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This week my role was as post producer. Undergoing tasks and duties such as taking the video and deciding what is cut or visible in collaboration with Frank my filmmaker. I had to provide instruction to Frank to make alterations to the film such as cutting out errors and choosing the correct music.
Furthermore myself and Frank worked together to prepare the video footage in time for viewing. Discussing visual effects, lighting, dynamics and timings.

I chose the music spontaneously. I refused for the music to overshadow or overpower the movement and was not fussed if the movement and music did not correlate. In the emails below myself and Frank had multiple conversations on the atmosphere, theme and intention I wanted to portray. In the end went for a holistic and empowering feel to celebrate dance in relation to the artwork at the museum.

Not to forget completing minor tasks such as purchasing refreshments for the evening. Finalising, printing and stapling the programme ready for the final sharing and completing student takeover at the same time on the Kingston University instagram page to advertise the upcoming event.

My aim and focus this week was to advertise as much as possible on my personal socials and on Kingston University instagram as part of student takeover. Providing people with short snippets and a small insight of my placement in hope to encourage the public and students whether past or present to come and watch the final outcome and support my work.

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Bassot, B 2015, The Reflective Practice Guide : An Interdisciplinary Approach to Critical Reflection, Taylor & Francis Group, London. Available from: ProQuest Ebook Central. [4 May 2022].

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Student Takeover schedule finalised with Stephen.

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Student Takeover schedule finalised with Stephen.

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My Role:
I have been lucky enough to have the opportunity to explore my own creativity based at Dorich House Museum. Using this freedom my role has been to collaboratively create a piece of dance for camera work inspired and influenced by the sculptures and architecture based at the Museum. Moreover my role has shifted from week to week, from teacher, choreographer and filming director. Overall my role has predominantly been taking leadership, using organisational skills, time management, communication and professionalism.

My duties:
Back and forth emails to my placement host, film maker and dancers.
Creating lesson plans and schedules for filming and sharing days.
Directing filming.
Events coordinating.
Advertising and social media takeover. This includes making a student take over schedule.
Risk Assessment
Working collaboratively.
Designing a programme.
Setting up the Eventbrite page, including taking a image and writing a short biography.

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Borton T. (1970 Reach, Touch and Teach, London: Hutchinson cited in Jasper, M. (2003) Beginning Reflective Practise, Cheltenham: Nelson Thornes.

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Call Out for Dancers Sent Through Canvas.

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Call Out for Dancers Sent Through Canvas.

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Hi, my name is Beccy Hewitt, I am a ​third-year dance student currently recruiting performers for a dance for camera project based at Dorich House Museum (67 Kingston Vale, London SW15 3RN).​  The dance for camera piece​ will be a site-specific piece, inspired by the artwork and architecture at the museum. I think this will be an amazing opportunity to get professional experience and collaboration skills as well has possibly getting showreel footage. The plan is to have a couple days based at the Museum, having a tour, experimenting with movement, and filming. Then the filming with be edited. Pencilled in currently on Thursday 24th March will be a public sharing at the museum to allow members of the public to visit Dorich House to watch the edited dance for camera piece and to host a question-and-answer session for them to ask away!

Next Thursday I am having a meeting with the events coordinator of Dorich House so after this I will be able to confirm dates and a finalised rehearsal schedule. Please if your interested drop me an email so I have an idea of numbers, which I will need to inform the museum.

my email: K1911490@kingston.ac.uk

The weblink to Dorich House is: https://www.dorichhousemuseum.org.uk/

The weblink to my rough works: https://youtu.be/Ry69w2wFmYs

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Schedule For The Day Of Filming and Sharing.

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Schedule For The Day Of Filming and Sharing.

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Placement Plan for filming and sharing (6)

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Using Fariba's powerpoint on Canvas for support I have developed my knowledge on appropriate work etiquette and professionalism for my placement and career after leaving Kingston.

My Own Placement Etiquette
-Be open minded to the tasks you are given.
-Trust the process.
-Use manners, be polite
-Time management, No lateness as this will hinder the schedule.
-Keep personal matters outside of the workplace.
-No discrimination whatsoever in the process.
-Respect one another
-Appreciate each other and the talent in the workplace
-Dress appropriately
-Make contribution when necessary and support those around you.
-Work your hardest and celebrate success.
-Be attentive, responsive and proactive.

