My Artefact

As part of our Module 3 Portfolio of work, we are asked to create an artefact that resembles the outcome of our inquiries. As we know, I don't tend to approach tasks in a conventional way. So why would I change that now? Well, I didn't and let me tell you, creating this artefact was extremely time consuming, creative (if I do say so myself) and at points, difficult.

I don't want to write a huge long explanation for my artefact because quite frankly, I'm exhausted from the amount of work I've been doing for this final module, but I still wanted to share what I created. The basic premise for my artefact was to show that there are skills that are applicable to both technical theatre and performing, because that was what I discovered through my inquiry.

Why a puppet? Well puppetry is a perfect example of a technical skill being used in performance. May I refer you to my previous post 'I ain't got no strings to hold me down' for the cliche light bulb moment that sparked the idea for a puppet. The costume half of the puppet is its original outfit, all the 'techie' amendments were hand made and created by myself.

It is relevant to my own practice because it also resembles me as a professional - half techie half performer. Each string represents different skills that need to work together to make the puppet move: like in a theatre - everything and everyone must work together to put on a show.

So, onto oral presentations. Obviously, my artefact is not one I can submit online, therefore I will be bringing it to my presentation for all to see and take a closer look. See you all there, or on the other side...with some luck.

Here are some pictures of the puppet before and after:

Before

After

Also After

Campus Session 10th April 2018 - Hang On In There!

As per the norm, a small group of us trundled onto the University campus to have a session with Helen and Adesola. This small yet quaint group consisted of two Module 2 students, two Module 3 students (myself and Eleanor) And Michael a Module 1 MA student.

The day began by each of describing what it is we are handing in at the end of our terms/current module.

For myself and Eleanor it was our Inquiry - our Critical Review paper. I described mine as my journey of realising the skills from tech can be used in performing.

Critical review is a reflection how you did it (your inquiry), what you expected to happen, what did happen and how you put it into your practice.

A huge portion of the day was spent in discussion, so I've just written some brief notes on things I found important:

- We need to make sure there is clarity within our critical review/inquiry. What is being asked? Am I addressing it? Keep coming back to the question.

- Interviews are a stimulus for ideas. They're qualitative not quantitive.

- Write about what I have learnt from this experience (Inquiry)

- When the handbook or reader talks of possible implications my inquiry might have on my community of practice, I mentioned how to me it always seemed to mean sharing my knowledge and what I have learnt to those in my community of practice, just putting the information I have discovered out there, is what benefits my community of practice. Helen added it gives a better understanding of the framework of your industry.

- It was crazy to see how everything works together right from Module 1 all the way through to Module 3. You may not see it now but hang on in there, it will all make sense. Like a good jigsaw puzzle, all the pieces fit together and create one big image - you and your practice.

- Analysis is putting meaning (knowledge) into information

We ended the session by creating a glossary of terms that confused or alluded us all the way from Module 1 through to Module 3. Part of me (most of me) wishes this was created earlier during my time on this course because it would have saved a lot of time, worry and stress surrounding understanding. However, now it is there and has the voices of students from all modules behind it (thanks to this campus session) hopefully it'll make someones life that little bit easier.c

I would also like to take a quick moment to preach how valuable the campus sessions are. It's so important to use the human contact hours to pitch ideas and thoughts whilst getting a real time response. I know time, work and distance can take that chance away from us most of the time, but even the odd one will make all the difference. Well, it has for me at least.

Anyway, back to writing my Critical Review, but first, a brew. Cheers.

Interview and Increasing Thoughts

A few days ago I undertook an interview with Participant 1. What I loved about this particular interview is it got me thinking beyond the questions I had written down on paper. It was a sort of light bulb moment, a snapping of the fingers as an idea popped into my head.

This participant wasn't necessarily aware of how the technical side of theatre works but they did mention one production that caught my attention - War Horse. For those of you who don't know the premise of the show here's a link to their website: http://www.warhorseonstage.com/

The reason this caught my attention is because puppetry is a technical skill in performance. So I took this thought and looked into puppetry courses to see what skills they offer. From the University of Melbourne's website I found a course that listed the skills one would gain if they were to undertake the course:

I can see so many of these that apply in my job too, but being able to see how they can be transferred to a form of performance was really interesting.

As I looked further at the skills needed to be a successful puppeteer, I again found another list which has lots of cross overs between the skills of performing and technical from the Creative Skillset website: 

Perhaps there is hope yet for this inquiry. 

