Arts-based research Campus Session 11th November

Arts-based Research

This campus session the theme was abut using art-based research for BAPP Arts - connecting with previous studies but also using a wider brief of arts-related sources and ideas to think about planning and doing the inquiry (ideas for this can begin in Module 1). I brought in a variety of sources as examples.

Please look at the blogs for Lizzie (M2) Charnelle (M3) Tom  (M3) Lily (M3) Victoria (M2) and on skype Taz (M2) Megan (M2) and Lucy (M1).

Added links
https://victoriamayvickers.blogspot.co.uk/2016/11/campus-session-111116-with-paula_16.html
http://tomhullyer.blogspot.co.uk/2016/11/the-all-module-campus-session-111116.html
https://charnellelatouche.blogspot.co.uk/2016/11/friday-campus-session.html?showComment=1480184324032#c126920610514584494

Leavy's definition of arts-based research:

Arts-based research practices area a set of methodological tools used by researched across disciplines during all phases of social research , including data generation, analysis , interpretation , and representation . These emerging tools adapt the tenets of the creative arts in order to address social research questions in holistic and engaged ways in which theory ad practice are intertwined. Arts-based practices draw on literary writing, music, dance, performance, visual art, film and other mediums. Representational forms include by are not limited to short stories., novels, experimental writing forms, graphic novels, comics, poems. parables, collages, paintings, drawings sculpture, 3-D art , quilts and needlework, performance scripts, theatrical performances, dances, films, and songs and musical scores (2015, p. 4).

Leavy also explains that transdisciplinarity in the Essentials of Trandisciplinary Research (2011) - this is not unrelated to arts-based research but perhaps extends how research and scholarship might benefits others. Lizzie found this paragraph particularly helpful...

What is Transdisciplinarity?
Transdisciplinarity is an approach to conducting social reserach that involves synergistic collaboration beween two or more disciplines with high levels of integration between the disciplinary sets of knowledge. Transdsiciplinary research practices are issue-or problem-centred and prioritize the problem at the centre of the research over discipline -specific concerns, theories or methods. Transdisciplinary resarch is responsive to (public) needs. Methodologically, transdisiplainrity research follows responsive or iterative methodologies and requires innovations, creativity, and flexibility and often employs participatory research design strategies. Transdisiplinarity has the potential to greatly enhance public scholarship.

I also introduced a source from media research.
In1964 Marsahll McLuhan wrote about the 'medium is the message' talking about things like the new cultural environment invented by television and our awareness in negotiating this environments - think media and the latest televised political campaigns...
https://www.youtube.com/watch?v=ImaH51F4HBw

We talked about the putting the knowledge into a current context - I described a story recenlty told to bme about the success of the recent production of Sweeney Todd that went from the Tooting Arts Centre to the West End and now Broadway.
http://www.tootingartsclub.co.uk/projects/sweeney-todd-west-end/
http://www.nytimes.com/2016/08/23/theater/british-production-of-sweeney-todd-to-set-up-shop-off-broadway.html?_r=0

Activism

We also talked about how arts-based research could relate to social and cultural critiques using activism - e.g. stereotyping, scapegoating, politics (local, national and international).

http://www.bbc.co.uk/news/uk-politics-32810887

Ideas from cultural criticism should not be used to prove something - but to understand the world in which we live and the the context for the coursework on BAPP Arts and did a few collective mind maps.

SHORT FILM SUMMARISING THE SESSION

see link ont he BAPPMDX Youtube
https://youtu.be/oCdYXqER-oA

other sources on the day - sorry - will tidy these up later if I can...
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Patricia Leavy 2015 Method Meets Art

The Essentials of Transdisicplinary Reserah

Patricia Leavy

Mendelowitz drawing- use drawing for reflective practice!

