Focus groups are a productive way of gathering information from an area you choose to focus in on. It demonstrates how much knowledge can be gathered within the one space. The people I am choosing to research are performers within the entertainment industry from ages 19 to 30. I feel this will give me enough variety as it is individuals starting their careers as well as those who are more experienced. I feel the more mature members of the group can provide me with reflections on past experiences and maybe techniques they feel they should have utilised more. For example, seeing how other industry friends of theirs have used certain networking techniques in the past which have therefore impacted the success of their careers and to see if they wished they would have followed by example. The more inexperienced members (recent graduates) will demonstrate to me the amount of knowledge they have regarding networking. Do college faculties prepare students for what is ahead and how sources can be used?
I think it is a good idea to have a focus group which incorporates successful industry professionals, with those who have maybe not made as much of an impact. How do these people differ? Is there as pattern? Does networking result in a more successful career? A good suggestion from one of my SIG group members Hannah, was to divide up the focus group in to confident speakers and those who are slightly quieter and less confident. You can therefore conduct two separate focus groups. I feel this is important as you want equal participation and if you have an individual who is talking a lot and being confident, then it might nock a quieter person and mean they don't join in. I have noticed in group campus session that this is sometimes the case. It is clear that some people talk out a lot more whilst others just sit and listen. On the other hand, it is interesting to allow these people to come together to discus thoughts and opinions as this sometimes results in the more reserved people being probed on by others and so therefore involving themselves more.
I experimented with a small group of professionals when conducting my pilot. This I felt would ease me in to the focus group experience gently. As the reader suggests, you should ask each person to speak and identify themselves before the process begins. Similar to my point made in the previous paragraph, reader 6 talks about bigger personalities “also influence, and in some cases actually take over, a group and make it difficult for the less assertive members to speak” (Bell, 2005, p. 163). This is why it is vital that you identify each person as this will help you when analysing the data. To prevent anybody taking over the discussion, I made sure I derived a suitable seating plan and also highlighted the importance of not talking over one another. Picking suitable questions helped the discussion stay on the right track and not veer off on to a completely irrelevant subject.
Pros
Allows opinions to develop as people hear other people's thoughts and so can build on their own. Group interaction helps come up with new ideas and therefore more tools and techniques. It is a fun and informal atmosphere so allows participants to relax and allow themselves to speak openly and honestly. They can share experiences and reflect on them.
Cons
People may participate more than others (which is why I may try dividing up the group as I mentioned earlier). People may have conflicting opinions which is a good thing, but you have to maintain control and not let It get out of hand e.g talking over each other. A certain degree of preparation is required; consent forms, suitable location which is within ethical requirements, suitable topic questions, arranging a time that suits your focus group.
Online focus group?
This is another suggestion I found. How about an online focus group? Yes this overcomes the problem of distance but does it take away from the fact that we are together and relaxed in a group environment where we feel comfortable enough to voice our opinions. Discussion is constrained but could make it easier to construct and reflect on information as it would be in a written format. This is something I may experiment with but at the moment, I may just use the survey tool as an online source.
I really enjoy focus groups as I love how anyone is free to voice opinions. Others can then relate to your experiences and you can then reflect on it together. They help widen your knowledge as someone might mention something that you was not aware of before. You can then put it in to practice yourself which could help benefit you as a person and a professional.
Bell, J. (2005) Doing Your Research Project (4th ed), Milton Keynes: Open
University Press.
Wednesday, 3 April 2013
Task 6B part 1- Survey & Interview
Pilot survey
Pros
A survey is quick and easy for people involved. You can choose to have a large amount of participants which therefore results in more responses. This then can help you find averages/come up with conclusions/see patterns. Also, web based surveys analyze the data received so you don't actually have to put it all together yourself. This is very beneficial and has provided me with examples of charts I may use in the future: horizontal/ vertical bar, pie chart, donut chat, stacked horizontal/ vertical bar, line graph, area graph.
