Free Writing Continued

Free-Writing exercise

Continuing on from my initial free-writing recording I have continued to write more pieces, this is one example I have titled as Free:

Free

I walk in pools of shadowy remorse and wash my hair in a lake of lies, yet there are some who may call this freedom and privilege, the ability to be where you want and feel your pain wash away.

I do not.

Freedom is fearful and dangerous; we walk in a controlled and ordered environment constantly,

Listening to music they want us to listen

Watching shows they want us to watch

Going on Holidays they think we will like

Freedom is looking at the world without constrains or limits previously set, freedom doesn’t use can’t or won’t but rather will and when. It doesn’t even use speeling and corect gramer. but rather freedom is nt thinking of oneself selfishly but thinking of ManKind CoLleCtly

To strive we must be free, to make mistakes makes us free

I am not free. But I will be

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November 29, 2015

Speech Bubbles’ session evaluation – Week Four

25^th November

This session, continuing onwards from the previous session, we worked with two groups both on different stories; therefore the pre-story games and the Story squares were slightly different from each other. From this format, like previous entries, I will discuss in detail both sessions and the games we constructed towards them. In reflection to time scheduling and group times prior to Speech Bubbles’ sessions (such as lunchtime and playing outside) we were given Group Two first which previously we worked with in our second sessions of the day. To keep from confusion I will still refer to them as Group Two as I believe the group will be alternating between weeks that which goes first and second.

Firstly Group Two was between 1:15pm to 2:00pm; our pre-story game utilised the structure of Stop/Go game which we had used in previous sessions but with emotions and characteristic. Indeed our story was about different emotions such as feeling sick, being shocked, being sad and being happy therefore using the emotion bubble cards that can be found in the back of our Speech Bubbles’ resource pack (and underneath this blog entry) we were able to present different facial emotions to the children and in turn allow them to move around the room with those emotions. If we said ‘Red’ they would freeze on the stop showing their faces, in which I could walk around and comment on the good facial work. When we said ‘Orange’ they would continue their face but move really slowly, and when we said ‘Green’ they walked at normal pace but with the emotional faces. Personally in response to that activity I found the children really engaged and enjoyed moving around the space in different expressions and their enthusiasm can through immensely.

Our story square was presented with The Little Girls, a story written by Mirinda and from our previous game activity of emotions, the children were able to utilise their expressions within the story. The story itself had several aspects that were explored collectively in greater detail, firstly within the story some little girls had to find some apples, therefore I asked “I wonder how you could show finding apples?” The group responses several times within the square with different examples ranging from traditionally picking them off of the trees and finding them on the floor to picking them out of their pockets, I really enjoyed the scope of opportunities and imagination the children brought forth in regards to thinking how to take apples. Next we looked at acting like adults and children, within the story the children talk to their mums therefore some children had to pretend to be adults and some were children, for this part of the story I asked, “I wonder how you can show being a mum” and the children responded by standing on their tiptoes or speaking in a booming voice like an adult to enjoyed response from their peers. I think that by laughing and engaging with the story, the children enjoyed the text more and enjoyed each other’s company thereby gaining more confidence within the space and feeling more expressive in their responses to what they see. The story concluded with a superhero, “Spiderman” which every child was familiar with, therefore I asked each child individually to ent4er the space and show off their ‘Spiderman acting’ the response was fantastic as everyone wanted a go and therefore with this technique everyone was involved and did not feel missed out.

Continuing from our previous evaluation, we continued to focus our attention on some children who we had felt could ‘slide under the radar’. From our session today we noted that the majority of the children were behaving and engaging (with some small exceptions) with the work yet some needed to be more expressive, we feel with more sessions they would build up greater confidence and speak out more. Furthermore, during the Stop/go game we noted that everyone was engaged and enjoying the space and actions therefore we will continue to have more sessions that include this game.

After a small period of five minutes, we moved onto working with Group One. I personally noted with this group that the children were moved excited and engaged, particularly with the Name in the Bucket Game in which everyone was throwing their names in amazing ways. I allowed us to copy every throw that was done in a group thereby praising every throw and showing the unique nature their names were going into the bucket. Unfortunately during the period between games one of the children was misbehaving and behaving quite inappropriately therefore, after discussing it with our T.A Noelie, she had to make the child return to class, I noted that the child was acting distant and uninterested before entering the session so the issue was probably brought up before the Speech Bubbles’ session.

The story we had also included emotions like the previous group, therefore (quite fortunately) we were able to use the same Stop/go Game criteria with this group as well. The emotions within the story ranged from being lonely and therefore feeling sad, to fear and shock and finally concluding with everyone being happy. The emotion cards were again used and to reinforce good behaviour I asked some children who I felt were being well-behaved to come up as well and show facial expressions too, we used the same colour system and moving around the room like in the previous session yet we added some attributes like ‘showing your happy and looking for something’ or ‘showing your sad because you’ve lost something’, these activities related to our story which involved a great deal of searching and finding things.

Moving onto the story square, our story The Animals and the Old House, created by Helen looked at some elements that we had previously worked on in Speech Bubbles’ sessions and therefore could be brought back and revisited. Some examples within the story included “All sorts of animals” so I asked what sorts of animals there could be and the children reflected upon animals we had looked at in previous sessions such as lions, squirrels, dogs and cats. I personally was amazed by all the animals that the children remembered from previous sessions and what information they had ‘soaked’ up. Next we moved onto all manner of this that could be found in cupboards, reflecting upon the pre-story game of searching and finding things there were many different answers to what they could find in the cupboard from the traditional cups and plates, to amazing examples of imagination such as another world in forest or a little house. Then we looked at who could help and aid you in a quest, I gave examples like “firemen, neighbours and friends” but the children came up with extraordinary ideas such as Speech Bubbles friends like Esha and Johnny or ambulance doctors and even Barney Bear, our mascot.

In regards to evaluating afterwards, we noted that the imagination and engagement of this group was growing and development at a fantastically fast rate. Our T.A. Noelie even noted to us that the children were becoming more excited and eager to write stories and text outside of Speech Bubbles furthermore the children were thrilled at coming to our Speech Bubbles sessions every week with I found to be a real confidence boost. I have observed that over the last couple of weeks not only is the children’s confidence growing and developing but mine is also which makes me an active member of Speech Bubbles sessions as well as the children.

