1. Campus Session 2
Module 3 BAPP WBS3760
22st October 2013
Hendon Campus
School of Media and Performing Arts

2. Slow down and enjoy the autumn – it will help you think
about your work. Put pictures up on your blogs or send to
Paula for the MyLearning site.

3. Three points to get out of the session
An idea about
how to draft the
Critical Review
An idea about
An idea about
the analysis task
the analysis task
An idea about
how to develop
and create the
professional
artefact

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

5. Know where you are… mapping progress

6. 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’

7. The idea of writing your Critical Review…
Writing with style and purpose
The Elements of Style (1959) Strunk and White
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.
Shaping the writing according to your needs.

8. Effective Writing
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)

9. Effective Writing Exercise
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.

10. Effective Writing Exercise
Lazaroff, Elizabeth M (2001) ‘Performance and Motivation in
Dance Education’, Arts Education Policy Review, 103, 2;
pp.23-26.
Motivation is the internal process that initiates, guides,
and perpetuates behavior over time. Motivation is a
crucial issue in education, as in other fields concerned
with mobilizing others to act, because it is the core of
biological, cognitive and social regulation (Ryan and Deci
2000).
This quote is written verbatim from the source, see the
Harvard reference for this source above… but what does it
mean and how can I use this source in my writing?

11. Effective Writing Exercise
When you are looking at literature you are looking for
meaning – so is this saying motivation is fundamental or an
added extra to the process of education? So if I could say in
my writing:
I was interested in developing an understanding of motivation for teaching dance.
Lazaroff says motivation is essential to education and cites Ryan and Deci (2000)
to say that “it is at the core of biological, cognitive and social regulation” (2001, p.
26). I wanted to embed the techniques that might motivate my students into my
dance instruction. Using the dance teacher ‘David’ as an example, Lazaroff
suggested techniques such as “modelling and repetition, the verbal directions
including praise and corrections, music, group learning, and intense physical
activity” were used as examples of good practice (2001, p.25).
Later when I was talking about my own work I could use
Lazaroff to talk about aspects of motivation and/or
technique.

12. Part 1: A Critical Review
These are the headings you will use for the start of writing up your
Critical Review..
•
•
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.)

13. Thinking it through group exercises
•
•
In groups of two – listen to your partner’s accounts of their
Introduction and Evaluation of the Inquiry Process 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 OR if you
are alone – PRETEND that you are telling someone else what you
are doing… you can also practice this with your adviser (who has had
experience in listening)
Doing this oral exercise will mean that you have started
to draft your critical review through an oral process.

14. Looking Ahead to the next Task
• Week 4: Send adviser 1-2 paragraphs as a sample of
your inquiry analysis. Formative feedback will be given
on the structure, the quality of the arguments and the
quality of the supporting evidence discussed.
This task is getting everyone into the mindset of being able
to take an ‘emerging’ finding (what you found out from
someone in your practitioner research) and to think
about what it means.

15. Think of analysis as a triangle of data to develop meaning that
you can tell others using your own point of view
Data – findings from your
inquiry (evidence)
Literature –
expertise from
others and from a
collected body of
knowledge in your
field and beyond
Experience –
relating your
insider-researcher
understanding
(Adesola with Paula added)

16. Analysis of Findings: possible points to consider
What did the data indicate about your topic, research
question or hypothesis? What did you find out?
The professional inquiry
has been a way to
gather data about a
phenomenon e.g.
an event
a development
a change.
Findings are interesting
because they relate to
how things actually are in
your work environment.
The inquiry tools that you used
should have provided you with
the evidence that you need for
your inquiry. If not… why not?

17. Group Exercise 2 Analysis Review
Tell your partner (or think aloud) an example from your
‘emerging findings’ (what people have told your about
your topic in your practitioner research)
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 and your experience to add
more depth of understanding to your analysis.
This finding should relate back to your inquiry question(s) –
what you were trying to find out.

18. Produce a ‘worthy’professional artefact
versus producing something that
does not speak to your audience
or has less quality or cohesion.
Vanessa Bell http://www.bbc.co.uk/arts/yourpaintings/paintings/the-tub-197811
‘hotel art’ that
did not take
much time or
effort so not
as effective to
other
professionals

19. What is a professional artefact?
Definition 1
Definition 2
Definition 3
Try a concept drawing of it? So think of an idea and
draw the idea without using representational
imagery. You can use shapes, lines, patterns,
arrows and patterns to show the idea (see Paula’s
blog).

20. 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
Look at other examples up on the Libguides from our alumni.

21. Profesional Artefact
The artefact can show various aspects of your inquiry – so what
you found out. It adapts and explains these findings to others
using various modes of delivery. It can be a ‘work in progress’.
Co-curator of the Gauguin exhibition Christine Riding talking about 'Oviri' during filming for the
Tate's short film on the show - so the film is a type of artefact of the exhibition.

22. 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

23. Professional Artefact
Who is your audience?
A good way to start thinking about the professional artefact is
to decide who your professional audience will be? This
decision will help you will know what part of your inquiry you
can develop into an inquiry.
Think about images you will need and permissions…

24. Thre points to get out of the session
Communicating orally about
your inquiry to start
developing the Introduction
and Evaluation sections of
the Critical Review.
Develop an
Develop an
understanding of
understanding of
what the analysis
what the analysis
task is about to send
task is about to send
to your adviser.
to your adviser.
Develop the ideas for
your professional
artefact. Choose an
audience to give
whatever you do
focus.