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.

Ethics - What are they?

Ethics - What are they?


The Oxford English dictionary describes ethics as -

"Moral principles that govern a person's behaviour or the conductivity of an activity"

Reader 5 Professional Ethics covers the three main contexts of ethics.

1 Personal - effecting a particular person
2 Professional - a field of work requiring a standard of behaviour
3 Organisational - a group of people with particular purpose.

Discussing the impact on professional codes of practice, the implications of ethics in professional practice and how to develop our own way forward with regards to our professional inquiry plan. It states ethics has its roots in moral philosophy and is a code of conduct.

It is important to be open to ethical questions as there is rarely one point of view. It is a daily occurrence and a subject that many people have not considered before in context."

Ethics is the Greek work for "character" We talk of events being character building and that a person has an admirable character. Plays are usually character driven. In performance we are encouraged to develop a character and not give a one-dimensional portrayal. We can do this by creating or finding within the text a backstory, how the past decisions of that person has shaped their character.

Unknowingly, we have made ethical decisions all our  lives. Some will have been passed down to us and are acceptable and we may have had no need to question. Whilst others become pertinent and our decisions are based on our considered opinions and experience.

The ethical decisions we make or accept may have considerable impacts on our lives and others. Selfless people have taken on large corporations because of their ethical values, often resulting in great personal loss, because they felt they had no choice but to demand answers.

To understand ethics we must first be familiar with its development, historical events, impact on professional codes of practice, the responsibilities and its implication in how we can apply this to our practice in the world in which we live.


Hobbes was a political philosopher who wrote the book "Levianthe" and believed in the premise of a set of rules - a social contract in which rational people would understand and benefit from.

The theory of the greatest good for the greatest number was suggested by the theorist J. S. Mills (1861) as in the means justifying the ends.

MacIntyre (1976) believes there are no universals moral norms that we can use as change is inevitable.

Our moral philosophy (theories of ethics) and standards effects our ethical stance regarding equality, race, religion, age, sexual orientation and disability.

An university of Edinburgh article on equality and diversity states ethics is a" specified protected characteristic".

There are varying titles -

Metaethics - an analytical activity - the nature of morality - moral relativism, cognitivism, and non cognitivism.

Theoretical normative ethics - moral judgements - virtue ethics, deontology .and consequentialism.

Applied ethics -  finding resolutions, normalative ethical theories to difficult subjects to consider what is right or wrong.


Ethics,  Research and our Inquiry

It is a important when collating information from participants that we take care and "do no harm" with the information. We may be trusted with personal as well as professional information.

We have a responsibility as a researcher as our inquiries may have an impact on a individual as an emotive subject may make people think differently and make them feel culpable and question their answers or re-actions.

Ethics is a complex subject that is part of our everyday life and helps us to provide a framework for a better, more informed tolerant world.

As long as we remember to embrace change and grow as we become better equipped to make informed judgements and question if we feel uncomfortable with a situation and never accept a situation as the norm if we feel it is unfair and unethical.

Developing Questions In Our Own Professional Community - Task 4C

Developing Lines of Professional Inquiry - Questions


Adesola has recommended that we start our tasks and then re-visit them as they are a work in progress.

I have begun to work on what questions I what to ask as part of developing the lines of professional inquiry and have discussed this with a colleague who trained as an actor but also works as an educator, adjudicator, director, writer and who also runs his own workshops.

He is very experienced in many different fields and this will enable me to cover a broader spectrum of questions.

I have already realised that the correct phrasing is important so as to get a precise answer with clear intentions.

APPENDICES - Appendix 1 SIG Special Interest Groups - Task 4B

Amanda Conroy M00621438 BAPP BA Hons Module 2



SIG (Special Interest Groups)


I think we could all learn so much from other and developing our SIG (Special Interest Group) will help us to classify and clarify information.

Jess Dinmore and I have started speaking on the phone, texting and email questions pertinent to our inquiries and we have also spoken to Eleanor Byrne (Module 2).

We have all been blogging and following each other's blogs and this will encourage us even more.

We have started asking questions on our blogs and answering them. We all work in more than one aspect of theatre and have similar thoughts on our subjects. Eleanor is also interested in women in theatre and this is reflected in her choice of literature and I have found the links she has given me beneficial especially when they are sources I have not heard of or found before.

