Session/artefact to be observed/reviewed: ‘Unit 4 Methodology Workshop: Comics’
Size of student group: 30-45
Observer: Holly St Clair
Observee: Peony Gent
Part 1.: Context
What is the context of this session/artefact within the curriculum?
- Within this Unit students are at the stage of writing a project proposal, inspired by a theme or idea they discovered during the previous unit.
- This workshop I am leading is part of a set of ‘methodology workshops’ where students try out a series of new mediums and methods of working.
- The idea is that these new mediums/methods may inspire a new line of enquiry or create new potential for their future project. I was briefed by the Unit Leader to create a workshop that allowed for exploration of a new form, whilst also letting students apply that form to their personal unique project idea/theme.
How long have you been working with this group and in what capacity?
- I have been working with this year since September 2023, as one of their primary tutors for the Year 1 students.
What are the intended or expected learning outcomes?
- Students will build knowledge around different comic genres and experiment with new formats of comic making to generate potential ideas for their Unit 4 project proposals.
What are the anticipated outputs (anything students will make/do)?
- Students will look at examples of a variety ways they can use the comics form:
- Comics as fictional storytelling
- Comics as reportage
- Comics as autobiography
- Comics as visual essay
- Comics as poetry
- Students will generate ideas for each of these comic forms relating to Unit 4 theme.
- Students will look at 3 different comic formats that require no binding materials.
- Students will make at least two rough versions of a comic using one of those templates.
Are there potential difficulties or specific areas of concern?
- There is a potential that students may not be sure of their Unit 4 theme yet, and therefore find it difficult to generate content for their comic roughs
- The knowledge base about comics may differ widely for students – the introductory short ‘lecture’ on different comic genres may therefore feel unnecessary or ‘basic’ to some.
- Some students have previously expressed dislike for our workshops containing too many short and quick exercises – which this workshop contains some element of.
How will students be informed of the observation/review?
- Peony will inform students at the beginning of the session and introduce Lindsay/Holly
What would you particularly like feedback on?
- Clarity – I always find it useful to hear feedback on whether my sessions have clear instructions that can be easily followed.
- Pace – my desire for clarity also means I sometimes fear the pace of my workshops is too ‘slow’, as I feel I can spend too much time going over simple concepts to ensure all understand. Feedback on this would be appreciated!
- The ‘lecture’ element – could there have been a more engaging way of introducing these different comics genres to students without it being so didactic?
How will feedback be exchanged?
- On this form or in person if a time can be arranged post-session.
Part 2.: Observation
Your presentation was very detailed with excellent examples. The sources were diverse, and each offered a different perspective to comics. Breaking up your presentation with small tasks (notation, ideas generation) was a simple but effective way of keeping engagement levels up.
Overall, students were listening and making notes while you were speaking. I would aim for less text on the screen, particularly when students are engaged in a task. Perhaps, only the core instruction is on the screen while they’re responding.
Some of their attention was lost later in the presentation, I think this was due to the introduction of making materials. They are clearly enthusiastic and can’t wait to get started, but it meant some of what you explained was lost – including some key instructions about how to cut the paper. You could present all the zine layouts with cut examples prepared, then hand out the materials. It could act as a movement break! Students could stand and come to you to receive the materials rather than sitting and passing them along the tables. This could be a signifier that the activity is changing from listening to making.
Part 3.: Reflection
All of these suggestions are excellent, I will definitely be taking all of these on board.
In particular the idea of a ‘movement break’ is a term I’ve not heard used before, but makes excellent sense. The signifier change from ‘listen’ to ‘making’ is also a very useful one and will help add clarity to the session.
The note regarding too much text on the screen I also agree with – I have reflected before that I often ‘overexplain’ tasks, or my worry about clarity means I give too many prompts or suggestions rather than trusting in the students to bring themselves and their own ideas to a task. In coming sessions I will try to edit further, and leave additional instructions or suggestions to be added verbally if necessary.
A massive thank you to Holly for the feedback!
