Reflecting on the Reflective Journal

When I started this journal, I wasn't sure how a metacognitive approach to tasks would help as I had never approached such a method before.

As I went through the weeks I did feel a strong 'bond' with the journal and feel as though it was documenting MY progress rather then the topics I was writing about. I think I was a bit cautious about writing this journal because it was such an invasive way of personal study. However, I do think that this journal has greatly benefited me and my future, even if it hasn't fully succeeded in improving mine and my group's work in Experimental 3D, it has taught me what to expect from teamwork and how to avoid disasters by knowing how to recover from them and sometimes predict them (group members not turning up etc.).

In the style of the rest of the journal I shall summarise my progress...

Good: Learnt valuable lessons in teamwork, time keeping and the importance of reflecting on experiences and refining on them to improve future ones.

Bad: Did not put as much effort as was possible, slightly feel as though other group members might have been more involved.


Overall the good points outweigh the bad ones, so all in all this journal was a success (learning-wise). But, if I were to undergo the task of making this journal again, I'd probably pay more attention to it as a valuable source of what to do and what not to do, instead of just a record of what happened because. In a nutshell: I don't think I did enough reflecting DURING the journal and only now do I realise what things could have been done better and more efficiently.

Week 10

What happened?
The group met for the workshop on time, but 2 of the members were absent.

This week we were to continue our work for the individual final assignment, but also review other group's works for the group 3D artefact assignment.

The review featured the criteria that was agreed by all the groups to use for the marking scheme for the 3D artefact. This was:

- Evidence of Research in creative process
- Innovative response to chosen word
- Evidence of experimental practice
- Demonstrate an interest in variations, time and dynamics

Thoughts, feelings, assumptions, beliefs, values, attitudes...
The feedback from another group was helpful. They believed that our work gave an effective response to our chosen word (ygen (Japanese): an awareness of the universe that triggers feelings too deep and mysterious for words) and also thought the shape generation used in our animation was well done.

The group that I reviewed had a very good piece of work that was more interesting than ours (in my opinion) and fit the criteria better.


Reasoning and thinking behind actions and practices...
I think that the other group used easier auto-generating 3D software to create their artefact, so they had more time to focus on transistions and dynamics to make their piece more immersive. I think ours could have 'scored' better if our group was more experienced with Blender.


Evaluation
Good: The group reviewing was a useful exercise, even if it is a bit late.

Bad: Other groups work turned out better then ours.


Reconstruction
Use experience of reviewing to help with making the final individual artefact more interesting.

Week 9

What happened?
The group met up after the easter break, to continue to keep minutes of group discussions in aide of getting the best results from our reflective journals.

There was no lecture this week, and in the workshop we were recommended to think about experimental practice individually and what it 'is'.

We did not do any group work, although we did sit in our group out of habit, and although it didn't matter, one member of the group didn't turn up.

Thoughts, feelings, assumptions, beliefs, values, attitudes...
Brainstorming about what experimental practice is will be a good task to make the final Assignment easier.

I think an experimental practice or piece of work is something that has little or no documentation on how to accomplish or finish it. It would be a fairly unknown practice that few people would know about or even create. I feel this will be a hard task to accomplish, and that any outcome of the final assignment will have similarities to preexisting work.

Reasoning and thinking behind actions and practices...
I think that even though I have a grasp of what can make an experimental piece of work, the hardest part of the final assignment will be thinking up a concept for the artifact.


Evaluation
Good: The group is still together even though it doesn't have to be.

Bad: Stuck on ideas for a final assignment.


Reconstruction
Don't forget what makes an experimental piece of work so to assure that any ideas thought up aren't a waste of time.

Week 8

What happened?
Our group met early for the workshop, so we could start work on finishing the 2nd Assignment as soon as possible.

Over the course of what would be lecture time, we showed off ideas to each other in Blender and each collaborated in a group piece.

One group member had worked on an entire piece over the last week and showed me at the weekend, but they needed a music track, to which I provided them with.

In the workshop we continued to do the group artefact for the 2nd assignment, however we soon realised that it was not suitable for handing in (it was far too short) so we decided to hand in the work the single group member created over the previous week.

Thoughts, feelings, assumptions, beliefs, values, attitudes...
I'm annoyed that the group didn't learn Blender like we agreed, however I am happy that a group member put in the work to help the group pass.

I am also displeased that we did not get a suitable artefact created in the workshop. It may have helped if we had practised as a group many times beforehand, to make the process of making a single artefact influenced by many people be quicker.


