When we ask ourselves - "If I don't know the questions how will I find out the answers?

On Friday 22nd February 2019  Adesola our supervisor,  Amanda (Module 1), Ryan (Module 2), Liza (Module 2 ) and myself  (Module 3) met at the campus. I had only spoken to Ryan and Liza on Skype before so it was nice to put a fact to a name - although I kept calling Ryan, George!

I have posted on Adesola's blog regarding her comments (what we need to know about our process at University and what we will be finding out as we progress).

We set our agenda for the afternoon, overviewed our modules, talked about re-visitng the  Ken Robert's video on Adesola's blog and discussed the Writing Centre and any notions we wanted to air.

As Liza and me are both interested in women in performance art, Adesola suggested we look at archives of Matt Shepherd's play for women.

Ryan informed us of his thoughts on his inquiry "Does exercising affect performance?" (both mentally and physically) and Adesola worked through some scenarios and ideas with him. The book that his research keeps leading him back to is - "Critical Information and Problem Solving in Physical Education." We discussed building our knowledge, applying it and seeing how and why it works for us.

Amanda is on Module 1 and felt it was beneficial to see what she will be working on in the future.

Adesola asked us to think about the "Culture of our Course". We concluded that we are a community who share ideas, are not judgemental and are respectful of each other.

I added that I am a director of a theatre company who decided to write a "Mission Statement" to explain our intentions.  Our mission statement shares a similar ethos to the culture of community we were discussing. We donate a percentage of our profit to charity.  I do think it has encouraged similar minded individuals to work with us because our mission statement reminds everybody of why we are all involved and it re-enforces we are part of something.

Liza felt as a community we should "enrich each others experience and take responsibility". This seemed to sum up our thoughts of our journey with our own individual experiences of professional practice. To treat people how we want to be treated ourselves.

SKYPE SESSION - GLOSSARY OF WORDS AND WHAT THEY MEAN TO US


In our Skpe session with Adesola, Amber, Harry,  Sophie and Sianne discussed Module 3 and Adesola invited us to discuss words from the Glossary that needed further clarification in relation to our professional practice.

Amber confirmed we need to "do it:" and don't just "research". Amber is a dance teacher in a primary school. This  is not a discipline that I know much about but I was very interested in her Inquiry into how 'dancing can aid children both mentally and physically.' When discussing "Artefacts" she added lessons plans to her list. Amber discussed "language' which is something I discussed in Module 1, a few years ago ( I had to interrupt studies). Language/terminology can make us 'feel part of something', as if we 'belong.' It also makes us sound more knowledgable/professional in our subject. The language will be universal, relatable.

Harry, is an actor ( I loved the fact that he said I am an actor and a musical theatre performer second) discussed his inquiry into nutrition. Not just nutrition as in food but also the 'mental nutrition' we need as actors. I am very interested to read his Inquiry and his findings. He discussed last time that he was reviewing his data and tonight he made me realise I need to push forward with mine.

When I spoke to Adesola she confirmed that we need to do the questionaries/surveys/interviews (whatever we have chosen sooner rather than later.) I made me realise, that yes the literature review is important but what we LEARN from our Inquiry is more important and we can keep reading literature after we have asked the questions forever more. This is others people's data - not ours. Yes, it helps us decide our Inquiry is relevant and what have we learnt, what other questions we want to know the answers to and what have we discovered from this -  and what has it  has"opened up".

I don't know any professional - be them a University Lecturer, a theatrical director, actor, dancer etc. that will say that they have stopped "learning". We need to show what we have learnt, what we are still researching and why is why we are doing this. There is "no definite question and no definite answer."

Sianne (ballet dancer) discussed her Inquiry into teaching methods and "how different theories and teaching affect students. "Although, I am not a dancer I also find this relevant to my Professional Practice ( I am a Director/Drama Adjudicator and Drama Practitioner). Learning about different theories enables us to proceed or question if something is right for us in our practice.

Sophie (ballet dancer) Inquiry discussed 'how context changes the way we dance.' She discussed how her feedback has helped her and moved her through her Inquiry.  Something we should all remember, read back and review. When discussing Artefacts she included pointe shoes and how costumes are so important to a character ( I thought about back stories to actors development of a character). She also discussed whether teaching syllabus can be "artefacts".

Adesola explained there is "no point explaining what you have done if other people don't relate to it:


Triangulation -   (Harry describes this as responding and discussing). Adesola said it was a "perfect answer. Harry, if you read this please let me know what the third thing you said was - I didn't hear due to poor reception of Skype. Thanks.
Aretfact - an object/thing or historical or cultural interest
Discourse - speak or write with authority on a subject
Ethonology - human character, study of behaviour

I had read Twyla Tharp's book  "The Creative Habit _learn it and use it for life" (on reading list) and there is an section of artefacts ( putting things that you think relate and inspire into a physical box) and this is something I do when I decide to direct a play. I recommended this book.  I am not a dancer but appreciate the discipline/talent involved. She made her process so relatable to an actor and her readers generally.


