OUGD601
CONTEXT OF PRACTICE 3
CRITICAL WRITING PRESENTATION
Monday, 13 October 2014
Wednesday, 8 October 2014
OUGD601 - COP3 Briefing
Briefing OUGD601
Submission Date : 15/01/2015
Glossary of key terminology.
Re-visit Learning outcomes
To develop skills in appropriate written and practical research and evaluative formats that reflect an understanding commensurate with BA Hons Level 6 academic practices.
To employ a synthesised understanding of theoretical and practical contexts of individual creative practices and concerns.
To adequately prepare learners for the theoretical and practical research demands of postgraduate study.
Context:
This module will be used to inculcate a synthesised academic understanding of both the context of practice and the nature of practice itself. It will also provide a theoretical platform from which student’s Extended Practice module may develop. This module represents a culmination of three years of development in researching, academic writing and critical thinking whereby student's abilities will be directed towards resolving an individually specified research problem.
Brief:
You will produce a 6,000 to 9,000 word extended essay AND a related practical artefact(s) (ie. prototype (testing of an idea) / or body of content in response to the knowledge researched) including research notes and documentation of development (blog/journal/poster ). in response to an agreed question / title. The text should include an introduction to your theme, the development of an argument followed by a conclusion that makes clear your position at the culmination of your enquiries. The essay and practical work will be assessed as a unified research project based on the criteria set out in the module specification and therefore will evidence your developed appreciation and understanding of the interrelatedness of theory and practice in the field of Graphic Design.
Your extended essay will be bound and presented to academic expectations - lectures will give guidance.
Your extended essay must not exceed 10% of the upper word limit or fall under 10% of the lower limit. It will be referenced throughout using the Harvard referencing system and will contain a bibliography.
Reading list should be extensive
Quotes included in word count. You will get penalised for going over your 10% over or under.
Author(s) Year Title (Chapter) Publisher
Cottrell, S. 2013 The Study Skills Handbook (4th edn.) Palgrave Macmillan
D’Alleva, A. 2010 How to Write Art History (2nd edn.) Laurence King
Denscombe, M. 2010 The Good Research Guide. (4th edn.) Open University Press
Hart, C. 2001 Doing a Literature Search. Sage
Laurel, B. (ed.) 2003 Design Research: Methods and Perspectives. The MIT Press
Northedge, A. 2008 The Arts Good Study Guide. (2nd edn.) Open University Press
Pears, R. And Shield, G. 2013 Cite Them Right: the Essential Referencing Guide. (9th edn.) Palgrave Macmillan
Schön, D. 1991 The Reflective Practitioner. Ashgate Publishing
Sullivan, G. 2009 Art Practice as Research. (2nd. edn.) Sage
6-9000 word dissertation, case study or feasibility study, with accompanying portfolio of research and related practical work (which could include records of critiques).
Submission Date : 15/01/2015
Glossary of key terminology.
Re-visit Learning outcomes
To develop skills in appropriate written and practical research and evaluative formats that reflect an understanding commensurate with BA Hons Level 6 academic practices.
To employ a synthesised understanding of theoretical and practical contexts of individual creative practices and concerns.
To adequately prepare learners for the theoretical and practical research demands of postgraduate study.
Context:
This module will be used to inculcate a synthesised academic understanding of both the context of practice and the nature of practice itself. It will also provide a theoretical platform from which student’s Extended Practice module may develop. This module represents a culmination of three years of development in researching, academic writing and critical thinking whereby student's abilities will be directed towards resolving an individually specified research problem.
Brief:
You will produce a 6,000 to 9,000 word extended essay AND a related practical artefact(s) (ie. prototype (testing of an idea) / or body of content in response to the knowledge researched) including research notes and documentation of development (blog/journal/poster ). in response to an agreed question / title. The text should include an introduction to your theme, the development of an argument followed by a conclusion that makes clear your position at the culmination of your enquiries. The essay and practical work will be assessed as a unified research project based on the criteria set out in the module specification and therefore will evidence your developed appreciation and understanding of the interrelatedness of theory and practice in the field of Graphic Design.
Your extended essay will be bound and presented to academic expectations - lectures will give guidance.
Your extended essay must not exceed 10% of the upper word limit or fall under 10% of the lower limit. It will be referenced throughout using the Harvard referencing system and will contain a bibliography.
Reading list should be extensive
Quotes included in word count. You will get penalised for going over your 10% over or under.