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This week focussed on meeting the staff at Dorich House and getting used to being located at the museum. My initial aim was to introduce myself in a professional manner and begin to explore the museum in further detail. My first task was to watch the Dorich House film, mainly to expand my knowledge on the history and narrative of the house. To continue I took myself on a self guided tour of the museum, taking images of the spaces and rooms I would be using. To add this was to help me consider what I was inspired to accomplish at the museum. (Images shown below).

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Gibbs’ Reflective cycle-professor Graham Gibbs and appeared in Learning by Doing (1988)

1. Describe what happened?
On the filming day dancers arrived early to begin promptly. Beginning with a self guided tour, watching the Dorich House film and then progressing onto a warmup. After this we started the tasks led by myself.

2. Feelings: what were you thinking and feeling?
I felt anxious and on edge. I was unaware if my self created tasks would get my dancers to fully engage. Overthinking the process and whether my dancers would give off the energy and professionalism I was craving. I felt a lot at stake and a pressure of having responsibility for a vast majority of things. To begin with I was very overwhelmed however with time I sat into my role and was able to balance my nerves and adrenaline.

3. Evaluation: what was good & bad about the experience?
My dancers worked hard to fulfill my aspirations. Acting professionally,arriving on time, responding to emails quickly and taking a positive mental approach to my work making the process smooth and enjoyable. On the other hand the weather was very unpredictable, therefore we had to minimise the usage of the garden however luckily we had already shot the scenes on the terrace.

4. Analysis: What sense can you make of the situation?
I now understand what it is like to direct a film piece of dance work and instruct the filmmaker with correct vocabulary to capture the elements of material I desired. For example explaining my ideas of transitions.  Myself and Frank over the duration of the filming day progressively become more collaborative and inspired by each others creativity. Subsequently I have learnt how to contribute my own ideas when necessary and make suggestions to support other roles.

5. Conclusion: What else could you have done?
I could of made a piece of work that incorporated live work as well as dance for camera. Moreover I could of experimented more with the development of individuality and showcasing different styles. We began to do this for example Samantha and Chloe using Popping and Hip Hop but I believe I could of expanded on this. Enabling the piece to have a climax or even more of a narrative. Finally I could of used elements of other performing arts aspects such as having live music or incorporating elements of drama. Expanding my skill set and showcasing the collaboration of all elements of the arts.

6. Action plan: If the situation arose again, what would you do (differently)?
Next time I would allow myself more time. To having a full day for filming and a full day of practical rehearsals. I feel as towards the end of the day my dancers began to disengage and lack energy. Therefore having more time would of emphasised the projection in the film. To add this extra time would of enabled myself and Frank more time for experimenting with camera angles and collaborating ideas. Which may of proposed a further detailed outcome.

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This week my role was producer overseeing elements of pre- production. My first task was to find the right crew. This was recruiting dancers and also searching for a filmmaker. Attached below is the multiple email exchanges to finalise employing the right crew. I had a high volume of response from filmmaking students, therefore I also had to eliminate it down to one.

Another task was scheduling. For example finalising the filming and sharing date quickly so the team could ensure they remained available. In addition to scheduling when to meet my filmmaker for a self guided tour round the museum. I had to use my organisation and time management skills to ensure I was able to select dates that collaboratively suited the host, dancers and filmmaking team.

My aim this week in the process was to ensure I knew who my dancers where and also had a date set to meet my filmmaker. This way I was able to tell my host how many people would be on site, construct a risk assessment and begin lesson planning. Moreover I wanted to be able to communicate with the team via email, therefore knowing who I was working with allowed me to explain any information they needed to know in the lead up to filming day.

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Critical Reflection using Gibbs' Reflective Cycle.

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Critical Reflection using Gibbs' Reflective Cycle.

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Using Gibbs’ Reflective cycle-professor Graham Gibbs and appeared in Learning by Doing (1988) I am able to reflect on each stage in the lead up to my sharing event as part of my placement.
1. Describe what happened?
This week I aimed to recruit dancers and a filmmaker for my placement. I was in touch with my lecturers to help broadcast via Canvas about the opportunity in hope to get immediate response. I also had to collaborate with my host and filmmaker urgently about the risks whilst being on site at Dorich House Museum. Therefore at this stage in the process I began filling out a risk assessment for the filming day , considering plugs, wires, uneven surfaces and slips and  trips.

