If life is what happens to our plans, then dance is what happens to our steps.
ideas sometimes when you wait they come to you.

Preparation for starting with BAPP

Friday, 20 June 2014

The Summer begins….

Just finished sending out feedback today. Make sure you received it! This is your feedback only, your grades will be announced by the University next week. You can find them in the usual manor on the MDX web-site. 

Often I am asked what your grade means. Here is a helpful table:

For reference:
1st/Distinction                        2i/Merit                                2ii/Pass                                    3rd/Pass                                 Fail
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20

Please note:
17-18 – Compensation Allowed
19 – Compensation not allowed
20 Fail – Incorporating failure to participate in assessment necessary to achieve all learning outcomes. Compensation not allowed


As the summer begins I really want to keep the blogging going. I hope you will help me in making my blog a place people come to read, share and COMMENT!!! 

Looking forward to sharing the summer with you. 
Any thoughts? 

Adesola

Wednesday, 11 June 2014

Interesting workshop

Dance UK Business of Dance: Digital Marketing



    Monday 30 June, 6:30-9:30pm at Sadler's Wells, London

    • Explore ways to reach a wider audience
    • Find out the most effective digital marketing techniques
    • Discover tips and trips to improve results and save time
    • Learn how marketing theory applies to dance
    Dance UK's 2014 Business of Dance training programme commences with Digital Marketing on Monday 30 June, 6:30-9:30pm, at Sadler's Wells in London.
    see more details at this link 
    http://us3.campaign-archive2.com/?u=ad0cf73b152fa2f69150e1816&id=03f894b918&e=c43a79724c

    Adesola

    Monday, 7 April 2014

    SKYPE chat tomorrow and residency for fun!!

    Hi Don't forget we have our group SKYPE Chat (Second Tuesday Coffee House Chat) tomorrow Tuesday April 8th. we have one at 11am and one at 8pm this month. Looking forward to hearing how things are going.

    Also triip (Turning Research Ideas Into Practice) is holding a one day residency at Hendon on April 22nd  2pm-6pm. triip is the dance opportunity company we run that gives dancers the opportunity to work with choreographers and get known. This is important because often choreographers like to work with people they already know. April 22nd we have Leroy Dias Dos Santos. If you are not a member of trip you can come as a guest. Just email me and let me know. It might be something fun to do as a break from all the BAPP writing !! Keep up-dates at
    http://dancingstrongblog.blogspot.com

    Residency with Leroy Dias Dos Santos, April 22nd 2pm-6pm



    Sunday, 30 March 2014

    Notes on sending work for feedback

    Please do not send documents called 'Proposal' or 'AOLs' or 'Reflection' because everyone doing the same tasks. The title of the document is as much for the person receiving it as it is for you. If I get three documents called 'Proposal'. I then open them and hope that the persons name is clearly on the document!! But no!!! Often it is just the written work no page numbers or footer or header with the persons name and id number. I write this for both my BA and MA courses because they are both in professional practice and it is good practice to do the above in general. Send people things with your name on them!
    Akinleye_blog post.doc
    then when it is opened your name again and page numbers in case they need to print it out.

    I think this is important because it means what you send is intended for the person reading it. This shows you have taken a moment to think about how the thing you are sending will be experienced by the reader and it means it does not look like you did something and sent it the first moment you thought you wanted reassurance it was ok.

    Get what I mean? What do you think? Have you experienced the same thing? Do you suddenly realise you did this too!!!!!!
    Adesola

    Saturday, 29 March 2014

    Making meaning through talking to each other: April 8th Group Skype chat.

    Almost April and I mean that in a its-got-to-get-warmer-and-warmer sort of way not time is flying by!!! Either way our April group SKYPE chat is coming up APRIL 8th. These chats are really helpful and support the campus sessions in that they are opportunities to ask questions and talk to other people on the course, some of whom have done what you are doing and some who are doing it now too. We have two times to fit around different work schedules. You can join in with either (or both!!)

    ‘Lunch time-ish ‘ – 11am
    ‘Evening-ish’ – 8pm (note sometimes we do 8:45 but it will be 8pm this month)

    If you have not joined in before you need to make sure I have your skype address, do this by sending me a request on skype. In the request write BAPP so I know who it is from. If you have joined in before you know how useful and inspiring talking to each other can be so please be a part of the chat again.