Cons
A survey doesn't always guarantee a response (especially web based surveys). I myself found I received over 10 responses when using survey monkey as a tool for my inquiry, however, others found that their online survey only returned 4 responses over the course of 3 weeks. There is no one there to remind you to fill it in so people find it hard to fit it in to their daily schedule. I also discovered that with some online surveys, you are only able to put together a maximum of 10 questions...the only solution being to pay for the upgrade! Maybe you are best to construct a survey yourself using tools such as power point and Microsoft word. Minimal detail is acquired due to the nature of a survey e.g yes no answers in some cases.
Therefore
Maybe paper copies are more useful? Are people more likely to fill it out as it is there in front of them? You are also not limited to the amount of questions you use (10 might not be enough). Remember people don't always have access to the Internet...where as with hard copies all you need is a pen! For example Hannah handed me a hard copy and I filled it out within 10 minutes and handed it straight back to her. Results were instant. It can provide a more personal approach and so people may feel more inclined to do it, especially if you give it to them yourself. But does it take up too much time? Not if the questions are suitable and you have thought about time being an important factor e.g questions that get to the point...no essay writing required! You may need participants to post the survey back to you which could cause problems. People may forget/send it to the wrong address etc and this too is more time consuming.
Carrying out pilots within SIG groups enables us to come together and discuss ways in which we can develop and better our surveys. Reflection is a good tool to use for this exercise. For example, talking about the questions used and if we feel they are suitable. With both Hannah and Chelsie I gave feedback on questions e.g Chelsie provided me with a question that had only two possible outcomes...'Do you think it is more important that a teacher has more experience or more qualifications?' Pick either 1.experience or 2. Qualifications. I felt that both were necessary but I wasn't able to explain this. Chelsie therefore altered her options and gave an 'other' option which allowed me to explain how I felt. I was also advised on maybe providing a ranking system on some of my questions. This is to vary the survey and make it more interesting for participants.
Pilot interview
As well as surveys, I will be using interviews throughout my inquiry. At first I thought an interview would be just the same as a survey, only spoken. However after conducting a pilot interview with my SIG group member Hannah, I discovered how valuable they will be in this process. I also looked at its cons.
Pros
More detailed/ personal responses. You are able to delve deeper If need be and explain questions/ answers if someone doesn't understand. You witness the reaction of the participant e.g facial expressions. You get a feel for their personality and what they are about which is definitely important as you may discover similarities between people.
Cons
An interview is very time consuming. You have to organise a time/date/location that suit both you and the person you are interviewing. This then brings in many other important factors regarding ethics e.g finding a space that is within health and safety regulations to ensure no harm is brought to anyone, providing a comfortable atmosphere and ensuring the person doesn't feel under pressure to answer at any time if they don't want to. It requires more organisation and time on your behalf as well as others. I have highlighted in previous blogs the importance of consent when using all tools in the inquiry, with interviews being one of the most important reasons for this. This could effect people participating e.g if someone is under the age of 18 then their parent or guardian may decide that they do not want their child to take part.
Whilst interviewing Hannah I recorded the conversation using my iPhone. A friend had advised this to me and this was the first time I put it in to practice. I feel this is a perfect way to record the conversation so that no information is missed. You are also able to hear the tone and manner in which they speak which is vital. Of course Hannah is a good friend anyway, but an interview allows you to get comfortable with one another which could result in more detailed answers. An important thing to be aware of, is they way you approach the question and the way in which you vocalise it. Being a performer I am used to changing my voice in many ways to suit the situation. I have to be careful to not put questions across in a biased manner. For example; more expression and enthusiasm in your voice and face when asking a question that you strongly agree with. The interviewee may see this and may feel inclined to agree with you, just because it seems like the 'right' option. This could effect my results so I have to be careful.
A good suggestion made was that when utilising any of these tools, we should strongly touch upon honesty. This is very important. We don't want people to feel like they should answer a certain way because they feel they have to. No one is judging and a lot of the time participants will be anonymous anyway!
