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Sunday, 10 April 2016

earlier Module 2 advice


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Dance Movement Therapy link

Saw this around your topic https://www.youtube.com/playlist?list=PLrbXrO8yG6hpvRWRnNTij7_CWTt2Th2J8 about dance movement therapy
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Friday, 8 April 2016

Module 2 Outline for Proposal

this is on page 19 in your Module 2 Handbook

Outline of the Inquiry Plan

Use the following headings in bold for your inquiry plan and discuss:

• Title of the Professional Inquiry (a working title of your inquiry)
• Context of the Inquiry (what is your professional practice and why is this
inquiry meaningful to you within your professional practice)
• Rationale and Inquiry Question(s) (what are you trying to find out more
about and how will this improve your practice)
• Aims / Objectives (Aims: what outcomes do you plan to achieve; Objectives:
what are you are actually going to do in the inquiry)
• Literature, art work and Ideas (What are the existing ideas, discussions and
thoughts about the area or topic of your inquiry?)
• Inquiry tools & Ethical consent/permissions (What data collecting tools will
you use and why? use your experience piloting inquiry tool to explain why you
think these are appropriate. Explanations should relate to the Ethic Release
form and Employer/Professional Support forms you will submit about your
inquiry)

• Approach to analysis (how will you think through the information you will
collect in the inquiry. That is how will you find a relationship or draw
conclusions between the existing ideas, your experience and data you collect)
• Resources (What are the resources needed to carry out the inquiry)
• Schedule of activities
• Conclusion (overview of the whole inquiry – who, what, why and when)

You also need to submit:
• Your Critical Reflection (500 words)
• Ethics Release form
• Employer/Professional Support form

• Award Specialism Title form


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Tuesday, 5 April 2016

Sign up for Module 1 session 13th of April 2016

9th WEEK of 11TH April

This is on the 13th of April - Wednesday 

Module 1: Part 3: The Networked Professional - Wednesday 12noon and 8pm ONLINE in the new space http://breeze.mdx.ac.uk/bapparts/ join this url. There will be a post announcing this session so RSVP in the comments of this blog.

this is a really good time to link all three sections of Module 1 together and talk about the critical reflection that you need to submit... 

Please attend one of the sessions if you can! 



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Spring 2016 BAPP Arts schedule repeated

8th WEEK of 4TH April

First Tuesday ‘Coffee shop’ chat Skype 3rd April 5th (Tuesday) ONLINE 10 am and 8pm. There will be a post announcing this session on Adesola’s blog. RSVP in the comments of the post on Adesola’s blog.

9th WEEK of 11TH April

Module 1: Part 3: The Networked Professional - Wednesday 12noon and 8pm ONLINE in the new space http://breeze.mdx.ac.uk/bapparts/ join this url. There will be a post announcing this session so RSVP in the comments of that post on Paula’s blog.

Module 2: Part 6: The Tools of Professional Inquiry
ONLINE Session 3: Friday 15th April 12 noon Skype There will be a post announcing this session on Adesola’s blog. RSVP in the comments of the post on Adesola’s blog.

ADESOLA Module 3: Part 7: The Professional Inquiry
ONLINE Session 3: Friday 15th April  8pm Skype. There will be a post announcing this session on Adesola’s blog. RSVP in the comments of the post on Adesola’s blog.

10th WEEK of 18th April

Module 3: ONLINE Monday 18th April 12noon and 8pm Discussion of past artefacts and oral presentations http://breeze.mdx.ac.uk/bapparts/ join this url. There will be a post announcing this session on Paula’s blog. 
RSVP in the comments of the post on Paula’s blog.

11th WEEK of 25th April


12th WEEK of 2nd May – end of study period on Friday 6th May

First Tuesday ‘Coffee shop’ chat Skype 3rd May Coffee shop (Tuesday) ONLINE 10 am and 8pm. There will be a post announcing this session on Adesola’s blog. RSVP in the comments of the post on Adesola’s blog.

BAPP Arts Submission 10th May (Tuesday).

Submission by 11:55/12pm – more information will be up on My Learning about the final submission. 

Oral Presentations (Module 3 ONLY) please note changed date

13th May (Friday) and 16th May (Monday) 17th (Tuesday) am and pm slots

Paula will contact Module 3 students about which day their presentation is scheduled. Everyone is welcome (all Modules) to come and support the Module 3 presenters. 