    As we get closer to the hand-in date it is important to keep blogging and talking; sharing your ideas. This is part of working through your initial ideas to find a deeper more meaningful way to look at the experiences of the module and what they mean within your professional practice. It is also important to know your experiences are shared by the rest of the BAPP community and interesting to hear how other people have interpreted and dealt with things.

    Look forward to talking with you
    Adesola


    Friday, 14 March 2014

    Debate - what do you think…..

    Ethics is about how your actions are experienced. It is the reflection on interaction outside your skin; the counterpart to reflective thought which is reflection going on inside your skin[1]. Although society, professional organisation and personal morals can have clear ideas about what the right and wrong things to do are. Ethics is about a step before this reflecting about how what you do affects or changes the environment / ‘things around you’. The origins of the study of ethics is interwoven with aesthetics. The arts, ethics and aesthetic are all connected in this through the idea of truth, representation and experience.

    What do you think
    1) So Ethics is about reflecting on how you are experienced - do you agree or disagree? 
    2) Does this help you with your module activity - i.e. does this idea about ethics help you create the situation you want to be a part of?  

    Please leave a comment.



    [1] At some levels this simplification to outside and inside your skin is problematic within the principles of embodiment and concepts of the body as they are understood in pragmatism and phenomenology that we are using.

    Wednesday, 12 March 2014

    Added skpye session on Thursday AND a little about our Tuesday chat.

    Yesterday was our SKYPE chat. the morning chat was pretty small!! but I think quite useful. We talked about making sure you know what your analysis process is going to be. this is important for both Module two-ers and three-ers particularly. There is no point collecting data if you don't know what you are going to do with it. If you don't know what you are going to do with it you start to feel you just need more and more data as if collecting it will somehow get you to some answers. But it is the analysis that takes you to the step of addressing the questions and desire for more knowledge that the inquiry is addressing. 

    There are a couple of ways to engage with analysis, here a few ideas:

    -Mapping: using the data to start to better understand how something works, or what something is like or where things or people stand within a topic. For instance, this would be to have data that about 'what dance teachers think of teaching boys dance'. You would use the teachers responses to look at the landscape of teaching boys dance - where does it seem to be 'easier' (teachers feel that when teaching them street dance they are more engaged than when teaching ballet, it seems that the boys in doing dance classes in state schools are have better behaviour than boys in private dance schools), then you look at why you think things have mapped out like this - you use the literature to help to theorise about why things look like this. You also use your own experience. You can also question the data itself: did who answered the question or how the question was asked affect the data you collected.

    - Critique: you use the data to inform a critique of the behaviour or phenomena of something. Maybe you asked 'why do dancers get injured?' you use your data to look at a problem (getting injured). You might then identify that certain circumstance lead to injury. You compare what you found with what the literature says and your own experience. You explain the practical situations when something happens and explain why you think that is. You can also question the data itself: did who answered the question or how the question was asked affect the data you collected.

    - Action research - you identify something you want to 'try out'… you try it out.. you look at whether it had the affect you were expecting, you think about what happened and why. You use the literature to both plan the change you try out and then to understand what happened after you tried it out. You can also question the data itself: did who answered the question or how the question was asked affect the data you collected.

    How are you finding the idea of analysis?

    The evening session got moved to Thursday March 13th….. so you can still join in this month. 

    Looking forward to talking to you
    Adesola

    Monday, 10 March 2014

    OMG - its almost another Second Tuesday (non-campus session)

    Finally some spring-ish weather and the second Tuesday of March!! So tomorrow Tuesday 11th is another SKYPE chat day. We have two times one in the morning at 11am and one in the evening at 8:45 (London time).

    The SKYPE calls are like non-campus sessions where you can ask questions and find solutions and up-date on how your work is going. If you have not joined in before it's a great chance to collaborate to other people on the course and hear their experiences and ideas and solutions.

    All you need to do is be on-line  on SKYPE.
    BUT
    if I don't already have your SKYPE address then make sure you send me a contact request so I can call you.

