Developing the role of Lady Capulet for Romeo and Juliet with Ballet Cymru

The other ballet which I have been touring with Ballet Cymru this season is Romeo and Juliet. In this ballet I am dancing the role of Lady Capulet. In this version Lady Capulet is a complex figure. She is a dominating woman who wants her daughter to be married to Paris, Juliet's suitor. She herself has been unhappily married to a man she does not love, Lord Capulet. She is actually having an affair with Tybalt and at his death scene she shows how passionately she loved him through her total devastation. She begins the ballet with power and authority. This gradually turns to anger towards her daughter as Juliet becomes more and more insistent that she does not want to marry Paris. Eventually,seeing how upset her daughter is, she is overcome by a profound feeling of guilt, she realises that she does not want her daughter to live a life in a marriage to a man she does not love as she has done. She reaches out to help her daughter but she does not know how. She has always relied upon the nurse to care for her. It is at this point that she realises her inadequacies as a mother.

When she enters the room and finds Juliet dead on her bed, she blames herself for everything and takes responsibility for her death. She will never forgive herself for what happened.

This role has been extremely challenging for me, it is a very powerful role and takes an exceptional degree of maturity. I am only two years older than the dancer dancing Juliet so I have to really work to achieve that level of maturity. The style of choreography is also quite sharp and angular which is not my natural movement quality.

I absolutely love this role though, the characterisation and feeling that it requires inspires me every time I perform it. Prokofiev's score is what helps me most to absorb myself in the role as its power and depth encourages emotional investment.

Here are some words which I find useful to think about when I am developing my character:

Regal

Powerful

sinister

Proud

complicated

sad

unhappy

commanding

dominating

cold

frightening

Lady Capulet is a woman who is stuck within a society of arranged marriages and the restrictions of social class, yet beneath it all she ultimately wants the best for her daughter.

I have created this collage in order to make sense of my character creatively.

Photographs

Top and bottom by Sian Trenberth

Middle by Lydia Arnoux

Developing my Minpin character for Little Red Riding Hood and The Three Little Pigs with Ballet Cymru

For the ballet Little Red Riding Hood and The Three Little Pigs which I am currently performing with Ballet Cymru, I am dancing a Minpin which is a forest sprite. The ballet is based on Roald Dahl's version of the tale from his book Revolting Rhymes. He also wrote a book called The Minpins. Minpins are little people who live in the forest and these have been incorporated into the company's production of the ballet. We are the characters which back up the story. Over the next few weeks we are performing at the Sadler's Wells in London and the WMC in Cardiff. So to help me with the characterisation of my role I have created a reflection of my Minpin personality and movement quality. I have also created a collage to help me make sense of the role creatively.

My Minpin personality

I am inquisitive and thoughtful but I tend to get quite frantic and am easily shocked and excited.

My Minpin movement quality

Lyrical, stretchy, long, linear, mystical, exotic.

I find this role actually challenges me quite a lot, as although it is technically not too bad and there is a lot of my own choreography within it, I actually find it harder not to be a ballet dancer and to get into the rather comical personality! Also because I only had 5 days to learn to ballets when I joined the company in September, I had to perform the ballet before I was feeling confident in what I was doing. Then I have been refining as I have gone a long. However, this has been a challenge because there have also been a number of changes of cast, with new dancers popping in and out so our space is always changing. I think that this ballet has really helped me to develop my confidence on stage though just through having to perform even though I was not feeling overly confident in what I was doing to begin with. Naturally I have some perfectionist tendencies so I really feel that this has benefited me. It is also great fun to be apart of this ballet and to contribute to the comedy of it. Because we are also touring Romeo and Juliet at the same time it is nice to have the contrast.

Below is a collage I have created to help with the development of my character

Illustrations from:

Dahl, Roald (2013) The Minpins, 3rd ed, London: Puffin Books

pp 19,26,27 and front cover

Photographs taken by Lydia Arnoux  

Task 2b: Journal Writing Experience

I have been investigating different ways of writing a journal based upon the Reid and Moon framework. I discovered that naturally I would use a combination of description, initial reflection and evaluation with the occasional 'what if' cropping up every now and then! However, I also consciously tried out the other ways and I discovered that each method drew something quite different out of me in terms of how personal it was. For instance, when using a list I found that I unravelled a lot of how I was feeling emotionally about a particular day. Similarly this is the case when I create charts and diagrams of my day. Therefore I feel these methods of very useful to me when I really need to get to the bottom of how I am feeling, as obviously this can have a huge impact on how I am working and how I make sense of what happens in the work place. However, they are too personal to me and therefore not appropriate to be posted on a public forum. Focusing on a 'what if' can be quite daunting I found! I often feel that I should not be imagining something really great happening and the thought of looking into what could have gone wrong can also seem overwhelming if you have to repeat whatever it was again, a performance for example.

