Here is an example description of a literature review form University of Reading
http://www.reading.ac.uk/internal/studyadvice/StudyResources/Essays/sta-startinglitreview.aspx
Here is one from Middlesex
http://libguides.mdx.ac.uk/content.php?pid=58962&sid=1894137
http://wbllibrarian.blogspot.co.uk/2011/05/doing-literature-review-in-health-and.html
Tuesday, 30 October 2012
dance in schools sources
Youth Dance England study
http://www.yde.org.uk/documents/Publications/Dance%20In%20and%20Beyond%20Schools_An%20essential%20guide%20to%20dance%20teaching%20and%20learning.pdf
http://www.ndta.org.uk
If you are not a member Dance Matters is their magazine
also some older links
http://www.ndta.org.uk/advice-information/working-with-dance-artists/
http://www.ndta.org.uk/advice-information/links-directory/
http://www.yde.org.uk/documents/Publications/Dance%20In%20and%20Beyond%20Schools_An%20essential%20guide%20to%20dance%20teaching%20and%20learning.pdf
http://www.ndta.org.uk
If you are not a member Dance Matters is their magazine
also some older links
http://www.ndta.org.uk/advice-information/working-with-dance-artists/
http://www.ndta.org.uk/advice-information/links-directory/
Monday, 29 October 2012
Suggestions for blogs Module 3 from Handbook
MODULE 3 I was looking at blogs today... you might be feeling as behnd as I feel - but suggestions are available in the handbook.
Updates on inquiry progress and sharing discoveries
Reviews of campus sessions
BA (Hons) Professional Practice (Arts) 3760 – Professional Inquiry Module Handbook
Middlesex University ©2012 9 -10
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 is a product or a work in progress?
An evaluation of your processes for doing the inquiry – i.e. the tools you have used
Summary of your main project findings in 100 words or less, what do you think is the main benefit of your findings
Critical reflection on your learning experience for Module 3.
Thoughts and plans for your oral presentation
Summary of your learning experience across the BAPP (Arts) course
Putting conceptual thinking into practice
One of the things I discuss with people is the idea of putting ideas or concepts or theories (abstract thinking tools) into use in order to analyse practice. In the work that we do for your inquiry - you will not have to time to investigate all the interesting theories that relate to your professional goals - but choose ones that extend your knowledge or look into new areas that were not covered in your first 'two' years of higher education.
Look for concept words that you are using within your inquiry - make sure to define them...
What is communication in the context of your inquiry? What is confidence?
If you are going to use social or cultural theory in your inquiry - what is the social theory that you will be using? who invented it? in what context was it invented? how are you using it?
how is social theory seen within drama http://www.sagepub.com/upm-data/18333_Chapter4.pdf
or how might actors (this same process could be for other professional activities) use social theory within drama education
Going back to some basic theory in acting... what did Stanislavski actually say? how does t relate to what you do? Do you learn this methodology as a way of developing your practical 'craft' of acting? http://stanislavskistudies.org
Have you ever read his writing or critical writing about his work?
How does this relate to how your work is seen by professionals? How do they use ideas and theories?
A way to tell if you are using theory is if someone else asks you to explain your expertise because they are getting very interested n what you are saying!
Sunday, 21 October 2012
Teacher Training news from Teach email
I signed up for information about becomeig a teacher and recieved the following email from teach@ta-recruit.education.gov.uk
You can sign up too but this email has some links that might interest everyone. I signed up on http://www.education.gov.uk/get-into-teaching
Bw
Thank you for registering your
interest in teaching. It's a great decision, as you'll be joining an
increasing number of top graduates looking to pursue a career in teaching.
Your registration number is ------- - keep it to hand if you ever want to
contact us. We're glad that you've come to us for more information on teacher
training, as there can be a lot to think about. You may be wondering what to
do next.
We recommend following these three
steps to get you started. Then you'll be in a much better position to apply.
|
Start talking. There's nothing like talking to a real
teacher to help you get a feel for whether teaching is right for you. Ask any
friends or family who are teachers, call us on 0800 389 7900, visit our Facebook page, blog or take a look at what teachers have
to say on YouTube.
Try it out. It's so important to get into a school
and gain experience in the classroom. This can help you add substance to your
application and bring your interview to life with your insights and
observations. You can find out more details on how to do this on our website or simply call a school
switchboard directly.
Plan your application. Once you've taken steps one and two, it's time to pick the training option that's right for you.
