Theatre Blog from the Guardian

A brief piece of writing telling about the reality of professional practice.

Higher Education Research about fees

It is an interesting one to look at for their explanations of the research - see page 5 for example.

Task 6c WBS 3835 SIG Wik

Task 6c WBS 3835 SIG Wiki

...so far 26/4/11 Paula Nottingham, Rosemary McGuinness, Ross Dunning, Emma Balamm, Cerys Dixie, Natalie Less, Mark Iles

Link  here

3835 Online Portfolio

From the several online portfolio summaries I have seen - this device (equal to a one page blog entry) successfully summarises the work done on the tasks and the blogs in general. The samples I have seen really work to bring the term's work together in one summary. I would suggest perhaps to try to do more than just signpost to the blogs, although that is important., to add some critical commentary within this summary.

The idea of being 'critical' is also to talk about what things mean. You might even add an argument. "The word argument in higher education means a proposition or propositions (or conclusion/s) combined with a reason or reasons. A proposition is a statement, a way of thinking, or an idea that you believe to be true. It is also a way of persuading a reader of your views" (Institute of Education, 2008).

From the examples I have seen, adding a few more critical statements would help to show the reader why you think the way you do.

Why was the code of practice important? Why did it help you with your research ethical procedures?

How did the Facebook or Blog peer SIG interaction convince you about your topic?

What part of the planning have you found most difficult? Why?

I am always surprised at how little my first drafts of things do this! I always need to have several drafts and then leave some time for thinking about things. I don't always do this thinking consciously but let the ideas come to fruition as I do other things... then sometimes the solutions or rationalisations just pop up in you mind. I am trying to do the same with my writing which has an overabundance of repetition and muddled ideas - it is the process of writing for meaning.

Don't forget the Wiki for 3835 References

Ross - thanks for adding to this - more please. 

3002 questions use of I and referencing a source in a sentence

A couple of questions that I have responded to...

1. Can you can use the I in the critical review (?) which is a bit of more formal writing and 2. Asking about how to reference a source within a sentence. 

1.Yes you can use I (as opposed to the third person - one), but as you explain thinking processes and experience it is good not to 'overuse' I as you talk to the Reader. Your academic adviser will most likely review your draft and can be more explicit within your writing.

2. Usually sources from your literature or web sources are referred to using the author's last name e.g. Nottingham said... And then in brackets the year (2011) like other Harvard sources. If you are talking about someone from the BAPP group within your commentary, first names should be fine. Whenyou have siad to someone that you going to anonymise- you use a psuedonym, their role e.g. he Director said, or Dancer A, Dancer B.

3002 ( JANUARY STARTERS ONLY) Submission Advice

This year the 3002 January Starter submission is just by email. THis is a pilot for e-submissions for BAPP.

The directions are under the 3002 tab on BAPP Libguides - these are the same directions that Avni sent out - so you will not have to send us any paper copies to England - just copies of your documents by email. There is also a digital Module Receipt form.

The document should look like what you would print out for the tasks and Critical Review - the Critical Review is the 750 words you can send me in draft form to give you oral or - chatted - feedback. Let's not leave it last minute. Officially we are closing to work on student work on the 11th April, but I will officially be on holiday the week of the 18th April. 

So the documents (digital) for 3002 will have a cover sheet, the 750 words telling about the module and what you have learned - and the evidence through hyperlink to the blogs and any other Appendices (additional evidence) you want to put in. 

You need to keep on putting up the tasks on your blog - the Reflection ones in Part 1 (1a CV, 2a theories of professional communication 3a audiovisual 45 seconds, and 4a 2d Flickr images, and Part 2 (2a starting up the reflective journal, 2b - reflective writing blog about a day 2c looking at learning theory about reflection and comparing it to your own professional practice, and 2d looking at questions you might have about your work/career/periods of rest and the networking ones in Part 3 - (3a looks at your current networks, 3b theories behind networks, 3c sources of information and 3d critical questions and issues that merge - discussed with others on the BAPP course   through comments). 

The Critical Review summarises these activities and others you have undertaken during this time period and these will be important to refer to as hyperlinks. All of these are in the handbook.

Responses to 3835 Questions about the Inquiry

1. what is literature - this is explained in your Reader - but basically it can be a variety of materials that have been written or communicated about various topics - you literature might include an academic article downloaded form the Middlesex library (because you know that academic literature 'argues' points of view in a balanced way with rules that govern their use of evidence to make their points), articles form trade periodicals (like Stage), or web articles that come form reliable sources - like a professional organisation such as Dance UK. Your literature might also include some books about inquiry, research, or learning theory that you have found ( I liked Researching Dance by Franleigh and Hanstein). These could also be policy papers you need to read for education if you teach or aspire to teaching.

So three sources that talk about your topic - reviewed - what did they say and what did they mean? Have they changed your mind about something or inspired you to do further searching? Did they challenge what others have said about the issues? Did they have ideas or theories that others have been able to see and use?

