Within Reader 3, I can see theories relating to Professional Networking and how we go about connecting with others in our Practice. Theories that relate to my Practice include:
Communities of Practice
Affiliation
Social Constructionism
Connectivism
Multiple Intelligences
Communities of Practice
‘Communities of practice’ is an idea represented
by Lave and Wenger exploring the development of social circles created by mutual
interests. “Such a view sees mind,
culture, history, and the social interrelated processes that constitute
each other.” (Lave, J., 1991, p. 63
-64).
Previously in my
Acting practice, the term “mutual engagement,” described as “a shared reality in which to act and
construct an identity” (Wenger, 1998, p.173) appeared accurate, because
actors developed their very own language from belonging to networks like Spotlight
and Equity. Due to all being part of the same
network, possessing the same goals,
the acting industry itself produced its own
language. Actors would often discuss the online casting world and their
links to opportunities. To be a Spotlight
and Equity member meant you were part
of a community. Director, Tony James,
once told to me, “you aren’t an actor unless you’re on Spotlight.” (18th
July, 2011) Before auditions were face to face, but now it’s also about your online profile as a 21st
Century actor, just as much as your authentic
one.
Now I am in a
school, a new community of Practice, I bond with teaching assistants over common
challenges we experience. It is stated
that, “student teachers need to find
learning environments that challenge them to contribute as whole persons, to
imagine themselves as valued professionals whose work truly matters and to
align their vocation with their values.” (Porter, 2003, p.51) We discuss our learning within school and
how communities of practice may not always be respected by pupils because of
their social values, helping us bond through our mutual understanding of teaching
complexities. We educate pupils about respecting communities, but because they
are still learning core values,
including respect, certain children sometimes refuse to listen to the teacher community,
not cooperating with their own school community.
Affiliation
Within school,
teachers connect using email, as this is an efficient way to connect with each
other when unable to privately discuss. Affiliation is said to “form close relationships”’ providing us “with a network of support that will help us
when we are in need.” (Crisp and Turner, 2007, p.266). This means we can
support each other when school challenges occur, whether personally or online. After
participating in a Drama workshop, one girl told me she had learnt to interact
more, enjoying affiliation with others through dramatic activities, which was
my objective.
Social Constructionism
My learning often lies
within Social Constructionism, a theory exploring how we construct ideas about
the world through others. “If our
knowledge of the world is not derived from the nature of the world as it really
is, where does it come from? The social constructionist answer is that people
construct it between them.” (Burr, 2015, 3rd ed. p4).
In an online
article, I was interested in how
Kolb’s Experimental Learning Theory was challenged, arguing that the “social”
element should be considered when looking at learning processes. “social relationships of a person become
prime importance.” (Holman, D., Pavlica, K. & Thorpe, R., 1997, p.141).In
other words, there is a way to learn personally,
but there is also another to learn socially.
When studying Kolb’s four stages, I noticed there was no ‘social’ stage, only the
personal journey. I have developed learning through Social Constructionism when
undertaking rehearsals, but am also finding this now when teaching. Teaching Drama
to thirty school children without a spacious setting was challenging, feeling like
I went from knowing everything, to nothing in a matter of seconds. However,
only by actively interacting in a socially active context was I able to assess my methods. I have since transferred drama school skills like ensemble work,
using this to my advantage through my developed Drama teaching. For instance,
when asked to encourage student ‘team spirit’, I focused on group interaction.
Connectivism
Previously in my Acting Practice, I was a Spotlight and Equity
member, also linked to Facebook groups displaying Arts related information. By being
a member, I accessed job, agent and casting information. Connectivity “occurs within nebulous environments” by
“shifting core elements.” (G Seimens,
2004) Connectivity allows a ‘virtual door’ for professional opportunities, enabling
chances to present my CV, making it the basis for opportunities within dramatic
circles.
When publishing blogs,
people in my ‘circle’ can instantly engage. By viewing their blogs, I learn what professionals
think and discover. I encourage a drama
school colleague undertaking the Route of
Learning module, to read my blogs, discussing the Industry via Skype on
what we think now, compared to what we thought before.
Multiple Intelligences
When looking at the
Gardner’s Multiple Intelligences (2008), I have realized that I have been an
actress and teacher because I crave interpersonal intelligence with others,
involving a common factor; people. I considered Honey and Mumford’s Learning Styles in the previous module,
but Gardner made me question deeper the other ways people learn, i.e. linguistically,
musically or visually. “The uniform
school sounds fair- after all, everyone is treated the same way. But some years
ago it occurred to me that this supposed rationale was completely unfair. The
uniform school picks out and is addressed to a certain kind of mind.” (Gardner, H.E. 2008). This suggests
that the Creative Arts itself requires an approach that recognises ‘intelligence’
is shown in differing ways. I’m often asking myself, “How do I reach this
child?” meaning this is helpful for teachers and something I want to explore.
Bibliography and References
Burr, V., 2015, Social Constructionism, 3rd edition, Routledge, pg. 4.
Crisp. J & Turner. R, (2007), Essential social psychology. London: Sage
Gardner, H.E., 2006 edition, Multiple
Intelligences: New Horizons in Theory and Practice, Basic Books, New York,
p.5.
Holman, D., Pavlica, K. & Thorpe, R.
1997, "Rethinking Kolb's Theory of Experiential Learning in Management
Education: The Contribution of Social Constructionism and Activity
Theory", Management Learning, vol. 28, no. 2, p. 141.
James. T, 18th July 2011, Rose
Bruford Summer School.
Lave. J, 1991, Situating learning in communities of
practice. Perspectives on socially shared cognition, 2nd
edition, p.63-64.
Porter. M., Forging L.I.N.C.S. among Educators: The Role of International
Service-Learning in Fostering a Community of Practice
http://www.academia.edu/5942884/Forging_L.I.N.C.S._among_Educators_The_Role_of_International_Service-Learning_in_Fostering_a_Community_of_Practice
Siemens, G, December 12, 2004, Connectivism: A learning theory for the
digital age,
Wenger, (1998,) Communities of Practice: Learning, Meaning and Identity, Cambridge:
University of Cambridge Press, p.173.
Relevant Blog Links
Theorists
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