Getting to Know You Postcard Project

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Aims

The postcards project requires students to research a topic they may not be familiar with, and present it through a single image and a short text, delivered in one minute. This develops research and communication skills.

The project is a also a good ‘ice breaker’ activity, so group members can learn about each other when they first meet.

Key Information

Number of learners 2-40
Number of staff The project can be led by a teacher, or it can be self-managed by a group.
ECTS Credits (if applicable) Not applicable.

Learning process

Lecture/seminar Lecture, presentation, discussion (face-to-face or online)
X Making project Making a model, mock-up, plan or design (physical or digital)
Performance project Making a performance or demonstration (live or mediated)
X Records and Archives Interviews, photographs and videos of artefacts, annotating archives, creating learning materials (physical or digital)
Independent study Reading, researching, analysing and evaluating learning materials (physical or digital) in groups or alone

Type of learner

X Student of technical theatre
X Student of theatre design, architecture
X Student of theatre arts
Professional
Researcher
General public

What You Will Need

Duration and schedule

Preparation by the teacher: 2 hours

Preparation by the students: 6 hours

Presentation of the postcards: 0.5 – 2 hours, depending on the number of students.

Room or type of space

Any space large enough to accommodate the number of participants for the sharing of the postcards. Alternatively, the postcards can be shared online.

Equipment

Computer or tablet for research, and to make the digital artwork for the postcards.

If the postcards are to be shared in physical form, a printer.

Materials (consumables)

If the postcards are to be shared in physical form, suitable thin card that can be printed on.

Learning resources (books, websites)

Web and/or print resources related to the chosen topic.

Process

Preparation

Decide on a topic, which can be any aspect and period of technical theatre history. Make sure all students are able to respond to it from their own background and experience – they don’t need to know the topic, but should feel it is accessible for them. Broad topics work best – for example, ‘Roman theatre’, or ‘theatre lighting before electricity’.

Plan the briefing session, with a written brief setting out the task.

The learning activity

Brief the students on the project and give them the topic.

Give the students enough time to research the topic and each prepare a postcard (physical or digital), with:

  • On the front, a picture of an object, person, building or place related to the topic.
  • On the back, their name, home town and country written where the address would go on a postcard. Also, a short text describing the item they have chosen as a response to the brief.

When the group meets (in person or online) ask each person in turn to describe the item they have on their postcard, on one minute.

Assessment and feedback

This project is not intended to be assessed, but you could use the postcards as the basis for small group discussions (4-6 people), to give feedback on the research and presentation of the material, and to prompt reflection by students.

Our Experience

Tips

When presenting the postcards, it is a good idea for the teacher to go first, to show by example what is wanted.

Students can be concerned about ‘getting it wrong’ – encourage them to interpret the brief freely, according to their interests, and the research material available to them.

You can add a stage to the project if you have a suitable space. After students have presented their postcards, give them a map and ask them to draw it at large scale on the floor with chalk. Divide the students into groups and given them each a section of map. The map should be large enough to include all the places the students come from (city, country, continent, the world). Then have the students place their postcards where they come from.

This extra exercise gets the students working together, talking, looking at each other’s postcards, and so on, which strengthens the group bonding aspect of the project.

Additional information and resources

Students of the Canon project presenting their postcards, making a chalk map of Europe, and placing their postcards geographically:

IO4 14 Postcard Project 01.jpg


IO4 14 Postcard Project 02.jpg


IO4 14 Postcard Project 03.jpg


IO4 14 Postcard Project 04.jpg


Examples of postcards, from staff and students of the Canon project:

IO4 14 Postcard Project 05A Alba Trapero.jpg
IO4 14 Postcard Project 05B Alba Trapero.jpg
Postcard by Alba Trapero. Click the link to download the PDF:

File:IO4 14 Postcard Project 05 Alba Trapero.pdf

IO4 14 Postcard Project 06A Charlotte Schwarz.jpg
IO4 14 Postcard Project 06B Charlotte Schwarz.jpg
Postcard by Charlotte Schwartz. Click the link to download the PDF:

File:IO4 14 Postcard Project 06 Charlotte Schwarz.pdf

IO4 14 Postcard Project 07A Felisa de Blas Gomez.jpg
IO4 14 Postcard Project 07B Felisa de Blas Gomez.jpg
Postcard by Felisa de Blas Gomez. Click the link to download the PDF:

File:IO4 14 Postcard Project 07 Felisa de Blas Gomez.pdf

IO4 14 Postcard Project 08A Nick Hunt.jpg
IO4 14 Postcard Project 08B Nick Hunt.jpg
Postcard by Nick Hunt. Click the link to download the PDF:

File:IO4 14 Postcard Project 08 Nick Hunt.pdf.

IO4 14 Postcard Project 09A Sara Padilla.jpg
IO4 14 Postcard Project 09B Sara Padilla.jpg
Postcard by Sara Padilla. Click the link to download the PDF:

File:IO4 14 Postcard Project 09 Sara Padilla.pdf.

Credits

This learning method was made by: Franziska Ritter, Bri Newesely
Institution: Berliner Hochschule für Technik (BHT)
Thanks to: Nick Hunt, and the staff and students of the Canon project who have shared their work here.

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