Search This Blog

Thursday, 23 April 2015

Social media bringing the past to life


An inspiring story from the USA
http://www.cbsnews.com/news/102-year-old-has-amazing-reaction-to-footage-of-her-young-self/

and a longer story
http://www.washingtonpost.com/news/morning-mix/wp/2015/04/22/watch-102-year-old-harlem-renaissance-dancer-sees-herself-on-film-for-the-first-time/

"Barker danced at clubs such as the Apollo, the Cotton Club and the Zanzibar Club, and her dancing appeared in movies, commercials and television shows and with stars like Frank Sinatra, Gene Kelly and Bill “Bojangles” Robinson, according to Shuff."

Sunday, 19 April 2015

ALL Modules 20th April BAPP Arts 10-1 pm sessions available on campus or by Skype

hi everyone - sorry about the short notice - it has been up but this is a reminder that I will be on campus tomorrow 10-1pm for those who want a quick 1-1 session or together as a group
10th WEEK 20th of April

Monday 20th April ALL Modules Campus Session and Group session 
10am – 12pm C109 College House  PAULA
This session could be repeated in the afternoon if requested.
Date: 20th April
Time: 10:00 – 13:00

Room: C109

I have heard a couple of people might come but nothing definite- you could take the opportunity to have a drop-in session or  let me know in the comments or email or text or phone if I should expect anyone or if you want a Skype conversation about your studies and the submission.

Stress busters and mindset

With deadlines for university work coming up - people get concerned about the timing (me included!). The main message here is to take care of yourself.

I went in search on youtube to find a stress busting video and found this:

https://www.youtube.com/watch?v=YcK9MwwTDjI


You might have some better ones to share - but I spent 4 minutes this morning on this one... it talks abut relaxing and re-concentrating away for the stress for a moment...

I also like a word that Irini introduced to our conversations 'mindset' - we talked about it in the context of professionalism - but around this time of year for degree work - the idea of mindset might be helpful.

here is 'mindset' in pictures - these remind me of the head exercise - draw a head and some circles - and write or draw what you are thinking about just at that moment in the circles. We have done this before in sessions - pretty funny sometimes - but it gets it out of your head so you can see it and prioritise if you need to...




For advise about writing - I quite liked this advice form Nottingham - the university of Nottingham that is...

Tuesday, 14 April 2015

list of dance journals

http://paulanottingham.blogspot.co.uk/2012/03/module-2-literature-mdx-dance-journals.html

Module 3 - explaining your professional inquiry - final thinking and writing phases - the professional artefact

In they campus session we had Kim in person and Claire on Skype.

We talked about where people were in their work - mainly finished gathering data but with a few interviews to conclude (sound familiar).

You have probably started you critical review - Intro and Evaluation - and are now writing up the analysis - so what does it all mean? have you used the expertise of others to think about your own experience and what others have said when you talked to them? Have you done something with your new knowledge and understanding? a workshop? changed your own practice?

The Analysis section and the critical reflection often merge a bit - so your as a professional and the personal gains/experiences are related.

the artefact - best advice - don't overcomplicate but make it real 

what have you found out?
how can you share this in your community of practice or your workplace?
who is your main audience?

this can be a work- in - progress or it can be something you can present to others in your professional capacity... like many creative works - the earlier stages of planning are important to communicate the main ideas of what you are doing - but your artefact might still require permission to be made public (if you are working in a particular organisation) or like a funding document - we could see a draft that is to be submitted to an arts organisation... it does not mean incomplete - but is in a stage that may not be completely final but showing all the ideas and images that will go into a final artefact. If you can complete the artefact please do so...

work in progress

n. pl.  works in progress
1. yet incomplete artistic, theatrical, or musical work, often made available for public viewing or listening.
2. One, such as an inexperienced athlete, who has not yet reached his or her peak potential.


not sure about the second one - the first one - yes if needed 


Who is your audience for this explanation/ interpretation of your work?

There are some good examples of artefact on the archived blogs in no particular order...

a blast from the past from Rosemary
http://www.slideshare.net/wirebook11/professional-artefact
http://tmcofliam.blogspot.co.uk
http://sophiedouglas1990.blogspot.co.uk/2012/04/filming-experience-professional.html
http://hollievictoriasmith.blogspot.co.uk
https://www.youtube.com/watch?v=83gVJKlqn68
http://natalieless.blogspot.co.uk/2011/10/thoughts-on-my-professional-artefact.html
http://mrahmet.blogspot.co.uk/2013/05/artefact-1-artefact-2.html

and an example outside of BAPP Arts
http://eportfolioteacherstephaniemaher.weebly.com/professional-knowledge-artefact-2.html

Please share any good ones in the comments and ask any generic questions - more will be sent about the actual submission later closer to the submission date 12th May. 


SAVE SAVE SAVE on an extra digital device today!!!!

Some very good work going on - continue engage with your SIGs and adviser - contact either Adesola or myself with questions/clarifications - and send a draft in of the critical review for written feedback...



Module 2 - Session 3 - Part 6 about tools and planning the proposal

We had am and pm sessions for Part 6 -  so please look at blogs from -  Lisa, Christie (am), Ruth Holly, Ilona, Lianne, Sian - Sarah tried but the connection from Italy was not cooperating. Overall we had some very good discussions - so here is a brief synopsis.

To start us off for this one we did time lines - in the am we started with the teens and in the pm from college.


People have been through many interesting and sometimes challenging experiences - these might shed some light on why you have chosen your particular topic.

We then talked extensively/briefly as time allowed about these incidents/circumstances on the timelines - ending up where we are now and looking at the 'next page' to 'forecast' the things you need to do for your inquiry - this is essential for the planning you need to do for the submission. 

Try a timeline as a way of getting started for the outline.

