This document provides guidance for students on the final module assessment for the BA (Hons) Professional Practice (Arts) 3760 course. The assessment consists of three main parts: 1) A critical review of the student's inquiry process, 2) A professional artefact emerging from the inquiry, and 3) An oral presentation. The document outlines the requirements for each part and provides tips on writing, analyzing findings, and structuring the critical review. It also discusses giving and receiving feedback throughout the inquiry and assessment process.

1. Campus Session 2
Module 3 BAPP WBS3760
31st October 2012
Hendon Campus
School of Media and Performing Arts
(Paula and Adesola)

2. Literature – including literature about your process – can be used all
the way through your inquiry and the critical review as a way of
expanding your knowledge and understanding of what you are finding
out about.

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

5. Know where you are… mapping progress

6. Feedback from peers and tutors
Week 5: Campus Session 2 (more on analysis for
Week 4 feedback task, how to start drafting, tips on the
professional artefact)
Week 6: Continue blogging and oral formative feedback
Week 7: Send 1 page description explaining plans for
your professional artefact for written formative
feedback.
Week 8: Campus Session 3 (putting it all together)
Week 9 (26/11/12): Send to adviser draft sections of
your Critical Review (Introduction, Evaluation,
Analysis and Critical Reflection) for written
feedback.
****Reminder - this is a process that cannot be done just at the end
of the study period

7. Writing with style and purpose
some tips about writing up the inquiry
Think about structuring the writing…
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.
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. Effective Writing
Editing the draft is a process through which you can develop a sense of
what you are trying to say and to develop writing that is more effective
with 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 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. Effective Writing Exercise
Read 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 view
Discussion

10. Effective Writing Exercise
John Berger (1977) Ways of Seeing, British Broadcasting
Service, p. 10.
Images were first made to conjure up the appearances of something that
was absent. Gradually it became evident that an image could outlast
what it represented; it then showed how something or somebody had
once looked – and thus by implication how the subject had been seen by
other people. Later still the specific vision of the image-maker was also
recognised as part of the records. An image became a record of how X
had seen Y. This was the result of an increasing consciousness of
individuality, accompanying and increasing awareness of history. It
would be rash to try to date this last development precisely. But certainly
in Europe such consciousness has existed since the beginning of the
Renaissance.

11. Effective Writing Exercise
Reading aloud what has been written is a good way to
understand it. This can be done with your own writing…
Berger’s argument is quite specific… what is it? See if you
can say it in your own words… this is what you need to do
for your Critical Review
Ideas about this do not always come out in an orderly
fashion – 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. Use citation (Harvard style) within your text
from the beginning of your Critical Review.

12. 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.
Continue to refine this using the context of your Introduction.
Introduction - relevant to the context of the inquiry and how it relates to
your workplace or community of practice, you could also include your
background, the rationale (aims – what you wanted to get out of the
topic and objectives – what you achieved) about your inquiry, define
terms that you are using (this is important as the vocabulary that you
use needs to be clear to the reader), and what is important about your
findings. It should lead the reader to the Evaluation section…

13. Thinking it through group exercises
PART 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 significant
Doing 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. Formative Feedback p. 12 in the Handbook
Have you tried this verbally or in written form?
•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.
We will do something today to help…

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. Group Exercise 2 – Discussing Findings
Feedback exercise about analysing your practitioner research
What is meant by analysis – take an example from your emerging findings to
analyses to make sure you understand the process
Explain one example from your ‘emerging findings’ (what people have
told your about your topic in your practitioner research)
Have a go at analysing this ‘finding’ – tell others in the group 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.
Write down some key elements of your thinking to use for your adviser for
written feedback. Use the triangle to see if you have the elements needed for
critical 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 the
third section of the Critical Review. You could also discuss this verbally
with them…

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. BREAK

19. Professional Artefact
Ideas from Adesola
Group activities
See individual blogs – for information…

20. Plenary
Points to take away from this session?
Writing/communicating about your inquiry is directly
linked to your experiences and telling people about
the knowledge and understanding you have gained –
is a way to start the writing.
Continue using your blog for yourself and others in the
BAPP (Arts) community of practice.
Make yourself personal action points for inquiry
activity – put them where you can see them

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