We don't have much study time left but it will be interesting to see if we change our opinions much in the next few months either as a result of questioning our opinions and being more open or by confirming what we believe works for us.

"Her Turn On The Stage - The Role Of Woman In Musical Theatre" - Task D

Reader 2 - Task D

Whilst searching for literature relevant to my practice I have chosen initially the following three books.

"Her Turn On The Stage" The Role Of Women In Musical Theatre" by Grace Barnes
"Women In American Theatre" edited by Helen Krich Chinoy and Linda Walsh Jenkins
"Theatre and Feminism" by Kim Solga

All of these books have made me see things from different perspectives with their varying theories and practices. All this was spurred by an article by Elizabeth Freestone concerning how women are represented in theatre. I started to read about the history of women in theatre and what it is to be a female performer.

This is relevant to my inquiry as to know how far we need to go, we need to know how far we have come and also to know when we may have gone too far.

"Her Turn On The Stage" was revealing to me as I wanted to see theatre and stage work from a musical performers viewpoint.

"Theatre and Feminism by Kim Solga is the story of the movement known as feminist performance theory and asks three key questions.
1 What does it mean to be a feminist at the theatre?
2  What has it meant in the Past?
3 Why does the theatre still need feminism today?

It includes case studies of plays and a discussion from British theorist Angela Mc Robb and the rise of the political movement known as neoliberalism. The book argues -

"Feminist theatre and practice allows us to understand the way all gender is constructed and re- enforced for better or worse."

Some of the subjects covered are "being versus acting", ethics, basic human rights and pushing boundaries.

"Women In American Theatre" are essays and interviews with females involved in all aspects of theatre.

Rosamond Gilder said in her 1934 landmark study publication "Enter Three Actresses" that -
"Women have risen to greater heights of achievements as actresses than in any other art."

I wonder if she would still think that now especially with all the controversy at the moment with the American Producer accused of using his position to manipulate female artists?

Another section discusses -

"If not an Actress, what?"

Well, a producer, a director, casting director or stage designer. The list is endless which brings me back to the beginning of my inquiry the study by Elizabeth Freestone and the stubborn 2:1 under representation in the theatre of male/female ratio. Why is this? Well, I intend to find out and as a female practitioner, actor, director and adjudicator this is something that does not only effect me but all of us. We really are in this together and would appreciate any feedback that is relevant to the role of females in performance arts.

Skpe with Adesola, Lauren and Henry - Now listen very carefully ...

Once again I had a problem with my microphone and was only able to listen and type on the Skype

call with Adesola, Lauren and Henry from Module 2.


As Lauren and Henry both work in dance and Henry has started teaching they had a lot in common

and were running ideas by each other. Lauren discussed different teaching styles and Henry talked

about teaching young children and adults discussing how we can adapt teaching for different skill sets

and audiences and what teaching methods would be relevant.  Music and dance as a

means of therapy for some children and the subsequent health benefits of participation and

exercise was one of the subjects covered.


We agreed that we need to step away and look at things from a different perspective to widen

our knowledge and to continue looking through different lenses.


Adesola reminded us that the Professional Inquiry is not a dissertation that will have taken three years

but is a tool by which we research, question, analyse and evaluate with the aim of becoming more 

knowledgeable in our practice by researching literature and  theories thereby raising questions

of our own.


Ethics and authenticity are themes that are re-occurring in all aspect of our practice and it is

necessary to understand what this means to us as individuals and what are responsibilities are.

I typed that -

"we need to ask questions that we do not already know the answer to or have a strong opinion on so

that we can learn new theories and ideas and not just confirm old ones that we are comfortable with".

We need to challenge ourselves and others.


When discussing literature Adesola stated that we do not have to complete the tasks chronologically

and that we should return to them more than once and see if our opinions have changed when we

are better informed.


Because many of the students are involved in musical theatre and dance I have started to read

more literature on this subject as their ideas although very similar to acting principles do focus

more on health and mental well being and I think this two aspects should also be considered

more in stage work.

"There Is No Conspiracy Against Women In The Theare" - Task A (Cont)

Reader 2 -



The questions I asked myself before were related to adjudicating. My practice is multi-layered

as most of the students appear to be. I am currently thinking about performance related issues.


Q  Have any actors had experiences that they felt happened because they were female and

that their male counterparts would not have been treated like that?


Q If something feels wrong ethically are we confident enough to question it, and if we do, have

we evidence that supports our questioning?