    Looking forward to hearing how things are going and speak to you tomorrow…
    Adesola

    Wednesday, 19 February 2014

    Knowledge, information and Web 2.0

    I have been looking a texts about on-line teaching. I thought that the following was really useful. Especially for module two-ers and three-ers. It is important you don't just use information you happen to come across when you google a subject. Researching into things is not just about finding something someone has written on it. It is about evaluating what things mean in terms of what you already know (and who you respect who also knows about it) with what you want to know more about.  Don't let Google determine what you know; allowing your information on a subject to be whatever comes highest in a search! So here are some questions to ask yourself: 

     Authority. Who says? Know the author.
    • Who created this information and why?
    • Do you recognize this author or their work?
    • What knowledge or skills do they have in the area?
    • Is he or she stating fact or opinion?
    • What else has this author written?
    • Does the author acknowledge other viewpoints and theories?
    Objectivity. Is the information biased? Think about perspective.
    • Is the information objective or subjective?
    • Is it full of fact or opinion?
    • Does it reflect bias? How?
    • How does the sponsorship impact the perspective of the information?
    • Are a balance of perspectives represented?
    • Could the information be meant as humorous, a parody, or satire?
    Authenticity. Is the information authentic? Know the source.
    • Where does the information originate?
    • Is the information from an established organization?
    • Has the information been reviewed by others to insure accuracy?
    • Is this a primary source or secondary source of information?
    • Are original sources clear and documented?
    • Is a bibliography provided citing the sources used?
    Reliability. Is this information accurate? Consider the origin of the information.
    • Are the sources truth worthy? How do you know?
    • Who is sponsoring this publication?
    • Does the information come from a school, business, or company site?
    • What's the purpose of the information resource: to inform, instruct, persuade, sell? Does this matter?
    • What's their motive?
    Timeliness. Is the information current? Consider the currency and timeliness of the information.
    • Does the page provide information about timeliness such as specific dates of information?
    • Does currency of information matter with your particular topic?
    • How current are the sources or links?
    Relevance. Is the information helpful? Think about whether you need this information.
    • Does the information contain the breadth and depth needed?
    • Is the information written in a form that is useable (i.e. reading level, technical level)?
    • Is the information in a form that is useful such as words, pictures, charts, sounds, or video?
    • Do the facts contribute something new or add to your knowledge of the subject?
    • Will this information be useful to your project?

    Friday, 14 February 2014

    February Second Tuesday talks

    The Second Tuesday Group SKYPEs went well this week. We had a mix of students from across the modules. It is really useful to talk to people who have just done the module you are on or who are a step a head of you so you can see where things are leading. We talked from UK, China, Germany and USA.
    We were:
    http://ehbutterfly.blogspot.co.uk
    http://ionaholland.blogspot.co.uk
    http://pipspalton.blogspot.co.uk
    http://julia-v-gil.blogspot.de
    Lucy Jennings and
    Ruth Woods
    Visit their blogs and say hi too.

    We talked about the anxiety of getting started. Trying to avoid the idea of 'confusion' and embrace the idea of 'not knowing yet'. If you are going to have a genuine  learning experience you are very likely not to know where it will end. You can't know the end at the beginning or you wouldn't be learning anything new. We talked about how if you are feeling 'confused': work out specific questions or identify particular issues rather than just see the whole thing as 'confusing'.

    For Module Two we talked about how you do not need a specific question at this point just a bit of an idea of the general area you are in. Also that the word 'question' does not mean something to answer. But 'question' in the sense of something you what to know more about.

    Tips people talked about were:

    • Look at other peoples blogs especially blogs from people who have just finished the module you are on now. 
    • Read the whole Reader/Handbook first so you get an overview of the whole module. You can just skim-read just to get the overall picture. 
    • Work little and often don't wait to the 'end' to get everything done.
    • Work out your time management across the term
    • Work with peers


    The next group SKYPEs are Tuesday March 11th, 11am (London time) and 8:45 (London time)


    Sunday, 9 February 2014

    Second Coffee shop SKYPE group meeting

    Hi
    This Tuesday (February 11th) are our SKYPE group meetings
    One is at 11am and a second one at 8:45pm
    They are really a great way to exchange ideas and find out more about the course and how others are getting on with the tasks.
    If you are going to join in make sure I have your SKYPE address by sending me a request. All you have to do is be on-line at the time. But you can send me an email to let me know you are joining in too or leave a comment. Hope to speak to you Tuesday.
    Adesola
    :)

    Just saw my blog post last week did not post properly so here it is again:
    Welcome back to BAPP. …..Now I lost the whole post!!!
    But I was basically saying looking forward to working with everyone this term. Now is the time to look at feedback if you are returning. And if you are new, have a look at other peoples blogs to see what people have said and done before you.

