Tuesday, 8 December 2009
Co-workers
I am still seeing (that is a visual learner trait) who contacts me about the Helping your co-workers... see previous Blog on the 3rd December. ALSO can you (the reader of this BLOG) encourage and/or help someone who has not posted Task D to put their writing up if you are able to do this? Everyone needs 3 comments/conversations for Task E - so this helps you as well... see Alan's new post on http://adurrant.blogspot.com/.
Visual auditory and kinesthetic learning
Language is just another way of communication and learning - like the visual audio and kinesthetic that we talked about yesterday.
Here is the web source for the visual, auditory, kinesthetic learning style I talked about yesterday - VAK. I'm sure there are others. Many people learn in all three styles , but it is just an awareness to whatever works for you.
We also discussed briefly, as Adesola mentioned in the Induction to the course, that many people in the creative and cultural industries have learning conditions which affect reading and writing, such as dyslexia. There is support at the university. Also the more time you can give to completing the Tasks would be helpful, starting early is important.
Monday, 7 December 2009
Creative Conversations using the Academic style
Creative Conversations using the Academic style
Here are some terms we used as discussion points on Monday 7th December with Adesola's presentation using conversational dance as a kinesthetic learning experience.
Writing in an academic style - uses recognised conventions of relative neutrality and referencing (rules of engagement) to exchange ideas, comment and critique statements about scientific and social phenomena.
Academic arguments “are sets of ideas which are expressed… Making an argument … involves working out how to construct, communicate, support and substantiate….” (Mason 2003)
An academic style of writing informs and directs a point of view; when applied, it can structure an argument – and different academic disciplines interpret concepts and theories differently (Anita Walsh 2008). For example, a Health professional might be trained to understand practice in a clinical setting while a creative and cultural arts professional might be trained to develop technical expertise, expressive capacity and creative innovation.
Academic arguments can use existing concepts and theories to state points of view.
Concept – an idea - “a unit of thought or element of knowledge that allows us to organize experience” (Janet Gail Donald 2001)
Theory –a rationale or justification based on ideas or evidence… - “a system of ideas intended to explain a phenomenon especially a system based on general principles and therefore independent of the target phenomenon” (Brewerton and Millward 2001) - theories can be used to relate to more than one ‘problem’ being examined or explored in the field (first hand phenomena)
Critical thinking is process that is used to think about topics and issues.
Glaser (influenced by Dewey) said “Critical thinking calls for a persistent effort to examine any belief or supposed form of knowledge in the light of the evidence that supports it and the further conclusions to which it tends” (extract from Fisher 2001).
“Critical thinking is reasonable, reflective thinking that is focused on deciding what to believe or do” (Norris and Ennis, 1989,extracts from Fisher 2001).
Stella Cottrell (The Study Skills Handbook 3rd ed., 1999) says that Glaser emphasises 3 main points about critical thinking: 1. persistence 2. evidence 3. implications
You use critical reasoning to:
• Identify elements of a reasoned case
• Identify and evaluate assumptions
• Clarify and interpret expressions and ideas
• Judge the acceptability and credibility of the claims
• Evaluate the arguments of different kinds
• Analyse, evaluate and produce explanations
• Analyse, evaluate and make decisions
• Draw inferences
• Produce arguments (Fisher 2001)
Cottrell also suggests applying analytical thinking - being able to do things like
• “ looking for possible flaws in the reasoning of evidence, or the way in which the conclusions were drawn”
• “comparing the same issue from the point of view of other theorists or writers” and “checking for hidden assumptions” (Cottrell 1999).
These ideas are linked to what I call critical curiosity, your ability to want to know about something using a framework that is wider than what you already know…(Nottingham, 2009). This means extending your knowledge and understanding to learning that includes sources that go beyond the self to peers, professional networks and academic-related literature.
Here are some terms we used as discussion points on Monday 7th December with Adesola's presentation using conversational dance as a kinesthetic learning experience.
Writing in an academic style - uses recognised conventions of relative neutrality and referencing (rules of engagement) to exchange ideas, comment and critique statements about scientific and social phenomena.
Academic arguments “are sets of ideas which are expressed… Making an argument … involves working out how to construct, communicate, support and substantiate….” (Mason 2003)
An academic style of writing informs and directs a point of view; when applied, it can structure an argument – and different academic disciplines interpret concepts and theories differently (Anita Walsh 2008). For example, a Health professional might be trained to understand practice in a clinical setting while a creative and cultural arts professional might be trained to develop technical expertise, expressive capacity and creative innovation.