Q What percentage of performers in your experience had excepted a practice because they have

been told it was the norm and not to question?- to "fit in".



All of these questions are part of the inquiry I am interested in. One of the questions from the

first module was "what do you think has been an occurring theme in your practice". I identified the

role of women in theatre as a core theme and how it affects my practice.


I am not asking the questions from a feminist stance but a neutral professional one.

There is an interesting article in The Telepraph Newspaper  Media Group Ltd (2017) written by

the journalist Rubert Christiansen under the title There is no conspiracy against women in the

theatre".

He states that -

"We are in danger of  making the question of gender in the theatre much more problematic than it

needs to be".


It discusses gender bending and how Phillida Lloyd directed an all female cast of Julius Caesar

set in a female prison. Lloyd was quoted as saying she would only direct a project  if

"at least 50 per cent of what happening on stage or screen's is a woman's experience."


Christiansen believes -

"it merely reinforces gender stereotyping by reducing the complex question of equality to a matter

of statistics and quotas."


Q What do you think changing gender in productions does to the integrity of the script?



The Bechdel Test (Eleanor and I have blogged on this before) that says in a production at least two 

women must talk about something other than a man to past the test.

.
Although it has been said it does not have enough categories it began a discourse and has been

expanded upon.


As we approach our Professional Inquiry we will all be asking questions of our SIG groups

but I would be beneficial to us all if we can help each other with our questions to help us all

understand our practice.


What are your thoughts to my questions?

Appendix 4 Questions? Question?, Questions? Task A

Amanda Conroy M00 621438 BAPP BA Hons Module 2

Adesola's advice has been to approach the tasks not necessarily in order but to start them and

then re-visit at a later date to enable us to observe how the new research has altered our viewpoints

and improved our knowledge and questioning skills.

The main questions that are relevant to my practice are still emerging.

As I have worked as an adjudicator as well as in performance arts I am approaching

things from a different perspective. However, the principals are the same.

As a performer I familiarise myself with the script by reading it multiple times, read works by the

same author and their contemporaries. The same is true of adjudication.

I will identify any challenges and think how to overcome them and make suggestions. The same isstrue of adjudication.

There are endless comparisons, confirming work principles may be the same whatever the job description.

An adjudicator of amateur drama festivals marks to a strict criteria. Contestants enter the festival

with other local groups and perform either a one act play or a full length play. An adjudication

is given at the end of the evening with constructive criticism and suggestions showing how to

make improvements. There is generally an awards evening (a little like the Oscars) with best of

categories.

Some questions I have been thinking about are -

Q  Is it fair to judge an amateur (who may have less time to commit and not have trained) in a

competition on the same level as a professional?

Q  If encouragement is paramount how do we constructively criticise without discouraging?

Q There is a faction of people who do not believe children should be judged in amateur

festivals in case they are unable to accept the comments. What do you think?


Q  In reality of  our daily practice are ethics and political correctness observed?




These questions do not necessarily correspond with my own thoughts and I would be really

interested in comments please as fellow professionals.

Appendix 3 Read and realise

Amanda Conroy M00621438 BAPP BA Hons Module 2





I have just re-read the Module 2 Handbook and Reader 4. This obviously was the case with the other

modules but as other students have mentioned in their blogs these do feel more academic in content.

We are introduced to the Principles of Professional Inquiry that we will complete in our final module

Re-iterating we take all our previous knowledge with us which includes professional networking,

reflective practice and how we perceive and present our professional identity.


The next stage is to understand how to ask the right questions that will help us to develop our own

practice by examining and analysing the literature of arguments of our peers within our field.


The three main themes of the module are -

Developing the Lines of Professional Inquiry - to develop a meaningful inquiry
Professional Ethics (No Harm)
Tools of Professional Inquiry

These will aid our "critical awareness" as we improve our professional abilities to research

academic works.

The topic must be relevant and meaningful to us and will be useful in our practice by not

only improving our knowledge but may be a springboard for further investigation.

By applying the course principals we will be able to research with a rational, be aware of

ethical issues/codes of practice in reality, utilise peers knowledge and discuss work in SIGS using

effective communication skills, analyse research and reflect.

Our tutor will approve the specialism title for our Professional Inquiry for next term. We know from

 Reader 4 BAPP professional inquiry is a "way to learn about what you are doing while you are doing

it".


