Tuesday, 9 December 2014

Finalist Presentations in January...

You are all warmly invited to attend the

MA Professional Practice, Dance Technique Pedagogy
Finalist Presentations

January 19th 2015
Grove Dance Theatre (G190)
Middlesex University London

Schedule of the day:
9.30 arrival
9.45-12.00 Morning Presentations  - 
3 finalists presenting their Research Projects, each presentation is approx 30mins with questions, comments, invited afterwards.

12.00-13.00 – Assessors questions/discussion with finalists
13.00-13.30 – Lunch break

1.30-15.00 Afternoon Presentations - 
2 finalists presenting their Research Projects, each presentation is approx 30mins with questions, comments, invited afterwards.

15.00-16.00 – Assessors questions/discussion with finalists

It would be great to see lots of you there supporting your fellow MAPPers and sharing in their research, and would be great to meet some of you in person!

Please confirm attendance via email so that we have an idea of numbers  h.kindred@mdx.ac.uk

Finalists - I have emailed you with more details of the day.

Sunday, 7 December 2014

Submission of work for assessment...

As we're nearing the end of this term, some notes on the submission of your work for assessment.

Everyone, whatever module you are one, has the 
submission date of January 5th 2015.

With a last chance to submit any work in draft form next week (Dec 9th) in order for Adesola and myself to get back to you with some feedback before the end of our teaching term (Dec 19th).

Submission of work is via the University Student Portal - UniHub
You will have visited our Programme Page here already to see your Module Handbooks, get the list of Blog addresses, check out your reading lists and other Uni resources.

Once logged in to UniHub, you click on
My Courses 
go to the MA Professional Practice Dance Technique Pedagogy page.
Here you'll find a folder titled Submissions - Jan.  
Within this folder is the Turnitin Assignment Submission box.
You click on this to upload your assignment saved as ONE word document.
Turnitin will not allow you to submit multiple files so all written work, including your cover page, any appendices, bibliography must be saved as one document.
Please save this document as 

Submitting via email:
As a back up, or if you have problems with using Turnitin and are not able to submit this way (don't panic) please do send the same document, saved in the same way as an email attachment to both myself and Adesola.


For those of you submitting for Module One, please use Turnitin for your Review of Learning Essay (one document including cover page and bibliography) but for your portfolios the one document rule will be more tricky.  Please email your completed CV, JD, AOLS (with appendices of evidence if possible in electronic form and bibliography for each one) and your Review of Learning essay.  Please also submit your whole portfolio in hard copy.  

If you are local to London and able to submit in person you may always hand your work in via the UniHelp desk in the main reception area of the Sheppard Library at our Hendon Campus.  You will be issued with a receipt of submission here and the work will be passed on to me.  You can also mail your work in (we accept date of posting as your submission date, so you do not need to worry about posting ahead to get to us for the deadline) if doing this please address to:

Helen Kindred, Programme Leader MA Professional Practice Dance Pedagogy
School of Media and Performing Arts
Town Hall Annex (TG55)
Middlesex University London
The Burroughs

Any problems just email me!


Sunday, 23 November 2014

Different journeys...same module

Picking up on themes emerging from your blogs, linked-in discussions and the one-to-one tutorials this week, I wanted to offer some generic support with regard to those of you on Module One.

Module One is all about you situating yourself within the framework of your own learning through reflection on your prior learning experiences.  We ask you to demonstrate this journey of self-reflection and understanding of where you are within your own professional practice by compiling a Portfolio.

Your portfolio is like a scrap book of you through your professional practice.
It includes:

  • your annotated CV 
  • your (main) Job Description
  • your AOLs including illustrations/evidence as appendices (80 credits)
  • your Review of Learning reflective essay (10 credits)
The Areas of Learning (AOLs) represent the areas of your professional experiences that have relevance to your current professional practice.  The AOLs offer you a way of demonstrating, through writing within an academic context, the learning that you have undertaken through prior professional experiences.  You present these AOLs (with illustration/evidence) to the university as part of your portfolio in order to demonstrate the level of prior professional experiences you have had as being equivalent to MA level (level 7).  It is through the AOLs that you are claiming academic credit via your prior professional practice for the first 80 credits of your MA.

