Task 6d: Delicious

Here is the link to my Delicious page.
I hope you find the links as interesting as I do.

Delicious

Task 6c: Literature Review

When thinking about technique and injury, I cam across a book that once I started reading, I found that there was a lot of sense in what was being said.  The book titled, “Dance Technique and Injury Prevention” by Justin Howse and Shirley Hancock,  lead me to realize that they refer to dancers knowledge of technique, or lack of it, can lead to abrupt and long term injuries.

It is stated that “during student years, young dancers will be more prone to injury as they try to put into effect technique which they are in the middle of learning” Hancock, S, Howes, J, 1988, Dance Technique and Injury Prevention, 2^nd edition, London: A&C Black (Publishers) Limited.

This highlights that even though students are being given knowledge, they don’t really understand how to put it into place.  Does this mean that the dance syllabus to too complicated for people of such a young age?

Non-application of correct technique is the situation that includes “professional dancers who are technically fully trained but who for various reasons may allow their technique to slip” Hancock, S, Howes, J, 1988, Dance Technique and Injury Prevention, 2^nd edition, London: A&C Black (Publishers) Limited.

Why if the dancer has a full knowledge of technique would they allow themselves to fall like this?  The book suggests that this is “prone to happen when they become tired” Hancock, S, Howes, J, 1988, Dance Technique and Injury Prevention, 2^nd edition, London: A&C Black (Publishers) Limited.

Surly dancers stamina would have been built up over time.

Once I read this, it reminded me of an interview with Diria Klimentova, Internationally renowned Principle dancer with the English National Ballet, where she discussed one of her injuries.  Daria stated that “I was tired but as I was preparing for a gala, I thought I could not miss one day of class, which was stupid. Something pinched in my foot but I insisted on going ahead with the gala” McCarthy, D, (No date), Dance Europe Interview, Daria Klimentova website [online].

As a dancer myself, I can understand where Ms. Klimentova is coming from, as dancers careers are diminutive and limited, so dancers feel that the need to overcome injuries fast, or ignore them.  By stepping back into dance too quickly, or ignoring an injury can lead to greater problems.

Daria’s injury then developed into an inflamed bursa, which like most professional dancers, Daria danced on.  “I was a stupid dancer. Eventually I had to have it surgically removed. If I had missed one gala and given it a weeks rest I would have been fine” McCarthy, D, (No date), Dance Europe Interview, Daria Klimentova website [online]. 

After reading about Ms. Klimentova’s experience I realized that professional dancers do not really have a clear understanding as to how to treat injury.  So why do dancers ignore injuries?

When thinking about this, like Ms. Klimentova, I would keep quiet so that the director would not get a bad opinion of myself, but here are many other factors to consider.  “Dancers realize that their contract may be scrutinized for past injury history and may ultimately lead to dismissal. It is understandable why this occurs as the average age for a dancer to retire may be in the mid- to late 20s” Schoene, L, 2005, What You Should Know About Dance Injuries, Podiatry Today website [online].

Loss of job or even time taken out of the dancers short lived career might be an emphasis on covering up problems that should be sorted out, to aid the length of the dancers professional life. 

This highlights how a dancer must treat their body like a temple!  By allowing technique to slip we are permitting ourselves to a shortened career in dance, which is already short enough as it is.

One must keep in mind that “most dancers are not anatomically perfect, there will be physical limitations and constrains” Hancock, S, Howes, J, 1988, Dance Technique and Injury Prevention, 2^nd edition, London: A&C Black (Publishers) Limited.

This is something that Daria knows and understands, since her ankle injury, “I have lost some of my plie and so I have had to learn to work with a little less, which is a challenge but it is going well” McCarthy, D, (No date), Dance Europe Interview, Daria Klimentova website [online].

Dancers may struggle trying to fix a lifetime of bad habits (or in Daria’s case, understanding a new limitation of her body), even Daria understands this, “This was much harder than giving birth. With that I was in class right up to the day before I gave birth and was back in class a week later” McCarthy, D, (No date), Dance Europe Interview, Daria Klimentova website [online].

This is a true dancers mind, trying to not miss class, so that they do not fall behind.  As Ms. Klimentova has shown us, not much can hold her back from dancing!

This again brings me back to how technique is so important in the first place.  To avoid the whole situation of covering up injuries, it is vital that one knows and understands how to take care of their body.  To extend the period of time that the body has as a dancer is vital, and this can be accomplished by clear, clean technique.  It has also brought up the point, that if the dancer is injured, don’t leave it, get is sorted as soon as possible to nip the problem in the bud.

I highly suggest any dancer who desires to have a long, fruitful career with less pain, and a greater understanding of the detail in dance, that as often forgotten, to read “Dance Technique and Injury Prevention”.  Not only will the artistry of the dancer improve, but a deeper appreciation for those dancers who have elongated careers in the dance world.

References

Hancock, S, Howes, J, 1988, Dance Technique and Injury Prevention, 2^nd edition, London: A&C Black (Publishers) Limited.

