First Class Honours BA Professional Practice (Drama & Theatre Arts)

Passion for Drama.

To feel emotion. To consider the perspective of others. To communicate your ideas. These are all what it takes to be human. This is the key role the drama class plays in the life of a school student (Ahmet, 2013). 

End of an Era!

Today's final presentation marked the end of my BAPP journey. I come away emotional and nostalgic. The course has held such a strong presence over my life in the past 15 months, it seems strange to think that it's pressures 

won't be there in the background of my thoughts anymore. Still I understand that I have changed, as a thinker and as a practitioner. It's this change that lives on in my practice forever and draws me back to my BA Hons in Professional Practice. 

Thank you for being a part of the journey. 

Presentation: I hope I can speak fast!

Yet again it's too long and needs to be cut... Story of my life!

Take a look:

http://www.slideshare.net/ahmet1981/bapp-arts-presentation

Good luck everybody. It's the final BAPP Mission!

Hand it in and let it go!

The final hand in. I bought myself a coffee to celebrate. Handing in of course creates a new sensation. One of doubt and nervousness. Should of, would of, could of. 

It's time to let go, before a revisit for the final presentation...

Something to cheer you all up and relieve the pressure!

Heads down. Pressures on. It's that time of year. For some of us, it's the last...

Wanted to take a moment to reflect over the things that never get mentioned in a bid to make you all smile and switch off from the pressure for a second.

The funny things we do on the BAPP course that no one mentions...

1. When writing your dissertation, it's so annoying when you aim to cut out a word from a sentence, only to find you've added more than originally so it makes sense.

2. Put a google doc up when it's not allowed to be accessed by the public, but ask for people thoughts.

3. Read your submission before you send it off, after it's printed and find it's full of mistakes.

4. Make up the pronunciation of theorists names because you have no idea how to say them.

5. Write the word 'practice' about 100 times a week.

6. Explain to your friends and family that a BA Hons in Professional Practice has nothing to do with running a doctors surgery.

But most of all...

7. The annoying code you have to enter when you comment on a blog, that no one can identify as it's so blurry...

Well I hope I wasted your time but made you smile. A week to go and then it's all things presentation... 

Artefact 1 & Artefact 2

Artefact 1: Playwrights and Practitioners Portfolio

After it was discovered that I had possible gaps of drama subject knowledge. I created a portfolio of key drama playwrights and practitioners. Using a subject audit given to me by Goldsmith's University. This is a tool that will inform myself and others of the knowledge of key texts of drama and seal over any gaps of knowledge.

Link: https://docs.google.com/file/d/0B8B022EmZdBvcjk0d0NHdzNfWU0/edit?usp=sharing


Artefact 2: PGCE Video Guide

This is a step by step video of how an actor gets on a PGCE course. So many things have now changed within the application process. I know I could have done with this, but I found after so many Facebook messages about how it's done. As I had gathered knowledge about a potentially difficult and delicate process. I saw a value in making an informative video about it.

A Fear of Change

As the summer term weeks role on I begin to have conversations about next term with my community of practice. What's amazing about the first thing I notice is the fact that I get offered projects the next term very easily now from my current teaching posts and I am definitely 'in the loop'. This is something that happens over time and gaining loyalty as a freelance teacher can be hard. I find myself automatically planning what show I will direct next and how I will improve my classes.

However, I realise I'm not going to be there. In september I go to Goldsmith's University as a full time student. This reality hadn't sunk in before as much as it is now. As I begin to think about the conversations that I will eventually have to have, concerning the fact that I will have to move on from all my current teaching positions, is both sad and scary. Sad because as a passionate practitioner, one gets attached to building an artistic dream that infuses creativity to young performers. Also, scary as for the first time since the age of twenty years old, I will return to being a full time student.

I realise that this change is about investment into my practice. Still, I notice a certain fear within and this makes being at the leading edge of this current change challenging. Ah well, better make a few cuts, from now on it's baked beans on toast for dinner, well perhaps I'll enjoy the summer first!

Lost in the wilderness of Professional Practice

My head has be completely, all absorbingly in my inquiry. From Studies, Work and blogging one had to suffer. I realise how hard it is to keep blogging, when I find myself under such pressure to write the critical review and start thinking about the artefact. My head is all over the place and I don't know where to begin. Hence my blogging took a pause for  a moment.

Still, it's great to find a moment and use my blog to reflect on where I am. Nervous about feed back and constantly working on my artefact. Though familiar territory, none the less, difficult. 