Reasoning and thinking behind actions and practices...
I think the group was not enthusiastic about completing this assignment well because they had just focused on completing the essay, so this task seems like it doesn't need much effort for it to be completed.


Evaluation
Good: The group had an artefact to hand in for the 2nd assignment.

Bad: The group did not do what it agreed to do, the group did not make a proper collaborative artefact.


Reconstruction
All members must get on with practising what the group needs to do before the deadline week. I need to make sure group members are doing their part in the group. It would also help members if each one knew what the others were doing and didn't show the group their work until the last minute.

Week 7

What happened?
Our group met for the lecture, where two of the members didn't turn up and one was late.

In the lecture we discussed and voted in our groups the criteria we would be assessed on in the second assignment. It also turned out we did not need to create our own criteria for the first assignment.

After we had had a long discussion as a class on what out criteria should be, it was apparent we would be marked on the process we used to get to a finished artifact.

Then in the workshop, one of the missing group members turned up and we got to work on figuring out how we would complete the 2nd Assignment: create a time-based 3D Artifact. We figured it would be best for everyone to learn the 3D program Blender over the week before the deadline and then we all create the artifact in the next meeting.


Thoughts, feelings, assumptions, beliefs, values, attitudes...

It is a slight relief that the essay will not be assessed on our criteria, and I feel it is also good news that the 2nd Assignment will instead be assessed on it. I think this will make work easier and produce a more interesting result from all of the groups.

I think the group will be a lot more pressured in this second assignment, with only one week to learn the tools and complete it as a group.

I am getting slightly annoyed at one of the members who has missed some of the lectures, and feel they aren't putting enough work into the group. However, my opinion may change by the deadline of this new assignment.

Reasoning and thinking behind actions and practices...
I think we are all able to complete Assignment 2. However we did get easily distracted in the workshop and may not focus on this assignment as much as the previous one.


Evaluation
Good: Making decisions as a group fairly effectively with little disagreement.

Bad: Group getting distracted, some may be taking too much time off.


Reconstruction
Focus more on the assignment and aim to help get the others more focused, too.

Week 6

What happened?
Our group met early so we could have extra time to work on our essay. Some of us huddled round one computer and continued to expand paragraphs, others went off to their own computers and did research.

Although we were spread out, with some doing different tasks, we each did our part for the essay and all "rotated" our jobs.

We then got news that our lecturer was not going to be in today to do the workshop (there wasn't a lecture), so the groups were instructed to create their own criteria for the 2nd Assignment. Our group was focused on the 1st Assignment so we did not focus on this next task much.

We continued to work on the essay till the end of the lesson.

Thoughts, feelings, assumptions, beliefs, values, attitudes...
I felt thinking up our own criteria for the 2nd Assignment, where we have to make a 3D artifact, was harder. I think this is because the spectrum that is on offer is so vast, creating points to be marked upon, are that much harder to pick.

Even though the group member that hadn't put in much work was late to the meeting, I felt he put in a decent amount of effort into working on the essay this time.


Reasoning and thinking behind actions and practices...
I think we are all happy with how the essay is coming to a close and are optimistic about its quality, however we got too focused on it and neglected other tasks.


Evaluation
Good: Working great, together as a group, wrapping up the essay well.

Bad: Group becoming too focused and neglecting other tasks.


Reconstruction
Take more time to step back and organize ourselves as a group.

Week 5

What happened?
Our group met in the lecture theatre, one of our members had a doctors appointment, 2 were delayed because of canceled trains and one didn't turn up to the lecture.

In the lecture, after our 2 delayed group members had turned up, we were asked to create our own criteria in our groups to be marked on for the first assignment. After we had completed this every group shared their few assessment points they had come up with.

Then in the workshop we were given a sheet listing all of the criteria that were given by the groups in the lecture, and in our groups we crossed off the points we didn't want to be in the criteria until we had six criteria left.

After this we continued to expand our essay as a group, each inputting our own comments as one person types up everything into a suitable essay format.

It should also be noted that the member that left the group has suddenly decided to be involved again.


Thoughts, feelings, assumptions, beliefs, values, attitudes...
It will certainly be interesting to see how us giving ourselves our own criteria to be marked on effects how we make the essay. I feel this will be a good skill to learn.

I hope that the member that left the group and is now back puts in suitable work for the group and doesn't drag us down or drift off again.


