Task 5a

Task 5a:

Ethics within my workplace,

When receiving a contract from my practice the codes of conduct are included as an overall example of etiquette. I've made note of the ethics I see most important to me in my practice.

I've made note of the ethics I see most important to me

Task 5b

Task 5b:

Looking at my practice and the ethics I believe are right, I also follow the terms by other organizations. As I’m self employed and work for more than one company I take into account different contract rules regarding what is expected of me, times, payment, etc.

“The artiste will act professionally and show courtesy to the client and organization at all times.”

By reading and agreeing to the contract I have an idea of how my behaviour should be along with my own perspective and attitude. Before a new event I would be sent a brief of the job with a reminded of the codes on conduct.

Being self employed firstly means registering with the government to gain consent and file a tax return the beginning of every year. This assures me that every invoice I do the monies I receive I wont pay tax on this unless stated otherwise until I’ve calculated my return. This is also stated in self employed contracts I take.

“8. The Artist is Self Employed and therefore agrees to pay any Tax, National Insurance or other Legal requirements and accepts that …….. is not liable for any of these payments.”                                                                                                                This is quite a general term for self employed people and most included in the performance industry, it allows a clear understanding between the company and myself that I will get paid certain amount on a certain day. If this is taken advantage which it has been in the past of my opinion and behavior could differ between parties being unreliable.

Speaking of being reliable, performers have the option to sign up to Equity, which supports members in the entertainment industry and provides benefits for tax, legal support and payment. This organization is so helpful to especially young performers for advice and support. If a contract has not been clear or followed, Equity can advise on actions to take whether the contract has been Equity registered or not. In situation where I’m unsure of what ethical response to give and my rights, Equity are the people to ask.

Getting help with tax: https://www.gov.uk/tax-help

Benefits: https://www.equity.org.uk/about-us/join-us/benefits/

Task 4d: Literature Reviews

Task 4d

Literature Reviews

“What is behaviour?”

I have been reading 3 different books, that all look at behaviour in different ways, I will be making reference to the points Iv noted so far that relate/help me in my practice.

“Nuture Shock”, Po Bronson & Ashley Merryman, 2009

I found Nuture Shock at my library in Hackney. The content on Health, Phycology and Behaviour was surprisingly little to nothing, but this book caught my attention from the title “Why everything we think about raising our children is wrong?” The book talks through different studies on parenting techniques to see what outcome it has on a child’s behaviour at school. The first section I found interesting was on Praise,

“Excessive praise also distorts a child’s motivation; they begin doing things to merely hear the praise, losing sight of intrinsic enjoyment.”          (Chapter 1, p.20)

Reflecting back on my childhood my parents would praise me and my younger brother a lot, especially my mum. I think it’s a natural trait of loving parents to help build your children’s confidence, the praise I got from my parents reassured me I was doing well but never made me push myself that much. An interesting section talks about the affects of Carol Dweck’s research and being too general when praising children,

“ After soccer games, I praised him for looking to pass, rather than just saying “You played great”… Just as the research promised, this focused praise helped him see strategies he could apply the next day.”                                (Chapter 1, p.25)

I wonder if this method of praising the process would work when applied to adult learning.

https://www.youtube.com/watch?v=hiiEeMN7vbQ&t=31s

“Physiology of Behaviour” – Tenth Edition, Neil R Carson, 2010

Looking from a more scientific direction into behaviour, I found this book at Middlesex University Library before last week’s campus session. The chapter on Nature of Learning was what I focused on just to give me an insight how the brain processes information,

“Learning refers to the process by which experiences change our nervous system and hence our behaviour”                              (Carson, Neal, R. Nature of Learning, Chapter 13, p.440)

It goes on to explain 3 different types of learning and the order the forms go through in your brain.

The chapter also covers “Classical conditioning” and “Operant conditioning”, which is apparent in my own and my colleague’s behaviour this year. Examples of this are when my director has given an instruction that is not in everyone’s favour, my colleagues and I will sometimes apply operant conditioning in taking our own actions, this may not always be the “correct” way to behave. Overtime a stimulus/instruction will reoccur at my workplace and as a cast we will apply classical condition where we will know what actions are asked of us without being told. I think as dancers we tie classical conditioning with choreography, if we go into a ballet class we know what exercises are coming throughout the class.