The Theory of the Avant-garde Renatol Poggiolit- inventing new art - think of your generation

Fit to dance Dance UK

how to conduct how to conduct a practice based study problems and methods Silvia Gherhardi

Merleau-ponty phenomenology and perception 1962 2002 translated by Colin Smith (Adesola introduced in our research for artefacts)

The diary of Frida Kahlo in intimate self-portrait Sarah M Lowe 1995

Being a dancer advice from dancers and choreographers Lyndsey Winship

Tharp, Twyla (2003)

The Creative Habit Learn It and Use It for Life

AMANS, D., 2013. Age and dancing: older people and community dance practice. Basingstoke: Palgrave Macmillan.

AMANS, D., 2008. An introduction to community dance practice. Basingstoke: Palgrave Macmillan.

PAYNE, H., 2006. Dance Movement Therapy. 2nd ed. edn. GB: Routledge Ltd.

Acting Through Song: Techniques and Exercises for Musical-Theatre Actors Paperback – 17 Jan 2013

Acting in Musical Theatre: A Comprehensive Course Paperback – 29 Oct 2015

You are here: Creating Musical Theatre

Creating musical theatre: conversations with Broadway directors and choreographers

Author: Lyn Cramer. Pages: 305 Publisher: Bloomsbury Us

Published: Jul 18, 2013

https://www.londontheatre.co.uk/theatre-news/interviews

Metaphysics in Motion Sandra Fraleigh researching dance evolving modes of the enquiry edited by Sandra Haughton Fraleigh and Penelope Hanstein

Marshall McLuhan understanding media the extensions of man 1964

The art of dance in education Jacqueline Emma Smith-Autard but Second edition 2002 

ways are seeing John Berger BBC 1972

Native writers voices and power Kim SigafusLyle Earnst2012

Hegerty, John On creativity there are no rules Thames and Hudson

Tom's sources that Paula has now bought!

The actor and the target Declan Donnelan Second addition 2005

 the world and artists journal pages curated by Dawn Devries Sokol 2015

The cinema of Mike Leigh a sense of the real 2004 Gary Watson - a director with a difference

SIGN UP 11th Nov Campus Session on Arts-based Research

7^th WEEK of 7^th November 

Campus Session Friday 11 November 1- 4 pm at Hendon (Paula). 

RSVP in the comments of the post on this blog.

All campus sessions at our Hendon campus – WG50 for 11 November from 1pm till 4pm - this is in the Williams building– if in doubt ask at the Main Reception when you arrive. These campus sessions will run on a theme that will be useful to all the modules with thoughtful group exercises that will help you think/do.

Usually we do a 'combined' all  module theme for the campus sessions... Add in the comments any suggestions for this topic that you would like to do - last time we looked at appreciative inquiry and planning - 

For this campus session I think it would be interesting to focus on arts-based research.

Arts-based research is a general term that looks at performing arts, visual arts, contextual studies, arts education.

Please bring any articles or extracts of some of your noted arts practice to share - these could be written - images - or moving images... these could be form where you work or from practitioners or researchers you admire.

22nd March 2016 campus session recap

It was great to see people in person and I hope we can, as a practitioner/academic group, continue to meet in person. We used to meet up 3 times a term - now I think maybe 2 times is about right...
 
Lara attended by Skype and that worked well Big Bang (TV show) style which is a good way of people joining when not able to come - so 1 person on a computer. I had brought in 3 computers and Lara was on my drpaulanottingham skype - but I don' think more could make it. Sorry if I missed anyone...


Several people are planning to come to campus in smaller groups for study days to make the most of the library etc. - good idea if possible! - or form them on Skype of the BAPP Arts Meeting room!

