Tasks 5A, 5B and a little bit of 5C

Ethics in my work place was a bit of a strange one to approach. I'm not currently what people would call an 'active' actor. What with my busy work schedule and all this uni work I have set that aside until I have time for auditions and what not. So, I have done list based around working as a theatre crew member.

I think a lot of these disciplines cross over with those you have when you are performing/acting. Although the two jobs are very different, I feel there is a basic set of values that we all have within the industry. I always aim to be early to work so I'm prepared to 'start' on time. There is an unwritten rule I believe to be there before 'the half' in the theatre so that there is plenty of time, that's why the half was created after all.

I think the term 'ethics' is batted around so much now that it can be confusing. I took Philosophy and Ethics at A Level which I now think is very helpful, it has made this whole idea of ethics a little easier to understand. However, Reader 5 sums it up very well 'Ethics has its roots in moral philosophy and is concerned about the right or the good way to carry out actions'.  I find the history of ethics fascinating (and somewhat comforting as all of it comes flooding back to me whilst I still try to figure out my inquiry question). I know I tend to let my brain run away with an idea so I must try not to let that happen the more I read into ethics.

Ethics In a Professional Context

Ethics is often seen as a basic set of rules to follow. Task 5B asks us to find out what the codes of practice are in our places of work/ professional community. Within my job the hours can be long, often over 12 hour shifts so, I began by looking at the EU Laws on working hours.

Within the acting industry organisations such as Equity are there to protect those 'in the field'. Eleanor wrote a post on the nudity clause.

I've learnt that during my inquiry it is important to ask normative questions, defined as 'In philosophy, normative statements make claims about how things should or ought to be, how to value them, which things are good or bad, and which actions are right or wrong.' This is because it asks you to think about what makes a question right or wrong to ask, it makes you think about the true reasoning behind why you do something. 

Case study 3 brought up some interesting thoughts. Drama schools often have a reputation of being a bit harsh and I'm sure we've all been on the end of some harsh 'constructive' criticism. But how far can you go until it is no longer acceptable? Does that depend on the receiver or the ethics of the distributor? Being aware of the boundaries is something we must all consider during our inquiry, and in some instances when (if at all) it's okay to push them slightly. 

The diagram below shows how all areas of ethics are intertwined. It is important to remember that while my personal ethics may be different to others, I shouldn't let my opinion stop me from listening/ be biased against what they may say. Instead, I should look deeper into why I think one way and someone else the other. By doing this it allows for a more well rounded representation of information. This is because each opinion/idea has been researched and represented with great detail - everyone is given equal chance/representation resulting in a more ethical result.

Reader 5 asks us to think about 'whose door do ethical principles lie' but I think everyone has an 'ethical responsibility'. So I did a quick diagram to show what ethical considerations I will take during my inquiry.

Ethics isn't something that is black and white. During my inquiry I am going to aim to make sure ethics are running throughout and documented evidence is available when required.

Campus Session 20th October and The Tornado of Truths

In usual fashion, a small group of us from all modules travelled to Middlesex for a campus session. We met Adesola and also Helen and began with a basic introduction - who we were, what module we were on and where we currently are within our studies. I really like how although we are all on different modules and at different places in our own study that we can help each other - a little BAPP family if you will.

Adesola began by giving us a visual representation of what our inquiry is. We all have things that matter to us (these are the dots...see image below) but around those are questions. It is by exploring the things that matter to us - within our practice - we can link them using the questions. As a module 2 student it is important that I remember that it is okay to go off on a tangent (if its relevant) but to keep the base ideas (so the dots) running all the way through.

'The Big Question' is where module two's have to start thinking about their inquiry. When I was asked what I had been thinking about, I talked of technology and it's role within the theatre. More specifically, if technology can help those with disabilities access theatre more easily and represent them more truthfully. Helen raised an interesting point 'Is traditional theatre disabling some from being involved?', I like how this question is phrased. It focuses on what I as a theatre technician know most - the theatre and its construction. It became obvious that I need to fully establish what my practice is. I have done so much over the last few months I think that what my practice is has become slightly blurred. I asked myself 'what do I love about what I do?' and its something I'm still brainstorming. I'll admit I still don't know what I want my 'big question' to be, but I aim to use my SIGs more effectively to help me with this decision. During the session Amanda said that she can sometimes tell what route people are taking from how they write, so sometimes an outside set of eyes/opinions can be useful.

