Feedback from peers and tutorsWeek 5: Campus Session 2 looking at analysis fromWeek 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.EASTER BREAK 2 weeksWeek 8: Campus Session 3 (putting it all together)Week 9: Send to adviser draft sections of yourCritical Review (Introduction, Evaluation, Analysisand Critical Reflection) for written feedback.
Dates for study period18th March week 625th March 7th week1st April - EASTER - not counted - advisers notavailable 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
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’
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 purposeThe Elements of Style (1959) Strunk and White is a source that comments on writing with purposeChapter 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 WritingWhen drafting and editing – write so that you are clear and make yourpoint 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 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)
Read out a sample of writing…IntroductionAfter many years of watching aspiring dancers go in and out of thestudio classroom door, I have come to understand that thetechnique class is not automatically a ‘feel good’ place. Class canbe as much a locale for confusion as it is for technical and artistictraining, underscoring paradoxes embedded within the very natureof the class. The delicate balance between skill and artistry tooeasily fosters schisms between a teacher’s class objectives andteaching strategies, between students striving for an imposedideal and desiring self-expression, and even between what theteacher says and what the student hears. The result is aprecarious balancing act betwixt art and craft. Whether intentionalor 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 ExerciseWhat is the passage talking about?Reading aloud what has been written is a good way tounderstand it. This can be done with your own writing…Ideas about this do not always come out in an orderlyfashion – but your job is to reorder them (like Strunk andWhite 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 andmore 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 exercisesPART 1: In groups of two – listen to your partner’s accountsof their Introduction to their Critical Review•Write down what your partner is saying – concentrating onthe main points and the aspects of what they say that aresignificant – note the sue of critical thinking (reference tofield of knowledge and expertise) – how has your their workwith others? ask questions for clarification and detailDoing this oral exercise will mean that you have started to draft yourcritical 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 ‘emergingfindings’ (what people have told your about your topicin your practitioner research) or use your writing giveninto your adviserTell your partner what you think this finding means as away of understanding your topic - use your experience(your interpretation of something that is common orexceptional) and your literature to add more depth ofunderstanding to your analysis
What is a professional artefact? Definition 1 Definition 2 Definition 3You may want to use Q&A with your adviser and peersto see what is is and what it is not…
What is a professional artefact? http://corindahall.blogspot.co.uk/2013/02/documentary-fi http://tmcofliam.blogspot.co.uk http://clmbentertainment.blogspot.co.uk/2013/01/bapp-f
Professional Artefact The artifact can show various aspects of what you do.Co-curator of the Gauguin exhibition Christine Riding talking about Oviri during filming for theTates short film on the artisthttp://blog.tate.org.uk/?p=3179
The ArtefactThe artefact might show something like a curriculum or planning for a performance. http://www.publish.csiro.au/multimedia/projects/FINA/sections/sports/sync_home.html
Professional Artefact Group discussionExplain your ideas for a professional artefact and then see how this relates to what others are doing – blogthis for discussion and send this into your adviser for feedback
Two points to get out of the session Develop the ideas forCommunicating orally about your professionalyour inquiry is directly linked artefact. Choose anto your experiences and audience to givetelling people is a way to whatever you dostart the writing. focus.
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?