Discussion
“In Students’ eyes an important component of successful learning is perceiving the teacher as both ally and authority” (Brookfield, 2006, 67).
How and why does this relate to the roles of the practising practitioner, teacher and artist?
An integral component of becoming a successful dance practitioner is possessing the innate ability to communicate with participants on a human level, in some ways occupying many roles such as a teacher and that of a role model. Serving as a gateway from which students can obtain a specific skill set for their chosen career pathway, practitioners need to find the appropriate balance of delivery and carefully select their strategies of approach. Dance writer Stephen Brookfield states the importance of a teachers communicative qualities and how different methods of delivery can affect the perception and impression of the practitioner, inevitably aiding or hindering the success of a students learning experience. Brookfield offers, “A teacher is perceived as being effective because she combines the element of having something important to say or demonstrate with the element of being open and honest with students”(Brookfield, 2006, 67).
From my experience as a student in various settings, I have come to the realisation that a mutual level of respect is imperative between practitioner and student when extracting the required attributes in respect of certain learning outcomes. Bookfield reiterates this notion by declaring, “Rather students want to feel confident they are learning something significant and that as they are doing so they are being treated as adults”, Brookfield’s idea regarding common understandings between the student and teacher further expands the importance of trust and appreciation for one another’s ideas and creativity.
Brookfield implies that a practitioner’s power revolves solely around their in depth knowledge of the required field. The practitioners specific experience appropriate to the role will create an air of authority without said individual having to adopt an unnecessarily strict demeanor. According to Brookfield, a suitably qualified and experienced practitioner will inevitably hold the attention of a class, expressing, “perception that the teacher has something important to offer” (2006, 67). Brookfield demonstrates that students will recognise the worth of a good practitioner and value the information they are yet to acquire from the teacher. There is also an element of acceptance in relation to a students attitude towards their teacher, an established sense of knowledge and a previous record of teaching the subject puts students at ease, “they appreciate it when the teacher explains that her decisions are grounded in her previous experience teaching the subject (2006, 70).
Alternatively a good student/ teacher relationship can be created and reaffirmed through the practitioner demonstrating a strong moral code, displaying sensitivity and being understanding of students needs and issues. This idea becomes very apparent when dealing with mixed ability groups or when working with disabled students. Dance writer Michelle Zitomer offers, “The pedagogical practices necessary to teach inclusive dance require teachers to not only be knowledgeable in dance, but also to possess an understanding of diverse student learning needs and capacities, and ways to act with students and adapt accordingly. (2013, 18). Zitomer’s ideas are relevant in relation to the field as a whole and not solely in conjunction with disability dance. By engaging with students on a personal yet professional level, students with feel an element of self worth when participating in such lessons. In order for the student to view the practitioner as both ally and authority, the student firstly has to be reassured that their contribution is valued and they are recognised as an individual.
In relation to Brookfield’s theories and ideas offered by Zitomer I have drawn significant parallels to a students learning experience and their relationship with the teacher. A student will have an enriching understanding of key objectives and practical explorations if they are party to a mutual level of a respect from the practitioner and peers alike. If the practitioner is knowledgeable and creates an artistic learning environment, the teacher may not need to frame the experience with authority, this will automatically be received as knowledge seems to create power within a classroom setting. According to Brookfield the practitioner automatically is able to possess a sense of power and respect, relinquished from student to teacher in response to their inspiring knowledge, “They are seen as possessing a breadth of knowledge, depth of insight, sophistication of understanding and length of experience that far exceeds the student’s own”(2006,67).
There is also a an established expectation of adopting certain roles within the classroom, if these roles are exploited then relationships inevitably break down and a students learning experience will be tarnished due to a lack of hierarchy and trust in relation to the practitioner. A sensitive approach should be adhered to in regards to all students, this will inject students with a sense of pride and a willingness to learn and be active in fulfilling their role as a student. If a practitioner conducts themselves in a personable yet professional manner then these attributes will extract credited work from students with purpose.