We were then asked how we would describe our discussion on the big question to module one students. I worked in a pair with Georgie, we toyed with many ideas including scaffolding and cake. However, I came up with the idea of a tornado. What starts big (our question) then get smaller as we become more specific. The Tornado of Truths.

We phrased it like this:
'Within your practice, what is the biggest question you have about your practice? Your question goes from general to specific the further you look into your own practice and develop it.' All of the little things (questions) picked up along the way will link to the bigger thing.

The Tornado of Truths

As a final talking point we considered the ethics. This lead to a great deal of confusion that we all quickly got sucked into, which was a bit unnecessary as it's not as complicated as we all think. Ethics is something that should be conducted throughout our inquiries, it's a process not a thing. The term 'an informed opinion' is how I've always thought of ethics - and coincidentally Amanda mentioned it. Low and behold that's exactly what it is, its the consideration of all aspects in relation to your questions. I drew a small diagram during the discussion to try and create a visual reference:

In relation to the tornado, what makes the smaller questions around it non-dangerous is its spin. The spin gives everything a relationship so you can approach them safely and with trust. If you don't research into why you have an opinion (so its not informed) then it could cause harm. How do the questions I'm asking inform my opinion - as the diagram shows. Recognise the ethics and articulate them.

As the session drew to a close, we were asked what we found most useful from the session. I found having actual people to talk to and discuss ideas with is invaluable. In discussion with Eleanor after, we both agreed it's difficult to keep a good conversation flowing on the blogs as you don't get a notification if someone has replied to your comment, so I really valued the time to talk to people. With that in mind, I would like to invite and encourage people to add me on Facebook if they want to further discussion or have ideas/questions. We all feel a little lost at times I think and having that reassurance can be helpful and aid your work ethic. Even if our questions/inquiries are different, a new person to give a different perspective can enhance our work and ideas further - it broadens our knowledge and there's no harm in that.

Task 4B - SIG's

Having many questions and possible lines of inquiry along with a very busy work schedule mean I have found it hard to create a concrete SIG (special interest group). So, I've decided to write this post in order to get more of us talking and asking questions. Thanks also to Emma for creating a group on Facebook.

One thing that has really grabbed my attention over the last few days is how theatre can be used for other means other than entertainment. Quite a few of the other module 2 student's blogs talk about how it can be used for therapy or how being healthy can improve our practice (see http://jennifersimm.blogspot.co.uk/ and http://ellebyrne.blogspot.co.uk/2017/10/relating-sigs-to-my-practice-task-4b.html blogs to see what I have read/commented).

So, I was scrolling through Facebook mindlessly when two videos grabbed my attention.



In this video, they use VR to enable those who have suffered mental health issues to bring what happens in their heads into the physical world. Using art as a form of therapy is nothing new, but with the development of technology can we use it on a wider audience? Technology advancement within the arts and its role in recovery/therapy.



It's no secret that I am a huge fan of Curious Incident Of The Dog In The Night-Time both the book and the stage play. I have no doubt that the character development for Christopher would have been extensive to ensure an accurate depiction of an autistic boy. But to use an actor who has autism, is fantastic. We no longer see disability as a barrier or hindrance. Some find a calmness or serenity when they pretend to be someone other than themselves. Life is hard, especially if every day is a constant battle so to be able to provide an escape that is fun and enjoyable, I think is something special.

I found a company that use the arts to help those who have suffered from mental health problems: http://theatrenemo.org/ having this service available means we can reach more people using different art forms which in turn, could mean more permanent solutions/coping mechanisms/recovery. Equally, theatre can be used to help physical ailments, dance is a very good discipline for recovery. We must consider the physical benefits of theatre as well as the emotional.

Another view, is that theatre can help people who don't have any physical or mental problems. In my previous post I spoke of how acting can help build confidence, improve public speaking skills and much more. Should we use the time kid's get in school to help them build basic skills through theatre games? My thoughts are yes, but what are yours?