Different Journeys:
We recognise, and enjoy that you have all had different prior experiences and therefore your portfolios will be as diverse in their content and presentation.  Imagine you are all set the task to bake a cake, you are all given a round tin to bake it in (a frame) but are relying on whatever's in your own cupboards for the ingredients.  You will all bake a cake, but everyone's ingredients will be different, so no two cakes will taste the same.

If you have prior learning experiences already accredited (by another awarding body/organisation) at level 7 (ie: MA credit from another institution, PGCE qualification) you can use this to make a claim directly for that specified level of credit.  As this is credit which has already been assessed and 'passed' to be at level 7 your claiming of it need not be as lengthy as an AOL for prior experience that has not been accredited previously.  It is more of a supportive claim statement which should detail the key  learning experiences of this accredited learning as relevant to your current professional practice (approx 1,000 words) and should be accompanied by the relevant certification for this accreditation (certificate and transcript).

If you have prior learning experiences which have already been accredited/approved by Middlesex University but do not stand directly within a formally recognised level 7 qualification (i.e: Fellowship status through the ISTD, QTS through Schools Direct route rather than PGCE) you can use these to make a claim for that agreed credit through making them the title of one AOL.  This AOL has direct reference to the learning of this prior experience and you use the AOL essay to demonstrate this learning within an academic context, and support with relevant certification/award.

Prior learning which you have identified through your professional experiences but which has not previously been accredited by another institution/organisation you use as the basis of your AOLs (titled as relevant to each area) in order to claim the relevant academic credit that you (and your advisor) feel the experience is equivalent to in academic terms.  You look to identify through these essays/claims/AOLs the prior learning that has been key to your professional practice.

So, you will have different numbers of AOLs at different credit levels depending on your different prior experiences and that's great!

Hopefully that's a little clearer all round?  Do use your Module Handbook (Review of Learning) to support you in the process too, it does outline the process of claiming through AOLs.

Speak at our next group Skype call on Dec 7th (11am or 5.30pm UK time) if not before!


Wednesday, 19 November 2014

Transmission Performance Symposium

Middlesex University Dance Dept is hosting a one day symposium on Saturday Dec 13th at the London campus

The works of Martha Graham, Doris Humphrey, Anna Sokolow, Robert Cohan and Mark Franko will be presented in performance in extending the debate around re-staging works.

Please do come if you can, follow the link below to book -
I think it will be really interesting day and insightful for much of your research.


Tuesday, 11 November 2014


Feeding on from our last group skype call, I said I would post deadlines for drafts for you to help with your own timelines or check-lists of what needs doing when.

We have set a date for you sending us a last draft ahead of submission for 

This gives us time to read and feedback before taking a break over the holiday period (Dec 19-Jan 2).  Please do think what you would like feedback on at this point.  Most of you on Module One are busy drafting your first AOL now and receiving feedback on this, from this experience you should feel ok to write the other AOLs, you do not need to send us drafts of each one.  So maybe that last draft submission for you is the reflective essay?  Or the evidence/illustrations for your AOL claims?  Module Two and Three, whilst a different preparation, still try to identify what you would like feedback on, this is not a pre-hand-in check as such, but an opportunity to seek clarification and support in order to move on with finalising your work for submission.

Any last questions you may have, you can contact us via email between Jan 2 and your submission date of Jan 5th, but we will not be able to read through or feedback on drafts of work at this stage.

Otherwise...I hope all is going well for everyone and that you're enjoying the journey!


Friday, 31 October 2014

Holding back...

It has been an interesting week and on a late Friday night reflection, I wanted to share with you my thoughts around trust, contribution, and value.

