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Tuesday, 21 December 2010

Diversity dance troop

Just saw an brief review of Diversity on the news tonight - googling I found this info... I know they have been around, but the news mentioned them moving into the spotlight a bit more.

Sunday, 19 December 2010

Continuing students submitting 3861 6th January - reminders for checking final work ADDED TO

I believe I am repeating some things that have been up before on the blogs - but there are several final check you may want to do before submitting your work...

General Middlesex University marking criteria is up that describes what the marking areas should have - this is up on the website.


pp. 57 – 58 BAPP WBS 3861 2010 Module Handbook Section 9 Assessment information ALSO ON PAGE 56 A LIST FOR APPENDICES - EASY TO MISS 
9.1 Handing in your project

9.2 What the assessor is looking for

pp 28-29 BAPP Programme Handbook lists the learning objective that you should have done for the project - A1, A2, A3, B1,B2,B3, B4, C1, C2, C3, C4 

e.g. A1 Identification and appropriate use of sources of knowledge and evidence will be wide ranging and critical

The module handbook and the programme handbook (the latest one)  are both on the BAPP libguides if you need them!

Saturday, 18 December 2010

WBS3002 September 2010 entry BAPP - How are you getting on?

The biggest thing to do if you are behind is to catch up!!! However, if you need to discuss a delay to your submission, because of work or personal circumstances, get in touch with your Academic Advisor.

You all know my contact details so get in touch if you need to... or leave a comment.

Attending the annual conference Society of Research in Higher Education

From the 14th to the 16th of December I attended the SRHE conference in Wales. The main topics for this conference has to do with higher education practice in all the disciplines - arts, science, languages, history, etc. including work based learning or professional practice. Some of the speakers included Rob Barnett, who talks about the purpose of higher education, Nick Maxwell, who has written a book on Knowledge wisdom, and Etienne Wenger, who has written about communities of practice. Also HE 'practitioners' present papers about the work they are doing. The membership of SRHE is international.

There was a fair amount about social learning and learning using Web2.0.

Wenger's presentation is on this link.

Friday, 10 December 2010

Thank you Lucy

Thank you Lucy for giving the feedback comment on the 24th November much appreciated. This is th blog about updating your blogs- engagement -and self assessment for the module.

Critical Reflection for BAPP WBS3002 - added to

There are some very good posts up about the critical reflection - see Alan's and Rosemary's blog 1 + blog 2 + Adesola's...

Natalie and I just had a phone conversation about the 750 word that was useful to collecting my thoughts - so I would like to add to the conversation.

This is about evaluating what you did this term. It summarises what is in your 'portfolio' - a portfolio is the collection of tasks, blogs links etc. that represent your thinking about the course materials.

This piece of writing is a bit more structured than others you might have written on the blogs. Sometimes blogs are written more in a 'stream of consciousness' style that includes a lot of repetitions and thinking through things... this piece of writing is more about summarising and highlighting specific thinking that has taken place during the module. It needs to be specific.

Try reading the sentences out loud - are they too vague? Do they provide the detail needed to convince the 'reader' about the 'argument' or 'point of view' you are framing? For example, if you say you are now using Web2.0 more in your professional life - be specific how and why and relate it to some of the theories you reviewed in your blog.What ideas really helped you or got you to thinking about what you do professionally?

The first sentences are always important and often need to be rewritten several times. I like to make paragraphs - rule of thumb from USA - paragraphs are at least 3-5 sentences with introductory sentence, sentences covering the key points and concluding sentence- rules to be broken perhaps but grouping thoughts is helpful to the Reader as they follow your train of thought.

Finally, what have you achieved during the module? This is an important overriding idea that should be in this piece of writing. What have you been good at? For example, Natalie has written consistently in both her public blogs and private journals and this process has helped her organise thinking through her various professional roles. Natalie needs to tell us exactly how in her critical reflection - but to take ideas from higher education and create actions or change in professional practice is a purpose of the course. If she can convince us that this has happened, that is a real achievement.

Wednesday, 8 December 2010

Question about Learning extract in Appendices for BAPP WBS3861

Laura-Beth just asked me:

Note All project modules (except WBS 3831) require you to include in this
chapter your reflective insights from your learning which are cross
referenced to extracts from your learning log in your appendices
Does this means extracts from my Learning Journal?  Or does it mean extracts from the 4 Learning Logs we had to post on the blog?

I replied:

Both- represent your learning using the evidence from you person diary and blogs – one is private so you might need to anonymise comments – the blogs could include comments and discussion you have had with your colleagues – mainly this module but earlier quotes might illustrate the learning journey. All 4 public blogs might be relevant  - but your personal journal might explain things in more detail and use your own topic areas.

Hope that helps - I did ask LB if I could post.

Tuesday, 7 December 2010

Big Thanks to Rosie Lehan

A big thanks to Rosie Lehan for inviting us to City and Islington to give a presentation about BAPP to the the FD programme there. It seems like yesterday, but it was a couple of weeks ago. Rosie is very keen for her students to progress, and we actually went early this year and hope to touch base again in 2011.

Some we information about their news...

