If life is what happens to our plans, then dance is what happens to our steps.
ideas sometimes when you wait they come to you.

Preparation for starting with BAPP

Monday, 23 December 2013


All most Christmas: I wanted to say a quick word about feedback. Remember the idea behind having an advisor and not a ‘puppet master’(!). Is that it is your work. You are not writing to please us. I understand that sometimes the University culture can seem quite foreign and you appear to be asked to do things for no particular reason other than to say you did it, but do not let this mean you start to feel you are just ticking the box of the whim of the ‘teacher’. We are trying to help with two things:
Firstly, the form you present your ideas in – that is they are your ideas but we are helping with the conventions of academia.
Secondly, we are helping with teasing out more ideas or helping you develop your ideas further. But they are your ideas.

So how does this reflect when you ask for feedback?
When you ask for feedback – explain what you want feedback on, what you want your advisor to look at. Just sending your essay again, again until the advisor says it is ‘right’ is not what this is about. You are in discussion with your advisor with your work write a note explaining what the draft is attempting to do or explaining changes you have made.
For example:
“Dear Adesola, I have changed the order I introduce the different elements of the research inquiry. Can you tell me if you think it is easier to follow in terms of understanding what I did to collect data? “

It is important you feel ownership of your work and you don’t feel you are having to stab in the dark at what someone else wants from you.

Happy Holidays!!
What do you think. Looking forward to reading your comments

Monday, 16 December 2013

What you say and what other people say….

Christmas is coming!!! First, I wanted to put in a word for citations and using them!!! This is about linking your ideas to things beyond yourself. In Module One we talk about communication, reflection and networks.  These are foundational ideas that we return to each module. Think of citations in terms of them. Citing (talking about) other peoples’ work and ideas is how you show how your ideas link to the ‘network’ of ideas about a subject. This also shows how what you think links to the ‘reflections’ of others. As you do this you communicate your ideas in your own way and then share how other people have ‘communicated’ similar ideas.

Now don’t be afraid of citations just because they have a particular format. The formality of citations is just so there is a standard way of doing things; so we can all find the work you are talking about. I have talked about this in a couple of past blog posts have a look.

Starting up

What Sam and Billy say

Now for word counts and editing – again don’t be afraid of these. Word counts and starting to edit your work is part of sharpening your skills in writing and being clear in your own head what you want to say.

Here are some ‘tips’ on self-editing
  • Don’t get too attached to everything in the essay; nothing is ever lost; it can be used elsewhere. 
  • Whatever you write, write about what is necessary to the points you are making.
  • Be sure that everything in the essay contributes to what you want the Reader to experience or learn from your writing.
  • Don’t read to edit immediately after you have written something. Take a break and come back to it.
  • Write what you mean and stop when you’ve said it!!
  • Put your ideas in order.
  • Think of the essay as a whole: have only one beginning (introduction), middle (the points you want to make) and end (a conclusion drawing it all together). Don’t write a beginning middle and end for every thought you want to talk about.
Looking forward to reading your comments

Tuesday, 10 December 2013

2nd Tuesday Coffee SKYPE

Great lunch time Coffee SKYPE but not many people! Hope to talk to you this evening at 8:45pm (London time) if you missed this mornings.


Sunday, 17 November 2013

Noticing the situated YOU!

This week I have been reading a book about Qualitative research in physical situations, like research in dance (Markula and Silk 2011). I am only at the beginning of the book but there is an interesting organisation for understanding how qualitative research differs from quantitative.
Markula and Silk talk about the

1) Situated researcher – that is your are in the situation of the research. In many cases students on BAPP are researching their own practice even.

2) Multiple practices – you might use a combination of what we at BAPP have called ‘research tools’ (interviews with observations for instance). Here is a great quote

“qualitative researchers turn the world into a series of representations”.
( Markula and Silk 2011p. 5)

This quote is also referring to theory by Denzin and Lincoln. What do you think about ‘representations’?

What we are saying is that in qualitative research we cannot possibly hope to capture the whole situation. If you believe in the importance of the body and sensation you cannot describe to others the whole picture they would need to be there. And then they might have a different experience than you anyway. So everything is in some way an interpretation filtered through you. This is why Module One is so important it allows you to start looking at your filters!! And in Module Two the ethics section allows you to start questioning why you have the filters you have and if you have some you were not even aware of.