November 29, 2015

Speech Bubbles’ Timetable – Week Five

Below are the two groups timetable, for 2nd of December – Week Five of Speech Bubbles

Speech Bubbles Timetable – Week Five– Group One

Introduction – Sitting the children down in a circle, calming them down after being out in the playground
Hello Song – Sung TOGETHER
Speech Bubbles Chart – using the physical timetable we recall everything we are presenting this week – Story relating to an Old House, Animals and Humans and Friends –TOGETHER
Name in the bucket game – One child (who is well behaved) brings the bucket in and one takes the bucket away – using different voices, big, small – JOHNNY
Pre – Story Games

Group Statues game – Three groups (3,3,4) come up with frozen superheroes poses in one minute,
Then same with bad guys
Then same with little girls

Story square

‘Tangling up bad guys’ –using “gentle” motion from timetable but like straight-jackets
Saving the little girls
Smelling out crime powers
Plant powers – camouflages, vines, trees

Showering off what we have learnt
Mascot Barney Bear
Taking a story from someone

Speech Bubbles Timetable – Week Five – Group Two

Introduction – Sitting the children down in a circle, calming them down after being out in the playground
Hello Song – Sung TOGETHER
Speech Bubbles Chart – using the physical timetable we recall everything we are presenting this week – Story relating to an Old House, Animals and Humans and Friends –TOGETHER
Name in the bucket game – One child (who is well behaved) brings the bucket in and one takes the bucket away – using different voices, big, small – JOHNNY
Pre-story game

Adult in role – Children in a circle, Johnny pretending to be a gingerbread man
Esha as Crocodile
Taking questions – “I wonder how a gingerbread man would move?”
“I wonder how a Crocodile would move?”

Stop/go game – Children being gingerbread men, crocodiles, and monsters

Story Square

“I wonder what kinds of sweets could make up the gingerbread house”
Story Square being the chimney, everyone going down – Santa and elves
“I wonder what other bad things are for your eyes” (Glass from story)
End of story – “I wonder what could’ve happened next” – gingerbread man built back together

Showering off what we have done
Mascot Barney Bear
Taking a story

November 29, 2015

Re-drafted Cw1 Case Study script and Presentation

After working on my CW1 presentation and script I have constructed a re-drafted version and have made a Power-point presentation to work in tangent with it. These are presented below:

CW 1 Case Study – Speech Bubbles

CW1 Presentation notes – Case Study –Speech Bubbles

Slide One –

Speech Bubbles was developed in partnership with the Southwark Pupil Development Centres in 2009, it was created under the umbrella of London Bubble, a company set up in 1972 in which it set out as its main objective of creating theatre with its community and creating new communities with theatre furthermore London Bubbles wanted to give opportunities from its artistic direction, skills, environment and other resources to create inspirational pieces of theatre from sharing stories. From its construction, London Bubble has created a huge organisation which stems into all aspects of relationships such as Speech Bubbles for young children, participatory workshops from 6 upwards and including a Bubble Youth Theatre for young adults, intergenerational groups that work with different levels of age ranges collectively, an adult drama group, tea break theatre which talks and engages with older generational groups and even Rotherhithe Shed work which allows engagement through practical skills and D.I.Y. All of these organisational strands of London Bubble brings communities together and engages with people in a fun, comfortable environment. In relation to London Bubble’s task, Speech Bubble continues to engross the aspect of story-telling as its fundamental practice.

Slide Two – Recapping previous comment – reflecting upon the funding for the projects

Slide Three-

Speech Bubbles was created in relation to evidence gained by the Communication Trust in which it suggested that as many as 50% of children in areas of disadvantages have speech and language skills significantly less developed than those of other children of the same age. In direct response to that Speech Bubbles constructs a safe and playful area for children in KS1 to develop their communication skills.

Utilising the structure of story drama, Speech Bubbles brings the child to the centre of the activity and, through different periods within sessions become author, performer and audience. From its initial development in 2009, Speech Bubbles sessions have become available across Southwark, Lewisham and Greenwich with London Bubble and Hackney, Tower Hamlets, Enfield, Oldham, Rochdale and Manchester with our partner organisations

Slide four –

Some evidence of the impact Speech Bubbles has had can be found from statistics taken from teachers who had experienced Speech Bubbles workshops in the schools, they noted in 2013/14 that post project:

89% of children showed improvement in Learning, Speaking and Listening with 22% showing striking improvement
90% of children showed improvement in Emotional Behaviour

Slide Five –

As an environmental appeal, Speech Bubbles began its work in areas which statistically has low education performances within the greater London area. Indeed Trust for London and New Policy Institute stated London boroughs such as Greenwich and Lewisham have some of the worst education records in London, and therefore in direct combatants of this by initial having Speech Bubbles’ placement primarily in these areas it allowed a void to be filled in the education sector and brings forward an opportunity for children who may have underdeveloped communicating skills. Looking at this decision within a business parameter, by placing the company firstly within statically poor education areas it allows Speech Bubbles to provide their practices and appeal to a broader range of schools who want to increase their school’s programs, and thereby allow a surplus of business opportunities.

Slide six –

Speech Bubbles’ research observes the effectiveness and impact of which the drama-based sessions have and categories children who might most benefit from the interventions. In notes:

Children who lack confidence in communication – whether that includes children who are selectively mute and/or children with English as an additional language
Children who have difficulty organising thoughts and then communicating them – which envelops children who may not respond appropriately to what is being said
Children who have poor attention and/or poor listening – Reflecting upon children with low level of engagement within class-work and difficulty developing positive peer to peer relations

By provide this framework, Speech Bubbles allows their sessions to become tailored towards children with one or more of these characteristic and provide experiences and processes to build up their lacking areas of communication.

Slide seven –

In regards to the wider field of applied theatre, Speech Bubbles applies the techniques of story-telling theatre as the foundation of its work. Similarly to aspects of playback theatre, the story-telling approach allows a story structure to be taken from an individual (in this case a child) and performed out to an audience, however unlike playback theatre whose text comes from factional aspects of the tellers life, story-telling allows the realm of fantasy to become a key part and bring about level of excitement, surreal and surprise. By not having the confines of fiction, the story –telling allows the child to make up a story entirely about what they want and gives them freedom they may of otherwise not experienced.

Slide Eight –

To look at the structure of story-telling within Speech Bubbles, one must reflect upon the methodology applied by Speech Bubbles in particular Vivian Gussin Paley’s work with children and storytelling and her text of The Boy who would be a Helicopter. Paley, a former preschool teacher and pioneer of the work on storytelling techniques, utilises the story format in reaction to the challenges posed by the isolation which inhabits the child to teacher relationship and allows the stories to become the tool to bridge that gap thereby allowing children to feel more comfortable, cared for and willing to express themselves within the classroom environment.

