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Monday, 16 December 2013

Home stretch for completing work

The strategy in any programme of study is to complete the programme well. We have full confidence in all those on BAPP Arts and wish you well during this final period of time!

Submitting work can seem a bit hectic and sending something that you have spent a lot of time and attention on into the unknown (assessment) usually gives people a strange feeling. That feeling is normal, and one that is part of the process. Try not to complicate things during this period of time (it may not be possible to stop working but try not to get in a panic) and - yes -  give yourself presents for getting the work done!

More BAPP Arts info will be sent out this week in emails , on the Libguide, and the MyLearning for submission and for Module/Programme feedback so ask the questions you need to about what needs to be done. 

Submission is the 7th January on the MyLearning Module that you are taking. I will be around on the 6th and 7th to help people get their work to the right place. I will also put the back up address for those having problems. Finalists oral presentations are on the 22nd and 23rd - again an email is going out this week but concentrate now on the Critical Review and Professional Artefact submission.

Call me if you need to this week. I am not around for phone calls during the holidays but will be on the internet now and again...

Thursday, 12 December 2013

Wednesday, 27 November 2013

Campus Session 3 all module What we did - Number 2

The question(s) were: 

What, if any, relevance does performance arts have in society? 

with a sub-question: Who supports the arts in today's England?

The point of the discussion was to develop the ideas - these basic notion could then 
1. allow you to reword the question to better affect
2. IMPORTANT - after a similar brainstorming session you could go to critical sources to see what evidence there was for various points of view. Critical sources are sources talking about the issues  - such as academic, professional bodies, government (policy. Some web research is like collecting documents, some is more critical because is gives a voice to experts who talk to the issues (these can be practitioners as well as those who do research about the topic). 
3. do some research about your own version of the questions - how you could craft a questions that related to your own professional practice

So when critically reflecting on this approach - think about the steps or 
1. having a question
2. brainstorming about what this means
3.taking the topic further through exploring what others in the various filed have said
4. Letting those voices inform your thinking

I wished I had time to type these up but here are my notes 

Module 3 the last bit of advice

Thursday, 21 November 2013

Campus Session 3 all modules - what we did

Please see below the things we did for the first part of the session. More will be going up on the BAPP Art YouTube. The last part of the module people grouped together by module to discuss their work and ask any questions to help clarify what is being asked for the assessment - I will put those questions in a separate blog. I think the day went well - great discussion and enthusiasm. If people do want an extra session - group up and let me know. Lizzy has also suggested sending an email round to give permission to share email addresses for all on the current course to help with conversation - so I will sen this out asap.

A busy day but I put my Skype on tonight from 8:30 - 9pm for questions about the session for those who could not make it, and will do the same on Tuesday night next week 26th of November at 8pm- 8:30pmish.

First we did the question - I have more notes on the discussion but I need to scan them.


The question is: What, if any, relevance does performance arts have in society? 

I have also added the sub-question: Who supports the arts in today's England?

Come with some aspects of debate for the introductory part of the session! Try to find some sources to back up or challenge your arguments.

1.    The question is: What, if any, relevance does performance arts have in society? 

a.    Performing arts versus performance arts? Is there a difference in the terms? If so, which is do you want to use for the inquiry?
b.    Is this a pseudo question? Has it already been done? Yes – but…it is one that is constantly changing for each generation/social grouping/nation/east-west
c.    Society? What society? What is the definition of society? Can this be more focused?
d.    Question – does it have relevance – the action part – the part you need more evidence to respond to (answer).
                                     i.     What evidence do you need?
                                    ii.     What literature (critiques from exports) do you need to understand the topic/issues/inquiry?
                                  iii.     What practitioner research will you need to develop an inquiry that relates to your practice/role?

2.    Sub-question: Who supports the arts in today's England?
a.    Who – web research would develop this
b.    Will these sources help tell you about the relevance? How?
                                     i.     Who supports? Individuals?, Gov (public agencies), private? Commercial industry – what sector do you work in?
                                    ii.     Why? They might say but you need to compare that to what others say in critique of this…

Then people went into three group to define the following words - to be followed by a short video presenting these 'glossary' definitions - these did not include research form Google so they are in the brainstorming state…. I will be the link in when I put them up tomorrow! 