Pros
A survey is quick and easy for people involved. You can choose to have a large amount of participants which therefore results in more responses. This then can help you find averages/come up with conclusions/see patterns. Also, web based surveys analyze the data received so you don't actually have to put it all together yourself. This is very beneficial and has provided me with examples of charts I may use in the future: horizontal/ vertical bar, pie chart, donut chat, stacked horizontal/ vertical bar, line graph, area graph.
Cons
A survey doesn't always guarantee a response (especially web based surveys). I myself found I received over 10 responses when using survey monkey as a tool for my inquiry, however, others found that their online survey only returned 4 responses over the course of 3 weeks. There is no one there to remind you to fill it in so people find it hard to fit it in to their daily schedule. I also discovered that with some online surveys, you are only able to put together a maximum of 10 questions...the only solution being to pay for the upgrade! Maybe you are best to construct a survey yourself using tools such as power point and Microsoft word. Minimal detail is acquired due to the nature of a survey e.g yes no answers in some cases.
Therefore
Maybe paper copies are more useful? Are people more likely to fill it out as it is there in front of them? You are also not limited to the amount of questions you use (10 might not be enough). Remember people don't always have access to the Internet...where as with hard copies all you need is a pen! For example Hannah handed me a hard copy and I filled it out within 10 minutes and handed it straight back to her. Results were instant. It can provide a more personal approach and so people may feel more inclined to do it, especially if you give it to them yourself. But does it take up too much time? Not if the questions are suitable and you have thought about time being an important factor e.g questions that get to the point...no essay writing required! You may need participants to post the survey back to you which could cause problems. People may forget/send it to the wrong address etc and this too is more time consuming.
Carrying out pilots within SIG groups enables us to come together and discuss ways in which we can develop and better our surveys. Reflection is a good tool to use for this exercise. For example, talking about the questions used and if we feel they are suitable. With both Hannah and Chelsie I gave feedback on questions e.g Chelsie provided me with a question that had only two possible outcomes...'Do you think it is more important that a teacher has more experience or more qualifications?' Pick either 1.experience or 2. Qualifications. I felt that both were necessary but I wasn't able to explain this. Chelsie therefore altered her options and gave an 'other' option which allowed me to explain how I felt. I was also advised on maybe providing a ranking system on some of my questions. This is to vary the survey and make it more interesting for participants.
Pilot interview
As well as surveys, I will be using interviews throughout my inquiry. At first I thought an interview would be just the same as a survey, only spoken. However after conducting a pilot interview with my SIG group member Hannah, I discovered how valuable they will be in this process. I also looked at its cons.
Pros
More detailed/ personal responses. You are able to delve deeper If need be and explain questions/ answers if someone doesn't understand. You witness the reaction of the participant e.g facial expressions. You get a feel for their personality and what they are about which is definitely important as you may discover similarities between people.
Cons
An interview is very time consuming. You have to organise a time/date/location that suit both you and the person you are interviewing. This then brings in many other important factors regarding ethics e.g finding a space that is within health and safety regulations to ensure no harm is brought to anyone, providing a comfortable atmosphere and ensuring the person doesn't feel under pressure to answer at any time if they don't want to. It requires more organisation and time on your behalf as well as others. I have highlighted in previous blogs the importance of consent when using all tools in the inquiry, with interviews being one of the most important reasons for this. This could effect people participating e.g if someone is under the age of 18 then their parent or guardian may decide that they do not want their child to take part.
Whilst interviewing Hannah I recorded the conversation using my iPhone. A friend had advised this to me and this was the first time I put it in to practice. I feel this is a perfect way to record the conversation so that no information is missed. You are also able to hear the tone and manner in which they speak which is vital. Of course Hannah is a good friend anyway, but an interview allows you to get comfortable with one another which could result in more detailed answers. An important thing to be aware of, is they way you approach the question and the way in which you vocalise it. Being a performer I am used to changing my voice in many ways to suit the situation. I have to be careful to not put questions across in a biased manner. For example; more expression and enthusiasm in your voice and face when asking a question that you strongly agree with. The interviewee may see this and may feel inclined to agree with you, just because it seems like the 'right' option. This could effect my results so I have to be careful.