What fascinates more so than any other module, is the fact that all of us, though on the same course, are having an individual process and our inquiry has carved the different places we are at now.

How is it going for everyone else?

Reflection: My Professional Voice

I just got home from Barcelona. Having made contacts for work in Munich, I had a last minute invite to be a performance judge for Dance World Cup Spain also. It was a fantastic experience full of performance and young artistic passion.

As I sat sipping my cortado in the sun in a cafe in Saint Pere, I pull my journal out and begin to reflect. I used the flight to continue working on my critical review, but thought it was high time to reflect and tune into my learning. I wanted to share the following journal entry.

I met the group of Spanish practitioners I will be working with today, it all started of very polite and nice and we all agreed on ideas that emerged about performing arts. As the day went on, it was discovered that we all had a particular expertise and this was the reason we were all there, to give perspective on the results of the panel. At the end of the day, we all sat in a meeting and began to express our ideas for what defines a good performer. This was interesting, we all had very different voices on this subject. What I recognise now, is my ability to stand on my own feet with my ideas, feeling brave enough to challenge ideas I don't agree with and remain critical in my listening to ensure I have an open, developmental attitude to learning new ideas. This is a change in my thinking that I definitely link to my studies here on the BAPP course. Before I would have probably followed the status quo, but now I have developed a professional voice that people understand not only within my community of practice, but beyond.

My inquiry pops up in Munich

Well the next four days take me to Veranstaltungsforum Theatre, Munich. I am the Musical Theatre Judge for Dance World Cup, German finalists. The young talent is unbelievable here in Germany, both in discipline and in terms of passion.

Whilst here I was discussing the aspects of teaching arts within Germany with fellow judge and Romania Soloist, Rares Pop. He makes a direct comment regarding my inquiry.

"Well ideally you have both. You need the paper that says you can teach. But you also need knowledge and this comes with experience. You can't teach after one year of performing. I don't understand why more schools in Munich don't have more experienced artists in there schools" (Pop, 2013).

It seems that even when I travel to Munich to work, after making the conscience decision to sign off from my inquiry. It now seems to encompass my practice. This points out the relevance my inquiry has to my practice and that fact it underpins my future work as a practitioner. Like it or not, it's all things inquiry.

I will catch up on comments and your blogs as soon as I'm back...

Finding a place for Observations

I'm in the middle of writing up my analysis. It's a tough task. I've literally got four windows open on my desktop, the analysis, literature reviews, my blog and my data notes. It's seems to be a task knowing where I'm at. However, as I near the end of writing it, apart from being ridiculously over the word count (as always), it's fascinating to sit back a read through my analysis. It's like a massive puzzle of pieces within my inquiry that I have pieced together, to make clearer or better sense of my practice. The 'geek' in me seems to have been ignited and I find satisfaction in seeing all my work within data collection and literature reviews on one page. The task of reading it gives me a great sense of satisfaction to know I have collected something worth analysing and that I am able to communicate it to the rest of the world.

My interviews and focus groups have served my inquiry well and the ideas I have been able to extract from them will be of great value to my learning. However, there was an initial struggle with where to place my observations. Where did they fit in in my analysis? I then read through the notes and discovered that again, like my discussions, they were not direct answers to questions. What observations have done, is provide a unique and valuable opportunity to see how things are done by others within my practice. Acting as more of a support to my interviews and focus groups, the notion of looking inside my inquiry to see the work of others, has given me a great insight, thus resulting in my practice improving and being stimulated.

Next step is to take a step back and have a break. Then I can come back to evaluating my inquiry with fresh eyes.

2nd Campus Session: Module 3

After an initial catch up, lead by Paula, we delved straight in to defining the idea of an artefact.

Artefact: Product of your inquiry. Born from your findings within your inquiry, it's a comment of your research on process or production. It can be ongoing and ever changing. The thinking behind the artefact is just as important as the product itself. In order to find an audience for the artefact, Paula advises, "a separation from ones self, so that its stands on its own" (Nottingham, 2013). This means the artefact needs to be accessible to the outside world and useful to others.

We then carried out a useful exercise to help establish what the introduction part of the critical review might look like. By talking about it spontaneously, we could establish what we already have to say.

Yet again, it's certainly been useful to plug in and touch base with Middlesex University and the BAPP community. We realised, by doing this, our studies come alive instead of lying in the realms of our study space. Where ever that is...

