Beginning Module 3 studies, inquiry feedback and BAPP Arts meeting room session (25/02/16)

Although my thinking for the BAPP did not entirely cease during the break between module one and two studies, I certainly found it difficult last study period to pick up the momentum required to carry out the tasks laid out after such a great length of time away from the BAPP programme. I do not feel this has been the case in the break between the module two submission and beginning module three studies, however. This has been in part influenced by a shorter break but also because by the end of module two, my inquiry plan had taken a solid enough shape to carry out further investigation. During the five weeks away from the course, I began to collect, source and examine literature relevant to my inquiry topic, ‘Creative Collaboration within Theatre Production’. One of the texts I have become particularly familiar with is Robert Cohen’s ‘Working Together in Theatre: Collaboration and Leadership’ (2010). I drew up a brief literature review for it as part of the task work during module two (see the blog post here). While some of the other texts I observed covered an exploration of collaboration as a topic, a lot of them were not informed by the theatre profession or environment rather than social scientists’ and philosopher’s views on the subject on a broader scale (see my blog post here covering an article by Roderick J. Lawrence). This is not to suggest that literature outside of my environment of study has been timed wasted however, quite the contrary. After observing the module three handbook (2015) and reader seven (2015) it is made clear that the first few weeks before formally beginning the inquiry should be spent looking at texts that support my inquiry topic. While I have found an array of relevant literature, a lot of the texts are coming in the form of large published papers and books. I have two dilemmas; firstly, in that I want to be sure to cover as much material that could prove applicable or gauge my thinking as to how I should handle the inquiry (with particular regard to conducting my observations and interviews) as possible. The other is a consciousness for how much time I can realistically spend searching for it.

Whilst a lot of new thinking is being provoked by the ongoing literature review, my module two feedback from Paula has opened my thoughts to the way in which I structure writing in order for others, be it for an audience critiquing my work for academic assessment or for others in general interested to learn about the inquiry project. Paula discussed that my writing style was dense at times and that while ideas and theories discussed are relevant they are not fully realised due to a lack of clarity when pairing it with context. For example, I am interested in discussing transdisciplinary knowledge and its influence within collaboration but what is it in particular about collaboration that leads me to make these correlations? I feel my literature review is already beginning to define clear and concise questions for observation and interview purposes as well as relating to previous theories found on the course but it I must be careful not to or impose too many ideas upon the context in which they are being explored and analysed. Simplicity will be key in presentation. As mentioned previously, I am attempting moderate what research literature will prove useful from others. Paula forwarded a useful guide from The University of Reading’s website that provides a good indication as to how I should be investigating this. The link to the website is just below and is also featured in the module three handbook (2015).

http://www.reading.ac.uk/internal/studyadvice/StudyResources/Essays/sta-startinglitreview.aspx#search

Last week Paula held the first two BAPP Arts meeting room sessions of the study period of which the evening was attended by Ellie, Lara, Lisa, Jess and myself. It was a chance to touch base with other BAPP students and clarify what is expected from this final module. Paula spoke about planning and developing an awareness for the time frame in which we must complete the inquiry. As made clear from the diagram above, taken from the module three handbook (2015), the five stages give clarity as to the order of proceedings in order to lead a successful inquiry. At the time of the session, Paula mentioned that we should be at ‘stage one’, reviewing our module two inquiry plan feedback as well as getting to grips with the new handbook (2015) and reader seven (2015). I am surprised with the short length of both of these new stimuli. Much of the material serves as a guideline to refer back to. Paula reminded us that this final module is the culmination of our previous work and that the tools are already there for us to carry out our inquiries, many of which we will have decided during our module two inquiry plans. However, we were also reminded that it will be important to mediate how our inquiries are composed. Certain elements of the inquiry process may have changed during the course of the study break. Perhaps literature, journal writing or other method could have in fact changed our outlook or reasoning for the inquiry’s purpose and what we want to get out of the experience.

One major element for my inquiry has changed since completing module two, that being the commencement of rehearsals for my work placement. I will be travelling to Milton Keynes for a week, then rehearsing in London for another three weeks in preparation before I fly out in April. I had previously thought rehearsals would be starting earlier than its happening in just under two weeks’ time. However, this presents a unique opportunity in that I will be entering into an unknown environment and forming new collaborative relationships. As such, this could provide for interesting data results. I am feeling slightly apprehensive as to how much of my literature review will be finished before carrying out my inquiry tools. Paula reminded us, however, that investigating literature will be an ongoing part of the inquiry and that we should be open to new ideas and changes. After reading Cohen’s (2010) view and his mention of Stanislavsky’s “communal” approach for creating theatre production as discussed in his own publication ‘An Actor Prepares’ (1936) (see module two feedback blog post for argument), I began a thinking as to whether it would be valuable to compare past professional instances with this upcoming placement. As discovered last study period, I believe investigating areas of discourse within the process of collaboration  In these early stages, I feel with multiple activities requiring a significant amount of attention simultaneously that it could become easy to lose a sense of direction. Paula introduced us to an exercise that serves to help us break down steps of the inquiry process into sizeable objectives, short or long-term, that will help focus our thinking without becoming overwhelmed. These are called action points. On the basis of what has been discussed in this blog post and during the BAPP Arts meeting room session I have come up with four points to strive towards during these initial weeks.

Action: Continue to search for literature relevant to inquiry topic for review.

Action: To maintain blog and SIG activity with other BAPP peers.

Action: To remain conscious of writing style and concise when addressing ideas or theories applicable to inquiry.

Action: Begin planning observation and interviews including conduct and questions, respectively.

We ended the session with a final thought; what is it we personally want to gain from the inquiry process? This was not referring to the degree result itself but what we want to see changed in our professional workplaces as a result? As well as satisfying my own interests for my topic, I would like to produce an inquiry for others who may not necessarily work within the profession of musical theatre. And although data gathered will be based on my own professional practice I feel the topic of collaboration is one that can be related to many workplaces, especially within the arts. I am also eager to learn from other BAPP peers’ work, particularly those with varying different practices to my own and look forward to following everyone’s progression over this inquiry process.

Bibliography

Cohen, R (2010) Working together in theatre: collaboration and leadership, Basingstoke: Palgrave Macmillan

Middlesex University, Module Three Handbook, 2015.

Middlesex University, Module Three Reader Seven, 2015.

Stanislavsky, K (1936) An actor prepares, 2008 re-print, London: Methuen Drama