Then on page 19 in your handbook is the main outline for the proposal/plan - you can add to this if you need to but it provides the basic information. It is also about specifics - what are you doing? who are you talking to? what literature will you need to inform your thinking about your topic?

  • Title of the inquiry (a working title about what you want to explore - think key words)
  • Context of the inquiry - what do you do - e.g. professional role and the type of work that you do? why is it important to find out things in this context? you can use you literature here to explain...
  • Rationale and Inquiry questions - what do you want to find out about - your topic/area of study? 
  • Aims/Objectives - what are you going to do - will this go beyond the practitioner research - will you be doing something with what yo find out?
  • Literature and publicly available ideas - expertise in the area - what other practitioners think
  • Inquiry tools - looking at documents, interviews, focus groups, observations, surveys - qualitative - or mixed with some quantitative data - refer to the research books and Reader - who will you take to and how will you choose these people?
  • Approach to analysis- linked to Reader 6 - how will you decipher what you find out 
  • Ethical practice - how will you carry out informed consent and use your work code of practice - links to the Employer support form and the Ethics form - do you have the permissions you need?
  • Resources needed - equipment - travel - computer - access to we or library? people?
  • Schedule - yes a real schedule - will you be looking at literature over the summer? when can you interview people 
  • Conclusion - summing up feasibility of what you are planning? contingency plans? 
  • Bibliography
  • Appendices
Rehearsing these ideas with you special interest groups - your colleagues on the programme and where you work - helps you think things through.

Remember you practice with the tools (interviews etc.) are not with the 'real ' public - but with a colleague to see if that method is right for your particular inquiry - you won't use all the methods so try the ones that fit with your topic/area of study. 

Send a draft of your proposal/plan to your adviser for written feedback.

Remember your critical reflection first goes on your blog and then is cut and pasted as Appendix 1.

Don't forget the form about your Award title - this is what will go on your final certificate - we look at these at the academic boards and sometimes suggest changes - so talk over with your adviser if needed.

Hope those are the main points... there are some good examples up on the archived blogs...




Module 1 sessions for Part 3

Module 1 sessions for part 3

In this session - please look for blogs from: Lisa, Irini (am), Tom , Laura, Catharine, Jessica,  and Katrina (pm)- have I left anyone out?

For this session on Part 3 we talked about networking and the Critical Reflection assignment (which you can send in as a draft to your adviser for written feedback).

We talked about interviews and auditions - and this led into a discussion about networks. Good to look at Reader 3 and the Reading List for this part.

First we took one of the ideas - from Lave and Wenger (1991) in the Reader - and discussed how Wenger went further to theorise about communities of practice.

Important ideas here - about legitimate peripheral participation - so when you start as a 'novice' in a group you have to learn how to do things and how that group operates - in the am we talked about how temporary jobs - like catering - are a form of community of practice (CoP)

Here is a good overall link form infer
http://infed.org/mobi/jean-lave-etienne-wenger-and-communities-of-practice/

Wenger has a current website http://wenger-trayner.com/etienne/

We looked at a few of the diagrams in Wenger's 1998 book talking about how communities have (p. 73).

  • joint enterprise 
  • mutual engagement
  • shared repertoire

AND

how in communities you go from participation to reification - when ideas are formed and then put into writing - then things change and the process repeats itself  (p. 63)

it is here on the link after the peripheral participation diagram
http://www.learningandteaching.info/learning/situated.htm

This was just an example of how theory be used to understand practice - so when you are thinking about your own groups/networks - try drawing out some circles and noting who you know - and what you have in common e.g. joint enterprise - are you doing something together (an event), mutual engagement - working to create something together, shared repertoire - things that everyone in the group understands as the way to do things!




Check out this archived blog!
http://lauraweir2001.blogspot.co.uk/2010/12/3b-communities-of-practice.html

Just found this link for networks - love the graphics...
http://www.onlinecollege.org/2012/09/24/the-social-media-guide-growing-your-personal-learning-network/

On the BAPP Arts programme we do not give extensions except when individuals have dyslexia reports (I need to have these on record so send if that is the case with yourself) - however - please note - some people who started late on BAPP Arts because of significant problems beyond their control will be given an alternative submission time for this study period only - I will contact those individuals. Otherwise - please discuss the need to defer with your adviser...

Tuesday, 7 April 2015

Ilona's SIG to join?

A Special Interest Group for women to support each other on their creative journeys.

Sign up for 3rd campus and online sessions this week - Module 1, Module 2, Module 3 - please sign up through comments

8th WEEK  6th of April - welcome back from Easter!

Campus Sessions 
 Hendon Campus Paula's phone 07799033978

M1 Campus Session 3: Thursday 9th of April - 10am -12pm       Room: CG83 - get to this through the front door by the front entrance to College House - call Paula if you get stuck!
Part 3 Developing professional networking.

M2 Campus Session 3: Thursday 9th of April - 2pm-4pm            Room: CG83- get to this through the front door by the front entrance to College House
Part 6 Trying out the tools and doing the inquiry plan.

M3 Campus Session 3: Friday 10th of April - 10am - 12pm          Room: CG82- get to this through the front door by the front entrance to College House
Part 7 Making a professional artefact and completing your report.


Online Sessions that follow same themed discussions.
Skype 
paulanottingham - Paula's Skype address
aonthephone - Adesola's Skype address

M1: Online Session 3: Thursday 9th of April   Part 3  7-8 pm PAULA

M2: Online Session 3: Thursday 9th of April   Part 6   8-9 pm PAULA


M3: Online Session 3:  Thursday  9th of April Part 7  6-7 pm ADESOLA

Please confirm with a comment on Paula's or Adesola's blog if you hope to attend any of the above sessions.

Thank you!!!