Mason 2002: Critical Reflection

"The key question for this chapter and is, how to construct and present a convincing explanation or argument on the basis of qualitative data" (Mason, 2002). It is this notion that takes me to this critical reflection of Mason 2002. The chapter begins by advising that sorting data and constructing explanations should be strategic and consistent. There are three key elements to organising qualitative data, cross-sectional; categorical indexing; non- cross-sectional data organisation. Mason states that before one can decide which approach they should be using, one needs to recognise the data first. 

Recognising data

Having transcribed all interviews, focus groups and observations, I now have a series of ideas. These ideas need to be transcribed and also 'put into boxes', clearly labelled so that the data is easily accessible. When It comes to reading the data, Mason gives me two key questions. What counts as data or evidence in relation to my research? How do I wish to read my data? Mason states that it is vital to revisit these questions which I asked myself many times. The data is then put into three categories. Literal reading, where I look at the literal form of the interview, concentrating on the words and language used, and the structure of the dialogue in its literal content. The second is interpretive and reflexive reading, this is the consideration of the interpretive reading of the data, it concentrates on my interpretation of what is being said or the interpretation of the social phenomena. A reflexive reading makes me part of the data. 

Cross-sectional and Categorical Indexing

"Cross-sectional indexing of data involves devising a consistent system for indexing the whole of the data sets accordingly to effect of common principles and measures" (Mason, 2002)" Often called categorising or coding, the data is put into systematic categories with headings or subheadings that give a descriptive sense of what each section of text is about. I feel that I like this method and in my write-up will make for a clear and concise analysis. However Mason warns there are limitations to indexing in this way. This signposting could make the data general, but also if the data is not so uniform, such as a semi-structured conversation, it could not work well in representing what was said. This method is best for text based data. However, it is good regaining a systematic overview of the data, to gain a clear idea of the scope. 

Categorical Indexing

Categorical indexing is about taking a slice of the data from a collection of sections from the whole data collected. Here the researcher needs to ensure they are familiar as possible with the data, by knowing the data well the research can then make decisions on the indexing and categories that they will live in.

Non-crosssectional

Non-crosssectional or contextual data organisation involves sorting your data in methods which does not necessarily use the same lens. You can consider the life stories of the participants or the dynamics of the settings. 

I Feel that a contextual approach to my data analysis will be ideal as Mason recommended it as a way to, "understand intricately parts of my data-set, social processes, complex narratives or practices" (Mason, 2002). Without claiming to be a professional researcher, this approach give me a sense of room to allow my data to do the talking and gives me the tool to know something within my practice, I'm still yet to learn. 

To conclude Mason suggests that these methods are not constitute to the whole act of data analysis in themselves, in effect all these methods do is to help organise and get a 'handle on the data', the remainder of your analytical effort will go into constructing explanations and arguments" (Mason, 2002). I now take these ideas forward with me to analyse my data and present them to the rest of the world, in a clear and concise display. 

Making Convincing Arguments

Mason sees qualitative researchers as being in the business of producing social explanations or addressing intellectual puzzles. She explains it is like arguing interpretively on narratively, by making an argument because you show that the interpretation and the meaning is reasonable. "Interpretations of meanings, experiences, accounts, actions and events can be developed into explanations and understanding... Theory comes first, and your analytical task will be to measure or match up your data against these theories" (Mason, 2002). Mason then suggests it useful to concentrate the researchers efforts on thinking about the data in a theoretical and conceptual inspired way, thinking about theory within the data. Here I find an importance for the theory within my literature reviews and the rationale behind finding ideas, that critically measure to what I will discover about my professional practice.

References

Mason, J. 2002. Qualitative Researchring; Part III: Analysing Qualitative Data. Sage Publications, London. 

Collaborations and a good old catch up!

I want to stop and reflect on my BAPP SIG. I met this fellow BAPP student in module one and be it similarity in age and background, I seemed to relate to her position within the course and we began to collaborate our experiences, struggles and ideas. Since then be it within a semester or during module limbo, touching base and merging ideas has been a regular activity. After my weekly routine telephone conversation with her today, our reflections informed us how fascinating it was that despite starting the course 'in the same boat', our inquiries have taken us to different paths and paved a different journey for both of us. Still it feels good to connect with her and establish where I'm at and offer and receive advice. Today my SIG gave me some fantastic advice, a real light bulb moment. As I began to talk her through my what my findings may look like, I was explaining that my CV may confuse people as it will have graduated in 2013, giving them the wrong impression that I am fresh out of University with no experience. She advised me to always insert 'Work Based Learning', which would help explain my profession situation. This is of course a fantastic idea and her advice was received with thanks, it is a great way to help paint my story and point out my experience on my CV. I now understand the importance for conversing with my SIG, not only in terms of my inquiry, but my experience on this course. As I reflect on my BAPP journey so far, this practitioner has definitely enriched my academic path. I am grateful to Jo Clarke for her support and collaboration within my SIG and my inquiry. Thank you!

