READING MATERIAL: MODULE THREE
WE ARE AWARE THAT THE KORTEXT FOR MODULE THREE Wolcott, Transforming Qualitative data - IS NOT AVAILABLE ONLINE I AM LIAISING WITH OUR KORTEXT LIBRARY TEAM TO HAVE THIS TEXT SENT TO THOSE ON MODULE THREE (HARD COPY)
PLEASE go to this link ASAP to add your full postal address for the book to be sent to you!
As we come to the mid-term break next week, a few notes;
Trust yourself - remember you may be new to MA study, you are not new to your practice!
Don't panic - take a deep breath, step back, take a walk, meditate, dance, sing, cook...let things settle and process
re-read your module handbook - you will take new things from it at this point
read material from your module reading list - the essential texts are critical to the learning of each module
work on your drafts - start writing!!!
plan your time/schedule the next 6 weeks to the final submission date of Dec 10 - come back to don't panic!!
diarise dates of sessions to attend - make space to be a part of the discussions
catch up on recordings of sessions you may have missed - these are all on MAPP ACI Unihub page
think about how it might be useful to use tutorial time from this point - to have feedback discussion with your supervisor on your draft work is key now
blog about your week of catching up, moving forwards...
Next session Monday Nov 1, 1200 (UK)
See you then!!
Yesterday we had a discussion around the roles and relationships of data and analysis.
As those in module three shared what 'data' - material, information, thoughts, opinions gathered through field research feel like for them, we became aware that often there are some unexpected surprises from research - THESE ARE GREAT!!
Why? They push you to re-consider, to think differently, to be challenged in your own learning - this is the intention of research and the crux of this programme!!
We also noted assumptions that we may now recognise we were carrying into the research process, maybe through the questions we ask or the responses we expect/want to hear.
Angela made a great point about 'letting go' - staying with the information from your data, letting it simmer, dwell, process through your repeated listening/reading of it, but letting go of the need to control the research - to drive a linear pathway to the 'results' you had hoped to find.
The process of analysis is about stepping back a little and letting your research speak to you... ALL OF IT (not just want participants said in interviews) listening, reading more, listening, questioning further, listening and acknowledging what you are learning from your research.
Some questions to consider...
How is this process changing your practice?
How might you come to your practice differently as an impact of undertaking the research?
What shifts in your thinking are you noticing?
How is your practice evolving?
What are your thoughts?
Following our discussions around Ethics this week I wanted to share this TED Talk where Professional Ballroom Dancers Trevor Coop and Jeff Fox discuss the ethics within their practice. They comment on the assumptions that are inherent in watching this dance form, the gender stereotypes that are re-inforced, the invisibilizing of the existence of some people from the form.
What is interesting in relation the ethical considerations of your research through this programme is the process of thinking through and questioning of your practice.
What hierarchies exist, what stereotypes, exclusions, expectations, what do you think about these as you design a research project proposal (Ethical Considerations) and what actions do you take to recognise your own privilege and minimise potentially negative impacts on others as a result of your research (Ethical Procedures).
The thinking leads to the actions you take.
The ethical considerations of your research (discussed in your research proposal) lead to the choices you make about the ethical procedures you will engage with (outlined in your MORE application).
What are some of the ethical considerations of your research at this stage?
Thank you to everyone that was a part of our Sunday Open discussion.
Some really valuable contributions made to our learning around the notion of Theories and Frameworks with lots of great examples drawn from practice.
We moved from frameworks of Spider's Webs to Houses/homes, The Body...talking about the intersecting theories of intention, functionality, patterns and vulnerability.. and then to Ethics.
We'll talk more about Ethics as a whole as this is a critical area that weaves through our lives and the three modules of the programme. We address ethics in relation to the design of your research proposals in module two with a focus on ethical considerations and ethical procedures.