City and Islington College students in site-specific dance performance

Dance the Night Away

Sunday, 5 December 2010

Good Conversations for WBS3002

I have spent a lot of time trying to visit blog sites. Now is the times to visit the BAPP Network to see what everyone is doing as well as to do 3d. I wish now I had more time to compose some more and a determined to do this soon.

We are actually looking at trying to update the website and brochures - so that has been taking a bit of my time. There are some great photos up on the web, it would be nice to use some images from people who have actually been on this course. We also need some folks to describe the ideas of professional practice to others. Because of all the changes in higher education, we have had a number of people want to come onto the programme. Any suggestions or offers would be welcomed.

A few comments about the blogs...

Mark Iles is trying out a video cam from Malaysia and Laura Weir is adding topics of interest and visiting a lot of other blogs making comments. What is really starting to happen are the conversations that indicate that people have taken on the new theories about professional practice and are comparing them to others experiences.  Adrian and Joannah are up now. The best way to check is to go to LibGuides and go to the blog tab. Please don't stop blogging until 'turning in' which must be an american term for submission as people are asking be to explain... Also - toward the end here you might want to refer back to 2d where you considered you inquiry questions. Rosemary has a good blog up about it.

Please also visit my blog on the 24th Nov and leave a comment about my suggestions for self analysis. While the process of looking at your own work is sometimes difficult, I think I would also call it a valuable skill that is worth having. Alicia comments on a certain state of anxiety about blogging.

I am still reading some drafts through on various things - and the folks who need to write 500 words should get an email about it early next week.

Thursday, 2 December 2010

Metaphysics in Motion book

A good book that I saw and noted to Alice and Mark.

I also picked up a great book about movement from MDX library by Sandra Fraleigh called Metaphysics in Motion - Is there anyway you can connect with it from MDX - I have it booked out now or

Friday, 26 November 2010

Article about ballet dancers from the Telegraph

See this article about life as a dancer. I found it doing feedback for Nancy who is doing a proposal for research about the career prospects involved in the role of prima ballerinas. She has a theme on her blog about dancers and how they are perceived as not being clever - may be worth a comment.

Continuing Students - Summary of Campus Sessions Autumn 2010

Sorry – the feedback from the Campus Sessions for Continuing students has been tricky to get up as much of it has been discussion and individuals taking notes in those discussions.

In all three Campus Session we have concentrated on looking at the WBS 3861 Handbook and BAPP members have discussed their own projects and progress – in the last session we broke up into smaller groups and individuals discussed their own projects with their groups and Academic Advisors.

For many, it is getting straight what is supposed to go in the report using the Handbook as reference. There is an extract from the Handbook (pp.24-25 in 2010) that I have felt helpful in writing up some of the terms seem to be overlapping – so it is just stating clearly what you have done for your project i.e.  research aims, objectives and research questions... Some people have also have specific terms of reference from their organisations so these need to be stated.  Most people are doing mixed methods in terms of the research, both quantitative and qualitative, but each project is different! The two appendices  that need to go into the document are the Ethics form from the proposal OR an updated ethics form if the original had to be changed AND the learning extracts from blogs or diaries that evidence your learning.

There are some blogs that talk to these defining terms... All can be accessed from the LibGuide 

There will be an oral assessment – most likely the 20th of January – Avni will send out an emails about this shortly – this is also explained in the Handbook. 

Thursday, 25 November 2010

Happy Thanksgiving

I am celebrating Thanksgiving this year with my family. It is mainly a Harvest festival, and many in the States travel home to be with their families. In England, it comes at an awkward time of year, but it is always the last Thursday in November. It is a national holiday in the US. We don't always celebrate it here because of the timing... I'm sure you have similar instances of holidays and festivals, especially with the amount of travelling the BAPP network does.

Obama pardoning turkey

Obama at Thanksgiving   usually this is a time when food is collected and redistributed.

history of Thanksgiving mini movies about the Pilgrims & American Indians etc

Virginia also claims it was the first site for this festival....

Wednesday, 24 November 2010

Updating Blogs and Engagement- Please leave a comment...

It is time to update your blog everyone. Comments welcomed!

Go to the Libguide  (or your Reader) and check out everyone's blogs - write comments and start or join conversations about some of the issues... if the comments are in your head but you have not written them down the others can't see your thoughts AND you will have less evidence of your learning to be turned in by 4pm 6th January 2011.

Engagement is taking part - joining in - it is keeping a high energy level - it is being seen and developing your professional presence - it is about recognising the processes through which you can learn in the workplace.

After you have spent fifteen minutes looking at the blogs,  look at the Module Handbook and compare the levels and amount of work that you see on the blogs with the Assessment Rubric on pages 4-5.

It is not very interesting if nothing is up there... If there is nothing on the blog or the blog does not exist... is that minimal or sporatic engagement? That is not enough. It is limited? That is not enough. Is there room for improvement? You be the judge... OR does the blog show two areas of work well developed? critical refection? experimentation? Is it good? Is it great? Fantastic?

Have you commented on any of these blogs that made you think?

Now what is your own blog like?

The module is in three parts - have you 'engaged' or written stuff up about one part of the module (say the beginning) but then nothing about reflection or professional networking?