How is everyone else finding their SIGs? I hope you are finding the collaboration within them as useful as I am...

A Taster of My Analysis.

What skills do actors naturally have, before teacher training, that are directly transferable to the drama classroom? This question was asked to all practitioners that teach in schools. They have been grouped into ex-performer teachers and non-performer teachers. While the ex-performers gave me a colourful, complex discussion about the pros and cons of ex-performers that teach and what they can offer before training, at JRCS, there seemed to be a unified feeling that, "performers don't necessarily make good drama teachers" (Non-Performer D, 2013). These non-performer teachers drew on their experiences and told stories of how actors are not fit for the job. "They tend to focus on themselves a lot," (Non-Performer B, 2013) and "it's never about you, it's always about the students" (Non-Performer C, 2013). As I begin to gather the idea of a stigma or a reputation around actors that want to teach, the head of department supports this notion, stating, "I think you would be right to play down you are an actor upon applying for a drama teacher role within a school. I've seen it many times, we are not looking for talented people to show our kids how it's done. We are looking for people who understand how children learn" (Non-Performer A, 2013).

Then I turn to the quantitative data within my survey, when these non-performer teachers at JRCS were asked what skills they possessed naturally before teacher training, only 20% of them felt they had subject knowledge; practitioner skills; and new classroom ideas. When asked if they had artistic passion and knowledge only 2 in 5 of them said they did. If my discussions with these non-performers suggests that actors are not naturally rich in teaching skills and my survey reveals that Drama/Theatre Studies graduates are also not rich in these skills before teacher training, I'm left with the question, who is? 

My reflections in my journal of the experience of the Goldsmith's PGCE application process tells me that,"we had to perform various tasks, all in aim of uncovering what skills we naturally have that will be useful when training... They had clip boards and watched us assist teachers to see if we had any instinctual tools and skills that were transferable to the classroom" (Ahmet, 2012). As Ex-Performer A concludes in his interview, he makes a statement that points to an important finding, "Everybody will always defend themselves. Generally speaking a teacher will always think that their way is the right way and will protect their own chosen path as practitioners. You need to bare that in mind, we naturally want to protect our background" (Ex-performer A, 2013). This opens up a new perspective within my inquiry. Are teachers from a non-performing background bound to assume ex-performers will, "seek the lime light in class and not care about the educational experience of the students" (Non-Performer C, 2013). Ex-Performer D argues, drama graduates may have more of a theoretical background, but I'm not sure of the relevance of that. I think my practitioners experience can enrich a student's process much more than somebody who has merely studied it at university" (Ex-Performer D, 2013). My review on Lawrence Davidson's articles shows support to the idea that, "clever young people just down from university with a degree in drama will find there is no substitute for practical experience” (Davidson, 1999).

 
As I gather and analyse this data, both quantitative and qualitative, I am aware that a practitioner may tend to support their own choices as a professional. Rather than find an answer to my question, it has exposed a stigma or an opinion that I may meet upon my journey in teacher training and applying for a job. The awareness of this assumption will be key, when it comes to selling myself at interview and combating any stigmas that might be put upon me. Rather than my inquiry providing direct answers to my questions, it has allowed me to learn about the culture within my future practise and construct an understanding, thus becoming a better informed practitioner. 

Mini Cyber Campus Session

Web 2.0 proved to deliver yet again another method of communication within the BAPP community yesterday. Organised by Adesola, the were four of us collaborating ideas and comparing experiences vie Skype. These sessions will be happening monthly now and I really refine and them. It's another way to plug in and gain inspiration. Also it was great to get in touch with people from module one and go back to the roots of how my inquiry started.

Writing up the data!

Zzzzzzzzzzzzzzzz!

Okay, I'm going to be honest. I'm listening back to all my interviews and regretting that I have recorded so many. it is taking my so long to type them all up and put them in note form. I have to say, I am a bit bored. I used to temp in a doctors surgery and watch their sectaries listen and type up their dictations. It's not all boring, sometimes I laugh, mainly at the things I say or the sound of my own voice. Do I really sound like that?

