Description of reflective cycle

Concrete experience

My concrete experience was last year at university. I was given the task to be responsible for two groups of six, during the Christmas performances and rehearsal period. These processes would last the duration of approximately four months. The two groups consisted of a range of ages (from 6 yrs -22 yrs) and abilities. Throughout the rehearsal period, my roll was to be in charge of teaching, (one group at a time) the set chorography, help stage the groups, and to help create interesting and dynamic shapes with the group. I would correct the group on miss positioning of their bodies if it was out of character, and give one on one help to any person struggling with the chorography. I would also be helping the groups to learn their lines, deliver their lines clearly and make sure they where in connection to their character they where playing. I was to help those given sign language for the performances, by making sure their hand shapes where correct and strong and making sure their lip movement and facial gestures where clear, which are all key factors so that the deaf audience can understand. Besides teaching and staging the groups I would also be performing along side them in the shows.

Reflective observation

During the rehearsal period, once I had taught the set chorography, I took the time to sit out of the dance and scene my groups where performing, to examine the group. Whilst observing the groups I would watch every individual and make notes on what they where doing good, what they where struggling with and what could be improved on. When I was joining in with the group, although certain members of the group where relying on what I was doing to remember their own part, I was unable to know what the groups needed improving on to produce a better performance. Having the time to observe the group was really important as I had the chance to see what was working with the groups and what was not. Also with me not rehearsing all the time with the groups, the individuals had to rely on their own memory, not mine. Which helped strengthen the group as they eventually grew confident with their part, instead of relying on me. As I had two separate groups learning and performing the same material it was important for me to observe and compare both the groups. This was to see whether it was working with both groups or just the one, and if so to establish why this was.


Abstract conceptualisation

After observing both my groups, I realised the two groups in comparison where completely different. This was because to the diversity of the individuals in the groups. I realised that some of the individuals responded to the direction I was giving differently to others. I realised that the pace and direction I was using, was manageable for the majority of the group, but quickly realised some individuals where getting left behind. I also discovered that the energy in one group was different to the other. I found that one of my groups energy came across as focused and seemed to follow the direction well, on the whole a mature group, but at the same time a Phlegmatic group. My other group however was a lot more high energy, but found it hard to maintain focus and challenging to control their energy into their performance.


Active experimentation

After analysing where my groups needed extra help or more guidance, I thought of how I would accomplish this task. I understood that the only way that the groups would reach their full potential was for me to recognize where they where going wrong and how I would best manage to direct the two very different groups. I decided to deliver my direction and exercises to a pace that was suitable specifically for each group. For example with the more lethargic group I realised that it was more of a confidence issue. I got them to open up to each other and made them feel comfortable, encouraging them and giving them confidence by praising them and picking up on small vocal, gestures or movements, but then making sure they made it even bigger as a whole group.

With the less unfocused group I came to the conclusion that it was more the case that a few individuals where struggling to understand and keep up in result getting lost and losing concentration. The way I over come this was to turn the movements they where doing into a story. Making sure they understood the purpose of the movements, enabling a more affective way for them to remember the actions. I have learnt that you have to be open as a teacher and willing to adapt your style or approach of teaching to different individuals and groups, to achieve full potential.