SESSION 3. TRAINING AND EDUCATION

🎙️Welcome to the third session of this Dub-in training course! 

Today, we will focus on the art of adapting the text and the importance of the pauses and breaths.

The agenda for today’s session is carefully designed to encourage active participation, creativity, and group discussion. You will engage students in a series of acting activities, to get familiar with the concepts and practice the skills required for successful dubbing.

In the second part of the session, we will play and role-play proposed scripts to highlight the significance of effective communication in different scenarios. After a well-deserved break, we will move on to the heart of the session, where we will explore dubbing the scripts we’ve played with earlier. This will involve adapting the lines to match the actors’ performances, paying attention to duration, pauses, intonation, and mood. 

Enjoy!

1. WARMING UP 

We propose here two different warming up activities: 

These games serve as fun and engaging warm-up activities which involves: Communication, participating in couples, observation, coordination, precision and imagination.

MIRROR (5 minutes) The participants are divided into couples, one of them is the mirror and the other is the human being who is looking her/himself at the mirror. The participant who is the human being executes various movements and the mirror has to imitate them. The trainer should inform the participants that the human being has to start slowly, always keep in mind her/his partner’s physical limitations and potentials, always be in a frontal position so that her/his partner can see him/her at all times, take care of her/his partner by guiding him/her through difficulties and so on. The couples should interchange.

INTERPRETER (10 minutes) The participants are divided into couples. The one starts narrating a story into babbling and the other, who doesn’t know what the first one is talking about, is interpreting / translating what the first one is saying. It is important that the couple supports one another, by providing short phrases for translation. The couple should aim to have a similar rhythm, pauses, duration of phrases and so on. This is a very similar process to dubbing.

2. GETTING FAMILIAR, PLAYING AND ROLEPLAYING THE PROPOSED SCRIPTS

In this section of our Dub-in workshop, we provide you with some activities aimed at exploring this session scripts about various facets of communication dynamics within interactions in educational and training environments. 

This first activity is designed to introduce todays topic of Training and Education. The goal is to realize that we need to talk and interact to people around us, while attending classes, or doing any other activity. Knowing how to act and react and being able to have interaction and connect with others, empower us and make us feel competent and safe to plan different activities and personal projects.

THE LINE (20 MIN) The trainer takes/finds a free space in the room draws an imaginary line on the floor: “This end of the line means “0/zero/not at all/never” and this end of the line means “daily, very often, all the time”. I ask you a couple of questions, please stand up and position yourself along the line depending on how you would answer the question.” (The two ends of the line should be repeated with each question.)All participants stand up and the trainer asks the participants the following three questions:How often in a week do you talk to strangers?How often in a month do you attend any classes?How often in a week do you have to introduce yourself? How often do you ask anyone for help? To a neighbour? To a relative? To a friend?  How often do you ask for further clarifications? To a teacher? To a doctor? To a …? (Adapt it to your target group)

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A brief discussion could be generated on what the members of the group understand as education and training. It can be done through a brainstorming: members of the group could be asked to think of types of education that they know, that they have participated in the past or that they are participating now. Fuel the discussion about the types of education and mention these ones: Adults education: Education specifically targeting individuals who are regarded by the society they belong to as adults. It aims at improving their technical or professional qualifications, further developing their abilities, enriching their knowledge with the purpose to complete a level of formal education, or to acquire knowledge, skills and competencies in a new field or to refresh or update their knowledge in a particular field. This also includes what may be referred to as ‘continuing education’, ‘recurrent education’ or ‘second chance education’.Lifelong learning: The term lifelong learning has come to refer to all types of education (formal, non-formal and informal), but at the same time also refers to “a philosophical concept according to which education considered as a long-term process that begins at birth and lasts throughout life»Formal learning: Learning that occurs in an organized and structured environment (such as in an education or training institution or on the job) and is explicitly designated as learning (in terms of objectives, time or resources). Formal learning is intentional from the learner’s point of view. It typically leads to certification.Informal learning: Learning resulting from daily activities related to work, family or leisure. It is not organized or structured in terms of objectives, time or learning support. Informal learning is in most cases unintentional from the learner’s perspective. Informal learning outcomes may be validated and certified. Informal learning is also referred to as experiential or incidental/random learning.Vocational education and training (VET): Education and training which aims to equip people with knowledge, know-how, skills and/or competences required in particular occupation or more broadly on the labour market.Inclusive education: ‘An education that promotes mutual respect and value for all persons and builds educational environments in which the approach to learning, the institutional culture and the curriculum reflect the value of diversity’ (UNESCO, 2020a, p. 420).

This second activity allows participants to start focussing on dubbing but also explore and understand different social skills in a fun and interactive way.

SOCIAL SKILLS INTRO (20 minutes)

Divide the participants into pairs.
Each pair will be given a SHORT DIALOGUE that involves social skills, such as active listening, empathy, assertiveness or conflict resolution.

