Reading, Writing & Research Methods: Difference between revisions
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===18 March=== | ===18 March=== | ||
This session and the next will be devoted to compiling and writing a text on your work | This session and the next will be devoted to compiling and writing a text on your work | ||
17 March: Outcome ¬– first draft by the end of session one | |||
'''17 March: Outcome''' ¬– first draft by the end of session one | |||
2 April – Outcome- final draft | 2 April – Outcome- final draft | ||
Revision as of 12:54, 17 March 2015
Reading, Writing, and Research Methodologies 2014-2015
Handbook description: "The Reading, Writing, and Research Methodologies Seminar is tailored towards (further) developing research methods within the first year of this master. By establishing a solid foundation of research skills, it will eventually prepare students for their Graduate research in the second year. Through reading core theoretical texts, they will establish a common vocabulary and set of references to work from. They will learn the practice of classic ‘essayistic methodologies’, including close reading, annotation, description and notation, students learn to survey a body of literature, filter what is relevant to their research and create comparative pieces of analysis. The seminar helps students to establish methodical drafting processes for their texts, where they can develop ideas further and structure their use of notes and references. The course takes as axiomatic that the perceived division between ‘practice’ and ‘theory’ is essentially an illusion."
Curriculum:
The seminar over the two trimesters will involve:
(a.) Identifying the object of your research: description and analysis of your work
(b.) Contextualizing your work through description and reflection on contemporary and historical practices.
(c.) Identify research material key to your practice.
(d.) Synopsis and annotation of key texts
(e.) Writing machines: creating methods for group and individual writing.
Throughout, there will be an emphasis on working collectively, whether in a larger discussion group or in smaller reading and writing groups.
General notes:
1) Communication - Think of the reader. It is not safe to assume they have knowledge of what you are writing about. Even if they do have knowledge this needs to be contextualized. Generally people appreciate clarity.
2) Description - Remember to describe the texts you are citing (synopsis of relevant arguments) and the things you are discussing (your own work, the work of others).
3) Citation - give appropriate acknowledgment of the text/work you are citing. Do not leave it to the end of the process to place citations, as your texts grow more complex and longer this becomes a tedious task so give citations as you go. Use the Harvard method.
4) Notation - always take notes and log your sources. The alphabet code is an excellent memory storage system - use it.
5) Identify and eliminate bad habits as you go - this saves time. Examples: its/it's / i/I
6) Bibliography
n) stop wiki sloppiness - this is the page through which we communicate so always make a link to the latest version on this page
Basic style sheet
Titles and works = italics
Essays = Title in Caps
Notation = Harvard System (writer, page number) = (Smith, 26)
URL = make link
TRIMESTER TWO
Outcome:
The specific outcome for the RW&RM seminar of 2013-14 will be a 1500 word text which reflects on your own method and situates your work in relation to a broader artistic and cultural context. The various texts produced within the RW&RM seminar will serve as source material for your text on method. In common with all modules on the course RW&RM serves to support the other elements of the course (Self-directed Research, Issues in Art & Theory, Practice-Group Critiques &c.). Therefore, the text on method will inform your Self-Evaluation at the end of the third trimester and provide the basis for your Graduate Project Proposal that you will produce in the fourth trimester.
Brief for 1500 word methods text (which you will do at the end of the second trimester).
The aim of this assignment is to use description of your work as a way of identifying and articulating your method. Describing first what and then how and why you make work often leads to discussions of the works context (what work is similar to the work you describe; what are the key ideas the work deals with).
The theoretical elements of the texts you write should therefore emerge from, and have a very clear connection with, the work you are making. For this experiment I am asking you to follow the method outlined above so that you can begin to reflect and write quite deeply about the work you are making. A second method you will find useful is to draw on annotations of texts you have read which have a particular relation to the work you make.
10 Feb
Thanks be. It is Jstor Day
17 Feb
Jstor Day (continue)
Morning:
Continue to make notes on texts you picked on Jstor day
Upload them here:
Also please answer this brief questionnaire
What drew you to this text?
What is the text's relation to your work, or more general research interests?
Afternoon:
Team up with one other to review your notes
katherine's notes on mike's text
Mike's notes on Katherine's text
Niels his notes on Clara's text
5 March
Description update. Using the method we used in the first sessions describe the what, how and why of a work you made.
Additional question. How could this develop?
Describe up to three works as comprehensively as possible in 600 words (200 per work)
Remember to split the text into what, how and why for each work, ending with a reflection on how the work could develop
10:30-12-30: write text
12:30 upload your text on the wiki so your readers can read it over lunch
In groups of three: read and comment on the texts of your two peers. Make notes on the comments by your two peers
14:00 meet with your readers and discuss your text. As reader you will tell the writer what the text gives them to understand. remember to remain silent while they give feedback. This is about what the text communicates, there is no point in verbal justification on behalf of your text if it is not communicating what you intended.
15:00-16:30 edit text after taking note of the comments given by your readers.
16:30 meet as a group to review process and consider the following in relation to the text you have just written.
1) How does the work you described relate to your previous practice, how did one develop from the other? 2) How does it relate to a broader cultural context or art object(s)?