 Also remember Sconol for libraries closer to you http://www.sconul.ac.uk/sconul-access
"SCONUL Access is a scheme which allows many university library users to borrow or use books and journals at other libraries which belong to the scheme. "


I will link here to other blogs - but look out from blogs by:

Lisa lisameiklejohn.blogspot.co.uk

Lara  http://larafbapp.blogspot.co.uk

Laura http://laurajayne14.blogspot.co.uk
http://laurajayne14.blogspot.co.uk/2016/03/road-trip-to-campus-22nd-march.html

Maddie http://maddybantick.blogspot.co.uk

Grace  http://gracehume.blogspot.co.uk

Charnelle http://charnellelatouche.blogspot.co.uk

Katrina http://katrinawilson1989.blogspot.co.uk
http://katrinawilson1989.blogspot.co.uk/2016/03/uni-campus-session-220316.html

Lily http://lilygrundy95.blogspot.co.uk

Lara  http://larafbapp.blogspot.co.uk

Tom http://tomhullyer.blogspot.co.uk/

James www.jamesbapp.blogspot.co.uk

Itinerary for today

we introduced ourselves
we played drawing games - 20 squares - drawing your neighbour - concept drawings (hopefully some examples might go up)
see links for visual art at the bottom of this blog.

We played the yes/no game (thank you Patience) where the first round - all the answers had to be NO - the second round it was 'yes, BUT' and the third round was 'yes, AND" - so the pint was to not reject - don't dismiss - but to get more creative in allowing yourself to find a way to do something MORE- and yes/and attitude led to doing the four Appreciative Inqiur steps to think about solutions for the BAPP Arts/universiuty programme - so Discovery - Dream - Design - Destiny - a lot like the creative design cycles ( also compares to Kolb cycle and Gibbs reflective cycle). This is a way of using a 'solutions based' creative methodology instead of simply 'problem solving'. We used BAPP Arts as an example of an organisation or community of practice - but you could think about your own workplace and practice for using appreciative inquiry...

I liked this article to explain how it can be applied:
https://www.greenbiz.com/blog/2012/08/01/creating-positive-change-through-appreciative-inquiry

I this process - a few things noted:
Discovery: - identified what was working - BAPP Arts used a different style of working but worked well as a blended course online - allowed the learning to be applied
Design: Saturday classes were mentioned and finding /sharing content like literature
Dream: campus sessions in places other than London and others 'hosting ' session that tutors could come to as guests... more session s in school holidays - BAPP Arts studies were focused on benefits to others in the workplace as well as students/candidates - so it stimulated both areas for practitioners.
Destiny: putting the things together - linking everyone online and with organisations - guest spots for others on blogs (iPhone and with permission) - extra sessions as study groups

It would be good to find a space to share literature - like delicious - but maybe within system so we can share university resources - will try to do this online somewhere for everyone to connect to. I will also send out new version of the sharing list.

 I am sure I missed loads - so see people's blogs!

After a break we talked about as all 3 modules - especially general questions (thanks Charnelle and others). I will blog further on these in future - and then grouped for M1 and M2 and M3 to discuss work that people were doing...
in brief
M1 - talk about art! print out module handbook, Paula check links in readers
M2 - working titles can change - forms online - especially ethics - planning takes time - gather  literature for ideas/theories from academic professional sources, interviews not until Module 3, and working in study groups (SIGs) is useful
M3 - task about analysis coming up - just trying out, Paula makes sure online information about about qualitative analysis

All in all a very good session - everyone was up for the games and discussion - what was really nice was that everyone had something to say!

Earlier use of concept drawing
http://paulanottingham.blogspot.co.uk/2013/10/concept-drawings-abstract-ideas-that.html

and another one about using drawing for your journals...

Drawing for Reflective Practice from Paula Nottingham

Also

http://paulanottingham.blogspot.co.uk/2013/10/concept-drawings-abstract-ideas-that.html

Please see the new Campus Session 3 on the BAPPMDX You Tube

Please see the new Campus Session 3 on the BAPPMDX You Tube under recent uploads

http://www.youtube.com/user/BAPPMDX/videos?view=0&shelf_id=4&sort=dd

Campus Session 2 for Module 3

Campus Session 2 was a whirlwind of talking about work - bringing everyone up to date and making sure everyone was clear on how to proceed.

