Undertaking any work based project is of course going to raise ethical issues. This makes it very important for me to understand ethics, as a researcher who will inevitably be dealing with people when conducting my project.
‘Ethics (also known as moral philosophy) is a branch of philosophy which seeks to address questions about morality; that is, about concepts such as good and bad, the noble and the ignoble, right and wrong, justice, and virtue.’
http://en.wikipedia.org/wiki/Ethics
This definition has helped me to understand the word ethics in a broad sense, although I know that this topic can be divided into much smaller categories. It seems that at the root of the subject is a concern about something or someone other than ourselves, whether that be society in general, or certain people’s interests. Whilst conducting my research project I must think ‘ethically’ and give some thought to others rather than simply my own desires and self-importance.
Rosemary’s and other BAPP student’s blogs have helped me an awful lot with my study of research ethics. I has prompted me to look deeper into the subject and highlighted key areas of reflection:
1. Be aware that there is more than one type of Ethic. The two that were discussed were PRAGMATIC ethics and MORAL ethics. Here were the examples given:
Pragmatic Ethics- ‘You must always drive on the left-hand side of the road in England.’ This is something you should do, based on legislation, and not based on moral grounds.
Moral Ethics- ‘Adults must not have sexual relations with minors.’ This is choosing what is morally correct based on our individual moral principles.
2. Be aware of the importance, when analysing a questionnaire, of using the whole sentence so as to avoid taking it out of context. You must ensure that you are attributing fairly.
3. Ethical considerations:
-Be ethical in the questions set, do not show BIAS
-Be aware of deliberate fraud to produce desired results, do not lie.
-State how you will define confidentiality and anonymity to avoid misconceptions.
-Consider any risks to humans when conducting an experiment. If in doubt, would you be prepared to take part yourself? Risk of harm can be defined as both physical and psychological.
-Be aware of potentially sensitive subject matter.
I have also researched certain areas that will be beneficial towards my knowledge of ethics in considering: How can I make sure that I do my absolute best to ensure that all the participants in my research feel as comfortable as possible?
Voluntary Participation- This requires that the participants do not feel forced into taking part in the research, particularly understanding the notion of voluntary to mean that they may withdraw from the study at any point should they wish to.
This is very closely linked to Informed Consent. This means that the prospective research participants must be fully aware of the procedures and risks involved, and give their consent to participate. In my case, this has been gained in the form of a letter and also a verbal agreement. I must pay considerable attention to the consent of anyone participating under the age of 16.
“There are two standards that are applied in order to help protect the privacy of research participants. Almost all research guarantees the participant’s Confidentiality- they are assured that identifying information will not be made available to anyone who is not directly involved in the study. The stricter standard is the principle of Anonymity which essentially means that the participant will remain anonymous throughout the study, even to the researchers themselves. Clearly, the anonymity standard is a stronger guarantee of privacy, but it is sometimes difficult to accomplish, especially in situations where participants have to be measured at multiple time points.”
http://www.socialresearchmethods.net/kb/ethics.php
I must also be aware of the involvement of an Ethics committee. No set of standards can possibly anticipate every ethical circumstance that may arise during a project. This is why this procedure is essential for me to consider all relevant issues in relation to my study when formulating a research proposal. This will also be reviewed by a secondary panel of persons with regards to ethical implications, whom decide whether additional action may need to be taken to assure the safety and rights of the participants.
Having also read through the chapter in Bell’s book ‘The Ethics and Integrity in Research,’ I feel overwhelmed with the amount I now have to consider when relating this knowledge to my own project. I must now think about reading more relating to the ethics concerned with working with children, as I will be conducting my research in a performing arts school. I hope that with a solid ethics proposal in place, the students and teachers can be enthusiastic and positive about the study.
:-)
Sunday, 25 April 2010
Saturday, 24 April 2010
My Topic- The EUREKA moment!!
After having written a formal letter of consent to the performing arts school (X), I have gained full consent from the owner of the business(Y) to proceed with my case study.
I also spoke with (Y) on the phone to explain that I am interested in using the research to help her improve the business in some way. She explained to me that she feels she is hitting a brick wall at the moment in sustaining the interest of her students, in particular the older students. She feels the promotion of the business could be improved but wants to know how else she can develop the classes or the format in order to get clients to remain loyal.
This has in fact given me my case study, or at least an area of focus. The Eureka moment!! I am going to proceed with an in-depth investigation of (X), to create an understanding of how the school has come to be a success within the community so far, and how (Y) can sustain the attendance of students in secondary education and above in the future.
Investigate how the development of an already successful performing arts school (X) can be sustained.
“Sustainability is the capacity to endure. It is the potential for long-term maintenance of well-being.”
http://en.wikipedia.org/wiki/Sustainability
I also spoke with (Y) on the phone to explain that I am interested in using the research to help her improve the business in some way. She explained to me that she feels she is hitting a brick wall at the moment in sustaining the interest of her students, in particular the older students. She feels the promotion of the business could be improved but wants to know how else she can develop the classes or the format in order to get clients to remain loyal.
This has in fact given me my case study, or at least an area of focus. The Eureka moment!! I am going to proceed with an in-depth investigation of (X), to create an understanding of how the school has come to be a success within the community so far, and how (Y) can sustain the attendance of students in secondary education and above in the future.
Investigate how the development of an already successful performing arts school (X) can be sustained.
