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What do Starburst and Beetlejuice have in common?

Emma Parfitt — Fri, 23 Sep 2016 14:43:00 +0000

Tim Burton’s Beetlejuice (1988)

For people who have never been to an exhibition and wonder why it would be relevant for them, I would ask them… do you like horror films? Seems a bit random I agree. Needle felting artist, Jenny Egerton selected Catherine Lester’s research in children’s horror films to inspire a piece of art. Perhaps you have watched Coraline (2009) or Frankenweenie (2012) with your kids?

Or are a diehard Beetlejuice (1988) fan? ‘Beetlejuice,’Beetlejuice…’ I won’t tempt fate.

Catherine is in the Department of Film and Television studies at Warwick University. She said,

‘My research investigates the children’s horror film in US cinema from early child-friendly films with frightening elements, such as Snow White (1937), to more recent films like Frankenweenie (2012). Children are traditionally thought of as being innocent, vulnerable and impressionable beings. However, children have been enjoying horror films for decades. I explore how these films use imagery and conventions of the horror genre to represent specific fears and experiences of childhood, such as growing up, relationships with one’s parents, and exploring one’s identity. The conclusions from my research show that, far from being ‘unsuitable for children’, horror provides a fun and safe space for children to confront and learn to overcome fear.’

Interested to see what the outcome will be? To overcome your own fears of exhibition spaces come along and see the artists and academics exhibition on the 26th of November at Fargo Village, Black box studio, Far Gosford St, Coventry, CV1 5ED.

Albert Einschwein, pig scientist, by Jenny Egerton

Artist Jenny Egerton started making models when she was a little girl, bored, on long car journeys with Opal Fruits (Starbursts).

‘My Dad bought us sweets for the journey and if he got Opal Fruits , I would create models out of the sweets. It was a limited palette and left me with sticky fingers, but I think it was the start of something! I went on to study illustration. Then I began to gravitate away from drawn illustrations, and back towards my childhood roots of model making; making three dimensional multi-media models to photograph and use as 2D illustrations. Since leaving University I established my own business making and selling my models, polymer clay and needle felt based mixed media works. My work communicates my passion for storytelling, concept and character, often with some word play or a silly pun thrown in for good measure!’

This event is being supported by Fargo Village and funded by The Culture, Media and Creativity fund, Sociology Department, University of Warwick, and the generous donations from Warwick Alumni.

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IATL Strategic Grant

Emma Parfitt — Tue, 02 Feb 2016 22:00:00 +0000

I have been awarded a grant for a project with the Belgrade Theatre, Coventry to begin on completion of my doctorate. This is a highly competative staff fund, for large-scale projects which support the university’s teaching and learning strategy. I obtained this grant with the support of Cath Lambert.

The title of the project is:

A retrospective study to ascertain the pedagogic benefits of research-led teaching

‘Bearing witness to marginalised groups’

My research interest

The Belgrade Theatre’s ‘bearing witness to marginalised groups’ programme aims to work with young people from diverse backgrounds. Each group works closely with a trained dramaturge (a crafter of stories for the stage), sharing and shaping experiences into dramatic form. This offers young people an opportunity to reflect, share, rethink, and transform their stories. As post-war Coventry was rebuilt so was a theatre for the community (the Belgrade). The Council Statute stated that the theatre was obliged to build links between drama and young people. 50 years later, the Belgrade has continued to work with groups of young people, from primary to secondary school age, in the theatre, in the community, and in schools in Coventry. The theatre’s 14 regular groups meet weekly during term-time, and in addition there are holiday camps and summer schools. Our project is a retrospective study with previous participants of the ‘bearing witness’ programme.

From IATL’s perspective

This project is an exciting opportunity to assess Warwick undergraduates through a research-led teaching experience. I therefore proposed that the study would hire two undergraduates to receive paid research experience and training to improve their employability. The students’ progress will be supported and assessed by the research assistant throughout the study in order to inform the aims and objectives of a research-led teaching module.