I so enjoyed the Skype session with Adesola and the Module 3 students. What makes this so exciting is there fact that we are industry professionals - all the conversation are based on on experience and not just the expectation. I have learnt so much already.

Last week I joined a Skype with Helen and fellow students of different Modules.

I have taken a year out and it was good to be part of blogging again.

I read and re-read my notes but decided it all could be summarised as to what I learnt and said -

The students in Module 2 felt the same way I did when I was part of Module 2.

The students in Module 3 had the same questions that I had. I loved everybody's honesty.  What is so positive about this course is the we are encouraged to ask questions and not be judged if we don't understand the answers in relationship to our own professional practice yet. It is re-enforeced that by asking questions we learn.

It is good to know we understand how each other is feeling.

Once we known that we understand what we are being asked to do we can do it in relation to our own practice.

There is no definitive answer to any of our questions. There is no definite answer. That I why we are asking the questions.

My name is Amanda and I am a returning student to BAPP after taking a study interruption.

I am starting Module 3 and my Inquiry which was approved by Middlesex University is "Feminism - The Changing Role of Women in Performance Arts."

I have just been a part of the first Skype Welcome To and Welcome Back conversation.

The three supervisors Adesola, Helen and Maria all introduced themselves as did the students. Because I have had a year out, I have been reading the blogs posted and made comments to be part of the conversation again.

Louise Elliott (Module 2) said she has not decided on her Inquiry yet and is thinking about "What and Why?"

Cath Limerick talked about her interest in self-reflection within her practice and looking at things from a different angle.

Beverley Drain said she was thinking about manners in the classroom, learning theories and ethics.

Danila Lucia (Module 2) is focusing on deciding what to base her Inquiry on and the challenge of a new job, her first week back and reflecting on what she has learnt.

Sam Cook (Module 2) discussed finding the blogs helpful as living in Newcastle makes it difficult to get to Middlesex and the blogs made her feel she is not alone on her BAPP journey.

Ryan (Module 2) said he was thinking about basing his Inquiry within his school environment.

Tom (Module 1) discussed his self reflection and the importance of blogging.


Adesola talked about us all getting into the rhythm of study and the three pillars of learning, Helen making sense of our work and making it part of our lives and Maria the challenges ahead of us all, our self development and our process.

Adesola discussed the Handbooks, Uni-Hub and Programme pages. Also about setting our goals, engaging in ideas and exploration. How we need to articulate our practice by thinking about our past, present and future and how we communicate, network and reflect.

Adesola explained that as our supervisors on our journey, they will supply feedback, ask us what we
are aiming to do and explain how our thoughts are coming across.

 We need to discover the value of our practice and its meaning to us as students.


We talked about planning study and making our own timeline to enable us to get feedback from our drafts in time. Also the importance of settling into the programme and making our course work part of an established routine.

In module 1 we begin to research and reflect and need to understand our process. In Module 2 we work on what it means to make an inquiry and how do we go about asking the questions. In Module 3  our Inquiry.

Adesola said that there is no perfect question to ask so don't look for it. Instead think about how do I find out what I need to know, what should I rely on and what can I dismiss?

The blogs were mentioned and I reiterated that blog posts are important as it is productive to read each others blogs and to comment thereby bringing something new to the conversation, not just "I agree" or "I like this." We are a "Community of Learning" where we can develop questions and be open to others perspectives.

Study Plans and emails confirming who our supervisors are will be provided and we were reminded to remember to check our University emails for updates.

I added that I thought the new format of having all the information on one site on the Uni-hub was an improvement and easy to negotiate. What I learnt from Module 1 and 2 has really improved my practice.

When asked what tips I thought Module 3 could give to Module 2, I said that it helped me to think about the re-occuring themes throughout my work. I found this helped me decide on what I wanted to base my Inquiry on.

I also said that I think blogging can be difficult to do in the beginning but really is a useful tool and helps us all to get to know each other.

I have written this blog up straight away so I can remember what we all talked about but also to start a discussion with you all. Please feel free to ask me any questions about my past two modules and I am looking forward to reading all your blogs and comments so we can all keep the conversation flowing.

To quote a famous tv show "we are not alone". Good luck.

Tools of Inquiry part 6 - 6a and b

As the tools of inquiry cover many aspects of academic work I have chosen suggestion 5

Looking at documents.

I feel this is the most relevant to my practice at this time as I do need to carry out comprehensive research to ensure I source the most significant document/literature for my field of inquiry.

I am discussing with my SIG groups the most effective way to source information that is relevant to us.

I have chosen

1 Looking at documents (to ensure I have chose the right subject matter).

The other three tools of inquiry that I will discuss to aid me find about my inquiry are -

2 Pilot observation (to ensure I am able to move forward to a conclusion with my findings).

3 Survey/questionaires (with a limited number of participants, who will be carefully chosen to reflect a broad spectrum of industry professionals opinions). I intend to ask general questions first in a questionnaire and then ask them to read research and data relevant to the subject supplied by me.