Literature Review, of the 1st edition

Hello all, inquiry research is in full swing. A few weeks ago I made the survey I created live and people have been busy answering it with some interesting results. However that's for another day's blog.

What I've learnt over the last few Skype and campus sessions is that I shouldn't be reading literature to affirm my own ideas, it should be the ideas of others that make me think and further develop what I think. So, with this in mind I began to read streams of articles on actors and theatre techs. What I noticed is the cross over of skills between the two professions, the basic groundwork for each job is very similar. So, for an easy visual representation I created a Venn Diagram.

In red ink are the skills that some consider to be 'technical' but I believe they fit into both categories.
In blue ink are the skills mainly associated with performing but again, fit into both categories.

Of course, I couldn't list every skill under the sun because the diagram would be huge! However, if anyone thinks I have missed vital skills/crossovers or wants to challenge/ask why I put some skills where they are, please comment below or get in touch. Your opinion is very valuable.

Survey Time!

Hi everyone, please take the time to complete my survey for my inquiry!

Any comments/thoughts/suggestions are much appreciated! If you would like to be interviewed let me know!

Thank you in advance!

Tuesday Discussion Skype 20th February 2018

Last Tuesday, a small group from all modules joined Helen to discuss a number of topics where we felt we needed help and/or more clarity.

Literature

This mainly came from module 3 students (myself included). How we incorporate literature seemed to be the biggest query. Helen made it very clear that when looking at literature we shouldn't just 'look for the answers we want'. The point of reading a wide range of literature is so we have an understanding of the field in which our inquiry belongs.

Helen describes it as a party.

You (the host) invited the guests (the literature) the guests mingle with each other (they may have some share knowledge but may not all get along) from this You can get their views (buy reading the literature) and from that you form your own view and opinion.

Important point to remember as you host your 'party' keep note (Harvard reference) of all those who made you form a view or make you ask questions.

One literature review should contain lots of difference sources/resources/literature. 

Don't look at literature as two sides (those that agree with your inquiry and those that don't) Look at it as three dimensional. A body of voices to open a discussion (the party!).

Analysis

This is what I really wanted to talk about but unfortunately we only touched on the subject briefly. Never the less, I learnt that analysis is my role as the researcher - I am making the cross overs between points.

'I've read this and this, my data shows this.' My analysis is of the cross over between all of it or lack there of and how it fits with my inquiry. I would love to hear some other ideas about analysis and I still feel like its a bit of a grey area for me.

To end this post, an important quote from Helen herself:

'You're not trying to re-invent the wheel - you're trying to contribute to it'

So I roll onto survey making and interview undertaking. 

And Thus, Module 3 Began...

It seems that some time has passed since my last blog post. So, a quick catch up with what's been going on.

Towards the end of Module 2 a bit of panic set in, to begin with I did the final assignment completely wrong and spent a solid day typing and re-writing ready for the 'final marked hand in date'. Whilst this panic wasn't pleasant at the time, it did get the work done and ready for the real final submission on January 5th. I was so busy working on my proposal that blogging took a backseat.

Panto season has come and gone. Due to the huge amount of work that I was involved in over the festive period, I'm glad I got our assignment done earlier - it gave me time (the little spare I had) to edit and re-draft. This echoes a point on Adesola's latest blog: set the finish date earlier than it actually is, allowing yourself that little extra time at the end.

A few weeks ago I also attended the Module 3 presentation on campus, to get a better understanding of what I would be doing come June time. Two important points that I noticed came up quite frequently were:
1) How what I have discovered through my inquiry applies to me and my practice
and
2) What have I gained from this inquiry?

I think the danger with the inquiries is getting bogged down with trying to answer our 'big question' (which was brought up in a previous campus session) and I need to remember how my inquiry is relevant to my practice.

Where to go from here?

My inquiry title is  

‘Does working in technical theatre enhance and advance your skills as a performer?’

Here's a quick list of what I'm beginning to do:
- Complete feedback form
- Read Module 3 Handbook and annotate where I need
- Continue my search for literature for my inquiry - review these in relation to my inquiry
- Get organised
- Think about ideas for my artefact
- Communicate with my designated tutor and SIGs more

I aim to attend as many campus and skype sessions as I can, but we all know how difficult it can be with such busy work schedules. But unto the depths of Module 3 we must ride. Hazaar!