Please look on the Libguide and the MyLearning site for other Module 3 bloggers - I will mention Sarah Robinson http://seraclops.blogspot.co.uk and Daisuke Miura http://momngaxxx1.blogspot.co.uk as good examples. Also please please comment on the blogs that you visit even if it is a brief note or question.

Please see slides below that led the discussion we had at the session. Also look at the blogs of Haley, Hollie, Michele, and Blake who were able to attend.

 

Final cs2 m3 22.10.13 slideshare from Paula Nottingham

Campus Session 2 Module 3

Final 1.3.12 cs 2 module 3 wbs3760

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Campus Session Module 2 28.2.12 COMMENTS ADDED 4/3/12

CAMPUS SESSION 2 BAPP (Arts) Module 2 WBS3630

28 February Trent Park Campus, Room 4

Schedule of session (Paula)

Attending Rozana, Alice, Emily, Hannah, Tiffany, Lily, Corinda, Sarah, Rhoda

Introduction: 

Reviewing Addendum sheet for Module 2and formative feedback - the Addendum sheet talks about the dates around which the feedback takes place...

Summing up Part 4  

Progress on Inquiry Questions - We talked about how the earlier questions are now becoming clearer and the ideas for a final topic area are forming. The inquiry plan should have some main inquiry questions to explore, and may have a number of sub-questions. What is it that you want to find out about? There may be ideas (philosophical) and practical aspects that you might want to use for your inquiry. Most people are still in the process of focusing in on there topic area in order to use the headings in the Module 2 Handbook to write their plan.

Progress on working with Special Interest Groups (SIGs) – naming the groups and how to join in on their conversations  - Most people seemed to not be keyed into groups yet but many had begun to form them - we discussed using Facebook and Linked In as a way of developing groups as well as blogs and other means of contact amongst the BAPP network - the groups discussion should help you decide on some of the issue you want to develop in your inquiry

Insider Research and professional practice - this is a part of Part 4 - there should have been an extract emailed to you - this inquiry will be looking at your professional practice (paid or unpaid) and you will need to take care when using this context for your practitioner research - following ethical guidelines will be important - and your will need to get permission from your Employer or someone from your community of practice if you are freelance who might act as a 'gatekeeper' at work - for example a manager or director or Head Teacher looking after the interests of the people who work where you hope to develop your professional inquiry. 

Part 5 Ethical Practice 

Professional Ethics (Rosemary - The Black Swan), Aesthetics (Adesola) and Inquiry ethics - using ethical practice in your professional inquiry - I started this section by referring to the Fox et al. book that talks about how ethical practice is related to professional knowledge. Professional ethics and the ethics that you will use to gather evidence for your topic are important skills for the professional. Reader 5 (compiled by Rosemary) goes over the history of ethics, morality and ethics, and the professional conduct that many professional are required to have in order to practice.

Larger group exercise: Professional ethics using Part 5 Reader 2 (5a,5b)

What are the ethical considerations of your professional practice?Taking the lead from Rosemary, we began the discussion using the movie the Black Swan  about a ballet dancer and her rather bizarre and dramatic experience trying to take the starring role of  white/black swan. Generally it shows how not to practice - Corinda pointed out the fictional mother was also ultra demanding along with the director. It exemplified the need for ethical guidelines and a discussion ensued about this. Rhoda and Hannah pointed out that they had experienced bad ethical practice, and all agreed that politeness and etiquette with all job related colleagues was a key skill in engaging in practice. Many of these codes of practice can be found in written form, and this is one of the tasks for Part 5

Small group exercises: Inquiry ethics using using Part 5 Reader 3 (5c)

Discussing the Ethics Forms, discussion in inquiry plan, informed consent forms - Here we discussed the requirements for the module and the need for developing the professional inquiry at Middlesex University - informed consent is explained several times in Reader 5  (e.g. p.18 and in Reading 3 p. 36). The Inquiry plan and Ethics form requires you to identify who your will be talking to in Module 3 when you gather data through tools such as interviews... 

