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...
Thanks for posted this Ahmet - it's really helps to be kept in the loop for those of us who weren't able to attend.
ReplyDeleteHow far along are you with thinking about your artefact? I'm feeling slightly limited by the fact that I have to give my participants anonymity - I'd love to use images and video to spice things up a bit, but without revealing my subjects it's very tricky!
I want it to be more accessible than a dry piece of academia, but the question I am pondering is 'how'?
Hi Stephanie,
DeleteYes, Campus Sessions area great way to unite us all. I think my artefact is decided. But with the huge workload, I feel i have a mountain to climb in terms of writing up the final piece first before I can even begin to communicate a detailed summary of what my artefact will be. So much to do...
I wonder if you could rename your participants, or use illustrations or maybe blur their faces somehow?
Just a thought...
Ahmet
i Ahmet,
ReplyDeleteWe must have attended the alternative session last Thursday. I went to the afternoon session and found this to be extremely helpful, now understanding what an Artefact can be and how this should be created. I found the pictures to be very powerful and the poster was also informative. We also did the group task, and from this I have begun to write an introduction for the Critical review (on my blog).
Hope you are well?
Gemma
Hi Gemma,
DeleteNice to hear from you. Yes I attended a morning session as I'm balancing this with teaching too. It was a great excersise for reminding us how much we actually know about our inquiry and how sometimes the thought of writing up can be more daunting than the actual doing it. Sometimes we need to just get on with it hey...
I'll check out you blog and see what you're up to.
Ahmet
i = Hi
ReplyDeleteStephanie - I have known people use images and video as their artefact for the last Module (see Corinda Hall's Blog). As I understand it, as long as you have their consent to use their work within a piece of publicity material, then it is possible.
ReplyDeleteHowever, if it is the case that you have not gained consent, then I wonder if you could perhaps reconstruct your findings within your own practice & record this? (I do appreciate that this would be a lot of work & we are limited with time. This is proving to be my problem...so much I would like to do, but not enough time!)
Ahmet - Thanks for this post. I too found it interesting to hear Paula's take on the idea that the artefect has a degree of separation from yourself - So that it stands alone as a piece of work (and therefore does not need to be explained).
I believe that your artefact will be and do exactly that. It is a wonderful idea, discovered from a void in your practice that will soon be filled and you will I'm sure, feel a lot more confident about that aspect of your practice.
There is a book I think you may enjoy / find useful:
Brook, P. (1968) "The Empty Space". UK: MacGibbon and Kee Ltd
I found the exercise of describing our inquiry useful, even though a little daunting at first as it was impromptu (I'd much rather be prepared that do improv!!)
I've managed to Blog a little blurb about the campus session - please would you take a look and let me know if you agree / disagree with any of the elements explained?
Thanks Ahmet.
Best Wishes,
Jo
Thanks Jo.
DeleteThe book sounds great and may provide useful support for my artefact. I'll check it out...
Ahmet
Hi Ahmet,
ReplyDeleteI just watched this video of the 2nd campus session, posted by Gemma
http://www.youtube.com/watch?v=RNsPhPBws0A
I found it really helpful to hear you articulate your inquiry topic - not an easy task when it's been floating around our head for so long as is second nature to us. I found your thoughts on 'product' and 'process' really insightful - I think you are exactly right, and when performers experience the types of stigma that you have previously mentioned, perhaps this is where it comes from. People are worried that all performers will turn out to be Mr G in 'Summer Heights High' (you must watch if you haven't already!) showing off and making the 'product', the show, the most important thing.
I think this is why I realised that for me, at this stage, teaching is not for me. That may change, but at the moment I feel I would be guilty of being a bit of a Mr G! Pushing students to create a final piece and jumping up to demonstrate things myself. You have identified the very essence of what it means to be a teacher rather than a performer.
Have you heard from any people in your research who miss that 'product' side of things? The structure perhaps of working towards a finished piece? Depending on the school and I suppose the budget, maybe there are opportunities for drama teachers to be ambitious with the final pieces that they create with their students, but I suppose this is almost an 'add-on' or bonus. The first purpose of the work must be for some kind of personal growth and development, even for those not interested in taking drama further.
Anyway...rambling now! Any thoughts?
Stephanie