Making connections and making decisions

I have spent the evening making connections with people on my course and really taking the time to go on other peoples blogs and leave comments. On reflection I haven't done this enough so far. It felt great to engage with others on the course and read their lines of enquiry. I found it incredibly interesting. I also connected with people whose topics are similar to mind which is great. I used Summon for the first time as well this evening after reading about it on another students blog :-) I have continued my research into my chosen topic and have found that I am struggling to find any negative articles about Dramatherapy and the importance of incorporating drama into the school curriculum. I will continue to research as I realise how important it is to get a balanced view and not just create a biased enquiry. I have also been questioning my chosen titles and although I feel passionate about Dramatherapy, the importance of drama on the curriculum and the benefits of drama for all, I don't know how to focus in on just one of these topics! I also have other potential questions:

Why is escapism through drama important for the 21st Century internet generation?

How can drama help high achieving children with the pressures and fear of failure?

How can drama help children with the challenges they face at school? 

Why is it essential that more drama should be on the school curriculum?

How accessible is Dramatherapy?

How can Dramatherapy help with the pressures Generation Y face?

Why is using creative drama so effective for social and behavioural issues within children?

Why is improvisation an effective tool to challenge children's fear of failure?

I HAVE TOO MANY QUESTIONS! How do I choose?

Enquiry investigations

I have spent the last week looking into my enquiry topic and finding out more information about dramatherapy, which is a subject I am thinking of pursuing after my BA. Firstly I wanted to find a clear example of what Dramatherapy is:

"Drama therapy (written dramatherapy in the UK) is the use of theatre techniques to facilitate personal growth and promote mental health. Dramatherapy is used in a wide variety of settings, including hospitals, schools, mental health centers, prisons, and businesses."

I found a private practitioner in London and her website was very interesting:

http://www.drama-therapist.com/phdi/p1.nsf/supppages/4592?opendocument&part=3

"It is impossible when working with children of any age and in any capacity not to notice how important drama and play are to their every day life. Drama and play are a crucial part of healthy human development, and it is for this reason that Dramatherapy can be an effective form of intervention to help troubled children and young people. 
When children and young people are faced with difficulties it may be hard for them to express their feelings in a verbal way, but through the creative mediums of drama, play, story, art, music and movement, Dramatherapy can help them to be understood and can promote their emotional and social wellbeing. Dramatherapy can be used for:

• Emotional Issues such as trauma, abuse, loss or bereavement, attachment issues, bullying, changes in home life such as foster care and adoption
• Behavioural Issues such as violent behaviour towards others, anger issues, bullying, swearing, destruction of property, stealing, self harm
• Learning Difficulties - mild, moderate, severe, profound and complex including those on the Autistic Spectrum
• Speech & Communication Difficulties including non verbal and elective mute individuals
• Social Issues such as the need to improve empathy, listening skills, ability in working with other children, interaction with others, expressing feelings
• Mental Health Issues such as depression, suicidal thoughts and eating disorders amongst others"

 (Emma Dawes, Dramatherapist based in London)

This is what I want to base my enquiry on. This is what I am interested and passionate about. And it is something that I want to do after my BA so the enquiry will aid my future studies. I looked into the main dramatherapy site in the UK to gain an insight into the courses and events going on: 

https://badth.org.uk/home

A quote I liked from the website was:

"It is a method of working and playing that uses action methods to facilitate creativity, imagination, learning, insight and growth."