Compare this to other professional work that you do. If you have a performance piece with 3 sections (3 acts) how many acts would you actually do during the performance? If I had an exhibition with 3 rooms - and I filled one room with art on the walls but left the others with no pieces of art - what would be the reaction of someone who had come to see my show? Confusion? What would they say in the comments book?

The portfolio does not require all the tasks to be completed - but the tasks do provide a structure for evidence of your activity thinking in the three areas introduced in the module. The thing that you need to link to is your own personal and professional presence.

One thing I used to say to art practitioners when I taught fine art was that the show should "look like you" - it represents you so your way of thinking should come through - you won' be there is person so this represents you - if there is something you want to say - say it with words, images, video, etc.

If anything this is a nudge form someone who has to work at timekeeping to update your work so that you will be happy with the outcome - don't leave it until the end of the course. I know I have to use all sorts of tricks to get things done - I have a to do list and many many visual aids. I hope this encouragement helps!

Tuesday, 23 November 2010

Office hours

I am at another meeting today - so I will get back to you asap if you contact me for office hours.

- Posted using BlogPress from my iPhone

Friday, 19 November 2010

Thanks again to Wendy Nottingham

Wendy Nottingham came as a guest to our last campus session.Wendy trained at Rada and has been a professional actor for 25 years in London. A have a picture I will put up. Wendy added to the discussion for both the morning session and the Continuing Group Session.

Past work includes The York Realist. I picked this example because she had mentioned it as an experience where she met another actor with whom she continues to be in touch. Here biography is there - scroll down.

If you have any ideas about people that could be guests on the programme, please let us know.

Wednesday, 17 November 2010

Sunday, 14 November 2010

3rd Group Campus Session 10.11.10

Alan's scans of the Group's images. Some may be in the wrong grouping? let me know... Also check out the videos on the BAPP YouTube go to see all and there are 4 videos all together - 1 is of the groups preparing and there are 3 presentations that were developed on the day,

3rd Campus Session Professional Networks - Groups 1 and 2 10.11.10

These are some images Alan scanned in from the presentations about Professional networks on the 10 November 2010.

Group 2

Group 3

Friday, 12 November 2010

A Survey call for Dancers

Please check out Sophie's blog and fill out the questionnaire asap!!!

Brendon Cole Blog

Just came across this blog - wondered what people thought? How does it compare to BAPP blogs?
Brendan Cole

The arts and dyslexia - some research on MDX home page

Here is the link for some research about the arts and dyslexia. I also am aware that there is other research with the same theme, We had it at the art school I used to work in - I will try to see if there is still a link.

Monday, 8 November 2010

Interview Alison Steadman

interviewBBC iplayer

Continuing Students

There is a mock up of the title page for the report on LibGuides under the 3861 tab.

Glossary for research terms and helpful explanatory sources

Glossary - I will add to this as people ask the same questions and I have to go looking for likely helpful sources.

Purpose Statement 

Academic writing as Hedging - which is trying to say things in such a way that you are making statements based on evidence you present vs. sweeping all or never statements based on opinion...

Thursday, 4 November 2010

Following the Blogs and putting them on Reader

If you have not already - it is helpful if everyone can Follow other blogs - also put them on your Google Reader - remember Peter wrote up some directions on LibGuide for the Reader.   You can get all the blogs we have from the LibGuide

Please please please - make your blog and put it up asap if you have not done so!!! Leaving things until the end of the course is not really effective.

Adding profiles on casting sites and biography for teaching

Aby Martin is working on her web presence and has added into her profile some interesting additions - would be worth a look and giving her some feedback.

What interests me (YES it is on other blogs as well) is that she is signposting us to her other professional work on the web - and therefor we are able to have a good look at her 'work' as well as her comments about her work. The professional practice or work-based learning happens alongside your work, focusing on your work as the content of the studies.


Scheduling relates to time - time relates to the way we learn - it all relates to our professional work (BAPP included) obligations.

Check out Laura's blog scheduling of BAPP that fits into her professional obligations. From the comments, others have found it helpful.


I learned this method at an interviewing workshop at University of London, but it is one that is used for further afield - valuable for summaries and presentations.

Situation Task Analysis Result = STAR MIT has a website that explains STAR. I found it very useful to curtail long narratives - coming from Virginia telling stories comes naturally - because often communication is about getting to the point. STAR helps me think through to not only my analysis but also the result - the point.

This approach is particularly helpful in management situations where time does not allow long discussion. It also structures the thinking process so that meandering thoughts - serve a purpose. It is not about exploring as much as explaining.


In a discussion on Jess Hunt's blog Peter made a comment about communities (which I think we are covering in the next module section) - this was part of my comment:

"...BUT I find the idea about 'volunteering' an interesting one from Peter's comment. The idea of a volunteer and Web 2.0 - this matches to the idea of time - giving time , taking time, delivering time, being an 'active citizenship' as they say in lifelong learning. Interesting, are we expected to volunteer in our society - how and why?"

So how does the professional's volunteer time mesh with other work?  - it could be building practice... the idea of active citizenship, social capitol and lifelong learning are explained on the Infed website .