3) Interpretation of meaning – being aware that as we interview and observe etc.. we are interpreting meaning. Just telling us what happened is still an interpretation.(because see above). So we must acknowledge that there is an interpretation by looking for a range of interpretations and questioning why we thought what we thought and asking what someone else would think. Who is that someone else one of the authors of one of the books from your literature review for instance. Then you can look at the situation of the data collection through the lens of what that author said and see if it brings a different interpretation than your one.

So what do you think? Do you see these in the work you are doing. They are interesting things to look at whatever module you are doing because they are about organising your thinking for communication of ideas (analysis). This is asked of you at every stage of the course: to see where YOU are in the work (the situated researcher/ the situated you). To be aware of a range of methods you are engaging in (like the tools of blogging, reflective journaling, talking to friends, reading, observing) and to start to look at how you are finding meaning (what makes you think what you think).

What do you think of this post!!!? Please comment


Markula, Pirkko, and Michael Silk. 2011. Qualitative research for physical culture. Basingstoke: Palgrave Macmillan.

Tuesday, 5 November 2013

Next week is.....Second Tuesday Coffee shop SKYPE (November 12th)

OK now its getting colder... the perfect time to be that fabulous romanic image of the student: wear a long scarf, wrap your hands around a hot cup of chocolate and sit in the corner of a coffee shop SKYPEing and feeling super clever!! Its time for Novembers Second tuesday Coffee shop SKYPE meetings.

November 12th 
One is at 11am (Lunch-ish)
The evening one is at 8:45pm (changed from 8:15 as it was)

If you have not joined in before it s really easy - it is just away to chat about the modules with each other and advisors in real time, (instead of asynchronous time like on a blog). It is really nice to be able to talk about what you are doing, thinking and ask other people how they are approaching ideas. If you have not SKYPEd me before then you need to email me your SKYPE address or send me a request on SKYPE.

If you are going to join let me know comment here (or send an email).

Sunday, 3 November 2013

Order & Trust

This week seems to have rushed by.  

I have been thinking about order. There is a certain amount of trust that is required to follow the steps (tasks) in the modules. To some extent one needs to trust that they will add to your learning experience and not just be extra work or hoops or boxes to check. It is one thing to do them and another to open up – undo your thinking - enough for them to affect your plan or research or process.

This is the trust it takes to not look for the certainty of having ‘done that’ and allow instead for on-going development, on-going inquiry. 

(This trust is not just some kind of courage to find within yourself it is also about how the ‘teachers’ / ‘advisors’ / writers-of-the-module present as trust worthy. I think learning is a two-way street the experience of learning is the situation of the material, space, teacher, student and those roles are interchangeable.)

What do you think?

Friday, 25 October 2013

Student rep. message

My name is Lizzy and I will be your student rep for this year.  I am on Module 2.  I’m here for any questions you have or anything that you want to talk about but would prefer not to talk to a tutor about one to one.  I will be your voice to the tutors and University, so please let me know if there is any feedback that you want passed on.   Please email me if there is anything you want to discuss.  

Hope to hear from you soon.


Trick -y date change or Treat you won't miss the workshops: it is later.

It's going to have to change Paula said....

Sorry folks! Peter has just informed me that next Thursday the Union has called a strike, and as a member as a member of the union he is bound to observe it.

We will have to reschedule!

Will let you know.

[I am quite Halloween-y at the moment - sorry for the almost puns in the title.]

Wednesday, 23 October 2013

Writing Workshop for Halloween

Scary essay construction!!!!!....Frightening grammar!!!!! enjoy Halloween at......

Notice from Paula:
Next week Peter Thomas is giving a writing workshop on Thursday the 31st of October from 11-1 in Williams 149.

This first workshop will be on generative writing I will meet people at Reception at 11 or go directly to the room (Williams is the building to the right of the main College building – across the tarmac area.

Peter will also be doing a summary writing workshop 21st of November 11–1pm (Room TBC).

Please RSVP Paula if you can make it. Please notes that after the workshop Peter usually gives us slides to put up for those working at a distance.

Friday, 18 October 2013

Keep calm and trust yourself

Looking around peoples blogs seems like everyone is getting into the momentum of starting back - Great.

Module Ones have got their blogs going. Some people are on Google+ it is like another world when you are used to using blog spot!! I noticed less comments on Google+ blogs. Remember to visit across hosts!!!