Paley herself presents a preface which underlines the fundamental need to connect and engage within a classroom,

“[Paley’s] habit of drawing invisible lines between the children’s images is, I think, the best thing I do as a teacher.” – This is presented is Speech Bubbles with interjecting a child’s imagination and fantasy within another child’s story
Jason, the primary child of observation within this book, who many would regard as the ‘quintessential outside’ yet Paley interjects that “he is the one we must learn to include in our school culture if it is to be an island of safety and sensibility for everyone.” – – In my opinion this image of safety and sensibility for everyone is the essence of Paley’s work that Speech Bubbles had absorbed and continued to strive towards with every workshop session.
Young children utilise the story structure to anchor fantasy and purpose, Paley notes “storytelling is contagious and listening to the children’s stories will rekindle the teacher” also Paley refers “the fantasies of any group form the basis of its culture” and by having this space within Paley’s work, and applied extensively through Speech Bubbles, these fantasies can be rich and plentiful through storytelling techniques.

Slide Nine –

“Fantasy is a boundless topic that submits to no labels” and from that quote I observe that fantasy is the core of Speech Bubbles’ work for with the element of fantasy and imagination brings with it a unique array of stories that change every session. – Reasoning for Speech Bubbles implementation of the fantasy of a story structure
Methodology also circulates around the notion of play, children are able to pursue their own mannerism and imagination indeed within play there is no confusion rather there is a fluidity that allows any child, in any character, to enter and engage – Speech Bubbles present this notion of ‘control play’ thereby there is a time dedicated to play and experience with new fantasy items within the story (pre-story games) furthermore allowing each child to make up a story then the next session is tailored around that story and the different elements of it, indeed from one child’s story playing is brought forth through the use of warm up games and exercises that have a fundamental base within the story therefore through the use of play all aspects of the story are addressed and new tangents of imagination can stem off them
Paley notes that a change in routine such as a ‘new snack group’ or any other aspect of strong chance mounts tension and confusion within children. – important with Speech Bubbles as children, particular with a lack in communication or comprehension skills, may become frustrated or lost if many changes take place; to work with this, Speech Bubbles’ activities are structure and follow the same guidelines every session, complete with each a visual timetable or telling a timetable to the children before beginning, therefore any changes may can be addressed before beginning or are incorporated in a greater structure that remains constant.
Paley refers to the natural transformation between a child transcribing a story and becoming an actor embedded within the story, indeed through physically embodying their stories children become more engaged and involved with their pieces – Speech Bubbles embodies this through the use of the story square in which a story is told and different parts are acted out by different children, the purpose is to allow the children to become more connected and invested within the stories providing extraordinary pieces of physical theatre merely as a visual bonus – in regards to Speech Bubbles ethos of communication, the positive communication gained from story square in the safe environment allow children to become more confidence is expressing themselves and gives a strong sense of ownership to their stories.
Paley’s initial ideas of story-telling, in her case a story table where children sat around and listened to a story being created, and delved further allowing for a space where the stories can be brought into fruition and explored in even greater detail than words – Speech Bubbles uses the same structure but with the story square therefore the stories can be acted out and embodied

Finished with Slide nine but continued with points

The relationships between him and other children. In that regard, children who are introverted or seem to be satisfied with their own company and omitted the company of other is looked upon in greater detail both with Paley’s work with Jason and Speech Bubbles’ work with individual children, Paley conveys that within children “friendship itself is defined in terms of fantasy roles” friends will take part in someone’s play or story and through this “friendship and fantasy form the natural path that leads children into a new world of other voices, other views, and other ways of expressing ideas and feelings they recognize as similar to their own.” – Speech Bubbles allows the opportunities for children to become engaged with others stories and activities whether physically straight away or allowing them to observe and build up confidence with the company of others
Paley’s work looks at the ability to engage children within story structures and the ability to be free through stories, from this Speech Bubbles has set its core ethos and criteria around that and constructed a relaxed, exciting atmosphere that allows children to expand their imagination and to become more confidence in their communication to themselves and others
Although Speech Bubbles has amalgamated Paley’s arrangement in order to incorporate older children, key stage one, the basis of the work remains true to Paley’s initial goals and desires.

Slide Ten –

In regards to myself as a facilitator for Speech Bubbles I began already with previous workshop-based training, indeed by Borders Youth Training allowed me to already have a strong understanding of working with children particular in relation to warm-up games, physical activities and creating performances, however many of the children I worked with were based in KS3 years of 11-14, therefore during my Speech Bubbles training I had to incorporate certain attributes that I would have taken for granted in older-based workshops, such examples included making clear, simple instructions , repetition to reinforce words, physical signs to reflect actions thereby making communication simpler and reducing elongated or elaborate language to avoid confusion or explaining the meaning afterwards. From becoming a Speech Bubbles facilitator, I have undertaken the planning elements of the workshop sessions and can shed more light upon the different activities in relation to their objectives:

Opening Activities – repeated activities that allow the children to connect them with the beginning of sessions. These activities are gentle, shared with the group and welcoming – their aim is to assemble a structured, collaborative and fun environment

In terms of structured some examples include – Charting what we’re doing and Speech Bubbles’ chant – thereby presenting a framework of what we expect, want and what will happen within Speech Bubbles’ sessions

Some example of games we use are – Hello Song and Name in the Bucket – which objectivity present Speech Bubbles attributes such as taking turns and verbal communication

Slide Eleven –

Games/warm-ups – these activities attune the body and emotions, are fun and playful ways of stimulating the children’s senses and allow an easy pathway from elements of the story to work on individually

Some examples of warm-up games we use include – Stop/go game, mirroring and moving around as something – Objectively; these activities allow the children to begin working positivity with one another, listening and engaging with communication

Core Activity, Story Making – the story making activities are divided into two interweaving sections: Creating and sharing stories (which we acquire at the end of our Speech Bubbles’ sessions) and Exploring and Developing the Stories and Characters (which is integrated as our main activity). Both these activities engage the children and allow a sense of ownership over their text material – these activities bring out objectives such as engaging with exploratory talk, working with story/narrative and increasing verbal communication
Closing activities – These activities provide a positive end to the session thereby providing opportunities for the children to comment on what they enjoyed and therefore take away from the session

Such examples of this include – Showering off what we did today game and Speaking with our Mascot, Barney Bear

Slide Twelve –

From Speech Bubbles facilitator work, I have been able to reflect and critical analysis the children in relation to key speech language and communication needs. The Speech Bubbles facilitating structure allows evaluation to be recorded and therefore after every session Esha and I have a session evaluation on what exercises and attributes worked with the children and what techniques were lacking or difficult for the children to comprehend. The Speech Bubbles evaluation techniques also allowed us to discuss and evaluate how the children were in the session based upon a receptive, attending and expressive structure from one to five and any comments or actions that need to be placed beside their names, we both do evaluation as facilitators and collectively with our T.A supervisor, Noelie, therefore we are able to compare our observation and reflections of the children’s progress to the T.A’s observations who has worked with the children personally over a greater timeframe and therefore can immediately see changes relating back to the classroom. I personally feel that by having Speech Bubbles evaluation forms it presents an opportunity to evaluate our own work and assess each section of the structure provides a stronger insight into the methods we find most comfortable to work with the children.

