Writing is an art form

Writing is a form of expression. It enables the creator to unleash inner thoughts, motives and ideas.

Creating a piece of writing is much like creating a piece for the stage; it commences with the inception of a concept and allows your imagination runs wild... 

I have recently read (and experienced) that writing should allow the mind to 'explore more freely since we do not run the risk of losing our previous thoughts.' Miller (1979) cited from Moon (2006 p.87). I have found this to be inherently true, and that writing opens up the mind and can help to untangle the web of thoughts that are trying to reach the surface.

A couple of weeks ago, we had a Skype session with guest speaker Peter Thomas, who really helped and gave wonderful advice on the process of writing. During the workshop, he tasked us with writing for 5 minutes about a topic without stopping, and then afterwards to go back and pick out words or sentences that have power and meaning. It really helped to generate words on the page and I have applied this to my own writing for this project, which I have seen the benefit.

Links between the ideas slowly begin to appear, and a structure starts to form; it looks and feels great - like something has been achieved! Then substance is added to the piece and this is really where the mind can explode, but when the end of a section is reached, it's difficult to know how to move on to the next part...

Finding the transitions by ironing out the creases is usually my favourite component of a project. It brings a sense of fluidity to the piece; it may take a bit of time rearranging before a seamless flow is felt from start to finish.

Then comes the refining stage, where you through it again and again, and again... and again, until you feel that you just can't bear to look at it anymore. But it needs it - it needs to be refreshed. Little points here and there that can be touched up. It can always be improved.

What I have always told myself is that art is subjective and it's never going to be 'perfect'. What might seem perfect to you, will not be quite right to others, and even hated by some. It is always based on opinion... this is especially evident in a review of a theatre production. So, as long as the meaning and content of the piece is there, it should be worthy of appreciation - just like writing... therefore, I shouldn't get so obsessed with perfecting it.

How do you perceive writing?

Feel free to comment below

The process of analysis

Earlier this week, I carried out the last interview of this investigation, so I can now say that my data gathering is finally complete! This has been such a relief to me because I have found that conducting a project within a limited time adds an increased level of pressure, especially when the work is dependent on the input and cooperation from others. I can now knuckle-down, focus on the analysis and begin to create my portfolio!

So what is my process of analysis?

During Module 2 whilst I was planning this project, I stated that 'I will be conducting a comparative structure using content analysis', which I will begin to carry out next. I also used the supportive reference below from Doing Your Research Project: A Guide for First-time Researchers written by Bell and Waters (2018). 

‘...content analysis could develop ‘emergent coding’, with the categories being formulated as the sources are explored, or there can be a priori coding based upon previous reading and the generation of theoretical ideas.’ Bell and Waters (2018 p.152).

I believe this approach is ideal for this project, and in order to adapt these analytical coding techniques, I have established a colour chart relating to 4 areas of theatre criticism that have been derived from the interview questions and the 3 pieces of literature that I have selected to review.

1. Provision - Use, Purpose, Benefits, Detriment, Damage
2. Communication - Discourse, Content, Length, Star Rating
3. Trust - Fairness, Agenda, Bias, Diversity, Affiliates, Paid
4. Development - Internet, Social Media, Length, Diversity

Over the past few weeks, I have transcribed all the interviews to provide a visual script for analysis, and as painful as this activity was, it has been a very useful task to refresh my memory. It has also enabled me to sift through the data, which initiated the analysis process as I have already become increasingly aware of additional keys themes that have emerged.

These thematic categories will be the main focus of the analysis process when reading through the transcriptions and through the selected literature. This is the part of the investigation that I have been most excited for; I am certain that I will find correlations between these documents and my own experience and preconceived ideas, but it will be even more interesting to find opposing arguments that will be great to compare and write about. 

Visual aids

My preferred working environment and learning technique often focuses on the visual elements of a task, and this is no exception. Once I have located all the references from the different sources, I will be using a table chart, a diagram and mapping in order to link these thematic categories. This will provide a strong basis and visual aid for writing up the data analysis report.

What are your preferred processes of analysis?

Please feel free to comment below and tell me about yours.

How can interviews help my practice?

From the start of this programme, we have been consistently encouraged and reminded to reflect on experiences and to find ways to learn from them. During Module 1, we were asked to describe 3 separate learning areas that have been significant to our practice and what we learned from each situation. Since planning and conducting this project, these areas have been highlighted again especially during the reflective sessions following the interviews, which have each been an eminent experience for my leaning journey whereby I have realised that these key areas can be exploited for professional development.

