Session/artefact to be observed/reviewed: Workshop plan
Size of student group: 6 – 8
Observer: Antonella Nonnis
Observee: Matthew Carless
Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it is not an official evaluation of teaching and is not intended for other internal or legal applications such as probation or disciplinary action.
Part One (completed by Matt)
Observee to complete in brief and send to observer prior to the observation or review:
What is the context of this session/artefact within the curriculum?
This is an introductory session for the MA film cohort to introduce those taking the cinematography pathway into the Alexa Mini LF camera system. The session is a full day, from 10am – 5pm.
How long have you been working with this group and in what capacity?
It will be the first time I meet the group in their time on the MA, after this where possible I will work in a supporting role with some of their lecturers. Usually I only see the MA cohort for 1-4 sessions a year, due to my commitments on the BA’s and the amount of students, unfortunately I’m not as available as I’d like to be to support these MA courses.
What are the intended or expected learning outcomes?
- The student will understand how to use and handle all of the equipment available from UAL for their course work
- Students will feel confident using PL lenses and how to correctly set up the WC4 hand unit to remotely control the lenses and camera
- Students will have basic understanding of how to operate the Alexa Mini LF in both a static and handheld operating modes
- Students will have a basic understanding of how to physically work together in a camera team
- They will understand how to set up and safely use what lighting provision is available for their coursework
What are the anticipated outputs (anything students will make/do)?
In the final exercise of the day, they will work as a team to film and light some basic setups. While they are setting up I will move around the room and support them as needed, adding in some context/giving ideas to how equipment is used on set. In the past some students requested to take this footage with them so they can practise colour grading/editing this in their own time. This has been driven by student requests in the past and not an assigned task by myself.
Are there potential difficulties or specific areas of concern?
Something that is always an issue for any of my technical sessions is the difference of experience of students before they arrive. As we only have one day, there is a lot to look over within this time. This being an MA many students have a lot of prior experience, but some are taking this to completely move career paths and have never held a camera before. With this in mind I try to keep a steady pace so everyone can follow what each item is and why it’s important. Often I dip into my experience as a practitioner and give context to where/why/how these items are used on set, or ask the students to give me their own examples to the class.
How will students be informed of the observation/review?
N/A
What would you particularly like feedback on?
Any advice on how to best settle into the session to help calm or put the students at ease? This is something I observed in my micro-teaching and it felt very alien to me, so I’ve been wondering if this would be an idea to include, to help focus the students/be a good icebreaker.
In regard to the issue with students’ difference in experience stated above, I will task those who have more experience to help support the others in the morning. Then in the afternoon when they are practicing with the camera, I ensure everyone switches rolls (Operator, AC, on Camera, Grip etc) and try to make sure they all try everything at least once.
Some prior feedback from the academic team I have had is to lose the lighting element at the end as I am trying to squeeze too much in. I’d always rather be prepared with more content than needed, so in case we have more time/I can adjust the sessions on the fly. Often with MA teams the skills gap is so wide I need to set some students’ other work in the afternoon so I can focus on the students who need my support the most.
Looking forward to your thoughts 🙂
How will feedback be exchanged?
Completing ROI forms and having a video discussion in March.
Part Two (completed by Antonella)
Observer to note down observations, suggestions and questions:
Matthew’s Intro to Alexa Mini LF workshop is well-structured and engaging, effectively balancing technical instruction, hands-on learning, and teamwork. The session provides students with a strong foundation in camera operation and cinematography, ensuring that they understand the Alexa Mini LF and develop collaborative skills essential for industry practice. The interactive approach and adaptability to different student experience levels are particular strengths, making the session both informative and engaging. Below is a breakdown of the key strengths and areas for potential enhancement.
Strengths of the Lesson Plan
1. Clear Structure & Logical Progression
The session follows a well-organized flow, beginning with foundational camera setup in the morning and transitioning into practical applications in the afternoon. This structure allows students to build confidence before working more independently.
2. Hands-On Learning & Active Participation
The workshop effectively prioritises experiential learning, ensuring students actively engage with the Alexa Mini LF rather than passively absorbing information. Exercises such as rigging from sticks to handheld and lens mapping practice reinforce technical skills through direct practice.
3. Consideration of Different Learning Levels
The session acknowledges students’ varied experience levels and promotes peer-supported learning. A tiered learning approach was suggested, where more experienced students could begin exploring lighting concepts earlier while others focus on mastering camera fundamentals. Matthew already implements this informally but structuring it explicitly in the lesson plan would enhance its effectiveness.
4. Realistic Industry Application
The final lighting recreation exercise is particularly effective. It challenges students to replicate professional lighting setups, fostering problem-solving skills and teamwork. Even when the lighting segment is omitted due to time constraints, students still gain a strong understanding of camera exposure and its relationship to lighting.