I looked at a contact that I know in Singapore. The drama school I work at has regular contact with Caroline as she regularly refers students to us. Here is some information about her background and the website link for where she works. I have been to visit the centre and the work that they do is fantastic.

http://www.kaleidoscope.com.sg/#!carolineessame/cvqf

I found a fantastic website whilst I was researching:

http://www.nationaldrama.org.uk/journal/

"It is an innovative, international refereed ejournal that provides a forum for practitioners and researchers across the spectrum of drama in educational settings. We encourage, gather and publish research based articles from established and new writers to promote knowledge, understanding and dialogue about drama in learning settings." 
(Published by National Drama - the UKs leading professional association for drama teachers and 
theatre educators) 

I found this article particularly interesting: 

http://www.nationaldrama.org.uk/journal/wp-content/uploads/sites/2/Ása-Helga-Ragnarsdóttir-and-Rannveig-Björk-Þorkelsdóttir.pdf


Many students who took part in the investigation as to whether incorporating drama into the curriculum would help flourished. Many who were usually quiet and shy or struggled to remember things in class found learning through drama a lot easier. This also brings into play the importance of different learning methods: visual, auditory, kinaesthetic. In schools it must be so difficult to cater for every child's needs in a class of 30, especially  when there are targets to hit. Many children are not reaching their full potential as they don't suit the learning technique used. I know that at school I learnt very much visually and would rarely retain information through a teacher just speaking at me. I wonder if I could incorporate this somehow into my study. I do feel though that my subject is still too broad and I need to somehow focus in on one topic.

My inquiry update

Having spoken to some colleagues this week I am starting to feel really good about my inquiry topic. The aspect that really excites me though is how excited they are about it! I had messages flying back and forth when I first told them about it. They had lots of ideas and contributions to make. This is important to me as the basis of my inquiry is the workplace. If the people in my workplace were not on board or encouraging toward my inquiry it would be very difficult. I met a colleague this week and we had a discussion about certain topics and areas of interest. She was so supportive and insightful as to what she thought would work out here in Singapore.
The main statement I came up with was this: 

Why is using creative drama so effective for social and behavioural issues within children?

The questions of interest I came up with were as follows: 

Why is improvisation an effective tool to challenge your fear of failure?
Why do children find it easier to connect emotionally with a character?
Why is escapism through drama important for the 21st Century internet generation?
How drama creates a safe space for children to express and explore themselves
The life skills creative drama teaches not just for the performer

I looked to some blogs for guidance to see if I was on the right track and also emailed Paula for advise. I found Adesola's blog extremely helpful: 

http://adesolaa.blogspot.sg/2016/02/module-two-on-line-session-good-and.html

Paula advised me that educational research can be based on children but on BAPP it needs to focus on my own practice. What is it about my practice that I want to find out about? I think I need to rethink my title as it doesn't seem to focus in on one specific issue. It is too broad. I'm interested in the social development of children and how drama assists that. I'm interested in how drama therapy is helping many children to deal with social issues. I'm interested in how the arts can benefit everyone whatever your job. I can see how the reflective practices and learning strategies I have researched will help me with my inquiry but I'm struggling to focus on one particular topic and I feel the pressure of time!

Argyris and Schon

I found the article on Argyris and Schon (http://infed.org/mobi/chris-argyris-theories-of-action-double-loop-learning-and-organizational-learning/) a very interesting read. Especially the links to other theories I have already looked at. Again, I found it easier to understand by making notes. I have come to favour this technique when studying as a tool that personally helps me take in the information. 

Chris Argyris influenced thinking about the relationship of people and organisations, organisational learning and action research.
With Donald Schon he developed single loop and double loop learning systems.
His research explored the impact of formal organisational structures on individuals and how they adapted and responded to them.
He explored the behaviour of senior executives in organisations.

"Argyris led us to see subtle patterns of reasoning which underlay our behaviour, and how these patterns got us into trouble. It became clear that with proper training I could become much more aware of my mental models and how they operated." (Senge 1990:182-3)

He explores the behaviours and beliefs that are necessary if organisations are to develop and learn. 
Argyris and Schon argue that people have mental maps with how they react in certain situations. This is in the way they plan, implement and review their actions. 

