Appendix 2: Introductory Presentation Outline In the days before the - - PDF document

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Appendix 2: Introductory Presentation Outline

In the days before the presentation...

• Send an email out to students:
• The interview guidelines and transcription style guide should be attached to the
• email. Tell students to read them in preparation for the session, and bring a copy of

the guidelines with them.

• The email should also tell them to bring headphones to the session (they will need

these in order to play back the interviews that they record during the session).

• If you are presenting to a specific cohort, their tutor might set a Theatre Archive Project-

related assignment for students, so they are familiar with the project, and the interviews available on the website. Pre-presentation set-up:

• Make sure recorders have blank memory cards and batteries.
• Make sure you have a set of speakers that you can plug one R-09 recorder into, so you can

play an interview back for everyone to hear.

• Load powerpoint
• Make sure you know how to bring it up on projector.
• Test powerpoint-work out how you'll be going through pages.
• Try to get hold of a laser pointer (these are useful for pointing to pictures of the Edirol R-09

in the presentation). Presentation Part 1 - Intro:

• Introduce yourself as Oral History Coordinator.
• Show students TAP website (search a name on the database).
• Briefly explain that this talk is about how to get involved with TAP
• Explain why this is a good idea:
• Can use for essay/presentation/dissertation (customise for audience)
• Good for CV
• Lots of fun
• We will pay travel expenses.

Give an outline of rest of presentation: 1. I will teach you how to use the Edirol R-09 recorder 2. You will have a chance to interview each other 3. I’ll take questions about the interview guidelines Part 2 - how to use an Edirol R-09 recorder Hand recorders (in their boxes) out to students, so that there are 4-5 students for each recorder. Tell them to make sure they can all see it.

• Depending on where you’re presenting, it may be more convenient for the recorders to

already be out when the students arrive.

2

• 1. Unpack the recorder:
• Notice how it’s been packed
• You should have a recorder, a power cord (comes in two parts) and a manual. You may also

have a USB cord, an extra power cord, or loose batteries.

• 2. Things to check before you turn it on
• Make sure 'Hold' is off.
• Make sure the switches on the back are set as they are on the picture in the powerpoint

presentation.

• I’ve put fresh batteries and a memory card in each recorder. Let’s just check to make sure.

[Go through how to open it]

• Show them where they would plug in the AC adaptor.
• 3. Turn it on [show them the power button on the powerpoint]
• What does it say at the top of the screen?
• If it doesn’t say ‘no song’, hit the ‘finder’ button - go through how to delete tracks.
• 4. Get a volunteer up to be ‘interviewed’ [keep this very brief!]
• Everybody is going to record this interview together.
• Hit the ‘Rec’ button once. The ring should now be flashing red. It is not recording yet.
• The screen has changed as well
• Say a few words to check your levels.
• Hit ‘Rec’ again. The ring should now be red. You’re now recording.
• In order to stop the recording, hit pause or stop.
• Make a note of the track name.
• Play back your recording by finding them it in Finder, pressing ‘rec’, pressing ‘rec’ again, and

then pressing play.

• DELETE interviews by finding them in Finder, pressing ‘Rec’, scrolling down to ‘delete', and

pressing 'Rec', and then pressing ‘Rec’ again. Part 3 - students interview each other in groups

• Groups go to different parts of the room to interview each other.
• Each student should have a chance to be interviewer and interviewee, asking 2-3 questions

each.

• First interview starts with question 'When did you first become interested in theatre?' But they

should also try different opening questions.

• Jot down the track name of each interview.
• Come back into large group, for brief discussion of which questions were most successful.
• Refer students to Interview Guidelines for advice about formulating questions.

Part 4-Basic information about duties of TAP interviewer

• Pass around a signup sheet.
• Explain that you will email them contact info for an interviewee.
• Tips for how to talk to them on the phone (referring to interview guidelines).
• TAP will pay reasonable travel expenses for interviewer and interviewee.
• Tell us once you've set a date. YOU MUST TELL US AT LEAST EIGHT DAYS IN

ADVANCE OF YOUR INTERVIEW. We will book train tickets for you. You pick up

3 train tickets with your recorder, fill in an equipment borrowing sheet.

• Interview should be ONE HOUR.
• Post-interview, it's wise to back up interview on your own computer.
• If you do this, you can start transcribing immediately.
• If anyone is unable to save the interview on your own computer, TAP will put the

interview on CD for them.

• When they get the CD they will have 5 weeks to transcribe it.
• They need to refer to the Transcription Style Guide carefully when they are
• transcribing. If they haven't followed it when they submit their transcript, we will send

their transcript back to them to revise before we will accept it. Conclude by taking questions