Answering questions around Ethics, and "I am an Activist / Pragmatist who appreciates both observation and logic"

What actions have you highlighted to define yourself?
Well, I used a photo of myself covering most of my face for my blog, and have not used my name. To me this signifies that I have in part elected to create a bit of secrecy around who I am.  This makes sense to me as, what would be the impetus for you reader to read on if not for some questions left unanswered?  I believe that curiosity and a willingness to engage are related to a desire for more information and /or space for you to use your imagination to fill in the blanks.

What do you value?

• being generous with my support of artists and their work (this usually manifests during a creative process, or training, as opposed to me as an audience member).  A personal connection is often a key ingredient (acquaintance of artist, member of the community, etc.)
• curiosity
• relevant things (not so interested in extraneous things that are far reaching for me to connect to)
• efficiency
• rigour

How do you (re)present these?
As a teacher, I am transparent that what I offer in my class is functional.  I do not use images and my class work is not organic.  It will provide the participant with strategies to assess or access personal development.
As an artist, I request concrete information (a theme, a quality, a setting, etc.) about the choreography so that I can be grounded in something.  If there are many unknowns, it is important for me to have some knowns: this is how I feel comfortable and capable moving forward with the creation of work.
I prefer to be a catalyst for inclusion.  I think this stems from my wavering self-confidence.  I believe that if participants feel confident, or a sense that they have space (literally) to do and say what they need to work at their best, they are more apt to be generous with their contributions.  I conduct myself in work settings with sensitivity to the actualization of such a space.
When I work to access efficiency, I do so through structures that are rigorous and sometimes physically intense.  This may seem counter-intuitive, but I find it a successful approach.  The scenario dictates that to sustain the activity I must be in the task of being efficient.

How have you reached the point at which you begin your MA?
In 2014/15, I observed the problem of lacking post-secondary credentials, particularly as they related to supporting my work as a teacher in accredited institutions.  My extensive field experience was not acknowledged or acted upon with the same value as say, a master's degree.  As a goal I would like to continue working in dance as long as possible.  The idea of retiring is not well-suited to me.  I enjoy working - offering support, sharing my experience - immensely.  Feeling needed and useful are important to my sense of self, and well being.  Not strictly being a performer for the duration of my career in dance seems wise.  I am pursuing an MA to offer parallel employment opportunities to my performance work.

How have you acquired your knowledge?
I have acquired much of my knowledge through practical, self-guided experience.  I discovered that a blue print for a dance career doesn't really exist.  I have pulled information for how to construct my career from the structures of organizations that have employed me, through conversation with colleagues and collaborators, and from personal observation gained from participation in diverse work and professional development scenarios.

I am an activist / pragmatist.  I identify with the descriptions below (from the handbook):

Activists like to take direct action. They are enthusiastic and welcome new challenges and experiences. They are less interested in what has happened in the past or in putting things into a broader context. They are primarily interested in the here and now. They like to have a go, try things out and participate. They like to be at the centre of attention. 

Activists like:

• to think on their feet
• to have short sessions
• plenty of variety
• the opportunity to initiate 
• to participate and have fun

*Interesting side note:  I am completing this blog in conjunction with the completion of my first draft of my Review of Learning essay and it is great to read that activists are challenged by putting things (knowledge, experience) in a broad context.  This is definitely me!  I don't think it's because the broad context in uninteresting, it's just that there is something functional about the here and now.  If it's in front of me, all I have to do is engage with it, and it's working (or, that's the work!).  Whereas, for me, considering the elements that exist within, and that are impacted by a context feels like making a map for a place that I can't envision.  Challenging!  
(Aside aside note: it is also possible that I like receiving attention.  I just read a friend's blog where she posits that dancers need to be seen, respected, and recognized.  I think this is the kind of attention I seek.)

Pragmatists like to see how things work in practice. They enjoy experimenting with new ideas. They are practical, down to earth and like to solve problems. They appreciate the opportunity to try out what they have learned/are learning.

Pragmatists like:

• to see the relevance of their work
• to gain practical advantage from learning
• credible role models
• proven techniques
• activities to be real