Cs2 m3 31.10.12 v2


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Campus Session 2 for Module 3 31/10/12

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Cs2 m3 31.10.12 v2

  1. 1. Campus Session 2 Module 3 BAPP WBS3760 31st October 2012 Hendon CampusSchool of Media and Performing Arts (Paula and Adesola)
  2. 2. Literature – including literature about your process – can be used allthe way through your inquiry and the critical review as a way ofexpanding your knowledge and understanding of what you are findingout about.
  3. 3. Final Module 3 Assessment – 3 main parts Part 1: The Critical Review It 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 Artefact a 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 inquiry Part 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’
  4. 4. Where are you now? Evaluate…Where are you now in your process? You could be in several places at once now!
  5. 5. Know where you are… mapping progress
  6. 6. Feedback from peers and tutorsWeek 5: Campus Session 2 (more on analysis forWeek 4 feedback task, how to start drafting, tips on theprofessional artefact)Week 6: Continue blogging and oral formative feedbackWeek 7: Send 1 page description explaining plans foryour professional artefact for written formativefeedback.Week 8: Campus Session 3 (putting it all together)Week 9 (26/11/12): Send to adviser draft sections ofyour Critical Review (Introduction, Evaluation,Analysis and Critical Reflection) for writtenfeedback.****Reminder - this is a process that cannot be done just at the endof the study period
  7. 7. Writing with style and purpose some tips about writing up the inquiryThink about structuring the writing…The Elements of Style (1959) Strunk and WhiteChapter 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.Shape the writing according to your needs to explain what you are doing. Your early drafts might seem more like a collage that you need to put together so that others can follow your work.
  8. 8. Effective WritingEditing the draft is a process through which you can develop a sense ofwhat you are trying to say and to develop writing that is more effectivewith fewer words.Strunk and White example on the issue of wordiness (1959, p. 19)Macbeth was very ambitious. This led him to wish to become king ofScotland. The witches told him that this wish of his would come true. Thekind 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 theprediction of the witches by murdering Duncan and becoming king ofScotland in his place, (26 words)
  9. 9. Effective Writing ExerciseRead out a sample of writing from Berger –Reading out is a good way of slowing down to understand the literature that you are using to inform your inquiry and also helps when you are writing to check on the content to make sure you are saying what you want to say.The writing should be clear in stating your point of viewDiscussion
  10. 10. Effective Writing ExerciseJohn Berger (1977) Ways of Seeing, British BroadcastingService, p. 10.Images were first made to conjure up the appearances of something thatwas absent. Gradually it became evident that an image could outlastwhat it represented; it then showed how something or somebody hadonce looked – and thus by implication how the subject had been seen byother people. Later still the specific vision of the image-maker was alsorecognised as part of the records. An image became a record of how Xhad seen Y. This was the result of an increasing consciousness ofindividuality, accompanying and increasing awareness of history. Itwould be rash to try to date this last development precisely. But certainlyin Europe such consciousness has existed since the beginning of theRenaissance.
  11. 11. Effective Writing ExerciseReading aloud what has been written is a good way tounderstand it. This can be done with your own writing…Berger’s argument is quite specific… what is it? See if youcan say it in your own words… this is what you need to dofor your Critical ReviewIdeas about this do not always come out in an orderlyfashion – your job is to reorder them (like Strunk and Whitesuggest) to make sense of the argument.In you own drafting and editing processes – reordering and‘shaping’ the text strives to make it more meaningful andmore concise. Use citation (Harvard style) within your textfrom the beginning of your Critical Review.
  12. 12. Thinking it through group exercisesPART 1: In groups of two – listen to your partner’s accounts of theirIntroduction to their Critical ReviewWrite down what your partner is saying – concentrating on the mainpoints and the aspects of what they say that are significant – note thesue of critical thinking (reference to field of knowledge and expertise) –how has your their work with others? ask questions for clarificationand detail. Doing this oral exercise will mean that you have startedto draft your critical review through an oral process.Continue to refine this using the context of your Introduction.Introduction - relevant to the context of the inquiry and how it relates toyour workplace or community of practice, you could also include yourbackground, the rationale (aims – what you wanted to get out of thetopic and objectives – what you achieved) about your inquiry, defineterms that you are using (this is important as the vocabulary that youuse needs to be clear to the reader), and what is important about yourfindings. It should lead the reader to the Evaluation section…
  13. 13. Thinking it through group exercisesPART 2:• In groups of two – listen to your partner’s accounts of their Evaluation of the Inquiry Process 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 significantDoing this oral exercise will mean that you have started to draft your critical review through an oral process.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.). This should also include literature about your process. Were there any limitations in your inquiry?
  14. 14. Formative Feedback p. 12 in the HandbookHave you tried this verbally or in written form?•Week 4: Send adviser 1-2 paragraphs as a sample of yourinquiry analysis. Formative feedback will be given on thestructure, the quality of the arguments and the quality of thesupporting evidence discussed.We will do something today to help…
  15. 15. Think of analysis as a triangle of data to develop meaning that you can tell others using your own point of view Data – findings from your inquiry (evidence) Literature – expertise from Experience – others and relating your from a insider- collected body researcher of knowledge understanding in your field and beyond (Adesola with Paula added)
  16. 16. Group Exercise 2 – Discussing FindingsFeedback exercise about analysing your practitioner researchWhat is meant by analysis – take an example from your emerging findings toanalyses to make sure you understand the processExplain one example from your ‘emerging findings’ (what people havetold your about your topic in your practitioner research)Have a go at analysing this ‘finding’ – tell others in the group what youthink this finding means as a way of understanding your topic - use yourexperience (your interpretation of something that is common orexceptional) and your literature to add more depth of understanding toyour analysis.Write down some key elements of your thinking to use for your adviser forwritten feedback. Use the triangle to see if you have the elements needed forcritical thinking – weighing up the arguments and evidence for and against(Cottrell, 2008)Use this feedback to draft your ideas for analysis as a sample for thethird section of the Critical Review. You could also discuss this verballywith them…
  17. 17. Part 1: A Critical Review• 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.)• 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
  18. 18. BREAK
  19. 19. Professional Artefact Ideas from Adesola Group activitiesSee individual blogs – for information…
  20. 20. Plenary Points to take away from this session?Writing/communicating about your inquiry is directlylinked to your experiences and telling people aboutthe knowledge and understanding you have gained –is a way to start the writing.Continue using your blog for yourself and others in theBAPP (Arts) community of practice.Make yourself personal action points for inquiryactivity – put them where you can see them
  21. 21. 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• BA (Hons) Professional Practice (Arts) 3760 – Professional Inquiry Module Handbook• Commentary on discussions with your peers and SIGs• Reflections on working collaboratively using social media• A conversation with professional externals to the BAPP (Arts) network – put up their thoughts or have them comment• Thoughts about your artefact – what is it and who is your audience – is it a product or a work in progress?• An evaluation of your processes for doing the inquiry i.e. the tools you have used