Intial Interview Analysis

Initial Interview Analysis

After writing these initial thoughts I believe it will show me how to better structure my writing for the actual write up so that I don't miss out important points or spend too long on unimportant ones. Feedback apreciated!! 

All of the participants that I have interviewed so far are performing arts teachers in different settings. When analysing the data from the four interviews that I have carried out so far I used thematic analysis to identify five categories of data. I looked at; engagement, home learning, summative vs formative assessment, feedback and communication, and whether the exams in question were extra-curricular. I also made note of any stand out points. As Mason (2002) mentions I found that while analysis there were a few different ways that I could have organised the data. I was questioning whether I should change some of my categories. However, Mason (2002) also advises to keep your categories to four or five to remove complications. She also says that you do have to trial things to see how they work.

The most obvious similarity between all of the participants is that they all prepare students for exams that are extra-curricular. Three of the participants either run their own theatre school or work freelance. Participant A works in a private boarding school, her students take the performing arts exams as an extra option.

           

A point that I have found crops up again and again in the literature was that of engagement. Cotton (1995) talks of how candidates should feel motivated, the assessment should be ‘meaningful’ to them. Spendlove (2009) agrees that we must engage learners with the criteria so that they can take ‘responsibility’ for their own learning. All of my participants mentioned that their students enjoyed the focus needed for exams. They liked the feeling of achievement when progressing through the grades. Participant C talked of how often students become more engaged after passing their first exam as they now have a standard to beat. They like the challenge and want to do better. Participant B was the only person to mention how much the students enjoyed the classes and that some student’s participate in the class and learn the material without ever sitting the exam. I think this is an interesting point because previously I thought of the structure of exam syllabuses as possibly being restrictive or boring for students. However, participant B said, “We teach the exam syllabus through call and response and creative play and group work.” (Participant B, 2016). They talked of how through this method classes are kept interesting for students and they are able to, “facilitate effective group exam preparation” (Participant B, 2016). Participant C agreed along these lines that we have to have a bank of tools available to engage students, “the class might be a bit more lively or not responding the way you want them to. So you have to be adaptable – the lesson should always be able to be changed.” (Participant C, 2016).  

In thinking about benefits of exams for students all of the participants mentioned similar points such as, giving the students focus, good technique, showing others what level you are on and a sense of achievement. I wanted to find out from each participant how much their lessons were focused around the exam preparation. Each participant had a different take on how lessons should be run. All of the exam syllabuses discuss are marked by summative assessment at the end of a unit of work. Participant D prepares students for ISTD Ballet, tap and modern. They said that their lessons were focusing on the learning towards exams. This could be because of how structured the ISTD exam syllabus and exercises are. However, Participant A talked of how they like to break up the ‘continuous’ exam preparation.  Participant A does this through rehearsing for performances and introducing new techniques, such as the progressing ballet technique (put a link) which keeps students engaged as well as improving their strength and technique. Participants A and B agree on the importance of wider learning outcomes.

“We use the exams to serve our wider goals which are to widen access to the arts to as many children as possible and find that by offering exams we are able to attract parents who would like to measure their children’s progress in extra curricular activities.” (Participant B, 2016). It seems that this ‘measure’ of where students are at is extremely important to parents and students themselves to provide that sense of achievement and challenge mentioned earlier.

An important element in a student’s progression is feedback. I found differing opinions on feedback and communication from exam boards. Participant D said that there are plenty of forums and that they are able to communicate with ISTD easily. Interestingly they didn’t mention that ISTD now no longer provide written feedback for students. Participant A did mention this. They said that it can often be frustrating. She says that looking at the marks you can guess where a students need to improve; however, it would be more beneficial to them to have specific feedback on what they need to improve. Participant B said that the exam report sheet was a good thing in LAMDA as it, “details” how the candidate performed. I believe this is important. As teachers we have to always be looking to improve our students but we do not see how they perform in an exam situation. A big difference in seen in the feedback given from Arts Award, which participant A prepares students for. A moderator visits the school to moderate around 25% of the student’s portfolios. The teachers are then able to talk with the moderator and take action on feedback given. For example, the staff were having trouble getting work in from certain students. The moderator advised that there should be more structured and timetabled classes as those students were finding it difficult to manage their own learning for various reasons e.g. lack of confidence in arts. Participant A said that this is now going to be put into action. They were not the only person to mention that students struggled to practice outside of class. Participants B and C also discussed how students find it difficult to put in the appropriate amount of practice as they progress through the grades.

In my interviews I have found differing views on how students should be prepared for the examinations but it seems the goals are very similar. Teacher’s like to see their students find a passion and enjoy doing well in the examinations.

References

Cotton, J. (1995). The theory of assessment. London: Kogan Page.

Mason, J. (2002). Qualitative researching. London: Sage Publications.

Spendlove, D (2009). Putting Assessment for Learning into Practice. London. Continuum.