“Sustainability is the capacity to endure. It is the potential for long-term maintenance of well-being.”
http://en.wikipedia.org/wiki/Sustainability
Learning Diary Entry 3- Research Tools
Completing my own personal glossary of research terms has really helped me to understand the definitions of research methods needed to plan my project successfully. It is definitely beginning to sink in now!
I have recently discovered the focus of my research topic which leads me to the next step in the research cycle of data collection tools:
I have been starting to make my own notes on data collection by studying Judith Bell’s ‘Doing your Research Project’, as I am finding it difficult to consider which techniques will be best suited to my project. It’s important for me to consider the advantages and disadvantages of certain research tools, in order to collect data that is going to answer my questions and be viable within the time constraints. Also do I wish to produce mainly qualitative or quantitative data? Or a mixture of the two? Consider which works best with my research approach.
I know that all research involves the collection and analysis of data and this can be achieved in several different ways, however, every project is unique in terms of data collection techniques and these are strongly determined by your questions, time limit, approach, goals and the resources available to you.
Observations
Observational Research is the process of watching people in context - in their natural environment, doing routine activities. A key advantage of observation research is that often the person or group is unaware that they are being observed, allowing their behaviour to be observed naturally.
-'Non-participant observation’ is where the researcher observes behaviour from a distance without interacting with the subject being studied.
-‘Participant Observation’ is where the researchers aim is to gain a close and intimate familiarity with a given group of individuals and their practices through an intensive involvement with people in their natural environment, usually over an extended period of time.
http://en.wikipedia.org/wiki/Participant_observation
‘Observational research findings are considered strong in validity because the researcher is able to collect a depth of information about a particular behavior. However, there are negative aspects. There are problems with reliability and generalizability. Reliability refers to the extent that observations can be replicated. Seeing behaviors occur over and over again may be a time consuming task. Generalizability, or external validity, is described by Trochim as the extent that the study's findings would also be true for other people, in other places, and at other times.
http://www.socialresearchmethods.net/tutorial/Brown/lauratp.htm
Interviews
‘The qualitative research interview is a construction site of knowledge. An interview is literally an inter view, and interchange of views between two persons conversing about a theme of mutual interest.’
(Kvale.S, 1996: An introduction to qualitative research interviewing)
I really like this definition of an interview within the field of research, simply because it is concise and very comprehensible. There are several different interview structures that can be adopted by the worker/researcher.
-A semi-structured interview: designed to include set questions or themes whilst maintaining the flexibility to talk about any issues that might emerge during the interview.
-A non-directive interview: the interviewee may talk about anything they like
-An informal interview: There is an overall aim to gather data whilst maintaining a very non-structured approach.
-An informal/guided interview: The researcher will provide topic areas of discussion but with no set questions.
Questionnaires/ Surveys
“A questionnaire is a research instrument consisting of a series of questions and other prompts for the purpose of gathering information from respondents. Although they are often designed for statistical analysis of the responses, this is not always the case.
Questionnaires have advantages over some other types of surveys in that they are cheap, do not require as much effort from the questioner as verbal or telephone surveys, and often have standardized answers that make it simple to compile data. However, such standardized answers may frustrate users. Questionnaires are also sharply limited by the fact that respondents must be able to read the questions and respond to them.”
http://en.wikipedia.org/wiki/Questionnaire
I must now continue my research in the hope that it will become clear to me which techniques are most advantageous to my project over time. I need to complete Activity 7, and find an instrument for data collection to critique. Can anybody help me with this?
I have recently discovered the focus of my research topic which leads me to the next step in the research cycle of data collection tools:
I have been starting to make my own notes on data collection by studying Judith Bell’s ‘Doing your Research Project’, as I am finding it difficult to consider which techniques will be best suited to my project. It’s important for me to consider the advantages and disadvantages of certain research tools, in order to collect data that is going to answer my questions and be viable within the time constraints. Also do I wish to produce mainly qualitative or quantitative data? Or a mixture of the two? Consider which works best with my research approach.
I know that all research involves the collection and analysis of data and this can be achieved in several different ways, however, every project is unique in terms of data collection techniques and these are strongly determined by your questions, time limit, approach, goals and the resources available to you.
Observations
Observational Research is the process of watching people in context - in their natural environment, doing routine activities. A key advantage of observation research is that often the person or group is unaware that they are being observed, allowing their behaviour to be observed naturally.
-'Non-participant observation’ is where the researcher observes behaviour from a distance without interacting with the subject being studied.
-‘Participant Observation’ is where the researchers aim is to gain a close and intimate familiarity with a given group of individuals and their practices through an intensive involvement with people in their natural environment, usually over an extended period of time.
http://en.wikipedia.org/wiki/Participant_observation
‘Observational research findings are considered strong in validity because the researcher is able to collect a depth of information about a particular behavior. However, there are negative aspects. There are problems with reliability and generalizability. Reliability refers to the extent that observations can be replicated. Seeing behaviors occur over and over again may be a time consuming task. Generalizability, or external validity, is described by Trochim as the extent that the study's findings would also be true for other people, in other places, and at other times.
http://www.socialresearchmethods.net/tutorial/Brown/lauratp.htm
Interviews
‘The qualitative research interview is a construction site of knowledge. An interview is literally an inter view, and interchange of views between two persons conversing about a theme of mutual interest.’