On trust...
I had a discussion a couple of weeks ago with some undergraduate dancers, stemming from their suggestion that 'students trust their teacher as given, but students have to earn their teacher's trust'.  So alongside a broader discussion of these two (assumed separate) roles, we talked about the notion of trust.  My belief being that this is something pretty pivotal to 'good' teaching practice and that it is something to be mutually earned by all in the transaction of sharing and learning.  It was really interesting to hear from others of their perception of roles and of the value and place of trust stemming from their own unique experiences of learning.  Some, through more traditional learning environments felt this 'automatic trust' was something naturally embedded with the student/teacher relationship, and had felt that it was within their (pre)defined role as student to gain the trust of the teacher.  They had never considered that trust within this context had the potential to be fluid on all parts.  Conversations developed through other sessions over the past couple of weeks, with the same, plus other students and encompassed debate on language, perception, autonomy, finding your voice, sharing, contributing, being honest, putting your ideas out there and being prepared to listen, respecting and valuing difference and diversity.  (I said it had been an interesting week!)

The terms, and ensuing notions of 'student' and 'teacher' really struck more of a chord with me as the week progressed and I continued to review my own feelings on, and observe these relationships in different contexts.   This evening, reading some of your blogs, your thoughts on these roles, your experiences (directly and indirectly) and in particular an interesting thread from Rose, Mary and Maria, on holding back from getting thoughts out there at times, through feeling the need to really digest and clarify what it is you want to say first made me want to share in this blog.

Really pleased that you put this up Rose, however 'late night, unconsidered' it may have felt to do so.  I think this is a significant step in letting thoughts exist in a wider space than your self, and in doing so inviting others views and comments; in having opinions and not being afraid to voice them openly; in accepting a certain vulnerability that we all (as humans) have I believe, and the possibility of stumbling, maybe even falling at times, actually being a great thing - a great way of learning.

A couple of references are coming to mind to me now as I write this, so I'll through them in for you to build your own thoughts on too, Emilyn Claid, 2014 On Falling About (a research report for/from/with Roehampton University) and A TED talk by Brene Brown on The Power of Vulnerability.  Both examples talk about our capacity as humans to interact to learn, to fall to learn, to accept vulnerability rather than holding back in case..., to learn.

We all have our own stories to share, our own unique experiences, and have the potential to share these through different means.  It is through sharing and interacting, acceptance and value of both our self and others, that learning takes place for all. Please don't hold back from rambling your way through your thoughts on your blogs, these are the perfect place for sharing and learning in the environment of the MA.

Keen to hear your thoughts...rambled or otherwise!


Monday, 20 October 2014

Sharing good practice...

This may be something those of you on Module Three would like to consider? The call is out for proposals to share your research, give it a go...

NDTA Annual Conference 2014
Pedagogy, Practice and Partnership: the future for dance education
Saturday 22 November 2014 / Birmingham Ormiston Academy


Making a difference to dance education through research

This year’s NDTA conference will focus on delivering high quality dance practice in and beyond the curriculum. Through keynote presentations, panel discussions, workshops and seminars the day offers a stimulating professional development opportunity to support and inspire dance teachers working at all levels.

In collaboration with DanceHE, Pedagogy, Practice and Partnership will again feature research by and for dance teachers. Focusing upon or related to children and young people's dance education we invite proposals for research led presentations that address (but are not limited to) the following areas:
·       Approaching dance education pedagogy, including through partnership
·       Dynamics of dance learning
·       Dance education research methodologies
·       Professional development for dance teachers

We hope the sessions will represent a mix of researchers at different points in their careers. So whether you are researching at M level, as part of a CPD initiative, a PhD, an early career researcher or experienced researcher we would like to hear from you.

Presentations will be 30 minutes within one of two research sessions followed by time for questions and debate. The two sessions will be facilitated by Dr Kerry Chappell and Professor Vida Midgelow.

Application process
Send an abstract of 400-500 words detailing the research you wish to share. This should include a short statement as to the relevance young people's dance education and the NDTA conference delegates

Please also include the following details:
       Name /address /contact telephone number/email address    
       A short biography of no longer than 100 words.

Proposals should be sent to:
Debbie Poulton NDTA Conference Manager: debbiepoulton5@btinternet.com

Extended Deadline for applications : Monday 27th October

Successful applicants will be informed by end of October.
Proposals will be assessed by the small team involved in co-ordinating the research sessions.

Further information for Pedagogy, Practice and Partnership www.ndta.org.uk

Monday, 13 October 2014

Hearing from others...

