Following on from the discussion on Sunday morning (3rd March) I was asked to reflect upon how I perceive theories and frameworks.
As part of the discussion we focused upon Classical Ballet Technique as one example of a framework - by doing that we were not suggesting by any means that there are not many more aspects to teaching classical ballet but it was simply used as an example. In this example when teaching particular vocabulary such as a glissade there are many teaching theories as to how to approach the step, particular build up exercises, ways of remembering the type of glissade etc, etc. It was therefore posed that could theories evolve from frameworks?
This could also be attributed to specific graded examinations regardless of genre. The syllabus forms a framework that is required to be examined, but there are many different ways (theories) of approaching how it is taught. What those theories are can be very individual and can be learnt through initial teacher training, CPD courses and experience to name but a few.
Therefore if a framework was visualized as sponge cake, are theories the icing and confectionery on top or are they the ingredients making up the sponge cake as others have suggested? Or is it dependent upon the individual frameworks and or theories?
Hi Fiona. I really 'got' what you were talking about in the Skype session and on here. Ballet particularly can be so heavily structured and the frameworks seem so limited and yet with creativity and imagination you can extend its frameworks. I remember having a lesson with a teacher who had been taught in France. She really helped me with balance in Adage just by telling me to think of the muscles in my back forming a X. It really helps to listen to students when they ask 'why' can't I do this doesn't it? Hope you are enjoying this course. x
ReplyDeleteThank you for your feedback Debbie
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