Several of the modules I apply in teaching were originally developed by my colleague Menis Theodoridis (one can find material in www.karposontheweb.org) . I gradually built upon them, developed specific areas of their main core and also created new units through my own experiences both with young people and adults.  Documentary as a point of view towards life and storytelling, adds to my methodology. I also borrow some ideas from Theater in Education as I felt that the intellectual identity of media and film literacy need a playful and collective approach too.

Here you can find a couple of indicative units of learning related to the image and sound characteristics. Their aim is to built an understanding of the amazing language of cinema and media while at the same time be interdisciplinary and flexible in relation to the age of the group and duration of the workshop. Finally, each unit connects to a next level of audiovisual themes and skills while being open for participatory input both by trainers and participants.

Foto-comic: story, images, words, drawings, editing
On the occasion of a special training for librarians, this video explains how the Foto-comic activity develops narrative through combining images+text

Teachers in Thessaloniki, create a train station soundscape from their seats!
Teachers in Thessaloniki, create a train station soundscape from their seats!

Soundscapes: from fact to fiction and vice versa

“Soundscapes” is an activity about realizing and learning the variety, the qualities and layers of sound through a hands on chorus approach independent from expensive equipment. It offers connection to cultural understanding, memory, factual and fictional creations. Strongly collaborative and suitable for ages 9-90. The result is one or more sound recordings made by the group. Listen to that recording: 23 teachers recreated with minimum preparation (20′) their local train station soundscape inside a classroom.

Organising the module:


  • think of exemplary locations: the schoolyard, a train station, the market, at the cinema etc
  • duration: 30′-90′ depending on the complexity and the length of the production
  • participants: min: 7-8, max: 20
  • equipment:
    -any independent mike with a line out (suggested mikes: H1 Zoom mike =100 euros, for younger children TTS Easy speak mike = 40 euros).
    -a good mobile phone recorder
    -any camera as long as you use it pointing its mike to the source and ignore what the lens may record.
    – all the above should be compatible to connect to a normal pair of speakers, or you need to export the file on a computer connected to speakers.


  • Understand sound : volume, depth and layers of sound
  • Observe and reflect on a social / cultural environment
  • Deconstruct and reconstruct all participating agents in a specific public space
  • Develop a “point of hearing ” as in “point of view”
  • Participate in a collaborative creation: decide on roles, rehearse, combine the single unit ( a person) and smaller teams with the whole (the group).
  • Learn basics of sound recording
  • Relate fact to fiction

Connections with other fields:

  • Connection with Literature: read extracts of novels that describe a scene in a similar location / compare and discuss.
  • Connection with Cinema history: see extracts of films dealing with that space. Discuss scenery, sense of time and space, variations that could occur in the sound design depending on time and geography and how does the sound help  dramaturgy.
  • Hear two examples from another workshop:
    A train station in Germany 1

    A train station in Germany 2