A series of guest speakers in dance at Middlesex University this term.
Take a look at who's coming, there may well be some of particular interest to your research projects.  You are most welcome to attend any/all you can make, do let me know if you intend to come, it would be great to see some of you there!

Dance at Middlesex
2014/15, term 1

Tuesday 14th October 2014
Professor Sherril Dodds, Temple University, Philadelphia, USA
1-2pm, Grove Dance Theatre (G190)

Tuesday 28th October
Robert Cohan, CBE, Founding Artistic Director of The Place
1-2pm, Grove Dance Theatre (G190)

Tuesday 4th December
Prof Fátima Campos Daltro de Castro, Universidada Federal da Bahia
1-2pm, Grove Dance Theatre (G190)

Wednesday 10th December:  Inaugural Professorial Lecture
Professor Mark Franko, Temple University, USA / Middlesex University
Drinks on 2nd Floor Mezzanine from 5pm. RSVP to MPASLO@mdx.ac.uk
5.30-6.30pm, C211 Lecture Theatre

At a date to be confirmed, David King, International Theatrical Producer and Founder of Spirit Productions, will also visit to talk about how to be a successful show producer.
In February of Term 2, we look forward to welcoming Prof Janice Ross, Stanford University, who will talk on Leonid Yakobson's use of ballet as a cultural weapon in a totalitarian state. Date tbc.
All interested members of the staff, faculty and students are welcome to attend. Please contact Dr. Alexandra Kolb if you wish to bring small groups of students.

Directions: http://www.mdx.ac.uk/get-in-touch/directions-london

Monday, 29 September 2014


MAPP DTP term starts here!

September, always feels like a good time to say 'Happy New Year' to everyone for me, as new terms begin in teaching, old students flying the nest about to embark on new adventures, new students starting out on a new journey...So, fair to say a fair amount of apprehension in the air this week?  

I'm not going to overload you with more to think about or to do right now, but ask you to just take a moment with the following quote.

You don't have to see the whole staircase.  
Just take the first step.
(Martin Luther King)

One step at a time, bite-size chunks...

Module Ones - taking a look at your CV, beginning to think about how you got here.
Module Twos - taking a look through your AOLs, beginning to hear what they're saying to you about your next step.
Module Threes - taking a look through your Research Proposal, beginning to ask those questions now through/of your research.

Blog addresses are all updated on UniHub (Learning Community folder) share your experiences, check-in with others...

Have a good first week : )

Thursday, 25 September 2014

Being a student...

Following another great Skype chat with many of you on Sunday, I said I would post something here about being a student, looking not so much at the academic side, but your new status as 'a student' and what they may afford you in terms of identity, money saving, access to events etc..

So, first point of call is getting your Middlesex University Student ID card:
Once enrolled you can send a passport sized photo of yourself to me via email <h.kindred@mdx.ac.uk> and by return I'll send you a form to complete and return and you'll be issued with your Middlesex University Student ID card.
If you're local and want to call into the Hendon campus let me know and I'll happily meet you for a coffee and we can get your ID card, form filled, photo taken while you're here, it takes about 10minutes.

This card proves your status as a student at Middlesex, allows you access to the library on campus and to check out any books you may want to borrow,  but is not a recognised Student Card for obtaining wider discounts/student benefits.

For that, if you're UK based, you need to apply for membership with the National Union of Students (NUS).
The NUS website has a lot of information about life as a student, support, study, social life...and you can buy an NUS card online for £30, which will allow you to access a range of discounts on food, days out, clothes, cinema, exhibitions etc..  Follow the links to check it all out for yourselves and see if it is something you could use, there are lots of advertised discounts here, and you'll be surprised how many more you can get just by asking and showing your NUS card even when not advertised.



For those of you not based in the UK, check out the NUS International Students page


and look into the benefits for you of getting an International Student Identity Card;


Recognising your student status and allowing you access to a very similar range of discounts and benefits.

See how you get on with these and do blog yourselves about any other benefits you find to share with each other.


Sunday, 14 September 2014

Skype for you...

A warm welcome to all of you joining us on the MAPP DTP this term!