Academic arguments can use existing concepts and theories to state points of view.
Concept – an idea - “a unit of thought or element of knowledge that allows us to organize experience” (Janet Gail Donald 2001)
Theory –a rationale or justification based on ideas or evidence… - “a system of ideas intended to explain a phenomenon especially a system based on general principles and therefore independent of the target phenomenon” (Brewerton and Millward 2001) - theories can be used to relate to more than one ‘problem’ being examined or explored in the field (first hand phenomena)
Critical thinking is process that is used to think about topics and issues.
Glaser (influenced by Dewey) said “Critical thinking calls for a persistent effort to examine any belief or supposed form of knowledge in the light of the evidence that supports it and the further conclusions to which it tends” (extract from Fisher 2001).
“Critical thinking is reasonable, reflective thinking that is focused on deciding what to believe or do” (Norris and Ennis, 1989,extracts from Fisher 2001).
Stella Cottrell (The Study Skills Handbook 3rd ed., 1999) says that Glaser emphasises 3 main points about critical thinking: 1. persistence 2. evidence 3. implications
You use critical reasoning to:
• Identify elements of a reasoned case
• Identify and evaluate assumptions
• Clarify and interpret expressions and ideas
• Judge the acceptability and credibility of the claims
• Evaluate the arguments of different kinds
• Analyse, evaluate and produce explanations
• Analyse, evaluate and make decisions
• Draw inferences
• Produce arguments (Fisher 2001)
Cottrell also suggests applying analytical thinking - being able to do things like
• “ looking for possible flaws in the reasoning of evidence, or the way in which the conclusions were drawn”
• “comparing the same issue from the point of view of other theorists or writers” and “checking for hidden assumptions” (Cottrell 1999).
These ideas are linked to what I call critical curiosity, your ability to want to know about something using a framework that is wider than what you already know…(Nottingham, 2009). This means extending your knowledge and understanding to learning that includes sources that go beyond the self to peers, professional networks and academic-related literature.
Campus Workshop 7th December
Thanks for all those who attended - Adesola's workshop was very interesting. See itinerary below - the Piccadilly line was down so it meant that we started late...
Part 1 Campus workshop about creative conversations using language and interactive movement: P’s, Q’s and R’s - Adesola
Part 2 of the Campus Workshop: Paula
Discuss Task D and Task E: (15 minutes with Question time) focus on Task E comments and critiques process using the academic style.
Form groups (random groups using 1 & 2 counting method).
Exercise 1: (10 minutes) Take the concepts from Part 1 interactive dance – use the 1. see, 2. notice and 3. wonder post-its to begin a verbal conversation in your group using a more academic style.
Discuss the concepts, critical thinking and critical curiosity elements that relate to the idea of self, peer and professional spheres of influence.
Write down any important points of the conversation for yourself – noting group and individual authorship points of the discussion …listen, write and review
Exercise 2: (15 minutes)
In the same group, use a given topic (a visit to a grocery store in Britain) and discuss this topic using critical thinking. Negotiate within the group a point of view about the topic – developing the academic argument from self, peers and professionals, and using national or international sources (some of these might be invented for the task…) that can inform a short piece of writing. Refer to the Peter’s rubric for academic writing to see if you understand how his suggestions can be applied… the following questions might be good starting points:
What argument are you trying to make about the topic – the visit to the grocery store?
Are you talking about the topic in a relatively neutral or objective manner?
What evidence are you using to convince the reader of your argument?
Can your statements be backed up with ‘research’ or ‘evidence’? What are these?
How can you reference your sources?
What types of sources would be good to use?
Collectively write up this piece of academic writing… approximately 500 words (or whatever time allows) on a piece of A4 writing.
Exercise 3: (10 minutes)
HAND this writing to another group to comment on the piece of writing. Critique the piece in order to help the 1st group with points they might have missed or have not been fully explained… Give the comments back to the group for a quick recap on what they might have missed or could add to the writing…
Plenary (5 minutes)
Part 1 Campus workshop about creative conversations using language and interactive movement: P’s, Q’s and R’s - Adesola
Part 2 of the Campus Workshop: Paula
Discuss Task D and Task E: (15 minutes with Question time) focus on Task E comments and critiques process using the academic style.