    Adesola !!

    Monday, 23 December 2013

    Feedback

    All most Christmas: I wanted to say a quick word about feedback. Remember the idea behind having an advisor and not a ‘puppet master’(!). Is that it is your work. You are not writing to please us. I understand that sometimes the University culture can seem quite foreign and you appear to be asked to do things for no particular reason other than to say you did it, but do not let this mean you start to feel you are just ticking the box of the whim of the ‘teacher’. We are trying to help with two things:
    Firstly, the form you present your ideas in – that is they are your ideas but we are helping with the conventions of academia.
    Secondly, we are helping with teasing out more ideas or helping you develop your ideas further. But they are your ideas.

    So how does this reflect when you ask for feedback?
    When you ask for feedback – explain what you want feedback on, what you want your advisor to look at. Just sending your essay again, again until the advisor says it is ‘right’ is not what this is about. You are in discussion with your advisor with your work write a note explaining what the draft is attempting to do or explaining changes you have made.
    For example:
    “Dear Adesola, I have changed the order I introduce the different elements of the research inquiry. Can you tell me if you think it is easier to follow in terms of understanding what I did to collect data? “

    It is important you feel ownership of your work and you don’t feel you are having to stab in the dark at what someone else wants from you.


    Happy Holidays!!
    What do you think. Looking forward to reading your comments
    Adesola

    Monday, 16 December 2013

    What you say and what other people say….

    Hi
    Christmas is coming!!! First, I wanted to put in a word for citations and using them!!! This is about linking your ideas to things beyond yourself. In Module One we talk about communication, reflection and networks.  These are foundational ideas that we return to each module. Think of citations in terms of them. Citing (talking about) other peoples’ work and ideas is how you show how your ideas link to the ‘network’ of ideas about a subject. This also shows how what you think links to the ‘reflections’ of others. As you do this you communicate your ideas in your own way and then share how other people have ‘communicated’ similar ideas.

    Now don’t be afraid of citations just because they have a particular format. The formality of citations is just so there is a standard way of doing things; so we can all find the work you are talking about. I have talked about this in a couple of past blog posts have a look.

    Starting up

    What Sam and Billy say


     
    Now for word counts and editing – again don’t be afraid of these. Word counts and starting to edit your work is part of sharpening your skills in writing and being clear in your own head what you want to say.

    Here are some ‘tips’ on self-editing
    • Don’t get too attached to everything in the essay; nothing is ever lost; it can be used elsewhere. 
    • Whatever you write, write about what is necessary to the points you are making.
    • Be sure that everything in the essay contributes to what you want the Reader to experience or learn from your writing.
    • Don’t read to edit immediately after you have written something. Take a break and come back to it.
    • Write what you mean and stop when you’ve said it!!
    • Put your ideas in order.
    • Think of the essay as a whole: have only one beginning (introduction), middle (the points you want to make) and end (a conclusion drawing it all together). Don’t write a beginning middle and end for every thought you want to talk about.
    Looking forward to reading your comments
    Adesola


    Tuesday, 10 December 2013

    2nd Tuesday Coffee SKYPE

    Great lunch time Coffee SKYPE but not many people! Hope to talk to you this evening at 8:45pm (London time) if you missed this mornings.

    Adesola


    Sunday, 17 November 2013

    Noticing the situated YOU!

    This week I have been reading a book about Qualitative research in physical situations, like research in dance (Markula and Silk 2011). I am only at the beginning of the book but there is an interesting organisation for understanding how qualitative research differs from quantitative.
    Markula and Silk talk about the

    1) Situated researcher – that is your are in the situation of the research. In many cases students on BAPP are researching their own practice even.

    2) Multiple practices – you might use a combination of what we at BAPP have called ‘research tools’ (interviews with observations for instance). Here is a great quote

    “qualitative researchers turn the world into a series of representations”.
    ( Markula and Silk 2011p. 5)

    This quote is also referring to theory by Denzin and Lincoln. What do you think about ‘representations’?

    What we are saying is that in qualitative research we cannot possibly hope to capture the whole situation. If you believe in the importance of the body and sensation you cannot describe to others the whole picture they would need to be there. And then they might have a different experience than you anyway. So everything is in some way an interpretation filtered through you. This is why Module One is so important it allows you to start looking at your filters!! And in Module Two the ethics section allows you to start questioning why you have the filters you have and if you have some you were not even aware of.

