Ethics

 

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. 

 

 

https://www.ted.com/talks/trevor_copp_and_jeff_fox_ballroom_dance_that_breaks_gender_roles?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare

 

 

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?

Theories and Frameworks, Ethics and Change

 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?

 

 

Sketching, scratching, creating, thinking, translating ...art

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?

 

 

Academic Writing in arts-based practice

 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...

RPL claim clarification

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.

 

 

Article - pre-reading

 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

Different Perspectives, Sharing, communicating, growing

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.

 

 https://www.ted.com/talks/walter_hood_how_urban_spaces_can_preserve_history_and_build_community#t-206456

what are your thoughts?