Planning and time management

Firstly, time management is a skill that I have focused on before, and planning this project over a 12-week term introduced elements, such as establishing the research framework, considering ethics and procedures, and using a Gantt chart. I believe that these elements will prove useful when progressing through my career as a Company Manager as I plan rehearsals, or as a General Manager whilst organising workshops, or even when producing an entire musical if I manage to make it as a producer.

Networks and affiliations

The process of reaching out to various practitioners throughout the industry has enhanced my professional network. The very simple act of reaching out to people for a project, who may be interested and willing to take part in, has provided new opportunities for establishing relationships with potential associates. I am hopeful that these affiliations will grow over time and, as I discussed in the first module, I think that certain relationships can be beneficial to my career by creating possibilities that may not be available if the relationship did not exist; therefore, these interviews have instigated new connections, which may prove to advance my career in the future, however, I must learn to maintain them first.

Ethics and diplomacy

As I said in my previous blog, I have become much more aware of ethics; I now understand how my words and actions can be perceived by others, the implications of those actions and what can be done to mitigate the consequences. In Module 1, I disclosed an occasion where my choices of words had been perceived badly and I caused upset amongst some of the cast members of the show that I was working on; I believe that this a combination of nerves whilst speaking in front of a group and not thinking before I spoke... So, when I listened back to the recordings of the interviews, I can immediately tell that I sound nervous and I am rushing to speak before I have even thought properly - in other words, my mouth works much faster than my brain! Therefore, these interviews have revealed a significant area that I can work on, which will improve my disposition and allow a more confident and diplomatic personality to develop; I am now compelled to stop and think before I ask or answer a question, and to speak slowly with a greater level of assertiveness. If I can improve this new quality of speech, I am sure that it will work in my favour when meeting new professionals in the industry that will help to expand my network, being heard and noticed in company meetings, interviewing for new jobs and, when I manage to climb the ladder, interviewing potential new team members.

Literature review and connectivism

Conducting this research project has involved a great deal of reading, whether this has been online or in books, journal, news articles, etc. So, carrying out a literature review has really helped to elaborate my inquiry topic, which was seemingly unfamiliar at the beginning, and it has provided a brilliant visual aid especially when choosing my inquiry and interview questions. However, taking this topic to the internet has expanded my knowledge even further as I became more acquainted with connectivism. This method of research has introduced a tool that I can use when I learning anything new in my career, for example if I chose to redirect my career again in the future... could this be the start of that already and I am already on my way to becoming a theatre critic?

Reflection

I believe that the most useful skill that I have cultivated from this inquiry is reflection. This was never an aspect of my learning process that I was particularly aware of, or that I would actively choose to do; it was more of a passive reaction if something significant went wrong. I have slowly started to enjoy writing these blogs (must admit it was difficult at the start), but it has grown on me and I can see their true potential. From just reflecting after these interviews, I am much more adapt at breaking down an experience, then concluding what I have found, i.e. the areas that need improvement or a different method, as well as the areas that went well and can be repeated or developed further. After concluding, the planning stage for the next interview has become so much easier! (You may notice this is basically Honey and Mumford's Learning Cycle, which was significant in Module 1). Although, this method of reflection doesn't stop here... This reflective session shows how each module of this programme plays a significant role in the development of my professional practice and there is always an learning area to develop or exploit. Reflection is a skill that will help me learn from all professional experiences and prove incredibly useful as I venture through my career on whichever path that I choose.

What learning areas have stood out for you?

The ethics of an interview

This week, I conducted 3 out of the (now) 6 interviews, and I am becoming more confident with each one. As I mentioned in my last blog, I believed that experience and preparation would help - and I was right! I still have a long way to go, so I still wouldn't call myself 'experienced'.

What were my ethical considerations? Tell me yours too...

As I reflected on these interviews, I can see how ethics play more of a role than I originally realised, and I took part in an online discussion on Tuesday where the focus was on the ethics of the interview process, which looked at the many considerations when planning an interview - some that I did do, some that I didn't do, and some that I did without knowing.

Considering ethics during a requisition...