Still I understand that this is definitely something I have to do. It almost physically removes the data from me and presents it back to me in a tangible form. Then I can cast my fresh eyes over what was said at the point of analysis. However I have these moments of excitement when I hear something I instantly know challenges or supports something stated in my literature. It's these comments I'll be looking for and as I gather my data.

I see it as a pirate gathering his secret treasure that he has been collecting on his journey, each piece of treasure tells a single story and together they inform him of where he needs to go next. I continue to gather my treasure of data (Ooh Arrr).

My debut as director at the Queen Elizabeth Hall, London

I directed the National Children's Book Awards at the Queen Elizabeth Hall. I was asked to devise, write and direct actors to tell the story of the individual nominated books. It was an exciting day and was nice to see people enjoying my creative work. 

1st Campus Session: Module 3

As I sit on the train and pull away from Hendon station, my newly discovered ability to blog on my iPhone allows me to reflect on the campus session of this morning straight away. It was a mini session in that it was a morning session before the big meeting this afternoon. Paula and Jo Clarke and myself we're present so it was mini in numbers, but needless to say still the same in intensity of ideas. It felt good to plug in and recharge into the think tank.

Paula prepared a power point, this was great as it gave us structure and put us on track if the discussion took us away for a couple of seconds. Full of excersises, discussion points and advice the day helped support the plan and irradiate 'some' of the stresses module three is bringing. We discussed literature review in terms of what it should look like, how it's used and the importance for it's relevance to the inquiry. We then visited where we were at with the plan and what the action points were for each of us. Followed by an in-depth look at analysing the findings. We finished on discussing something we have found so far and it's relation to the inquiry.

Reflections

It was fascinating that even though Jo and I are sat there on the same course, we are looking at completely different aspects with our practice. Even the very process seems to be different. It was potent that every inquiry is different and the journey within it is relative to the individual facilitating it.

A shift in direction. Having now gathered all my data, the plan was to continuing with the literature reviews and then note the data. Paula advised that it would be better to put my work on reviews on hold and get the data written up. It just occurred, fresh in my mind and needs to be put in a tangible form ready for analysis. The focus changes to data, for now...

Great Campus session!

Interview Update

Thou doth protest too much!

In my discussion within my networks before the interview, whilst arranging the meeting or updating the participants, fellow practitioners would roll their eyes and make comic remarks about the idea of being involved in an interview. All in jest of course, there seems to be a primordial reaction to agreeing to be a participant within my inquiry. After laughing it off, they all give generously in the interview. But I'm finding however, not only is the interview useful to me but these practitioners actually really enjoy talking about their practice, surprised, they loved the experience of reflecting and analysing what they know and do. They often get passionate about what they are saying, enjoy the way my questions made them think and made self realisations about their practice. This gives me confidence that I'm on the right track.

All the best with everyone else's interviews. It seems getting them there is the hardest challenge. Once you have the participant in front of you, it's all a rather pleasant experience.

JRCS Research Day Success

The research day was a success and I now see that my planning in module two, leads my path successfully in module 3.

My journal reflects:

Observations - An amazingly useful tool and something I can see myself doing in and out of inquiry mode. Looking at experienced practitioners and how they deal with issues within their practice, helped me to sit and reflect on what I can take, what I can never do and what I need to improve on. By looking at the practice of someone else, I am able to go back to my work with challenges and justification. Rather than continuing with the same ideas as a practitioner, this notion informs me and constantly renews my knowledge. The aspects of pratice uncovered for my inquiry were full of patterns and differences and all in all, very exciting.

Focus Group - Firstly what struck me was the generosity within my community of practice. Once I had them all there, they were more than willing to give there opinions and voice there issues. This act of sharing was all rooted in the idea of helping a fellow practitioner. In my reflections after, what really stood out was the idea that these practitioners actually found my focus group as useful for themselves as it was to me. There seemed to be a sense of therapy about it, a kind of 'get it of your chest' feeling within the discussion. They got very emotional at times and wanted to deal with past issues of practice, using the discussion as a way to express what was learnt from past pressures and how they can improve their practice.

Next are some interviews...

JRCS Research day.

Well, as I now have approval for my inquiry, I'm finally in a place to go ahead with my core research activity. Jo Richardson Community School (JRCS) is the core establishment for my data collection and as I volunteer there I am perfectly placed. The Head of Drama (also my mentor) and the Head Teacher have been a part of the planning of the research day and this has helped with the ethical considerations of the data collection.