It was great to meet so many of you at our Skype Induction this evening, and I look forward to talking with you all again soon and working with you on your journeys through the MA.  If you didn't make it onto skype this evening, don't worry, if you're reading this you've connected with us in some way and they'll be another opportunity to meet everyone on skype again next Sunday.

Given our growing community on the MAPP DTP, in number and location (which both Adesola and I are really excited about!) we thought it may be good to offer 2 skype sessions per month, one at a UK morning time, the other at UK evening time, to give you the choice to check-in at a time that suits you, and so that we are not too many voices in one epic call!

The skype sessions scheduled for this term are as follows; feel free to join when you can, put the dates in your diaries now and if you're online be a part of the call : )

All times are given as UK (London) time:

Sun Sept 21; 19.00 - all returning students to check-in and newly enrolled students welcome
Sun Oct 5; 19.00  
Sun Oct 12; 11.00
Sun Nov 2; 19.00
Sun Nov 9; 11.00
Sun Dec 7; 19.00
Sun Dec 14; 11.00

We won't hold a group skype over the winter break (Dec 19-Jan 5) but appreciate that Jan 5 is your submission date at the end of this term, so we will blog the week of Dec 29, with a hand-in check list and you will be able to contact your advisor that week via email also.

So, plan now for all new students ahead of our first week on Sept 29;

  • Set up your blog and share something of yourself, your thoughts as you start on the MA (fears are good to share too!)  Email me with your blog address so that I can add you to the list on our Learning Community on Unihub.
  • Think about your work/home environment and maybe try out where/how you think you can work effectively, be it out at a coffee shop, at a quiet time of day for you at home, getting an early start on your day before work...whatever works for you.
  • Read through the Module Handbook, note down any questions you may have.
  • Check-in with your advisor to make sure you are in contact, have the correct emails, discuss how contact may work best for you, be it email, phone, Skype...
Have a great week!

Wednesday, 20 August 2014

New directions...

A short interim blog to begin to get our thoughts into MAPP mode again before the start of the new term.  I hope everyone has had / is having some kind of break this summer and feeling refreshed for the next study period!

Adesola and I have been looking both at dates and scheduling for MAPP for the coming year and also at accessibility of resources and building our MAPP community online and we have now made a move over to integrating the MAPP DTP with the university's UniHub system.  So, before the start of term take a few minutes and visit our new page.


login to MyUniHub
Click on MyLearning
Go to MA Professional Practice Dance Technique Pedagogy page

NB: please don't follow the guides allocated under the module codes (WBS4510, 4630, 4760) these are generic Work-Based Learning guides, which although helpful, are not geared to our subject specific learning on the MAPP DTP

On the MA Professional Practice Dance Technique Pedagogy page you will find folders headed simply;

Handbooks & Resources
Learning Community
University Resources
Submission - January
Submission - May

Take a look through, your new handbooks for the modules you'll be starting in Sept are there for you, along with reading lists and supporting materials.  We've made a Learning Community folder to give you direct easy access to everyone's blogs, our Linked-In discussion group and offered a guide to the support you can benefit from on the MAPP DTP, how to use tutorials, when to submit drafts of work etc... University Resources offers you links to the library catalogue and advisers, finance and disability support services should you need to contact someone there, and the Submission folders are where you'll now submit your work at the end of the modules - we'll talk through all of this during our Skype chats beforehand so don't panic, it is very easy to upload/submit.

Take a look and please do comment on here and let us know of anything else you think would be useful to have on the page - it's for you!

Some dates to share for you all for now:

Welcome back Skype group call for all will be on SUNDAY SEPT 21 at 19.00 UK time
The shift to a later time on Sundays for our Skype calls is to accommodate all MAPPers and find a time that hopefully works wherever we all are in the world!

Start of term 1- Monday Sept 29, 2014
Holiday period runs Dec 19 - Jan 5 (we will have a pre hand-in skype on Jan 4)
Submission at the end of term 1 - Jan 5, 2015
Finalist presentations (Module Three) - Jan 19, 2015

Start of term 2 - Monday Feb 2, 2015
Holiday period runs March 27 - April 19 (limited access to advisors during this time)

Submission at the end of term 2 - May 11, 2015
Finalist presentations (Module Three) - May 29, 2015

So...dates in diaries, check in on MyUniHub to the MAPP DTP page, have a read through your next module handbook, of course feel free to blog anytime and enjoy the rest of the summer!


