Book Time



Following on from my last post about feeling lost, I have taken comfort in the recommended reading list. A few days ago, I finished my first book -



‘Getting Started with University-Level Work Based Learning’
Alan Durrant, Garth Rhodes and David Young, 2011




I really recommend this book, especially if your starting module one, as I am. It explains the course in a general sense, so it's not specific to the performing arts, and it explains what is expected of you in a clear and concise manner. 
There are three points in particular I would like to share with you.
‘Independence does not mean isolation’
 Page 39, Getting Started with University-Level Work Based Learning, Durrant, Rhodes and Young, 2011
I believe this idea is vital for this course. We are ‘Independent Learners’ but that does not mean we are by ourselves. Have you ever herd someone say ‘I am alone but I’m not lonely’ …

I believe the blogs and skype sessions are partly set up to prevent the feelings of loneliness and isolation. There is power in not needing to be around people all the time and by being comfortable by yourself, and there is power in knowing when to reach out for help and asking for help. By having these networks, we can communicate with each other and help each other through this course. It is comforting having other people going through a similar process.  



My next point from the book is about being a critical thinker.



‘Thinking critically involves recognising the assumptions underlying our beliefs and behaviours.’
 Page 40, Getting Started with University-Level Work Based Learning, Durrant, Rhodes and Young, 2011
Assumptions can be dangerous and yet we do it everyday without realising. I Believe if we didn’t assume some things, we would be living in a state of panic, questioning and worrying about everything. It is important to find the line to be able to work and live effectively. With in my practise it is important for me to not just sit on assumptions. I need understand why I do something, rather than just accepting it to be what it is.



My last point is about being a reflective learner. I found these bullet points helpful in understanding the process.
  • ‘WHAT?                An identification of the issue or problem;
  • SO WHAT?          Thinking about why the issue matters or what will be the benefit of solving or addressing it; 
  • NOW WHAT?     Planning a way forward and acting on the plan.’
Page 40, Getting Started with University-Level Work Based Learning, Durrant, Rhodes and Young, 2011
I am going to try and take these steps within my practise. I feel it breaks down the idea of reflective learning into manageable sections that are clear and easy to understand. 
These are a few points I found beneficial in the book. It has helped me feel a little less lost and that I have gained useful information for going forward, not just within this course, but in my practice as well.

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