This
research takes the form of a critical reflection (Larivee, 2000) on aspects of
teaching a second year module entitled ‘MX2001: devising 1’ within the BA
(Hons) in Music Theatre, at UCLan, wherein students are tasked to work in
groups to co-create (or devise) original pieces of ‘new music theatre’.
Critical
reflection infers a social constructivist/critical ideological ontology: that
there is no knowable reality beyond our meaning constructions of it mediated by
power relations (Mcilveen, 2008; Poneterotto, 2005). Critical reflection on
pedagogy, then, prompts us to move beyond discourses of effectiveness of
teaching in order to uncover and assess the assumptions, and ethics, driving
practice and the relationships of these to power (Larivee, 2000; Van Manen,
1991).
The
first session of MX2001 focused on exploring the meaning of the term ‘new music
theatre’. In support of this I used
Socratic questioning and small group discussion in vertical grouping with third
years (who had already completed the module) and in preference to a lecture. On
reflection I realised I had assessed the students’ desires as at variance with
the challenges and content of the module and had used constructivist learning
approaches to locate the subject of study within the students and their trusted
relationships with third years. In so doing I was seeking to motivate students
and to mediate the perceived distance between them and the module.
Van
Manen (1991) conceptualises this mediation process as an act of pedagogical
tact that flows from a parental disposition towards students (ibid p.7). Thus I
have found I exercise a parenting disposition within andragogy: that I assume a
certain type of inequality between the students (that I know what is best for
them) and exercise a hidden and specific type of authority (that of influence).
Moreover, within this I call students to exercise the virtue of responsibility.
There
are concerns arising, for me, around whether a parenting disposition within
andragogy is appropriate. However, formal and informal, mid-point evaluations
of the module indicate high levels of student satisfaction and achievement. I
tentatively conclude that, in this instance, my academic parenting may have
been axiomatic to students’ academic maturing rather than contradictory to it.
This seems somewhat counterintuitive.
References
Larrivee, B. (2000) ‘Transforming
teaching practice: becoming a critically reflective teacher’, Reflective Practice, vol. 1 no. 3, pp.
294-307.
Mcilveen,
P. (2008) ‘Autoethnography as a method for reflective research and practice in
vocational psychology’ in Australian
Journal of career development, vol. 17. no. 2, pp. 13-20
Ponterotto,
J.G. (2005) ‘Qualitative research in counselling psychology: a primer on
research paradigms and philosophy of science in Journal of counselling psychology, vol. 52 no. 2, pp. 126-136.
Van
Manen, M. (1991) The tact of teaching:
the meaning of pedagogical thoughtfulness. Albany: State University of New
York Press
