Thanks for all your votes earlier this year for the Bay Reporter competition!
Just to let you know that HOME AND AWAY: BAY REPORTER airs on Channel 5 tomorrow and Friday evening at 6.30pm!
Wednesday, 30 November 2011
Tune into channel 5 Thursday 1st and Friday 2nd December...
Hey friends,
Thanks for all your votes earlier this year for the Bay Reporter competition!
Just to let you know that HOME AND AWAY: BAY REPORTER airs on Channel 5 tomorrow and Friday evening at 6.30pm!
Thanks for all your votes earlier this year for the Bay Reporter competition!
Just to let you know that HOME AND AWAY: BAY REPORTER airs on Channel 5 tomorrow and Friday evening at 6.30pm!
Saturday, 26 November 2011
Professional Artefact...
It has taken me quite sometime to come up with an idea for a professional Artefact. I wanted to complete my research and analyse the data in order to identify where an artefact would be of benefit to my inquiry and community of practice thus unifying the research project as a whole piece of work. After Adesola's session on the artefact, I felt the need for the critical review and the professional artefact to work together and to compliment one another.
One of my main findings in the research project was that there is no clear functioning creative curriculum policy in place in the school. My initial thought was to write a policy (although that seems far beyond my capacity!). During a 'phone tutorial' with Alan, he suggested writing a rational for the creative curriculum policy. This also gives scope for it to be used to implement a policy in other schools.
I have started to research policy writing and look at other schools creative curriculum policies..
Does anyone know anything about policy writing? Or ever written a rational for a policy?
One of my main findings in the research project was that there is no clear functioning creative curriculum policy in place in the school. My initial thought was to write a policy (although that seems far beyond my capacity!). During a 'phone tutorial' with Alan, he suggested writing a rational for the creative curriculum policy. This also gives scope for it to be used to implement a policy in other schools.
I have started to research policy writing and look at other schools creative curriculum policies..
Does anyone know anything about policy writing? Or ever written a rational for a policy?
Developing SIGs outside Facebook
Just a quick blog to say that I've found phone calls and emailing other members of the BAPP community a great way to keep the SIG interaction going. I have recently been emailing Cerys Dixie. I found that the conversations via emailed are more focused and (I personally) have found them more productive than the previous discussions on Facebook.
Feel free to drop me an email!
Joanna.adeyinka@gmail.com
Feel free to drop me an email!
Joanna.adeyinka@gmail.com
Sunday, 6 November 2011
Literature Review...Help please!
Hey BAPPers!
Can anyone offer any advice on writing an informative but concise literature review for the Critical Review. I'm struggling to review all the literature I have read... Does anyone have examples of how you've managed this?
Thanks
Joanna
Can anyone offer any advice on writing an informative but concise literature review for the Critical Review. I'm struggling to review all the literature I have read... Does anyone have examples of how you've managed this?
Thanks
Joanna
Tuesday, 1 November 2011
Chat with Nat...
Natalie Less and I had a phone conversation last week;
The initial purpose of this call was to conduct an interview. After the interview we had a good chat (and verbally critical reflection) about the final module. We spoke about the stage we were at with the Critical Review, the hurdles we've had to overcome, techniques for analysis, the importance of blogging and some general encouragement!
I would definitely recommend phone calls/ skype and email chats with other BAPP members. It's as good as using a SIG!
The initial purpose of this call was to conduct an interview. After the interview we had a good chat (and verbally critical reflection) about the final module. We spoke about the stage we were at with the Critical Review, the hurdles we've had to overcome, techniques for analysis, the importance of blogging and some general encouragement!
I would definitely recommend phone calls/ skype and email chats with other BAPP members. It's as good as using a SIG!
Tuesday, 25 October 2011
Interview Process
As I have decided to only use Literature Review and Interviews for my research tools I felt I had a lot riding on my interviews!
Planning the questions:I decided to start with a few closed questions to put my participants at ease. These were the same in every interview.
My interview was semi- structed but I grouped the questions into 3 categories.
-personal experiences of creativity
-policies and creative partnerships
-current teaching practice
I also considered how I would introduce myself during my interview. I wanted people to be relaxed but well informed of my project.
I decided to conduct interviews with teachers in their own classrooms (before and after school). I hoped that this would help people to feel comfortable and allow them to speak freely!
The first interview:
Although I had conducted pilot interviews, I felt extremely nervous before my first official interview. I knew that I had one shot to get it right and wasn't totally confident that I'd chosen the right questions at this stage.
However, it went very well. My practice in layering questions paid off and the interview itself triggered off some more questions for me- that I added into the following interviews. I also adapted one or two of the questions.
My main point of reflection was the conclusion. I had not thought through or rehearsed how I would finish the interview. After this I decided to just add in a line before the final or penultimate question ...'we are coming to the end of the interview..' or word to that effect. This meant that when I did conclude the interview it didn't feel so abrupt.