I very excited, as I prepare four individual research packs, all with observation packs; practitioner profile surveys; and consent forms, I stop for a moment and think back to module 2. The idea of subjectivity comes to mind. It is important that I record what I actually see and not what I think I see, then I can communicate a non-bias view at the point of analysis.

The idea of, "looking within my practice, to inform me about my practice, was once confusing, but now makes perfect sense" (Ahmet. A).  I'll let you know how it goes...

With feedback, comes change!

After reflecting on my module 2 feedback, this blog acts as a way to communicate the aspects I wish to change and develop within my inquiry.

Title - It needs simplifying and could do with a sense of focus and clarity. The new title is...

'Looking at London-based performers who have trained as drama teachers'.

My inquiry is of course relevant to London as it is subjective to what is happening within the education sector at this current time. It might be interesting however, to look at how others do things.  What do they do differently in New York for example? Can we learn from them?

Tools - I have also become realistic about the schedule and I have revised my list of tools to use within my practice...

BAPP Participant 1: Interview, Survey
BAPP Participant 2: Interview, Survey
JRCS Research day (4 participants): Observations, Focus group, Survey
Network Participant 1: Observation, Survey
Network Participant 2 and 3: Focus Group, Survey

Consent - I will be presenting all participants with the middlesex consent forms. They are already aware of the content within my inquiry, but I will use the consent form as verification to help overcome any ethical issues.

Literature Review - I have been searching some what in the break and have a healthy list of literature that encompasses the subject within my inquiry. I will begin my work on these next, however as my inquiry is based on the idea of performers that now teach, I think literature on the idea of transdicplinary  knowledge would be a useful path to follow for reviewing. Any advice on this would be much appreciated.

Artefact - My community of practice informs me that in every newly qualified drama teacher, there is the anticipated problem of a hole in the knowledge of playwrights and practitioners. When the course leader mentioned it I didn't think I would need any support in the area of knowledge, but when it was also mentioned by my inquiry mentor, my reflections gave me a concern. How much did I really know? Can we know enough? The artefact could be an opportunity to develop something that I have been meaning to do, that will support my future practice. Is a portfolio of playwrights and practitioners a way to create an artefact that will seal over any gaps of knowledge I have within the Theatre Arts.

The last beginning!

It seems a little strange. Time flies by when your having fun. I sit in disbelief of the idea that this is intact my last module. I am nervous, mostly about the work load and the ongoing challenge of balancing work, life and studies. This is also infused with an excitement of what is to come. Still it's important to not fantasise about the end and remain here, in the present moment. I learnt this in module one, by attuning myself to the now within my studies I can reflect on what is actually happening, rather than what I think will happen. 

I bump into a video that fills me with passion and reminds me of the rational behind why I feel it important to become a teacher. It's message is important, especially with today's governmental views on the arts. The notion of sharing the video marks the opening of a new semester. I hope we continue to share, connect and inspire each other during this final module. All the best to everyone on the BAPP programme. 

Life in Module Limbo...

This break seems to not be as relieving as the last break we had. Probably because of there is a little voice in my head that reminds me of how much work there is to do in Module 3. To make myself feel better and that I'm doing something about this anticipated work load, I thought some leisurely reading of the handbooks and readers seemed like a good idea.

What? Stop? Seriously? Breath...

It's no wonder this module is worth 50% of the final mark, it will require the most academic rigour I'm get to face on my BAPP journey. Not to scare you all. But I did have a melt down, I'm afraid I can't share what I wrote in my journal about it. But put it this way, it was expressive!

Meanwhile, I have been focusing on plans and life after the BAPP programme. Delighted to say announced i have bagged a place at Goldsmith's University on the Drama PGCE course - Thrilled. I also passed the Numeracy and Literacy professional skills test. These were tricky and happy to advise anyone in need of help with them. So Now I have this all out the way, it's just Me and Mr Jones, well and my degree that is! I know, I know. Couldn't help myself...

Next step it's back to the reader and handbook. The search for more literature to support my inquiry analysis is on; I await feedback on the inquiry plan; and nurse my SIG connections ready for data collection.

What is everyone else up to?

Signed, Sealed, Delivered!

Well that's it fellow BAPPers. Another year, another submission. I was just about to take this opportunity  to wish everyone a good break, but I'm sure we are all straight onto the next module. It seems no matter how hard we try, this world of academia is ever present in our life. I certainly had a christmas full of the Harvard Referencing System, as well as a couple of mince pies...

I look forward to more blogs in the next module, SIG's please keep in touch!