"When someone is asked how he would behave under certain circumstances, the answer he usually gives is his espoused theory of action for that situation. This is the theory of action he communicates to others. However, the theory that actually governs his actions is this theory-in-use." (Argyris and Schon 1974:6-7)

The words we use to convey what we do, or what we would like others to think we do, is called espoused theory.
It makes us question whether inner feelings become expressed into actions. What we say and what we do in our actions may be different. 
Espoused theory and theory in use creates a dynamic for dialogue and reflection. 
Theory in use is confirmed when there is a match between intention and outcome. They may however  not match and work against the persons values. 
Argyris and Schon suggest 2 responses to this mismatch. These can be seen in the notion of single and double loop learning. 

SINGLE LOOP LEARNING

If something goes wrong you look for another strategy. Goals and plans are operationalised rather than questioned. Strategies and goals are taken for granted. 
"Emphasis is on techniques and making techniques more efficient" (Usher and Bryant 1989:87) 

DOUBLE LOOP LEARNING

Strategies are questioned  and scrutinised. It may lead to a whole new approach and shift in strategies.

The example of the thermostat explained this to me simply. Single loop learning is like when a room gets too hot and so you simply turn the heat off. The task is easy. The thermostat can receive information and take action. Double loop learning detects the error and changes and examines underlying issues. In my mind the difference is simple. Quick fix versus sorting the problem for the long term.
Double loop learning questions the underlying and is more risky yet ideas and policies are confronted. 
Chris Argyris states that double loop learning is essential for organisations. 

I thought about this in relation to my work place. We have many different courses and programmes for students. An example would be trying to fix a course that just isn't working. Maybe the initial concept and drawing board idea hasn't translated like we thought it would. A lot of the time with classes and ideas it is trial and error. Kids can surprise you with what they engage in and what they don't. Once you have set up a class or workshop it's very difficult to admit that it just isn't working and that another way would be better. Especially if parents have paid  and teachers have planned lessons. However, it's also not productive or beneficial to continue on the same topic if it isn't engaging the kids. Some lesson plans are written a month in advance and you can tell after one lesson on a new story or topic whether the kids  are engaged or not. If they aren't then why do we feel we have to stick to the terms lesson plan. Why can't we hold our hands up and say "Ok kids, forgot what we did last week we're going to do something new!" Probably because we don't want the students or parents to think we aren't organised or in control. After all, they don't pay for trail and error. Or maybe that's what we as teachers think. Sometimes surely it is better to say "That didn't work, let's re plan and change our focus." This is how I personally can relate it to my current workplace. 

"Double loop learning is difficult and all but impossible in situations in which much is at stake. This creates a dilemma as these are the very organisational situations in which double loop learning is needed." (Edmondson and Moingeon 1999:160)

"If my behaviour is driven by my note acting to seem incompetent, this may lead to me hiding things from myself and others, in order to avoid feelings of incompetence." (Anderson 1997) 

As I have stated in a pervious blog, I think this is very true for my workplace. People aren't willing to show that they are struggling or that they may have made  an error. Everyone is super keen to impress 
all the time. This is good as it encourages a real sense of drive but it can also become unhealthy and unproductive to not share your concerns. 

There are 2 models that enhance and inhabit double loop learning. When models 1 and 2 are broken down, the characteristics that jump out as relevant to my workplace are:

MODEL 1

Discouraging inquiry. "Let's not talk about the past, that's over" when really we should talk about what went wrong in order to learn from our mistakes. 
Treating ones own views as obviously correct.
Little public testing of ideas to avoid embarrassment.

MODEL 2 

Open communication. There is definitely a lack of this in my workplace! 
Internal commitment to the company. Many people at my work think of their own benefits before the company's. 
Need to share control. 

Argyris and Schon are a contrast to Senge's systems and structures. They focus more strongly on individual and group interactions. 

I found the following quote an interesting read as I very much favoured Kolb's Cycle in Module 1.

