1,720,965 research outputs found
Leave no trace: creative writing anthology
No full textAnthology of poetry and prose that was produced as part of a creative writing workshop led by writer Shaun Levin and attended by a group of UCA students and members of a creative writing group from Northbrook College in Sussex
Circus at the Circus
Get PDFThis is part of an ongoing project to document in reportage drawings, writings, film, the current life of British circuses to raise awareness of the the travelling community and their theatrical art form. It adds to the historical dialogues of artists with circus artistes, and considers Curtis’s relationship with the circus communities who have accepted him into their own world. It considers his practice of drawing live in performance and also backstage. Art shows and a live street circus have raised public awareness with thousands of members of the public. In October 2016, FE students at UCA collaborated in drawing exercises at Moscow State Circus. This important project is being fully supported by British circuses and funded by The Hippodrome Circus, Great Yarmouth; Zippos Circus; Gandey’s Circus(Worldclass Entertainment ltd); Circus Zyair; Circus Pzaz. A visual output of published drawings has appeared in specialist circus magazine, King Pole (June 2016).
Catalogue introduction to the show:
Circus at the Circus! A celebration of British circuses.
In 2006, Brighton artist, Curtis Tappenden had a chance meeting with a third generation circus clown. He could hardly believe his eyes, fell over his feet, and at that moment, struck up a lifelong friendship and began to rekindle his childhood love for circus. In May 2016, having visited many touring shows and made hundreds of drawings live at the ringside, he proudly presents a selection of sketches in this unique exhibition- the first public showing. For Curtis, this is a special insight into the performing world a major International theatrical artform. All of the sketches are of his friends and their travelling tented world which continues to enthral audiences across the globe. This show focuses on the daring feats and life backstage of eight British circuses, currently touring the United Kingdom. Welcome to their world and enjoy the Greatest Show on earth!
Curtis Tappenden is an author, illustrator and teacher who lives locally. He has worked as an illustrator for the past 29 years drawing for magazines, books, advertising, newspapers & packaging. He is also an editorial artist at The Mail On Sunday newspaper, in London. Curtis frequently exhibits in galleries and shows throughout the country, and many paintings are in international collections. Over the past thirteen years he has written twenty-five books, penned numerous articles for the national art press, writes a column for the Sussex Newspaper and is now also writing for The Mail On Sunday travel section.
Curtis is a lecturer in Further Education/Pre-degree, Creative Writing at the University for the Creative Arts, Kent and Surrey. He visits art clubs around the UK with unconventional presentations and is a performance poet and painter.
Curtis has also worked and performed with comedian, Milton Jones and poet, John Hegley, and worked with Mr Fip’s Wonder Circus at Skegness in 2015. This will be the 23rd Open House he has hosted with his family and friends, and is a break from his acclaimed Wrong Side of the Tracks Clyde Road shows of previous years. Curtis is a founder member of the Beyond the Level open house trail.
Every other Wednesday evening at Moe’s Coffee House he hosts his popular drop-in drawing sessions for those who dare to believe they can draw, or wish to brush up on their skills
Explorations of ‘maverick’ educators within the institutional arts and art and design higher educational context
Get PDFThis study explores non-compliant attitudes and behaviours of educators, self- defined and/or dubbed ‘mavericks’ in the arts/art and design sectors of United Kingdom (UK) higher education (HE) institutions. How these educators work within them and the effect they have on these establishments is central to the discussion. Working in bureaucratically-run HE contexts under new managerialism, these educators establish their roles, at times accepting but also challenging the culture of audit, accountability and monetary efficient models. It is a central task of this thesis to understand why and how they do this and the effect such behaviours have on their institutions in the sector.
The thesis is founded on a critical incident: a colleague’s accusation that I was a ‘maverick’ for employing unconventional practices, and this raised questions for me concerning educational identities and adherence to pedagogic rules for those who choose to work under neoliberal management despite an unwillingness to fully engage in its directives. To express and understand details of management- teacher contestations of power, my professional life experiences and those of seven selected educators practising in the sector are explored and discussed using the narrative interview method of ‘inter-views’. Suitability for the study was established through author-participant correspondence prior to the interviews, where each participant self-identified or was identified as ‘maverick’ in their contexts, having concurred with the project’s questions and emerging themes. Participants’ interviews identified experiences shared in common, contradictory experiences between institutional expectations and personal, autonomous goals and practices. Their storied accounts produced evocative texts, supported by a blended constructivist–autoethnographic methodology. Analysis of data related the participants’ maverick attitudes and behaviours to the theoretical and critical literature exploring power, resistance and liminality; subjects theorised using perspectives offered by the work of Bourdieu, Foucault, Goffman, and Bakhtin to aid constructivist interpretations of maverick identities.
The thesis attempts to historically contextualise the problem of mavericks in the arts/art and design HE sector, problematise their relationship with neoliberal education management using vivid examples from participants’ data to understand what defines them and identify and characterise the attitudes and behaviours they employ to achieve their aims. Key questions being asked in this thesis are:
1. What is a maverick in the context of arts / art and design UK HE?
2. How do mavericks act in arts / art and design UK HE?
The conclusion summarises the thesis findings that participant mavericks are catalysts of change, gain respectful trust and establish credible alternatives to educational management restraint. The research exposes alternative visions implied through successful resistant and compliant practices in HE contexts. Recommendations are made for further studies to consider unsuccessful mavericks’ impact on institutions through scrutinising behaviours in context. This thesis is an original contribution to knowledge addressing a deficit of literature exploring maverick identities and behaviours in arts/art and design HE, and it reflexively positions maverick identities from a maverick perspective, where they are important to the ongoing life and development of education in the sector
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Making it up: navigating the 'maverick' self in higher education teaching
Get PDFA paper to accompany the keynote speech by Dr Curtis Tappenden, senior lecturer, Further Education, UCA. The keynote opened the Liverpool John Moores University, Centre for Educational Research conference entitled Challenges, Innovations and Transformative Practices, 21-22 June 2023
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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