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McCarthy, D, (No date), Dance Europe Interview, Daria Klimentova website [online], Available from: http://www.dariaklimentova.co.uk/daria/interviews3.htm

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Schoene, L, 2005, What You Should Know About Dance Injuries, Podiatry Today website [online], Available from: http://www.podiatrytoday.com/article/3468

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Task 6b: Enquiry Tools Review

The four tools we have used are an interview, a survey, a focus group and an observation.  After having piloted these tools, we can now see which ones will work best for us, or for our enquiry.

Interviews can prove vital when needing to find out more on a particular subject.  You are able to talk to professionals about their line of work that they have are educated in, like surgeons, chorographers, teachers and construction engineers etc. (depending on what you want to find out more about).  An interview is only with one person and one person’s opinion can be bias.  Information in an interview can be broad and the interviewer needs to ensure that they don’t go too far off track, information must be relevant and not to waste time.  It is also a good idea to take along a dicta-phone so that the interview can be recorded, this also ensure that words said are correct and not taken out of context.

Surveys are a very clear indicator as to gathering and understanding information on mass.  Surveys are easy to create (weather that be on the internet or paper based), they can collect a large amount of information and be processed into charts and diagrams to show your findings.  This is very important when you are looking at how things have grown/decreased over time or finding out if peoples knowledge is as clear as you would have originally thought.  However, it is important to have a large cross section of individuals to take the survey.  If only two people take the survey, results can be in accurate.  Information should be given willingly, and not force the person to answer the survey, otherwise again you may get false readings.  Also, surveys don’t have in depth information about the subject being researched, it only gives a general consensus and not a pin point answer.  However, as the survey can be cast on a large number of people, it can give a wide range of answers, which make it a fair way to gain results.  Yet, if the selection of people (in one particular area such as staff within a school or dancers in a company) do not send in their survey answers, how can we be sure that we have a reliable outcome when not all the participants have entered?  Also questionnaires and surveys can be web based and this makes them a lot easier to complete.  Although this method is popular among most work-based research, its not fully reliable, but can give you a rough idea as to what you need to research more deeply.  One other point I would like to make is that lots of time should be given (or a time limit) so that participants have a specific period in which to answer as they may have busy lives, but also a time set for all questionnaires to be submitted by, as the results will need to be collated.

Focus groups are very interesting as they highlight all areas of a subject (that you all have in common).  It shows both sides to the story and you can really get a clear view of the subject being discussed.  One problem is that if you all have that subject in common, it may be a tad bias as the focus group could be discussing female pointe technique, yet all the dancers in the room discussing it could be male dancers who have never even put their feet into pointe shoes.  I feel it is very important to have a range of individuals in the group that are very open minded and willing to try to understand the opposing argument.

I feel that observation is the best tool as you get to see with your own eyes what is being done.  I believe this is why, when auditioning for jobs, the directors want to see you dance in person, as a CV can bend the truth and even make a monkey sound like a fabulous dancer.  With seeing the person dance, you get to see the raw talent and ability.  The only draw back from observation is that if you inform someone before hand that you are going to be observed they behave differently?  Also, in other tools such as interviews, focus groups and surveys, information given isn’t always reliable as it could be false, where as in observation, you are seeing directly what is happening (Primary source).  It is important that you get the ‘gatekeepers’ (person in charge, manager or supervisor) permission for the observation.  The observation can be recorded by making notes or by video recording the session, again depending on the gatekeepers permission.

Task 6a: Inquiry Tools

Interview

For my pilot interview, I felt it would be a good idea to chat to a professional colleague, as it would be more relaxed and easily accessible.  I thought it would be a good idea to take a ballet class at an established studio and then afterwards discuss their thoughts and feelings of the quality of the experience.

I had already thought of a set of questions to get the ball rolling.  Before hand, I explained that the interview was for the BAPP course I am doing and how the information would be used.  I ensured their personal information would not be included.  I also indicated that I was looking at dance technique and injury.

We started by Subject A discussing what they thought their experience.  Our interview went in a direction I didn’t expect, ending up discussing our surroundings and referring to other reputable studios they have danced at, this is something I had not considered but made sense, so I let them continue on this line of thought.

Unfortunately, I forgot my dicta-phone so instead; notes were taken during the interview, for reference later.  The interview lasted about 15 – 20 minutes. 

Focus Group

For the Focus Group, I asked couple of dancer friends to join me for a group discussion.  I informed them of the BAPP course that I am doing (technique and injury) and why I we were having a group chat.  I also informed them that they would remain anonymous and all information shared during the session will be used only for its purpose.  I also had a verbal agreement from all the members of the group allowing me to use the information gained to be used for its intention.

Again, I prepared a set of questions to start the session and to see where the conversation went.  I found that at some points during the discussion we had veered off the course of technique and injury and needed to gently remind them.

I also felt that one member was talking a lot more than others, and that gentle prompting was needed to get the others talking, but I found the two sides to the arguments fascinating.  The group session lasted for about 20 minutes.

Survey

I created a survey on a well-known web site for people on the BAPP course to answer about Dance Injury.  It’s completely anonymous and easy to access as its web based.