"Unlike Kolb's learning cycle, where one had, so to speak, to make a mistake and reflect upon it - that is, learn by trial and error - it is now possible thanks to Argyris and Schon's conceptualisation, to learn by simply reflecting critically upon the theory-in-action. In other words, it is no longer 
necessary to go through the entire learning circle in order to develop the theory further. It is sufficient to readjust the theory through double loop learning." (Finger and Asun 2000:45-6)

In conclusion, surely different approaches work better for different issues? I had a problem at work last year and I used Kolb's cycle to assist my reflection. It helped enormously and in that example I needed to carry out all the steps. I do love the idea of double loop learning though as a way to get to the route of the problem. It frees things up and allows change to take place. I also understand the difficulties in doing that though in the workplace. It is something I had never heard of before this blog and something that I will definitely consider in business as I clearly see the benefits. It kind of feels like the 'I know this is what I should do' option! 

Exploring WBL and Professional Inquiry

Having read Reader 4 several times I still felt I wasn't fully engaged and understanding of the process. Instead of just skimming it again  and picking out the bits I thought I should be blogging about, I decided to break the whole thing down and focus on 8 pages at a time. This has REALLY changed my approach and understanding! I know I have a short attention span, I always have, so I find it difficult to focus on lots of text. I end up reading sentences over and over. And I also have to have silence for it to go in. So reading on a bus or reading when music or the television is playing really distracts me. I wish I could master this skill! I recall revising for my GCSEs and having to be I a. Silent room in order for any information to be retained! Maybe that's just the type of leader I am. I am also a very visual learner so when breaking Reader 4 down I enjoying doodling nots in my notepad and using different colours for certain topic headers. This is just how I learn. Looking at Reader 4 in this way has taken away the overwhelming feeling I had. I have decided to blog the notes I made during pages 1-8 as these are obviously the parts that stood out to me as important and relative to my practice. Also, I feel that this will be a blog I go back to during the course of Module 2 to remind myself of the task and to keep be focused as I tend to go off on a tangent!

Module 2 
Here are key notes and quotes that I took away from the reader: 

*Learn how this inquiry can inform your practice*

"The term 'inquiry' implies that you are examining what you do in order to 'ask the right questions' so that you will have a more in-depth understanding of the presence and interaction of theory and practice. Engage with relevant problems  and scenarios, draw on existing knowledge, seek out new evidence in appropriate ways." (Kahn and O'Rourke, 2004) 

The above really focuses in on the task and will be something I keep referring back to during the module. If I feel stuck at any point I feel this quote will help me get back on track as it really breaks down what needs to be done.

I know that I need to relate the inquiry to my workplace. I am really fortunate to be working at a wonderful  school at present that instils the topic I have chosen in their teaching. 

*Use professional practice to develop academic skills*

The section that said about there being three interests to focus on worried me slightly. The three are:
1. Future career
2. Colleugues and networks
3. Middlesex network

I feel confident that my colleugues and my networks are strong but I worry about the other two. I wish I knew EXACTLY what I want to do in the future. At the minute I don't. I have so many different ideas! I understand that my inquiry should be something that is useful to me now and in years to come and I guess mine is that. I'm very passionate about it and know that it will help with whatever specific area I want to go in to. I also worry about connecting with the Middlesex network if I'm honest. Living in Singapore I feel quite isolated on this course. I need 
to try and connect with some more people on my course. 

I like that this module is based on reflecting. I LOVED that aspect of Module 1. A statement that again will really focus me back to the task at hand is:

*Look at the professional workplace' learn from experiences and improve practice*

Looking more into what an inquiry was I loved Marshall's quote: 

"This is self reflective inquiry. Inquiry involves intent and a sense of purpose" (Marshall, 2001, p6) 

I can see that WBL and professional inquiry process both focus on using the workplace as a source of research. We are working outside of degree structures and using the workplace to learn. This made me think of freelance performers on the course. When I was performing I was working many different jobs at a time and would have found it hard to focus on one area as Iw as constantly working on different projects. I guess that is interesting though and makes for an exciting and unique enquiry. 