Reasoning and thinking behind actions and practices...
I think we are all happy with how we are working, and are optimistic about finishing the first assignment.


Evaluation
Good: We completed the tasks given to us effectively and properly.

Bad: The group member let back in may slow processes down.


Reconstruction
Speed up the process of writing the essay.

Week 4

What happened?
My group and I went to the Duchamp, Man Ray, Picabia exhibition at the Tate Modern.

(http://www.tate.org.uk/modern/exhibitions/duchampmanraypicabia/default.shtm)

We arranged to meet at 11:30, but everyone turned up about 5-20 minutes late. We purchased tickets and went to the exhibition. I did a sketch of one of the paintings, and took down the description (we weren't allowed to take photo).

After about 45 minutes we had finished looking at everything and had picked our favourite, worst and most desired and so we left.


Thoughts, feelings, assumptions, beliefs, values, attitudes...
I did not enjoy the exhibition, and did not think it was relevant to Experimental 3D. However, it was a good way of further socializing with the group. I was also pretty annoyed that I wasn't able to take photos inside the exhibition.


Reasoning and thinking behind actions and practices...
I think we were all so quick in the exhibition because we all thought that it was not relevant to the module.


Evaluation
Good: The group got on well, despite bad feelings about the exhibition.

Bad: No one from our group liked the exhibition, or thought it was needed for the module.


Reconstruction
Bare with exhibitions that we are told to go to. Even if group feels that they are unnecessary.

Here are some of the photos I took (when I was allowed)...

Week 3

What happened?
In the lecture we sat down as a group straight away.

We were given examples of "evolutionary" art, and told that it is a good source of creativity and in particular, experimental creation.

We were also told to visit an exhibition at the Tate Modern next week and see the work of Marcel Duchamp, Man Ray and Francis Picabia (http://www.tate.org.uk/modern/exhibitions/duchampmanraypicabia/). Everyone in our group decided to go at the same time.

We then did a short quiz as individuals that made us think of a number, and then eventually end up with most people thinking of the same country and animal (follows a simple algorithm).

Then we were given some Plasticine again like in Week 1 and were told to make shapes as a group and pass them round to the next person in the group, who add to your shape. Our group did this a bit wrong and all contributed in our own way to one big piece, where in fact we were meant to just change the person's before shape in our own way (passed each shape round to the right).

In the workshop a member of our group introduced the others to the Blender 3D modeling program, which is very powerful open source freeware. Myself and another member of the group had a little go of it just to see what the basic controls were, and succeeded in making some very basic shapes and editing vertices etc.

After we had had this short try of Blender we looked at some pieces of work made using it, some of which were very impressive.

Then we had a discussion on the main features of the essay (historical, political references etc.), and started to put pieces of the research in the order that would make most sense and also make a start at expanding them into paragraphs.

Unfortunately one of the members of our group kind of voluntarily left during the workshop... he just sat far away from the group and interacted with another one. And also left before our group even started on the essay, without saying good bye. He best not try and get back in our group next week.


Thoughts, feelings, assumptions, beliefs, values, attitudes...
I was a bit annoyed that our group did the modeling clay task wrong. I am also annoyed that I have to pay £11 to go to an exhibition that i think has no relevance to the course or my studies. I am, however excited to be starting to learn a new piece of (free) software!


Reasoning and thinking behind actions and practices...
I think we did the modeling clay task wrong, because we were all agitated and distracted in the lecture, and so weren't paying full attention to what was being asked of us.


Evaluation
Good: The group made good progress on the essay and research, and also in learning new software. It was also good that the group acted more mature than previous weeks.

Bad: The group did not pay attention in the lecture, and so did the modeling clay task wrongly. Group member left.


Reconstruction
Listen more in lectures. Pay attention to group members more, to avoid losing any more people. (not that the person lost contributed much).

Week 2

What happened?
We were told about good ways to keep our individual reflective journals.

We were told to form up in our assignment groups and sit next to eachother each lecture.

A late comer tried to join our group because a friend of his was already in it, however our group was already 6 men, and to add another would make the assignments unneccessarily difficult, so we could not allow him to join.

Each group was given handouts. The groups were told to answer a question sheet about different perspectives people from different professions would see a Pineapple and a model Hare as. I identified that Fibonacci's numbers could apply to the professions and certainly applies to the items. It was revealed that this is what linked the items and professions together.

In the workshop our group met up and discussed what we had collected as research. We then refreshed ourselves on the first assignment and conducted some group research on the question we picked if it was interpreted literally.