Remember whichever postgraduate teacher training course you choose, you can
expect to spend at least half your time in a school. For example, two thirds of
a secondary PGCE course or half of a primary PGCE course, will be spent on
placements. Then you can visit our website where you'll find handy
application resources - from tips on filling out your application form, to interactive interviews.
Candidates starting a teacher training
course from September 2013 must have passed the professional skills tests in numeracy
and literacy before beginning training. Training providers may use your test
results to help them decide your suitability, so we recommend that you take
the tests before interview for the best possible chance of a successful
application. You can improve your chances of passing the tests first time by
practising them online here
|
To
find out how and when to apply to the different teacher training options, visit
our website or if you have any questions
please don't hesitate to contact us on 0800 389 7900.
Thursday, 18 October 2012
Nebuli LinkedIn - Daisuki's post
BAPP(Arts) Special Interest Group 'Nebuli' is a linked in group I started to help connect others - in this Daisuki has just posted:
Daisuke Miura • Hello Everyone! How are you?
Recently, I have watched a documentary of a ballet competition in US for young dancers call " First Position ".
And, I think this film captured a good glimpse of how the performing arts world functions.
http://www.youtube.com/watch?v=SmiBXdBNIXE
Recently, I have watched a documentary of a ballet competition in US for young dancers call " First Position ".
And, I think this film captured a good glimpse of how the performing arts world functions.
http://www.youtube.com/watch?v=SmiBXdBNIXE
If you are in LinkedIn and want to join please do so - or go directly to Daisuke's blog for a conversation...
Wednesday, 17 October 2012
Using disciplinary knowledge in an inquiry - Modules 2 and 3
A short blog picking up some themes about the knowledge and understanding that go into an inquiry.
I watched a good show last night on the performance artist Marina Abramovic last night documenting the exhibition she had at the Museum of Modern Art in New York.
http://www.moma.org/visit/calendar/exhibitions/965
It brought up some questions about how performance art was related to dance. In this case, I was thinking of Martha Graham and the way that Abramovic also related to her partner.
This also brought up some questions as I discussed the professional inquires with Korli and Cathy about the use of disciplinary studies in the inquiry.
Some of these go unstated, but as this piece of work represents a 'three year' process in its final year, wouldn't you expect either contextual or practical references from disciplinary or sector sources (graphic design, dance, performance, inclusive practice, education/training/coaching, etc.) to be pointed out as informing the inquiry process? Is this not a part of the insider researcher's role to gain knowledge and understanding within their field as well as using that knowledge to explore other areas of practice?
Do the people planning or doing their inquires make a distinction between disciplinary and sector related knowledge?
Coming bak to Abramovic and Graham, the delivery of performance and performance art, Abramovic's work was said to be not about theatre but about real experiences... and the use of the body was presented in a particular way that might be interesting to compare to how Graham conceived of and performed her works. My discipline has been fine arts - and I remember one of my tutors explaining performance art by doing a performance piece in the lecture theatre! It was about morning rituals and had the smell of coffee and the movements that relate to dawn and starting the day. Performance art has a particular history and perhaps distinct conceptual underpinnings, I would have to look these up if I were doing a serious analysis, but I hope this example makes sense to others now beginning to think through their own inquiry work.
I watched a good show last night on the performance artist Marina Abramovic last night documenting the exhibition she had at the Museum of Modern Art in New York.
http://www.moma.org/visit/calendar/exhibitions/965
It brought up some questions about how performance art was related to dance. In this case, I was thinking of Martha Graham and the way that Abramovic also related to her partner.
This also brought up some questions as I discussed the professional inquires with Korli and Cathy about the use of disciplinary studies in the inquiry.
Some of these go unstated, but as this piece of work represents a 'three year' process in its final year, wouldn't you expect either contextual or practical references from disciplinary or sector sources (graphic design, dance, performance, inclusive practice, education/training/coaching, etc.) to be pointed out as informing the inquiry process? Is this not a part of the insider researcher's role to gain knowledge and understanding within their field as well as using that knowledge to explore other areas of practice?
Do the people planning or doing their inquires make a distinction between disciplinary and sector related knowledge?
Coming bak to Abramovic and Graham, the delivery of performance and performance art, Abramovic's work was said to be not about theatre but about real experiences... and the use of the body was presented in a particular way that might be interesting to compare to how Graham conceived of and performed her works. My discipline has been fine arts - and I remember one of my tutors explaining performance art by doing a performance piece in the lecture theatre! It was about morning rituals and had the smell of coffee and the movements that relate to dawn and starting the day. Performance art has a particular history and perhaps distinct conceptual underpinnings, I would have to look these up if I were doing a serious analysis, but I hope this example makes sense to others now beginning to think through their own inquiry work.
