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

Appendix 2: Introductory Presentation Outline In the days before the presentation... • Send an email out to students: o 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. o 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 o Make sure you know how to bring it up on projector. o 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: o Can use for essay/presentation/dissertation (customise for audience) o Good for CV o Lots of fun • We will pay travel expenses. Give an outline of rest of presentation: I will teach you how to use the Edirol R-09 recorder 1. You will have a chance to interview each other 2. I’ll take questions about the interview guidelines 3. 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. 1

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? o 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. o 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. o 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. o Tips for how to talk to them on the phone (referring to interview guidelines). o TAP will pay reasonable travel expenses for interviewer and interviewee. o 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 2

train tickets with your recorder, fill in an equipment borrowing sheet. o Interview should be ONE HOUR. o Post-interview, it's wise to back up interview on your own computer. If you do this, you can start transcribing immediately. � o If anyone is unable to save the interview on your own computer, TAP will put the interview on CD for them. o When they get the CD they will have 5 weeks to transcribe it. o 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 3