2. research ethics - 2 sorts covered in the course ethical practice as it relates to codes of practice in the workplace and 2. inquiry ethics - how you are going to ensure that you have followed certain protocols while carrying out your inquiry. Middlesex Uni (and your advisors) need to ensure that you carry out good practice when in comes to inquiry on human subjects, so you need to think through how you are going to interview etc. the people who will participate in your inquiry - this is directly related to the Ethcial Form and explanation you need to fill out for 3835

3. the plan - on page 4 in the Handbook are suggestions for formatting the plan (it does not need to be put into a Blurb book though). What research questions are your explaining and how are you intending to carry out this inquiry? This also relates to discussions in Reader 6 about how others have carried out practitioner research (we are calling this process this inquiry). Use the list on page 4 to draft up your ideas. ALSO LOOK AT PAGE 33 IN READER 6 FOR SUGGESTIONS.

4. (added later in day on 11th April) using the tools - 1. observation - in you workplace or if nothing comes up - from a video event (Emma you were right to think of it ass an option!) of something similar to your topic 2. interview - have you considered skype or telephone interviews with BAPP members - you can put skype addresses up and connect with people that are on the course (at the uni, because of data protection, we do not give out contact details except with permission), focus groups - again this is a trial - so with friends on a topic that everyone could talk about - i.e. how media presents the arts? 4. survey/questionnaire - why not try SurveyMonkey to see how the online device works - a number of BAPP members have surveys up - so support the home team and try them... These ARE NOT for your inquiry - that is in the next module when you have explained and obtained Middlesex University ethical approval - so this is just to try out how the 'inquiry tools' operate in an informal way so that when you use them in your inquiry in the next module you will be somewhat familiar with them

Hope that helps.... COMMENT on the blog anything else that might help!!!

5. (added later in day on 11th April) 6c asks you to put your reviews of the literature on the SIG Wiki - which is essentially the BAPP Facebook we a trialling.  However - because not everyone is on Facebook -  post these on your blogs to share with the various groups - perhaps labeling a special interest group in the title of the blog.

3835 Update Questions

I sen this out and wondered if others might find it helpful. Soon I will have blogs up about reveiwing literature, other tools analysis and 'the plan'.

Please get back to me if you have not form my own advisees - I have heard from Laura, Ellie M, Natalie, Mark, Colleen, Mina, Pearl but not everyone - can you please send now? plans no later than the 25th April


Everyone on WBS3835


Could you please send me an email update...


1.      What are your research questions/inquiry ideas?
2.      What is your our award title?
3.      Are there any ethical issues you need to discuss for your ethics form?
4.      Have you done your employer/workplace professional form?
5.      Which SIG you are a part of and how you are finding communication with peers? How are you using the SIGs and BAPP network to try out your practitioner research tools? e.g. survey, interview, focus group – it would be good to carry out an informal observation in person but if this is not possible observe a video of an event that is related to your topic.
6.      Do you have your Athens password and have you been able to access literature from the library (like a journal article) to review?  Not all 3 of your pieces of literature have to be of academic origin – you might find something in a ‘quality’ newspaper (like the Guardian) – but it might be good to have at least one piece that has had an academic approach. 
7.      How are you coming on your plan? I can look at drafts of these and give formative feedback (especially through discussions over the phone or Skype). 


FYI - there is a newly named tab Wiki and Facebook tab with a new wiki for references on the BAPP Libguide.


Also Rosemary is sending out some clarification for the assessment of this module that we did from Campus Session 3 feedback via email. 


PLEASE CONTINUE to put work up frequently on your BLOGs, comment on others blogs, and look at tutor blogs for information and to comment.

Two Plays The King's Web and Fen - being an audience

Recently I have been able to attend two plays.

The first was at the Chickenshed Theatre: the King's Web. The second was at the Finborough Theatre: Fen. 

The King’s Web had a story within a story but was about insurrection and popular revolt and was eerily in tune with what is going on right now politically. In the opening scenes particularly, the uprisings in the Egypt and Tunisia come to mind. It is about people and nations and the continuity of the stories that represent the people. The performers, who were mainly young, must have felt the connection. Another impression was the business of the stage, lots of people and physical action. Adrian as the King got hauled up overhead in this ballet, and it was rather unexpected but definitely in line with the sensibilities of inclusive theatre. There was another small actress who strode the stage with such conviction that she moved the action as much as larger stage-wide dance scenes. Not being familiar with the play, it did help to purchase the brochure that explained the origins, updating and story within a story aspect. It was also great to see all the Chickenshed performers who are taking the BAPP degree; it really brought home the importance of the performance careers and the specialist talent that is required to produce inclusive theatre.

Fen was set in the 1980’s and was based on Norfolk history. It had some strong storylines that included child abuse and suicide and well as the plight of women workers in rural England, and the demise of rural homeland farms. The actors portrayed several characters throughout the play, and this was fascinating to see. The small set at the Finborough was also incredibly succinct in its description of and allowed the actors to shine as they negotiated the props, which became more meaningful as they had to represent time, place and character. Very compelling action and depictions.