Firstly, there is the process of asking people to take part; I reached out to many different people (friends, colleagues, associates, and strangers) but I always considered how my actions and words may affect them and how they may feel when the request came in; would they would feel pressured to participate? I tried to understand their personal, cultural and professional circumstances before reaching out and what factors might influence their decision to accept, reject or ignore my request. People can lead busy lives where they may not have time, they might not be interested in the inquiry topic, or they might feel that it isn't appropriate to be taking part. Particularly during this unprecedented time, our feelings and self-esteem can be greatly diminished and a project like this might exacerbate their mental health. That is why it is important to recognise my own privilege and how this may differ from other people, especially at a time like this, so I can learn to understand their situation and use appropriate ethical procedures when interacting with them.

Recognising privilege

Recognising one's own privilege was mentioned in the group discussion this week but it was also touched on by the participants during the interviews. It was interesting to discover how theatre critics might be surviving financially in this current economic climate, and it seems that some are more privileged than others, for example there are very few arts journalists who are contracted to a publication, which would be their primary source of income; a lot of writers are freelance workers and will supplement their writing with other forms of work. This shows there is an imbalance in the industry but shouldn't diminish the work of the freelancers. This realisation encouraged me to look at my own privilege and understand that I am lucky to be in a secure job and receiving my usual salary, so it would not be ethical to flaunt this in anyway and I should endeavour to be cautious and to show empathy when speaking to other industry workers in case they are struggling. To some degree, I was already taking this into consideration when reaching out to participants, which can be seen through the ethical procedures that I followed. 

Ethical procedures

For each case, I chose to use a diplomatic approach catered to that individual to help alleviate any pressure of taking part - this was conducted through the method of reaching out (usually email), and the discourse that I chose, as well as refraining from any repeated contact if they didn't reply. Additionally, for the first interview, I offered to use Skype in order to conduct the interview and the participant replied with their telephone number, which I interpreted this as their way of saying 'no' to Skype and a telephone interview would be their preferred means of contact; therefore, I accepted this and carried out the interview over the telephone. As this was my first interview, it actually provided an easy introduction to the interviews and I believe that I didn't feel as under pressure in comparison to speaking face-to-face or over Skype, and in this case, it proved beneficial to my own learning and experience.

I continued the method of diplomatic speech in the discourse I used in the interviews, ensuring that I didn't push any questions that a participant seemed unwilling to answer. This procedure was derived from the consideration that I wanted to establish a comfortable environment for each participant. Additionally, I had initially stated that the interviews would last 30-45 minutes each but, so far, all 3 interviews have reached an hour. I can see that it is essential to ask the participants (at the 30 and 45-minute mark) if they are willing to carry on, or if they needed/wanted to stop for any reason. This ethical procedure provided an opportunity that they may not have had the confidence or moment to say.

Ethics came into practice when choosing the questions for each participant and I was mindful that I didn't ask any sensitive questions that might make the participant uncomfortable, for example I have an interview with a performer next week and they asked if any other reviews or questions would be about about specific times in their career. This is important to consider as the participant's mental health during the interview is one of the most important areas to protect; it is crucial not to put the participant under any sort of stress.

I am also aware of how questions can show bias or subtly lead the participant to answer in a particular way. I tried to ask questions that invited an open response and not to specifically mention certain organisations or emotions when referring to the topic; I wanted them to feel that they could answer truthfully with no preconceived ideas of what I wanted them to say. Of course, things change in the moment and I occasionally found myself asking direct questions, such as "Do you feel..." or "Have you ever...", which usually prompts a 'yes' or a 'no' response. There were also times where I wanted to respond to the participant to show my interest and encourage them to talk more, which sometimes revealed my own opinions and feelings towards the subject. I believe that I should practice different responses that will avoid doing this in future.

Interviews and questions have another pitfall, which is influence. This is quite significant to this inquiry topic, especially as just talking about reviews can change the way theatregoers, in particular, will perceive them. I wanted to avoid any sort of bias from my questions or the reviews that I showed them, but it is a difficult process to control; I tried to maintain a level of equality throughout my questions that was open to both sides of every argument/question that I asked. I asked questions such as "Do you think some sources of reviews can be more of less trustworthy than others?" and "What are your usual processes for deciding which sources of reviews to read as opposed to others that might be available?"I am confident that this sufficient to remove any sort of influence from the questions... however, I should aim to stop with responses such as "I know what you mean" or "I agree".

How can ethics of an interview help me in practice?

This is probably the longest blog that i have written, and there is much more to discuss about ethics. It is an endlessly fascinating subject that I am learning more an more about each time that I reflect, but how can all of this help me in my practice? Well, I will be blogging about this next week...