BAPP Arts Module 3 Campus Session 2 March 13 2013

1. Campus Session 2
Module 3 BAPP WBS3760
13/3/13
Hendon Campus
School of Media and Performing Arts

2. Two points to get out of the session
An idea about
An idea about how to develop
how to draft the and create the
Critical Review professional
artefact

3. Where are you now? Evaluate…
Where are you now in your process? You could be in several places at once now!

4. Know where you are… mapping progress

5. Feedback from peers and tutors
Week 5: Campus Session 2 looking at analysis from
Week 4 feedback task, how to start drafting, tips on the
professional artefact)
Week 6: Continue blogging and oral formative feedback
Week 7: Send 1 page description explaining plans for
your professional artefact for written formative
feedback.
EASTER BREAK 2 weeks
Week 8: Campus Session 3 (putting it all together)
Week 9: Send to adviser draft sections of your
Critical Review (Introduction, Evaluation, Analysis
and Critical Reflection) for written feedback.

6. Dates for study period
18th March week 6
25th March 7th week
1st April - EASTER - not counted - advisers not
available if on annual leave
8th April - EASTER - not counted
15th April 8th week
22nd April 9th week
29th April 10th week
7th May 11th week
13th May 12th week
20 May submission

7. Final Module 3 Assessment – 3 main parts
Part 1: The Critical Review
It is primarily written but can contain visual or audio visual
elements showing the process of investigating a topic
(practitioner research) with analysis that has implications for
your practice.
Part 2: The Professional Artefact
a product or a work in progress that is created - it can be a
document, an event, or an activity - it can be something that
informs others in your community of practice or workplace -
the artefact should emerge from the inquiry
Part 3: The Oral Presentation (more later)
an in person/ audio-visual demonstration that shows that you
have progressed in your ability to show knowledge and
understanding that is based on your ‘inquiry’

10. Introduction to writing for the Critical Review
The writing for the Critical Review is more structured
and relates to a ‘reportage’ style.
Developing your writing form Module 2, the Critical
Review may take several drafts and ‘fine-tuning’
editing to structure the writing and make it ‘concise’
– that is written clearly and to the point
* Note - the artefact might contain information and
thinking from the Critical Review – but the thinking
itself comes from the Inquiry needs to be redone for
your audience and will most likely be differences in
the writing style depending on who it is for.

11. Writing with style and purpose
The Elements of Style (1959) Strunk and White is a
source that comments on writing with purpose
Chapter II Elementary Principles of Compositions
A basic structural design underlies every kind of
writing. The writer will in part follow this design, in
part deviate from it, according to his (sic) skills, his
(sic) needs, and the unexpected events that
accompany the act of composition. Writing to be
effective, must follow closely the thoughts of the
writer, but not necessarily in the order in which
those thoughts occur.
So – this passage says to shape your writing according
to your needs.

12. Effective Writing
When drafting and editing – write so that you are clear and make your
point in your Critical Review.
Strunk and White example on the issue of wordiness (1959, p. 19)
Macbeth was very ambitious. This led him to wish to become king of
Scotland. The witches told him that this wish of his would come true. The
kind of Scotland at this time was Duncan. Encouraged by his wife,
Macbeth murdered Duncan. He was thus enabled to succeed Duncan.
He was thus enabled to succeed Duncan as king, (51 words)
Encouraged by his wife, Macbeth achieved his ambition and realized the
prediction of the witches by murdering Duncan and becoming king of
Scotland in his place, (26 words)

13. Read out a sample of writing…
Introduction
After many years of watching aspiring dancers go in and out of the
studio classroom door, I have come to understand that the
technique class is not automatically a ‘feel good’ place. Class can
be as much a locale for confusion as it is for technical and artistic
training, underscoring paradoxes embedded within the very nature
of the class. The delicate balance between skill and artistry too
easily fosters schisms between a teacher’s class objectives and
teaching strategies, between students striving for an imposed
ideal and desiring self-expression, and even between what the
teacher says and what the student hears. The result is a
precarious balancing act betwixt art and craft. Whether intentional
or not, the emerging tensions interfere with the acts of
learning and dancing.
Barr, Sherrie (2009) 'Examining the technique class: re-examining feedback’,
Research in Dance Education,10:1,33-45.