Looking at this from another angle is how an audience's well being can be altered after watching a show. I hadn't considered this until I stumbled upon this very small article as I was looking into research. You don't have to be a performer in a show for something to have an effect. This idea is very similar to that of Brecht's practice. He was a practitioner that believed in the audience being engaged and present during a performance so that they left with a strong opinion on what they had watched. Rather than being passive and simply 'sitting back and watching' they 'sit forward and engage' with the (mainly political) issues he was showing through his work.

To conclude, what are your thoughts on the below points:

- Has technology changed the way in which we use theatre as a tool to aid recovery?

- Are the arts now a viable form of therapy?

- Is a healthy mind and body balance needed in order to be successful?

- Does the development of technology within the theatre world mean we can portray things such as disability and illness more accurately, or does it trivialise it?

Food for thought perhaps.

Task 4A - To be or not to be, that is the question...or is it?

We've been asked to read and review Reader 4 and develop a set of questions relevant to our own practice. As I began to read through, I thought to myself about how what most of what it talks about is reflected in my work from Module 1 - awareness of theory in practice. Now going into Module 2, I think the base idea of Reader 4 is to get me to take that awareness and start asking the 'right questions' (Pg.5). However, I feel that in order to ask the 'right' questions we sometimes have to ask the 'wrong' ones. This then lead me to ask myself, why do I feel this way? I came to the conclusion that it's because of drama training, if you pardon the cliché 'If at first you don't succeed, try and try again'. I've written about the method of getting up and giving things a go and 'feeling them out' on numerous occasions, we need to find the correct path of questioning by taking a few wrong turns occasionally.

What constitutes a 'right question'? The reader suggests that its a more 'in-depth' examination of my practice. I did some research to see how others ask questions effectively. This website defines the different types of questions you can ask: https://www.mindtools.com/pages/article/newTMC_88.htm
The reason I found this useful is because I can use all of these types of questions within my professional inquiry to help me form a better form a more rounded argument. Multiple types of questions induce multiple types of answers.

“Most misunderstandings in the world could be avoided if people would simply take the time to ask, "What else could this mean?”

- Shannon L. Alder

The reader talks about identifying knowledge and skills within the work place, but how do I define knowledge? The reader talks of interdisciplinary and disciplinary knowledge but I also think of practical and theoretical knowledge. This led me to think about how all these types of knowledge are used within my own practice and could this be a possible line of inquiry? Is there a basic set of skills that come from theatre and drama that could be used across all 'categories' (Kreber) of learning? Another possible line of questioning.

Something that I have written about in previous posts, is breaking the stigma that the arts are 'soft' subjects. Again the idea of multiple skills across many different disciplines that can be transferable into situations outside of the arts can be beneficial for all ages. A good example is public speaking or sight reading, I'm fortunate enough to be alright at both but I accredit that to having done drama my entire life. It gave me the skills to stand confidently and talk. For example, at camp we used to tell the kids that they just got up and performed (improvised) without and prior preparation so when they go back to school and have to give a presentation, it will be much easier for them. How can the skills we learn within the arts industry (specifically theatre, speech and drama in my case) help us in every day situations. Something to consider as a line of inquiry.

Perhaps a more ethical question that arose in my mind, is that can we ever truly prepare ourselves for the ever changing world? As Barnett put it '...being equipped with multiple 'tools of learning' may not be sufficient a preparation for a world that is characterized also, increasingly, by uncertainty' before we know it everything we use in every day life becomes obsolete and we need to have the latest upgrade or knowledge to keep up to date with the world. How relevant is the modern day development of technology within my own practice both positively and negatively  - another possible inquiry!

To conclude, the more I read into Reader 4 the more possible lines of inquiry I discover. I'll admit I wasn't expecting to get so much from it but it has definitely got my brain whirring with ideas. From here I would like to write down all the possible options I have written about and explore them further. I need to turn them from 'Pseudo' questions into researchable questions - thanks to Hanstein, I can distinguish them. It makes be think back to Module 1's networking, the imagery of a river all intertwining and connecting, each brook connects to a stream to a bigger river - everything informs something else. I need to look further into things beyond the surface and find practitioners and theories that support and don't support my thinking. A well balanced view.