1 Dec 20
I divide an empty TMA document into three sections, ready for writing. With my notes now navigable, I transfer some of the key terms from the module materials into my TMA document to remember what they are.
I begin with the Mozart section. I listen to the fragment and note down some transitions and times.
It’s time to return to my day job.
4 Dec 20
I must have listened to the sound fragment around 15 times. I quite enjoyed describing the piece of music. I realised I need to simplify my writing to reflect its structure. There was a moment where I felt I understood what the module team were trying to ask us to discover.
Next up: Dickens. I minimise Outlook, minimise my web browser and reach for the text I’ve got to analyse for the TMA question.
It’s not long before I analyse the narrative voice, and then I quickly run out of steam. I need to return to the module materials to get a few more ideas about what analysing literature means.
6 Dec 20
I print out my draft TMA 2 and do some copy editing with a pen and paper. Next step: make those changes in the Word version. As I go, I tick off all those copy edits with a different coloured pen as I go. Final step: submit TMA 2, with just under a week to go before the deadline.
12 Dec 20
Today is the day when the iCMA opens. I work through the materials on academic conduct (which I feel pretty confident about), and then dive in to have a go at it. Although I had more planned for today, I was happy with what I had achieved: completing another bit of the module.
15 Dec 20
I had one main objective for today: to get through a section about Greek and Roman sculpture.
Looking at the TMA 3, I’m thinking of answering the question about Blues or Creative Writing. This said, I thought it would be important to read through all the other chapters in the second book to learn some new things, and to be open to the possibility that I might become interested in the other disciplines.
I made notes about the concept of ‘traditions’, which is described in the introduction; that it is about ‘handing things over’, and relates to “customs, artistic styles, ideas, practices or beliefs”. There was also the point that traditions can “enrich our experience of the contemporary world” (p.4).
Onto the module materials; I was introduced to a bunch of terms: Greek, Roman, Greco-Roman, Ancient and Classical. Other terms include “votive offerings” and a section entitled “kouroi and korai”. There were differences in forms, and differences in poses.
I quite enjoyed watching the videos that describe how three contemporary artists have been included by ancient sculpture.
The final bit of today: a study skills section about referencing.
Next bit; the bit that I’m really looking forward to: the blues.
19 Dec 20
I’ve spent a few hours over the last week going through the online version of the module materials that relate to the blues.
I can immediately recognise a traditional blues song when it is played, but I was never really consciously aware of its structure. In this section we learnt about the origins of the blues, the themes that are generally explored, listened to a number of tracks. We were introduced to the concept of scales, chords, and how they relate to the 12-bar blues structure. Although I had a sketchy idea of some of these concepts, it was good to read a formal definition.
During this week there were tracks by The Beatles, Gershwin, Queen, Robert Petway, Mamie Smith, W. C. Handy, Johnny Cash, and references to B.B. King, Bessie Smith and Blind Lemon Jefferson. It was a really nice mixture.
Towards the end of this section, there was another bit about study skills, and how I went about planning the writing of assessments. It turns out that we have to submit a plan as a part of the next assessment.
There are two things that I want to look up. The first is: what modules are there on the music pathway; I’m curious. Secondly: what, exactly, have we got to do for the next TMA?
I’m looking forward to the next chapter, which is all about creative writing.
28 Dec 20
I read the section on creative writing (without making notes), a few days after the above entry. I also went through the online materials. I particularly liked the audio recording of the short story. Some points from the creative writing section I need to take away: character, imagery and setting, point of view, time, and showing and telling (with an emphasis on showing, so the reader figures things out) (p.136-137).
I feel a bit guilty about not explicitly completing the activities in the module materials (I know they’re important since they help us to prepare for the assessment), but I’m thinking I’ll go back to them if I choose the creative writing question for the TMA.
The next section is all about reading poetry.
We’re introduced to poems by Hardy, Blake, Donne, and Bishop, before I went to the online materials. Key terms I picked up on were: metaphor (obviously), simile (which was called a type of metaphor), anthropomorphism (which was also under the heading of metaphor), form, conceit, free verse, iambic tetrameter, trimeter and pentameter.
I quite like the poetry section. I see them as descriptive puzzles that express something, which are there to be decoded and analysed. The more one studies them, the more they can speak to us.