Campus Session 2 Module 3 BAPP WBS3760

13/3/13Hendon Campus

School of Media and Performing Arts

Two points to get out of the session

An idea about how to develop and create the professional artefact

An idea about how to draft the Critical Review

Where are you now? Evaluate…

Where are you now in your process? You could be in several places at once now!

Know where you are… mapping progress

Week 5: Campus Session 2 looking at analysis from Week 4 feedback task, how to start drafting, tips on the professional artefact) Week 6: Continue blogging and oral formative feedbackWeek 7: Send 1 page description explaining plans for your professional artefact for written formative feedback. EASTER BREAK 2 weeks Week 8: Campus Session 3 (putting it all together)Week 9: Send to adviser draft sections of your Critical Review (Introduction, Evaluation, Analysis and Critical Reflection) for written feedback.

Feedback from peers and tutors

18th March week 625th March 7th week1st April - EASTER - not counted - advisers not available if on annual leave8th April - EASTER - not counted15th April 8th week22nd April 9th week29th April 10th week7th May 11th week13th May 12th week20 May submission

Dates for study period

Final Module 3 Assessment – 3 main parts

Part 1: The Critical ReviewIt is primarily written but can contain visual or audio visual elements showing the process of investigating a topic (practitioner research) with analysis that has implications for your practice. Part 2: The Professional Artefacta product or a work in progress that is created - it can be a document, an event, or an activity - it can be something that informs others in your community of practice or workplace - the artefact should emerge from the inquiryPart 3: The Oral Presentation (more later)an in person/ audio-visual demonstration that shows that you have progressed in your ability to show knowledge and understanding that is based on your ‘inquiry’

Introduction to writing for the Critical Review

The writing for the Critical Review is more structured and relates to a ‘reportage’ style.

Developing your writing form Module 2, the Critical Review may take several drafts and ‘fine-tuning’ editing to structure the writing and make it ‘concise’ – that is written clearly and to the point

* Note - the artefact might contain information and thinking from the Critical Review – but the thinking itself comes from the Inquiry needs to be redone for your audience and will most likely be differences in the writing style depending on who it is for.

Writing with style and purpose

The Elements of Style (1959) Strunk and White is a source that comments on writing with purpose

Chapter II Elementary Principles of Compositions

A basic structural design underlies every kind of writing. The writer will in part follow this design, in part deviate from it, according to his (sic) skills, his (sic) needs, and the unexpected events that accompany the act of composition. Writing to be effective, must follow closely the thoughts of the writer, but not necessarily in the order in which those thoughts occur.

So – this passage says to shape your writing according to your needs.

Effective Writing

When drafting and editing – write so that you are clear and make your point in your Critical Review.

Strunk and White example on the issue of wordiness (1959, p. 19)

Macbeth was very ambitious. This led him to wish to become king of Scotland. The witches told him that this wish of his would come true. The kind of Scotland at this time was Duncan. Encouraged by his wife, Macbeth murdered Duncan. He was thus enabled to succeed Duncan. He was thus enabled to succeed Duncan as king, (51 words)

Encouraged by his wife, Macbeth achieved his ambition and realized the prediction of the witches by murdering Duncan and becoming king of Scotland in his place, (26 words)

Read out a sample of writing…IntroductionAfter many years of watching aspiring dancers go in and out of the studio classroom door, I have come to understand that the technique class is not automatically a ‘feel good’ place. Class can be as much a locale for confusion as it is for technical and artistictraining, underscoring paradoxes embedded within the very nature of the class. The delicate balance between skill and artistry too easily fosters schisms between a teacher’s class objectives and teaching strategies, between students striving for an imposed ideal and desiring self-expression, and even between what the teacher says and what the student hears. The result is a precarious balancing act betwixt art and craft. Whether intentional or not, the emerging tensions interfere with the acts oflearning and dancing.

Barr, Sherrie (2009) 'Examining the technique class: re-examining feedback’, Research in Dance Education,10:1,33-45.

Effective Writing Exercise

What is the passage talking about?

Reading aloud what has been written is a good way to understand it. This can be done with your own writing…

Ideas about this do not always come out in an orderly fashion – but your job is to reorder them (like Strunk and White suggest) to make sense of the argument.

In you own drafting and editing processes – reordering and ‘shaping’ the text strives to make it more meaningful and more concise. 

Critical Review starting to draft

• You may find that you start to draft the analysis or critical reflection first – but starting to draft the Introduction and Evaluation sections is also useful.

• Note - all four sections of the review have a flow…Remember to start the Bibliography so that you can quote or paraphrase accurately…

Drafting the first 2 sections

• Introduction - relevant to the context of the inquiry and how it relates to your workplace or community of practice

• Evaluation of the Inquiry Process - practitioner research tools used (observation, surveys, interviews, focus groups), the literature review, the ethical implications and other activities undertaken as a part of the process (e.g. performances, workshops, trying out new strategies, etc.)

Thinking it through group exercises

PART 1: In groups of two – listen to your partner’s accounts of their Introduction to their Critical Review

•Write down what your partner is saying – concentrating on the main points and the aspects of what they say that are significant – note the sue of critical thinking (reference to field of knowledge and expertise) – how has your their work with others? ask questions for clarification and detail

Doing this oral exercise will mean that you have started to draft your critical review through an oral process.

Part 1: A Critical Review

• Analysis: your findings (what you found out from the data you gathered) and your analysis of the findings compared to your literature and earlier perceptions of the topic, conclusion of this stage, what implications/benefits/impact did your inquiry have? Did you conduct any activities/events/interventions that used what you found out in your practice?, and possible further inquiry topics…

• Critical Reflection - a critical self-analysis of the learning journey based on your learning journal

Group Exercise 2 Analysis ReviewTell your partner an example from your ‘emerging findings’ (what people have told your about your topic in your practitioner research) or use your writing given into your adviser

Tell your partner what you think this finding means as a way of understanding your topic - use your experience (your interpretation of something that is common or exceptional) and your literature to add more depth of understanding to your analysis

 

BREAK

What is a professional artefact?

Definition 1Definition 2Definition 3

You may want to use Q&A with your adviser and peers to see what is is and what it is not…

What is a professional artefact?

http://corindahall.blogspot.co.uk/2013/02/documentary-film-on-salsa-dance.html

http://tmcofliam.blogspot.co.uk

http://clmbentertainment.blogspot.co.uk/2013/01/bapp-final-presentation.html

Professional Artefact

Co-curator of the Gauguin exhibition Christine Riding talking about 'Oviri' during filming for the Tate's short film on the artisthttp://blog.tate.org.uk/?p=3179

The artifact can show various aspects of what you do.

The Artefact

http://www.publish.csiro.au/multimedia/projects/FINA/sections/sports/sync_home.html

The artefact might show something like a curriculum or planning for a performance.

 

Professional Artefact

Group discussion

Explain your ideas for a professional artefact and then see how this relates to what others are doing – blog this for discussion and send this into your adviser for

feedback  

Two points to get out of the session

Develop the ideas for your professional artefact. Choose an audience to give whatever you do focus.

Communicating orally about your inquiry is directly linked to your experiences and telling people is a way to start the writing.

Please use the suggested topics below as blog topics p. : 8-9 Module Handbook

• Updates on inquiry progress and sharing discoveries • Reviews of campus sessions • Commentary on discussions with your peers and SIGs • Thoughts about your artefact – what is it and who is your

audience – is it a product or a work in progress?