2. Feelings: what were you thinking and feeling?
I felt worried and overwhelmed. Thinking about where to start, trying to take on too many roles and also overthinking about if I was going to recruit enough dancers and a committed filmmaker for my placement. In the back of my mind I had to consider doing this all under strict deadlines and there was a lot of pressure.

3. Evaluation: what was good & bad about the experience?
At this point the biggest challenge was finalising a date that myself, my host and my crew could all attend for the filming and sharing. I had to use my organisation and communication skills to shortlist dates and work around the easter holiday. A good experience was having multiple filmmakers contact me with interest however I did not get the same response from dancers as this was during assessment period.

4. Analysis: What sense can you make of the situation?
To plan in advance. To use my time management skills to assist me in not feeling pressure and staying focussed. Moreover to have started my placement or advertised my placement earlier, so people could rearrange plans over easter therefore resulting in more interest.

5. Conclusion: What else could you have done?
Reflecting back I could of highlighted the dates prior to sending out the recruitment for dancers and filming crew. Therefore these dates would of been finalised and confirmed and not up for discussion. In depth advertisement may of helped to have had persuaded people to be a part of the project and pushed out to a wider audience from other departments too.

6. Action plan: If the situation arose again, what would you do (differently)?
In regards of recruiting dancers I would of liked to have set up auditions and had made this part of my learning experience as a dance artist. Educating me on how to conduct an audition and hopefully getting more interest due to it being based in the studios on campus. To continue when finalising availability I would next time create a poll or a voting system in which I could measure when works best for the majority, calculate dates and then report back to my host. This would of minimised back and forth individual emails which was time consuming in the process. To conclude If I had more time I would of opened this opportunity to the public, encouraging people outside of Kingston University to be a part of the event which would of also attracted more applications and interest to take part.

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My duty this week was to scribble down and promote my ideas of what I wanted to take place at the museum to Glenyss the events coordinator at Dorich House. My aims this week was to be able to inform my dancers of further information such as what the project will be, what their job will include and what they will get out of taking part. I was excited to collaborate with Glenyss to start bringing my ideas to life and having her support and guidance allowed me to do so.

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Box link to Emails finalising the programme and final preparations for sharing with host and music with frank.

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Box link to Emails finalising the programme and final preparations for sharing with host and music with frank.

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Gibbs’ Reflective cycle-professor Graham Gibbs and appeared in Learning by Doing (1988)

1. Describe what happened?
This week was the last chance of preparing for the final sharing. Consisting of final emails, explaining and giving examples of questions to my dancers for the question and answer. The final editing stages, as well as trailing the film on the TV based at the Museum to ensure all goes to plan.

2. Feelings: what were you thinking and feeling?
I felt very apprehensive, nervous yet excited about the outcome of my placement. I was overthinking how things would work out, if people would turn up and if the evening would meet my first aspirations.

3. Evaluation: what was good & bad about the experience?
The best part of this experience was how rewarding the process has been. I have come away from my placement knowing I have the capability to manage and create my own dance event independently. The final film is incredible and showcases my hard work as well as the collaboration from my dancers and filmmakers. Finally I have formed connections and relationships along the way which I will now benefit from having as I develop as a dance artist. I struggle to find bad things about the experience. If I was to state one thing it would be having to take a lot of matters into my own hands, having to problem-solve, be quick in situations of doubt and communicate across large spectrums of people mainly by email.All of which has been very time consuming and challenging however all part of the experience, which I have taken into account.

4. Analysis: What sense can you make of the situation?
I now understand how I could continue to create my own projects and organise events after leaving Kingston University. Moreover I feel I have developed the ability to professionally work with diverse people preparing me for my future and enhancing my collaboration skills. I have used my placement as a opportunity to understand how to use my time wisely, be proactive and explore ways and locations to share my work.

5. Conclusion: What else could you have done?
I could of live streamed the sharing event. Which would of hopefully reached out to public, friends and family who may of wanted to watch but was not able to get to the venue.

6. Action plan: If the situation arose again, what would you do (differently)?
Next time I would consider using community groups and local schools to be a part of my project. Opening up the opportunity to invite them to collaborate. Whether that be dance, drama, singing or helping direct. Reaching my work out to wider communities would make it more inclusive. Inviting all abilities whether dancers or not and abled and non abled bodied. Next time this would expand my experience and develop my adaptability and patience.

