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.
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Monday, 31 July 2017

Dates: Heads up for starting back after the summer

Fri. Sept 15th 5pm……………. New student SKYPE inductions

Sat. Sept 16th 2pm…………… New student SKYPE inductions
Sat. Sept 16th 3:30pm…..…… Returning students ‘induction’.

Mon. Sept 25th ………………..Term starts for 12-week term (Oct ‘17–Jan ‘18) [week 1]

Wednesday, 31 May 2017

Summer Intensive - August - book now only a few places!!!!

Here is the information about our exciting Summer Intensive this year (August 14-18th 2017). The Intensive is a week long bringing together somatic movement and art practices and writing. It is a great way to explore your voice in dance scholarship and practice. Or focus in on something you want to write or create. The link below will take you to a site where you can find out more about the course. 
(It is also nice to note that you can book accommodation at theUniversity for as little as £20 a night right here  in London!) Hope to see you in August. Please let us know if you have any questions.



Thursday, 4 May 2017

First of the Month discussion groups

We had our First Tuesday (and Monday) discussion groups this week.

We talked about feedback – how it is a two-way event not just something that is given and absorbed!! We talked about the different ways people have used and responded to their feedback. How have you done this? It is important to think of your interaction with feedback as being more than just ‘correction’. Just getting feedback and then changing things to get ‘better’ feedback is not as useful as the discussion feedback can stimulate within you and with others.

We talked about the oral presentation (for Module Threes) and the reflection essay (for Module Ones). Both are about summarising what you have been doing this term. We came up with the following words as ways to give you direction as you plan these two kinds of summary.

The oral presentation and the reflective essay:
·      Information
·      Insight into…
·      Collaboration understanding
·      Sharing work
·      Summary of engagement

Being able to say what some thing is about in just two sentences is a good test / goal to set yourself as you are writing and planning presentations. In all your work, you should be able to clearly say what the point is of what you are writing about / making.

We talked about how for Module One the blogs have ‘gone quiet’ and how now might be more the time to talk to each other.

We talked about the importance of relationships – with each other, with the work, with the feedback.

Themes that came out of the conversation are going to be posted on by:
Amanda - https://amcbahonspp.blogspot.co.uk
Lois-May - http://lois-mayhunt.blogspot.co.uk
Megan - http://meganlouch.blogspot.com/2017/05/coffee-shop-skype-may.html
Vicki - http://victoriamayvickers.blogspot.co.uk

 Themes include:
The Oral presentation – watch other presentations to see how professionals do it. Maybe Ted Talks which are a great example of getting a point across in a short time.

In presenting and writing it is important to keep people’s attention and make sure what you are describing has a flow.

The ethics and responsibilities of relationships.

How there are themes that run across all the modules (networking, communication, reflection). How as you become more familiar with the work your language changes. It is interesting to hear Module Threes because they use the language more than Module Ones!!

What are you feeling?

Please comment below.


Saturday, 29 April 2017

First Tuesday (and Monday) skype discussions Groups.

Almost May!! so time for a first of the Month Discussion Group Skype. I hope you will try attending a session, especially if you have not come to one before.

We have one on:
Monday May 1st at 10am (time in London)
Tuesday May 2nd at 7pm (time in London)

Please indicate which one you will attend by leaving a comment


Tuesday, 18 April 2017

Tell the story of the whole inquiry process

In our Module Three session today we talked about the three ways you are reporting on your inquiry:
  1. Written essay
  2. Professional artefact
  3. Oral presentation

Each of these are forms for telling the whole story of your inquiry.
  • They all should include:
  • why you did it
  • what you intended to do
  • What happened (the data collection)
  • What the data told you when you analysed it and triangulated with the literature and your own Professional practice experiences.
  • How it has impacted on your professional practice.

So the artefact is not the result of the inquiry - The artifact is another way of saying what you say in the essay. It is just a professional artefact - 'a thing' that other professionals like yourself can engage with and understand.

Remember in Module One: Howard Gardner’s work: 
Communication that responds to different learning styles such as naturalistic, bodily kinaesthetic, interpersonal, intrapersonal, verbal linguistic, logical mathematical, existential, spatial visual, and musical

In your professional practice do people use verbal linguistics to explain things OR do they move, sing, act feel, chat, draw to explain ideas to each other. Use the language of your practice NOT WORDS. The Professional Artefact is your opportunity to use the language of your practice. 

We talked mostly about the Professional Artefact. This was about how you can start to envision what it will be. However you cannot really start to work too much on the artefact until you have done some analysis. Here are two really important points:

Firstly, analysis is not just summing up your data. Analysis is a critical look at the whole experience comparing three things – the literature (the ideas other people have said), your own experience including your experience of collecting the data, your reflective diary, and the experiences before the inquiry that led you to be interested in doing it in the first place, and lastly the data you collect. Looking at themes and resonance and contradictions across all three of these is called triangulation. Doing this is how you can critically look at the questions you posed at the beginning of the inquiry. Doing this unpicks everything and is always (whatever level of work you are doing), always disorientating, somewhat frightening and confusing because it is the point where you are opening yourself up to look for something new, to stretch yourself beyond what you know you know. But that is the heart of the inquiry; be brave. Because it is after data collection you might feel you need to tidy everything up not make a mess in your head but the data collection is not the climax of the inquiry it is just getting something to do the inquiry with. After collecting data, it is not time to tidy up, its time to get mixing all the ingredients.

The artefact is NOT the result of the inquiry, like the answer to the whole thing. The artefact is as much about the process as the critical review paper you are writing. So please think as if you are in fact handing in Two things that explain the inquiry - TWO artefacts. 
  • The first is in the form of a formalised academic artefact – a critical review.
  • The second is in the form of something that is found in your professional practice (culture) it is a professional artefact. (We cannot say what this will be because it is different for each person according to their work / profession.)

We can help in telling you what the first artefact (the critical review looks like – in fact we give you guide-lines on what it looks like how many words etc… and we also give you guide-lines on how to start making it – when to start drafting etc…). But just because we help out with what the academic artefact (the critical review) looks like doesn’t mean the critical review IS the inquiry. It is a result of the inquiry just as the professional artefact is too. The Inquiry – what you are documenting with the two artefacts is the activity and reflective thought you do.

Think of the Professional artefact as another way of explaining your inquiry. You can see you need to do the whole inquiry before you can be really clear about the content of the critical review or the professional artefact.

In fact you will explain your inquiry in three ways through writing (critical review), through talking (oral presentation) and through x (x=professional artefact). Each of these ways of sharing offer unique advantages for communication and have things that cannot be communicated very well through them. Think about how you will use the three forms to give us a full rounded understanding of the whole inquiry process.