Tuesday, 16 October 2012
Chickenshed's top-up and the topic of inclusive practice
The Chickenshed Theatre is now offering a top-up degree.
I was able to discuss this change with a current student who, like several others on the BAPP Arts course, is still part of the excellent theatre and educational provision at the Chickenshed. Similar to our own Middlesex degree top-up years within disciplinary areas, this means that people will be specifically studying inclusive theatre practice in their final year of study. While this additional provision could mean that our professional programme might have fewer applicants from Chickenshed, which I will miss because we have had some good students from the Foundation Degree programme, hopefully Middlesex professional practice graduates might also find positions supporting this added year. The Chickenshed also has some very good Sheds that also do work with inclusive practice like the Kensington. There is also the Haringey shed which started as a part of the Chickenshed
Other good sources for inclusive practice (London) include Face Front, Oily Cart, Graeae, Candoco, Candoco and Trinity Laban, Birds of Paradise, Harts inclusive theatre There have been other events that seek to open up theatre using autistic friendly performance also found on http://www.solt.co.uk/autism-theatre.html and a good series on Channel Four Young Autistic and Stagestruck Disability Arts Online and Hijinx Thatre
Other interesting sources that came up were:
http://www.appliedtheatrecenter.org/index.html
http://www.qub.ac.uk/directorates/degreeplus/WhatCanIDo/CultureandArts/IncSpotTheatreProject/
Sorry I got a bit carried away there! Interesting topic and one that also leads into integrated dance and art therapy topic areas...
While this additional provision will probably mean that our professional programme might have fewer applicants from Chickenshed, which I will miss because we have had some good students from this Foundation Degree programme, hopefully Middlesex professional practice graduates might find positions supporting this added year in the educational programme.
Our own Middlesex dance, performance, music, communication arts, and graphic design programmes (actually all of the art school programmes) are now also based at Hendon - so we are talking with them more frequently and hope to make more links with them in terms of research. I will continue to post talks from the Middlesex programmes - such as the one I just went to about Martha Graham - for those who might be able to make them.
I was able to discuss this change with a current student who, like several others on the BAPP Arts course, is still part of the excellent theatre and educational provision at the Chickenshed. Similar to our own Middlesex degree top-up years within disciplinary areas, this means that people will be specifically studying inclusive theatre practice in their final year of study. While this additional provision could mean that our professional programme might have fewer applicants from Chickenshed, which I will miss because we have had some good students from the Foundation Degree programme, hopefully Middlesex professional practice graduates might also find positions supporting this added year. The Chickenshed also has some very good Sheds that also do work with inclusive practice like the Kensington. There is also the Haringey shed which started as a part of the Chickenshed
Other good sources for inclusive practice (London) include Face Front, Oily Cart, Graeae, Candoco, Candoco and Trinity Laban, Birds of Paradise, Harts inclusive theatre There have been other events that seek to open up theatre using autistic friendly performance also found on http://www.solt.co.uk/autism-theatre.html and a good series on Channel Four Young Autistic and Stagestruck Disability Arts Online and Hijinx Thatre
Other interesting sources that came up were:
http://www.appliedtheatrecenter.org/index.html
http://www.qub.ac.uk/directorates/degreeplus/WhatCanIDo/CultureandArts/IncSpotTheatreProject/
Sorry I got a bit carried away there! Interesting topic and one that also leads into integrated dance and art therapy topic areas...
While this additional provision will probably mean that our professional programme might have fewer applicants from Chickenshed, which I will miss because we have had some good students from this Foundation Degree programme, hopefully Middlesex professional practice graduates might find positions supporting this added year in the educational programme.
Our own Middlesex dance, performance, music, communication arts, and graphic design programmes (actually all of the art school programmes) are now also based at Hendon - so we are talking with them more frequently and hope to make more links with them in terms of research. I will continue to post talks from the Middlesex programmes - such as the one I just went to about Martha Graham - for those who might be able to make them.
The business of Google Module 1 - freedom and commerce within our Web 2.0 world
There are a number of articles about the business of google and what this, and perhaps other servers mean to our ability to connect with others and ideas.
Like how they run the copyright within the rule of law - or rule of commerce.
http://www.bbc.co.uk/news/technology-19959306
an academic point of view http://brabazon.net/google
... but what do these arguments mean to our ability to connect and reflect in a public space?
http://www.downes.ca/post/57737
and learning?