Slide Thirteen – Examples of Forms

Slide Fourteen –

In regards to Speech Bubbles and Professional Placement, I have found several key attributes that transfer over smoothly. Indeed the module requirements for Professional Placement are constructed in a very professional manner similar to a work environment; attendance, punctuality and time-keeping are all key aspects of this module as it presents a level of respect and professionalism when applied to the individual, similarly I have taken those attributes within my Speech Bubbles facilitating, arriving thirty minutes before the first session to set up the workspace and make myself known to the members of school staff. Like having prepared work associated with precis and blog entries for Professional Placement, as a facilitator I have activities and games prepare and ready for implementation, all available items that are used in the sessions (masking tape for the story square, teddy bear for the mascot). Presenting one’s self in a professional and respectable manner in terms of dressing appropriative for Professional Placement classes, respect the room we have classes in and having a friendly and positive attitude, similarly I show this same level of respect and curiosity within the Speech Bubbles’ sessions thereby giving a persona to the children, and T.A, of someone who is not only comfortable to work with but also enjoyable.

To further complement the similarities between both, I observe how the course readings have been intergraded within my facilitator work both now and how the placement experience will become an effective means of knowledge to take for further employment. Trought’s Brilliant Employability skills: How to stand out from the crowd in the graduate job market reflects, also immediately in the first chapter, the effectiveness employability skills are to companies, Speech Bubbles’ facilitating provides prime examples of how one has used these skills in a practical context; An example of a skills may involve cultural sensitivity and as my work in Speech Bubbles is aims at all ranges of children from different cultural background I have been made more aware and equipped to act accordingly, another example would be leadership or positive attitude both are found clearly in the facilitator’s work as I work with children leading them through scenarios and games and all the while remaining positive and reassuring. Trought also states, in chapter six, that in regards to interviews and receiving interview questions having clear situations that demonstrate the skills such as examples from Speech Bubbles’ sessions will allow a clearer explanation of the skills in practice and how, using those skills, an obstacle was overcome.

Slide Fifteen –

In terms of how the case study of Speech Bubbles has an effect on me for career opportunities and employment I have found knowledge gained not just on the workshop techniques but also on administrative aspects. The knowledge I have gained from working with children may provide insightful and invaluable if terms of setting up children based workshops or working with children who had communication problems, aspects such as clear structured plans which the children can become comfortable with and work towards is particularly effective. The administrative aspect of creating, structuring and evaluating myself and my peers (whether children or adult) is an indispensable skills that I can apply to creating my own dramatic pieces or performances and concluding what features worked or fell flat.

Thank you for listening

November 24, 2015

Precis of Trought, F. (2012) ‘A Brilliant future’ in Brilliant Employability Skills: How to stand out from the crowd in the graduate job market – Chapter Seven

In this book’s concluding chapter, Trought presents a rounded overview of some of the key aspects she has mentioned and examined within this book.

Reflecting upon the aspect of why employability is important, Trought reaffirms the essential need to gain and utilise employability skills in relation to employers, acquiring new skills and techniques which will show drive and ingenuity, attributes that will always be valued in any sector. Trought stresses those students who are able to practically demonstrate and draw on examples that show their understanding of generic employability skills will advance far quicker in the graduate, therefore the ability to use the S.T.A.R model to give clear examples of situation where employment skills have been implemented is imperative to interviews and evaluation scenarios.

Trought relates back to the I Brand Employability Model that recognises skills embedded within a student’s course, but also referring to the need to develop practical examples skills drawn from extra-curricular activities, work experience or volunteering. Trought outlines that the model recognises a student’s individual effort and contributions thus making a unique and tailored database to their own skills acquired.

Trought relates back to the transferrable skills embedded within the university course and how one could gain those from assessment methods. (Below this blog entry is an example of assessment methods and how Trought shows those skills transferred over)

Trought primary concluded this chapter with a reflection upon the individual and commenting that choosing the right career is often one of the most difficult choices for a student, therefore having a good understanding of what motivates you and drives you are essential in choosing what to aspire towards. Indeed researching and understanding a chosen company or path allows a broader understanding into some elements of it and provides the individual with data on what activities they would be involved in. Once a student has entered employment, constantly adapting and changing to suit the work is paramount in order to keep the position or aspire to go further, learning additional skills, new contacts and developing oneself bridges the gap from a good member of the company and a great inspiring member that will be noticed and taken further.

In retrospect of Trought’s book I have found the information very effective and useful in regards to being a third year student and increasing getting closer to graduating and moving onwards to the employment sector, with these useful tools I can present myself in the best possible light and therefore have a greater chance in acquiring work and opportunities.

November 20, 2015

CW1 Presentation Case Study –Speech Bubbles – First Draft

For my CW1 work I have to construct a presentation in regards to a chosen Case Study company, I have chosen Speech Bubbles as it is also my placement and therefore I have a great detail of information to talk about. I have decided to first write out my presentation like a word document in order to assess all aspects of the course criteria marking also during the presentation I would have this word document as a ‘script’ to allow me to address all my points. Underneath is my first draft of my word document presentation:

89% of children showed improvement in Learning, Speaking and Listening with 22% showing striking improvement
90% of children showed improvement in Emotional Behaviour

Speech Bubbles’ research observes the effectiveness and impact of which the drama-based sessions have and categories children who might most benefit from the interventions. In notes:

Children who lack confidence in communication – whether that includes children who are selectively mute and/or children with English as an additional language
Children who have difficulty organising thoughts and then communicating them – which envelops children who may not respond appropriately to what is being said
Children who have poor attention and/or poor listening – Reflecting upon children with low level of engagement within class-work and difficulty developing positive peer to peer relations

Paley herself presents a preface which underlines the fundamental need to connect and engage within a classroom,

