Observation: Alex Stone Small Group Tutorial 31 May, 11:30 - 12:30

Space: murmur from other meetings, but not distracting. Hot, cloyingly close. Arrived 1/2 hour into session due to my own delays.

The session is quiet. AS spends much of her time intently listening. 3 students. A power structure is evident among the students.

Very collegiate tone, providing expert advice rather than some sort of authoritarian or lecture session.

Providing a prompt for thoughts--Alex is being their next thought. Giving them an opportunity to think it themselves, but when they don't, just easing it in.

"You are starting at 9:30, at what time do you aim to finish rigging?" Prompting students to check their own planning documents. Trusting students to be prepared, to have done their side of the work.

Visibly listening, not interrupting. Following a mature conversational flow as much as possible, making it feel like a production meeting among equals.

"So, what am I going to ask you for?" breaking character, putting teacher-hat back on. "A schematic! Here it is!" the student is beaming, proud of herself and anticipating a pat on the head. "You mention a remote. Where is the remote on the schematic?" "I mean, it'll be, we'll have it." "Mark it down. Give it a home, make it so you can find it. I'm going to ask these really silly questions about things you assume will just happen. Plan on the little stupid things being accounted for, especially when they're little stupid things that can make everything go wrong if they go missing."

"Yeah? That's why we have these opportunities to think about these things!"

Providing opportunities for students to be proud of what they've already done, look how professional I am. AS has a "good, and" mindset, warm reassurance for what they've done, then a challenge to go forward. "Great. Now let's think about introducing room for flexibility into this plan."

Good eye contact, sitting on their level. The schematics and schedules are centre, not AS or any student.

End of session: Sum up. Let's go back through and remember all of the action points we touched on to make sure we take care of them in the next few days. Reminders. Then questions.

Willing to go over, but with awareness of time and respect for the students' other commitments. Maybe five more minutes? This feels like privileged time, and very valuable.

Very student-led session. This is clearly a response to their wants and concerns. They very much want to be here, and it is for their preparation for an actual event offsite.

Speaking from experience of the space--AS couches her authority in her actual relationship with the theatre itself, not just this type of theatre or just her own professional background. She knows This Space well, from her own small shows back in the day. "Based on my history doing festivals at CPT, patrons are like This in the evenings. The staff are like That in the mornings." Makes it feel very real.

Trying to end on a positive note, but the students now seem self-effacing. B in particular suddenly goes quiet, reluctant. Is there something she wants to ask, but doesn't feel confident? Has she forgotten something? Why has she suddenly withdrawn? Interesting. She seemed very on-it until just this moment.