Attending this week's group crit allowed me to see how other students are approaching their projects and, more importantly, to hear the tutors' feedback. Although each project is very different, I noticed several recurring themes that are relevant to my own research process.
One of the strongest messages throughout the session was the value of discussion and collaboration. The tutors emphasised that conversations with other students can often be just as valuable as lectures or webinars. Sharing ideas, discussing challenges and even collaborating outside of the course can help projects develop in unexpected ways.
Another point that stood out was the importance of allowing projects to develop naturally. Rather than forcing ideas too early, the tutors encouraged students to let references, research and inspiration sit for a while before deciding exactly how they would influence the project.
The discussion around primary research was particularly useful.
The tutors explained that workshops are not essential for every project. Instead, the chosen research method should suit the nature of the project itself.
Where interviews are appropriate, they recommend using semi-structured interviews. This involves preparing a set of guiding questions while allowing enough flexibility to explore interesting points that emerge during the conversation. They also stressed the importance of approaching conversations with friends or family in a structured, academic way rather than as informal discussions.
This reassured me that I do not need to force workshops into my project if they are not the most appropriate research method.
Another valuable point was the reminder not to force connections between references and outcomes too early.
The tutors encouraged students to collect interesting references, reflect on them over time and allow patterns to emerge naturally. Rather than immediately deciding how every piece of research will be used, it is acceptable to let ideas develop gradually throughout the project.
This reinforced the importance of exploration within the early stages of the MA.
A recurring theme across several projects was that the creative process itself can become part of the research.
Rather than viewing research and making as completely separate activities, experimentation, sketching, visual exploration and testing ideas can all contribute towards developing knowledge.
This reminded me that research is not limited to reading academic literature. Creative practice can also generate valuable insights.
The group crit reassured me that my project does not need to have all the answers at this stage.
Instead, my focus should remain on building a strong research foundation, narrowing my area of investigation gradually and allowing the project direction to emerge through ongoing reading, reflection and experimentation.