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.

COME PREPARED FOR A DEBATE/DISCUSSION (Lizzy’s Q + PN sub)

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

Positionality

Interpretation

Objectivity

Inter-subjectivity

Argument

Evidence

Deconstruction

Design

Rigor

Rehearsal

Choreography

Communication

Connectivity

Academic

Embodiment

Performance

Movement

Critique

Ethos

Summerising

Analysis

Evaluation

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”