I find writing from another person's point of view fascinating because I feel like it really helps me to get a new angle on why someone may have acted the way the did and often makes me feel more of a sense of empathy for that person. Again when considering ethics here I feel it would not usually be right to share a day in which I wrote from another's point of view publicly. Therefore, I am posting a day in which I used description, initial reflection, evaluation and a few 'what if's'. I am also not using any particular names for ethical purposes.

November 10^th

Today we toured to Taunton for our performance of Red Riding Hood. We had class at the theatre which was hard because I was wearing new shoes! I feel like people were watching me feeling like maybe I look a bit weaker. However, when I analyse this thought, I suppose it is likely that it is just within my head because I find it difficult to feel my balance in new shoes and therefore lose confidence. I then helped out with a workshop before the performance. There was a real combination of ages and abilities, ranging from 14-18 with some having very little experience of ballet. and others being really quite talented. One boy in particular had a lot of potential and I was very surprised to hear that he was only training at a local dance school. I almost wanted to speak to him afterwards but then I thought I should not. Reflecting on the day now I am thinking what would have happened if I had. The boy may have had a boost of confidence and been inspired to pursue a career in dance. However, some of the other young people may have heard and then they would feel a sense of inadequacy.

I think the workshop was run exceptionally well by one of the dancers. He seems to have just the right approach for that age range of young people, treating them more on an equal level yet still putting them at their ease with quite a relaxed manner. The workshop began with a short class. I managed to correct some of the students at the barre although I have noticed that I tend to speak very quietly and generally need to be more authoritative. I still feel quite lacking in confidence when it comes to teaching this age range of students. At the end of the workshop there was a creative section where the students had to adapt some of the repertoire we had taught them to make up their own dance. It was interesting to see that one group really embraced this challenge with creativity, however everyone within the group did seem to know each other quite well. The other groups found this exercise challenging. I found myself asking the question how can we draw creativity out of people when they are a bit nervous and uneasy with themselves or a new situation? The same question emerged later, during the performance, when I was doing my own motif of choreography. The challenge I always face is remembering my material when I am nervous as I tend to blank out on the order. Especially because we are dancing on different sized stages every night and we need to be able to adapt the work to fit in each theatre. With the performances of this ballet coming up in London and Cardiff I am now contemplating how I can change this. I think that some time to really rehearse in the studio next week will help a lot as so far we have had very little rehearsal time.

My ribbon came undone in one of the sections and I had to employ reflection in action in order to decide whether to leave the stage or continue to run and dance. I panicked and then decided it was safest to run off at the next appropriate moment. In the space of a few seconds I had to weigh up the pros and cons of staying on stage. Here are some of the things that went through my mind:

Pros: That I would prove that I could continue no matter what happens.

Cons: I could fall and injure myself.

It would be more noticeable to the audience and would look a little unprofessional.

I would most likely not be able to perform the choreography properly.

The decision was therefore quite clear to me and I left the stage at the next available moment and re entered when I had fixed it. I spoke to the director afterwards and he had not even noticed!

I felt quite tired during this show, possibly because I went to the gym yesterday. This has caused me to consider what elements of training should be employed when on tour and performing. I personally feel that I always need to push my body to its maximum. However, now that I am in a job, I also have to ensure that I am always in peak condition for everything I am being paid to do (still cannot believe I am being paid to do what I love every day!) It can be hard because I am always thinking about wanting to improve. I tend to forget that the process of improvement when pushing the body daily can sometimes have temporary, adverse effects. This is not always a risk that can afford to be taken when performing.

I have really enjoyed exploring different ways of writing my journal and definitely feel that the new strategies are helping me to draw out information from myself and my days which otherwise I would find hard to access.
I have also been contemplating how crucial journals have been going back in time in terms of historical documentation and how much we have to thank them for  what we know about history. I visited Kensington Palace last year and took a picture of a diary entry from Queen Victoria's journal, it is the day she met Prince Albert.  I have posted it here for your interest!