Form groups (random groups using 1 & 2 counting method).
Exercise 1: (10 minutes) Take the concepts from Part 1 interactive dance – use the 1. see, 2. notice and 3. wonder post-its to begin a verbal conversation in your group using a more academic style.
Discuss the concepts, critical thinking and critical curiosity elements that relate to the idea of self, peer and professional spheres of influence.
Write down any important points of the conversation for yourself – noting group and individual authorship points of the discussion …listen, write and review
Exercise 2: (15 minutes)
In the same group, use a given topic (a visit to a grocery store in Britain) and discuss this topic using critical thinking. Negotiate within the group a point of view about the topic – developing the academic argument from self, peers and professionals, and using national or international sources (some of these might be invented for the task…) that can inform a short piece of writing. Refer to the Peter’s rubric for academic writing to see if you understand how his suggestions can be applied… the following questions might be good starting points:
What argument are you trying to make about the topic – the visit to the grocery store?
Are you talking about the topic in a relatively neutral or objective manner?
What evidence are you using to convince the reader of your argument?
Can your statements be backed up with ‘research’ or ‘evidence’? What are these?
How can you reference your sources?
What types of sources would be good to use?
Collectively write up this piece of academic writing… approximately 500 words (or whatever time allows) on a piece of A4 writing.
Exercise 3: (10 minutes)
HAND this writing to another group to comment on the piece of writing. Critique the piece in order to help the 1st group with points they might have missed or have not been fully explained… Give the comments back to the group for a quick recap on what they might have missed or could add to the writing…
Plenary (5 minutes)
Thursday, 3 December 2009
Helping Co-workers to get Task D up on the Blog!
Writing Task D should now be going up - please help your co-workers to remind them to do this - Task E will be hard to do unless everyone is up and participating... I would note that Abbi has commented on a number of Blogs - Murat, Alys and Laura-Beth are up and running...we are now just making sure we have a complete list for everyone's Blogs... As an experiment - leave your name in a comment if you have read this Blog!
Paula
Paula
Tuesday, 1 December 2009
Japanese Dance event at MDX
Japanese Contemporary Dance Today
A Talk by Akiko Tachiki
Interest in Japanese contemporary dance has boomed in the past few years
but it is not always easy for those outside Japan to grasp what is going on and
to know who is emerging as the next artist with international impact.
Akiko Tachiki, one of Japan's most active dance journalists and critics,
will lead this special event, identifying current trends in
Japanese contemporary dance and revealing what the future is likely to hold.
This event offers a rare opportunity to find out about the most recent
developments in Japanese contemporary dance, to view video of the work of current practitioners
and to take part in a discussion with one of Japan's most eminent dance experts.
Date: 16 December 2009 from 6.00pm
Venue: Lecture Room The Place, 17 Duke's Road, London WC1H 9PY
This event is free to attend but booking is essential. To reserve a place, please email: event@jpf.org.uk, giving your name and those of any guests.
This event is co-organised by: the Japan Foundation, London; ResCen, Middlesex University; The Place.
Apologies for Cross Postings.
--
Prof Chris Bannerman
Head of ResCen, Centre for Research into Creation in the Performing Arts
www.rescen.net
C.Bannerman@mdx.ac.uk or bannerman.chris@gmail.com
A Talk by Akiko Tachiki
Interest in Japanese contemporary dance has boomed in the past few years
but it is not always easy for those outside Japan to grasp what is going on and
to know who is emerging as the next artist with international impact.
Akiko Tachiki, one of Japan's most active dance journalists and critics,
will lead this special event, identifying current trends in
Japanese contemporary dance and revealing what the future is likely to hold.
This event offers a rare opportunity to find out about the most recent
developments in Japanese contemporary dance, to view video of the work of current practitioners
and to take part in a discussion with one of Japan's most eminent dance experts.
Date: 16 December 2009 from 6.00pm
Venue: Lecture Room The Place, 17 Duke's Road, London WC1H 9PY
This event is free to attend but booking is essential. To reserve a place, please email: event@jpf.org.uk, giving your name and those of any guests.
This event is co-organised by: the Japan Foundation, London; ResCen, Middlesex University; The Place.
Apologies for Cross Postings.
--
Prof Chris Bannerman
Head of ResCen, Centre for Research into Creation in the Performing Arts
www.rescen.net
C.Bannerman@mdx.ac.uk or bannerman.chris@gmail.com
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