We then had a short talk on possible layouts for the essay, and at the end of the workshop we picked reasonable individual tasks we had to complete for the next meeting.


Thoughts, feelings, assumptions, beliefs, values, attitudes...
I am a bit scared of having to provide such an in-depth study of the events of each week of this module.

It was a shame we had to deny the late-comer into our group, but it was hard enough with us working in a group of 6 people (already above the ideal amount), let alone 7.

I think the Fibonacci numbers are necessary to be aware of, however it is drilled into our heads too often, giving an impression its the answer to everything, or that its an easy way out. Our group took the question task more seriously then last week, but still treated it with a jist. (having said that I identified the link between the items and professions, which I was pleased about)

I am pleased with the progress we are making as a group. We are all aware of what has to be done and know the steps that need to be taken to get it done. I however feel that we are struggling to delegate enough work to people.


Reasoning and thinking behind actions and practices...
We are still a new group and don't know eachother that well, so we are bound to joke about in the first instances of us getting to know one another. But I think it is good to treat everything in a joking manner, to keep the group attentive and involved (prevent slackers as much as possible).


Evaluation
Good: The group got closer and had a good learning session. We successfully
gave eachother reasonable tasks again.

Bad: The group did not "form up" as a group, and sat as a sort of babble around the computer screens when we had the meeting.


Reconstruction
Keep up using the light-hearted approach to working on the assignment. Sit as a more organised and managable group, as to avoid keeping anyone left out. Improve on not taking the tasks seriously. Show more leadership and firmness to make sure work is getting done.

Week 1

What happened?
We were introduced to the module and were told what was expected of us.

In part of the lecture, we were given modelling clay and formed into groups where
we had to model representations of elements (earth, wind, fire, water). Most of
us just messed around and made silly models until the last minute where one member of our group made a rather silly representation of water.

We then had to choose the best model from our group, and destroy the others. We chose the bucket of water (complete with real water).

All of the groups then had to take their creations to the front of the lecture
theatre, where they gave a short description on what theirs meant. Everyone then had to vote which model they liked the best, and our groups was voted
the best! All of the ones that were out voted were destroyed.

In the workshop we formed into the groups we had to be in for the first 2 assignments. The 6-man group we formed is a mixture of people from different courses, and we were given the name 1B.

The group then huddled together to study the Assignment 1 brief. We decided on answering Question 2 for the 3000 word essay. We decided that we should all research a little into the question before we met again next week.


Thoughts, feelings, assumptions, beliefs, values, attitudes...
The outline of the module makes it seem that it is one that just requires group work and making 3D modules. However at the core of it some key skills are trying to be taught, like team working, in-depth reiterative study and journal keeping.

I felt that modelling with clay was a bit childish, and what we were told to do
with it sounded like something that was suited to people on a drama course...
However it was fun in the end and is obviously a good way to get students into
a new module.

I did feel that everyone's models were better then mine, as they had spent more time on them and had taken the task a lot more seriously. This was made
apparent when they were so shocked when the lecturer destroyed their group's creations.

I am very comfortable in the group I am in. I think all the members are able to
pull their weight at getting the group assignments done.


Reasoning and thinking behind actions and practices...
I don't think I took the modelling-clay task seriously because I felt it wasn't relevant to the course, and was childish.

Evaluation
Good: It was good to work in a group, study assignments in a close group and make democratic decisions as a group.

Bad: It was bad that no one in my group (myself included) in the lecture took
the modelling task seriously.


Reconstruction
I will work more closeley and seriously in a group. I will try and take part and share my ideas more.

Group Work

Working in groups or teams can produce higher standards of work, or be complete disasters.

A group will consist of people of varying skill and abilities. It is important to distribute these abilities effectively, so as to make the task the group has to accomplish be completed in the best possible way. It is important for everyone in the team to know what they are doing, and for members to know what the rest of the team is doing.

It is also important for members of a group to not let others forget what their group has to achieve. If one member loses sight of the group objective then the rest of the group's work will be effected when the slacking person's work is needed.

What is also needed from members in a group is to do their share that everyone else is expecting them to. An effective way of keeping track of this is using meeting minutes to summarise and log meetings between the members of the group, who was there (and who wasn't and why), what was discussed and who went away with what task.

As long as the members of a group have been (sensibly) delegated their task(s) to do, and they know how that fits in with the overall group objective, work will be efficient and well-done, adding up to an impressive completion of the objective.