Exploring my individual ways of learning

I have found this a very beneficial topic to look into because ever since I was quite young I have often felt uneasy about not picking up information fast enough. I have always felt that everyone around me is one step ahead. However after having read Reader 2 and looked at at a very useful website www.learning-styles-online.com, I now realise that actually I just have a unique way of learning and that does not mean that I am less intelligent than someone else. I did the Honey and Mumford learner types quiz to find out what type of learning category I fall into. The quiz told me that I am a theorist. This actually makes a lot of sense as to why I often find it hard to pick up sequences of movement, yet once I have memorised them and found a structure with which to memorise them I have no problem retaining them. The description of the theorist learner is quoted below:

The Theorist

You learn better in structured learning activities which follow a logical sequence. You prefer lecture, demonstrations, theory and precision teaching.

You are great at integrating your research into complex and logically sound theories. You approach all problems through a logical process and can combine seemingly disconnected concepts into a rational scheme. You tend to be a bit of a perfectionist . You love to study from principles, theories and models. You tend to be detached, analytical and rational and don't like ambiguity or subjectivity.

(http://resources.eln.io/honey-mumford-learner-types-1986-questionnaire-online)

I know that I also begin learning at the point of 'reflective observation' in Kolb's learning cycle. Again this can have draw backs in the line of business I am working in as in reality, as a dancer I often need to just get into the space and go for what I have been asked to perform. I find it very difficult to do this and much prefer to take the material away and work on it and then deliver it when I am satisfied that I know what I am doing. I think that often this can result in missed opportunities. Although I do think that reflective observation can also have a lot of benefits especially to the characterisation of roles and preparation for a performance. However, in order for me to better in audition situations for example, I would benefit from entering the learning cycle at the 'active experimentation' stage of the cycle.


Having said all of this, being a dancer I think I have trained myself to learn partly in a bodily- kinaesthetic way even though I would not say this is 100% natural for me. I find it is quite natural when I am learning classical work, when learning contemporary or neo classical movements I find this a great deal harder though and I was discussing with Eleanor via her blog, how I tend to use associations to help with this, such as a specific movement of the wrist being a 'screwing the light bulb' movement. Eleanor also suggested to me that I could try identifying movements to sounds as well and I am going to try this out in the coming week.
I think I also learn visually both within the learning of movement and academic concepts. For example, I often like to make sense of particular types of information through creating collages. I have also noticed that when I read an article about a topic, it will take much longer for me to process the information than if I am looking at slides with some colour and images on.
Through dance I am also always heavily influenced by the music. It is often music which helps me to remember choreography in fact, so therefore I can identify a bit of Aural learning too. I think really I do use a combination of principles to learn as fast and as accurately as I can.

Other factors which influence my learning are external surroundings. For instance when I am touring with the company many hours are spent on the tour bus. I try to work on these journeys but with the radio on, background chat and being in such close proximity to others I find it hard to concentrate. I had a useful conversation with Paula about this. She was saying that this in itself is part of the professional practice process and is something to actually analyse. She also helped me to realise that the deep discussions which I frequently have with the other dancers during these journeys are actually unveiling so much about my work all of which I am able to incorporate into my reflective practice.
Also considering other factors related to external surroundings, the question recently arose whilst I was writing my journal, how does an external surrounding influence the mind and in turn affect creativity and artistry? This came to me with a particular link to choreography as I noticed that I can't choreograph movements when I am stressed, under the pressure of time or in a room with lots of people. I intend to do some more research into this topic and am going to discuss it with some work colleagues. If anyone has any thoughts on this though I would be very interested to hear your opinions.

I have never had the opportunity to really look into my own way of learning before and now a lot more things make sense to me about myself which I hope will help me in my work.

Bibliography
Sana, (No Date) Honey and Mumford learner types (1986) quiz. Available from: http://resources.eln.io/honey-mumford-learner-types-1986-questionnaire-online/ (accessed 13th November 2016)
Anon, (No date), Overview o learning styles. Available from: http://www.learning-styles-online.com/overview/index.php (accessed 14th November 2016)

Task 2a) My Reflective Journal

For the last month or so I have been keeping a journal. Initially I was focusing very much on what happened and then as I read Reader 2 and the chapter 'Using journal writing to enhance professional practice' by Boud, I began delving into what I could draw out of the situations I was writing about. I think everyone has those days when you feel like the day was a waste of time, but I no longer have those days! Now I have discovered that I am learning all the time and sometimes it is the aspects that annoy me or the things that I have taken for granted which have taught me the most. This has been enlightening because it can transform those days for me.