Module Twos: you don't have to pin your question down in detail; just have an idea of the area. Then move on to Section 5 ethics and then the Research tools section. These sections are design to and SHOULD affect your question. So no point having it all mapped out to the letter - because you will feel  reluctant to change anything. Also you need to move on because Module two covers a lot of things!! You need the time. Your question is stewing on the back burner and you are feeding the fire under it by starting to read literature about the area you are interested in. Its like getting all your ingredients together for the final proposal you have the question ingredient for now you need to get the ethics ingredient and the data collection ingredient and most important the how to analyse it all ingredient. Some tasks in the module might feel like they are taking you away from your question. But the module is about developing a line of inquiry or planning research NOT about answering the question. In fact just don't link questions with answers. (tell answers to take a hike close things down, half the time you don't recognise them until we are well past them anyway). Questions should lead to better, more in formed question NOT answers. So you can see you may never get the perfect 'question' just a better understanding of the area.

Module Threes:
OMG don't worry about the artefact yet!!! You cant know what the artefact will be before you know what it is about. Think of it this way.
1) you have a question you want to know more about...
2) you look into it.. thats what you are doing now
3) you look closely at what you found when you collected data and all the reading you have been doing (the literature) and all the conversations (in other words you analyse)
(3b) You realise something... (it might be pre-verbal, non-verbal) it's an idea.
4a) You want to tell others in your life (profession) about it and about the process you took to get to it - it and the process will have an impact on how you share it...How you share it is the professional artefact
4b) You want to tell others in the university about it and the process to get to it ...You have to do that in university language (the final reflective report). This is an artefact also an academic artefact.

Let your research reveal itself to you - don't decide what it is or how it is or what it has to say before you have done it. Trust you will know when you know.

OK then keep going everyone!!

Wednesday, 9 October 2013

Place, Tasks and Journey

We had our two Second Tuesday Coffee Group SKYPES yesterday. The first one was at 11am. Iona from Module 2 and Melanie from 3 were a part of it. The main point we all agreed on was the importance of making a ‘space’ to work – this is not just a time but the ‘Place’. Maybe a favourite coffee shop corner or a desk in your room.  Having a place helps you get back into things and helps you define the idea of starting something…

The second, Second Tuesday Coffee Grout SKYPE one was 8:45 everyone was from Module One. There the conversation was about what exactly the first module is about!! We talked about how the tasks are not what you ‘hand-in’.
·      The Tasks are more a map for the journey of the module.
·      Then the work you hand in the Reflective essay etc… is about the journey of the module.
·      The journey of the module is thinking about yourself and learning in terms of your professional practice: looking at what you have learnt and how through the embodied activity of your day-to-day practice you learn about your professional world. There is a difference here in the style of work being done – you are not being told what to do, you are following your own ideas and getting feedback and guidance from the advisors and feedback and comments from your peers in the course. Just like in the professional world you are  finding out more by doing…
·      and the tasks give you something to be doing (!) that we think will lead you to finding out more.

It was great to chat to everyone people talked together from Northern UK, Estonia, and London.  Looking forward to the next one. We have changed the second evening chat to starting at 8:45pm


Friday, 4 October 2013

second Tuesday Coffee SKYPE

This is my first blog of the new term since summer ended and we started back...and it is already time for our first group SKYPE on Tuesday 8th. The group SKYPEs are for people across the modules. Students have said how great these are because you get to talk to people at different stages of the course. In order to join in you need to make sure you have emailed me so I know you are going to join and include you SKYPE address just in case. There is no need to (and you should not)  put your SKYPE address on the blogs. If I have not SKYPEd  you before, you also need to send me a request for contact to my SKYPE account.

More soon

Friday, 13 September 2013

Getting back to BAPP!

Looking forward to starting back working with you all. This term is going to be a fun and productive one.
More soon...

Friday, 9 August 2013

Transferable skills: Why Ballet Dancers Make Awesome Employees

What do you think about your transferable skills?? 

Posted by Sarah Jukes

Job seekers like me have to understand and be able to articulate what makes them a more superior hire compared to everyone else in the job-seeking crowd.

My interest and training in classical ballet is pretty unique, even if technically I am a non-professional but well-keen ballerina who can match it with the best amateur dancers New York City has to offer.