Author(s) Year Title (Chapter) Publisher
Cottrell, S. 2013 The Study Skills Handbook (4th edn.) Palgrave Macmillan
D’Alleva, A. 2010 How to Write Art History (2nd edn.) Laurence King
Denscombe, M. 2010 The Good Research Guide. (4th edn.) Open University Press
Hart, C. 2001 Doing a Literature Search. Sage
Laurel, B. (ed.) 2003 Design Research: Methods and Perspectives. The MIT Press
Northedge, A. 2008 The Arts Good Study Guide. (2nd edn.) Open University Press
Pears, R. And Shield, G. 2013 Cite Them Right: the Essential Referencing Guide. (9th edn.) Palgrave Macmillan
Schön, D. 1991 The Reflective Practitioner. Ashgate Publishing
Sullivan, G. 2009 Art Practice as Research. (2nd. edn.) Sage
6-9000 word dissertation, case study or feasibility study, with accompanying portfolio of research and related practical work (which could include records of critiques).
OUGD601 - Lecture - Methodologies and critical analysis
Methodologies & Critical Analysis
Methods:
How the information you have found is ..
Sourced
Collected
Collated
Presented
- How your organise your information and what you will do with it when you have found it.
You need to clearly evidence why you selected these methods of gathering information and selecting evidence and why they are the most appropriate for your study..
This will make you appear to be in control and aware of what you are doing.
Methodology
noun
a system of methods used in a particular area of study or activity.
"a methodology for investigating the concept of focal points"
To describe and analyse .. Methods , throwing light on their limitations and resources clarifying their suppositions and consequences, relating their potentialities to the tight zone at the frontiers of knowledge... (Kaplan , 1973:93)
It is not that we must somehow ‘please’ our critical colleague audiences; the deeper issue is to avoid self delusion. After that we can turn to the task about how we did study, and what worried us about its quality. Without such methodological frankness, we run the risk of reporting ‘knowledge that ain’t so’. (Miles & Huberman, 1994:294)
Theoris -
These can help you decide upon the methods you use alternatively the material you find may suggest the appropriate theories.
Psychological- S.Freud; C.Jung; J.Lacan; L.Mulvey etc.
Communication theory- J.Fiske, etc.
Postcolonialism- Spivak, Said, Bhabha etc.
Social History of Art- T.J.Clarke, J.Berger etc.
Marxism / Post-Marxism- Frankfurt School
Gender Studies / Feminist- G.Pollock; L.Nochlin
Social History / Marxist , Postcolonialism
Action Research
The list is endless list of possibilities -
Not being negative just making informed decisions.
Being Critical ...
Critical - From the greek word kreinein meaning to separate or to choose.
Skepticism.
Reasonable thinking
- Stepping Away and using evidence and logic to come to your conclusions.
- Awareness of perspectives . Pick a side.
Try to consider different points of view.
Where am i coming from ?
Write a methodology which incorporates a theoretical approach - Critical Analysis is Needed:
Don't need your personal opinion - Just the truth.
The opinion needs to be arrived at by evidence of research and logic.Being critical is about interrogating the sources you are using. Try consider different points of view.How is my choice of topic influenced by my emotions aspirations context.
Context is everything. - Consider the influence of one or more of the following: The time; Place; society; politics;economics; technology;philosophy;Scientific thought....
Evidence - where is the evidence for what you are saying?
Can you find more evidence to support your conclusions?
Don't just make points! you need to back it all up with evidence!
Empirical
Practical
Data from surveys
EVIDENCE , REASON , LOGIC & ARGUMENT.
Triangulation - Pitting alternative theories against the same body of data
Need a Clear Logical Plan
Keep it simple- refine what you want to say and focus on a few key issue
Look into your key issues in depth and bring in the maximum evidence in to support your views
Discuss your issues and the evidence you have found in a clear and logical manner .Move from the general to the specificEvaluation
CRITICAL ANALYSIS STEP BY STEP
Step one
Identify an aspect of your specialist subject that you would like to explore.
Step two
Select a writer or theorist and a particular piece of writing about your specialist subject.
Step three
Make notes thatIdentify the key points in the writing.
Step four
What evidence is used to support or 'prove' the key points'.
Step five
Is it convincing? What else needs to be said in order to 'prove' the key points?
Step six
Write a response to the piece of writing and comment on:
the implications for your work; do you agree/ disagree with what has been said ? Does it help to support your views/ argument? the thoughts you have had as the result of reading this piece;on the evidence used by the writer.
Tuesday, 7 October 2014
COP3 Lecture 2 - Methodologies and Critical Analysis
OUGD601
COP3
LECTURE 02
METHODOLOGIES AND CRITICAL ANALYSIS
METHODS -
How the information you have found is...