    3) Interpretation of meaning – being aware that as we interview and observe etc.. we are interpreting meaning. Just telling us what happened is still an interpretation.(because see above). So we must acknowledge that there is an interpretation by looking for a range of interpretations and questioning why we thought what we thought and asking what someone else would think. Who is that someone else one of the authors of one of the books from your literature review for instance. Then you can look at the situation of the data collection through the lens of what that author said and see if it brings a different interpretation than your one.

    So what do you think? Do you see these in the work you are doing. They are interesting things to look at whatever module you are doing because they are about organising your thinking for communication of ideas (analysis). This is asked of you at every stage of the course: to see where YOU are in the work (the situated researcher/ the situated you). To be aware of a range of methods you are engaging in (like the tools of blogging, reflective journaling, talking to friends, reading, observing) and to start to look at how you are finding meaning (what makes you think what you think).

    What do you think of this post!!!? Please comment

    Adesola


    Markula, Pirkko, and Michael Silk. 2011. Qualitative research for physical culture. Basingstoke: Palgrave Macmillan.


    Tuesday, 5 November 2013

    Next week is.....Second Tuesday Coffee shop SKYPE (November 12th)

    OK now its getting colder... the perfect time to be that fabulous romanic image of the student: wear a long scarf, wrap your hands around a hot cup of chocolate and sit in the corner of a coffee shop SKYPEing and feeling super clever!! Its time for Novembers Second tuesday Coffee shop SKYPE meetings.

    November 12th 
    One is at 11am (Lunch-ish)
    The evening one is at 8:45pm (changed from 8:15 as it was)

    If you have not joined in before it s really easy - it is just away to chat about the modules with each other and advisors in real time, (instead of asynchronous time like on a blog). It is really nice to be able to talk about what you are doing, thinking and ask other people how they are approaching ideas. If you have not SKYPEd me before then you need to email me your SKYPE address or send me a request on SKYPE.

    If you are going to join let me know comment here (or send an email).
    Adesola


    Sunday, 3 November 2013

    Order & Trust


    This week seems to have rushed by.  

    I have been thinking about order. There is a certain amount of trust that is required to follow the steps (tasks) in the modules. To some extent one needs to trust that they will add to your learning experience and not just be extra work or hoops or boxes to check. It is one thing to do them and another to open up – undo your thinking - enough for them to affect your plan or research or process.

    This is the trust it takes to not look for the certainty of having ‘done that’ and allow instead for on-going development, on-going inquiry. 

    (This trust is not just some kind of courage to find within yourself it is also about how the ‘teachers’ / ‘advisors’ / writers-of-the-module present as trust worthy. I think learning is a two-way street the experience of learning is the situation of the material, space, teacher, student and those roles are interchangeable.)

    What do you think?
    Adesola

    Friday, 25 October 2013

    Student rep. message


    My name is Lizzy and I will be your student rep for this year.  I am on Module 2.  I’m here for any questions you have or anything that you want to talk about but would prefer not to talk to a tutor about one to one.  I will be your voice to the tutors and University, so please let me know if there is any feedback that you want passed on.   Please email me if there is anything you want to discuss.  
    Contact:
    lrowden@hotmail.co.uk 
    http://lizzyrowden.blogspot.co.uk

    Hope to hear from you soon.

    Lizzy.

    Trick -y date change or Treat you won't miss the workshops: it is later.

    It's going to have to change Paula said....

    Sorry folks! Peter has just informed me that next Thursday the Union has called a strike, and as a member as a member of the union he is bound to observe it.

    We will have to reschedule!


    Will let you know.


    [I am quite Halloween-y at the moment - sorry for the almost puns in the title.]
    Adesola

    Wednesday, 23 October 2013

    Writing Workshop for Halloween

    Scary essay construction!!!!!....Frightening grammar!!!!! enjoy Halloween at......

    Notice from Paula:
    Next week Peter Thomas is giving a writing workshop on Thursday the 31st of October from 11-1 in Williams 149.

    This first workshop will be on generative writing I will meet people at Reception at 11 or go directly to the room (Williams is the building to the right of the main College building – across the tarmac area.

    Peter will also be doing a summary writing workshop 21st of November 11–1pm (Room TBC).