I know that out of a pool of similar job candidates, my classical ballet training could help me to stand out from the rest of the pack.

This lead me to think about what unique attributes and transferable skills my training in classical ballet could offer to a prospective employer.

I came up with a list. A list of six attributes that make ballet dancers awesome employees and an asset to any workplace:

1. Ballet dancers are teachable

They have to be. Otherwise they won’t be able to learn and master their craft.

Ballet dancers are reliant on their teachers to school them on correct technique, alignment, etiquette, musicality and everything else that goes with ballet in general.

Being teachable requires ballet dancers to listen hard, to hone their focus, to recognise the flaws in what they’re doing and to adjust their movement to the best of their ability.

As such, ballet dancers are used to taking instruction from someone of superior skill and better at their craft than what they are. Even the very best professional ballet dancers still get corrections from their teachers.

2. Ballet dancers are flexible

An obvious choice. But ballet dancers need to be flexible in mind and not just body.

That’s because there’s an awful lot of rules and structure that goes on in ballet. It’s part of what makes it look so beautiful when it’s executed properly.

But within these rules, large chunks of flexibility is required as well.

Ballet dancers are used to dealing with constant change. Ballet teachers and choreographers are constantly revising their choreography and dancers need to be flexible enough to cope with these changes. Ballet dancers live with having their superiors constantly making changes and then having to adjust accordingly.

3. Ballet dancers are fast learners

Part of the skill of being a proficient ballet dancer centres around how quickly you are able to pick up the steps, techniques and other choreography.

As such, ballet dancers are used to being given verbal and visual instructions and quickly translating them into action.

An ability to learn quickly demands an excellent memory, superior listening skills, exceptional concentration and a strong mind-body connection.

4. Ballet dancers are always prepared

Ballet dancers of all people understand the importance of good preparation.

They know that how you set up a pirouette is vital for its final execution. The most complex dance sequences like pirouettes, jumps and other turns simply cannot be executed without the right preparation.

Also, ballet dancers know that all the work and preparation is done behind the scenes. By spending large chunks of class time doing repetitive and routine exercises at the barre.

Preparation is key for what the audience sees and enjoys at the centre of the stage.

5. Ballet dancers work hard

It doesn’t matter whether one dances as a hobby or as a professional, the reality is the same for everyone. Ballet is exacting, demanding and hard.

As such, ballet dancers turn up to class, rehearsals or performances ready and willing to buckle down. They are energetic in mind and body and they expect to work hard.

This makes ballet dancers incredibly dedicated to their craft. They are full of passion and love of the art form. Otherwise they wouldn’t do it.

6. Ballet dancers are team players

This sounds silly when ballet looks so much like a solo event. But it’s not.

Dance is a collective. Dancers feed off the energy of those around them. They are used to working in small groups and are reliant on their peers for support, feedback and advice.

Ballet dancers look to other dancers for a sense of community and fun. Some of my most creative and interesting friends are fellow amateur dancers.

In summary, people with classical ballet training are teachable, flexible, fast learners, prepared, hard-working and team players.

The point I am trying to make here is that these attributes are vital for success in dance but they are also vital for success in the modern workplace.

If you find yourself in a situation where you could hire someone with classical ballet training, you should consider whether these kinds of attributes would make for an awesome employee at your workplace. I am willing to bet that they would.

Better yet, find out if the candidate knows what unique attributes their ballet training can offer you as a potential employer. Chances are if they know, they’ll follow through and give you these attributes in spades.

If they know, hire them.

And by them, I really mean me.

*This article was originally posted on Sarah Jukes' blog, www.SarahJukes.com.

Tuesday, 6 August 2013


Passing a message on - Quick question: My sister Safia is looking for an actress for her children's book launch at various spots in London. If you know of anyone who may be interested, please send me an email at tahirshahwork@gmail.com and I'll send them onto Safia. Many thanks!

Here is the official request: 
You can be between 25 or early 40's, but you must look like a 30-something mum, and be naturally very good with kids, given that it's a picture book for children. You will be handing out knitted bookmarks to kids passing by the knitted cab (an actual London Cab covered in a knitted cab cosy) that will be parked at various strategic spots throughout the city. Gig should start by mid October, and will last for approximately 12 days. Pay will be around £500-600 pounds total.

Thursday, 2 May 2013

May!! First Tuesday on a Wednesday...