“[Paley’s] habit of drawing invisible lines between the children’s images is, I think, the best thing I do as a teacher.” – This is presented is Speech Bubbles with interjecting a child’s imagination and fantasy within another child’s story
Jason, the primary child of observation within this book, who many would regard as the ‘quintessential outside’ yet Paley interjects that “he is the one we must learn to include in our school culture if it is to be an island of safety and sensibility for everyone.” – – In my opinion this image of safety and sensibility for everyone is the essence of Paley’s work that Speech Bubbles had absorbed and continued to strive towards with every workshop session.
Young children utilise the story structure to anchor fantasy and purpose, Paley notes “storytelling is contagious and listening to the children’s stories will rekindle the teacher” also Paley refers “the fantasies of any group form the basis of its culture” and by having this space within Paley’s work, and applied extensively through Speech Bubbles, these fantasies can be rich and plentiful through storytelling techniques.
“Fantasy is a boundless topic that submits to no labels” and from that quote I observe that fantasy is the core of Speech Bubbles’ work for with the element of fantasy and imagination brings with it a unique array of stories that change every session. – Reasoning for Speech Bubbles implementation of the fantasy of a story structure
Methodology also circulates around the notion of play, children are able to pursue their own mannerism and imagination indeed within play there is no confusion rather there is a fluidity that allows any child, in any character, to enter and engage – Speech Bubbles present this notion of ‘control play’ thereby there is a time dedicated to play and experience with new fantasy items within the story (pre-story games) furthermore allowing each child to make up a story then the next session is tailored around that story and the different elements of it, indeed from one child’s story playing is brought forth through the use of warm up games and exercises that have a fundamental base within the story therefore through the use of play all aspects of the story are addressed and new tangents of imagination can stem off them
Paley notes that a change in routine such as a ‘new snack group’ or any other aspect of strong chance mounts tension and confusion within children. – important with Speech Bubbles as children, particular with a lack in communication or comprehension skills, may become frustrated or lost if many changes take place; to work with this, Speech Bubbles’ activities are structure and follow the same guidelines every session, complete with each a visual timetable or telling a timetable to the children before beginning, therefore any changes may can be addressed before beginning or are incorporated in a greater structure that remains constant.
Paley refers to the natural transformation between a child transcribing a story and becoming an actor embedded within the story, indeed through physically embodying their stories children become more engaged and involved with their pieces – Speech Bubbles embodies this through the use of the story square in which a story is told and different parts are acted out by different children, the purpose is to allow the children to become more connected and invested within the stories providing extraordinary pieces of physical theatre merely as a visual bonus – in regards to Speech Bubbles ethos of communication, the positive communication gained from story square in the safe environment allow children to become more confidence is expressing themselves and gives a strong sense of ownership to their stories.
Paley’s initial ideas of story-telling, in her case a story table where children sat around and listened to a story being created, and delved further allowing for a space where the stories can be brought into fruition and explored in even greater detail than words – Speech Bubbles uses the same structure but with the story square therefore the stories can be acted out and embodied
The relationships between him and other children. In that regard, children who are introverted or seem to be satisfied with their own company and omitted the company of other is looked upon in greater detail both with Paley’s work with Jason and Speech Bubbles’ work with individual children, Paley conveys that within children “friendship itself is defined in terms of fantasy roles” friends will take part in someone’s play or story and through this “friendship and fantasy form the natural path that leads children into a new world of other voices, other views, and other ways of expressing ideas and feelings they recognize as similar to their own.” – Speech Bubbles allows the opportunities for children to become engaged with others stories and activities whether physically straight away or allowing them to observe and build up confidence with the company of others
Paley’s work looks at the ability to engage children within story structures and the ability to be free through stories, from this Speech Bubbles has set its core ethos and criteria around that and constructed a relaxed, exciting atmosphere that allows children to expand their imagination and to become more confidence in their communication to themselves and others
Although Speech Bubbles has amalgamated Paley’s arrangement in order to incorporate older children, key stage one, the basis of the work remains true to Paley’s initial goals and desires.

Opening Activities – repeated activities that allow the children to connect them with the beginning of sessions. These activities are gentle, shared with the group and welcoming – their aim is to assemble a structured, collaborative and fun environment

Some example of games we use are – Hello Song and Name in the Bucket – which objectivity present Speech Bubbles attributes such as taking turns and verbal communication

Games/warm-ups – these activities attune the body and emotions, are fun and playful ways of stimulating the children’s senses and allow an easy pathway from elements of the story to work on individually

Core Activity, Story Making – the story making activities are divided into two interweaving sections: Creating and sharing stories (which we acquire at the end of our Speech Bubbles’ sessions) and Exploring and Developing the Stories and Characters (which is integrated as our main activity). Both these activities engage the children and allow a sense of ownership over their text material – these activities bring out objectives such as engaging with exploratory talk, working with story/narrative and increasing verbal communication
Closing activities – These activities provide a positive end to the session thereby providing opportunities for the children to comment on what they enjoyed and therefore take away from the session

Such examples of this include – Showering off what we did today game and Speaking with our Mascot, Barney Bear

November 19, 2015

Speech Bubbles Timetable – Week Four

Below I have the timetable firstly for Group One (1pm -1:45pm) and then Group Two (2:15 – 3pm):

Speech Bubbles Timetable – Week Four – Group One

Introduction – Sitting the children down in a circle, calming them down after being out in the playground
Hello Song – Sung TOGETHER
Speech Bubbles Chart – using the physical timetable we recall everything we are presenting this week – Story relating to an Old House, Animals and Humans and Friends –TOGETHER
Name in the bucket game – One child (who is well behaved) brings the bucket in and one takes the bucket away – using different voices, big, small – JOHNNY
Pre – Story Games

Stop- go game using emotion cards – Loneliness, Fear, Happiness
“In today’s story, a mouse is trying to find something; I wonder how you could show looking for something….” Exploring the room game – TOGETHER

Story Square – The Animals and the Old House By Helen – JOHNNY

“All sorts of animals” – pretending to be animals that we have worked on in previous sessions
“And then they saw a Cupboard” I wonder what things can be found in a cupboard…
“The people came” I wonder what kind of people could help?
Policemen, Firemen, Neighbourhood, Towns people
Showing Humans and Animals – three humans and three animals in the story square
Having to “talk animal” to them
“There was a friend” I wonder what type of friend… Animal friend, Barney, Speech Bubbles friends, Best friends – Asking around the circle, showing

Shower – washing off everything learnt in Speech Bubbles
Barney – Telling Barney what they liked in Speech Bubbles
Taking a story – taking a story for one of the children

Speech Bubbles Timetable – Week Four – Group Two

Introduction – Sitting the children down in a circle, calming them down after being out in the playground
Hello Song – Sung TOGETHER
Speech Bubbles Chart – using the physical timetable we recall everything we are presenting this week – Story relating to boys and girls, emotions, acting as adults – TOGETHER
Name in the bucket game – One child (who is well behaved) brings the bucket in and one takes the bucket away – using different voices, big, small – JOHNNY
Pre – Story Games

Stop- go game using emotion cards – walking around acting sick, shocked, naughty
Walking around the room as girls/boys (everyone being girls and boys