“Creative Confidence” Tom & David Kelley 2014

Creative Confidence is a book I bought a while back when looking for new reading material. The front reads, “Unleashing the creative potential within us all”. The book is 8 chapters portraying ways to identify, and release creative confidence in your practice. I haven’t read the entire book but throughout there are creative challenges to try out alone or in groups. Challenge 4 is “Learning from observing human behaviour” and focuses on empathy. The challenge can take from 30-90 minuets and can be done alone or in groups up to 8 people.

The task requires you to split a board/sheet of paper into 4 quadrants, and label each quadrant with Say, Do, Think and Feel. Then by using post it notes to write down observations of the behaviour from a situation, splitting positive and negative thoughts with different colour post it’s in each section.

At the end of the time/room on the paper take a step back and think bout what’s been shared, What is new, surprising? Are there contradictions? Did an unexpected pattern appear?                                              (Creative Challenge 4, p.222)

This is an exercise similar to Task 2d, reflecting on a situation but focusing on the behaviour of others. An interesting task I will use in the future.

Task 4c: TO BE FINISHED

Task 4c: NOT FINISHED

“What is the correct behaviour in a workplace?”

I picked 3 people I know from the industry who work with different ages along with asking my SIGs Facebook group to see how they managed behaviour in a classroom/rehearsal/workspace. Iv asked them all the same 3 questions,

-           -How do your students/members of your class/rehearsal behave overall?

      What are the main causes that change the behaviour of the members of the class/rehearsal, if it changes?

 -How do you deal with this professionally, does this change the structure of the class/rehearsal?

I understand that the difference between a workplace and a classroom would be the persons age, whether they made the decision to attend themselves, if they are being paid to be there or paying to be there, but I wanted to see the differences in their answers.

(Ruben De Monte, 26, East London, Teaches women 25-55, Ballet bare, Box & burn, Fitness based classes.)

-       = In general members of the class are very attentive and willing to work, most people invest their time and money into coming to these classes so they always try to make the most of it.

-     --  I would say I can see different behaviours when teaching at the beginning of the week, on a Monday morning for example when members of the class are fresh after the weekend and ready to start the week, the level of energy is much higher and members have a better awareness of body and breath. Towards the end of the week, especially Thursday and Friday evenings the mood of the class is lower so it’s up to me to bring it up and motivate people with my attitude and choice of music always helps.

-     --  I think its important to understand from the start the level of energy from the members in order to deliver a class that best suits them on the day. Having a group that wants to work hard at the beginning of the week and as less motivation towards the end of the week definitely changes the structure of my classes. I introduce respectively more strength exercises or longer stretch periods where necessary.

(Hannah Evans, 24, South Wales, Teaches children 3-16, Movement & choreography around schools along with her own company.)

 (tbc)

(Emma Harrower, 30, London, Works as a freelancer with dancers 20-35)

- Everyone works in a friendly and professional manor. On occasions where I need clarification on choreography ect, someone is always happy to help.
- It can be stressful if there are any last minute changes to a show. People tend to be more focused and concentration levels are heightened, which can sometimes cause anxiety.
- This doesn't change the structure of the class/rehearsal as we are all professional. I try to remain calm and focus on the job in hand. 

(SIGs Group, Mdx BAPP Students, Teach/work with children all ages,)

Question 2:

From the SIGs group conversation the main points I gathered that change a persons behaviour in a classroom is loss in concentration in younger students, a confidence change in teenagers and their careless attitude or low self esteem, the interference of other members of the class. 

We also spoke about the use of imagery, how this differs when working with children/adults. Many of the group teach a younger audience so it was interesting to see how they related the methods to adults. Most said that they still use imagery when working with adults but it is portrayed in a different way, so using it for a class technique but not to gain control over the class like you do with children.

Task 4a Continued, New questions

Task 4A Continued, New questions

After my campus session I was a little lost with identifying questions to do with Behaviour, Since then I have looked back on Module 1 and my practice again and come up with a series of questions that I’m interested in looking further into.

-     -  What is behaviour?

-      - What is the correct behaviour in a workplace?

-       -What affects people’s behaviour?

-       -How has my behaviour changed since graduating, and how was my behaviour growing up?

-       -How does behaviour impact learning?