Like how they run the copyright within the rule of law - or rule of commerce.
http://www.bbc.co.uk/news/technology-19959306
an academic point of view http://brabazon.net/google
... but what do these arguments mean to our ability to connect and reflect in a public space?
http://www.downes.ca/post/57737
and learning?
Module 2 planning - using visuals for planning
Module 2 questions are about resolving not answering
The inquiry questions are not to answer but to resolve! the methods or tools that practitioners use in their inquires are often qualitative in nature - they are about complex issues in real situations. The inquiry process does not set out as a way to prove something, although it does look at evidence and data from primary and secondary sources.
This period is one that can awaken issues and topics that should be useful to your professional practice as it is now or you would like it to be int he future. Try to investigate it by flowing from one topic that leads to another until it starts to gel - so it goes from the 'airplane' view (see silly drawing on my blog) to a more focused topic are with some questions that represent what you would like to fin out about.
For instance - while looking up notes form the Mark Franco lecture I went to on Martha Graham I found some resources from the Kennedy centre in New York http://artsedge.kennedy-center.org/educators.aspx lots of video footage. BUT what you look at depends upon scanning sources for your topic area. In the meantime you might pick up the 3 sources you can practice analysing as 'literature ' for Module 2 - Fancy trying to analyse a video rather than a written piece?
I call this process 'thinking things through' and when an hour goes by and you brain fills fuller - this means you are 'in the zone' so make sure to note down your journey somewhere so you can pick up on your thoughts when you next work on your topic - maybe write a blog that summarises your thinking?
I wrote about the eureka moment a while back but have a look http://paulanottingham.blogspot.co.uk/2010/04/eureka-moment-ah-has-moment-and.html
This period is one that can awaken issues and topics that should be useful to your professional practice as it is now or you would like it to be int he future. Try to investigate it by flowing from one topic that leads to another until it starts to gel - so it goes from the 'airplane' view (see silly drawing on my blog) to a more focused topic are with some questions that represent what you would like to fin out about.
For instance - while looking up notes form the Mark Franco lecture I went to on Martha Graham I found some resources from the Kennedy centre in New York http://artsedge.kennedy-center.org/educators.aspx lots of video footage. BUT what you look at depends upon scanning sources for your topic area. In the meantime you might pick up the 3 sources you can practice analysing as 'literature ' for Module 2 - Fancy trying to analyse a video rather than a written piece?
I call this process 'thinking things through' and when an hour goes by and you brain fills fuller - this means you are 'in the zone' so make sure to note down your journey somewhere so you can pick up on your thoughts when you next work on your topic - maybe write a blog that summarises your thinking?
I wrote about the eureka moment a while back but have a look http://paulanottingham.blogspot.co.uk/2010/04/eureka-moment-ah-has-moment-and.html
Mark Franco talk on Martha Graham
I took the following notes on my IPad (some incomplete and/or misspelt passages - I also added a few web links)
Lecture shown by dance department School of Media and Performing Arts Middlesex University
15/10/12 Martha Graham Prof Mark Franco temple uni - http://artsites.ucsc.edu/faculty/franko/4 books dancing mod Hercules OUP Ex dancer Martha graham in love and war -in historical context - book Seen in Dance history? Photo graham 70's Mimi coat What becomes a legend most Blood memory written for her don.t go to this auto Freud Einstein...Ghandi Book analysis 38-53 'dance fatigue' eclipse work frozen after death heir - issue authorship in her story but not in book - can perform for today - but problematic 20 years after death re-evaluate Eric Hawkins http://www.janisclaxton.com/teaching/technique/erick-hawkins and Graham http://marthagraham.org and http://www.pbs.org/wnet/americanmasters/episodes/martha-graham/about-the-dancer/497/
Letters and notes at library of congress Choreographic notebooks published Hawkins broke up 50 met 35 Graham barb Morgan book photos - Gotham book mart 1960's Mark Franco worked with Sanasardo Dance Company Danced in to 60s 2nd life Schwartz afterlife name and rep Bennington American document Hawkins and graham - 38 political anti fascist - 30s dance socialist in 30s - great pressing political radicalisation - so socialism and communism - so NY - communities 20th Americanism- weekend race - progressive american communism Moscow or indigenous - grass roots ethos - graham disconnect ideological tug war- 30s fascism - focus left went to oppose- graham chimed so American doc- 1st malware - oppression indigenous slaver critical comments- initially anti war opposition within us Ring bell today recession-bush war on terror remove civil limbs - Jim Ruben - said fascism set agenda -slide democracy totalitarian Hitler- contradictory construct - regiments and frees