5. Use of Learning Resources
Integrating faculty-produced guides and external resources (such as the Alexa Mini Build Visual Guide and lens mapping video) provides students with valuable supplementary materials.
Areas for Enhancement
1. Instructional Delivery Adjustments
Step-by-Step Handouts Guides & Visuals: I can see that you offer this in your slides. However, to help those who struggle with multitasking and understanding, concise, one-page handouts with key setup instructions can alleviate the pressure of keeping pace with the build, particularly for those unfamiliar with the equipment and terminology or with dyspraxia. They can also help them remember what they have done afterwards. Additionally, multitasking requires a significant cognitive load; although students are fresh at the beginning of the session, this could help them maintain focus and autonomy.
Annotated slides pics: While you have provided a general step-by-step guide on the slide, which students find very helpful, breaking those steps further with annotations that display actions, directions, movements, and labels of parts might simplify these steps.
Label physical components: While this may not be practical, labelling the items and components directly could assist students unfamiliar with the equipment and the terminology used.
Glossary Handouts/Posters: Defining key terms such as CCM-1, EVF (MVF-1), WC4, EF Cine Lenses, EI, codec, exposure triangle, and lens mapping would enhance retention and understanding. You could print the glossary on large A1 to A2 poster-sized sheets distributed across 3 to 4 locations in the room for easy access at any time.
2. Balancing Demonstration & Student Engagement
While Matthew prefers a “build together” approach, a “show one step – students do one step” method may improve retention, especially for those struggling with multitasking. Providing a printed step-by-step guide could help students follow along at their own pace and serve as a reference later.
3. Enhancing Reflection & Feedback
Currently, the session lacks a formal reflection section at the end. Incorporating a structured conclusion where students share their biggest takeaway, challenges faced, and remaining questions could strengthen learning outcomes. Collecting written feedback (via forms or digital tools) would help refine future sessions based on student input.
Final Thoughts
Matthew’s workshop is highly interactive, well-paced, and engaging, providing students with a strong foundation in cinematography. By formalising some of his existing practices—such as tiered learning, structured reflection, and improved visual aids—he can further enhance the clarity and effectiveness of his teaching. This feedback aims to build on the strong foundations already in place and support the continuous improvement of an already well-structured session.
Part Three (completed by Matt)
Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged:
I have really enjoyed the process of completing the observation for this module. I was paired with Antonella, an academic from LCC, whose specialism is in User Experience Design. Before we began our meeting, we were both concerned that, coming from such different fields, we wouldn’t know how to help each other. However, we both agreed that this was actually a huge advantage, as we could approach each other’s work with fresh eyes.
I had asked Antonella to review my workshop plan for the MA Film Introduction to the Alexa Mini LF course, which I run once a year. A copy of this plan can be found here:
She made some great points on how I can improve my session:
- Add aids to the visual guides: In part of my lesson plan, I have created a follow-along photo guide. Although this can be useful for students with a background in the field, Antonella felt some students might struggle to understand what is being referred to in each picture. She proposed adding annotations to highlight the specifics of what I wanted the students to focus on.
- Build a handout/guide for the Alexa Mini LF assembly: Building on the above point, she suggested turning this visual guide into a more comprehensive build guide for the Alexa Mini LF. Instead of just using it as a reference on the day, students could have access to a guide that helps them build and tick off the different components as they go. This step-by-step handout should be both physical and digital so students can access it in the workshop and afterward.
- Create a glossary of acronyms and a list of components: She also suggested creating a glossary of acronyms and components for the students. During our discussion, she pointed out that many students may not be familiar with some of the terminology used in the session. To ensure all students are on the same page, I could produce a glossary and include it in the linked information already available for my session, alongside any other third-party resources.
- How to support a wide range of needs in my workshops: After describing my session, Antonella mentioned that some students may feel overstimulated by the amount of information. The above points were ways to help alleviate this, giving students control over how to access information after the session (handouts, glossary, etc.).
Incorporate time for reflection: She also suggested adding a reflective exercise to the session. This would give students the opportunity to think back on what they have learned and how they might apply it moving forward. This advice, which I also received from my tutor in other feedback, is something I’ve been exploring separately. I’ve noticed a pattern in the reading I’ve done that promotes reflective practice, which I am already trying to implement into my work.
To conclude, Antonella provided some wonderful insights and ideas on how I can expand the accessibility of my workshops. There is a common thread throughout what I teach, and I’m always fighting against the need to cram too much in. My discipline is very technical, and there are always many things to fit into each session, alongside the creative application. Her comments have helped me see how I can better impart this information to my students so that every student gets the most out of my sessions.