    Please RSVP Paula if you can make it. Please notes that after the workshop Peter usually gives us slides to put up for those working at a distance.

    Friday, 18 October 2013

    Keep calm and trust yourself

    Looking around peoples blogs seems like everyone is getting into the momentum of starting back - Great.

    Module Ones have got their blogs going. Some people are on Google+ it is like another world when you are used to using blog spot!! I noticed less comments on Google+ blogs. Remember to visit across hosts!!!

    Module Twos: you don't have to pin your question down in detail; just have an idea of the area. Then move on to Section 5 ethics and then the Research tools section. These sections are design to and SHOULD affect your question. So no point having it all mapped out to the letter - because you will feel  reluctant to change anything. Also you need to move on because Module two covers a lot of things!! You need the time. Your question is stewing on the back burner and you are feeding the fire under it by starting to read literature about the area you are interested in. Its like getting all your ingredients together for the final proposal you have the question ingredient for now you need to get the ethics ingredient and the data collection ingredient and most important the how to analyse it all ingredient. Some tasks in the module might feel like they are taking you away from your question. But the module is about developing a line of inquiry or planning research NOT about answering the question. In fact just don't link questions with answers. (tell answers to take a hike close things down, half the time you don't recognise them until we are well past them anyway). Questions should lead to better, more in formed question NOT answers. So you can see you may never get the perfect 'question' just a better understanding of the area.

    Module Threes:
    OMG don't worry about the artefact yet!!! You cant know what the artefact will be before you know what it is about. Think of it this way.
    1) you have a question you want to know more about...
    2) you look into it.. thats what you are doing now
    3) you look closely at what you found when you collected data and all the reading you have been doing (the literature) and all the conversations (in other words you analyse)
    (3b) You realise something... (it might be pre-verbal, non-verbal) it's an idea.
    4a) You want to tell others in your life (profession) about it and about the process you took to get to it - it and the process will have an impact on how you share it...How you share it is the professional artefact
    4b) You want to tell others in the university about it and the process to get to it ...You have to do that in university language (the final reflective report). This is an artefact also an academic artefact.

    Let your research reveal itself to you - don't decide what it is or how it is or what it has to say before you have done it. Trust you will know when you know.

    OK then keep going everyone!!
    Adesola



    Wednesday, 9 October 2013

    Place, Tasks and Journey


    We had our two Second Tuesday Coffee Group SKYPES yesterday. The first one was at 11am. Iona from Module 2 and Melanie from 3 were a part of it. The main point we all agreed on was the importance of making a ‘space’ to work – this is not just a time but the ‘Place’. Maybe a favourite coffee shop corner or a desk in your room.  Having a place helps you get back into things and helps you define the idea of starting something…

    The second, Second Tuesday Coffee Grout SKYPE one was 8:45 everyone was from Module One. There the conversation was about what exactly the first module is about!! We talked about how the tasks are not what you ‘hand-in’.
    ·      The Tasks are more a map for the journey of the module.
    ·      Then the work you hand in the Reflective essay etc… is about the journey of the module.
    ·      The journey of the module is thinking about yourself and learning in terms of your professional practice: looking at what you have learnt and how through the embodied activity of your day-to-day practice you learn about your professional world. There is a difference here in the style of work being done – you are not being told what to do, you are following your own ideas and getting feedback and guidance from the advisors and feedback and comments from your peers in the course. Just like in the professional world you are  finding out more by doing…
    ·      and the tasks give you something to be doing (!) that we think will lead you to finding out more.

    It was great to chat to everyone people talked together from Northern UK, Estonia, and London.  Looking forward to the next one. We have changed the second evening chat to starting at 8:45pm

    Adesola

    Friday, 4 October 2013

    second Tuesday Coffee SKYPE

    This is my first blog of the new term since summer ended and we started back...and it is already time for our first group SKYPE on Tuesday 8th. The group SKYPEs are for people across the modules. Students have said how great these are because you get to talk to people at different stages of the course. In order to join in you need to make sure you have emailed me so I know you are going to join and include you SKYPE address just in case. There is no need to (and you should not)  put your SKYPE address on the blogs. If I have not SKYPEd  you before, you also need to send me a request for contact to my SKYPE account.

    More soon
    Adesola

    Friday, 13 September 2013

    Getting back to BAPP!