people's lives - capitalism in crisis us today use myth live again origins witch's brews anti women in Olympia Hitler dance leni-riefenstahl athletic male body - graham needed male icon in terms of dispute male embody nation of national spoken word quotes historical docs- but not myth good theoretical grounding - Rudolph Laban invited not go - tipping point american national convention Adorno Brecht and Mann Mann there anti- fascist - toured us 39 - made mod dance accessible - propaganda - one man one million me rhetoric new deal Lois hours scrapbook lib of congress - she pop culture figure - gendered rhetoric on graham as public figure reputation choreograph - new masses advertised American - sponsored premiere Carnegie hall miss hush truth - consequences main street papers 47 pinnacle 37-41 fascism - because include self critique ends feminist consciousness- image constructed -invent Meg Denton dance critic said image- possible lack of flow - centrist like Langston Hughes - picked up press as productive feminist dancer but percussive ha personally obnoxious she not like manipulate press unhappy of image- last Appalachian spring Copland score film of this more historical - stops doing american - analysis - other characters taken out cope land in Hollywood ex escaped slave ex hawkins husband man like John brown absolution - char compression in movement - got more than see absence and presence Noguchi set designer 40s for uncle Tom cabin scene never billy Jonas piece similar - still pol subtext submerged - eric Hawkins solo tour write back into his he got score Copeland 1st dance fundraiser Rothschild got 27k donation not part fed theatre project- she was his factotum - handyman he called self - complex relationship ambition as dancer - after ww11 Greek myth Oxford scholar Jane Harrison anthropologist Elliot and Joyce dark meadow nif Ghat journey -after war archival research McDonald 73 biog listen interview tapes Erdman Campbell 38 myth Bennington -46 dark meadow -graham as theoretican impact political- Eluard (?) - Campbell Hitler sympathiser Jung unconscious Freud archetype night journey meets Eric Fromm escape from freedom who is fascist - conditions fascism- stuck problem pop rang birth trauma Jung said archetype collective unconscious race memory controversial Rank write trauma birth debunk oedipus complex- return mother return psycho theory never meets graham - art and artist 32 -and legends of incest Jocasta middle story oedipus narrative displace father make Rankian post Freudian theory - map interpretation yes was reading Fromm a-she had affair Fromm - not sourced the look Fromm papers ny she was a spy - Campbell again - debriefed by CIA - counterculture figure 40's - anti Oedipus so after Freud - flattened out by scholars who says she put women first Robert graves the white goddess - the golden bough Joyce elliot pound source Noguchi Nahito (?) dancer - 40-Yeats book Anglo-amer modernism Hawkins leaves 50 goes psych jungian analysis - vs ideas of Jung- voyage with Ross 1953 letters to Francis wicks developed while in psychoanalysis interpret as getting past breakup also injury- here graham abjures myth - psych dramatic - dancers loved Robert Cohan - Noguchi set- larger life figure stage revealing personal ritual using myth - image - book - clip from night journey Oedipus and jacosta and chorus - interesting dramaturge ally - heroine outside of time making choice she is within and outside jocosta has foreknowledge- coming and leaving foreseeing and retrospecting jungian refs look back modernism -and per adrienne rich by woman born- prophetic embodied- showed film clip Theoretical - historical to contextual use Colours what author doing Archival research brings back meaning - will make difference in performance Graham increase analysis when not close to source Q colours - grays contraction retreat into body bertrum Ross said in graham aesthetic something off she was own clothes designer American woan in red at end aesthetically the dramatergical later desert piece costumes in primary - more about poetic space night journey graham black or whit dress - Hawkins work orig night journey toga bertrum Ross was put in caps Cape of the heart costume - mainly for woman - Noguchi adds Colorado- archetypal acetic- splash color - great crafts person - interaction colour Q - After Hawkins younger men - q how objectify ideas so import other people - bob (?) answer through myth found way encryption like Appalachian spring - discovered space theory leave production space absolute space above and below - life death - and abstract - everything sky desert ocean visable space encryption there but buried - outside the inside so can't get to - graham could take personal - all relate Hawkins political + first relationship 2 womanizing 3 myth works realists time Hawkins limited age difference foresees separation encapsolates in myth audience in sight material but audience has to see own version of this invited use myth to see about self rather than about her- then stopped doing that and just did dance - people not know how liking piñata riche - some liked work but graham said don't interpret - relates to voyage - which objectified - then she just began to recycle the myth- she was a great writer - sense literary - quote in letter 'time seems only to serve as a crucible..." Use language in teaching.