(Kvale.S, 1996: An introduction to qualitative research interviewing)
I really like this definition of an interview within the field of research, simply because it is concise and very comprehensible. There are several different interview structures that can be adopted by the worker/researcher.
-A semi-structured interview: designed to include set questions or themes whilst maintaining the flexibility to talk about any issues that might emerge during the interview.
-A non-directive interview: the interviewee may talk about anything they like
-An informal interview: There is an overall aim to gather data whilst maintaining a very non-structured approach.
-An informal/guided interview: The researcher will provide topic areas of discussion but with no set questions.
Questionnaires/ Surveys
“A questionnaire is a research instrument consisting of a series of questions and other prompts for the purpose of gathering information from respondents. Although they are often designed for statistical analysis of the responses, this is not always the case.
Questionnaires have advantages over some other types of surveys in that they are cheap, do not require as much effort from the questioner as verbal or telephone surveys, and often have standardized answers that make it simple to compile data. However, such standardized answers may frustrate users. Questionnaires are also sharply limited by the fact that respondents must be able to read the questions and respond to them.”
http://en.wikipedia.org/wiki/Questionnaire
I must now continue my research in the hope that it will become clear to me which techniques are most advantageous to my project over time. I need to complete Activity 7, and find an instrument for data collection to critique. Can anybody help me with this?
Learning Diary Entry 2- Defining Data Sources & Definitions
I attended a lecture this week at the University. Listening to Paula, Rosemary and Peter, alongside my fellow students, really enlightened me with regards to what I am trying to achieve with my research proposal.
I looked into several of my topics with Paula on a one-to-one basis. My final idea was surrounding the desire I have of setting up my own performing arts school in the future. I want to research how to set up a small business of this genre, and what elements make this successful?
We discussed the fact that I have an acquaintance who owns a similar business and whom would possibly allow me access to all areas. I discovered that the opportunity of an in-depth case study into one business would assist me in creating a mock business plan and also produce useful research for the owner of the business itself. I will need formal permission for the case study investigation, so must begin this immediately in order to confirm this as my final project proposal. I am excited to begin my research!
Definitions
I have approached the idea of a CASE STUDY so must now develop an understanding of this particular research methodology:
“A research methodology common in social science. It is based on an in-depth investigation of a single individual, group, or event to explore causation in order to find underlying principles. “(1)
“Case study research excels at bringing us to an understanding of a complex issue or object and can extend experience or add strength to what is already known through previous research. Case studies emphasize detailed contextual analysis of a limited number of events or conditions and their relationships. Social scientists, in particular, have made wide use of this qualitative research method to examine contemporary real-life situations and provide the basis for the application of ideas and extension of methods.
Researcher Robert K. Yin defines the case study research method as an empirical inquiry that investigates a contemporary phenomenon within its real-life context; when the boundaries between phenomenon and context are not clearly evident; and in which multiple sources of evidence are used (Yin, 1984, p. 23).”(2)
I can see that a case study most often employs qualitative data collection techniques, therefore I need to understand the difference between this and a quantitative research design;
Qualitative: Is concerned with the examination, analysis and interpretation of information, for the purpose of discovering underlying meanings and patterns, in a manner that does not involve mathematical models.
“Qualitative researchers attempt to make sense of, or provide an interpretation of, observed phenomena relative to meanings attributed to these phenomena by individuals involved in specific incidents or situations. Thus, qualitative researchers spend a lot of time in the field, working closely with research participants in their natural surroundings. The qualitative researcher and the research participant work together to document and develop interpretations of events or situations relative to a specific research question.”(3)
After collecting such research, I would hope to gain insight on the participant’s feelings and emotions. It should produce data in the form of descriptions, stories, emotions, beliefs, explanations and attitudes. I am led to believe that this kind of insight is what is known as a predominantly ‘feminist perspective’ on research.
Feminist Perspective: seeks to value the methods of qualitative data collection and analysis.
“This feminist perspective approach to research will promote ties with human purposes and values.”(4)
This is important as the conventional methods often used with data collection are majorly the product of a male-orientated research network. One of the main characteristics of this is; the preoccupation with quantifying variables.
Quantitative: Refers to the systematic empirical investigation of data in numeric form.
This sort of data involves interviewing people in order to quantify the relationship, producing numerical data, percentages, charts, graphs and statistics.
Things I must do now:
-Write a formal letter of consent to carry out a case study on the school in question.
-Complete activity one- Glossary of terms
-Focus on how to approach my topic
I looked into several of my topics with Paula on a one-to-one basis. My final idea was surrounding the desire I have of setting up my own performing arts school in the future. I want to research how to set up a small business of this genre, and what elements make this successful?
We discussed the fact that I have an acquaintance who owns a similar business and whom would possibly allow me access to all areas. I discovered that the opportunity of an in-depth case study into one business would assist me in creating a mock business plan and also produce useful research for the owner of the business itself. I will need formal permission for the case study investigation, so must begin this immediately in order to confirm this as my final project proposal. I am excited to begin my research!
Definitions
I have approached the idea of a CASE STUDY so must now develop an understanding of this particular research methodology:
“A research methodology common in social science. It is based on an in-depth investigation of a single individual, group, or event to explore causation in order to find underlying principles. “(1)
“Case study research excels at bringing us to an understanding of a complex issue or object and can extend experience or add strength to what is already known through previous research. Case studies emphasize detailed contextual analysis of a limited number of events or conditions and their relationships. Social scientists, in particular, have made wide use of this qualitative research method to examine contemporary real-life situations and provide the basis for the application of ideas and extension of methods.
