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).
Tuesday, 26 February 2008
Tuesday, 19 February 2008
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.
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.
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.
Thursday, 14 February 2008
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.
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.
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