15/10/12 Martha Graham Prof Mark Franco temple uni - http://artsites.ucsc.edu/faculty/franko/4 books dancing mod Hercules OUP Ex dancer Martha graham in love and war -in historical context - book Seen in Dance history? Photo graham 70's Mimi coat What becomes a legend most Blood memory written for her don.t go to this auto Freud Einstein...Ghandi Book analysis 38-53 'dance fatigue' eclipse work frozen after death heir - issue authorship in her story but not in book - can perform for today - but problematic 20 years after death re-evaluate Eric Hawkins http://www.janisclaxton.com/teaching/technique/erick-hawkins and Graham http://marthagraham.org and http://www.pbs.org/wnet/americanmasters/episodes/martha-graham/about-the-dancer/497/
Letters and notes at library of congress Choreographic notebooks published Hawkins broke up 50 met 35 Graham barb Morgan book photos - Gotham book mart 1960's Mark Franco worked with Sanasardo Dance Company Danced in to 60s 2nd life Schwartz afterlife name and rep Bennington American document Hawkins and graham - 38 political anti fascist - 30s dance socialist in 30s - great pressing political radicalisation - so socialism and communism - so NY - communities 20th Americanism- weekend race - progressive american communism Moscow or indigenous - grass roots ethos - graham disconnect ideological tug war- 30s fascism - focus left went to oppose- graham chimed so American doc- 1st malware - oppression indigenous slaver critical comments- initially anti war opposition within us Ring bell today recession-bush war on terror remove civil limbs - Jim Ruben - said fascism set agenda -slide democracy totalitarian Hitler- contradictory construct - regiments and frees people's lives - capitalism in crisis us today use myth live again origins witch's brews anti women in Olympia Hitler dance leni-riefenstahl athletic male body - graham needed male icon in terms of dispute male embody nation of national spoken word quotes historical docs- but not myth good theoretical grounding - Rudolph Laban invited not go - tipping point american national convention Adorno Brecht and Mann Mann there anti- fascist - toured us 39 - made mod dance accessible - propaganda - one man one million me rhetoric new deal Lois hours scrapbook lib of congress - she pop culture figure - gendered rhetoric on graham as public figure reputation choreograph - new masses advertised American - sponsored premiere Carnegie hall miss hush truth - consequences main street papers 47 pinnacle 37-41 fascism - because include self critique ends feminist consciousness- image constructed -invent Meg Denton dance critic said image- possible lack of flow - centrist like Langston Hughes - picked up press as productive feminist dancer but percussive ha personally obnoxious she not like manipulate press unhappy of image- last Appalachian spring Copland score film of this more historical - stops doing american - analysis - other characters taken out cope land in Hollywood ex escaped slave ex hawkins husband man like John brown absolution - char compression in movement - got more than see absence and presence Noguchi set designer 40s for uncle Tom cabin scene never billy Jonas piece similar - still pol subtext submerged - eric Hawkins solo tour write back into his he got score Copeland 1st dance fundraiser Rothschild got 27k donation not part fed theatre project- she was his factotum - handyman he called self - complex relationship ambition as dancer - after ww11 Greek myth Oxford scholar Jane Harrison anthropologist Elliot and Joyce dark meadow nif Ghat journey -after war archival research McDonald 73 biog listen interview tapes Erdman Campbell 38 myth Bennington -46 dark meadow -graham as theoretican impact political- Eluard (?) - Campbell Hitler sympathiser Jung unconscious Freud archetype night journey meets Eric Fromm escape from freedom who is fascist - conditions fascism- stuck problem pop rang birth trauma Jung said archetype collective unconscious race memory controversial Rank write trauma birth debunk oedipus complex- return mother return psycho theory never meets graham - art and artist 32 -and legends of incest Jocasta middle story oedipus narrative displace father make Rankian post Freudian theory - map interpretation yes was reading Fromm a-she had affair Fromm - not sourced the look Fromm papers ny she was a spy - Campbell again - debriefed by CIA - counterculture figure 40's - anti Oedipus so after Freud - flattened out by scholars who says she put women first Robert graves the white goddess - the golden bough Joyce elliot pound source Noguchi Nahito (?) dancer - 40-Yeats book Anglo-amer modernism Hawkins leaves 50 goes psych jungian analysis - vs ideas of Jung- voyage with Ross 1953 letters to Francis wicks developed while in psychoanalysis interpret as getting past breakup also injury- here graham abjures myth - psych dramatic - dancers loved Robert Cohan - Noguchi set- larger life figure stage revealing personal ritual using myth - image - book - clip from night journey Oedipus and jacosta and chorus - interesting dramaturge ally - heroine outside of time making choice she is within and outside jocosta has foreknowledge- coming and leaving foreseeing and retrospecting jungian refs look back modernism -and per adrienne rich by woman born- prophetic embodied- showed film clip Theoretical - historical to contextual use Colours what author doing Archival research brings back meaning - will make difference