Next, the pairs will practice the dialogue, focusing on emphasizing the social skill in their delivery. They can use their own voices or try to incorporate specific tones, emotions, or vocal cues that reflect the social skill being highlighted.

After practicing, a volunteer pair can perform their dialogues in front of the rest of the group.

Once a pair has finished their performance, facilitate a discussion about the social skill depicted in their scene. Ask questions like:
What social skill was being demonstrated in the scene?
How can this social skill be applied in real-life situations?
Can you think of any personal experiences where this social skill would have been helpful?

Third activity will allow participants to start exploring the three video-scenarios provided.

DUB IT RIGHT! (20 MIN) 

Use these three VIDEO-SCENARIOS. This activity involves improvisation and creativity where participants have to come up with the lines that match the scene and characters on the screen.

1. Divide participants into teams.

2. Play the video-scenario on a screen and mute the original audio. 

3. Give each team few minutes to discuss and come up with their own dialogue for the scene. Consider adding a time limit to come up with their dialogue.

4. Once the players are ready, start the scene again, and each team takes turns dubbing over the dialogue.

5. Continue playing with the other two scenes, and rotate participants to ensure everyone gets a chance to participate.

6. It may be useful to provide a template where to write the lines, and which provides the dialogue structure of the scene. See DUB IT RIGHT doc.

SCRIPT 1 – USE THE APP

SCRIPT 2 – USE THE APP

SCRIPT 3 – USE THE APP

Fourth activity will give participants the opportunity to reflect upon difficult situations related to the scenarios provided. 

ROLEPLAY (30 MIN) 

The participants go into three groups and each group gets one of the three scenarios provided. Unmute the VIDEO-SCENARIOS. 

The participants go into three groups and each group gets one script.

Each group has the task to think about how the dialogue could go that would definitely lead to a misunderstanding, failure. They first think about how to fail in the situation and not reach one’s goal. What would you have to say to get to an uncomfortable situation? (10 minutes’ group work)

They should then present (just verbally) in the plenum (10 minutes, for all three groups together)

They go back in the small groups and work on a successful script: What should or could you say to have a good feeling in the situation, on both sides? What do you need to say to get what you need? What would be useful phrase? (10 minutes)

Finish this section with a short discussion about the three scenarios. 

DISCUSSION (10 MIN) 

Discuss what are the scenarios they find them often in, and what can be or is stressful about them? Introduce the three scenarios by showing the video and talking about the situation and the goal and how that can be difficult or illicit unease:

SCENARIO 1 “Give some information about yourself, using standard introduction phrases for introduction rounds (name, where you are from, age, prior school or work, hobbies, why do you attend the course)”

SCENARIO 2 “Asking someone after class if you can compare notes, because it was so fast today and you are unsure if you wrote down everything correctly”.

SCENARIO 3 “Ask the teacher to explain something you have not understood in a simpler way”.

A brief discussion will be generated on what the group understands about family and flatmates time to be, whether they think they are the same or different things. 

Some questions can be used: 

a. What themes emerged in the conversation?

b. Did any specific lines or moments stand out to you? Why?

c. What insights or observations can be drawn from the dubbing performances?

BREAK

3. DUBBING THE SCRIPTS

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Now participants should be ready to start recording the scripts provided

RECORD THE SCRIPT (45 MIN)

All participants must have previously given their consent for the sound recording. See Consent form
Starting with the first script, show the video and read the original dialogue.
Dub and record one video scenario.
Depending on the progress of the group the second person in the video (cashier, store employee, doctor’s secretary) is dubbed by the trainer or by another participant.
The dubbed scene will be watched, and any improvement/adaptation they feel can be made will be discussed.
The scene will be dubbed again, with the agreed improvements.
Each person should have dubbed at least once scene.
Depending on the progress of the group there might be time for some to do/try a second scene.
It is important, in order to establish the fun part of dubbing, to provide an alternate sound recording in gibberish.

The scheme will be:
1. Dubbing the scene
2. Watching the dubbed scene
3. Discussing improvements
4. Recording again

SCRIPT 1 – USE THE APP
SCRIPT 2 – USE THE APP
SCRIPT 3 – USE THE APP

See original dialogues.

4. FEEDBACK

Start by summarizing important aspects of the session. You can use this points:  

Warming Up: activity 1 (the mirror) and activity 2 (interpreter).

Social Skills Intro and practice: The role-playing activity involving social skills helps participants understand and explore different ways of communication. This section includes the following activities: the line, social skills intro, dub it right, discussion and roleplaying.

Dubbing The Scripts: The main activity involves dubbing video scenarios, where participants practice adapting and delivering lines with the right rhythm, intonation, and mood. This helps them understand the importance of synchronization and emotional expression in dubbing.

Focus on Adaptation: Participants are introduced to the concept of adaptation in dubbing.

Then finish the session with an assessment activity.

ASSESSMENT (15 MIN)