May!! A good time to have a draft off to your advisor. Remember its all about the analysis of the experiences you have had – the meaning making. The meaning you have got from those experiences across the module, how the meaning manifests in the action you take in your professional practice and in the thoughts and feelings you have as you engage in new experiences.

The first Tuesday Coffee Café talking SKYPE group meeting is coming up and I am changing it to Wednesday for this month. SO MAY 8th at 7:30pm London time. Looking forward to it.. If you have not SKYPEd me before send a request in advance if you can.

What are you finding amazing, hard, what are your working tips for others at this time?


Thursday, 18 April 2013


Hi this is a research project I am working on. I was talking to Iona and she said I should post it on my blog as part of getting the word out. What do you think? Does this sound useful? The idea is a response to my work with you on BAPP and students on MAPP. It seems as if a number of people what to make their inquiry question about how you keep growing and developing as a performer once you are not in a dance school. I feel like this could be useful to keep people going - what are your thoughts. I will be developing this both as a research project but also as research into how freelance professional dancers and choreographers manage. Got any ideas about how to get the word out? What do you think of the whole thing

Turning Research Ideas into Practice – Priceless projects
Research, development, networking and professional practice brought together.

The project aims to address the needs of three groups: freelance professional dancers, choreographers and arts spaces by bringing them together for short research and development residencies; residencies range from 3 days to two weeks, residences take place all round UK with the possibility of some international residences.

Freelance professional dancers can audition to become members of the trip company. As members they are invited to short working intensives with choreographers across the year. Participation is based on availability therefore if a dancer has a job during a residency they do not sign on to that particular residency.

If a dancer is available they make a commitment to the whole residency time period. Choreographers work with the trip company on the understanding that where a work is developed to the point of funding and/or touring, they will return to their original collaborating trip dancers when considering employment opportunities.

Choreographers who work internationally need to know dancers in the countries they work in particularly if it is not the country they call home. Trip  offers international and UK choreographers a group of dancers they can work with in UK at the stage before a commission or at the very beginning stage of commissioned work.

trip is part of the non-profit organisation, DancingStrong and is run as a ‘priceless project’. Working with the ideal of intellectual and creative exchange, trip seeks to engage the currency of reliability, professionalism and networking rather than relying on external funding (although additional funding might be sort for specific projects).

Like trip on facebook

next audition for dancers June 7th 2013, Hendon, send CV and photos to trip@dancingstrong.com

Saturday, 13 April 2013

Thursday, 4 April 2013

Aims and chatting

This week we had another ‘First Tuesday Coffee House Meeting’. Only three of us but it was a really useful chat.


In terms of Module Two: we talked about trying out different types of ‘something’ when doing pilots – not just piloting ‘an interview’ but if you think you are likely to use interview as a tool in module three, then trying doing different types of interview. On SKYPE, in person, on phone, with open-ended questions, with set questions etc…

We talked about finding a range of key words as you think about what is important to your inquiry into for instance:
Sarah is thinking about ‘motivation’ and we added the words ‘inspiration’ and ‘passion’, which was the way Sarah was thinking about motivation.

In terms of Module One and onwards: we talked about how useful Journaling is for capturing ideas. How at first you might want to make neat organised journals but after using that tool for a while it becomes a place for thoughts that manifest in a range of ways – including pictures, drawings, and writing around the edges of the page!!

We talked about thinking about ‘what has made a difference to my practice’ as a theme to question yourself as you submit work for evaluation in May.

We said that the ‘First Tuesday Coffee House Meetings’ were useful because it is nice to talk across modules and also to have a conversation that can wander or has no aim at the beginning but is built from all the people in the group contributing.

The next ‘First Tuesday Coffee House Meeting will be May 7th hope you can join us.


Thursday, 28 March 2013

First Tuesday Coffee and Easter

Next week are the Easter Holidays: I am point person for questions at for the holiday. Feel free to SKYPE or email me if you have any emergency questions, even if I am not your advisor.

April 2nd is our next ‘First Tuesday Coffee House meeting’. We will meet on SKYPE at 7:30pm London time. Don’t forget the clocks change this weekend as British ‘summer’ time begins!!!!

If you want to join in the ‘First Tuesday Coffee House meeting’ please SKYPE me to make a connection before Tuesday if possible or send me an email with your SKYPE address so I can reach out to you. Let other people know about it too.