Researcher Robert K. Yin defines the case study research method as an empirical inquiry that investigates a contemporary phenomenon within its real-life context; when the boundaries between phenomenon and context are not clearly evident; and in which multiple sources of evidence are used (Yin, 1984, p. 23).”(2)
I can see that a case study most often employs qualitative data collection techniques, therefore I need to understand the difference between this and a quantitative research design;
Qualitative: Is concerned with the examination, analysis and interpretation of information, for the purpose of discovering underlying meanings and patterns, in a manner that does not involve mathematical models.
“Qualitative researchers attempt to make sense of, or provide an interpretation of, observed phenomena relative to meanings attributed to these phenomena by individuals involved in specific incidents or situations. Thus, qualitative researchers spend a lot of time in the field, working closely with research participants in their natural surroundings. The qualitative researcher and the research participant work together to document and develop interpretations of events or situations relative to a specific research question.”(3)
After collecting such research, I would hope to gain insight on the participant’s feelings and emotions. It should produce data in the form of descriptions, stories, emotions, beliefs, explanations and attitudes. I am led to believe that this kind of insight is what is known as a predominantly ‘feminist perspective’ on research.
Feminist Perspective: seeks to value the methods of qualitative data collection and analysis.
“This feminist perspective approach to research will promote ties with human purposes and values.”(4)
This is important as the conventional methods often used with data collection are majorly the product of a male-orientated research network. One of the main characteristics of this is; the preoccupation with quantifying variables.
Quantitative: Refers to the systematic empirical investigation of data in numeric form.
This sort of data involves interviewing people in order to quantify the relationship, producing numerical data, percentages, charts, graphs and statistics.
Things I must do now:
-Write a formal letter of consent to carry out a case study on the school in question.
-Complete activity one- Glossary of terms
-Focus on how to approach my topic
References
1. Wikipedia.com. 2010. Wikipedia: case study (Online) Available at http://en.wikipedia.org/wiki/Case_study (Accessed 22nd April 2010).
2. ischool.com. 2010. The case study as a research method (Online) Available at http://www.ischool.utexas.edu/~ssoy/usesusers/l391d1b.htm (Accessed 22nd April 2010).
3. itools,com. 2010. Qualitative research perspective (Online) Available at http://epress.anu.edu.au/info_systems/mobile_devices/ch04s02.html (Accessed 24th April 2010).
4. eric.ed.gov. 2010. The feminist perspective (Online) Available at http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/14/d4/3c.pdf (Accessed 24th April 2010)
Wednesday, 21 April 2010
Campus Session Five
I actually managed to attend this session: as they say ‘better late than never!’ I have managed to write an overview of the topics discussed for those who weren’t there as I am usually one of you!
Rationale for Award Title
We talked about choosing a title that clearly reflects our project proposal subject and something that reflects our future aspirations. Some may be more complicated than others although Peter highlighted that our title- the part in the brackets e.g. (Musical Theatre) can be no more than thirty characters!
The award title can be progressive from your diploma if you already have one, although this is not compulsory. It is not an issue if you have changed course since completing you’re diploma and want to move into another area of practice. Rosemary explained that although we have to choose an award title now, our career path may have completely changed in a couple of years. This is not an issue as a degree demonstrates much more than your award title, for example cognition, time management skills, independent learning and critical thinking.
The main thing to remember is to be positive and assured in explaining why you have chosen your title, and you can’t go wrong!
Critical Commentary on learning in this module
We discussed that this should show a progression from one place to another. It should highlight a progression through the module of our thoughts, confidence, abilities, knowledge etc. We can summarise and evaluate or diary entries looking back on them, using critical analysis. Showing how we have developed into an independent learner/researcher. We also talked about providing evidence from the blogs to emphasise this and using comparisons to show progression. We should consider what we have achieved so far, and also what we might have done differently.
Completing the Project Proposal
This was the main bulk of the session as you can imagine, there were lots of questions to be answered! We ran through the twelve point format guide for the proposal very quickly to refresh what needs to be included with our final draft. Here are some other important factors we discussed:
-Try not to be vague or undefined with your aims. Need to convince the reader of what you are aiming to achieve.
-Be more detailed in description of research design
-Don’t be overly ambitious or unrealistic in terms of scope and timetable.
-Filter down your topic, simplifying seems to be the key here!
-Permission or consent forms, pilot surveys can be used as appendices
-Try not to use the word ‘I’ so often. For example, this could be re-written using, ’In the project proposal….’
-Present your work professionally, try to get your portfolio bound or put into a folder so it is easy to read and mark. Do not use plastic wallets!
This has helped me in concluding what needs to be done in completing the module. I feel so much more confident now and prepared to hand some kind of draft into my tutor, as I have had to catch up quite considerably!
Rationale for Award Title
We talked about choosing a title that clearly reflects our project proposal subject and something that reflects our future aspirations. Some may be more complicated than others although Peter highlighted that our title- the part in the brackets e.g. (Musical Theatre) can be no more than thirty characters!
