I think the reason Facebook still remains popular is because it combines micro blogging with multi media  blogging and messaging/calling. It caters to several needs both personally and professionally.

Convenience and time are key concepts when it comes to web based communication technologies as it would be impossible to manage the volume of links we create through face to face meetings or mail. It is through these technologies that we can reach out to our custom on a more personal level, thus creating greater rapports as a result of positive feedback and professional 'conversation'. I often get 'pinged' via Facebook for teaching work. If I've worked for someone before, or even if I haven't, I can add these people on Facebook to maintain or initiate relationships for future employment. It's also a really great way to meet the people your going to be working with in the dance/theatre industry before actually arriving to rehearsals on the first day, it 'breaks the ice'. I believe that you can give yourself more opportunities by having the ability to respond at speed on web based communication technologies and that it does work both ways. As an employer in the industry, it means you can easily solve issues by having out of hours access to these means of communication. For example, if a principle needed last minute cover due to illness or audition, they can post on Facebook at 8 o'clock in the evening for the following morning and still be able to arrange this. There are several groups and pages on social media for auditions, teachers etc on which people post and respond to jobs. I firmly believe that I wouldn't have had half the contacts or opportunities I've had if it wasn't for social media platforms. 

It is particularly interesting to think about this form of communication across professions. As I said previously, it is a great means for last minute teaching work and various other things. However, is it acceptable to be 'friends' with your boss on Facebook? The arts is an extremely open industry in terms of the umbrella of peoples it holds and our personal boundaries. I am connected with past employers, potential employers, people that still teach me as an adult. Would this be approved of in other lines of work? I can't see teachers of secondary schools having their principle as a friend on Facebook but am I wrong? The performing arts is a very sociable industry with networking skills being a must. It would intrigue me to compare the boundaries for social media relationships across industries and to further this into face to face relationships in the work place. If I was dancing with someone at a gig I'd be likely to give them a hug or something upon greeting; but if I was teaching with some one in a school, I'd definitely go for a hand shake if anything.

On another note, using these networks can instigate a larger scope for businesses to develop and go worldwide. It allows greater custom, as well as increasing job opportunities. It is much easier and more common to work for companies abroad now, you can even do this from your own home in certain industries because of technology. My dad constructs data bases for banks and often works from home on his computer whilst liaising with colleagues from all over the world, this via email or video calling. Web communication technologies are also great for instigating personal problem solving which permits the idea and ease of working from home. It proves extremely useful for distance learning courses such as this one and even in day to day life. We have the Google search engine and intelligent users of Web 2.0 to thank for that! It is such an easy process to find information nowadays. Typing a key word or question into Google connects us to other consumers with similar enquiries or searches. Sharing our questions and our knowledge with others, helps to further self service problem solving on the Internet. Leaving intelligent feedback additionally enables the filtering of effective posts and information to none effective. We become a wiser and more helpful community by continued use.

Furthermore, Web 2.0 helps to create a democratic, virtual community. Collaborating, sharing your ideas and thoughts, providing feedback and opinions are things that are certainly encouraged. Equality and hierarchy are interesting topics to consider in reference to this. Does using Web 2.0 make for a more equal workplace? Does hierarchy diminish between roles if we now deliberate and act collectively? Is it easier to transition between positions if 'produsage' is a true concept and employees are on a more even platform? It's also good to acknowledge that we may have people from a range of backgrounds i.e. a combination of 'professionals' and 'amateurs' working together via the Internet. There's a mutual respect that evolves within society and a development of relationships, in which strangers and almost strangers act as equals on the web to generate ideas, suggestions and feedback. Creating democratisation on the Internet and allowing us to be in control of what we produce or consume, inspires people to actively think about their own ethics and access rather than consulting external sources. It provokes us to consider what we would deem acceptable behaviour and promote this via example. It is important to think about what you say, participate in and discuss when using Web 2.0. What do you want to be associated with? If you wouldn't want your mum or your employer to see it, then should you be saying or doing it?

Authenticity, copyright and confidentially are all areas to be considered with a great deal of importance. Eg. Teachers working with children are encouraged to alter their identity on social media and are forbidden to communicate with students via Facebook and text message. Professional reputation must be adhered to. Should we keep certain information or images to ourselves? Making a source anonymous or 'removing a tag' is essential if they haven't agreed to having information shared. It all links in with the idea of mutual respect and ethics on web based communication technologies. By using a considerate, approachable manner; we can easily present ourselves as engaging and professional whilst conforming to acceptable behaviour. 

Ideas sparked and concepts for exploration ?!?!

Human Rights

Is connectivity a basic human right? Nowadays I think yes, in many educational and professional establishments it is required to have computers, wifi, applications etc. Are we minimising our own opportunities if we don't have the access to wifi and devices? These are expensive to obtain and run, what if we can't afford this? Is it a work place's or university's responsibility to provide connectivity and laptops? Most places do but does is it still reduce our opportunities if we cannot continue learning at home or if we don't have the option of completing work at home? Smart phones and devices are things that were originally banned in a classroom environment but now, the use of these are encouraged even in our children's education. Interactive white boards, iPads are being used for learning purposes and even personal mobile phones are sometimes permitted. Teachers are using Google + and Facebook to facilitate interactive learning.