Sunday, 1 June 2014

Presentations tomorrow!!!

Just a reminder that Gill and Hopal will be presenting their Research Projects and sharing the final part of their MAPP DTP journey with us tomorrow from 11.30am.

A room change to note:

Theses will take place in  the College Dance Studio (CG60) now NOT the Upper Forum as previously posted.

The College Dance Studio is in the main college building.  From reception head straight over towards the Costa area, our the door to the left of the counter, past the Ladies on your right, through double doors and you'll see a sign overhead for the College Dance Studio (CG60) pointing you right.

Look forward to seeing lots of you there!


Sunday, 11 May 2014

Finalist Presentations...

 Past and current MAPP DTP folks, you are warmly invited to...

MA Professional Practice, Dance Technique Pedagogy
Finalist Presentations

June 2nd 2014 
The Upper Forum Studio
Middlesex University London

Schedule of the day:
11.30-12.10 Hopal Romans – Oral Presentation / Professional Artefact
Questions, comments, invited

12.20-13.00 Gillian Page – Oral Presentation / Professional Artefact
Questions, comments, invited

 Please do come and share in / support Hopal and Gill's research!

Sunday, 4 May 2014


Great to talk to so many of you this morning, exciting to hear snippets of your journeys and really pleased to share in your questioning of dance research.

As promised, here are our presentation guidelines ahead of submission of your written papers on the 13th.

Any questions, on this or your work in general, do get in touch.

Looking forward to seeing you on June 2.


Presentation of Essays
Essays should be typed, 1.5 or double spaced, on one side of the paper only. 

Please justify the margins on both sides. Fonts: use Times New Roman, Arial or Garamond. 

The cover page should include; 
your name
student number
programme and year
module number and title
module tutor
full title of assignment and date written and word count.

Please do not use bold type or underlining in your essay, but italicize any foreign words as well as book titles and titles of choreographic works, plays or films. Use single quotes (‘and “double quotes” inside single quotes’).
1)            References in bibliography:
A bibliography is a list of all source material you have used, whether or not you have quoted from it. It is important to show that you have extended your knowledge by referring to other texts/works/authorities. A bibliography should be presented in alphabetical order of author’s surname. There are various ways of setting out a bibliography, but the details should always include:

Surname, Initial(s). Date of publication. Title in italics. Place of Publication: Publisher.

For example:
Ostwald, P. 1999. Vaslav Nijinsky. A Leap into Madness. London: Robson Books.

Edited book:

Surname, Initial(s). (ed.). Date of publication. Title in italics. Place: Publisher.

For example:
Carter, A. (ed.). 1998. The Routledge Dance Studies Reader. London: Routledge.

Book chapter:

Surname, Initial(s). Date. Chapter title. In Name of editor (ed.), Book Title. Place of Publication: Publisher, pages in book.

For example:
Carter, A. 1996. Bodies of knowledge: Dance and feminist analysis. In Patrick Campbell (ed.), Analysing performance. A critical reader. Manchester: Manchester University Press, 43-55.

Journal articles:

Surname, Initial(s). Date. Title of article. Title of journal volume (issue no.), page numbers.

For example:

Gill, R., and Pratt, A. 2008. In the Social Factory? Immaterial Labour, Precariousness and Cultural Work. Theory, Culture & Society 25(7), 1–30.

Videography / DVDs (a list of videos /DVDs you have used):

Name of choreographer. Date of work. Title of work in italics. [DVD/video, etc]. Place of distribution, distributing company.

For example:
Khan, A. and Cherkaoui, S.L. 2008. Zero Degrees [DVD]. Sadler’s Wells on Screen. Axiom Films International Limited.

Media broadcast, e.g. television programme

Title. Year. Type of media. Originator (e.g. channel). Exact date and time of broadcast.

For example:
The Culture Show. 2013. TV. BBC2. 13th March, 2200 hrs.