The award title can be progressive from your diploma if you already have one, although this is not compulsory. It is not an issue if you have changed course since completing you’re diploma and want to move into another area of practice. Rosemary explained that although we have to choose an award title now, our career path may have completely changed in a couple of years. This is not an issue as a degree demonstrates much more than your award title, for example cognition, time management skills, independent learning and critical thinking.
The main thing to remember is to be positive and assured in explaining why you have chosen your title, and you can’t go wrong!
Critical Commentary on learning in this module
We discussed that this should show a progression from one place to another. It should highlight a progression through the module of our thoughts, confidence, abilities, knowledge etc. We can summarise and evaluate or diary entries looking back on them, using critical analysis. Showing how we have developed into an independent learner/researcher. We also talked about providing evidence from the blogs to emphasise this and using comparisons to show progression. We should consider what we have achieved so far, and also what we might have done differently.
Completing the Project Proposal
This was the main bulk of the session as you can imagine, there were lots of questions to be answered! We ran through the twelve point format guide for the proposal very quickly to refresh what needs to be included with our final draft. Here are some other important factors we discussed:
-Try not to be vague or undefined with your aims. Need to convince the reader of what you are aiming to achieve.
-Be more detailed in description of research design
-Don’t be overly ambitious or unrealistic in terms of scope and timetable.
-Filter down your topic, simplifying seems to be the key here!
-Permission or consent forms, pilot surveys can be used as appendices
-Try not to use the word ‘I’ so often. For example, this could be re-written using, ’In the project proposal….’
-Present your work professionally, try to get your portfolio bound or put into a folder so it is easy to read and mark. Do not use plastic wallets!
This has helped me in concluding what needs to be done in completing the module. I feel so much more confident now and prepared to hand some kind of draft into my tutor, as I have had to catch up quite considerably!
Sunday, 18 April 2010
Learning Diary Entry 1- Research Topic
I have recently returned from the Cork Opera House in Ireland where I was playing the lead role in a production of Westside Story for six weeks. I know that I am slightly behind at this stage but did manage to read through the module handbook whilst I was away. I really am overwhelmed by the plethora of information there is to absorb and need somewhere to begin my research.
What is Module WBS 3835?
In this module, I must acquire the knowledge and materials needed to prepare and assemble a research portfolio for a work based project. I must remember I am simply learning HOW to research not actually DOING the research itself.
Choosing a Topic
I’m hoping that my latest experience of working professionally as a performer will have fuelled my thoughts and ideas for a suitable research topic. Paula has highlighted to me that my topic must be one I am passionate about, so as to sustain my interest, as well as something that is feasible within the timescale and will be beneficial to myself and others. Here are my initial ideas;
1. With the ‘celebrity’ or ‘reality TV star’ becoming ever important to attract audiences in London’s West End theatres, is there a necessity for professional training anymore?
2. How has the recent economic recession affected the musical theatre industry? This would particularly focus on performers who have recently graduated and what their perception of the industry is now?
3. Understanding that my career as a performer cannot last forever, it is important to think about career transitioning. What are the common occupancies people move into after a career in performing?
4. I am interested in setting up my own business in the future. A performing arts school for children to learn and build confidence in the disciplines of dance, music and drama. Who has been successful in the past and what elements made them successful?
5. More and more trained performers are accepting work within the musical theatre industry unpaid for their expertise. It raises the question as to whether it is then a hobby rather than a profession?
It is also important for me to consider how abundant and accessible certain data and information is going to be for each topic? What the ethical considerations might be? What I am hoping to learn from the project itself? What might be the result or product of the project?
I am going to continue to brainstorm topics with these questions in mind and read the first few chapters of Judith Bell’s ‘Doing your research project.’
What is Module WBS 3835?
In this module, I must acquire the knowledge and materials needed to prepare and assemble a research portfolio for a work based project. I must remember I am simply learning HOW to research not actually DOING the research itself.
Choosing a Topic
I’m hoping that my latest experience of working professionally as a performer will have fuelled my thoughts and ideas for a suitable research topic. Paula has highlighted to me that my topic must be one I am passionate about, so as to sustain my interest, as well as something that is feasible within the timescale and will be beneficial to myself and others. Here are my initial ideas;
1. With the ‘celebrity’ or ‘reality TV star’ becoming ever important to attract audiences in London’s West End theatres, is there a necessity for professional training anymore?
2. How has the recent economic recession affected the musical theatre industry? This would particularly focus on performers who have recently graduated and what their perception of the industry is now?
3. Understanding that my career as a performer cannot last forever, it is important to think about career transitioning. What are the common occupancies people move into after a career in performing?
4. I am interested in setting up my own business in the future. A performing arts school for children to learn and build confidence in the disciplines of dance, music and drama. Who has been successful in the past and what elements made them successful?
5. More and more trained performers are accepting work within the musical theatre industry unpaid for their expertise. It raises the question as to whether it is then a hobby rather than a profession?
It is also important for me to consider how abundant and accessible certain data and information is going to be for each topic? What the ethical considerations might be? What I am hoping to learn from the project itself? What might be the result or product of the project?
I am going to continue to brainstorm topics with these questions in mind and read the first few chapters of Judith Bell’s ‘Doing your research project.’
Wednesday, 7 April 2010
Writing Styles- Descriptive Post
The tale of Dick Whittington arrives at Cambridge Arts Theatre, where audiences flock from all over Cambridgeshire to be revived and uplifted by a feel-good performance of the well-known story.