I did not make the survey too long as I feel that people get put off by long, epic surveys that take half and hour to fill in, so all my questions remained sharp and to the point.

Unless I get all the people on the BAPP course to answer the questionnaire (or at least the dancers), it’s not entirely reliable, as we have not had everyone’s opinion.

Also, before the link to the survey, I have informed the participants what the questionnaire is for and how the information will be used.

Observation

I felt it was important that for my pilot observation I should observe a ballet class (my regular class), from both points of view, as a dancer and as a spectator, to see if there was any variation in the study. 

To my surprise, when watching the class as a spectator, I heard the teacher mention more than I had initially realized.  Some of the things said shocked me, as I had never heard them before.

I also saw a lot more than I originally expected, I noticed that as dancers, we forget about performing in class and focus on technique, yet when observing I noticed some technical elements slip as the class progressed.

Task 6a: Survey

Dear all,

If you would be so kind as to complete the following questioner, I would be very grateful.

Before completing the questionnaire, I would like to mention that you will remain completely anonymous and the information given will be used purely for the purpose of discovering what type of injury is most common in dancers.

Questionnaire

Task 5c: Ethics in Professional Context

I feel that ethics are very important when considering our professional inquiry.  It is important to keep in mind certain aspects.  Firstly, avoiding plagiarism and to use and report your own findings.   Only asking direct questions during interviews and not to implant ideas into the mind of the individual.  Following this, the findings should be available in full and not simply selected pieces as this would taint the results.  A good example of misuse of information was the recent politicians expenses scandal, where some members of parliament did not declare the full true facts on their expenses claim form and therefore mislead the recipient of the information.

I think that if you are going to interview someone, they should have full knowledge of what you are going to use the information for, and what context it will be used in.  Therefore, I feel to effectively not upset anyone, it is a good idea to send the person involved a note/email showing him or her what you have said for his or her approval.  It may also be a good idea to get them or a parent/guardian to sign a consent form after explaining how the information will be used, and this is essential for those under 18 years old.

It is important that everyone has a chance to voice their side of the argument to make certain that that the outcome is not bias.  Also, the information given will not be taken out of context and used inappropriately.

Overall, one needs to make sure that all information given in a survey, interview, discussions, observations and workshops is fair and reported fully.  One must not lead the individual in the direction you want them to go.

Working at Speed

A point was brought up in a class that I took few weeks ago that got me thinking.  It was about moving fast enough while staying in time with the music.  The key to this is working out how to do so.  This is a new technique that I have only just picked up.

Of course, Mr. Fleming enjoys working fast not only in class, but also in his choreography.  For my ability to improve, I needed to find out how to move swiftly and effortlessly.

Some choreography may require you to dance more steps than there are counts; you need to work out how to steal time from other steps in order to execute the sequence of steps requested.  The audience does not want to see messy footwork that is out of time with the music.

During class, Mr. Fleming commented that now that I am starting to realize what is needed to complete the movements and from this, I appear to be enjoying myself and having more fun with the exercises set in class.

This epiphany made me realize that speed is a tecnique all of its own.  If we can move at speed while appearing to remaining relaxed, we can project a more confident and relaxed appearance during performance.  It also gives you an extra edge to your technique, which I have only just recently discovered, as it also makes the dancer appear more eye catching.

Thanks to Mr. Fleming I feel that I am now able to move more generously through faster movement while retain performance quality.  

Task 5b: Codes of Conduct Within the Work Place

I have found it very tricky finding documents on this subject as “ethics” are expected rather than written after speaking to professional associates.

I remember, at Elmhurst School For Dance in association with the Birmingham Royal Ballet, we were asked to sign a small contract called the dancers dozen.  This was a set of 12 rules that students at the school were expected to follow for their dance classes.  The rules included not leaning on the ballet barres, to arrive prepared and punctually for class, not to give teachers bad attitude etc.  The Dancers Dozen are simple rules, but in a lot more detail to ensure the student understands the codes of conduct fully.

The Dozen teaches backstage etiquette, the use of studios, personal hygiene and behavior in and out side of school to name a few.

I find that section 12 “Gifts”, is strange as you are unable to give gifts to teachers, but instead to show your support to the school through fund raising initiatives.  If you are happy with the teacher that has been teaching you, why can’t you give them a box of chocolates or a bottle of champagne?

These rules are what I would refer to as being well mannered.  Yet I have also looked at rules at our local dance company (Ballet Cymru), which have been discussed by Daisuke Miura who is a company member of Ballet Cymru.

After reading the company rules, I realized that there are a lot more than I first realized.  From the company’s code of conduct, I feel it is important to remain well mannered and polite, as you are representing the company’s brand at all times.  Again, I refer to this as being well mannered, yet I did not know it was required within the contract.

Daisuke Miura also made the point about students looking up to company members and should be aware of their smoking habits.  By requesting the dancers to not smoke when students are around is prudent, as students try to imitate their peers as they think it will assist them in their career.  Yet this goes against Human Rights and Freewill.  Ethically, what is correct?

What I see as being well behaved, actually is a requirement of contract not only by studio owners and teachers, but also companies.  Codes of conduct give us structure and ethical value.