14. Effective Writing Exercise
What is the passage talking about?
Reading aloud what has been written is a good way to
understand it. This can be done with your own writing…
Ideas about this do not always come out in an orderly
fashion – but your job is to reorder them (like Strunk and
White suggest) to make sense of the argument.
In you own drafting and editing processes – reordering and
‘shaping’ the text strives to make it more meaningful and
more concise.

15. Critical Review starting to draft
• You may find that you start to draft the analysis or critical
reflection first – but starting to draft the Introduction and
Evaluation sections is also useful.
• Note - all four sections of the review have a flow…
Remember to start the Bibliography so that you can
quote or paraphrase accurately…

16. Drafting the first 2 sections
• Introduction - relevant to the context of the inquiry and
how it relates to your workplace or community of practice
• Evaluation of the Inquiry Process - practitioner
research tools used (observation, surveys, interviews,
focus groups), the literature review, the ethical
implications and other activities undertaken as a part of
the process (e.g. performances, workshops, trying out
new strategies, etc.)

17. Thinking it through group exercises
PART 1: In groups of two – listen to your partner’s accounts
of their Introduction to their Critical Review
•Write down what your partner is saying – concentrating on
the main points and the aspects of what they say that are
significant – note the sue of critical thinking (reference to
field of knowledge and expertise) – how has your their work
with others? ask questions for clarification and detail
Doing this oral exercise will mean that you have started to draft your
critical review through an oral process.

18. Part 1: A Critical Review
• Analysis: your findings (what you found out from the data you
gathered) and your analysis of the findings compared to your
literature and earlier perceptions of the topic, conclusion of this
stage, what implications/benefits/impact did your inquiry have? Did
you conduct any activities/events/interventions that used what you
found out in your practice?, and possible further inquiry topics…
• Critical Reflection - a critical self-analysis of the learning journey
based on your learning journal

19. Group Exercise 2 Analysis Review
Tell your partner an example from your ‘emerging
findings’ (what people have told your about your topic
in your practitioner research) or use your writing given
into your adviser
Tell your partner what you think this finding means as a
way of understanding your topic - use your experience
(your interpretation of something that is common or
exceptional) and your literature to add more depth of
understanding to your analysis

20. BREAK

21. What is a professional artefact?
Definition 1
Definition 2
Definition 3
You may want to use Q&A with your adviser and peers
to see what is is and what it is not…

22. What is a professional artefact?
http://corindahall.blogspot.co.uk/2013/02/documentary-fi
http://tmcofliam.blogspot.co.uk
http://clmbentertainment.blogspot.co.uk/2013/01/bapp-f

23. Professional Artefact
The artifact can show various aspects of what you
do.
Co-curator of the Gauguin exhibition Christine Riding talking about 'Oviri' during filming for the
Tate's short film on the artisthttp://blog.tate.org.uk/?p=3179

24. The Artefact
The artefact might show something like a curriculum or planning for a performance.
http://www.publish.csiro.au/multimedia/projects/FINA/sections/sports/sync_home.html

25. Professional Artefact
Group discussion
Explain your ideas for a professional artefact and then
see how this relates to what others are doing – blog
this for discussion and send this into your adviser for
feedback

26. Two points to get out of the session
Develop the ideas for
Communicating orally about your professional
your inquiry is directly linked artefact. Choose an
to your experiences and audience to give
telling people is a way to whatever you do
start the writing. focus.

27. Please use the suggested topics below as blog topics
p. : 8-9 Module Handbook
• Updates on inquiry progress and sharing discoveries
• Reviews of campus sessions
• Commentary on discussions with your peers and SIGs
• Thoughts about your artefact – what is it and who is your
audience – is it a product or a work in progress?