Choosing participantsI went for a selection of male and female teachers. Those from different parts of the country and some not from the UK. I also wanted to have at least one from every year group reception- year 6.
I also chose teachers in specific leadership roles (most of these are classroom based aswell)
Creative Curriculum leader
KS2 phase leader
Artist in Residence/ Creative partnership co-ordinator
Music teacher
By coincidence one of the teachers I interviewed was also the communications leader.
Data
I now have hours of interviews to analyse!! And a whole lot of information.
In my next blog I will blog about the process I used to analyse the data.
If anyone has started this process or has any thoughts on effective ways to do so, please share!!
Planning the questions:I decided to start with a few closed questions to put my participants at ease. These were the same in every interview.
My interview was semi- structed but I grouped the questions into 3 categories.
-personal experiences of creativity
-policies and creative partnerships
-current teaching practice
I also considered how I would introduce myself during my interview. I wanted people to be relaxed but well informed of my project.
I decided to conduct interviews with teachers in their own classrooms (before and after school). I hoped that this would help people to feel comfortable and allow them to speak freely!
The first interview:
Although I had conducted pilot interviews, I felt extremely nervous before my first official interview. I knew that I had one shot to get it right and wasn't totally confident that I'd chosen the right questions at this stage.
However, it went very well. My practice in layering questions paid off and the interview itself triggered off some more questions for me- that I added into the following interviews. I also adapted one or two of the questions.
My main point of reflection was the conclusion. I had not thought through or rehearsed how I would finish the interview. After this I decided to just add in a line before the final or penultimate question ...'we are coming to the end of the interview..' or word to that effect. This meant that when I did conclude the interview it didn't feel so abrupt.
Choosing participantsI went for a selection of male and female teachers. Those from different parts of the country and some not from the UK. I also wanted to have at least one from every year group reception- year 6.
I also chose teachers in specific leadership roles (most of these are classroom based aswell)
Creative Curriculum leader
KS2 phase leader
Artist in Residence/ Creative partnership co-ordinator
Music teacher
By coincidence one of the teachers I interviewed was also the communications leader.
Data
I now have hours of interviews to analyse!! And a whole lot of information.
In my next blog I will blog about the process I used to analyse the data.
If anyone has started this process or has any thoughts on effective ways to do so, please share!!
Monday, 24 October 2011
Professional Artefact
During the second campus session Adesola talked about the professional Artefact. Here I blog about 3 things that stood out to me;
Significance of the Artefact:The Professional Artefact is equally important as the critical review. It's a different expression of the key findings from our research project. The critical review is the academic where as the professional Artefact should be accessible to those in your industry. It could be aimed at children, parents, management or teachers.
Not leaving it to the last minute:Although we identified that the professional Artefact cannot be finally decided on until we have analysed our data and gathered thoughts about this, it should not be left until the last minute. I have been bouncing ideas around for my professional Artefact but haven't quite decided on exactly how it will look. I think at this stage that's ok. As long as I continue to think about it. The other really interesting thing that came up is not to let the professional Artefact lead to another question. It should consist of our findings and not pose more questions for research.
Different types of Artefact:Adesola disscussed different types of professional Artefact and showed us some examples.
Jo Gunnel is going to record a song for her Artefact- this is appropriate for her because her project is about singing!
Natalie Less will put together a new showreel from her findings- which will include her old showreel to demonstrate what she has learnt.
However you could use a more traditional documentary style Artefact. Produce a booklet documenting your findings. There are many different ways to approach the Artefact. This has helped me to that there is no 'right' way to do it. It very much depend on our question and our findings.
Significance of the Artefact:The Professional Artefact is equally important as the critical review. It's a different expression of the key findings from our research project. The critical review is the academic where as the professional Artefact should be accessible to those in your industry. It could be aimed at children, parents, management or teachers.
Not leaving it to the last minute:Although we identified that the professional Artefact cannot be finally decided on until we have analysed our data and gathered thoughts about this, it should not be left until the last minute. I have been bouncing ideas around for my professional Artefact but haven't quite decided on exactly how it will look. I think at this stage that's ok. As long as I continue to think about it. The other really interesting thing that came up is not to let the professional Artefact lead to another question. It should consist of our findings and not pose more questions for research.
Different types of Artefact:Adesola disscussed different types of professional Artefact and showed us some examples.
Jo Gunnel is going to record a song for her Artefact- this is appropriate for her because her project is about singing!
Natalie Less will put together a new showreel from her findings- which will include her old showreel to demonstrate what she has learnt.
However you could use a more traditional documentary style Artefact. Produce a booklet documenting your findings. There are many different ways to approach the Artefact. This has helped me to that there is no 'right' way to do it. It very much depend on our question and our findings.
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