I am sharing this TED talk from Writer, Sakinah Hofler looking at the act of bearing witness in relation to some of our discussion last night.
https://www.ted.com/talks/sakinah_hofler_how_to_use_creative_writing_to_bear_witness
What are your thoughts?
Having enjoyed discussions this week with some of you during the sessions with Sam and Peter about relationships between art and academic wriitng and module twos ideas and design of research projects, notions of curiosity, language, communication, translation, sharing ideas, being vulnerable, offering, listening, work, practice, research (life!) being in-process I wanted to share this articulation of art from Artist-Designer,
Es Devlin - on stage sculpture, music and technology - from sketches to large scale artist projects
https://www.ted.com/talks/es_devlin_mind_blowing_stage_sculptures_that_fuse_music_and_technology
What are your thoughts?
Yesterday we had too great sessions with Peter Thomas and Sam Murray, looking at conventions in acadmic writing, why we write in arts-based practices, the role, language, tone and structures at play in this form of communication.
The recordings of these sessions are on unihub on your MAPP ACI page, do watch them if you were unable to be a part of them yesterday, some really valuable insights and tools for reading, thinking, writing were shared.
Some references made:
The text at the centre of the discussions was
Martin, R. 2019. Feeling the Field: Reflections on Embodiment within Improvised Dance Ethnography
Other texts that were referred to or that may be interesting in relation to these discussions:
Barthes, R. 1968. The Death of the Author
Barz, GF, and Cooley, TJ. 2008. Shadows in the Field: new perspectives for fieldwork in ethnomusicology
Nelson, R. 2013. Practice as Research in the Arts: Principles, Protocols, Pedagogies, Resistances
Pink, S. 2009. Doing Sensory Ethnography
Todres, L. 2007. Embodied Enquiry: phenomenological touchstones for research, psychotherapy and spirituality
Please do share other resources and your further thinking around these discussions...
Module One's as you work on your RPL claims some clarification:
The RPL claim sheet is like your cover page for the claim - it must be completed in order to outline the claim you are making for accreditation of your prior experiences.
- the Supporting Statement section at the top is like a short artists biography overviewing your professional practice as a whole.
- the Prior Accredited Learning section is where you add the details of your ISTD Fellowship, Licentitate, PGCE if held - if not please leave this blank
- the Experiential Learning section is where you complete the details of the Area of Learning Essays you are submitting.
- the sections that are highlighted on the template form are to be completed by you - you must state the AOL title, dates, Content, Context, specialised subject area, broader context area, credit claimed, and include three citations per AOL.
The RPL claim as a whole submission consists of your annotated CV, current Job Description, any certification for Prior Accredited Learning you may be claiming and your AOL essays (approx 2,000 words each essay). This is submitted on Nov 8th via Turnitin.
You should be sending your supervisior (via email) one AOL drafted essay by Oct 18th - this should be a full as possible so that we can feedback on content, use of reflective practice, engagement with wider research, structure, writing style etc, plus your RPL claim sheet - which outlines all the AOLs you intend to submit to complete the claim. You should be discussing your AOL titles with your supervisor in the coming weeks and discuss your draft after submitting it in preparation for writing the remaining AOL essays - please note: you do not send a draft of each AOL essay, just one - feedback discussion - and trust yourself to write the others in a similar manner.
Please do refer back to the recording of this session if you were not able to attend it is on unihub on your MAPP ACI programme page.
As shared by Peter Thomas in the first Academic Writing session last week - here are the details for the article by Rose Martin, suggested as a pre-reading activity if you can ahead of tomorrows follow-up session with Peter Thomas and Sam Murray.
Rose Martin
University of Auckland and Norwegian University of Science and Technology
Feeling the field: Reflections on embodiment within improvised dance ethnography
The MAPP programmes are built from an embodied perspective which centres experience, conversation, sharing through discussion, learning from hearing-seeing-feeling from different perspectives to you own as key to learning.
Walter Hood offers this on communities learning and growing together.
what are your thoughts?