The curtains are lifted as the music, and orchestral overture commences, with a joyous, merry tune, mixing a fusion of old and new songs, providing the audience with a taste of the key moods and theme of the performance. An artistic backdrop, reminiscent of those found in fairy-tale books of old London town, mixing a palette of murky browns, mauves and greens transports the audience to the streets of 1350.
In an astonishing display of fire-cracking pyrotechnics and a cloud of smoke, Fairy Bowbells is revealed wearing a sparkling tiara and golden bell-shaped crinoline, evocative of her name which is often and most irritatingly mistaken by the deceitful, rotten King Rat. King Rat enters after the Fairy’s opening monologue on a bell-rope to the evil sounds of cackling laughter. His emerald green, velvet costume consisting of a long grey rat’s tail and furry, grey headpiece complete with crown is a far cry from the Fairy’s beautiful, alluring attire. We immediately can differentiate the good from the evil, most evidently distinguished by the laughter and excitement contrasted by the booing and crying during King Rat’s wicked entrance.
The gauze behind the two characters illuminates with an eerie blue light, highlighting the outline of the London townspeople creating a tableaux behind the scenery. As the music begins the spotlights disappear along with the good and evil to invite the audience into the cheerful world of old London town. The ensemble clothed in a colour theme of red, white and blue dance and sing to the sounds of ‘Spread the Love,’ an instantly invigorating musical number taken from the current smash-hit musical ‘Sister Act.’ This of course, leads to the entrance of Dick Whittington, the hero of the tale along with his trustworthy and in this version, somersaulting, cat Tommy. The two instantly become friends, inviting the audience into their journey and creating a welcoming, animated atmosphere on both sides of the fourth wall.
Eagerly, the audience are transported through each scene, finding themselves at sea on the jolly old ship, ‘The Messy Bessy.’ Underwater, we see frolicking fish and shimmering seahorses in a ballet made possible by the UV lighting. The ruler of the underwater paradise, King Neptune simply glows an effervescent green in the ultraviolet lights, covered in clams and sea anemones he tempts Fairy Bowbells into an Oyster Fizz whilst most obviously attempting to win her affections in the renowned number ‘Beautiful Briny Sea.’
After abandoning the ship due to a raging storm at sea, the cast are left stranded in the unknown territory of Morocco. The lavish set really depicts the scene of the Sultans palace with ornately sculpted cornices, jewel encrusted pillars and sunken baths. The gold, orange and purple colour scheme gives a sense of royalty and the warm lighting design means you can almost taste the humidity in the air. Here we see, good conquer evil, as Dick and Tommy defeat King Rat and his gang of rotten rodents, leaving Dick elevated to the lofty heights of Lord Mayor of London.
The relationship between, sound, lighting, costume, cast and crew members makes this winter pantomime the marvellous spectacle that it is, leaving the audience completely refreshed and rejuvenated for the new year ahead. Without any doubt, a must see performance for adults and children alike.
The curtains are lifted as the music, and orchestral overture commences, with a joyous, merry tune, mixing a fusion of old and new songs, providing the audience with a taste of the key moods and theme of the performance. An artistic backdrop, reminiscent of those found in fairy-tale books of old London town, mixing a palette of murky browns, mauves and greens transports the audience to the streets of 1350.
In an astonishing display of fire-cracking pyrotechnics and a cloud of smoke, Fairy Bowbells is revealed wearing a sparkling tiara and golden bell-shaped crinoline, evocative of her name which is often and most irritatingly mistaken by the deceitful, rotten King Rat. King Rat enters after the Fairy’s opening monologue on a bell-rope to the evil sounds of cackling laughter. His emerald green, velvet costume consisting of a long grey rat’s tail and furry, grey headpiece complete with crown is a far cry from the Fairy’s beautiful, alluring attire. We immediately can differentiate the good from the evil, most evidently distinguished by the laughter and excitement contrasted by the booing and crying during King Rat’s wicked entrance.
The gauze behind the two characters illuminates with an eerie blue light, highlighting the outline of the London townspeople creating a tableaux behind the scenery. As the music begins the spotlights disappear along with the good and evil to invite the audience into the cheerful world of old London town. The ensemble clothed in a colour theme of red, white and blue dance and sing to the sounds of ‘Spread the Love,’ an instantly invigorating musical number taken from the current smash-hit musical ‘Sister Act.’ This of course, leads to the entrance of Dick Whittington, the hero of the tale along with his trustworthy and in this version, somersaulting, cat Tommy. The two instantly become friends, inviting the audience into their journey and creating a welcoming, animated atmosphere on both sides of the fourth wall.
Eagerly, the audience are transported through each scene, finding themselves at sea on the jolly old ship, ‘The Messy Bessy.’ Underwater, we see frolicking fish and shimmering seahorses in a ballet made possible by the UV lighting. The ruler of the underwater paradise, King Neptune simply glows an effervescent green in the ultraviolet lights, covered in clams and sea anemones he tempts Fairy Bowbells into an Oyster Fizz whilst most obviously attempting to win her affections in the renowned number ‘Beautiful Briny Sea.’
After abandoning the ship due to a raging storm at sea, the cast are left stranded in the unknown territory of Morocco. The lavish set really depicts the scene of the Sultans palace with ornately sculpted cornices, jewel encrusted pillars and sunken baths. The gold, orange and purple colour scheme gives a sense of royalty and the warm lighting design means you can almost taste the humidity in the air. Here we see, good conquer evil, as Dick and Tommy defeat King Rat and his gang of rotten rodents, leaving Dick elevated to the lofty heights of Lord Mayor of London.