Reader 4 states: "Incorporate a problem based  approach that supports organisational change or develops workplace projects that incorporate learning" (Reader 4, 2015)

"It promotes awareness of the workplace as a learning environment and uses this to extend the learners capability and individual effectiveness" (Durrant, 2009, p1) 

As a teacher I rarely think of myself as the learner. I always focus on what I am teaching others and don't look inward at what I am learning myself. Once you open your mind and your eyes up to this then there is a magnitude of knowledge waiting. I need to look at my job and focus on what I am learning from my working environment too as well as what I am teaching my students. This will be a very new approach for me. 

I like using key words to understand a topic and this really helped:

WBL - INNOVATION CHANGE UNDERSTANDING PROBLEM SOLVING DEVELOPMENT STRATEGIES EFFECT A NUMBER OF EMPLOYEES

I switched my attention to the link on Peter Senge. I'll be honest, I was tempted to just skim through it and pick out key points. The article seemed so long! However, as I started to read I became gripped! 
Peter Senge's 1990 book 'The Fifth Discipline' populists the concept of the learning organisation. He was interested in decentralising the role of leadership in organisations to enhance the capacity of the people to work productively towards common goals, bringing human values to the workplace. 

"Learning organisations are where people continually expand their capacity to create the results they truly desire. Where new and expansive patterns of thinking are nurtured. Where collective aspiration is set free and where people are continually learning to see the whole together." (Senge, 1990) 

This got me thinking about my own work place. I work as a teacher and director at a theatre school. All of my colleugues have different jobs but at times we collaborate for productions. I think everyone is learning a lot as they go along but there is a real sense of trying to prove yourself. No one likes to admit that they are struggling. People would see it as a weakness if they needed to ask for help. I think this is something that needs to change. I know a lot of my colleugues are exhausted and over worked. There needs to be some sort of outlet for everyone. Something I could maybe set up where people could confidentially express how they feel. There is also a sense of competition when classes  are performing the same play. Competition is good but we could definitely work more as a team for the overall success of the school. 

Another section that sprung out was the ability to be flexible, adaptive and productive in order 
to excel. Many people struggle to be flexible, especially when they have a creative idea that they desperately want to see through. 

" When you ask people what it is like to be part of a great team, what is the most striking is the meaningfulness of the experience. People talk about being part of something larger that themselves, of being connected." (Senge, 1990:13) 

I must admit, I am very competitive. I like working as part of a team but only if I can be the leader! I struggle to step back if I think my idea is better. I need to work on being more flexible and allowing others to have their say. I know I can be quite a powerful character in a group and thinking about it that is probably quite annoying for others. I need to work on that. 

"Adaptive learning must be joined by generative learning, learning that enhances our capacity to create." (Senge 1990:14) 

The 5 Disciplines - SYSTEMS THINKING
                                PERSONAL MASTERY
                                MENTAL MODELS
                                BUILDING SHARED VISION
                                TEAM LEARNING

Senge states that "people are agents, able to act upon the structures and systems of which they are a part. All disciplines relate to a shift of mind. From reacting to the present to creating the 
future." ( Senge 1990:69)

A 'discipline' is viewed by Peter Senge as a series of principles and practices that we study, 
master and integrate into our lives. They can be approached at three levels: Practices, 
Principles and Essences. All 5 are key for organisations to learn. I made a few notes for each discipline.

SYSTEMS THINKING: the cornerstone, comprehending and addressing the whole and seeing the organisation as a dynamic process. Looking at the long term effects.

PERSONAL MASTERY: life long discipline. "The journey is the reward" (Senge 1990:142) Developing personal vision and holding creative tension. Managing the gap between our vision and the reality. A commitment to the truth.

MENTAL MODELS: deeply ingrained assumptions and generalisations. Images that can influence our actions. Turning the mirror inward. Be open to the influence of others. Distributing business responsibly while retaining co ordination and control. 