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This week I had multiple duties such as advertising for my sharing event and taking part in student takeover as discussed with my lecturers. As part of this I had to schedule posts to upload on the Kingston University social pages and give a insight into behind the scenes of my placement. To advertise the public sharing I created multiple posters, sneak peaks of behind the scenes footage and shared images. Trying to encourage people to book through the Eventbrite link to visit the museum and attend the evening.In addition to this I had to create a music playlist on spotify to use for my 3 hour workshop of teaching. Finally on the day of filming I had to communicate and provide instructions. For example when my dancers were performing instructing Frank "Up or Down" and describing the movement to enable Frank to capture the movement and help follow the dancers pathways.

My aims this week was to get the filming day done. Have all the footage and prepare for editing. My aim was to use all rooms in the museum and capture as much footage as possible so I could then collaborate with Frank (filmmaker) to get the best edits.

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https://kingston.box.com/s/qpjhqtjmplkyyfqs8lza36zxlv8eh9fg

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(Nicol and Dosser, 2016) - Reference for the above image.

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Bortons Model Of Reflection.

WHAT: This week I had to advertise the final event. As well as take part in student takeover. My role was to be director, directing the filming stages as well as working we media and using my creative and technology skills to provide a insight into behind the scenes of my placement. My intention was to interact with the public and try and encourage people to come and support and watch my work. By setting up an Eventbrite link and sharing this via email and on my personal  social media accounts and the Kingston University social platforms. My feelings at this point was nerves and anxiety, due to the not knowingness of how successful the turn out of my sharing was going to be, after all my hardwork and dedication to the placement.

SO WHY: I have learnt to have self assurance throughout the process. I have developed a growth mindset and tried to stay positive throughout the process, to stay determined and motivated. I have been taught how to set up and prepare for a event and now understand all the work that is needed (lighting,cameras, props, costumes, choreography, teaching and directing) to ensemble a self directed piece of work. I have a understanding of how I can work independently on my own but also collaborate with others to bring my intention and visions to life. It has given me the mindset of being more accessible and employable, with the willingness to put myself out into the working world.

NOW WHAT: From here I will continue to develop my knowledge on the many roles I have fulfilled during this process. I will continue to work in a collaborative environment,making connections and developing relationships where possible. I will use these new skills to keep making my work, inspired by site specific venues. To conclude I will take this experience with me to showcase my work as a dance artist and collaborator, introducing myself and placing my first foot into the industry.

Borton T. (1970 Reach, Touch and Teach, London: Hutchinson cited in Jasper, M. (2003) Beginning Reflective Practise, Cheltenham: Nelson Thornes.

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This week I has multiple tasks in my role as choreographer, these are:
Networking: interacting with my host, filmmaker and dancers to develop my social and professional contact. For example sending emails to discuss schedules, expectations and sorting the Eventbrite link as well as other factors.

Refinement of movement material: I had to refine movement material and exercises I was going to teach in order to be ready for filming day. I wrote them all down and ensured I felt comfortable with explaining and demonstrating them.

Decide costumes: I had to collaborate with my dancers and filmmaker to finalise a clean and presentable costume choice. Ending up to be all black, so everyone looks matching.

My aims this week was to send my crew a email enclosed with a schedule of the day allowing them time to prepare. In addition to discussing with Frank my filmmaker on the sort of lighting that would be permitted on site, preventing clutter and overcrowdness.

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Student Takeover - Quote from one of my dancers.

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Student Takeover - Quote from one of my dancers.

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Student Takeover- Quote from one of my dancers.

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Student Takeover- Quote from one of my dancers.

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Interview with one of my dancers as part of Student Takeover. 

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Interview with one of my dancers as part of Student Takeover. 

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Interview 2 with another one of my dancers.

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Interview 2 with another one of my dancers.

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Box link to collaborative emails with Abbe Fletcher lecturer from Filmmaking.

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Box link to collaborative emails with Abbe Fletcher lecturer from Filmmaking.

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Images exploring the venue for the first time.

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Images exploring the venue for the first time.