Story Square – The Little Girls by Mirinda

I wonder how you could show picking apples
Acting like adults – mums, groups of boys, girls and mums
I wonder how you could show reading a book

Shower – washing off everything learnt in Speech Bubbles
Barney – Telling Barney what they liked in Speech Bubbles
Taking a story – taking a story for one of the children

November 19, 2015

Speech Bubbles’ session evaluation – Week Three

18^th November

This sessions this week were the begin of individual stories, in the previous two sessions we were able to have our timetables transferrable for both sessions however with the introduction of the children’s own stories this required our pre-story games and story square sections to be tailor for the story in questions whether that be from group one or two. From this format I will discuss in detail both sessions and the games we constructed towards them. Another aspect that differ this week’s work from previous session was the inclusion of Adam Roberts, a Speech Bubbles’ teacher that we had previous met and worked with in training sessions, his contribution and engagement both within the sessions and afterward in reflection was insightful and allowed us to see our work from an experience Speech Bubbles practitioner.

Firstly group one, from 1:15pm to 2:00pm; our pre-story game looked towards items that can be found in a party. We had the children sat down in a circle and each child told us things that can be found in the party, then depending on what they were we would act out activities involving them. An example that came up most frequently was eating various items such as party snacks, cake and treats therefore in response to this I placed our “invisible food” and every time food was mentions we all collectively took a big spoonful of the food, I found that this allowed all the children to become engaged with the activity, listen to what each child was saying and brings a level of excitement coming together in the middle. Other examples that included actions were party hats, which we all wore, balloons, which we all blew up and birthday wishes, in which we all blew out candles (and had another slice of cake). By using this activity when the story began everyone had an item of different things found at parties not just from themselves but copying from others in the group. In regards to the Speech Bubbles objectives I observed using verbal and physical communication with their party items and taking turns effectively as the circle went round in one director and everyone was able to bring something to the game.

Our story square was presented with Clocks, a story written by Ayomini and from our previous game activities the children we able to incorporate the actions within the party atmosphere. The story had several aspects that were explored in greater detail, firstly there was a man in the story therefore I asked the children, “I wonder how you could show you’re a man in your actions?” In this response many gave us some very typical depictions of men including flexing arm muscles and walking strong however some attributes I found particularly fascinating like having hands in their pockets and walking solemnly or walking in a regimented pattern like a soldier. For our party session of the story I got everyone, including myself and Esha into the middle of the square and act out all the different things we had a parties from the previous game, the closeness of the bodies within the square made the activity seem more like being in a party environment and the actions from the previous game carried on well to the story. We finally concluded with showering off all things we had done at Speech Bubbles, talking to Barney about particular things we had liked and taking a new story.

During the evaluation prior to last week’s session, I and Esha had noted that we were unable to reflect and evaluate on some children, whether due to learning new names, unable to recall or just being unaware of their actions, therefore in response to this Esha and myself made clear to become more engaged at the activities of those children and from that exercise I have found myself more understand and aware of all the remaining children in the group.

After a small break period of five minutes, we moved onto working with group two. Similarly to the previous group we worked through the same introduction games and moved onto their personal pre-story games, indeed this group’s story was presented in a park environment therefore, like the party in the first group, we asked the children what things and sounds they could find in a park. From this we got a good amount of copying and engaging with other children’s communication, as many children liked the onomatopoeic whooshing sounds that are commonly associated with going down slides or being upon swings. The activity also incorporated a level of taking turns in which the children was taking turns and allowing other children to present their sounds, from this activity we found some effective sounds and movement that were incorporated within the story

Moving onto the story square section, The Little Red Riding Hood, a story taken in the previous week from Kwame, allowed our previous game activities to be interjected effectively and show aspects of the park environment. Kwame opened his story structure by referring to our mascot, Barney Bear so in response to that I read the story as Barney and therefore allowed the children to imagine that Barney was part of the game. Barney was included in several aspects of the park element including passing Barney round the circle to imitate him going down the slide and placing him in the middle while we all walked around with our hands held to imitate him on a roundabout, I felt that these elements were enjoyable to the children as it allowed everyone to be involved and engaged with the story. Similarly to the previous session we concluded with the closing down exercises that allowed the children to become more relaxed and calm before entering them back into the classroom atmosphere, we also concluded with taking another story for next week.

In parallel to the previous session, when we were evaluating the week before on the children’s receptive, attending and expressive characteristic during Speech Bubbles’ sessions we discovered some children who we were unable to evaluate therefore for this session we payed close attention on those selected children to give them an evaluation afterwards. Also after both session, our T.A, Noelie, was able to provide her evaluation on the children. Esha and I feel that in order to obtain both opinions both from Speech Bubbles’ facilitators and T.A experience we will have mirroring weeks in which one week Esha and I will assess the children on how we feel they are and the next week Noelie will assess them, this structure will thereby provide a broad understand of both our own and Noelie’s understand on how far the children have come.

November 17, 2015

Write up of Final Practical Project – Week Seven

12^th November

Guest Lecturer – Jorge Lopes Ramos

This week’s session was the second part of a two-part workshop with Jorge as our lecturer, which continued onwards from the previous session with the use of creating performances with structures such as games and physical activities however it continued by reflecting upon issues relating to our individual topics.

Therefore to begin the activities, Jorge asked us, as a collective, who had an issue they would wish to use in their final performance. Many individuals had different elements and issues they wished to discuss and they all stood on one side of the room, I personally am interested in looking at police brutality and the effects of propaganda upon an audience as I feel both issues can work together as a performance piece, therefore I moved myself over to that side of the room; Jorge then asked anyone who did not have a clear idea of an issue they would wish to construct their performance around to go on the other side of the room. This left our group split on two side and then lead us onto allocating people who are absence of an idea to people who do have idea via pairing off into small two people groups. I personally was paired with Pat, who I find is a very professional person to work with in regards to think about the aims and objectives of work.