Well, now’s an exciting time as we see the end of term looming and start planning summer work etc… Keep calm, breath. Find out your best way of dealing with all you have to do – I make lists so I can tick things off!!

Hope to chat on Tuesday

Friday, 22 March 2013

Award titles

Thinking about Module two-ers who are working on  an award title. As usual I do not see any one module as having exclusive thinking points so this is something for everyone to ponder on. The award title thing is not a big question. Remember that 2/3 or so of your BA (HONS) award is carried over from whatever you did in your associate degree. Then of the three modules in the BAPP programme, only one is an inquiry. So the inquiry topic cannot be the main focus of you BA just because you have not spent that much time on it. Plus we are asking you to have a topic but we are not grading you on WHAT you find out on that topic we are grading you on the process you have. So your final module inquiry might not uncover much more in that area for you than you already know, but does help you have a better understand of the context of the topic and how you want to fit into it.

Hold that thought and look at it another way. When you go for a job and hand over you cv and it says BA (HONS) in performance extensions (!!!!) because that is what your inquiry was. Firstly, it look like you made it up (which you did!) but without knowing about MDX the person looking at your cv is not going to understand it or might think its like one of those degrees you can by on the inter-net!!!! Secondly because it is unique nobody will know what it is or what it is about. Thirdly you don’t know much about it either because think about how much you know about dance or musical theatre or whatever you did for two years in the previous schools. You know all the ins and outs that is what you can talk about from here to Thursday…then on top of being really knowledgeable about that you can also talk a little about whatever your inquiry was on or about your process.

So putting those two thoughts together the simpler and clearer and more recognisable the better such as:

Performing Arts
Musical theatre
Graphic design
Theatre performance

Lastly, just know you cannot choose an award title in the hope you will go into the topic or because its what you want to do – you are choosing something because its what you HAVE done.

Keep it obvious and know it does not have to be a big decision the only reason you are making it is because we do not know the ins and outs of your experience not because its too complicated for the university to do.

What do you think??

Friday, 15 March 2013

Has it been colourful?

We are in week 5 (sort of half way through the term). I think this is a good time to start to think about where you are heading. Are you clear about what you are required to hand-in for assessment? Do you know the deadline date? It is a good idea to ask yourself why you have been doing what you have been doing? To take a step back and ask yourself what it has meant to you so far. How is it meaningful and how can you make it meaning full. In the middle of it all it can be easy to start to forget to link things find connections and you can end up jumping through hoops just because they are there!!

How has it gone so far? Please comment lets see what people are thinking, saying and doing? Do you have any tips for others or things that have been amazing or very hard or unexpected?


Tuesday, 5 March 2013

First Tuesday Coffee House meetings - SKYPE

We just had our SKYPE chat: a four way conversation. We talked about responses to blogging – how blogging can be frustrating if people do not respond to your posts by leaving comments. But also how the blog can act as documentation for yourself of your process and thinking as you travel through the course. In some ways you are posting for others to read and in other ways you are posting for your future self to read. Ahmet said a really cool analogy about being a stand up comic: you can play to the audience for the laughs or you can play to the truth and hope you get some laughs along the way.

We talked about the reflection section of Module One and how ‘doing’ a journal is not the fundamental point of the section of the module – the point is about looking at how you reflect, what role reflection has in your practice and what other people have said about reflection. Reading the handbook before you do too many journal entries is good, this is because this section is about thinking about reflection and yourself not producing a daily journal (– although you might find that helpful and fun to do).

We talked about how throughout the course there is a multi-layered experience you can have as ideas do not appear ‘straight forward’ and you feel you are starting to think ‘differently’. It was suggested that module One is a way to make yourself more stable as that you can go on to the other modules with a sense of where you are coming from. I think this is a useful comment because it also demonstrates how it might or useful to return to Module One ideas when you are in Module Two and three as a way to ground yourself.

We decided the experiment went well and was useful. So I am going to do it every first Tuesday at 7pm London time. Anyone can come from any module and we will talk about things that people bring up to talk about – making links across the course and learning from each others experiences.

I am naming it the First Tuesday Coffee House meeting – so if you want to join-in the next one April 2nd send me your skype address and /or a skype request so we are connected.

What do you think?
People at the meeting today were
and me
Visit their blogs to see what they say too….