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Hi, I am Beccy and I am a up and coming choreographer and dance artist studying at Kingston University. As part of my placement in my third and final year at university, I have worked collaboratively with the team at Dorich House. Over the past couple of weeks myself and the team at Dorich House have worked closely to create a evening of dance to celebrate the sculptures, artifacts and history of Dora Gordine. I have loved every minute being based at the museum, I am grateful for the opportunity I have been given and how I have been allowed to use such a beautiful location to showcase my work. I hope you can join us at the museum for an exciting evening of dance and art combined.

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Format I was inspired to use to create my lesson plan:
Dance style [idea, theme or stimulus]

Movement aims

Warm Up

Movement exploration

Development

Dance [perform] - For my placement the sharing.

Appreciation and evaluation

(1999 in Sanders, 2016 p79-80)

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Inclusive Dance
The Seven Quality Principles.

1. Striving for excellence and innovation

2. Being authentic

3. Being exciting, inspiring and engaging

4. Ensuring a positive and inclusive experience

5. Actively involving children and young people

6. Enabling personal progression

7. Developing belonging and ownership

(One Dance UK, 2016, p16-17)

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workshops Template - Guidance Notes  (2) (2) (1)

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Expectations, First Plans and Initial Ideas.

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Expectations, First Plans and Initial Ideas.

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First meeting / First plans
During the first meeting, myself and Glenyss the events coordinator discussed via zoom what I wanted to achieve from my placement based at Dorich House. We talked about my initial ideas and how we could make it work and started to consider dates to put in the diary. Originally I wanted to make a live site specific dance piece however this shifted to a dance for camera film. Challenging me to expand my collaborative skills and think differently about ways of working.

Goals and objectives
My initial goal was to collaborate with people who I may of not before. I encouraged myself to step outside my comfort zone and take ownership of my own collaborative piece of work. Moreover I was elevated to use the museum to showcase my work, using my leadership skills and own initiative to create a moving piece of work, showing myself off as a artist creator. Finally my goal was to use this opportunity to begin making connections and first hand experience the professionalism behind a self directed project in the arts industry.

Expectations
Going into my placement I had high expectations. I was prepared to work hard and was motivated to be the best I could be. From the offset and throughout, I maintained professional, inquizitive and dedicated with the urge to create something powerful. When at placement I set a high standard of professionalism to reflect on my dancers and filmmaker. My mannerisms and role shifted, this was due to having pre-existing relationships with my dancers, therefore I had to make a clear distinction between friendship and the workplace. Implementing the expectation of how you would behave if you was a hired dancer in the industry, not just making it easy for me to collaborate but educating them in the meantime of the maturity and respectability needed. Finally when starting my placement I was apprehensive, this being the fact there was countless possibilities I could of explored at Dorich House however I am a extrovert and had the willingness to get as much experience as possible.

Tasks to prepare
Email Abbe Flecher, one of the lecturers from filmmaking to broadcast a call out for a filmmaker for my work.
Send out a call out via canvas and Kingston email to recruit dancers for the project.
Schedule a date for a private tour round the museum and to collaboratively fill out a risk assessment form.

Rules Of Conduct
-Have respect for each other.
-Be polite by using manners.
-Treat others how you would like to be treated.
-Act professionally and support one another.
-Listen and learn from each other.
-Try your hardest in order to succeed.
-No judgement
-No discrimination in the workplace. Whether that be to do with any identity politic.
-Freedom of speech.

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Dorichhousemuseum.org.uk. 2022. Dorich House Museum | Studio Home of Dora Gordine & Richard Hare. [online] Available at: <https://www.dorichhousemuseum.org.uk/> [Accessed 3 May 2022].

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Emails with Frank (filmmaker) In Initial Stages

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Emails with Frank (filmmaker) In Initial Stages

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Gibbs, G. (1988) Learning by doing: A guide to teaching and learning methods. Further Educational Unit, Oxford Polytechnic, Oxford.

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Dorich House Museum Organisational Structure - Provided from the staff at Dorich House Museum.

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Dorich House Museum Organisational Structure - Provided from the staff at Dorich House Museum.

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Gough

(1993) In Touch with Dance. Whitehorn Books: London.

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One Dance UK (2016) Dance In and Beyond Schools. One Dance UK: London

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Nicol, J. and Dosser, I., 2016. Two Models Of Reflection. [image] Available at: <http://journals.rcni.com.ezproxy.kingston.ac.uk/nursing-standard/understanding-reflective-practice-ns.30.36.34.s44> [Accessed 5 May 2022].