BUILDING SHARED VISION: Fostering long term is key. Encourage experimentation and innovation. A genuine vision where people excel and learn not because they are told to but because they want to. Many have personal visions they are unwilling to share which won't help the organisation. Together it is stronger. Enthusiasm and commitment rub off on others. 

TEAM LEARNING: builds on personal mastery and shared vision but these are not enough. People need to be able to act together. When teams learn together, members grow more rapidly. Dialogue plus systems thinking creates complexity rather than being diverted by personality 
and leadership style. Assumptions need to be suspended so there is a genuine 'thinking 
together'

"As people talk, the vision grows clearer. As it gets clearer, enthusiasm for its benefits grows." 
(ibid:227)

I LOVED reading about the 5 disciplines! I fully engaged in what Senge had to say. I can see how an organisation can benefit from these simple steps. I looked at my own team at work and thought about our systems. We definitely need to work on building a shared vision as at the moment we tend to focus on ourselves too much. If we have a shared vision for the school and work together more to build that vision then it will benefit everyone. We have training sessions where we work together as a team but we have never had a team bonding activity unrelated to work. We are all too busy! I am going to arrange one though as I can see now the importance. I enjoyed the part where it stated that:

INSPIRING MEANS TO BREATHE LIFE INTO! 

It was interesting to read about the leader as teacher. It states that "it's not about teaching people how to achieve their vision but about fostering learning for everyone" (Senge 1990:356)
Leader have to create and manage creative tension, especially around the gap between vision and reality. 

I think it is important when researching to also look at other professional views and potential flaws. A few areas that came up were:
- the 5 disciplines require significant effort on the party of the practitioner
- many don't have the tools to follow it through
- the process of exploring ones performance is a daunting task for most
- the political and social views of organisational activity

I personally think that the conclusion to these arguments is that you have to be willing to 
change and open to trying new techniques!

I enjoyed reading Peter Drucker's approach and thoughts. Laurence Stenhouse states "The close examination of ones professional performance is personally threatening; and the social climate in which teachers work generally offers little support to those who might be disposed to face that threat" (Laurence Stenhouse 1975:159)

Again, I understand this point of view and that many don't want to take that leap of faith 
through fear. But you are only going to grow and become better at what you do if you have the courage to look at yourself and analyse your performance. 

"It falsely emphasises unity as the source of strength in a community and mistakenly fears that when conflicts arise in a community, social bonds are threatened." (Richard Sennett 1998:143)

An interesting opinion. I agree that when conflicts arise at work it can affect social bonds. However, you can't not address issues for fear of this. Otherwise no progress will be made.

"Senge is ahead of his time and his arguments are insightful and revolutionary." (John Van Maurik 2001:201)

In conclusion, there are pros and cons to Senge's approach. I personally find the disciplines a creative approach and I like how team orientated they are. One shared vision surely gives better results. Interestingly I was recently watching a documentary on the drinks company 'Innocent'. The bosses approach is that everyone in the office is equal. His focus is that his employees are happy and relaxed as he feels this is how they will work best. They can wear whatever they want to work, their office looks more like a kids playground, they have lunchtime bbqs, they are free to share their ideas in a judge free environment, the boss is very approachable and down to earth....and his business is thriving because of it! Everyone in the company shared the same vision and every single activity was team orientated and fun! 
However, many businesses stay rooted to the quick approach and traditional business model. I believe team work, shared vision and personal mastery are a perfect collaboration. You have to know yourself yet also be open to sharing your ideas and growing together as a team. As I mentioned, I think my team at work could really flourish with these key points. Take the judgemental barrier down  and let people in. Share your ideas and let your ultimate goal be team based instead of individual. You can still have your own personal goals and aspirations but learn to acknowledge others and step out of your comfort zone.