Wednesday, 3 November 2010

Time and Honey and Mumford

I have entitled this entry time because I never have enough of it! You too may feel that way. This might be connected to the way I learn. Honey and Mumford describe learners as activist, theorist, pragmatist and reflectors. Because I am a reflector (all categories apply at one the or another) it takes me a longer time to think things through because I actually enjoy the process and so it take me longer to finish things I am am doing.

To counteract this, I need to manage my time carefully. I have diaries, and calendars, and reminder boards etc. Other people might have some more unique ways of dealing with time?

Try this University of Leicester website for Honey and Mumford information.

So what type of learner are you. How are you managing your work for the course?

There is no right answer but managing time is difficult and fitting in extra bits always takes longer than you think. So when you get something done, give yourself a little gift... No, I mean it. After you have completed one of the tasks actually stop and celebrate the progress that has occurred. I watch old movies ... when I have the time

Look at Natalie's blog reflective day - I think it gives a good sense of time.

It does not take the time factor away but it does work. Professionals are busy people and there is never enough time. For example for this course - go to Libguides on the 3002 tab to make sure you have the information you need to complete the portfolio.

- Posted using BlogPress from my iPhone

Monday, 1 November 2010

Book mainly for Continuing Students...

*Note some books like Doing Practitioner Research by Fox, Martin, and Green (2007) are available electronically from the Middlesex Library using your Athens password:

Wednesday, 27 October 2010

Continuing and New 3861 BAPP - feedback

On the 19th Oct Campus session the continuing BAPPs again went over what should be in the report. Many are going through the same issues of completing projects and writing the reports. If you missed it, get in touch with your AA for details.
I have done some feedback - the rest needs to send in the Chapter 1-3 so that I can take a look. Alys has some interesting research sources and is exploring drama training within dance, Joe is looking at gender and dance professionals.
I have been looking at blogs - Laura and Stephanie have new stuff from our AA group - where is everyone else?

New BAPP - the time goes quickly - you should be on the Reflection section of the module. Some have not gotten their blog up? Kate? , Carly-Joy, Joannah?, Mina? and Adrian - we need content up there! I think I have the list right - contact me if you need help. New footage on BAPP YouTube. I am looking at blogs.

I need to change the NEXT TWO office hours that are usually on Tuesdays to Thursday because of meetings..
2 Nov now 4 Nov 2 - 4pm
9 Nov now 11 Nov 2 - 4pm
ALSO I will be at a conference the last week before Xmas - but will put in time extra time the next week to make sure you have the contact you need. However, we are not reading up to the last minute this year...  so make sure to get the info you need in good time. The conference is about research in Higher Education.

Anyone in BAPP - email, call, skype etc. self-managed learning is about staying in touch so that you can get the best out of what we have on offer. Sometimes it only takes 5 minutes. We are trying to look after your work, but it is hard without updates through blogs or emails.

What a busy time - I am trying to finish my thesis so I too am writing, checking, and completing my  bibliography - now at 70 pages!

Thursday, 21 October 2010

Adesola's itinerary for 2nd Campus Session

As Attendees know, Rosemary and Paula helped carry out the session planned by Adesola - see below: 

Campus session – October 19th 2010
10 to 1pm

To be looked at from Reader / Module
What is reflection and why?
Turning experience into learning Boud (Boud et al., 2006, English and Gillen, 2001)

Doing, reflecting, concluding, planning Kolb’s learning cycle

Reflection in action / reflection on action  Schon

“Know more than we can tell” Polanyi

Journal writing and artistic practice

Different types of writing for journals
Look for themes

Introduction and hello

10.05 to 10.20am
Go up stairs to loft bit

Partner with someone who does not do what you do - think of ‘what you do’ choose one thing! And put it as a title on your notebook (i.e. choreographer) swap with partner and list all the things they experience / do. Swap back and read what is said. Short discussion about what is written with partner.

Feedback to whole group – “what was that like, is it true to life, are you surprised by anything?”
Hope the loft and the exercise leads to SEEING THE Familiar DIFFERENTLY.

Write a graffiti wall of conclusions / comment about this.

10.20 to 10.35pm
Go back down stairs sit in circle
Scary story – with another partner, tell story. Talk about the experience…. feedback
Do it again with different partner…talk about the experience
Longer feedback: were there tactics you used? How were you different with each partner? Did you learn something about the relationship / interaction with the each partner? Where were you in the story?
Hope to get to being able to see action of telling was more important and story content.

Graffiti wall of comments about this

10.35 – 10.55am
Canes – in threes (or four) have to move from one side of room to other and turn inside out.  Claps when it falls etc….
Few mins practise in silence
Continue but can talk
In silence again

Feedback on experience

Write post it notes about process sort them into categories of theory below

10.55 -11.15pm
Link to Kolb’s learning cycle & Honey and Mumford having an experience, reviewing the experience / concluding / planning / Schon  learning in action & learning on action & Kottcamp on line /off line

11.15 – 11.40 (inc coffee break)
3 minute Silent tour
Planning your own, include three things, use three pieces of card. Include sound, smell etc….

11.40 – 12.15
In groups of four go on tours, when finished each tour write a short bit, poem etc… about it to give to tour leader.