The relationship between, sound, lighting, costume, cast and crew members makes this winter pantomime the marvellous spectacle that it is, leaving the audience completely refreshed and rejuvenated for the new year ahead. Without any doubt, a must see performance for adults and children alike.
Writing Styles- Marketing Post
The Cambridge Arts Theatre is proud to present this year’s traditional family pantomime, ‘Dick Whittington and his Cat’. The perfect remedy for banishing those recession blues, this year the production is bigger and brighter than ever!
For dedicated fans of the CAT pantomime, some firm favourites will be returning for the Christmas spectacular. Julie Buckfield will be returning for her sixth year at Cambridge Arts in the role of Dick, Matt Crosby as Idle Jack and James Hirst as the evil, conniving King Rat with his army of pesky rodents. Gloucester lad Dick Whittington has always been told that the streets of London are paved with gold. Setting off with his trusty cat Tommy to find fame and fortune, not to mention true love, our courageous young hero arrives in a city that’s far from the one he imagined. Will Dick ever beat his enemies, win over the girl and become Lord Mayor of London? You’ll have to book tickets to find out!
The Cambridge Arts pantomime is truly a family affair, catering for anyone young at heart. The clever comedic writing is all thanks to the writing prowess of penman partnership Stuart Permutt and Brad Fitt. The latter will also be playing the Dame, Sarah the Cook, with a staggering fourteen costume changes. The costumes have once again been provided by Sue Simmerling at ‘Carry on Costumes.’ Bold fabrics and bright colours make for a truly dazzling spectacle! The character of Fairy Bowbells is adorned in a gold bell-like crinoline and among the fourteen dame costumes is a huge cupcake dress, complete with a candle on the top!
Scott Richie is delighted to have returned to choreograph his ninth pantomime at the Cambridge Arts Theatre, after having made his debut stage appearance here as one half of the ugly sister duo in the in house production of Cinderella. Richie’s sharp choreography moves the action along whilst providing breathing space with some fantastic musical numbers performed by the adult dancers. A highlight of the night is act two's opening number 'In the Navy', where the audience are treated to the chorus tapping to The Village People's 1979 hit.
The production also boasts a four-piece live band, raised to their full potential under the musical direction of Mr Barney Ashworth. The delightful tunes are brought alive on stage by a very talented cast. Highly acclaimed lighting designer Mike Robertson, winner of the 2007 Laurence Olivier Award for Best Lighting Design in the Sondheim production of ‘Sunday in the Park with George,’ brings his talents to the Arts Theatre stage by creating a magical, ethereal world to immerse the audience in.
The Cambridge Arts Theatre is known as the home of family entertainment and is the only place in the city you will find a traditional pantomime this Christmas. Allow yourself to be transported to a world of songs and laughter, joy and magic where audience participation is optional but a good time is most definitely guaranteed! You will not be able to help yourself!
For dedicated fans of the CAT pantomime, some firm favourites will be returning for the Christmas spectacular. Julie Buckfield will be returning for her sixth year at Cambridge Arts in the role of Dick, Matt Crosby as Idle Jack and James Hirst as the evil, conniving King Rat with his army of pesky rodents. Gloucester lad Dick Whittington has always been told that the streets of London are paved with gold. Setting off with his trusty cat Tommy to find fame and fortune, not to mention true love, our courageous young hero arrives in a city that’s far from the one he imagined. Will Dick ever beat his enemies, win over the girl and become Lord Mayor of London? You’ll have to book tickets to find out!
The Cambridge Arts pantomime is truly a family affair, catering for anyone young at heart. The clever comedic writing is all thanks to the writing prowess of penman partnership Stuart Permutt and Brad Fitt. The latter will also be playing the Dame, Sarah the Cook, with a staggering fourteen costume changes. The costumes have once again been provided by Sue Simmerling at ‘Carry on Costumes.’ Bold fabrics and bright colours make for a truly dazzling spectacle! The character of Fairy Bowbells is adorned in a gold bell-like crinoline and among the fourteen dame costumes is a huge cupcake dress, complete with a candle on the top!
Scott Richie is delighted to have returned to choreograph his ninth pantomime at the Cambridge Arts Theatre, after having made his debut stage appearance here as one half of the ugly sister duo in the in house production of Cinderella. Richie’s sharp choreography moves the action along whilst providing breathing space with some fantastic musical numbers performed by the adult dancers. A highlight of the night is act two's opening number 'In the Navy', where the audience are treated to the chorus tapping to The Village People's 1979 hit.
The production also boasts a four-piece live band, raised to their full potential under the musical direction of Mr Barney Ashworth. The delightful tunes are brought alive on stage by a very talented cast. Highly acclaimed lighting designer Mike Robertson, winner of the 2007 Laurence Olivier Award for Best Lighting Design in the Sondheim production of ‘Sunday in the Park with George,’ brings his talents to the Arts Theatre stage by creating a magical, ethereal world to immerse the audience in.
The Cambridge Arts Theatre is known as the home of family entertainment and is the only place in the city you will find a traditional pantomime this Christmas. Allow yourself to be transported to a world of songs and laughter, joy and magic where audience participation is optional but a good time is most definitely guaranteed! You will not be able to help yourself!