Live performance:

Choreographer. Year of premiere. Title in italics. Company (optional). [Location. Date seen].

For example:
Ashton, F. 1948. Cinderella. [Royal Opera House, London. 13 January 2004].

Newspaper articles:
1)    Printed:
Surname, Initial(s). Title of article. Title of newspaper, day and month of article, page number.

For example:
Rae, B. 2008. Mozart dances at Civic Theatre. The New Zealand Herald, 25 August, 11.

2)    Electronic:
Surname, Initial(s). Year of publication. Title of Article. Title of Newspaper in italics [online]. Day and month of article. Page number of article - if applicable. Available from: URL of database supplier [accessed date].

For example:
Dickson, Andrew. 2011. Immersive Theatre: It Was a Ghost in the Library with a Violin. The Guardian [online]. 4 July, 14. Available from: http://www.guardian.co.uk/culture/2011/jul/04/immersive-theatre [accessed 2 January 2012].

Internet References

Electronic references should contain the following elements:
Surname, initial(s) of author (if known). Date. Title of document [Type of resource, i.e. Online]. Organisation responsible (optional). Available from: Title of Website [accessed date].
For example:
With author:
Cvejic, B. 2010. Xavier Le Roy: The Dissenting Choreography of One Frenchman Less. Available from:
Without author:
BBC News. 2008. Factory gloom worst since 1980 [online]. Available from: http://news.bbc.co.uk/1/hi/business/7681569.stm [accessed 10 June 2012].
Note: Dates are not always available for web pages. If this is so use (n.d.) to represent no date so that the reader knows you have omitted this element. In the in-text quotation, please reference as follows: Cvejic, 2010 (first example); BBC News, 2008 (second example).

Students should only use internet references when no other possibility for gaining this information exists. This is sometimes the case with current dance performances or choreographers. Dance students are not allowed to use Wikipedia or quotation websites for their assignments. They frequently provide incorrect and plagiarised information or quotations taken out of context which are not a means to find relevant academic information. 

Other source material may be listed e.g. Interviews’; there are no definitive guidelines for the presentation of these, but please give as much information as possible. For interviews give the name and role of person you interviewed, date and place of interview.
2)            In-text quotations
References should follow the Harvard style whereby references are cited in the text as (author, date: page) with full details in the bibliography at the end of the article. As a rule, page numbers should also be present unless the quotation refers to a very general argument or idea. Quotations of three lines or more should be indented in a separate paragraph. Please note that in-text quotations do not include the initial(s) of the author, but initial(s) should be stated in the bibliography.
Direct quotations:
- Phillips (2002: 43) noted that ‘contemporary dance in New Zealand is evolving rapidly’.         
- ‘Contemporary dance in New Zealand is evolving rapidly’ (Phillips, 2002: 43).
If author is not known:       
- This was obviously not the case before 2001 (Beating the Millenium Bug, 2003: 14)
- In Beating the Millenium Bug (2001: 14), it is claimed that this was not the case before 2001.
Secondary sources:                                                                                                          
- Smith (cited in Martin, 1991: 152) stated that one medium can be used in many different ways.                                                                                                                     
- One medium can be used in many different ways (Smith, cited in Martin, 1991: 52). 
Indirect quotations/paraphrasing a passage from a text:                                                                                                                            

- As the economy heated up, the government support for the arts cooled down (Horosko, 2002).                   
- Horosko states that as the economy heated up, the government support for the arts cooled down (2002).
When paraphrasing, you need to state the page number as if it were a direct quotation. If paraphrasing an argument that extends over several pages, you need to state this page range in full (e.g. 58-61). In the above example we can assume that this is an online source as there is no page number stated.

Saturday, 3 May 2014


Looking forward to speaking to you all tomorrow (11am Skype), in the meantime just to offer you an alternative email to contact me on if you're trying to send me drafts of your work at the moment, as my mdx email is playing up.

Please send anything you want me to look at to:

until further notice.


Friday, 25 April 2014

Relevance and Value...

So I'm aware that it's very much heads down time for all of you now as you enter the last leg of your module, so keeping it brief with two words for you all, Relevance and Value.