Read your bits.

Feedback about the experience, how you capture the experience, if it was the same for everyone on the tour…..

Talk about keeping Journals … what kinds do people keep….

12.15 – 12.30
Luggage label, to self, luggage label to blog

12.30-1pm discussion / contingency time

BOUD, D., CRESSEY, P. & DOCHERTY, P. 2006. Productive reflection at work : learning for changing organizations, New York, NY, Routledge.
ENGLISH, L. M. & GILLEN, M. A. 2001. Promoting journal writing in adult education, San Francisco, Jossey-Bass.

Wednesday, 20 October 2010

Wednesday, 13 October 2010

Task 1c Audiovisual Posting 45 seconds

The 45 second tasks that you are doing can be posted generically to YouTube or to your own YouTube sites - we have already seen several up! this will be easier and faster than us all posting them up!!!

Look at Alan's blog for some example!


Thursday, 7 October 2010

The Antoine phenomenon

Okay - the web is good, we all know that,  but it can also grow virally - ever seen

Original article  and 'remix'   so it is now a phenomenon   newspaper article.

It is such a serious subject and the treatment it is getting is bizarre... as virtual 'real' life can be.

Any thoughts using the theories presented?

Tuesday, 5 October 2010

Campus Session 1 New Students BAPP

A very quick comment about the hiphop quality of information and the presentations... reputation -the idea - it started with a conversation and I would be loathe to own the idea... what have others said about it?  Is this what what meant by information sharing in Web 2.0?

Go to the footage from the 3 groups up on our youtube channel - I will add the slides to this email asap.


2 sample 'movies' 1. 1directions and 2. sample of 45 seconds for task on youtubeBAPP

look at info on other blogs - Rosemary + Adesola + Nicholas

ALSO SEE BELOW slideshares of Groups 1 and 3 - Group 2 is up on Rosemary's blog.

Copyright news fromMDX about Government documents

Middlesex University, Staff Intranet,  [Accessed 5/10/10]
Good news on the Copyright front

01 October 2010
The Government has issued a press release announcing the launch of new free licensing arrangements for most government information. The new licence replaces the OPSI ‘click-use’ licence, and does not require any application or registration.

The licence is designed so that it can apply not only to Crown copyright works but also to works created by all public sector bodies including local authorities.

Principal exceptions to the coverage of the licence are commercially valuable works created by the government trading funds, such as Ordinance Survey, HM Land Registry, the Met Office and the UK Hydrographic Office.

Other exemptions such as Personal data, Copyright and Freedom of Information protected materials are listed in the document via the link below.

For any further information or advice on this or other Copyright licences, please do not hesitate to contact Kate Vasili, Copyright Officer.

Monday, 4 October 2010

Saturday, 2 October 2010

Wednesday, 29 September 2010

Going to the Library for continuing students

I have been reminding the continuing students about the MDX library at Trent Park for specialist books about acting and performance and dance and education (including research)- there are also the Cat HIll and Hendon campus libraries. If you are at Cat Hill anyway - the library is downstairs to the right of Reception. Cat Hill has specialist media and art books as well as research. (New students - we are planning more talks about the resources later in the programme).

For the Trent Park library - stop at Oakwood Tube Station (Piccadilly - one stop before Cat Hill) and take the MDX bus to the campus. The bus stop is to the left (the big plastic awning in front of the cake shop) after leaving the station - the bus is white with a MDX logo - it comes on the hour and every fifteen minutes. This happens on the way back from the bust stop where you get out on the Trent Park campus.

The library at Trent Park is in the Bevan Building - you walk down to the Mansion and walk past it to the right - down some stairs (by the sphynxes) and then toward the right and up a ramp for the entrance. TAKE your library card - and coin change if you need to photocopy - Many of the books are short-loan (7-day or 14-day return) so but you can turn them in at Cat Hill. The fines for late return are such that you might want to photocopy a chapter if needed to avoid the hassle of returning. You can renew online, however, but the library will probably email you on your official university email address.


You may want to plan the time by looking at  the LibGuide

One word from the wise - plan a visit if you are going to make one by making sure you have enough time. Rosie is the librarian at Trent Park - and if you think you need her to help you you may need to call to make sure she is there. She has listed on the LibGuide the Dewey decimal numbers under which the books are organised - 792s for theatre and 793s for dance, TV production is 302/384, and education 370s - go straight back to them and concentrate on the information you need for your project.

Friday, 24 September 2010

Reputation and Professional Practice for NEW and Continuing

This entry is the start of a longer consideration of an important topic for us all, and one that also is linked in with considering professional identity.

While Sheika Edwards and I were discussing current job and career opportunities that might be used for what we are doing in BAPP course on the 21/9/10 orientation day, it dawned on me that Sheika must have a good reputation among her peers in order to be getting on with things.

So the idea about reputation has really taken hold on my thinking because I do think it is an important one. People 'vet' other people through their reputation, it is important that your peers know that they can count on you. When I talking about the blogs at orientation, I tried to use 'good examples' of current and interesting entries, and I

I went first to the blog entry Laura Davitt blog entry because she had a recent entry (more please Laura)... there are of course others who have updated entries like Rosina Andrews and Abbi Williams, who is a distant learner with a good reputation among the network for her blog work.  Joe Pegram has also noted recent work as has Sophie Gilbert.