After Submission: 

Posted on MyUniHub:

Module Results Published (9 am) 20/6/15
Progression Results Published (5 pm) 30/6/15
Final Qualification results published (5pm) 1/7/15

We might be having some online writing workshops with our new liaison Alexandra Pitt from the Learning Enhancement Team: you can also contact her for individual writing sessions. Alexandra’s email is a.pitt@mdx.ac.uk.

*Note: We have a sharing list with emails and Skype addresses for all on BAPP Arts to connect during the study period. We would also like to get everyone’s permission to use filming during the session to post online for others. Paula will send out the list when we start for new people who want  to be on the list.

Paul Stapleton
wbl@mdx.ac.uk
Direct Line: 0208 411 6069
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Thinking creatively - Module 3 analysis

I will try to add any points I have forgotten... but please refer to Reader 7 and Reader 6 for more on this - and the Reading Lists and e-books attached to each course

Don't forget to read http://paulanottingham.blogspot.co.uk/2016/03/the-dinner-party-literature-for-your.html#comment-form

On BAPP Arts we have chosen a constructivist world view - so much of the research is qualitative although many do use mixed research methods 

1st - you are developing critical thinking here 

Stella Cottrell Critical thinking (she is in our library and a quick link below for a taster)

many use this to guide academic study 

2nd Research Analysis 

We do not always use all of the terms e.g. 'coding' for looking at the emerging findings and looking for common themes, themes that differ, and significant themes- or themes that stand out... BUT I find doing a matrix or using a grid to say - Participant A said this - Participant B said that... and then you can 'see' what people have said - you dod not need to transcribe all of your oral data - just the important points and the quotes you will use for evidence.


Some sample research literature sources to use for analysis - please refer to these to help you with your work!

Judith Bell is good online with university – go on library 

Doing Your Research Project


 Blaxter Hughes and Tight should be in our library and
I like Mason – in library in book form and – see link

In library in book form and Denscombe 

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Thursday, 31 March 2016

Virtual session for 31st March - being able to see 'planning'

Thanks to Lizzy, Danielle, Katy, Chloe, Victoria and Jess

In this session we talked about the use of creative devices to get in the zone - so Chloe suggested a drama icebreaker she uses that we changed for the Skype session (she has children imagine they are an alphabet for 2 minutes and they communicate this through words and movement). Chloe chose the letter m and we all thoght abut things starting with the letter m for 1 minute to create a theme. Movement and music turned out to be a popular starting point - maybe not surprising with so many creative professionals! Interestingly the word 'magic' that went with this theme came into the discussion later - because in project planning (think work or inquiry planning) magic could mean that the final stage  of a creative production is more significant or seems larger than the sum of the parts.

Jess chose material, motivation, monopoly and motivation - I will let you guess the theme!

We talked about appreciative inquiry and that led to a discussion about planning int he workplace - where we have seen it in action  and our experience of it - so the 4 D's
Approeciative Inquiry  (see article in previous blog)
originally from: Cooperrider, D., Whitney, D. and Stavros, J.
Affirmative Topic Choice
The 4-D Cycle
Discovery
The best of what is
Dream
What might be?
Design
What should be?
Destiny
What will be?

but often the planning is a part of the organisation or is personal - people talked about the planing that they had experienced in its various stages: for example planning the inquiry (Katy), planning in schools (Jess, Lizzy, Katy, Victoria), the way that choreographers use the 4D process to stage a dance production (Chloe) or musical theatre productions on cruise lines (Katy) or rehearsal (Danielle) - go to people's blogs to connect with these thoughts!

Planning is a part of life... so whether we 'see' it as looking for positive solutions (apprieciative inquiry) or as more mainstream project planning (see blog notes for this on my last blog) then seeing this process and where we are in it can help orient us in the workplace and in the modules for BAPP Arts. Because we do practitioner research in the final inquiry - the planning also relates to the research cycle people use in the academy in the professional workplace.

I was taught to draw paint and print - but the gallery and commercial success came after - I was never taught "project planning'- but I think it is a great skill and one that professionals need to be more aware of in what they do... 

We thought about our milestones on the course - the important bits - and how planning might help us recognise these better.

So... for those who could not be with us - the questions are: 

Where have you seen or experienced planning in your work/arts practice?
Did you see a pattern similar to appreciative inquiry or project planning?
What milestone have your experienced on the course?


More about communication in the next blog (thank you Katy for bringing up this aspect of planning)...
so...
How can you communicate what you know?
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