Judi Marshall writes her process of thinking is "self-reflective inquiry". She states that "an issue, even

theme, dilemma or whatever is an inquiry for me."


Thereby, leaving subjects open to debate and argument as she not just accepted previous information

but is keen to examine and draw her own conclusions.

I can identify with this. If when researching we are informed something is the definitive answer, it is

benefical to question and know how these comments were achieved. Could they have been influenced

by the writer agenda and environment? Do we agree? Can we bring anything to it? Would this be

perceived differently by those outside of the sector?


This module is a way of discovering, exploring, comprehending and clarifying my thoughts

by using all the components provided that will help me to chose my Professional Inquiry topic.

Appendix 2 Skype with Adesola 2nd October

Amanda Conroy M00621438 BAPP BA Hons Module 2




I have just been listening to a Skype session with Adesola and students from all three modules.

Although my microphone and speaker said there were working I could not be heard.

This added a different dynamic for me as I could hear everybody perfectly well but not interact.

Because of this I was able to take copious amount of notes and here are some of points that I took from it.

I am a Module 2 student currently just starting on Reader 4 Developing the Lines of  Professional Inquiry. It discusses whether we work in a disciplinary context or if our situation is more transdisciplinary. The language we use in our professional practice will mean something slightly different to each individual.

There is, of course, common ground in all mediums of our work but our understanding of ethics is important . They are not an entity of their own but are present and accountable in everything we do. We need to see the bigger picture and decide how authenticity is important to us. Adesola mentioned "new liberalism". Whatever we chose to do takes a stance. How do we keep authentic to ourselves, our truth? Neo-liberalism is defined as "a modified form of liberalism tending to favour free-movement and capitalism" Oxford English Dictionary.

Authenticity is defined as truthful, genuine. So if we are authentic it means we actually possess the alleged or apparent attributes we portray.

I believe to know what you should do you must first understand what you should not do and why
.

As I work through the readers I realise there are words, expressions, phrases that I know but do not use daily in my working life. However, this  professional language links us all and gives us a place from which to approach new subjects and start a discourse.

We discussed ethics, authenticity, expectations and policies. We asked questions -

What does it feel like to be a BAPP student?  What is  Authenticity -  Thinking about our identity?
How do we filter the vast amount of information we are currently processing?


I was unable to verbalise my thoughts but I did type -

How do I filter?
I may just have a gut feeling that something is going to be necessary and worth developing. It may be because it either fits into my practice or it really questions my rational. It may be something that has appeared in one form or another that I have encountered before. I try to start with the reading lists and find inspiration from similar academic books or journals,. I also use a list - with two columns, information I think is pertinent and vital to my inquiry and the other I will log as research and background.



It was interesting to hear the comments of J, the Korean student, and the reaction from some students about the artistic black lists. We are fortunate to live in a democracy particularly as performers as we often question, think outside of the box and challenge.

For me being a BAPP student has opened up a whole new world of possibilities. Like everyone else is hard to fit it all in but the final result will be worth it and something that we will take with us. We will probably never have such good resources again to learn from (each other) and this is what makes the blogs and Skype sessions so invaluable.

"Starting Back"

As I was unable to attend the Skype sessions, due to being on holiday and working, I have been catching up reading all the comments relating to them and also all of the blogs that people have started to post.

I found Adesola concept of "starting" interesting. As technically every time we stop we need to start. Albeit a dance move or a speech in a play. Although every new beginning has a start I kept engaged over the summer by reading the Module 2 readers and academic books (not all from the lists) as I want to improve my academic skills both as a reader and writer.

However, what did feel like was a real "start" again was the blogging. I had missed it over the summer months as I don't really have any friends that do this and it was a pleasure to read Eleanor, Jess D, Jennifer S, Lauren et al to see what they have all been doing and thinking over the summer break.

I do keep in touch with Jess Dinmore and was aware of her wonderful adventure in America. I agreed with her comments about a "techno" break. I couldn't skype on the 15th or 16th as I was on holiday in rural France and as I knew there was no Wi-Fi I didn't take my computer just a bundle of books. I made notes in my journal and it was a luxury to lie in the sun and think about my dissertation. I appreciate how important technology is and how it can help us immeasurably in our professional practice but it was relaxing to have time out from it. My husband had 438 emails when he returned to work!