Following on from our pairing up we were asked to create games around our chosen topics, therefore Pat and I looked at police brutality and propaganda in a performing game. We began by collecting items from the middle of the room, which was similar to the past session and from the middle we acquired two, foot-ball sized balls, which we wanted to incorporate into the game. After several minutes of discussing and running through different scenarios our game was ready for practical work with individuals, this is the bases of our piece and the meanings behind each session:

The game name – ‘Tell a story’ – the use of this was to give a calm, almost childlike sense to the audience, making them believe that the game would be fun and easy to play – This brings a strong sense of propaganda as through the title many have a pre-set opinion about what will happen
The audience were placed outside the room and two were brought in at a time, the ‘players’ brought it never left the room therefore no-one else would know what the activities were or what would happen to them – this idea of building tension, suspense and the unknown is a tactical used by police as a means of breaking individuals or providing an uncomfortable environment for them – the term ‘letting them stew’ is a reflection upon that and therefore the audience who were not participant were being left the ‘stew’ and wait to see what happens
Two ‘players’ were picked at random by Pat, who is on the outside with the audience, she informs them that they are going to give us a one-word story, each provide one word for the stories and using each letter from the alphabet, an example would be ‘A Bat climbed down eight fire-poles….’ In order for them to create a story and use the letters effectively, however Pat does not tell them that during this they will be physically pushed and made to feel uncomfortable – This was our way of reflecting upon propaganda tactics in which certain facts and vital knowledge are removed from details in order to give information in a certain structural frame. Indeed our structure was to encourage happiness and a willingness to become engaged in the activities, and then when they would start they would be tired and scared completely shifting their mind-set.
The two ‘players’ are then brought into the room by Pat and left facing myself, I had constructed my persona as a military like character, providing short sharp commands and brings a completely different mood from Pat’s friendly persona. I would place the ‘players’ down on their back lying down and placed a ball on each of their outstretched legs, I then commanded them to raise their legs five inches off the floor and hold them their until the end of the game – This position of legs elevated is used primarily as a strengthen exercise for abdominals and core, therefore after a while it becomes very difficult and strenuous to hold your legs up, for our game this added the level of brutality and struggle that an individual may feel or be forced to do in a hostile environment. In a sense my activity of lifting legs was a light version of torture or physical abuse that had become associated with extreme cases of police brutality.
During their strenuous activity, the ‘players’ begin to make up their alphabet stories and while under pressure both physical and verbally from myself, telling them to think faster or make up something new, an atmosphere is created of pressure and uncomfortably – this was our method for showing how awful situations can be made during situations such as interrogation rooms.
Whoever lets their legs drop first, would be the ‘loser’ of the game and the forfeit would be the ball they were holding thrown at them, this would not hurt as the ball were rubbery-plastic in nature but rather it would be uncomfortable – This was our very light representation of Capital Punishment which has been used in extreme cases of brutality and reflects how information from individuals used in propaganda contexts have been ‘thrown’ back at them. The ball are the information weighing down the ‘players’ and by throwing them back in their face we metaphorically throw their facts back at them in a hurtful context.
After each ‘players’ finishing they are to sit opposite and watch the other ‘players’ – myself and Pat saw this as a way of making the new ‘players’ more uncomfortable when entering the room and has similar connotation to a jury in a courtroom environment.

Our feedback from the participants was mixed as many were unsure as to what was happening after they had played as several of the rules were confusing and difficult, however some saw the different environments as a reflect on propaganda and commented how comfortable they felt before becoming ‘players’ to the complete contract of feeling uncomfortable during the activity. Another aspect that was mention was what the ‘players’ should do after playing and how they felt lost only watching and not contributing anymore. These comments were taken under advisement and worked upon for the next model of the game.

I also watched other group activities and games in relation to their chosen issues; one group, which had Chris’ issue looked at the effects of H.I.V and created a game around taking the medical treatment through pill taking. Pill Run, as it was called, was presented as a track-based game that involved moving around the track with little icon, hitting the outside or other characters would result in penalties such as individual subgames, missing turns and spinning around several times, these penalties were a metaphorical reflection upon the effects H.I.V medication can have upon the body such as feeling dizzy similar to spinning, feeling tired and groggy and therefore ‘missing a go’ and taking different types of medication which can lead to disastrous consequences shown with subgames with others. I found this game particularly well-constructed in relation to using metaphors and images to reflect upon serious issues. (Underneath this blog entry is a picture of the groups’ Pill Game which reveals the structure of the track-based set-up. )

Another game, created by Nena and Tsara’s group, involved the use of communication and difficulty for understanding as an issue to address, this communication game involved several different books around the floor presenting different Disney characters, then individuals who had English as a second language would give details and actions of a certain Disney character in their native tongue such as French, Portuguese, Italian etc. We, as an audience, had to guess who they were acting out; the effect of this game allowed a greater understand of new languages and way of communicating that bypassed language such as physical movements and emphasising important points.

Another game’s issue looked at the notion of conflict, Ben and Angie used Lego similar blocks as a means of creating ‘safe structures’ for toys. The game Base Builder involved two ‘players’ running around collecting hidden blocks and creating bases for their icon such as a small airplane and a doll’s head. The game was energetic to play however when playing the activity of building the base was lost as much of the focus was spent on finding the blocks, we commented that a timer should be presents to allow the ‘players’ to know how long they have left and when to stop searching and start building.

After these evaluations of the games we were asked to look back upon them and include new elements such as allowing all to become involved rather than a select few, furthermore ourselves as game creators should be more engaged in the playing of the game. Therefore after some more structural work our games incorporated new scenarios

Myself and Pat’s game wanted to show discrimination and a biased connotation, which many police reports are questioned upon, therefore our game would have two ‘players’ like before however Pat, as an impartial judge would choose one of the two ‘players’ to be ‘liked’ then she would show me by pointing behind their back. I would then treat the ‘liked player’ very kindly, allowing them to sit down and giving them a ball to hold, the other ‘player’ would remain on the floor and be viewed as not trustworthy, indeed any question I presented to them would be viewed with suspicion while the ‘liked player’ could say anything and I trusted it immediately – this representation of discrimination and biased actions brings questions and confusion to the ‘players’ and brings to the surface questions like, why are they receiving better treatment than me?

After they had ‘played’ the pairs were moved into a subgame, in which the ‘liked player’ was standing behind a chair and the other ‘player’ was sat down. This game was called Prison-Break and whoever was in the chair had a chance to ‘escape’ by leaving the chair before the ‘guard’ character tapped them – this game reflected upon the police, criminal relationship particular within a prison environment as the ‘guards’ would become more and more suspicion of the ‘prisoners’ movements just by being in the prison context.

I feel that our game utilised many issues related towards police, whether its propaganda and shifting views, to brutality and discrimination and concluding within a prison environment through a subgame, if we were given more time we would look at these issues in further detail and for my project I will continued working with these situations in different forms of theatre and participatory work.

November 17, 2015

Precis of Trought, F. (2012) ‘Communicating your Brilliance’ in Brilliant Employability Skills: How to stand out from the crowd in the graduate job market – Chapter Six

In this penultimate chapter, Trought reflects upon the aspects of communicating more than verbal, different aspects of interview techniques and presenting different methods of formal presentation from CV and cover letters writing to using techniques in interviews and presenting oneself without even speaking.
Trought begins by reflecting upon physical body language as a means of presenting your professional attitude, Trought notes that an individual attitude and presentation of oneself can make or break an interview and gives a clear mind of the employee within their first initial view. In regards to different methods of presenting ourselves Trought reflects upon CV, cover letters and application forms as essential parts of presenting through writing.