I have been writing a combination of hand written and electronic journals so that I can analyse whether this has a bearing on how I write and what is unveiled from my day. I discovered that actually when I write by hand I get frustrated at not being able to write faster and this means my writing becomes messy and I leave out punctuation. However, I did also find that when writing by hand I was able to express myself in a more personal manner, where as when I write on the computer there is a tendency to write for a specific audience. Perhaps because it feels like work. As Boud states ''The expectation of writing for an external audience can profoundly shape what we write and what we allow ourselves to consider'' (Boud, 2001, p 15)

I am currently in the process of trying out the different frameworks for writing my journal based on Nola Reid and Moon. I am finding it fascinating, as every day I feel like I am uncovering something different about myself and my work. 

Bibliography

Boud, David (2001) 'Using Journal writing to enhance reflective practice' in (English and Gellen (eds). (2001) Promoting Journal Writing in Adult Education, New Directions in adult Education No.90 San Francisco: Josse Bass, 9-18

Task 1c: Audio-visual

I very much enjoyed this task. At first I was quite worried about how to create my own youtube channel and upload a video. However, I was happily surprised by how much easier it is to do a lot of things on the web once you have a google account. I had no idea that once I am signed in to my google account, I can easily sign up to many different sites without having to go through all of the usually procedures of entering all my personal details. This made me consider just how amazing google is and what a good example it is of Web 2.0. As a dancer I always find public speaking very difficult and speaking for a video is no exception. Therefore, doing this task also made me realise that this is an area that I need to keep practising, as it is very important for public events and also for teaching, both of which are likely to be key elements in a dancer's life. Please see my video by following the link to youtube below:
https://www.youtube.com/watch?v=tvQ3EzgNgkY

Task 1d: 2d Images

In the world of the performing arts, social media generally has a great deal of benefits, as it can publicise up and coming work to followers, many of whom are hoped to make up the next audiences. It can also reach out to more of the general public, through the process of sharing and allow the viewer to feel involved if more informal elements such as backstage photographs and performer interviews as brought in, as well as the purely professional posts. The following quote is from a very interesting article by Poole and Le-Phat Ho (2011) which looks into the importance of social media in the arts.

Current writing suggests that social media provide important tools to help artists reach their audiences.... predicated on the assumption that there is no longer a mass market but rather a collection of niche markets. In this view, audiences have fragmented and are not necessarily larger or smaller, just more diffuse. Social media are regarded as powerful because they allow artists to reach the specific audiences that are interested in what the artists make.

(Poole and Le-Phat Ho, 2011, http://www.cpaf-opsac.org/en/themes/documents/DigitalTransitionsReport-FINAL-EN.pdf)

So clearly social media has a great impact on the promotion of the arts and because we are talking mostly about audio visual or indeed purely visual arts, it is obvious that a large proportion of the impact will come from images and audio visual posts. Whether they are photographs or videos, they will provide the viewer with a clear idea of what is being promoted and effectively entice the viewer to want to see more. Therefore the selection for such posts need to be considered with great care, so that there is just the right amount of material shown to draw the viewers interest, but not allow them to feel that they have seen it already and do not need to come to the performance!

For the individual artist, images and audio visuals also have a huge place in social media. They can provide an opportunity for self promotion and allow you to be entirely in control of the public persona you want to be known by. In today's society there is a great deal of emphasis on public image. This is even more evident in the world of ballet, with individuals and companies all over the world working to show themselves off in a way which ranks them at the top of their profession. I always feel that any photos which I upload to the internet must show me off in the best possible way. However, I always avoid using photoshop on dance images because although I want to look as good as possible, I also want to present a true image of the person I am. I struggled during the audition process because my pictures did not show anything hugely impressive. I am still working to develop my portfolio of images so that they can appear more attractive to directors in the future.

When it comes to posting material publicly it is essential to consider the implications involved, such as the photographer's copyright and within a video of choreography for instance, the choreographer's copyright. Just because the video or photograph is of me does not mean that there are not other people who I may need to acknowledge. It is also very important to ensure that the audience is considered. As when posting on public forums often material can be accessed and used by companies wanting cheap images. I have often seen this in cheap calendars where principal dancers from top companies are caught in the most unfortunate positions!
I have decided to use Flickr for my professional portfolio of images as I feel it gives me more space and opportunity to really develop my images than instagram. Also, I tend to feel that instagram is more of a personal social network for me than one to promote myself professionally. I have created four albums, one with audition pictures, one with classical performance shots, one with contemporary performance shots and one of general performance pictures which hopefully shows a variety of genre and versatility. I am looking forward to adding to these as I develop through my career.

