An afternoon spent exploring the vehicle that is the workshop:
MA AHWB had been asked, in pairs, to give a 25 min workshop to the others in the group. With four workshops in total this also meant participating in two and observing one other. I was partnered with Helen, a 1st year student with a specialism in music/singing for health and who originally suggested that we hold a recorder-playing workshop! At first I thought the theme was perhaps biased my way, but on reflection I could see the value in acquiring further knowledge that could serve me very usefully in the future. I could pull my research and preparation for the workshop over into my blog as well, so another advantage. Also, because it was a topic both Helen and I had experience with, we had, between us a good number of recorders in the range to bring along and use for the participatory element. We had three weeks to prepare the activity.
The following is a summary of the four workshops that took place and which includes my own critique and other observations I noted from the activity. I then talk about other factors which I, myself consider important for healthy workshop activity.
Workshop A, the first of the afternoon delivered an animal-making activity using common found objects and craft material. This creative task invited participants to form any kind of creature with the materials that were provided, laid out on a separate work table.
(-) Odd spatial arrangement:
I was immediately struck by the awkward arrangement of the activity area. The work station was a long table, length-edge against the wall, with no choice but for participants to work with their backs facing into the room. Working alongside others in a linear arrangement was also uncomfortable as it felt to discourage the flow of group discussion.
(+) Individual ‘person-centred’ activity:
Plenty of opportunity for personal, imaginative expression, carried out in a relaxed, communal environment.
Workshop B was was our recorder-playing activity which myself and Helen delivered. I had prepared a good amount of background information to introduce to participants, which aimed to provide a context and a better understanding of the subject. Helen composed a waltz, titled the MA Waltz with simple accompaniment parts and with a duet tune over the top which, between us, Helen and I would play.
(-) Delivery of historical & theoretical info:
It was questioned whether the presentation of my research was delivered too much in the style of a lecture! A comment was raised about the content being too academic.
(+) Enjoyable practical element. Laughter:
New, unexpected encounters can easily give rise to laughter and this was the reaction from our participants, when practicing the recorders.
(+) Continuous guidance:
A new activity requires good, clear instruction so that: participants feel supported, communication is encouraged, questions are answered and a better understanding of the task takes place.
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