- Sourced
- Collected
- Collated
- Presented
You need to clearly evidence why you selected these methods of gathering information and selecting evidence and why they are the most appropriate for your study...
METHODOLOGIES DEFINITION -
noun, plural methodologies.
A set or system of methods, principles, and rules for regulating agiven discipline, as in the arts or sciences.
-Philosophy.
the underlying principles and rules of organization of aphilosophical system or inquiry procedure.
the study of the principles underlying the organization of thevarious sciences and the conduct of scientific inquiry.
-Education.
COP3
LECTURE 02
METHODOLOGIES AND CRITICAL ANALYSIS
METHODS -
How the information you have found is...
- Sourced
- Collected
- Collated
- Presented
You need to clearly evidence why you selected these methods of gathering information and selecting evidence and why they are the most appropriate for your study...
METHODOLOGIES DEFINITION -
noun, plural methodologies.
A set or system of methods, principles, and rules for regulating agiven discipline, as in the arts or sciences.
-Philosophy.
the underlying principles and rules of organization of aphilosophical system or inquiry procedure.
the study of the principles underlying the organization of thevarious sciences and the conduct of scientific inquiry.
-Education.
a branch of pedagogics dealing with analysis andevaluation of subjects to be taught and of the methods of teaching them.
THEORIES -
These can help you decide upon the methods you use. Alternatively the material you find may suggest the appropriate theories.
THEORY DEFINITION -
There is an endless list of possibilities
IMPORTANT - choose the theories and methods most appropriate to your subject.
CRITICAL ANALYSIS
Wednesday, 1 October 2014
OUGD601 - Lecture - Organising your research project
Organising your research project
400 hours study for a 40 credit module.
6-9000 word written element, and related practical work.
2.5 hours support on the written element of the module, in addition to support with the practical project.
DEADLINE 15TH JAN, 4pm.
15 WEEKS!
Try to have a substantial draft submitted by Xmas.
Indicative Content
Students will develop a cohesive research project, with practical and textual outcomes, in response to a proposal developed during the later stages of the Level 5 programme.
This module will require the students to organise and undertake a personal programme of in-depth critical research, to collate and present a coherent written argument and related practical investigation based on analysis and evaluation, presented in the form of an extended formal written study and related practice-based research. The chosen subject will be relevant to a student’s main course of study and will be used to support and inform their specialist practice. The extended study involves self motivated research but will be supported by individual tutorials aimed at helping the student to develop the appropriate scope and depth of subject matter required within such a project.
The work undertaken will reveal the student’s appreciation and application of research approaches and methodologies. Planning the project
Write down all questions that you want to investigate
Consider each on their merits and focus on two (primary & secondary)
Write an A4 ‘first thoughts’ sheet for each
What is the purpose of the study? Is your question researchable?
Working title
‘Who?, What? Where? Why? When?'
Project Outline
Consider timing
DEADLINE- 15 WEEKS
Consider holidays / work / life
Think about your working title and the different component parts that need researching.
Allocate timings to each
Draw up a project outline based on the above
Allow generous time for initial reading and writing up
Factor in tutorials
CONSULT WITH YOUR SUPERVISOR ABOUT THIS
Literature Search
Reading takes more time than you think
How much can you actually read in 100 hrs?
Start by trying to find out all the key texts on your chosen topic.
Focus your reading based on an initial assessment of this survey
Find key texts and plan time to read these
Find secondary sources / criticisms of key texts (triangulation)
Use journals (www.jstor.org)
Referencing
Start compiling a bibliography at the beginning of the project
Reference as you go along
Include all details (name, forename, date, place, publisher, page)
Ethics
If a student’s CoP3 research involves human subjects (1) and/or data not in the public domain (2) then ethical approval must be granted by their supervisor / programme leader.
If the researcher is interviewing or observing participants then that counts as ‘involving human subjects’. 'Interviewing' means that you are recording the person's words, by writing, tape or any other means, and using them in your work.
‘Data not in the public domain’ means data (or objects) which are still in copyright, or are in private collections, and for which written permission for use must be obtained.
Approaches to research
Quantitative
Qualitative
Action Research
Questionnaires
Is a questionnaire the best way of investigating your topic?
If so, begin to word questions and discuss with your supervisor.
Avoid ambiguity, imprecision or assumption.
Also avoid double, leading, presuming or offensive questions
Question Type?
Think about format / appearance
Always pilot your questionnaire
Decide on sample size
Specify a return deadline (factor this into your project outline)
Record responses as soon as complete
Interviews
Is an interview the best way of investigating your topic?
If so, begin to word questions and discuss with your supervisor
Structured or unstructured interview?
