Transcript Study Support Session 1 - University of Brighton

Presenting a Critique &
Peer Feedback
Angie Parkinson
Learning Support Officer
Considering your Audience
 Who are they? (assessors?
peers? the artwork author?) And
how many?
 What do they already know
about the artwork?
 What will interest them?
 Are you looking for feedback?
Selecting Content
 Generate ideas by brainstorming’
 Decide on which ideas to include
 Avoid spending so much time in
research that you have no time
to make an interesting
presentation.
Organising Structure
 Overview (of content and order of
presentation)
 Regular Sign-posting
 Opening attention-grab (a pertinent
quote – or a question)
 Conclusion: tell ‘em what you told ‘em
 Closing attention-grab (quote/question)
 Ask for questions (have back-up info
to counter hostile questions)
Using your Visual Aid
 Don’t obscure the audience’s view
 Use index cards to make brief notes (esp
of dates / names / main points)
 Interact with the aid by pointing etc, to
help the audience focus on what is said
 When is the best time to issue handouts?
If you need to use a Script
A good script has:
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Short sentences
Plenty of examples
Lots of repetition
Clear linking statements (eg ‘Next’,
‘Another is’)
If your presentation is based on your
essay, you must rewrite it as a
script.
Rehearsing your
Presentation -1
Rehearsal is essential to assess :
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your time-keeping,
that the visual aid can be seen,
your voice projection,
pace of speech,
logical order of content,
‘speakability’ of the script
body language
Rehearsing your
Presentation -2
 Reduce your script to notes on cards
 Rehearse in the venue (or visit it and
check out the equipment)
 Time your presentation
 Ask friends to watch & provide feedback
 Ensure that all the equipment you need
is available and accessible.
Delivering your Presentation
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Voice
Volume (get a friend to sit at the back & signal)
Pace - Speak slower than conversation
Tone (Talk – Don’t read!)
Interacting with the audience
Ask a question at the start: ask for a show of hands
Answer questions later
Use of appropriate humour
Body Language
Eye contact
Gestures
Posture / stance
‘Critical Performance’ Approach
 Describe the work (as if over the phone)
artist/ title/ location? First impressions?
 Analysis - How are the elements &
principles used? Use technical vocabulary.
 Interpretation
What is the artist trying to say?
What grabs your attention?
 Evaluation (or Judgement)What do I think
about this work? Do I like it? Why(not)?
Be an effective group
member
Listen to other students
Be encouraging and supportive
Build on other people’s ideas
Help the flow (Contribute, but don’t
dominate)
 If you disagree, ask a question
 If you are wrong, admit your mistake
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Dealing with Issues
• Emotions arising from strong opinions
• Emotions arising from group
problems
• Imbalances in group interaction
(Chair’s role)
• Unfair treatment
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