A good suggestion made was that when utilising any of these tools, we should strongly touch upon honesty. This is very important. We don't want people to feel like they should answer a certain way because they feel they have to. No one is judging and a lot of the time participants will be anonymous anyway!
Tuesday, 26 March 2013
5D- Ethical frameworks
Last week I was able to meet up with Hannah Stewart who is one of my SIG group members. We sat down and tried to dissect the topic of Ethics; discussing points we felt we had learnt from the reader and how we could use some of the guidelines to help conduct out own inquiries.
We feel there is a lot to think about when it comes to ethics. It is such a wide subject full of different opinions and rules which can of course depend on the scenarios you face.
As mentioned in my previous blog, I feel BERA provides us with a great framework to work with. We used this as a guide to help us then configure our own rules that we feel would relate to the intended Inquiry.
- To provide at all times a safe environment when the inquiry is taking place to ensure that no harm comes to participants.
- Respect all involved and explain that at any time they can stop the interview if they feel uncomfortable etc.
- Inform them of the purpose and objectives of the inquiry and who will benefit from the information collected.
- In some cases, agree to keep data collected anonymous. For example, in a one to one interview I might refer to the source as X, Y and Z. This could reflect on the information as the participant may be more honest.
- Participants involved must all fill out a declaration form to consent the use of information given. When working with under 18's, a written consent must be given from a parent or guardian.
- All information must be securely stored so that it doesn't get in to the wrong hands. E.g password protected/ locked filing cabinet.
- Ask only questions that are relevant to the inquiry. Don't veer off on to an unnecessary subject.
- All Information will be disposed of after the inquiry.
It will be interesting to discuss this further with others in my SIG group to see if they have any other important points to add.
Please feel free to comment :)! Let me know if you think I have missed something really important off!
Thanks :)
We feel there is a lot to think about when it comes to ethics. It is such a wide subject full of different opinions and rules which can of course depend on the scenarios you face.
As mentioned in my previous blog, I feel BERA provides us with a great framework to work with. We used this as a guide to help us then configure our own rules that we feel would relate to the intended Inquiry.
- To provide at all times a safe environment when the inquiry is taking place to ensure that no harm comes to participants.
- Respect all involved and explain that at any time they can stop the interview if they feel uncomfortable etc.
- Inform them of the purpose and objectives of the inquiry and who will benefit from the information collected.
- In some cases, agree to keep data collected anonymous. For example, in a one to one interview I might refer to the source as X, Y and Z. This could reflect on the information as the participant may be more honest.
- Participants involved must all fill out a declaration form to consent the use of information given. When working with under 18's, a written consent must be given from a parent or guardian.
- All information must be securely stored so that it doesn't get in to the wrong hands. E.g password protected/ locked filing cabinet.
- Ask only questions that are relevant to the inquiry. Don't veer off on to an unnecessary subject.
- All Information will be disposed of after the inquiry.
It will be interesting to discuss this further with others in my SIG group to see if they have any other important points to add.
Please feel free to comment :)! Let me know if you think I have missed something really important off!
Thanks :)
Tuesday, 19 March 2013
Award Title
So after hours/days/weeks of thinking about my inquiry topic/award title i have decided to focus in on the networking side of being a professional.....how is it we stay within the loop of our industry...be this any industry! I feel this is important to us as as performers as things are forever changing....but it is also relevant in all other walks of life and other industries. I believe this is a topic that is prominent in what ever you want to do which is why I am choosing it! I feel this can give me the opportunity to open other doors in my life as i feel it does not limit me to any one thing. Networking was a theme presented in the previous module and this part of the course i found to be the most interesting and exciting...i therefore want to explore this further!
So finding the right words...when your out of work and your pushing for that next job...how do u keep yourself ready?....'keeping in the loop' somehow doesn't sound quite right....'the sources in which we use to widen our success'....'involved/in the loop/aware'.....'the ways in which you use networking to impact the success of your career'! Any suggestions on wording I could use?
Award title possibility
BA Honours Professional Practice In Network Communications?
Ok so after deeper consideration, realising that my first idea was completely off the mark...I have now decided on an appropriate award title.