WORDS TO DEFINE – for short video presentations   21/11/13 CS3

(Campus Session 1 defined inquiry)

Critical thinking or thinking critically

From Nick’s presentation from the LDU (20/11/13)

Writing as “entering a Conversation”
·      Intellectual [Logos]
o   Location of your question/problem with its wider social/academic context
o   Positioning of your research within the discipline and transdisciplinary
§  Meaning; significance, relevance; purpose
·      Social [ethos]
o   Establishing “the right to speak”
o   Establishing why someone should read your work
·      Rhetorical
o   General – specific pattern for information [typically]

o   Creation of “the thread”

Wednesday, 20 November 2013

Reading Lists and Writing

The Reading Lists for the Handbooks and Readers are on you MyLearning courses - so please look within these and see the section marked Reading List. You will already be in the uni system so can access the online books etc.

However - here are the links outside of that system - or just go to the library site and look for Reading lists.

I have taken other sources from the writing tab on the Libguide.

During your BAPP (Arts) programme you will be developing a range of writing and communication skills that look at academic and professional writing as well as the use of social media that includes visual and audio-visual elements. We encourage you to explore and experiment with the various types of communication that allow you to develop your critical thinking skills and articulate the knowledge and understanding you gain from undertaking the BAPP (Arts) professional practice modules. Your experience in trying out new ways of communicating will be key to developing and enriching your professional practice.
We have tried to add some links on this tab that will be useful to you. Here you can find sources for improving your writing skills and materials that give you guidance on aspects of academic/professional writing like Harvard Referencing. There is also a section on Harvard Referencing in your 2012-2013 Programme Handbook.
On the left - under the Birkbeck link - there are handouts that can be found under the various section such as 'essay-writing structure' and  'hedging' under the essay link ... also topics such as critical thinking... They might help you structure your writing. Remember out assignments are slightly different than generic 'essays' as they report on your inquiry and thinking through experience. 
Everyone - the link to the Stella Cottrell online version of study skills 'skills4studycampus'is through your MyUniHub. The pathway is:  myUniHub > My Study > Study Skills
In the autumn 2012 study period, you can attend a BAPP (Arts) writing workshop run by Peter Thomas from the Learning Development Unit. For those who cannot attend this, we will put up materials after the workshop. A PDF of the workshop that Peter gave last study period is available for your to look at using this link. Other resources cn be found inthe links to the left on this page...You can also visit the Learning Development site directly at

Monday, 18 November 2013

Teach email - applications start

Get a head start on your application today

We'd like to update you that applications for teacher training in 2014 are now expected to open on 21 November.

Don't forget in the meantime you can start writing your personal statement and also consider which tutors, trainers or employers you'd like to be yourreferences.

You can also get ahead by booking your skills test appointment. Although you can't take the test until you've submitted your application, booking your test in advance allows you to beat the rush. You can take a practice test online today.

We'll be in touch when applications open. In the meantime you can call 0800 789 3900 or visit our website if you have any further questions about starting your new career.

Sunday, 17 November 2013

Useful article about writing/analysis on dance

Merce Cunningham's 10 studio rules (written by John Cage)

I went to a conference in spetember where one of the speakers talked about going to Cunningham's studio in NY and finding a copy of these rules I think they are great.

This also looks like an interesting blog…

John Cage’s Ten Rules for Merce Cunningham’s dance studio

Rule 1: Find a place you trust, and then, try trusting it for awhile.

Rule 2: (General Duties as a Student) Pull everything out of your teacher.  Pull everything out of your fellow students.

Rule 3: (General Duties as a Teacher) Pull everything out of your students.

Rule 4:  Consider everything an experiment.

Rule 5:  Be Self-Disciplined.  This means finding someone wise or smart and choosing to follow them.  To be disciplined is to follow in a good way.  To be self-disciplined is to follow in a better way.

Rule 6:  Follow the leader.  Nothing is a mistake.   There is no win and no fail.  There is only make.

Rule 7:  The only rule is work.  If you work it will lead to something.  It is the people who do all the work all the time who eventually catch onto things.  You can fool the fans – but not the players.

Rule 8:  Do not try to create and analyze at the same time.  They are different processes.

Rule 9:  Be happy whenever you can manage it.  Enjoy yourself.  It is lighter than you think.

Rule 10: We are breaking all the rules, even our own rules, and how do we do that?  By leaving plenty of room for “x” qualities.

Helpful Hints:

Always be around.

Come or go to everything

Always go to classes.

Read everything you can get your hands on.

Look at movies carefully and often.

ANother link for a movie about Cunnnigham