Marketing

The marketing industry takes advantage of Web 2.0 for their benefits by considering major social media sites as potential markets. Online sales and promotions are becoming more and more popular. Does online marketing affect my use on social media? Do I acknowledge advertisements and pop ups or do I just close them down and switch to alternative sites? Is the use of Web 2.0 in marketing affecting our retail stores? We've seen several stores close over the past decade or so and profits decline. How many people shop online? Do businesses need a store base or can they again do this from home/via the web only? Is the use of Web 2.0 affecting the printing industry? How many people view and send documents online as apposed to having hard copies? Even the majority of banking and utility bills are accessed via Internet accounts now. 

Mental & Physical Health

I believe there have been many personal effects due to the smart phone. I know for me personally, if someone doesn't pick up their mobile it often creates an element of concern. On certain messaging applications you can see when a person has read the message, so well as it being a great indicator as to whether it's been received or not, it can also instigate negative emotions if you don't receive a response- have I said something wrong? 

It used to be that people worked to live but do we now live to work? The working days become longer and can interfere with personal time. We feel the need to respond to emails and messages because people know it's accessible & quick. We spend the evenings sat on our devices rather than engaging in actual conversation. You often see people working or glued to their phones during meal times and eating on the go is much more common today. It would be interesting to look at individuals' web usage and the links to mental/physical health. My boyfriend and I actively decide to turn our phones off on a Sunday if we are able to. Not only is it better for our relationship in the sense that 

we have more quality time together but I certainly notice my stress levels decrease and I always sleep better.

I would particularly like to further explore what mental and physical health conditions are caused or heightened because of social media and internet devices. Here are some examples of mental health issues and side affects I've thought of, and possible reasonings: 

Anxiety, stress, depression, lack of confidence, body dysmorphia, OCD, isolation, pressure.

- Worry if receive no reply, waiting for important phone calls, no answer.

- Always getting messages or notifications, working out of hours because of accessibility and speed.

- Looking at others people lives on Facebook, comparing ourselves, counting number of friends/likes.

- Taking selfies, having ability to edit and change pictures.

- Having the need to check social media all the time, keep fingers busy and minds occupied.

- Losing face to face social skills, can't interact in person, lose direct relationships.

- Media looking for our faults before our successes. Displays 'ideal' image.

'Coffee shop' Skype session: March

On Tuesday the 1st of March, I got involved in my first 'coffee shop', Skype session. It was hugely beneficial, even just to continually familiarise myself with it as a means of calling and group communication. Talking to students who are further along the course than me was also very useful. It gave me reassurance to hear that having questions and being unsure is actually ok, that's how we learn. 

Online privacy 

I found their advice on part one of the first module interesting, this regarding identity and confidentiality with online profiles. I googled my name after their suggestion as an experiment, to see what came up online and if I was happy with the information. I was glad to see my Instagram account appeared as private access only. However there were a few pictures when I clicked on Google Images that made me wonder, 'how did that get there?' When I was touring at a particular venue, a very sweet man greeted me at the stage door with a sketch he'd done as a gift. This of a photo he'd found on the Internet that I'd had taken 6 years ago. Although I was extremely grateful, it did make me a little nervous as to how he'd got hold of the picture and what others may be available for viewing and downloading. It has certainly made me more aware when posting pictures and has instigated my research into the privacy settings on my other personal accounts. I think it was Jess who mentioned how she as a teacher, often alters her full name on social media platforms and doesn't always display a profile picture. It's important to realise that anything you post can be seen by potential employers and clients, and you should always present yourself as you would desire to be seen in a professional light. 

Taking action

We also discussed the action of suggested tasks. Some members of the course find it helpful to complete them in order to give theirselves a structure and time frame. Others had contrasting opinions saying that they did tasks in order of importance and personal interest or benefits. So far, I've found that chronological order is the best way for me but I can allow myself to deviate or go off path should there be a task that sparks further exploration for example. When moving on to topics related to module 2, the importance of logging useful conversation and comments for professional enquiry was highlighted. Post Skype session, I instantly went back to screen shot any useful interaction I've had up to now on my peers blogs etc so I retain any valuable evidence and quotations. 

Web 1.0 or Web 2.0?

A personal question I asked was related to interactive television and Web 2.0 mediums. It was an enquiry that I'd developed as I further explored the reader 1 material. We all seemed to agree that TV was a bit of a grey area when it comes to defining it as a Web 1.0 or 2.0 platform and I think this is because the evolution of smart TVs etc is still progressing and still very current. With the increase of people watching television on their laptops or smart devices, the need for TV sets seems to be declining. However, with the introducing of smart TVs, consumers can still have the access they do via the Internet but on a much larger viewing platform. It would be intriguing to do a survey to ask how many people own a smart TV and how many people use their laptop to watch programmes; then to go back and review this data in a years time. 

Drama in education

One of the girls on module 2 is looking at how the use of drama techniques aids and supports students within their learning. These days we are well aware of how many people benefit more from physical learning i.e. Getting up and doing. It requires active thinking by responding in the moment and teaches social skills such as team work and interaction. I think it would be interesting to look at the uses across the different age ranges. My mum is a nursery and reception teacher and she has said many a time how great the children respond to drama activities and music. At such a young age, interpersonal skills are of massive importance - even with the basic concept of 'sharing' for example with equipment, toys, activities. Looking at how drama benefits us as young adults intrigues me - I tend to find that as students get older they lose their confidence and become easily embarrassed in today's society. Drama workshops help people loose their insecurities, become comfortable in their own skin and encourages the taking of risks. "We learn from our mistakes." Putting yourself out there and getting it wrong is a massive part of learning.

Take a look at the others girls' blogs from this Skype session:

http://victoriamayvickers.blogspot.co.uk

http://jessboswell.blogspot.co.uk

http://lilygrundy95.blogspot.co.uk/