BA Honours Professional Practice in Performing Arts
After an email conversation with Adesola and other people's feedback, I realised that 'Performing Arts' shows that I am knowledgable in this subject as a whole and although I am focusing in on the networking side of things, it demonstrates my understanding from all angles.
Performing arts is something I have been passionate about all my life. It is for this reason I chose to move to London at the age of 16 and attend musical theatre college. Along with previous training from a young age, this experience has provided me with the tools necessary to be successful in this industry.
This course has opened my eyes to methods we can use to help develop success and this is why I want to discover more about networking. I believe that this is a vital tool in this profession and will be interested to see how others feel about this.
So finding the right words...when your out of work and your pushing for that next job...how do u keep yourself ready?....'keeping in the loop' somehow doesn't sound quite right....'the sources in which we use to widen our success'....'involved/in the loop/aware'.....'the ways in which you use networking to impact the success of your career'! Any suggestions on wording I could use?
Award title possibility
BA Honours Professional Practice In Network Communications?
Ok so after deeper consideration, realising that my first idea was completely off the mark...I have now decided on an appropriate award title.
BA Honours Professional Practice in Performing Arts
After an email conversation with Adesola and other people's feedback, I realised that 'Performing Arts' shows that I am knowledgable in this subject as a whole and although I am focusing in on the networking side of things, it demonstrates my understanding from all angles.
Performing arts is something I have been passionate about all my life. It is for this reason I chose to move to London at the age of 16 and attend musical theatre college. Along with previous training from a young age, this experience has provided me with the tools necessary to be successful in this industry.
This course has opened my eyes to methods we can use to help develop success and this is why I want to discover more about networking. I believe that this is a vital tool in this profession and will be interested to see how others feel about this.
5B-Codes of practice/regulations in the work place
I found it really interesting discovering more about ethics beyond my own realisations. Some of those original thoughts popped up but i was also able to develop my knowledge on this subject by exploring ethical frame works in a variety of different work places.
The principles of ethics i feel are very similar throughout all types of working environments. Whether it be in the theatre, a class room or even a supermarket, i feel it is the way in which you conduct yourself around others and respect them and the environment. Punctuality, respect, honesty (along with the other points i mentioned in my previous blog) are examples of the traits i believe can be used no matter where you are in life. That was my initial over view of ethics in general...however, delving in to further information enabled me to realise that the principles of ethics may vary slightly depending on your place of work.
For example:
A Teaching Environment
Royal Academy Of Dance is one of the most influential dance education and training organisastions in the world so you can imagine my excitement when i stumbled upon its Code Of Conduct! We only learn from the best :)!
Please take a look at the link!
http://www.rad.org.uk/files/ART255_Code%20of%20Conduct%20English.pdf
I love how clear everything is explained to us. There are 4 themes, each with their own bullet points which enables us to read swiftly and digest the information given. They don't bore us with paragraphs and paragraphs of information...they are straight to the point.
Some of the most interesting points for me:
1. Integrity- Respect the confidentiality of colleagues and students.
Confidentiality within a teaching environment is very important. I myself have not taught much but throughout my training i have confided in teachers. It would be seen to be very unprofessional if as a teacher you did not respect this.
2. Competence- Maintain up to date subject knowledge and understanding.
For a teacher this i feel is one of the most important points...because at the end of the day, students go to learn and how can they do this if the teacher doesn't even know what they are talking about? Syllabus work and styles are constantly changing and it is up to the teacher to maintain their standard, knowledge wise as well as physically.
3. Professionalism- Ensure the facilities in which they practice are adequately maintained and constitute a safe learning environment.
Health and safety is a vital when in a learning environment, especially when working with children. Being aware of your space is so important to help prevent injury and provide a successful standard of practice.
4. Compliance- RAD registered teachers are responsible for ensuring that their practices are in full compliance with current legislation in their country of operation as this code of conduct and professional practice.
This code of conduct must be adhered to by all teachers working on behalf of the RAD.
This piece of information has been a great guide line for me for future teaching work i decide to take on.