Writing Styles- Academic Post
It is said that the story of Dick Whittington and his Cat is one of a factual nature, rather than of fiction, meaning that it is quite different to those often used as the basic storyline for traditional pantomimes across the country which are commonly based on ‘fairytales.’ I would like to discuss whether this makes Dick Whittington a more or less appealing pantomime for those audiences and why it is still relevant in today’s society.
“The real Richard Whittington was born around 1350 and he was the third son of Sir William Whittington of Pauntley, which was a small village in Gloucestershire. His father unfortunately fell foul of the law before his death and only his first son managed to inherit a small profit. As the third son, Richard inherited nothing. He took note of the rumours that in London the streets were paved with gold, so he decided to go and see for himself”
John Good, (2009) From Rags to Riches, The Real Dick Whittington
Whittington arriving in London is where the modern day pantomime most commonly begins. We hear nothing of his family or any inheritance but only of his desire to find the city with streets of gold. Dick finds on his arrival to London that these rumours are false for, during medieval times, when the real Dick Whittington lived this was simply a metaphor for the riches that could be found in such a city:
“Throughout the period London was populated largely by immigrants; the possibility of accumulating riches added to London's natural attraction as a centre of trade and industry, and many younger sons with no hope of inheritance were drawn to the capital, where they believed the streets were "paved with gold".”
2004, ‘Local Legends’ BBC Legacies(Online) February, Available: http://www.bbc.co.uk/legacies/myths_legends/
After discovering there were no streets of gold, the real Dick Whittington was one of a success story, and became a rich mercer in London, dealing in rich cloths. His customers were very high profile, and even included royalty of the time. Being such a wealthy man, he often loaned money to the crown, building a high profile with important people. Whittington was elected Mayor of London due to these relations. He was also elected Mayor on three more occasions after this, making him a very influential figure and four times Mayor of London.
In the modern day pantomime, Dick does become Lord Mayor of London, only three times instead of four as mentioned in the traditional rhyme below:
“Turn again, Whittington,
Once Lord Mayor of London!
Turn again, Whittington,
Twice Lord Mayor of London!
Turn again, Whittington,
Thrice Lord Mayor of London!”
2009 ‘Dick Whittington-Stage Character,’ Wikipedia (Online) 1 December Available from: http://en.wikipedia.org/wiki/Dick_Whittington
As you can see, the pantomime version of Dick Whittington is only loosely based on the factual life of the real Richard Whittington. Today many people who go to watch the pantomime will never have heard of Richard Whittington, but even if the facts have been altered or exaggerated in some way over time, all this has done is highlight the main theme of his story which is the thought that people can go to London to seek their fortune. This is the part of his legend that has enduring appeal in today’s society. Many people migrate to the city in search of fame and fortune, so however removed from the historical reality the pantomime may be- we as an audience all share the dream of making it big in the city just as he did.
“The real Richard Whittington was born around 1350 and he was the third son of Sir William Whittington of Pauntley, which was a small village in Gloucestershire. His father unfortunately fell foul of the law before his death and only his first son managed to inherit a small profit. As the third son, Richard inherited nothing. He took note of the rumours that in London the streets were paved with gold, so he decided to go and see for himself”
John Good, (2009) From Rags to Riches, The Real Dick Whittington
Whittington arriving in London is where the modern day pantomime most commonly begins. We hear nothing of his family or any inheritance but only of his desire to find the city with streets of gold. Dick finds on his arrival to London that these rumours are false for, during medieval times, when the real Dick Whittington lived this was simply a metaphor for the riches that could be found in such a city:
“Throughout the period London was populated largely by immigrants; the possibility of accumulating riches added to London's natural attraction as a centre of trade and industry, and many younger sons with no hope of inheritance were drawn to the capital, where they believed the streets were "paved with gold".”
2004, ‘Local Legends’ BBC Legacies(Online) February, Available: http://www.bbc.co.uk/legacies/myths_legends/
After discovering there were no streets of gold, the real Dick Whittington was one of a success story, and became a rich mercer in London, dealing in rich cloths. His customers were very high profile, and even included royalty of the time. Being such a wealthy man, he often loaned money to the crown, building a high profile with important people. Whittington was elected Mayor of London due to these relations. He was also elected Mayor on three more occasions after this, making him a very influential figure and four times Mayor of London.
In the modern day pantomime, Dick does become Lord Mayor of London, only three times instead of four as mentioned in the traditional rhyme below:
“Turn again, Whittington,
Once Lord Mayor of London!
Turn again, Whittington,
Twice Lord Mayor of London!
Turn again, Whittington,
Thrice Lord Mayor of London!”
2009 ‘Dick Whittington-Stage Character,’ Wikipedia (Online) 1 December Available from: http://en.wikipedia.org/wiki/Dick_Whittington
As you can see, the pantomime version of Dick Whittington is only loosely based on the factual life of the real Richard Whittington. Today many people who go to watch the pantomime will never have heard of Richard Whittington, but even if the facts have been altered or exaggerated in some way over time, all this has done is highlight the main theme of his story which is the thought that people can go to London to seek their fortune. This is the part of his legend that has enduring appeal in today’s society. Many people migrate to the city in search of fame and fortune, so however removed from the historical reality the pantomime may be- we as an audience all share the dream of making it big in the city just as he did.
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