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The National Lottery Heritage Fund. 2022. What We Fund. [online] Available at: <https://www.heritagefund.org.uk/funding/what-we-fund> [Accessed 3 May 2022].

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VARK - A Guide to Learning Styles. 2022. VARK Learning Style Questionnaire. [online] Available at: <https://vark-learn.com/the-vark-questionnaire/> [Accessed 4 May 2022].

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Emails about lighting and music with Frank 

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Emails about lighting and music with Frank 

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Introducing Frank to the way in which the dancers move. Seeing how they use the space.

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"Without reflection, we go blindly on our way, creating more unintended consequences, and failing to achieve anything useful" (Margaret J. Wheatley, 2002).

Overall this experience has provided me with multiple opportunities to be able to explore my creativity. I have been given the freedom to explore my own skills, to use and develop these throughout the process for example my collaboration and confidence to make connections. What I will take from my placement is various graduate attributes making me more employable. I have engaged with the community and challenged myself to host my own event, as well as teach, choreograph and direct. Collaborating with my filming team and my placement host has developed my communication skills. I have thoroughly enjoyed this process,working in a new space and feel proud that my ide was able to come to life. My confidence has grown week by week and by having belief in myself and motivation, I was able to succeed my goal. Reflecting back I am impressed with the way I was adaptable, able to problem solve and am a quick thinker. Enabling me to switch between roles, preparing me for my career in the industry after I leave Kingston University.

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DC6009 Professional Development Plan (1)

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https://kingston.box.com/s/xanqr4ril12ehgiq2xwoghcywfkn808o

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Placement Provider Evaluation Form_Beccy Hewitt

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Based in Kingston Upon Thames "Dorich House is the former studio home of the sculptor Dora Gordine and her husband the Hon. Richard Hare, a scholar of Russian art and literature.....The building was completed in 1936, to Gordine’s design, and is an exceptional example of a modern studio house created by and for a female artist. Following Gordine’s death in 1991 the house was acquired and renovated by Kingston University and is now open to the public as a fully accredited museum".
(Dorich House Museum | Studio Home of Dora Gordine & Richard Hare, 2022)

Museum Mission
Dorich House Museum is endorsed by Arts Council England museum accreditation scheme. The Museums purpose is to maintain the collections and house in accordance with the endowment of Dora Gordine dated 14th September 1980 and welcomed by Kingston University on 22nd December 1993. Dorich House Museum and the collections and now accessible to staff and students based at Kingston University. In addition to it being open to members of the public for the purpose of learning, inspiration, teaching, leisure and enjoyment. Overall its purpose is to investigate the career and life Dora Gordine lived, her house and her collections. This is done by the use of high quality and in-depth research; to widen it audience target and maintain the respect and care for its collections of art.

Partners
-Artist Studio Museum Network
-West London Museum Group
-Iconichouses.org
-Kingston University London
-Accredited Museum
-Lottery Heritage Fund - "making the collections that museums, libraries and archives hold more accessible through new displays, improving public buildings and galleries, or engaging people with interpreting new and existing collections".(What We Fund, 2022)

Dorich House Values shared with the Stanley Picker Gallery:
Experimental
Creative
Open-Minded
Inclusive
Nurturing

Behaviours
Supporting Kingston University students with opportunities and striving for success.
Being accessible, open-minded and inclusive in all work.
Communicating our venues as expanded studios, areas for collaboration and places for experimentation.
Protecting heritage and nurturing research and innovation across design and art.
Fostering and promoting creative diverse communities.
Celebrating a place for joining and engaging local communities.
Promoting learning and creativity accessible for everyone.

Placing environmental and sustainability responsibility at the heart of all operations.

Past Projects
Dorich House Museum has welcomed and hosted multiple projects. Including dance events, live music events, guided tours and film sharings. For example:

Russian Winter Weekend 2nd-4th December 2021.
Presenting Dorich The Film by Annaleena Piel Linna.
Free Music Performance- Dorich House Museum.
Dorich House Snowflake Template Russian Winter Weekend.(Dorich House Museum | Studio Home of Dora Gordine & Richard Hare, 2022)

Key Audiences
Kingston University students and staff
Community groups, schools or individuals (who study or live in Kingston or visit for leisure)
Researchers, creative practitioners and curators.