    Looking forward to starting back working with you all. This term is going to be a fun and productive one.
    More soon...
    Adesola

    Friday, 9 August 2013

    Transferable skills: Why Ballet Dancers Make Awesome Employees


    What do you think about your transferable skills?? 

    Posted by Sarah Jukes
    http://www.partnershipmovement.org/news/p/6-reasons-why-ballet-dancers-make-awesome-employees/

    Job seekers like me have to understand and be able to articulate what makes them a more superior hire compared to everyone else in the job-seeking crowd.

    My interest and training in classical ballet is pretty unique, even if technically I am a non-professional but well-keen ballerina who can match it with the best amateur dancers New York City has to offer.

    I know that out of a pool of similar job candidates, my classical ballet training could help me to stand out from the rest of the pack.

    This lead me to think about what unique attributes and transferable skills my training in classical ballet could offer to a prospective employer.

    I came up with a list. A list of six attributes that make ballet dancers awesome employees and an asset to any workplace:

    1. Ballet dancers are teachable

    They have to be. Otherwise they won’t be able to learn and master their craft.

    Ballet dancers are reliant on their teachers to school them on correct technique, alignment, etiquette, musicality and everything else that goes with ballet in general.

    Being teachable requires ballet dancers to listen hard, to hone their focus, to recognise the flaws in what they’re doing and to adjust their movement to the best of their ability.

    As such, ballet dancers are used to taking instruction from someone of superior skill and better at their craft than what they are. Even the very best professional ballet dancers still get corrections from their teachers.

    2. Ballet dancers are flexible

    An obvious choice. But ballet dancers need to be flexible in mind and not just body.

    That’s because there’s an awful lot of rules and structure that goes on in ballet. It’s part of what makes it look so beautiful when it’s executed properly.

    But within these rules, large chunks of flexibility is required as well.

    Ballet dancers are used to dealing with constant change. Ballet teachers and choreographers are constantly revising their choreography and dancers need to be flexible enough to cope with these changes. Ballet dancers live with having their superiors constantly making changes and then having to adjust accordingly.

    3. Ballet dancers are fast learners

    Part of the skill of being a proficient ballet dancer centres around how quickly you are able to pick up the steps, techniques and other choreography.

    As such, ballet dancers are used to being given verbal and visual instructions and quickly translating them into action.

    An ability to learn quickly demands an excellent memory, superior listening skills, exceptional concentration and a strong mind-body connection.

    4. Ballet dancers are always prepared

    Ballet dancers of all people understand the importance of good preparation.

    They know that how you set up a pirouette is vital for its final execution. The most complex dance sequences like pirouettes, jumps and other turns simply cannot be executed without the right preparation.

    Also, ballet dancers know that all the work and preparation is done behind the scenes. By spending large chunks of class time doing repetitive and routine exercises at the barre.

    Preparation is key for what the audience sees and enjoys at the centre of the stage.

    5. Ballet dancers work hard

    It doesn’t matter whether one dances as a hobby or as a professional, the reality is the same for everyone. Ballet is exacting, demanding and hard.

    As such, ballet dancers turn up to class, rehearsals or performances ready and willing to buckle down. They are energetic in mind and body and they expect to work hard.

    This makes ballet dancers incredibly dedicated to their craft. They are full of passion and love of the art form. Otherwise they wouldn’t do it.

    6. Ballet dancers are team players

    This sounds silly when ballet looks so much like a solo event. But it’s not.

    Dance is a collective. Dancers feed off the energy of those around them. They are used to working in small groups and are reliant on their peers for support, feedback and advice.

    Ballet dancers look to other dancers for a sense of community and fun. Some of my most creative and interesting friends are fellow amateur dancers.

    In summary, people with classical ballet training are teachable, flexible, fast learners, prepared, hard-working and team players.

    The point I am trying to make here is that these attributes are vital for success in dance but they are also vital for success in the modern workplace.

    If you find yourself in a situation where you could hire someone with classical ballet training, you should consider whether these kinds of attributes would make for an awesome employee at your workplace. I am willing to bet that they would.

    Better yet, find out if the candidate knows what unique attributes their ballet training can offer you as a potential employer. Chances are if they know, they’ll follow through and give you these attributes in spades.

    If they know, hire them.

    And by them, I really mean me.

    *This article was originally posted on Sarah Jukes' blog, www.SarahJukes.com.