Trought comments that many companies use their own application forms as a means of encouraging applications to complete specific application requirement, that being said CV are still acceptable forms as a tool for evaluating ourselves, particularly with undergraduates as they serve as useful marketing tools and allow oneself to set out their skills and knowledge in a formal format structure. Trough outlines the structure of a standard CV, of two pages, and must contain the following information:
• Personal Detail – which includes contact details
• Qualifications – gained both inside and outside university, chronological order, gained and dated
• Work experience – gained both inside university and extra-curricular -including job title, date of employment (including start and end date) and achievement gained which may be employee of the month, customer service skills etc.
• Personal statement – expressing various skills acquired, highlighting strengths and key skills relevant to employment
• Voluntary and extra –curricular activities – highlighting relevant skills towards the chosen interview company, demonstrate employability skills acquired
• Hobbies and interests – to allow topics for conversation, talking points

Furthermore, Trought reflects upon creating a good CV checklist in order for an undergraduate to assess themselves and understand all the elements associated with a professional CV, these elements include:
• Full Name
• Home and term-time address
• Email
• Telephone (both mobile and landline)
• Personal Statement
• Qualifications – listed in chronological order (most recent first)
• Institutions listed
• Dates attended
• Relevant subjects
• Dissertation topic
• Work experiences – summary of duties
• Summary of relevant skills – levels attended included
• Summary of interests
(Pictured below this entry are some examples from Trought’s book of BAD examples of how to write and format a CV which include aspects of the checklist criteria being missed out or not included, picture one and two)

Next Trought refers to the manner of contact details, in particular the different examples of an employer reaching and getting in contact with a possible employee and how they can be presented within a professional manner. Firstly, she opens with presenting one’s email address, she notes that an email address is a primary way of business getting into contact with an individual therefore it is essential to avoid using unprofessional email addresses rather give them a university address or have the address just as a name for example my address is – johnnywhiting@live.co.uk which I believe is presented in a more professional and structure manner; unprofessional emails communicate the wrong message to employers that an individual may be unprofessional in their work manner. Finally Trought comments that in regards to observation an individual must be checking their emails on a daily basis as tardiness is another reflection on the individual in regards to timekeeping and may reflect responding to future clients. Trought also looks at elements of contact such as language within emails, and stresses the seriousness of formally responding rather than slang or text-speak, indeed a level of formally is essential to portray oneself in a strong light. In regards to contacting through phoning Trought reflects that answering one’s phone must be done professionally and giving your name straight away brings a strong indication of who you are, furthermore voicemail messages should be equally formal and should remove any joke voicemails
(Trought presents in her book some examples of things to do and to not do which are pictures below this blog entry, picture three)

Trought continues by illuminating the essential parts of creating a cover letter, her summaries of a cover letter includes the individual knowing why there are writing to them, why they should have their application read and thanking them personally for their time. In regards to formatting a cover letter Trought states that three main paragraphs are sufficient thereby allowing the opportunities to highlight clear messages and strengths while also remaining one A4 page. She also comments upon addressing the letter correctly which may include a stated name if given which would involve using ‘Dear Miss…’ and concluding with ‘Yours sincerely’ or if the name is unstated addressing them as ‘Dear sir or Madam’ and concluding with ‘Yours faithfully’, Trought also recommends that using the quote the reference for the job, if there is one, is greatly looked upon as it further shows research and determination.

In direct relation to previously, Trought uses this part of the chapter to break down each chapter of the cover letter to explore what parts should be talked about and stressed in each paragraph.

• First Paragraph – provide a strong introduction and give reasons for the letter
• Make references to the role applying for and where the advertisement was found
• Highlight one’s interest in the role and the company

• Second Paragraph – Review the job description, demonstrate how one’s skills relate to the competencies listed in description
• Clear and concise description of skills and summaries overall strengths and the reasons for being an asset towards the company

• Third Paragraph – Stating any particular dates unavailable for an interview
• Thanking the employer for their time spent reading

• End – using the correctly concluding format, ‘Your sincerely/faithfully’
• Signature and print name

This strong model gives a professional aspect to a cover letter and this will be viewed as such to an employer, indeed Trought states several common mistakes found within cover letters and therefore must be avoided including, generic structure of the cover letter, wrong addresses or spelling mistakes, not stressing the reasons for the opportunity or it is too long and waffles onwards.

Similarly, Application forms are a way of presenting oneself in a good first impression, reading through job selection criterial and mapping these against skills are experiences provide a company with a strong suited candidate for the job and by using a wide variety of examples of experience, both academic and non-academic, presents a strong individual who can undertake many tasks effectively.

Trought turns her attention to aspects of presenting oneself before even speaking; indeed dress code is a clear example to other in regards to one’s professional attitude to the interview. Creating a good impression can easily be achieved by adopting a more traditional sense of dress which varies depending upon men or woman. (Indeed underneath this blog entry is a picture taken from Trought’s chapter in relation to guidelines of formal interview dress code, picture four)Another aspect of presenting oneself in an interview scenario is arrival time, arriving late indicates a level of inability to organise, time-management and respect for the interviewers. Rather arriving thirty minutes early and allowing time for train delays or traffic gives a strong indication of time-management and a respect for the time taking to interview. Another aspect is fully understanding and knowing the company beforehand thereby clearly showing a interested and drive for the company and relaying how committed one is towards the company, finding our information can be obtained online with the company website. When entering the interview space, Trought refers to the benefits of a good handshake presenting oneself with confidence and reflecting that in your engagement.

Trought concluded the chapter by reflecting upon different methods of interviewing and how to approach an interview to present oneself in the most positive outlook. Indeed there are different forms of interviews such as panel, series of interviews or via telephone, however with all a framework such as S.T.A.R can be essential in showing off specific examples demonstrating skills relevant to the company. Trought presents this framework as such:
• Situation – thinking of example situations that had demonstrated the skills, examples drawn from university course and also extra-curricular activities
• Task – presenting the aim/purpose of the situation
• Action – The role that was taken personally and presenting an outline of actions taken
• Result – present the outcome and what was gained from the experience

By following S.T.A.R structure it will present good examples of skills in a practical environment. Furthermore after an interview Trought states that one should practice learning and understanding how the interview developed and revisiting any situations that require improvement.

I found this chapter fascinating as it gave a strong overview in regards to all aspects of interview scenarios and presenting oneself in a strong, professional format whether that entails writing, verbally and non-verbally.