Alice’s Poster
Bikker, D. (2026) Alice’s Poster [Photograph]
Session/artefact to be observed/reviewed: Alice’s Backdrop Painting Club!
Size of student group: 5 students
Reviewee: Alice Karsten
Reviewer: Daphne Bikker
Part 1: Reviewee to complete
What is the context of this session/artefact within the curriculum?
This is a club that has been set up to allow students to learn some scenic painting techniques.
I started the club because we kept on having students painting the backdrops in our studios, which was a health and safety issue, as we have no liquids in our studios, and there was concern about our equipment and studios getting damaged by paint. Having an allocated space and time for this has meant that students have stopped painting in our studios.
I use the old backdrops from our photographic studios, which have been damaged or are too short to still be used in that capacity. This is a way that The Kit Room is able to cut down on waste while teaching students a new skill.
Since I’m not being paid to be a specialist technician or lecturer, and this isn’t part of the curriculum, I want to keep this backdrop painting club quite informal. I do this by not requiring students to sign up for the session and letting the shape of the session be led by responding to the students’ ideas. I will support the students in creating what they want to create. This means that the content of the sessions changes each time, as I am responding to the students’ ideas and requests. For example, there was a student once who wanted to make a backdrop that looked like a cave painting, and I advised what colour backdrop to use, what paint colours and painting techniques would be best suited to this project. In another session, I had a student who wanted to make a painting that looked like a Rothko painting and another student who wanted to paint a realistic candle. I believe this will keep it as an approachable and fun activity for the students to voluntarily attend.
Many students have fed back that they have found that the session has provided them with respite from their usual course content. They have said that it’s been relaxing and therapeutic.
How long have you been working with this group and in what capacity?
The backdrop painting club has been running for a year and a half. I have different students who turn up each time, and I rarely have the same student attending twice.
What are the intended or expected learning outcomes?
The learning outcome is for a student to paint their own backdrop. This can be done individually or in a group.
What are the anticipated outputs (anything students will make/do)?
Make a custom backdrop.
Are there potential difficulties or specific areas of concern?
One of my concerns is that there is little academic motivation to attend since it’s not part of the curriculum.
The logistics of running these sessions – The backdrop painting club is reliant on my managers agreeing to let me do it. When I’m running the backdrop painting club, I am having time away from my day-to-day tasks and responsibilities. I’m concerned about its existence, especially when we are understaffed, which has been more often than not.
How will students be informed of the observation/review?
I will tell the students when the session starts and introduce Daphne to the group. Most, if not all, of the students won’t have met Daphne before, as I mainly have students from the media courses attending the club. Since I want to keep the sessions casual, I don’t require students to sign up to attend these sessions. AS a result, there’s no way of knowing who will turn up or be able to notify them of the observation in advance.
What would you particularly like feedback on?
I would like to have feedback on how I delivered the session. I also welcome any suggestions about the content of the backdrop painting club.
How will feedback be exchanged?
My feedback from Daphne will be exchanged through this form and verbally in person.
The feedback from the students to me is given by email.
My feedback to the students is given verbally in person.
Part 2: Reviewer to note down observations, suggestions and questions.
Students Painting Backdrop
Bikker, D. (2026) Students Painting Backdrop [Photograph]
Observations:
What a great win-win-win situation where you are able to keep studios clean and safe and have students creating their own backdrop and recycle waste at the same time!
- Alice readied the studio space and welcomed the students. She introduced myself and explained to them why I was there.
- Alice offered sufficient amounts of materials, backdrop paper and tools to the students which she explained to the students at the start of the session.
- The atmosphere of the session was informal and unpressured, complemented by soft background music that contributed to a calm learning environment. This seemed to have a positive effect on the students who seemed relaxed and comfortable throughout the session.
- Alice seems to have a great connection with the students. This was apparent through her interaction with the students who seemed comfortable and confident.
- Throughout the workshop, Alice consistently checked in on students’ progress, offering guidance and constructive feedback where necessary. At the same time, she allowed students ample space to take ownership of their work and develop their independence.
- At some point in the workshop, the room grew noticeably quiet and discussion decreased to a minimum. Students were fully absorbed in their work!
- There was much positive feedback from passersby’s who expressed their admiration on how amazing it all looked! The work created had great visual impact!
In addition to achieving the learning outcome of producing a painted backdrop, the workshop also provided students with valuable insight into the processes involved in creating such work. Some students might find such a task daunting which could prevent them from starting in the first place. However, experiencing the process in a supportive setting lowered this threshold, enabling students to engage confidently during the workshop and, ideally, apply these skills independently in the future.
This approach aligns closely with John Dewey’s concept of “learning by doing,” which emphasises hands-on experience, experimentation, and reflection as central to meaningful learning (Dewey, 1938). Dewey argued that education involves creating environments, physically, socially, and intellectually, that foster active engagement and growth. By cultivating a safe and supportive atmosphere, the workshop embodied these principles, encouraging students to participate fully and develop both competence and confidence.
Suggestions:
- Bigger floor liners! Maybe used (and already painted) backdrops could be placed on the floor for protection? Perhaps you could ask students to hand in any used backdrops after their shoots?
- Paper weights to hold the papers down?
- A note on the poster recommending dressing in clothes that are allowed to get dirty could be useful to manage student expectations.
Questions:
Q1: Do students have access to the discarded backdrops without doing the workshop?
Q2: How would it work if students paint vertically onto the wall? (Not sure if this is allowed??)
I absolutely agree with students’ feedback that the session was a respite from my usual course responsibilities and that it was most relaxing and therapeutic! Thank you, Alice, for allowing me to witness your workshop!
References
Dewey, J. (1938). Experience and Education. [online] New York: Touchstone. Available at: https://www.schoolofeducators.com/wp-content/uploads/2011/12/EXPERIENCE-EDUCATION-JOHN-DEWEY.pdf. (accessed 8 March, 2026)