I have demonstrated my reflective abilities through my process journal in devising dramatic pieces (Evidence 2) and my reflection during my service trip to Myanmar (Evidence 1). Each time I did significant work on a dramatic piece, I wrote an entry in my process journal to remember what I had done so far and evaluate how I could improve for the next session. This also allowed me to see my own strengths and limitation,s which helped me find the complimenting attributes for my limitations in my group mates, further allowing us to work more efficiently as a group. Throughout my trip to Myanmar, I wrote journal entries for each day I taught children English. Through my reflection, I was able to realise the lacking parts in my teaching regarding attitude and methods. This allowed me to improve these aspects to effectively teach the children English.
Evidence 1: Myanmar Service Trip Reflections
Trip Journal #3 (Nov 17, 2016)
Being our last day with the children, I realized the bond I had formed with all of the children I have taught. I found it very touching that the children gave us so many presents and even put on a performance. At first, I found their dancing a bit funny since it wasn’t what I was used to watching, but then I started thinking about their culture. Their dances were special in their own way with very specific arm techniques which I found very difficult to replicate. I also really appreciated the children’s effort in dancing and their appearance. All of the dancers were girls, and they dressed up in pretty blue dresses with head accessories. Their attire was also different to what we normally see dancers wearing. The dancers we know where sports clothing and right fitting clothing, but they were wearing straight long dresses which covered most of their body except for their heads. This seemed to be more difficult to move in, but as I have noticed during this trip Burmese culture is more conservative and they do not like showing a lot of skin. I think this was reflected through their dance costume and choice of emphasis on only arm movements.
Another observation I have made during this trip is that Burmese people love giving. Many of the children made and have gifts to me over the course of the past three days. I was very touched since I know the students were still lacking supplies of their own. I felt very hesitant to accept their gifts, bur the children were very insistent on us taking their gifts. Some of the gifts were bought with their own limited money, for example candies or juices. Some of the gifts were handmade with their school supplies such as cards and name placards. The children also like to weave flowers that had dropped from trees near the schoolyard into our hair. I felt very grateful for the children’s care and very touched by how much they have us despite having so little. In return, I tried my best to teach them as much as I could and make sure they had a good time.
At the sunset pagoda we saw today, there were children from the school we taught at selling postcards. Over this trip, I have seen many children, both younger and older, doing the same thing. This is not only in Bagan but also Yangon. This is heartbreaking that it is part of their culture for young kids to be selling these postcards and other items with a very persistent attitude for a living. Despite knowing the difference in the economical situation in Myanmar and Hong Kong, I do not think this is right. Having children beg tourists to buy postcards under the blazing sun in front of pagoda and markets is pretty much child labour. Children are young and should be receiving an education without having to worry about or bother with a night shift.
Evidence 2: Refugee Unit Dramatic Arts Process Journal 2016-2017