Final cs2 m3 22.10.13 slideshare

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Final cs2 m3 22.10.13 slideshare

  1. 1. Campus Session 2 Module 3 BAPP WBS3760 22st October 2013 Hendon Campus School of Media and Performing Arts
  2. 2. Slow down and enjoy the autumn – it will help you think about your work. Put pictures up on your blogs or send to Paula for the MyLearning site.
  3. 3. Three points to get out of the session An idea about how to draft the Critical Review An idea about An idea about the analysis task the analysis task An idea about how to develop and create the professional artefact
  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. 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’
  7. 7. The idea of writing your Critical Review… Writing with style and purpose The Elements of Style (1959) Strunk and White 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. Shaping the writing according to your needs.
  8. 8. Effective Writing 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)
  9. 9. Effective Writing Exercise 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.
  10. 10. Effective Writing Exercise Lazaroff, Elizabeth M (2001) ‘Performance and Motivation in Dance Education’, Arts Education Policy Review, 103, 2; pp.23-26. Motivation is the internal process that initiates, guides, and perpetuates behavior over time. Motivation is a crucial issue in education, as in other fields concerned with mobilizing others to act, because it is the core of biological, cognitive and social regulation (Ryan and Deci 2000). This quote is written verbatim from the source, see the Harvard reference for this source above… but what does it mean and how can I use this source in my writing?
  11. 11. Effective Writing Exercise When you are looking at literature you are looking for meaning – so is this saying motivation is fundamental or an added extra to the process of education? So if I could say in my writing: I was interested in developing an understanding of motivation for teaching dance. Lazaroff says motivation is essential to education and cites Ryan and Deci (2000) to say that “it is at the core of biological, cognitive and social regulation” (2001, p. 26). I wanted to embed the techniques that might motivate my students into my dance instruction. Using the dance teacher ‘David’ as an example, Lazaroff suggested techniques such as “modelling and repetition, the verbal directions including praise and corrections, music, group learning, and intense physical activity” were used as examples of good practice (2001, p.25). Later when I was talking about my own work I could use Lazaroff to talk about aspects of motivation and/or technique.
  12. 12. Part 1: A Critical Review These are the headings you will use for the start of writing up your 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.)
  13. 13. Thinking it through group exercises • • In groups of two – listen to your partner’s accounts of their Introduction and 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 significant OR if you are alone – PRETEND that you are telling someone else what you are doing… you can also practice this with your adviser (who has had experience in listening) Doing this oral exercise will mean that you have started to draft your critical review through an oral process.
  14. 14. Looking Ahead to the next Task • Week 4: Send adviser 1-2 paragraphs as a sample of your inquiry analysis. Formative feedback will be given on the structure, the quality of the arguments and the quality of the supporting evidence discussed. This task is getting everyone into the mindset of being able to take an ‘emerging’ finding (what you found out from someone in your practitioner research) and to think about what it means.
  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 others and from a collected body of knowledge in your field and beyond Experience – relating your insider-researcher understanding (Adesola with Paula added)
  16. 16. Analysis of Findings: possible points to consider What did the data indicate about your topic, research question or hypothesis? What did you find out? The professional inquiry has been a way to gather data about a phenomenon e.g. an event a development a change. Findings are interesting because they relate to how things actually are in your work environment. The inquiry tools that you used should have provided you with the evidence that you need for your inquiry. If not… why not?
  17. 17. Group Exercise 2 Analysis Review Tell your partner (or think aloud) an example from your ‘emerging findings’ (what people have told your about your topic in your practitioner research) 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 and your experience to add more depth of understanding to your analysis. This finding should relate back to your inquiry question(s) – what you were trying to find out.
  18. 18. Produce a ‘worthy’professional artefact versus producing something that does not speak to your audience or has less quality or cohesion. Vanessa Bell http://www.bbc.co.uk/arts/yourpaintings/paintings/the-tub-197811 ‘hotel art’ that did not take much time or effort so not as effective to other professionals
  19. 19. What is a professional artefact? Definition 1 Definition 2 Definition 3 Try a concept drawing of it? So think of an idea and draw the idea without using representational imagery. You can use shapes, lines, patterns, arrows and patterns to show the idea (see Paula’s blog).
  20. 20. 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 Look at other examples up on the Libguides from our alumni.
  21. 21. Profesional Artefact The artefact can show various aspects of your inquiry – so what you found out. It adapts and explains these findings to others using various modes of delivery. It can be a ‘work in progress’. Co-curator of the Gauguin exhibition Christine Riding talking about 'Oviri' during filming for the Tate's short film on the show - so the film is a type of artefact of the exhibition.
  22. 22. The Artefact The 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
  23. 23. Professional Artefact Who is your audience? A good way to start thinking about the professional artefact is to decide who your professional audience will be? This decision will help you will know what part of your inquiry you can develop into an inquiry. Think about images you will need and permissions…
  24. 24. Thre points to get out of the session Communicating orally about your inquiry to start developing the Introduction and Evaluation sections of the Critical Review. Develop an Develop an understanding of understanding of what the analysis what the analysis task is about to send task is about to send to your adviser. to your adviser. Develop the ideas for your professional artefact. Choose an audience to give whatever you do focus.

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