Break A brief stroll around or near the Mansion house...

Part 6 Literature – how finding out relates to ethical practice 

How to search for sources that relate to your inquiry

Analysing sources for information (data) as a critical thinking skill for professional practice

Using tools with ethical practice Here we took some short articles that I copied from the Stage and scanned them quickly to identify the main points from the literature - literature comes from many sources, but generally it is someone who has professional or academic expertise who is talking about the topic and explaining some research or review of the topics and/or issues. For example education usually has literature on policy as well as literature on practice - so one is the government's rules of how things should happen and the practice literature explores where that practice really is and the ideas that go into the practice. 

What people did to the literature – as it was not a library cop – wa they used highlighters to indicate the most main points and added ‘annotations’ or notes to the side to remember the themes and theories introduced – this is helpful when you are writing up the analysis.

     

Group exercise: Using a sample from Stage, read and annotate an article and relate to the group  the issues explored (6c).

Our articles came form a performance topic area – one article noted that some research had been carried out by MarketingBirmingham that said that children only got limited access to attending performances in that city. Issues included - who did the research, why the research was done, what the evidence about non-attendance might mean to the children, etc. 

The article can be found  at the Stage on this link.

Searching literature is an important way to focus in on what others have said about your topic. Module 2 asks you to choose 3 pieces of literature to analyse – see Reader 6 – and this will also help you define what it is you want to examine about your professional practice. Look for issues make sense to you and would be worth sharing with others.

Plenary 

We said that more people need to be involved in the SIGs and that people would send me addresses to put on the BAPP Libguide. Alice and I did a short video after the session to be posted on BAPPYouTube. Next time we will try to do more of this.

Module 3 10th November 2011 Campus Session

10.11.11 review of analysis and learning 3760

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17th March Campus Session for 3835

As a starter - I thought those who attended yesterdays session did a great job. Really good thinking, interaction and questions. A recap on the assessments will be coming up soon in another blog. 

This was the agenda for the session and the 2 PowerPoints about the inquiry tools: reviewing literature and the 4 practitioner inquiry methods that you are going to trial 'informally' in 3835. These 'social science' tools make it possible to gather and analyse data from the real world with real people. However, in the past people have asked for more time to practice these methods, so thats what we have tried to build into 3835. While the 3 reviews and the 4 inquiry method exercises do not have to be about the same things, your questions and emerging topic area can guide you to finding out about the things that interest you and perhaps the others you have developed SIGs with or discussed topics with on the blogs.

At the end as Rosemary discussed the plan - we tried to clarify some of the questions people had about the assessment will be putting more information up on the blogs AND on the BAPP Libguides (either on the front page news or under 3835) so 'watch this space'. As this is the first run of our revised module, we welcome the feedback so we can clarify any points and get as much out of the module as possible. Also Mike Howarth attended to try to get some new shots for our brochure and some new learning tools - so thanks to everyone for participating!

CAMPUS SESSION 3 BAPP WBS3835 17.3.11

Schedule of session – tools (Paula) and then plan at end (Rosemary)

Introduction: (10 Minutes – 2-2:10pm)

·      Where are we/you now?

·      Using inquiry tools to inform your practice

Practitioner Tools

1. Literature/Documents (2:10 – 3:05)

·      Brief PowerPoint describing literature (discuss other sources such as performance DVDs) that are relevant to your questions/topic to extend knowledge and understanding (content can be disciplinary, sector, or learning related) (will put this on Paula’s Blog)

·      Interactive demonstration of searching for literature and sources for data from professional and academic sources

·      Google and Google Scholar

·      Middlesex journals- Sandra and Rosie

·      Discussion about how to critically evaluate the literature

·       Scanning

·      Collecting

·      Reviewing task – responding and analysing 3 pieces of literature in writing

·      Exercise – using literature as a tool – group wikis – using one main article or piece of writing, try to develop an understanding of the

·      source (author)

