Reflective writing November

11.11.08
Continuing from the previous reflective writing, following is a list of preparatory questions for a linguist/lecturer Alan Patterson (ESOL)
Before the interview, discuss a broad overview of the brief ‘Typographic Conversations’ Exploring the relationship of the typographic representation of oral language.

Are there other conventions to mark intonation and word stress?
Who are the linguistic pioneers within this field of study?
Within your curriculum, is slang and everyday language addressed?
How much or little do your students know about British culture?
What variety of materials are your students provided with to help their learning? i.e. books/internet/audio/TV/video/podcasts etc.
Approximately what percentage of the student’s time is linked to the printed word (text book)?
What percentage of the student’s time is linked to audio work?
What percentage of the student’s time is linked to mixed media?
In your opinion, what is the most effective method?
Is there a typical day or pattern of teaching that occurs in your modules?
What are common/major issues your students have with acquiring
a second language?
What is the difference between intonation and word stress?
Can you describe the student profile you are currently teaching (cultures,
ages, ethnicity, nationality).
Do you have a particular area of specialism within linguistics, what about your colleagues?
Can you see parallels between typography and oral language?
We only listen to 7% of the contents of speech, the rest is tone of voice…discuss!

REVIEWING THE WORK
Which parts of the animation do you think will help the students to learn English?
Would printed supportive material help the student to capture the message?
Are there parts of the animation you think might hinder learning?
Can you see this work fitting into a module or during an induction/introductory phase?
Having written a varied scattergun approach to the question, I will edit the questions to a more focussed set of key questions. I will title the questions and cut them down, especially any that are similar. I have realised on my
MA journey that I have not always edited work and thoughts and this leads
to confusion and frustration for both parties. I am also aware that I have
to switch onto a different part of the project and come back to this to gain clearer perspective. So, I will go back to the PowerPoint amendments.


12.11.08 Preparing for your Presentation (PGC phase)
Notes from lecture at NTU (Stuart Hodges and Frank Abbott)


1 Why we need to present the work.
To disseminate our practice/treat it as a professional ‘pitch’/learn about other’s work/assessable component

2 Tips for the presentation
Keep it short/image based with supportive text around key themes/practice with colleagues/have a key point you keep to/keep it simple

3 Learning outcomes
1 articulate your project proposal to your peers (presentation)
2 illustrate the difference between your methodology and methods in your subject area
3 demonstrate your ability to research and analyse project (check this!)
4 show you have understood where your work fits in a broader context (social, technical, cultural)
5 Where is your work sited? (see above)
6 Look back at last years work, make some conclusions and then project forward to what you aim to produce (and how this has changed)
7 show how you have organised your time, have you managed your time appropriately?
Method:
How you have gained your research and processes e.g.

Primary research interviews and audio Recordings/ Creating animation/analysing research/reflective writing/analysing audio.
Secondary: theoretical research/Galleries/Design and animation events/Lectures

Methodology:
Methodology is concerned with the overall broad approach to your project. An example of my methodology has been making work based on analysing audio, testing it on a specific audience and analysing different methods to analyse audio.

4 Skills Qualities Attributes
Confidently debate your project/reflect on peers’ work/show research skills/apply subject skills/demonstrate time management skills.

5 Submission requirements
Written report (review of research question, use of variety of methods)
Presentation (burn onto CD)
Print out hard copy of the presentation
Learning agreement (proposal) (Plan for the future, clarify your objectives)
Body of research (sketchbooks/maquettes/prototypes/journal/diaries/blogs/cd/harddrive etc)
clearly labelled for assessment with name/pathway

6 Where have I been?
Life/work/experience – your critical review as a maker
Identify strengths and growth areas
What are your objectives, how will you get there?
Skills development/timeplan/resources/action plan.
Use assessment criteria to evaluate your work

7 What to expect
Pass or referral/written feedback/feedback tutorial (no % marks)
The feedback tutorials will provide you with specific comments
at this point to help you with future work.

8 MA culture blog
Ensure you check the blog for relevant events, this is the MA course information (not an addition to it)
http://ma-culture.blogspot.com/




14.11.08
I have added in more sketchbook images for the presentation to show working processes in a looser way (less edited). This will help to communicate ‘handmade’.
Three tests of talking aloud with the presentation have led to further amendments.
I have reduced text on the slides and emboldened type to help my speech. I have also omitted 2 films (Early Delyse and Barnbrook) as the talk was going over by 5 minutes. There are 2 more tests I will do with my partner and a work colleague who will give me objective feedback.
The separate films have been numbered to help synchronise the presentation. I will print the slides as a small series for my 2 tests to gain written feedback.
Other aims for the next week are to continue with dope sheet and analysis of audio transcription for pre-production of ‘Ken’ and ‘beach’ animations.
It is a difficult period of work, as I feel that I am waiting for the PGC phase to shift in order to allow me give my full attention to my project. In short, it is looming over me! My usual way of dealing with this is to tackle the work early then keep amending it- I have been doing this since August, so this stage has over-run in my view. I need to recreate a realistic timeframe for the next series of work.
Despite tutor advice to not worry about this, I do not work effectively without structure. I will be able to relax more if I can reach goals that are attainable also this is a required part of the learning outcomes.