Session to be observed: Animation Pitch Presentations
Size of student group: approx 20
Observer: Becky Allen
Observee: Vida Vega
Part One
What is the context of this session/artefact within the curriculum?
The pitch session is the first formative assessment point for students on MA Animation. The aim is to present their project ideas for the first time, showing a viable plan for what they intend to make and how they intend to make it between January and June.
How long have you been working with this group and in what capacity?
I have been lecturing on MA Animation for 2 years, this cohort joined LCC in October 2024 and I have been working with them since they joined.
What are the intended or expected learning outcomes?
1. To quickly capture the audience’s attention and provide a short overview of the project.
2. Practice pitching a timed presentation, presenting as a professional rather than as a student
3. Offer critical, friendly feedback to peers
What are the anticipated outputs (anything students will make/do)?
Students will give a presentation of their work and answer questions as well as provide verbal feedback to their peers. Prior to the session they will upload their pitch documents and animation work in progress so it can be referred to during the session.
Are there potential difficulties or specific areas of concern?
Some students are nervous and/or have neurodiverse needs and may find presenting challenging. I am keen to create a positive and supportive environment of critical friendship within the session to ensure everyone can participate comfortably.
How will students be informed of the observation/review?
I have emailed them in advance to let them know and I will remind them of this at the start of the session.
What would you particularly like feedback on?
Critical friendship and the overall engagement of the session. Did students engage (especially the ones not presenting), did the presenter get constructive feedback? Was the session supportive and inclusive?
How will feedback be exchanged?
Email would be great! Or we can talk a little next Monday 26th Feb?
Part Two
Observations
- I observed a presentation and feedback session for students to present interim snapshots of their animatic animations. Students presented as individuals or in groups to a student group with 3 tutors in a relaxed session.
- Vida provided clear guidelines for timing at the beginning to make sure the session ran smoothly, and sent a schedule emailed ahead of the session to staff and myself to be prepared for the morning’s activity.
- In general this was a very positive feedback session for students at this interim stage.
- Vida recognised how to make an inclusive environment with the use of 4 digital displays around the teaching room, which was useful for making sure all students had visibility to the presentation, especially as students were sitting at different angles. I thought this catered for students with different needs in terms of where and how they might be sitting, acknowledging that some students may feel more comfortable further from the front, or may have visibility needs that could be met with additional access to screens.
- There was a central table set up around which students were seated that helped with students feeling involved and felt deliberate in being set up for the discussion element of the session and to encourage the critical friendship element mentioned.
- A Tripod and camera was set up to record presentations for later reference and a student was also documenting using an ipad. This will be helpful for students to reflect on their feedback after the session and consider their own presentation in quiet, reflective time after. It also supported the professional aspect to the session.
- Vida encouraged the group to provide suggestions for peers – this delivery was gentle and friendly, with particular emphasis on how feedback is helpful to everyone. This was successful as students were keen to offer verbal feedback after each presentation, reinforcing the idea of critical friendships developing and supporting inclusive engagement.
- Students were comfortable presenting their work to the group and peers were engaged and asked useful questions. The students seemed very at ease to speak out or put up hands to pose questions which suggested this practice of giving feedback is well integrated into their experience. Their comments were wide ranging but constructive in general, giving useful perspectives on how elements of the animations could be enhanced or developed.
- It was fun to see the students keeping time for each other with use of a newsprint banner held up at the ‘2 minutes left’ stage. This seemed like a great technique for students to be involved with time keeping and support peer relationships. As each student was allocated a set time to present their ideas according to a schedule this gave a more professional feel to the session whilst giving each student an equal opportunity to present.
- Verbal feedback was given to each student about their film with an emphasis on positive reinforcement to their ideas, giving confidence to the student.
- There was use of two other staff member’s perspectives and questions to support feedback and provide constructive comments from different approaches. These were successful contributions, giving the student well rounded responses from which they can develop their animations.
- It was encouraging to see how the technical hitch with sound for one student resulted in a positive outcome for their presentation on family relationships. The student reading the script over the film because of the audio not working gave a very personal element to the presentation that resonated strongly with the group. Both Vida and the other tutors turned this around to frame the situation as a positive experience rather than negative, which was beneficial for the student, providing comments that reinforced the theme of the work and gave them confidence.
Suggestions
- Perhaps you could think of ways to integrate more peer led feedback within the staff feedback so there is a less separation and it feels more like a discussion. By giving students and staff the same space to respond this may help develop the critical friendships within the group There are different ways you may want to approach this, such as asking students to write anonymous feedback or questions that staff could read out? Or rearrange the space so that staff weren’t positioned in front of the students (like a panel!). Or simply, students and staff could have responded simultaneously, and not just the staff responding straight after the presentation.
- Could students provide written feedback in some way to give constructive feedback to each student? (like we did in our microteaching sessions) Perhaps on post-its or scrap paper? Anonymity may support a more critical approach from the students.
- Staff could pose questions to the group to encourage students to be more involved with feedback. Perhaps you could develop a series of prompts to call out or have a few presented on the digital display after each presentation?
- Presenter couldn’t see time-keeping banner so it might have been helpful for student keeping time to be positioned where they could be seen.
Questions
- How could you integrate both staff and student feedback so there is less separation?
- Could you use the digital displays to support the feedback session by providing written prompts?
- As well as the video recording of the session, how could you offer students other types of recorded responses? For example, perhaps a student could scribe for the presenting student so they can keep a record of student/tutor feedback notes, or students could fill in feedback forms.
Part Three
- Becky’s comments are extremely valuable and thought provoking, particularly in regards to breaking down some of the boundaries between staff and students when giving feedback.
- I think I tend to begin with comments myself because it can take students some time to warm up and feel comfortable speaking during the session and we are usually pressed for time during crits, but that isn’t to say these sessions have to be run in this way. Building in time to collect feedback in a variety of ways (like post its or written digitally) to be read out anonymously is a good idea that I can see would help students who feel less comfortable speaking in front of the group.
- I also like the suggestion of asking students to scribe for the presenter, or having feedback forms to fill in to provide a framework for the session and to prompt reflection. This is something I will definitely build into the next presentation.
- I also agree with the idea of breaking up the way staff are sat in the room! It wasn’t intended as a panel, more to do with wanting to make the 2 supporting members of staff who were guests and not super familiar with the space / class feel comfortable. I also felt like I needed to be in the front to help out with technical issues. I realise this sounds like a lot of excuses for why having a panel at the front is a good thing but I actually really like the idea of spreading us out, perhaps around the table so that we are all sitting together equally.
- Posing questions after each presentation to prompt responses from students is also a good idea that flows on naturally from the use of feedback forms. I wonder if there could also be a space given for the presenting student to ask questions to the group, asking for feedback about specific aspects of their work.
- time keeping – the banner is a really nice touch that gives the session an informal and friendly feel but I agree that it can sometimes be hard for the presenter to see. I would like to set up a screen with a timer that the presenter can see in front of them to help them be aware of time. This is something that is used during the Annecy animation festival pitch sessions and think it would be good to model and implement with our students.
- Over all I think we can provide a bit more structure for students to provide critical feedback during the sessions as well as perhaps a bit more time on the day to ensure everyone has the chance to contribute in a way that they feel comfortable. Currently each time slot is only 15 mins (5 mins to present + 10 for feedback) which is tight and doesn’t leave much space for reflection.