·      the main points of view (argument) and their validity

·      how this piece of writing provides information about theory or practice – how it is a part of a bigger whole

BREAK 3:05 – 3:15

2. Inquiry/research methods (3:15 – 4:?30)

·      Brief PowerPoint describing the point of research methods (will put this on Paula’s Blog)

·      Exercise - informal research method ‘practice runs’ with SIG colleagues or associates that will give you experience for when you do your practitioner research about your topic

·      Observation – YouTube video (Samba Competition)

·      Survey – develop 5 main questions to find out something about people who undertake professional practice – use one with the people who are attending – talk about analysis and following up the data

·      Interview – exercise in twos – learning how to ask questions and listen

·      Focus Group – role pay in larger groups – managing discussion

ROSEMARY TO TALK ABOUT PLAN

17.3.11 wbs3835 literature search

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Tools campus workshop 17.3.11 bapp wbs3835 qual r

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8.2.11 Campus Session 1 on BAPP YouTube

Videos are up on YouTube from 8 Feb 2011 Campus Sessions 1 for 3002 and 3835.

I believe Rosemary has written more about the 3835 so I will just say a word about what we did for WBS3002 in the morning for those on this module. We have done a new Facebook for the Special Interest Groups - I am looking forward to going synchronous for this part of the course.

Basically this session corresponded with Part 1 of the module so we talked about using Web 2.0. We talked about how comments on the Blogs could be used for in-dpeth discussion that involved theory and practice form people's everyday life and looked at how different blogs could illicit different responses - for example there was one about injury and how that affected working. I mentioned a blog by Carly-Joy Osbourne about public communication and Google alerts - check it out on her blog on the BAPP Libguides.

Then we did a group exercise looking at the question 'Do Web based technologies enhance professional practice?' the group decided that everyone would separately do a powerpoint slide for a 5 minute presentation and then a short video was taken presenting some key arguments discussed (on BAPP YouTube).  There is a Powerpoint attached that we did - hurriedly - so excuse any typos etc. I have used Slideshare.

8.2.11 do web based technologies enhance professional practice group1 our views

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Did I mention to everyone that we had the electricity go out at work and the surge killed off my 30 GB memory stick PLEASE SAVE AND SAVE AGAIN your work or put it up with private settings on Google doc because life is just like that. SAVE SAVE SAVE and STORE STORE STORE.

REMINDER for 3002 6th May submissions we are piloting digital submissions this time so will not be taking paper copies - you will get more directions about this soon.

Continuing Students - Summary of Campus Sessions Autumn 2010

Sorry – the feedback from the Campus Sessions for Continuing students has been tricky to get up as much of it has been discussion and individuals taking notes in those discussions.

In all three Campus Session we have concentrated on looking at the WBS 3861 Handbook and BAPP members have discussed their own projects and progress – in the last session we broke up into smaller groups and individuals discussed their own projects with their groups and Academic Advisors.

For many, it is getting straight what is supposed to go in the report using the Handbook as reference. There is an extract from the Handbook (pp.24-25 in 2010) that I have felt helpful in writing up – some of the terms seem to be overlapping – so it is just stating clearly what you have done for your project i.e.  research aims, objectives and research questions... Some people have also have specific terms of reference from their organisations so these need to be stated.  Most people are doing mixed methods in terms of the research, both quantitative and qualitative, but each project is different! The two appendices  that need to go into the document are the Ethics form from the proposal OR an updated ethics form if the original had to be changed AND the learning extracts from blogs or diaries that evidence your learning.

There are some blogs that talk to these defining terms... All can be accessed from the LibGuide 
There will be an oral assessment – most likely the 20th of January – Avni will send out an emails about this shortly – this is also explained in the Handbook. 

3rd Group Campus Session 10.11.10

Alan's scans of the Group's images. Some may be in the wrong grouping? let me know... Also check out the videos on the BAPP YouTube go to see all and there are 4 videos all together - 1 is of the groups preparing and there are 3 presentations that were developed on the day,