Procrastination and perfectionism put aside - it's about being there and preparing so that people can see you and respond to you. For example check out Mark Iles blog. Is that you in the dance pose Nicholas Norman? good brief accounts of skills and future direction and Natalie Less and Ross Dunning were also quick off the mark.

I think I will come back to reputation after more study, but it is one that relates firmly back to the goals of the course - it people know who you are and respect what you do - that is the start of a great reputation.
I came across this entry about this issue for establishing designers after a quick google. I would like to work on my reputation as a good blogger this term.

One other point that Alan has made before, and came up in our orientation discussions, the blog is one way for you to exert some control over something cohesive about yourself going up on the web. When, not if, people google you, a learning blog with some interesting evidence of personality and intellect, everyone can see some of it is for a degree course, is more interesting than random entries.

Tuesday, 21 September 2010

Continuing 3861 BAPP - dates for chapters for feedback

The dates listed for feedback are 19th Oct Chaps 1-3 and 16th November Chaps 4-6. I thought it was later...  This is something we will discuss on our 1st Campus Session 1st October.

Read the Handbook - it is actually pretty clear about things. Write a version 1 draft - then version 2 and so on... The writing usually has structure by Version 3? SAVE SAVE SAVE on memory sticks and hard drives...and SAVE some more....

Cite ALL sources using the Harvard method. Colour-code text to make sure in your drafts if you are using quotes from digital sources...

Remember the text you had from 3835 has been assessed - so if you have similar things you want to say - they need to be reworded (also you are talking about things you have done) for the 3861 report.

Joe Pegram is supposed to be blogging on this subject... over to you Joe.

AND everyone- is it time to get blogging again?


Wednesday, 15 September 2010

Induction - Logan's Run

Induction day exercises using critical thinking

Here are some sample comments from the group-work undertaken on Induction Day 14.9.10; these are bullet points that could be edited further. The exercise attempted to look at the blogs with critical awareness of content (i.e. Stella Cottrell’ Critical Thinking book) and structure of the writing.

·      The sexual element – the cultural context and what is ‘acceptable’
·      British views compared with other views in other countries
·      To make it appear as a ‘sport; it needs structure – does this already exist
·      Sport or art form?
·      What are the consequences of promoting either the ‘sport’ or ‘dance’ (erotic) quality?
·      An element /discipline of gymnastics?
·      It’s name? ‘pole-work’
·      How other ‘excluded’ disciplines have become ‘acceptable’?

·      Critical of more than 1 thing
·      Spell-check needed
·      Students can relate to what’s being said
·      Work in progress
·      How should do things differently (trial and error)
·      Are the readers developing the same opinions?
·      People interested to go back and read the entries from the beginning
·      How ideas change and progress over time?
·      Did writing the diary help her in the long run?
·      Did Laura find feedback and comments made helpful?
·      Reference Laura’s ideas and refer back to them at a later date
·      Not obvious what Laura did as a profession… people don’t automatically draw opinions
·      Personal style /personal journey

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Tuesday, 14 September 2010

Well done everyone who came to today's Induction for WBS3002

Right, I just got home from work at 8:15pm but Alan did say to start right away.... Great job today, good sessions and I learned alot. Good groups and hopefully the new curriculum will suit your needs.

Don't forget Rosemary's quiz!


Monday, 13 September 2010

Libguides for the arts

For subject Libguides for dance, television production, music, theatre arts etc.go to the site and look at books and journals for literature.

Wednesday, 8 September 2010

Your reseach and project work needs to show critical thinking.

This blog reflects some of the questions people have been asking me... I am a bit surprised that people are not clear on what literature is as this was something that we covered in the last module, but after the summer months you might need to reconnect - I know this is something I need to do...

The research and project work that you are doing needs to be considered using critical thinking.

This means an thinking about the project work and research you are doing with conjunction with an examination of the literature - the things that people have written about your topic (this is the literature review in Chapter 2). Literature is a generic term for the things that you have read and seen (in the case of videos for example) that have informed the way you think about your topic - often in the case of academic research, the things that people have written about or researched have been peer reviewed so they have been scrutinised for their academic arguments and the evidence they have presented.

For example, Boal talked about (invented theories about) theatre being a political art form (you could quote something Boal said from his books using the Harvard style of reference - for example Harvard referencing style looks like this (Boal, year, page number) and maybe something someone has said about Boal like "... Boal is no stranger to crisis within the theatre and without. His engagement with disparate meanings of the political, and his persistence in finding meaningful applications of his work act against the impulse to have crisis bring theatre to an end" (Martin, 2006, p. 23). - this is the authors name but the source book the reference came from would be in my Bibliography/References. In your literature review you would explain what the quote had to do with the work you did. Not all of the literature is academic - it may be education policy that you had to refer to... a report from a dance organisation that said something about your topic etc.

Things that people have written about the methodology go in Chapter 3 - people who have written about the type of research and the process you are using - like Bell or your Handbook - need to be included to back up the methods you are using. You may need to find a source to explain what you are doing. Your Academic Advisor can help with this.