I found this rubric as I was looking through some work. It is a good example of expectations for writing, might be especially useful for those writing their reflection of learning in Module One although I think it is interesting reading for writing in the context of  BAPP in general. What do you think?

Example for BAPP blog: Assessment Rubric (from 3/12/2008)

fail (below level)




External sources of Knowledge: Aware academic / professional ideas of other and seeing how they fit into your work.
Cite one or no external ideas.

Cite others work  two- three

Cite others work appropriately (examples) four or five
Aware of others doing similar work as you

Cite others work effectively – (developed ideas on) more than five

Internal conception of knowledge: Recognising own practise as a source of knowledge.
Telling the story of something that happened that helped you

Realisation: Articulating an   event or incident when self practise developed, (without the aid a teacher).

Trust: Articulate a time when you acted on your practice (self knowledge / things you have learnt) without confirmation or direction of someone else.

Giving / Risk: being able to articulate a through-line (show us how it manifests) of your practice in life outside of the arts or work.

Selection and Justification of approaches to tasks

Wrote the work

Work has a number of drafts, final draft could track the development of the drafts (work went through development stages)

Work reflects other forms of thinking used in the process of composing the essay.

Work is a vehicle that summarises a whole process of learning. Almost like a report on the learning that has been done (persons went through development stages)

Ethical Understanding
Know external frameworks. 

Work articulates how student can see the impact of themselves and their practice on others. Aware of external frameworks (rules) and apply them.

Articulate how practice is informed by awareness of particular views and experiences, aware of the effect they have on others.  Know external ethical frameworks and incorporate them into this knowledge of their actions.

Articulate a clear understanding of responsibilities:
Practice is informed by student’s perceived place in society – student shows a range of ways to engage with others because of the impact research / study might have. Analyse external frameworks and develop them for themselves.

Analysis and synthesis
Ideas are evident.

Can track where ideas have developed and how they have been influenced by experiences.

Show how ideas have linked in the past and the range of ways ideas emerge. Show the different ways in which ideas can be used. (concepts, principles, systems, models) 

Articulate the personal process for developing and applying ideas, shows awareness of other peoples’ processes as well.   

Self appraisal / reflection on practise
Explain how a teacher has helped their develop

Explain how a past experience has informed the way the student does things now. The Student explains how their impression of their work has differed from a teacher’s.

Explain how past experience has been used to inform a wide range of elements of practice.

Shows how the student has developed their practice through   intentional use of self reflection (not instigated by someone or something else). Instances of this.

Action Planning leading to effective and appropriate action (B3)

Table or schedule of events

Evidence of how they plan, including prioritising and   setting of aims and objectives.

Showing evidence of having planned for themselves and others. Plan would accommodate a number of people and schedules &/or use existing action planning tool/s. 

Shows understanding of ethical implications and the impact of their work has on others. Their work theorises or cites other planning methods.

Evaluation of information (B4)   
Student describes information that they think is relevant.

Presents ways that have been   used to access information and identify what is important to their personal practice.

Present a range of existing evaluation tools/ formulas that they have found valuable.

Show personally devised ways and systems that are used to evaluate information.

Application of learning in number of contexts
Shows that student learnt stuff.

Learnt something and show how student used it in a different circumstance.

Learnt something and used it in two other contexts (home-life, teaching, technique class, relationships).

Learnt something and used it in more than two contexts, or at a very deep level.

Use of resources will be effective and wide ranging
Has put aside some time each week to study.

Shows understanding of relevant resources and how they would be useful.

Gathered a number of resources (such as people, things,   ideas, funding) in support of their work.

Sees impact of their work on others. Can describe the strategic implications of their work as a resource for others.

Effective Communication
Good at story telling.

Uses the standard methods of written and oral presentation for academia. (sentence construction, argumentation and citation)
Articulation of the use of a range of approaches to communication / presentation and some are used.

 Successful and clearly decided approaches to support impact of ideas and concepts in their work. Articulation of why this approach was used.

Working and learning autonomously and with others

Evidence of being organised and punctual.

Organised work, with a method of working developed from past experience. Can identify the people they work with ‘best’

Shows strategies for working autonomously and with others. Is willing to take a number of roles within a group (challenge, reflect, support).

Shows knowledge of when to engage with others, is aware of their responses to different group settings. Shows awareness of when and how to challenge and support others. Can articulate personal perspectives in relation to working autonomously and with others.