Monthly Archives: March 2025

‘What do I need to do?’ (Helen, Unit 6: 2025) The Unit 6 assignment within MA Performance; Society includes a reflective journal, visual essay and presentation. These multiple parts are designed to offer inclusive and flexible modes of engagement. Whilst … Continue reading →

Keeping it together ‘they’re cutting the course before the first apples have fallen’ (Sarah, Unit 6: 2024) In the UAL podcast ‘Belonging in Higher Education’ (2020) Neil Current argues that the key to achieving a sense of belonging – a … Continue reading →

 ‘Thank you for navigating through the sometimes awkward moments of my silence.’ (Koichiro, Unit 6: 2024) ContextOver 50% of MA Performance: Society students have specific learning differences, many of which involve challenges around information processing. Some students have said that … Continue reading →

This workshop uses embodied research methods to introduce the idea of embodied knowledge. The aims of this session are to Plan Introduce myself/workshop aims. 2 mins Movement Tasks – 10 mins # 1 leaning forwards Can we all move forward … Continue reading →

The MA Performance: Society (MAPS) course is technically a low-residency program, but in practice, the majority of the course is delivered online. Students only meet in person once a year, and some never meet due to travel constraints. As a … Continue reading →

Blog forms hold an auratic trace of journalling. They invite an externalising of an inner dialogue, which might normally remain a private part of long-form writing. Much of the writing around blogs (Jordan 2009, Hindley & Clughen 2019) aligns immediate … Continue reading →

Another reason for the blog reluctance outlined in Blog 1, was that students said they wanted to be able to process their ideas privately before sharing them with others. The students’ position countered two key requirements for blogs, the first … Continue reading →