This module has been a logical progression from the first module of the programme. It has provided an important link towards the final module of carrying out and reporting on the inquiry I am proposing. I have appreciated the way in which the tasks have extended my knowledge and skills to the point where I feel competent and comfortable with the significant work involved in carrying out an inquiry.
As I am now working in a touring production http://verityevans.blogspot.com/2011/11/feedback-from-recent-performance.html, I was unable to attend any of the campus sessions. However the advisors blogs have provided me with a very helpful substitute.
Unlike my early experiences during module 1 I have felt in control of the learning process. I think that I have got through the “eureka moment” I was promised in module 1.
My SIG http://verityevans.blogspot.com/2011/10/task-4b.html was a useful discussion forum as I moved towards finding a suitable inquiry topic. http://verityevans.blogspot.com/2011/10/task-4b-creating-sig.html I was fortunate to have an interested group of professional colleagues, as well as support from within my module group. It meant that when I had to change direction in selection of an inquiry topic, my SIG was already well informed about the process I was going through, and able to catch up momentum lost during the adjustment. http://verityevans.blogspot.com/2011/10/task-4a.html
Each of the groups of tasks has played an important part in allowing me to develop my inquiry plan. http://verityevans.blogspot.com/2011/10/development-of-task-4a.html In some ways the issue which has challenged me the most is deciding on my proposed award title. http://verityevans.blogspot.com/2011/10/task-4d.html The rationale for my award title is covered in appendix 4. It is sufficient to mention that I hope that I can include some reference to the “business” aspect of performing arts in the title. I have been eager for my inquiry to include a business element from the outset.
I found the ethics tasks and the associated reading took me into issues that were new to me. http://verityevans.blogspot.com/2011/11/task-5d.html I have strong moral convictions, due perhaps to my convent school upbringing. I regard some of the philosophical arguments on ethics too theoretical to be of much use in coming to practical ethical decisions http://verityevans.blogspot.com/2011/11/task-5b.html. For me there are two aspects to ethical questions, what the law allows or prevents, and what I think is right or wrong. The law often gives more room for interpretation than my personal moral beliefs http://verityevans.blogspot.com/2011/11/task-5c.html.
I found that the pilot work I did http://verityevans.blogspot.com/2011/10/task-4c-responses-from-my-research.html gave me the chance to try out the tools of professional inquiry in a “classroom” environment. I tested my own limits in terms of my ability to use the tools http://verityevans.blogspot.com/2011/11/task-6a.html. I also gained valuable experience to enable me to determine what the scope and size of inquiry might be, in order to complete the project in the time available http://verityevans.blogspot.com/2011/11/task-6b.html.
I have had very helpful feedback on my draft inquiry plan, from my academic advisor. There were three issues, how best to obtain information from children, the scope of my inquiry and the extent to which I should try to obtain quantitative data. I hope I have satisfied all those concerns in the final draft of my plan.
All the work I have carried out in this module has been necessary to allow me to draft the inquiry plan http://verityevans.blogspot.com/2011/11/task-6c.html. Choosing the topic deciding which tools to use and doing pilot work in using them http://verityevans.blogspot.com/2011/11/task-6d.html, and considering the ethical issues are all key parts of the plan. I am looking forward to the prospect of starting the process set out in the timetable during module 3.