 The lack of critical thinking means that the work will not be as strong in the assessment process...  

Getting back into the project work - refer to your learning objectives in your 3861 Handbook and to the Level Descriptors for Level 6 on the MDX website...  - think about your own work and compare - have you looked at 'arguments' in your reading up about your topic? What concepts or ideas or issues have been discussed ? What do you have to say about your project? What did the research you did say aobut what you do in the workplace? What did other experts say about your topic? Were they right?

As you analyse your data from your research - these ideas are used to consider the 'findings'... Be prepared to discuss these with your Academic Advisor and peers... they are interesting becaseu they are real but you will need to back up what you say with 1. evidence from your research and project 2. from the things you have read.

Some key words repeated below:

Arguments “are sets of ideas which are expressed, and how they are constituted, in writing or in other forms is fundamental. Making an argument therefore involves working out how to construct, communicate, support and substantiate it….” (Mason 2003)

Concept – an idea “a unit of thought or element of knowledge that allows us to organize experience” (Janet Gail Donald (2001)

Theory –a rationale or justification based on ideas or evidence… “a system of ideas intended to explain a phenomenon especially a system based on general principles and therefore independent of the target phenomenon” (Brewerton and Millward 2001)

*Note – this is so that theories can be used to relate to more than one ‘problem’ being examined or explored in the field (first hand phenomena)

What does an academic theory have?
Academic theory – a way of looking at something – a way of explaining to inform and direct a point of view – when applied, it can structure an argument - different academic disciplines interpret concepts and theories differently (Anita Walsh 2008) i.e. the Health professional needs to understand theories and practice in a clinical setting that might have different ‘givens’ than a creative arts professional

Critical thinking

“critical thinking is reasonable, reflective thinking that is focused on deciding what to believe or do`’ (Norris and Ennis, 1989,extracts from Fisher 2001).

Glaser (influenced by Dewey) defined critical thinking as:

“Critical thinking calls for a persistent effort to examine any belief or supposed form of knowledge in the light of the evidence that supports it and the further conclusions to which it tends.” (1941, p. 5 from Fisher 2001)

Stella Cottrell (The Study Skills Handbook 3rd ed) says that Glaser emphasises the importance of 3 main points about critical thinking
1. persistence
2. evidence
3. implications

Stella Cottrell (The Study Skills Handbook 3rd ed) also suggests applying analytical thinking - being able to do things like
•    “ looking for possible flaws in the reasoning of evidence, or the way in which the conclusions were drawn”
•    “comparing the same issue from the point of view of other theorists or writers” and “checking for hidden assumptions” (Cottrell 1999).

You use critical reasoning to:

•    Identify elements of a reasoned case
•    Identify and evaluate assumptions
•    Clarify and interpret expressions and ideas
•    Judge the acceptability and credibility of the claims
•    Evaluate the arguments of different kinds
•    Analyse, evaluate and produce explanations
•    Analyse, evaluate and make decisions
•    Draw inferences
•    Produce arguments (Fisher 2001)

These ideas are linked to what I would call critical curiosity  - your ability to want to know about something using a framework that is wider than what you already know (Nottingham, 2009).

Tuesday, 7 September 2010

Digital Dieting lecture about searching the web on topics

Learning from the internet WATCH this it is funny... one of our lectures from Middlesex. It is rather long so when and if you have the time - it goes through searching for information on the web.

Wednesday, 1 September 2010

Back in the office... NEW Libguide info site - contact me to touch base.


Avni sent the new schedule out to you BUT we now have this new repository to inform and update you on BAPP related stuff

For the schedule go to

FOR THE MAIN LibGuide site go to

This should be an easier and accessible route - so let me know through comments if you think so...

PLEASE GET IN TOUCH about your projects or other courses to discuess feedback and progress.


Thursday, 22 July 2010

Friday, 2 July 2010

FYI JOB at Laban


Thursday, 17 June 2010

Being Inclusive in the Creative and Performing Arts

For those working with these issues - try this link

This is from CADISE 2005 which is no longer active, but it was a consortium of smaller art and design institutions.

Monday, 14 June 2010

Next steps for 3835


Right - go to the MDX website - and that tells you what the mark means.

Hope everyone is doing well.

Marks should be posted on MISIS for those who are looking- and Anvi will shortly send out feedback so get in touch if you need to.


Friday, 7 May 2010

Well done to network for finishing another milestone - 3835!!!

Please stay in touch with the network over the next months - and over the summer - checking the blogs and making sure you have everyone on as Followers. Some people are starting their projects over the summer and others are waiting on events before they get going - probalby using the time to look for literature.

I will also try to keep people posted on what is happening here. We will look at proposals this month, and the board with final ethics approval is 10th June.

At this point, I'm sure everyone needs a short recovery break.

For those of you who have not, please send me your digital back up copies AND continue to make your own digital backups of everything that you have done. Several of our network have had computer problems right at the end of term, do back up back up back up on different dievices and memory sticks to ensure against break-downs and theft... Also blogging and emailing content help with some recovery if the worst happens.

Looking forward to reading all the proposals - and I have some final reports as well...



