This document provides an agenda for a campus session on the Module 3 coursework for the BAPP degree. It outlines reviewing questions about student inquiries, discussing professional artefacts, writing critical review exercises, and receiving individual advice. Students are encouraged to blog and participate in social media discussions as part of the assessment. The critical review for Module 3 involves sections on the inquiry process, findings analysis, and critical reflection, and should be 4,000-5,000 words with evidence in appendices. Effective writing focuses the argument and uses examples and theories to support points. Peer exercises provide feedback on draft explanations.

1. Campus Session 2
BAPP WBS3760 Module 3
1st March 2012
Paula Nottingham

2. Agenda
Introduction
Reviewing questions about the Inquiry
Professional Artefact
Break
Writing up the Critical Review Group exercises
Individual advice for Inquiry

3. Introduction
• This is the 4th week of the semester (12 weeks total) -
schedule the work for BAPP (Arts)
• Engagement and negotiating the time and resources at
work needed to complete the coursework – this is part of the
learning process that you can talk about in your reflection
• Use the blogs and SIGs – it is part of the assessment

5. Reviewing questions about the Inquiry
Going over the process with your adviser helps clarify
what you need to do.
How does your inquiry relate to your inquiry plan? There
should be some relationship – there could be changes –
explain them in your writing.
Getting feedback from your peers by sharing in SIGs and
blogging about your inquiry process. THIS IS IN THE
ASSESSMENT FOR MODULE 3. Suggestions… see the
next slide…
Deadlines for drafts – look at the Addendum Page.
Feedback will help you prepare your thinking through
issues in the inquiry

6. BLOG AND SIG activity
Suggestions for blog titles blog through out the semester:
• Commentary on discussions with your peers on the BAPP (Arts)
programme
• 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 is a product or a work in progress?
• Summary of your main project findings in 100 words or less,
what do you think is the main benefit of your findings
• Reflections on working collaboratively using social media
• Critical reflection on your learning across the BAPP (Arts) course.
• Thoughts and plans for your oral presentation

7. The professional artefact is a product or a work in progress that relates to
what you found out during your inquiry. It is not an add on but an integral
part of what you have learned about during the degree.
Look at the blogs from earlier Module 3 BAPP students to give you an
idea for the type of thing you might consider. Ideas for the type of artefact
include posters, PowerPoints (with still and/or moving
images), books, DVDs.
You may want to write a summary explanation to accompany the
artefact as this will spell out the purpose and function of this piece
of work and clearly identify the audience.

8. Natalie produced a book that
explained her the approach that
she was taking to a new taster tape
for a presenting career pathway.
The audience was other BAPP
students/performers – she also
presented the new taster tape.

9. At this point, it might be good to identify the professional
audience for whom you want to produce the artefact.
Who is taking part in your inquiry? How can you share your
knowledge with them in terms of an object?
How will you share or disseminate your object – is there a digital
version that can be shared through social media?
What can you show that might benefit your career progression or
bring other people a better understanding of what you do in your
professional practice?

10. Try an exercise – take a sheet of A4 paper and draw out
who your audience might be… The artefact should be
designed with them in mind. You may have several
options when you apply this to the context of your own
inquiry. How can you share your practice in your
workplace or with you community of practice?

11. Final Module 3 Assessment
Part 1: The Critical Review
It is primarily written (with illustrations if appropriate) using the 4
main Headings provided in the Module 3 Handbook
The writing style is one of reportage with some essay elements.
In the critical review, you need to explain what ideas you have
explored in the context of your inquiry (your practitioner research)
and activities such as workshops or professional engagements.
The ideas from your literature, concepts that you have
used, should also be defined so that others can follow your point of
view. The ‘writing’ will be similar to how you would verbally explain
your inquiry ‘project’ work to others…
Think about conventions from your profession and vocabulary –
get your tacit knowledge of what you do into the written language.

12. Writing with style and purpose
Shaping the writing according to your needs will be
important in explaining the knowledge you have
gained from doing your inquiry…
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.
Strunk and White (1959) The Elements of Style

13. Effective Writing Exercise
Discussion points – the writing in the critical review is
similar to reportage so should explain all the key
points using detail and examples
Make the writing interesting for others to read. If your
practice is something you are passionate
about, your descriptions and analysis of the thinking
and events should show this.
Discuss drafting the ‘thinking’ or ‘theoretical’ points that
you have explored for your inquiry with others via
your blog. You will be sending off a written draft to
your adviser – it may take several drafts before you
have said what you want/need to say.
Use ideas and theories from your literature to underpin
your arguments or explain your findings.

14. Effective Writing Exercise
John Berger (1977) Ways of Seeing, British Broadcasting Service, p. 10.
Read this sample of writing from Berger out loud to yourself…
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…
No other kind of relic or text from the past can offer such direct testimony about
the work which surrounded other people at other times. In this respect images
are more precise and richer than literature. To say this is not to deny the
expressive or imaginative quality of art, treating it as mere documentary
evidence; the more imaginative the work, the more profoundly it allows us to
share the artist’s experience of the visible.

15. Effective Writing Exercise
Berger’s argument is quite specific… what is it? What
main points is he bringing out? That images are
important to communication?
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.

16. 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)

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. Thinking it through group exercises
• In groups - listen to the accounts of someone’s Introduction and
Evaluation of the Inquiry.
• Take notes that concentrate on key words about what the person is
saying - help them decide what elements of their explanation are
significant. Key words are also good when considering literature and
analysis as subject knowledge (i.e. dance or graphic design) and
key words like ‘confidence’ or ‘inclusive’ need to be defined.
• Doing this oral exercise will mean that you have started to draft your
critical review through an oral process.

19. The Critical Review structure
• Title Page
• Introduction – 500 words Indicative
• Evaluation of the Inquiry Process – 2500 words
• Analysis of the Findings – 2500 words
• Critical Reflection – 500 words
• Bibliography and Appendices
• Supporting Evidence could consist of appendices
including: blog texts, visual evidence, blank consent form,
blank questionnaires, interview questions, observation grids,
etc. Please note: each appendix should be cited (e.g.
Appendix 1) in the Critical Review. Any online materials
must be accessible (compatible format) or available for
download (dated prior to submission date). A digital version
of this document should be sent to the WBL Administrator,
with your Academic Adviser cc’d.

20. Date for submitting this semester
Submission by 14th May 2012 – paper copy posted to Avni Shah at
the Trent Park campus and a digital version sent to the new
BAPP@mdx.ac.uk address. DO NOT SEND TO AVNI.
This is for the Critical Review and Professional Artefact as the Oral
Presentations will be due the 28th May 2012 to be attended by
advisers and BAPP (Arts) peers – you can ask for an am or pm slot
(if this is not possible – you need to discuss this with your academic adviser so that they
can help you decide on the best course of action)
Digital Submissions: Refer to the module handbooks and/or Addendum sheet
for any specific assessment criteria – send by midnight on the 14th May.
Please label these with your name and module code when sent as attachments.
Also make sure these are in a readable format (like Word).

21. Plenary
Final points…
Blogging and using SIGs are a part of the assessment for the course and
the learning strategies you are developing through your interaction with the
BAPP (Arts) network. The act of sharing, receiving and giving, discussion
commentary with your peers is important.
See Adesola’s Oct 2011 blog about the artefact.
A 4th Campus Session has been requested for after Easter - date TBC
The critical review is a more structured reporting of the professional
inquiry, but it should be written to present a lively critical argument about
your topic and point of view. Because it is reporting on primary ‘research’
or inquiry, it has certain conventions that are spelled out in the handbook.