https://www.flickr.com/photos/145327860@N07/albums



Bibliography
Poole, D. and Le- Phat Ho, S.(June 2011) Digital transitions and the impact of new technology on the arts (online). Available from: http://www.cpaf-opsac.org/en/themes/documents/DigitalTransitionsReport-FINAL-EN.pdf (accessed 30th October 2016)

Task 1b Professional Communication Technologies

Exploring Web 2.0

The term Web 2.0 refers to internet communications which extend to a large number of people. Examples would be the social networking sites such as facebook and twitter,Wikipedia and other collaborative sites as well as individual blogs. This is the next step from Web 1.0 which focuses purely on a one way communication, as seen in normal websites. In simple terms, in Web 1.0 there is a creator and a reader, where as in Web 2.0 these boundaries merge somewhat, meaning that the reader can also contribute to the writings of the creator and within the social networking sites, there is a great deal more communication which can take place. There is an ongoing debate over where exactly the line is drawn between Web 1.0 and Web 2.0; however, the list below is from Tim O'Rielly's article and it states quite clearly where he feels the divide is.


Original version can be found on: http://www.oreilly.com/pub/a/web2/archive/what-is-web-20.html

After reading Tim O'Reilly's article I discovered that the concept of Web 2.0 was formulated with a ''conference brain storming session between O'Reilly and Media Live International.''(http://www.oreilly.com/pub/a/web2/archive/what-is-web-20.html) The conference took place following the bursting of the Dot-com bubble in 2001. I have found it fascinating learning about this because to be honest, I did not even realise that this web crash happened. What I think is even more interesting is that although this appeared to be a time of crisis for the web, this conference unveiled that it was in fact marking a new beginning, as the surviving companies shared certain features which were to be categorised as the newly formed Web 2.0. Downes describes the revolution in a way which I found very clear in the following quote:

In a nutshell what was happening was that the web was shifting from being a medium, in which information was transmitted and consumed, into being a platform, in which content was created, shared, remixed,re purposed and passed along. And what people were doing with the web was not merely reading books, listening to the radio or watching TV , but having a conversation with a vocabulary consisting not just of words but of images, video multimedia and whatever they could get their hands on. And this became, and looked and behaved like, a network.
( Downes, 2005 on http://elearnmag.acm.org/featured.cfm?aid=1104968 )

Below is the Meme from O'Reilly's article which I have recreated as a collage. I tend to find it easier to absorb information if I explore it a bit more artistically.

Original version can be found on: http://www.oreilly.com/pub/a/web2/archive/what-is-web-20.html

My own views on Web 2.0
I think that as for most people of today, Web 2.0 is a large part of my life. I have never been someone who has been hugely into technology and I have always preferred to learn from a book in my hand rather than a book online. Also until Easter this year I did not have a phone with internet on and only used my very old basic phone for emergency phone calls! However, I now realise that technology is a key part of current society and whether we like it or not, most of us have to engage with it. I have found it interesting to leave it until a bit later before engaging with it though. This is because I feel I can see more clearly some of it's limitations. For example I am often amazed how at a meal, people can very frequently spend more time socialising on facebook than they do talking to the friend sitting opposite them! Technology has made so much more communication possible, but it has also given people a place to disappear into every time they feel a little uneasy about themselves. Whilst I was in London, before I had my phone, I would feel so uncomfortable on the tube because everyone was on their phone or tablet and they would look at me very strangely, as if to say ''bless her she must have lost her phone or something!'' Gone seem to be the days when you would have a conversation with someone on the train, society is far to busy engaging with their online persona.

I have also been forced to see technology under a different light recently when trying to get started on this course! I had a great deal of difficulty with emails not being received and funding applications being delayed because a computer does not recognise the timing and course intensity of this BA. I was considering how in the past, I would probably have been able to speak to someone and the they would have been able to give me a simple answer. Where as now, I am continuing to get messages telling me that the situation is simply not recognised. It somehow seems quite strange that we live in a society where so often technology actually seems to dominate us rather than the other way round.

Nevertheless, saying this, technology has also made some incredible advancements to society and communication. Facebook, for example, is an amazing invention as it provides the opportunity for me to keep in touch with friends in and out of my profession, all over the world. There are so many people who I think, if it was not for Facebook I would probably have lost touch with that friend completely. For me, facebook is a professional profile. Everything I post I would be happy for the general public to see. I have always been quite a private person and therefore always used the messaging service that Facebook provides and emails to make my personal conversations. I think it is a great way to promote yourself as a professional and to keep up to date with other professionals and companies. Also, now that I have started this blog I can see just how important web 2.0 technology can be. It is wonderful that so much information is accessible to so many people.