Tuesday, 4 May 2010

Ethical Consent Form confusion

The Consent form that Avni sent out to you in your reminder email  is NOT the same as the writing you need to do for the Ethics Issues relating to Project Proposal  = 500 word.

Ethics Issues relating to Project Proposal is what you pass in now with your Ethics form. The Ethics form is the one that asks you to tick box who you are seeing etc.

The Consent form is the form that you can put your own title into and use after 10th June (after Ethcis approval has gone through the MDX board) to gain the informed consent of your participants if your are doing interviews. Laura-Beth asked if MDX had one - so it is handy to have one to hand out when you go through this process. You will be getting these signed later if you are doing interviews for WBS3861. t

Hope that's clears up any questions...

Face Front etc. inclusive theatre websites I found on web

Friday, 30 April 2010

How is everyone getting on?

I have completed feedback and a weekend of writing about WBL within HE awaits me. How is everyone getting on?

The best advice is not to take things to the last minute as that is when the slight 'panic' sets in and it is actually more difficult to deliver university or work-related products. Try to build in time to calmly proofread the final when you are well-rested and have had a bit of a visual break from it - then you can see the piece of work better and make more effective judgments.

Remember to send a digital back up copy of your work to your Academic Advisor next week. Send your paper copy into Avni - she does not need a digital copy.

Wednesday, 28 April 2010

Quick note from Blaxter,Hughes and Tight book

I hope everyone is doing well - just wanted to notes taht the Blaxter et al book, How to Research, has good sections on case studies and qualitative analysis.

p. 71 "This might be the reseracher's place of work...or another insittuion or organisation, a school... O it might be just one element of such an organization:aclass,a work team, a community group... case studies ar often used to illustrate problems or indicate good practice."

BUT in describign what you ar doing - make choices and back up those choices - it can't be everything.

p.205 is the qualitative analysis section - more important within the project - but folks might be able to say now generally about expectations and approaches - for example mixed, qualitative or quantitative...

Monday, 26 April 2010


Many of you might have had the pes system for writiing in secondary school - point, example, analysis Danielle and I just invented PEAR point, example analysis and reserach (literature that you use to back up or explain you reasoning).

FYI I am in tomorrow and Wednesday , I am in Hitchin all day Thursday and working from home on Friday. Please send draft proposals in so that I can do them before the long weekend.

I also found a consent form to send out in Avni's email tomorrow, also so more marking criteria etc.


Final Weeks DRAFT feedback and Passing in

Right - we are sending out an email via Avni tomorrow just to confirm HOW to hand in for the module and to remind folks of the procedures for passing in by the 6th of May.

PLEASE send me any Project Proposals in draft form for feedback AND the titles and rationale for degree if I have not gotten it - again for feedback.

Chickenshed Learning set is still on for Tuesday at 4pm at the Chickenshed. 

2 ways to hand in - in display folder so the pages are securely fastened - Peter mentioned he is not that fond of plastic sleeves, Rosemary has advised a slim-line folder as preferred. For me, work that is neatly printed and presented.

1. As in Guidlines - with the components in a folder in that order.- 1. in portfolio style from guidelines so Section 1 Learning blogs and Critical Commentary (taken from Blogs and printed out), Section 2  Research and DEvelopment Materials (Activities 1,2,and 7) Section 3 Project Prooposal, Ethical Issues and Ethical Release form signed by you Section 4 Rationale for Award Title  and Learning Agreement Cover Sheet (signed by you and employer or professional with whom you have discussed the project). If you use this structure - when referring to things in your proposal say - look at Activity 1 (which is in Section 2) rather than a particular Appendix.

2. Turn in he document as a Proposal with addtional bits in the one document as Appendices.

I would choose the 1st but others might want to make one document for convenience.

Wednesday, 21 April 2010

Info from Campus Session 5

Critial Commentary for Learning Diaries

Commentary using your learning diaries (blogs) – summing up and evaluating the entries using critical analysis (is there any learning theory or theory about professional practice or work based learning that might apply?) use examples…

Seeing progression of thoughts, confidence, ability, knowledge, etc. from the earlier part of the module to the conclusion AND providing evidence of this

Using comparisons – compared to learning in the workplace, the 3002 module, the BAPP network (how have you used it as a virtual community of practice?)  

The Final Project Proposal 

It is an explanation of what you are going to do for your project and how you are going to do it, with some expectations stated (you cannot predict the results before you carry out the project)

Beginning middle and end - structure is important – use headings for sections, summarise and use examples

Research element - well thought out and critically evaluated (approach, methods)

Ethics - always when dealing with human subjects…

The Final Project Proposal – progress!  

You have made a lot of progress in the module – celebrate this (sensibly and with evidence) in your Learning commentary and Project Proposal

Your BAPP work should be aligned with your professional work (both what you are doing now and aspirationally)  and organisation – or if you are self employed – may have implications for your community of practice or your professional network – this should have positive aspects. 

The Final Project Proposal - pitfalls 
Have vague and ill-defined aims
Lack detail about the research design
Be overly ambitious and unrealistic in terms of scope and timetable

(Fox, Martin and Green, Doing Practitioner Research, 2007)