4 Interviews - to see how the information/statistics/data supplied after the questionaires may have changed their opinions and if so why?

I am also working as a insider researcher in my inquiry as the subject affects my own practice. Being neutral and non-biased is a prerequisite in performance arts as we are a creative community
that supports diversity and opportunity. Or are we? The merits and limitations of my documents will unfold as I beginning researching in more depth with counter arguments and by identifying over arching principles and theories relevant to my Inquiry and professional practice.

Ethics (Community, Codes of Practice and Framework) Tasks A, B and C

Task 5a asks us to consider the ethics that are found in our place of work and professional community

and to do this without referencing literature or asking a fellow professionals to comment.

Also noting the codes of practice/regulations relevant to our practice.

Task 5b then goes on to ask us to find out the regulations/codes of practice within the work place

framework with reference to ethics and to blog to see how different our initial  thoughts were to

what we have now learnt.

Task C concerns what I have learnt that fits into my theoretical ethical framework and how it fits in with the ethics of my professional inquiry.

5 a Ethics and regulations and codes within in the workplace - Intital thoughts

1 To do no harm.

2 To protect all and any particular in a minority/individual or groups that may need additional assistance.

3 To not discriminate in any way be it gender, age, religion etc.

4 To treat all equally.

5 To approach all discussions through the correct channels to allow mediation and to ensure misunderstandings do not occur.

6 To follow correct procedures to protect against harm (health and safety.) Full training needs to be given. Working conditions need to be suitable. For examples reasonable breaks from work and comfortable temperatures.

7 To act in a professional manner using a framework under-pinning ethical conduct.


5b Codes of Practice/regulations that steer ethical framework.

Statutory sources/Legislation.

I am a long-standing member of Equity.
Equity is the UK trade union for professional performers and creative practitioners They are a leading industry organisation and are respected nationally and internationally for the work done on behalf of their members. Equity members form a cultural community  (website).

In theatre the interpretation of "workplace" is a "place of entertainment" and work can either be as an employee or as a self-employed person.

Within all organisation they are codes of conduct that need to be observed particularly when there people are involved.

I don't believe that the performance community differs greatly in need from any other work community but may be open to abuse as much of the work is transitory and may be self-generated.

Data protection (protecting information) and checks to confirm suitability to work with minors are ways in which we protect vulnerable individuals.

It is important to be socially inclusive and  non-judgemental in our professional lives.


The BACP (British Association for Conselling and Psychotherapy) has an informative website which
discusses ethical values. It promotes respect, alleviating stressful situations, integrity of relationships and enhancing professional understanding. Part of its mission statement concerning ethics states it aims to promote social diversity, quality and inclusivity of treatment without discrimination of any kind.

My initial research has not uncovered anything that is different from my thoughts and assumptions but I am sure this will change as I continue researching and developing and exploring ideas.

I am learning as I work that the ethics of professional inquiry is a far reaching subject that has great significance to all that it involves and must be treated with respect. This does fit in with the ethical framework that I have always abided by and will continue to expand upon as my practice develops.

The big question? - The Campus Session

One of the questions Adesola and Helen asked was -

"How would you explain to a Module 1 student next year what to consider for their inquiry ?"

We all started off by discussing our thoughts for our inquiry and they covered a lot of ground.

Through discuss we realised that we cant write a definitive dissertation in a few months and that our inquiry simply needs to be something relevant to our practice, to enhance it and add to later on.

Vocabulary is so important. Phrasing and expressions we have not used before can seem daunting but once we understand them in relation to our own practice they make sense and can be readily used and answered. Validity was a word used to realise how our subjects fits into our practice and is useful. It all needs to make sense in relation to me and others.

How do we explain to people what we do if they don't know our job title or field? This is something that I can relate to as an Adjudicator of Drama Festival people think that I go into schools and that I am a teacher.

Students created images to help them work through their ideas. There was the Tornado of Thoughts, that is an entity that is continuously added to and The Umbrella of Ideas.

The session re-enforced to me the idea that I want to concentrate on the role of women in theatre. The subjects the others were thinking of were all related to my thoughts and ideas..

One of our main topics was Ethics." Doing no harm." Where are my ethics currently positioned? I began to think about how the more I am learning will effect my beliefs. I came away with a lot of questions that I am currently working on by researching.

I suggested Ethics was a "considered opinion". If I am uncomfortable with a decision I ask why it was taken and on what grounds? If there are extenuating circumstances then these must be considered.

So the advice I would give the Module 1 students would be -

Don't limit yourself, read and research as much as you can, you can never have too much knowledge, But remember to spend time on topics relevant to you, that will help your practice and your work. Interact as much as possible (especially if distance learning) and do keep a journal (invaluable).

There isn't much time. Spend it well.