One of the points from the Skype session seems seem to be organising our time effectively. Every one is so busy many with full time careers and volunteer work as well. I am no different.

I work as an Adjudicator of Drama Festivals and am attending a Selection Weekend to join a Professional body of  Adjudicators. We watch a play and then have to adjudicate it the next day in front of our peers. I have already had to submit a written paper with four brief introductions to three well known plays and a new piece by an award winning author. I will also have to sit for two more written papers.

Writing the blogs is enjoyable but as these written papers need to be more formal in style, I have found that the written work I have done recently on this course has been beneficial.

 It seems that the people who are very organised about time and routine worry about not being "in the moment" and losing spontaneity and those who are more organic even though they get the work done wish they had more structure. We can all learn from this. I always feel when acting that I like to learn the lines as early as possible. I don't believe in peaking too soon. On a professional tour you will perform the same work for months on end and have to bring a freshness to it every time. Once I am secure with the dialogue I can then work on other elements and bring something to each role. This also relates to our course, get the basics right and everything is easier. Get done what needs to be done and then really enjoy exploring and researching the subject.

Emily Richards mentions it is acceptable not to have a subject chosen for the enquiry yet - there is time for one to develop and Jennifer Simm's point of setting a time limit is worth adhering to.

If we all learn from those that are very organised and structured and have a routine - a time table, set working hours or days (what ever works for us) and try to stick it we wont disappoint ourselves that we didn't achieve. Once we have organised our selves we can then give more time to the organic process as we can relax and be really creative because we have organised and created the time.

Yes, it really is all about time. Starting, continuing, finishing. We all started together, we are all continuing together and although we will never stop learning, we will all get to the finishing line together.

Linking the course to my practice

Recently I have been mentoring and shadowing a new adjudicator. I have attended sixteen out of eighteen full length plays.

I supplied him with the information with regards to festival guidelines and the strict marking criteria along with general information and some of my experiences.

This is all I gave him.

It is very important for an adjudicator to develop their own process as they need to be able to justify their grading. This reminded me of a previous conversation on the course when we talk about taking "ownership" of our work.

I also felt this related to my BAPP course in another way. Even though we are all being guided through, ultimately the journey is ours. Only we know what we have learnt and how we will apply it to our current and future practice.

Skye with Adesola

Last night I joined in with a Skype session with Adesola, Victoria, Lois- May and Megan. The three students are all on a different module and after introducing ourselves we discussed feedback on our Critical Reflection/Review.

The common denominator in our feedback was that we must not presume the reader knows what we are writing about and that a strong structure aids a good "flow" and makes more comprehensive reading.

They discussed their Critical Review, Artifacts and Oral Presentation. Although I am aware this is what I will be doing in the future I asked if they could all tell me succinctly (in one sentence) what this had encompassed.

The key words used were summary, sharing, insights, presenting information and that it could be regarded as a "celebration" of their work.

When asked what I felt would aid a presentation I suggested watching others presentations and not only those in our chosen field, If someone can keep our attention by presenting something we know little about and  help us to see something from a more informed perspective they have achieved their brief.

I wondered if people personalities will shine through an oral presentation as is the case with blogs and what we need to do whilst arguing similar points to make our work stand out and not be "samey".
.
We were asked what quality we thought was important in our professional practice and I believe honesty should be the framework of our professional and personal lives. Team work and a good connection with others was also suggested.

We also discussed their inquiries with subjects covering ethics and vulnerability in the work place. Adesola suggested asking the Liberians for their help concerning copy rights and other issues. I have done this and have found them to be very helpful.

So the points I have taken away from this Skype are that whatever Module we are taking the student concerns and thoughts are much the same, I mentioned in one of my blogs that the professional language used in our careers make us feel we are connected and part of something and I noticed a broader use of this terminology last night.

So, I have finally done it

So, I have finally done it.

The thing that I have thinking about since September when I decided to take this degree course. I have emailed the first draft of my Critical Reflection.

It took longer than I thought what with referencing and appendices, going through all my old work and re-reading blogs and their comments.

And yes, it is a work in progress and I know it will change but I also knew if I didn't do it by end of week ten the tutors would less time to send written feedback as week twelve is oral feedback only.

Paula said that she has known up to twelve drafts so here's counting!

Hope your having a Good Easter break. Can't believe how quickly the last ten weeks have flown by.