in performance Graham increase analysis when not close to source Q colours - grays contraction retreat into body bertrum Ross said in graham aesthetic something off she was own clothes designer American woan in red at end aesthetically the dramatergical later desert piece costumes in primary - more about poetic space night journey graham black or whit dress - Hawkins work orig night journey toga bertrum Ross was put in caps Cape of the heart costume - mainly for woman - Noguchi adds Colorado- archetypal acetic- splash color - great crafts person - interaction colour Q - After Hawkins younger men - q how objectify ideas so import other people - bob (?) answer through myth found way encryption like Appalachian spring - discovered space theory leave production space absolute space above and below - life death - and abstract - everything sky desert ocean visable space encryption there but buried - outside the inside so can't get to - graham could take personal - all relate Hawkins political + first relationship 2 womanizing 3 myth works realists time Hawkins limited age difference foresees separation encapsolates in myth audience in sight material but audience has to see own version of this invited use myth to see about self rather than about her- then stopped doing that and just did dance - people not know how liking piñata riche - some liked work but graham said don't interpret - relates to voyage - which objectified - then she just began to recycle the myth- she was a great writer - sense literary - quote in letter 'time seems only to serve as a crucible..." Use language in teaching.
Thursday, 11 October 2012
Monday, 8 October 2012
Thanks for commenting this week Module 3
A big thinks to everyone who has commented on my blog this week!
I just commented on Corinda's blog as she has helpfully put down some of her action points for carrying out Module 3. I think it really does help to write down what needs to be done as it becomes more tangible and you can develop a sense of the time you will need for each task. Just like in the earlier modules, the tasks you give yourself structure you activities.
You noticed on the email for the Campus Sessions that you should have been working on a 1 page summary of your inquiry (this could be on your blog or emailed to me - or both!). As you can see from the Libguide and the email reminder - we are operating am and pm times for Module 3 on the 10th of October - so take advantage and come if you can - if not please get in touch with your updates to your advisers this week.
Week 1: Formative feedback - after looking at your adviser feedback from Module 2 - students send a 1 page summary to your adviser with your inquiry title, your research/inquiry questions and ideas, ethical issues, literature review up to this point, changes to your plan, ideas for your artefact, and any questions or issues that might have arisen for the module after reading the Module 3 Handbook.
Week 2: Campus Session 1
Now as we end the week, I have not gotten updates from everyone! so I will be contacting you this next week to make sure you are okay. At the new Hendon campus we have a new phone system and my mobile does not work well in the new office - apologies if I have missed anyone who has been in touch. PLEASE KEEP TRYING to contact me and I will get back to you. PLEASE START BLOGING - many of the sites I have visited recently have not been altered at all since the Module 2 entries.
The feedback in the beginning can help you pace the work out over the study period - and we can discuss summing up the reflection and discussion you have had with work colleagues over the summer period. Victoria has written a good welcome back blog she is in Canada so has different time zones - would like to hear more about how the inquiry is going in the next blog. Emily is also back in action. Jacob has updated us and has a new position in Sarasota. Hannah has begun.
Going a bit further, Fione has been using the renewed discussion to think about her Module 3 work. Fione - you were in London! Charlotte Bidston has refined her topic and is updating everyone on her inquiry progress - she has asked a good question about the difference between journal entries and a observation log. See if you can add your opinion. I just suggested to Charlotte in an email that she look at Anthony's blog as he is working at the Chickenshed theatre an dis starting up again after an interruption (hello Anthony?) or Alice is also working on a related topic within education (hello Alice - how is it going?). Liam Conman is sharing his drafts for surveys as google docs http://tmcofliam.blogspot.co.uk and Eithne has started a survey. Alicia has a really interesting about the Arts Council Funding and has updated us on her activities, thanks Alicia.
Sarah is finding change at work means that previous planning has changed. With the content of BAPP Arts coming from the workplace - this is an aspect of professional practice that can be frustrating but very real - and your efforts overcoming the challenges can be used in your critical reflection. You have probably visited Laura Weir's archived blog - her inquiry has to change when the company she was working for went out of business. Sarah might also want to check out Joanna's blog as she studied creative curriculum and school policy where she was working. Emily also has been finding orienting the Module 3 work sometimes needs structuring and rethinking to make it purposeful.