The Theatre
Whilst discussing and researching ethics with Hannah Stewart earlier last week, she managed to find a great link which talks about the ethics of theatre workers.
Please take a look at the link and especially focus in on the 'rules'. Yes it was written in 1945 but i would say that everything it says pretty much stands the same today!
http://www.lastagetimes.com/2009/08/a-1945-code-of-ethics-for-theatre-workers-surfaces/
As i mentioned in my earlier blog, i found that trying to actually think of ethics in my place of work was quite difficult as i never really think about doing it....it just sort of happens automatically.
For example: Never miss a performance, I shall play every performance to my full ability, never miss an entrance, listen to the advice given by directors/ producers/ choreographers, never change lines/choreography on my own accord. The list of 'rules' in the LA Stage Times has made all these points more solid in my mind reiterated to me the importance of these ethics. I luckily have had a very strict training so adhere to these mostly without even having to think or remind myself. However i have witnessed several incidents where other people have not followed these guide lines and it has sometimes resulted in them loosing a job!
The principles of ethics i feel are very similar throughout all types of working environments. Whether it be in the theatre, a class room or even a supermarket, i feel it is the way in which you conduct yourself around others and respect them and the environment. Punctuality, respect, honesty (along with the other points i mentioned in my previous blog) are examples of the traits i believe can be used no matter where you are in life. That was my initial over view of ethics in general...however, delving in to further information enabled me to realise that the principles of ethics may vary slightly depending on your place of work.
For example:
A Teaching Environment
Royal Academy Of Dance is one of the most influential dance education and training organisastions in the world so you can imagine my excitement when i stumbled upon its Code Of Conduct! We only learn from the best :)!
Please take a look at the link!
http://www.rad.org.uk/files/ART255_Code%20of%20Conduct%20English.pdf
I love how clear everything is explained to us. There are 4 themes, each with their own bullet points which enables us to read swiftly and digest the information given. They don't bore us with paragraphs and paragraphs of information...they are straight to the point.
Some of the most interesting points for me:
1. Integrity- Respect the confidentiality of colleagues and students.
Confidentiality within a teaching environment is very important. I myself have not taught much but throughout my training i have confided in teachers. It would be seen to be very unprofessional if as a teacher you did not respect this.
2. Competence- Maintain up to date subject knowledge and understanding.
For a teacher this i feel is one of the most important points...because at the end of the day, students go to learn and how can they do this if the teacher doesn't even know what they are talking about? Syllabus work and styles are constantly changing and it is up to the teacher to maintain their standard, knowledge wise as well as physically.
3. Professionalism- Ensure the facilities in which they practice are adequately maintained and constitute a safe learning environment.
Health and safety is a vital when in a learning environment, especially when working with children. Being aware of your space is so important to help prevent injury and provide a successful standard of practice.
4. Compliance- RAD registered teachers are responsible for ensuring that their practices are in full compliance with current legislation in their country of operation as this code of conduct and professional practice.
This code of conduct must be adhered to by all teachers working on behalf of the RAD.
This piece of information has been a great guide line for me for future teaching work i decide to take on.
The Theatre
Whilst discussing and researching ethics with Hannah Stewart earlier last week, she managed to find a great link which talks about the ethics of theatre workers.
Please take a look at the link and especially focus in on the 'rules'. Yes it was written in 1945 but i would say that everything it says pretty much stands the same today!
http://www.lastagetimes.com/2009/08/a-1945-code-of-ethics-for-theatre-workers-surfaces/
As i mentioned in my earlier blog, i found that trying to actually think of ethics in my place of work was quite difficult as i never really think about doing it....it just sort of happens automatically.
For example: Never miss a performance, I shall play every performance to my full ability, never miss an entrance, listen to the advice given by directors/ producers/ choreographers, never change lines/choreography on my own accord. The list of 'rules' in the LA Stage Times has made all these points more solid in my mind reiterated to me the importance of these ethics. I luckily have had a very strict training so adhere to these mostly without even having to think or remind myself. However i have witnessed several incidents where other people have not followed these guide lines and it has sometimes resulted in them loosing a job!