Skype is also an incredible invention, allowing family and friends who are divided by geographical distance the opportunity to communicate in a very personal fashion. It is equally beneficial for distance learning courses such as this one, where it can be hard for all the students to gather at the same time in one place due to personal working engagements.
Since starting working with Ballet Cymru, I have also found Web 2.0 to be even more crucial. As the company dancers normally communicate through a group facebook chat and everything from what time class will be when we are on tour, to the stage door code is posted on the chat.



1. Architectures of Participation
This term basically refers to sites that actively involve the reader in their processes. Tim O'Reilly (2004) stated that he came to use the term ' ''The architecture of participation'' to describe the nature of systems that are designed for user contribution.' (http://archive.oreilly.com/pub/a/oreilly/tim/articles/architecture_of_participation.html )

Through reading the above article and Reader 1 I discovered that examples can be seen in sites such as Yahoo, The Open Dictionary Project, Wikipedia, Napster and Amazon. All of these sites encourage user participation and break down the barriers which are more evident in Web 1.0. Therefore the user is able to communicate more efficiently and the sites themselves benefit from these contributions allowing them to grow and develop. The technical term for this is the 'perpetual beta.'

2. Remixable data and transformations
The remix culture is a term which originates from hip-hop and rap music and is used to describe the recycling or re arranging of materials. In technology terms it refers to the sharing of web posts of any kind, whether it be photos, music or text. This sharing then promotes further participation and communication thus making it a central feature of Web 2.0.

3. Harnessing Collective Intelligence
This what is used to describe the effectiveness of web 2.0 in broadening social communication and allowing people from diverse backgrounds and communities to unite in a unique forum of networking. From this communication stems a sharing of knowledge which will befit both the user and the web. Indeed the way in which we are communicating on this very course is an excellent example of this. With all the students sharing their work via their blogs and students and teachers being able to comment and share ideas collectively.
I found it very interesting reading Stephen Downes' (2005) article 'Elearning 2.0' because he talks a lot about Elearning and Web 2.0 in relation to study and I found this to be very relevant to this BA.

Considering Ethics when using the web
It is essential to be very careful when using the web to ensure that copyright and confidentiality are addressed appropriately. It is so easy to post information without thinking of the implications involved. It is always best to get permissions with any posts involving others. Those involving children must be dealt with using consent forms, signed by a parent or guardian. It can also be difficult nowadays to no where the line is between student and teacher communication. For instance Facebook makes it possible for everyone to be friends on the same level as one another. I think this can have pros and cons because although it can make a teacher more united with the students, it can also allow the students to see them under a different light which could lead to a lack of respect. This is a difficult issue which in many cases is resolved by a ban on teachers accepting friend requests from students. Not all situations have this ban though. I think it can be especially difficult when you are a young professional starting out. For example, I could be teaching a dancer who is only a few years younger than me so therefore would that make it unprofessional for me to accept a Facebook friend request from them?
As a professional it is also very valuable to consider how you are presenting yourself publicly, always ensuring that your professional image is in the best interest of your company and employer too. Confidentiality is something that it is worth discussing with your employer when it comes to blogs and any other public forums where you may wish to talk about your work.

This has been such a fascinating task. I have learned so much about an area that I must admit I have never explored before and I feel like my skills in technology are already developing as my confidence builds.

Bibliography
Colombo, J (No Date) The dot-com bubble. Available from http://www.thebubblebubble.com/dotcom-bubble/
Downes,S (2005)E-learning 2.0, elearn magazine, vol.2005,no.10. Available from: http://elearnmag.acm.org/featured.cfm?aid=1104968 (accessed 27 October 2016)
O'Reilly, T . (2006) What is web 2.0: Design patterns and business models for the next generation of software, Available from: http://www.oreilly.com/pub/a/web2/archive/what-is-web-20.html (accessed 23 October 2016)
O'Reilly, T (2004) The architecture of participation. Available from: http://archive.oreilly.com/pub/a/oreilly/tim/articles/architecture_of_participation.html (accessed 23 October 2016)
Peter, I (No Date) History of the dotcom bubble. Available from: http://www.nethistory.info/History%20of%20the%20Internet/dotcom.html (accessed 25 October 2016)