reflection, ethics, reflexivity: point of start in learning

From the various points of start discussed in the module handbook:
- Concrete experience
- reflective observation
- abstract conceptualisation
- active experimentation

I find in my practice that I relates them all. I am an extreme thinker and analyser, some would say its a bad thing but within my practice (Dance teaching) it's more of a positive. These points of start I use a lot within, some I do at the same time like reflective observation, watching people do something, then using that as an influence to being active experimentation, trying out my ideas. It depends on the situation and ultimately changes daily.
For my choreography I find active experimentation the better option as it allows me to be free as an artist, nothing is too planned at the start it just flows. I get better results within my movement from this. Whereas how I teach that to my students is more from a start point of concrete experience and reflective observation. The point of start I use the least is abstract conceptualisation, not because its bad but it is not as successful for me as a learner or teacher to use. Working things out in my head first can be dangerous because of me being an extreme thinker, overthinking, which ruins my creativity. Dance for me is creative outlet for expression, once the creation is overthrown it becomes more of a boring task than something I enjoy. By allowing it to take me where it needs to, I use my mind to let creation flourish rather than hold it back. I may be alone in this. Who knows.

Comments

  1. Sian DunmoreOctober 16, 2019 at 10:56 AM

    Hi Chani, I agree with you and seem to work the same way. I too use reflective observation as I like to watch people do something and learn from them, trying to develop my way of creating using active experimentation. I too use abstract conceptualisation least for the same reasons as you, for me I become more focused on the outcome than the creative process otherwise. Great blog so far! From Sian x

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