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Paid Undergraduate Research Assistant Position

Emma Parfitt — Mon, 01 Feb 2016 15:24:00 +0000

Job title: Undergraduate research assistant

Deadline: 12 noon, 29^th February

This might be the opportunity for you

Are you an undergraduate first year student in social sciences or humanities?

Would you like research experience on your CV?

Do you need paid work experience?

Overview of the project

The Belgrade Theatre’s ‘bearing witness to marginalised groups’ programme aimed to work with young people from diverse backgrounds. Each group works closely with a trained dramaturg (a crafter of stories for the stage), sharing and shaping experiences into dramatic form. This project offered young people an opportunity to reflect, share, rethink, and transform their stories. Our project is a retrospective study with previous participants of the ‘bearing witness’ programme from 5 to 10 years later.

Vacancy Type/Job category

Undergraduate Research Assistant

Departments

Social Sciences – Humanities

Salary

£1070.76 (plus holiday pay of £129.24)

Extra for conducting approximately 15 interviews, £360 (which works out at £24 per two hour interview)

Location

University of Warwick and local Coventry area

Benefits

Paid research experience

Reference provided (subject to performance)

Qualifications

Open to current first year students, at Warwick University, from social sciences or humanities.

No previous work experience or set qualifications required.

Enthusiasm and reliability a must.

Applicants should be willing to learn and able to work with others.

I am looking for two first year undergraduates who are interested in the opportunity of a paid research position. Preferably available through the summer, but will consider term time only

The role involves research-led learning. You will be led through the complete research process including how to conduct qualitative interviews, transcribe interview recordings, analyse qualitative data with Nvivo, presentation and writing skills.

You will be in charge of interviewing and filming, scheduling interviews, recording participants, etc. And get a chance to write a paper and present a case study.

Expect interviews to be weekends and evenings around participant’s schedules.

Time commitment

Interviews are anticipated to commence from the 1^st July – 1^st October 2016, involving about 10 hours of transcription a week.

There will be training sessions on interviews, transcription, Nvivo software, presentation and writing skills lasting approximately 1-2 hours.

Some assessment will be conducted through the process which will be explained in the interview, this will require keeping a journal of your experiences throughout the project. Data analysis will begin in term 1 (academic year 2016-2017, with an estimated 2 hours a week from November to December 2016).

If interested please email: e.l.parfitt@warwick.ac.uk with a paragraph explaining why you are interested in the post, giving some information about yourself, and what subject you are studying at Warwick.

This post has been funded by the IATL Strategic staff fund

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A vignette of IATL, in the dark would (wood) 13th May 2015

Emma Parfitt — Wed, 13 May 2015 16:04:00 +0000

‘You remind me,’ said the woman on the other side, ‘of Alice in Wonderland.’

I had left my belongings back in the other world, including my shoes, and crawled through a tunnel of lights into an Aladdin’s cave of pedagogy. There were no giant, talking flowers but there were: mossy pillows to stand on, the smell of purple flowers and rosemary, the feel of marbles and chickpeas scattered in a box; a large hoop skirt to reimagine ones childhood; bubbles, Lego, Play Doh, costumes and more to explore.

I wrote a postcard, to my eight year old self,

Believe in your creativity and forge your own path.

I felt constrained by the Curriculum as it came into force in the late 1980s. They had asked us to think for ourselves then trained us how to act: realistic, practical, confined by opportunities we did not understand.

At home my existence was one of curiosity and imagination that wasn’t valid in the classroom where they recited, ‘learn this, say this, be this.’ The dark would brought back memories of those teachers, you know the ones. There was Mr Duffy who gave me insights on ecology, everything had a place in an invisible network of relationships. Mrs Richards and Mr Gartshaw encouraged that creative side in English as I experimented with shaping how I saw the world in words. Playing, exploring, poetry, botany, forming new symphonies of expression. An invaluable tool in research.

The experience ended too soon. Back to reality and ecopedagogy with Rachel King in the Ramphal Building. Ecopedagogy is:-

People

§ Space and Place (environment)

§ Pedagogy

Then we were walking, observing, acting, writing, and experiencing a sense of place.

I left thinking ‘I can’t wait to return to the would tomorrow.’

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