An important point!
Adesola pointed out to me something really important 'Ethics is also about how you make the assumption that inform the guidelines' (Adesola Akinleye 2013). In are thought processes, before we even demonstrate good ethics, we have to realise what it is that causes us to have the assumption...for us then to carry out the guidelines.
For example:
No racism....but what is race? I found this website explained race really well. Please explore it as i found it really interesting.
http://www.pbs.org/race/001_WhatIsRace/001_00-home.htm
The Cambridge dictionary online defines race 'A group, especially of people, with particular similar physical characteristics, who are considered as belonging to the same type, or the fact of belonging to such a group'
So we all have different physical features, religions, beliefs etc but behind all that, inside us, are we really different at all?Some people make their own minds up about who is who, and judge other people by what's on the outside. That's when people decide to take it upon themselves to call someone different. It could even be something so small as wearing glasses as a child. It sounds so stupid but other children may look at this as being 'different' but really is it because it is something they are just not used to seeing? If we all had glasses on then no one would think otherwise. We all have our own unique features and characteristics but this doesn't make it ok for people to be discriminative towards us. That is why I believe treating everyone as equals/no discrimination towards race is an important ethic to demonstrate throughout all types of practice
It is important to realise why we have these guidelines:
Equality throughout
Equality of men and women
Principles decent human conduct
Human rights
Health and safety
Abiding to the law
Concern for the natural environment
For example:
No racism....but what is race? I found this website explained race really well. Please explore it as i found it really interesting.
http://www.pbs.org/race/001_WhatIsRace/001_00-home.htm
The Cambridge dictionary online defines race 'A group, especially of people, with particular similar physical characteristics, who are considered as belonging to the same type, or the fact of belonging to such a group'
So we all have different physical features, religions, beliefs etc but behind all that, inside us, are we really different at all?Some people make their own minds up about who is who, and judge other people by what's on the outside. That's when people decide to take it upon themselves to call someone different. It could even be something so small as wearing glasses as a child. It sounds so stupid but other children may look at this as being 'different' but really is it because it is something they are just not used to seeing? If we all had glasses on then no one would think otherwise. We all have our own unique features and characteristics but this doesn't make it ok for people to be discriminative towards us. That is why I believe treating everyone as equals/no discrimination towards race is an important ethic to demonstrate throughout all types of practice
It is important to realise why we have these guidelines:
Equality throughout
Equality of men and women
Principles decent human conduct
Human rights
Health and safety
Abiding to the law
Concern for the natural environment
Tuesday, 5 March 2013
5A- Ethics in the work place
Ethics within the industry
Me and Hannah decided to brainstorm a few ideas on our own then come together and discuss. I actually found it quite difficult to think and put words on the page as I realised that a lot of these ethics I naturally just put in to practice without even realising it. Most of it is common sense! Here are my thoughts on ethics used in the work place.
No bullying- Both physical and mental abuse is not allowed. You have to be careful to not cross a line with friends e.g a good laugh and 'banter' could actually go too far and be classed as abuse so you should always be aware.
No racisim/ discrimination- Towards people of a different race/religion/someone who is different
Professionalism- Time keeping, appearance, manners.
Keeping boundaries within the work place- eg your boss may be your friend but in the work place they are your boss and so a professional relationship should be kept at all times. Dont cross the line. There is a pecking order in most places of work. *
No breaching of contracts
Copyright- Sheetmusic, choreography, film footage.
Declarations- Rights given for the filming of auditions/photographs being taken. People have the right to decide.
Crb checks
* What are peoples thoughts on pecking orders in the work place? Of course we do need different levels of authority otherwise things wouldn't get done! There may be input from the group as a whole but then there does need to be that person who makes the final decision/tells people their jobs etc (eg stage manager/dance captain). But what about if for example, ensemble members (a lesser position as some would say) are told to not talk to a certain 'bigger' member of the cast eg the star. Is this classed as discrimination? I have definitely experienced this before and wonder what other peoples thoughts are on this!
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