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…
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”
Hi Paula, Thanks for uploading this blog. It gives me a lot to think about x
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