How will you analyse questions?
Watch for bias
Plan the interview / prepare the room
Introduce yourself
Tape record the interview (permission required)
Agree the accuracy of notes with interviewee
Observation
Is observation the best way of investigating your topic?
Decide exactly what you need to know?
Participant / Non-participant observation
Request permission to observe
Prepare and plan observation carefully
Devise a suitable grid, checklist or chart.
Analyse and interpret the data, eliminating bias
Thank the people observed
Critical Diarie / Reflective Log
Is a questionnaire the best way of investigating your topic?
Make sure you are clear about the purpose?
Checklist
Don’t procrastinate
Plan research methods carefully
Select the most appropriate research methods for the project
Document all stages of the process carefully
Produce a detailed project outline, with timings, and stick to it
Get the most from your supervision
400 hours study for a 40 credit module.
6-9000 word written element, and related practical work.
2.5 hours support on the written element of the module, in addition to support with the practical project.
DEADLINE 15TH JAN, 4pm.
15 WEEKS!
Try to have a substantial draft submitted by Xmas.
Indicative Content
Students will develop a cohesive research project, with practical and textual outcomes, in response to a proposal developed during the later stages of the Level 5 programme.
This module will require the students to organise and undertake a personal programme of in-depth critical research, to collate and present a coherent written argument and related practical investigation based on analysis and evaluation, presented in the form of an extended formal written study and related practice-based research. The chosen subject will be relevant to a student’s main course of study and will be used to support and inform their specialist practice. The extended study involves self motivated research but will be supported by individual tutorials aimed at helping the student to develop the appropriate scope and depth of subject matter required within such a project.
The work undertaken will reveal the student’s appreciation and application of research approaches and methodologies. Planning the project
Write down all questions that you want to investigate
Consider each on their merits and focus on two (primary & secondary)
Write an A4 ‘first thoughts’ sheet for each
What is the purpose of the study? Is your question researchable?
Working title
‘Who?, What? Where? Why? When?'
Project Outline
Consider timing
DEADLINE- 15 WEEKS
Consider holidays / work / life
Think about your working title and the different component parts that need researching.
Allocate timings to each
Draw up a project outline based on the above
Allow generous time for initial reading and writing up
Factor in tutorials
CONSULT WITH YOUR SUPERVISOR ABOUT THIS
Literature Search
Reading takes more time than you think
How much can you actually read in 100 hrs?
Start by trying to find out all the key texts on your chosen topic.
Focus your reading based on an initial assessment of this survey
Find key texts and plan time to read these
Find secondary sources / criticisms of key texts (triangulation)
Use journals (www.jstor.org)
Referencing
Start compiling a bibliography at the beginning of the project
Reference as you go along
Include all details (name, forename, date, place, publisher, page)
Ethics
If a student’s CoP3 research involves human subjects (1) and/or data not in the public domain (2) then ethical approval must be granted by their supervisor / programme leader.
If the researcher is interviewing or observing participants then that counts as ‘involving human subjects’. 'Interviewing' means that you are recording the person's words, by writing, tape or any other means, and using them in your work.
‘Data not in the public domain’ means data (or objects) which are still in copyright, or are in private collections, and for which written permission for use must be obtained.
Approaches to research
Quantitative
Qualitative
Action Research
Questionnaires
Is a questionnaire the best way of investigating your topic?
If so, begin to word questions and discuss with your supervisor.
Avoid ambiguity, imprecision or assumption.
Also avoid double, leading, presuming or offensive questions
Question Type?
Think about format / appearance
Always pilot your questionnaire
Decide on sample size
Specify a return deadline (factor this into your project outline)
Record responses as soon as complete
Interviews
Is an interview the best way of investigating your topic?
If so, begin to word questions and discuss with your supervisor
Structured or unstructured interview?
How will you analyse questions?
Watch for bias
Plan the interview / prepare the room
Introduce yourself
Tape record the interview (permission required)
Agree the accuracy of notes with interviewee
Observation
Is observation the best way of investigating your topic?
Decide exactly what you need to know?
Participant / Non-participant observation
Request permission to observe
Prepare and plan observation carefully
Devise a suitable grid, checklist or chart.
Analyse and interpret the data, eliminating bias
Thank the people observed
Critical Diarie / Reflective Log
Is a questionnaire the best way of investigating your topic?
Make sure you are clear about the purpose?
Checklist
Don’t procrastinate
Plan research methods carefully
Select the most appropriate research methods for the project
Document all stages of the process carefully
Produce a detailed project outline, with timings, and stick to it
Get the most from your supervision
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