Whilst heads are down and writing is happening keep in mind what is relevant (to you, to your area of study/research) and what is of value (to you, your profession, the university).  Try and look through the words you type on your computer at intervals and see your own reflection in the screen as a little reminder.


Dates for your diaries
Sunday May 4th - Group Skype Chat for all 11am
Tuesday May 13th - Submission of all coursework
Monday June 2nd - Finalist Presentations 11.30am-1.30pm The Upper Forum Studio, Hendon Campus, join us to support Hopal and Gillian as they share their research projects.

Friday, 28 March 2014

Mid-term check in...

A brief check-in/check-list for you all at the half-way (ish) mark through this term...

Taking this an an overview check-list but remembering you're all working to YOUR own pattern in terms of time/work/study/home balance.  Don't panic at this stage, but do talk to your advisor if you have concerns at all.  Often just talking through what's bothering you can help you to find a way through.

We are here!
 <aonthephone> - Adesola
  <helen.kindred2> - Helen

Module Ones - Compiling a list of your proposed AOLs (Areas Of Learning) following feedback on your annotated CV/Job Description.  Noticing the areas in your prior learning that you have made reference to in your CV and beginning to build a picture of yourself/your practice from this information.  Share your list with your Advisor and then draft the first AOL with guidance/feedback from us before setting off on writing the others.  Begin to collect/collate evidence to support these claims for prior learning, remembering that evidence can take many forms; maybe you have certificates from CPD courses attended, programmes from events you have organised, dvd of your choreographic or performance work?

Module Twos -  Thinking about and noting what you are reading to begin to form your draft literature review.  Noticing patterns emerging in your line of inquiry, beginning to sketch out your proposal for your research inquiry.

Module Threes - Research underway, keeping those questions coming, allowing space for more to emerge, checking in with your advisor when you need to.

ALL - continuing to share and support each other via your blogs, keep breathing, keep going!!

Join each other Sunday April 6, 11am for our next Group Skype.

Remember you can arrange a one-to-one with your advisor at any time also

With all good wishes,

Monday, 17 March 2014

Grade waiting...

Apologies for the delay in you all getting your grades through on UniHub from your previous module.  Just to let you know the delay is for all, no-one has been forgotten!  There some discussions still taking place between the External Examiners and the Institute for Work Based Learning at Middlesex.

I hope this will be resolved this week and Grades published very soon after.

Thanks for your patience!


Wednesday, 5 March 2014

Creative Habits...

Some mid-week food for thought for you all as we ponder pedagogy / andragogy, males / females, people, life, dance...


What are your thoughts?


Sunday, 23 February 2014

What have you noticed?

So, I've been talking a lot with my BA dance students this week about taking time to look around them and to note in some way, what they notice.  This came up through choreography workshops and my concern that most of my students were desperately searching for inspiration, ideas to choreography 'about' outside of them/their own interests.  The idea of actually noticing what they notice, what's around them, what they feel about it seemed quite novel to them as a starting point, to begin to explore through movement.

It made me think of the way we can distance ourselves not only from our surroundings but from our 'selves' too; missing out on the opportunities that may be right there within/around us through not being open/able to see them.  Why do we see 'things' -  research, choreography, as separate from us, when it is us, our experience of the world around us and our place within it that offers us a route to our understanding of these 'things'.

An embodied approach to learning suggests that we learn through our experiences, that experience is knowledge, so how can we expect to understand things if we hold back from experiencing them, by seeing ourselves as a separate entity?

With appreciation for different learning styles and routes in needed for each of us, it is important within the MAPP DTP to find your way through to an embodied experience, to begin to understand your prior learning from the experiences your different roles have offered you (Module Ones), to begin to recognise and value what interests you, how you feel about it in relation to how you situate yourself within the world around you, your social, cultural, political, philosophical views, and how what interests you may already be spoken about by others from similar/different stances (Module Twos), and Module Three's to really immerse your 'self' in your research project, following your curiosity, noticing what you find and how you feel about it, how your experience of your research offers you understanding and knowledge.

See what you notice, see what you think...

Look forward to catching up with everyone in our group skype chat
next SUNDAY MARCH 2, 11am.