The process of the inquiry is one that is 'iterative' - it can be repeated as needed - but Module 3 is also about 'resolving' your inquiry questions from Module 2 (or redrafted). Good luck everyone - and hope to speak with you all in the upcoming weeks and raise a British style 'hear' hear' to Fione's sentiments:
I just commented on Corinda's blog as she has helpfully put down some of her action points for carrying out Module 3. I think it really does help to write down what needs to be done as it becomes more tangible and you can develop a sense of the time you will need for each task. Just like in the earlier modules, the tasks you give yourself structure you activities.
You noticed on the email for the Campus Sessions that you should have been working on a 1 page summary of your inquiry (this could be on your blog or emailed to me - or both!). As you can see from the Libguide and the email reminder - we are operating am and pm times for Module 3 on the 10th of October - so take advantage and come if you can - if not please get in touch with your updates to your advisers this week.
Week 1: Formative feedback - after looking at your adviser feedback from Module 2 - students send a 1 page summary to your adviser with your inquiry title, your research/inquiry questions and ideas, ethical issues, literature review up to this point, changes to your plan, ideas for your artefact, and any questions or issues that might have arisen for the module after reading the Module 3 Handbook.
Week 2: Campus Session 1
Now as we end the week, I have not gotten updates from everyone! so I will be contacting you this next week to make sure you are okay. At the new Hendon campus we have a new phone system and my mobile does not work well in the new office - apologies if I have missed anyone who has been in touch. PLEASE KEEP TRYING to contact me and I will get back to you. PLEASE START BLOGING - many of the sites I have visited recently have not been altered at all since the Module 2 entries.
The feedback in the beginning can help you pace the work out over the study period - and we can discuss summing up the reflection and discussion you have had with work colleagues over the summer period. Victoria has written a good welcome back blog she is in Canada so has different time zones - would like to hear more about how the inquiry is going in the next blog. Emily is also back in action. Jacob has updated us and has a new position in Sarasota. Hannah has begun.
Going a bit further, Fione has been using the renewed discussion to think about her Module 3 work. Fione - you were in London! Charlotte Bidston has refined her topic and is updating everyone on her inquiry progress - she has asked a good question about the difference between journal entries and a observation log. See if you can add your opinion. I just suggested to Charlotte in an email that she look at Anthony's blog as he is working at the Chickenshed theatre an dis starting up again after an interruption (hello Anthony?) or Alice is also working on a related topic within education (hello Alice - how is it going?). Liam Conman is sharing his drafts for surveys as google docs http://tmcofliam.blogspot.co.uk and Eithne has started a survey. Alicia has a really interesting about the Arts Council Funding and has updated us on her activities, thanks Alicia.
Sarah is finding change at work means that previous planning has changed. With the content of BAPP Arts coming from the workplace - this is an aspect of professional practice that can be frustrating but very real - and your efforts overcoming the challenges can be used in your critical reflection. You have probably visited Laura Weir's archived blog - her inquiry has to change when the company she was working for went out of business. Sarah might also want to check out Joanna's blog as she studied creative curriculum and school policy where she was working. Emily also has been finding orienting the Module 3 work sometimes needs structuring and rethinking to make it purposeful.
What sometimes happens at this stage is that I begin to look up sources that relate to people's topics - sometimes they seem like good sources but don't specifically relate to anyone's work - here are two examples but are worth collecting http://www.weavingpolitics.se/participants/susanne-franco/ http://digitalcommons.brockport.edu/dns_books/
To share these sources it took me about 20 minutes to sign in to my Delicious account - which I had migrated long ago - but no longer seem to hold any sources (there were only a few I admit). I like other put these up and tagged as BAPP and many others are there also tagged as BAPP - so check them out for a bit of fun AND they might be helpful sources. I finally remembered my user name from a screen grab I had done on my computer. Labelling helps tremendously - and - pictures that track my activity help a great deal. I will leave you with the stages image that I will speak and blog about next week.
The process of the inquiry is one that is 'iterative' - it can be repeated as needed - but Module 3 is also about 'resolving' your inquiry questions from Module 2 (or redrafted). Good luck everyone - and hope to speak with you all in the upcoming weeks and raise a British style 'hear' hear' to Fione's sentiments:
"I hope I am now ready for the final leg of the journey and that I have made adequate provisions.
I am looking forward to the discoveries I am about to make and the challenges I stand before and hope for an enriching learning experience.......((O;"
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