18 March
This session and the next will be devoted to compiling and writing a text on your work
17 March: Outcome ¬– first draft by the end of session one
2 April – Outcome- final draft
Ahead of 17 March: Print out all the texts you have produced (individually and collectively) during the seminar, these will serve as material or notes for this session and the next.
Outline for the text (this is a guide rather than a prescription)
General note on mode of address. Write as if to someone not familiar with your work.
Title
Introduction Current Practice (resource: here you can use the descriptions made in the last session)
Relation to previous practice How does your current work connect to previous projects you have done? Remember to briefly explain or describe related projects as if to someone not familiar with your work (resource: here you can use the descriptions made in the first sessions)
Relation to a larger context Meaning practices or ideas that go beyond the scope of your personal work. Write briefly about other projects or theoretical material which share an affinity with your project. It is simply about showing an awareness of a broader context, which you will later build upon in your project proposal and writing component in the second year (resource: here you can draw on the texts from the interviews and from the session using Jstor and the session ‘what is context and why’ [oct-2])
Research Strands Consider the possibilities open to you and where you would take your work in the near future (resource: here you can draw on the texts from the interviews and from the session using Jstor)
References A list of references (Remember that dictionaries, encyclopedias and wikipedia are not references to be listed. These are starting points that should lead to more substantial texts and practices.) The references need to be formatted according to the Harvard method. See: http://pzwart3.wdka.hro.nl/wiki/A_Guide_to_Essay_Writing#The_Harvard_System_of_referencing
conclusion
1 April text on method
Final draft of text on method
TRIMESTER ONE
18-Sept
WhoWhatWhy # 1
upload texts here
02-Oct
WhoWhatWhy # 2
What is context and why # 1
http://piratepad.net/VpkbeMzbsW
Bring along a text, an art object (repro) by another and a piece of popular media (film,clip &c)
Make notes together on pirate pad
16 Oct
AM: note taking # 2
1) Watch film together
2) Take notes Individually
3) Review notes in big group
4) Form editorial teams (of three): make text by combining information from each other's texts.
5) Publish texts on wiki below
PM: What is context and why #2
150 words on art piece, text piece or media piece.
Write alone
Review texts in groups 3:30
Make changes 4:00
Upload here: 4:45
30 Oct
Kate Briggs: What is a Synopsis?
Some synonyms for the verb to synopsize include: to sum up, to encapsulate, abstract, to boil down, to digest... Our work today will be to produce a sequence of synopses of different sorts of texts (one of which you will bring along with you), to practice synopsizing as a research tool - a useful way of dealing with the texts you read -, but also as a provocative writing strategy in its own right.
For the seminar bring a text of max 2 pages that you have been reading recently
Outline:
11:00 Intro to Kate, what she does and what she will be doing today.
11:30 Split into writing-reading groups of 3 to work on a short "synopsizing" exercises
12:30 Read aloud and share the work we have done.
13h Begin work on a synopsis of the texts you have brought with you, working with different lengths: a sentence; 3 sentences; a short paragraph.
15:00 Meet as large group to review what we have done so far (upload drafts to the wiki)
15:30 Resume work in groups
17:30 Review work done
18:00 Round up
11/Nov
Writing Machines
10:00: Intro by Steve.
Versions 2014
(extract) Molly (sucking stones) and What Where : Samuel Beckett
Writing Machines. N. Katherine Hayles wrote a book called Writing Machines, Andrew Goldsmith talks about them in his own book Uncreative Writing. They offer ways of making texts and ways of understanding what text is. Today we will look at examples and design and operate our own.
10:30: Discuss how to design and operate a writing machine
12:45 Meet to discuss designs and tests &c
11:00: Work in groups
12:45 Review designs
16:30 Meet as group to discuss progress
upload writing machine design and outcome here
27 Nov
Writing Machines Week Two
Also. Tutorials with Steve = in groups of two or singularly
Meet as group - recap writing machines
06-01-2015
Basic style sheet
Titles and works = italics
Essays = Title in Caps
Notation = Harvard System (writer, page number) = (Smith, 26)
URL = make link
Kari - wild gluey fold out nonsense
Katherine badly formatted poster
Katherine - interviewed by Tracy
Mitchell - interviewed by Daniel
Daniel - interviewed by Mitchell
At the N C.A.C
10:00 = Steve outlines the project=
what is the N C.A.C and what are we doing there? The curator's brief
11:00 = into groups of two
11:00 = prepare interview 1
11:10 = conduct interview 1 (20 minutes max)
11:20 = prepare interview 2
11:30 = conduct interview 2 (20 minutes max)
12:00= transcribe interview
LUNCH
13:00 = continue transcription
14:00 = edit your partner's text
16:00 review in group
THE PROPOSAL DRAFT 2014-15
please link to draft proposals below:
myDraft (Steve)
- Sol Archer (United Kingdom)
- Sighle Bhreathnack-Cashell (Ireland)
- Tiffin Breen (Canada)
- Susanna Browne (Canada)
- Hunter Longe (USA)
- Alice Mendelowitz (United Kingdom)
- Vasiliki Sifostratoudaki (Greece)
- Sriwhana Spong (New Zealand)