I thoroughly enjoyed this topic of research :-) 

Ideas for inquiry

I can't stop thinking about my line of inquiry! I keep gaining new ideas in the middle of teaching or in meetings! I guess once you have allowed your mind to be aware and open to certain topics you can't help but pick up on examples all around. Something I didn't mention in my previous blog is my intrigue into drama therapy. I have always loved phycology and would definitely have studied it had I not gone down the musical theatre route. I actually looked into a drama therapy course a few years ago. I have been looking at other peoples blogs and found a great quote from Skype session with Adesola:

 ‘Your Inquiry is not focusing on confirming a question but identifying a topic or idea that will be useful to you now and in years to come’ 

This has really helped me focus on what I want to get out of this inquiry. I have come up with two questions in my notebook today: 

'Why is using creative drama so effective for social and behavioural issues within children?'

'How can drama help high achieving children with the pressures and fear of failure?' 

These subjects really interest me and I feel I have a lot of areas to research within these topics. Plus I have contacts in the professional world that could really benefit my inquiry. 

Now to decide which one to do! 

MODULE 2

During Module 1 we were given the task of exploring lines of inquiry for Module 2. I personally found this to be a refreshing and exciting experience. I recall skyping Paula way back in September and she told me all about the whole course whilst I scribbled a million notes! To be honest, this part we are about to do is what excited me the most. I was apprehensive before I started this degree and spent a lot of time weighting the pros and cons. I wanted it to be something that was worth my while and not just an exercise of learning information then regergitating it for an assignment. The idea that we were able to explore our own lines of inquiry though filled me with delight. It was also reassurance that I would be able to have the freedom to research topics that interested me personally and that were relevant to my current work. I read Reader 4 and caught up with Paula on Skype last week which really got my creative juices flowing again regarding potential lines of inquiry. I decided to look back at an old blog from last year to revisit my ideas:

- The fear of failure in high achieving wealthy children - why do they become less open as they get older?
- I am passionate about inclusion for all when it comes to drama. Can I open a school in the future that caters for the keen performer but also have links to child phycologists that can refer children to my school for creative drama lessons? Or am I not qualified to do that?
- I really think kids imaginations are inspiring. I've always wanted to write a children's book. Could I create a book with my students and have it published?
- I'm interested in the pressures of Gen Y and what we can do to resolve this problem and the struggles they are having.
- I find the differences between the Asian school system compared to the UK very different but interesting. Could I create a connection between the school I work for in Singapore and a school in the UK. Would it work? Or are the kids too different.
- I teach once a week at a special needs school. The children have autism and ADHD. There has never been any talk about them doing a production. Many of them are high achieving and extremely creative. Why can't they put on a show? Why do we expect the standard to be lower just because they have learning difficulties. They shouldn't be seen as less capable. Could I do a full scale production with them?

I can now see that some of these ideas are not relevant as potential lines of inquiry. I was seeing it more as a project, for example, putting on a show or creating a book with my students. What I now realise is that I need to take all my passions and interests but really whittle it down to something that I can research. I need it to be something that challenges different view points and considers ethics. I made a new list of areas I want to explore:

- Creative drama and how drama can benefit everyone (I work a lot with children who have social and behavioural issues)
- The pressures facing high achieving children (I work in Singapore so I am surrounded by them) and how drama can help them (fear of failure, how students I teach struggle with simple improvisational drama games for fear of getting it wrong) 
- The differences between teaching drama in Singapore compared to the UK (a lot of schools in Asia don't have drama on their curriculum. Why is that?) 

Could I link all of these somehow? I spoke to Paula and she advised this may be too broad and that I need to focus in on one thing. I am passionate about all of the areas mentioned above but need to find a way to either merge them together somehow or decide on my specific focus. I learnt from my last module how I struggle to get to the point sometimes and can go off on a tangent (my essay was 1000 words over when I first did it!) I am going to speak to my colleagues and get their advise on what they think would work the best. I enjoy networking so have many contacts that I already have on a list! I currently feel excited to get started  but frustrated that I can't decide on what I want to do!