The workshop ‘Mythology: Play’ takes inspiration from Polish post-war avant-garde theater, focusing on figures like Tadeusz Kantor and Jerzy Grotowski. These artists’ work, especially Kantor’s metaphor-rich performances, serves as a foundation for students to explore narrative construction through visual media. The performance ‘A Pink Chair’ by The Wooster Group provides a direct link to Kantor’s themes, inviting students to interpret and adapt the play’s emotions into digital storytelling. This assignment builds competencies in visual storytelling, design interpretation, and team collaboration, addressing a need for both theoretical and practical digital design skills.

Participants will analyze the role of metaphor in visual communication, using it as a bridge between historical and contemporary design. This immersive approach helps students understand how digital narratives function in everyday media and equips them to express complex ideas through concise digital forms. In the context of media literacy and art education, the workshop not only hones technical skills but fosters an appreciation for interdisciplinary practices, showing how art influences communication across cultural and digital spheres.

A1: Concept Development
Objective: Identify the message and focus for each group project.
Format: Group work.
Duration: 1–2 hours.
Outcome: Each group presents their chosen theme (e.g., trailer, dynamic poster, title sequence).
Assessment: Clarity of concept and relevance to Kantor’s themes.

A2: Moodboard Creation
Objective: Visualize the project’s aesthetic through a collaborative moodboard.
Format: Group work on Miro.
Duration: 1 hour.
Materials Needed: Graphic assets, reference images, text elements.
Outcome: Visual moodboard aligning with the project’s intended emotion.
Assessment: Creativity in visual storytelling and adherence to thematic cues.

A3: Storyboarding
Objective: Plan the visual sequence and narrative arc.
Format: Group.
Duration: 2 hours.
Outcome: Storyboard detailing key frames, text, and sound cues.
Assessment: Narrative clarity and coherence.

A4: Production of Motion Piece
Objective: Create a 60-second animation or video clip.
Format: Group.
Duration: 3 days each day 5 hours.
Materials Needed: Animation software (AfterEffects, Blender) or video editing tools.
Outcome: Finalized short piece.
Assessment: Technical execution, narrative effectiveness, and creative engagement with the source material.

— [Scott McCloud, Understanding Comics]: Insight into narrative structure and visual metaphors in sequential art.
— [The Wooster Group, A Pink Chair]: Source play exploring themes of memory and performance art, used as inspiration.
— [Freytag’s Pyramid Resources]: Overview of narrative structure for planning the storyboard phase.
— [Synfig Studio, Storyboarder, Blender]: Recommended tools for animation and storyboarding, providing practical support for digital production tasks.

Jacek Mrowczyk is a graphic designer, editor, curator, researcher and educator. He graduated from the Department of Industrial Design at the Academy of Fine Arts in Krakow, Poland. He co-founded and edited the design quarterly 2+3D, which was published in Poland from 2001–16 and has authored many articles and books on graphic design. He was a Fulbright scholar at the Cooper-Hewitt National Design Museum in New York (2001–02) and a Ko?ciuszko Foundation Fellow at Rhode Island School of Design (2006–07). Concurrently with his work at RISD, he teaches at the Academy of Fine Arts and Design in Katowice, Poland. His current research focuses on Polish graphic design during the era of the Polish People’s Republic (1945–89).

Author’s encouragement
For teachers, this assignment offers an engaging way to introduce students to the world of visual narratives. It combines creative freedom with structured learning, which encourages students to explore different ways to communicate visually. This not only enhances students’ technical skills but also broadens their understanding of how art reflects cultural history and personal experience. Implementing this assignment promotes active learning, teamwork, and cross-disciplinary engagement, making it a compelling addition to any classroom that values creative digital literacy.

Prior knowledge, preparation
To effectively prepare, teachers should be familiar with the work of Tadeusz Kantor and the principles of Polish avant-garde theater, especially focusing on metaphorical and non-literal storytelling. Familiarity with Freytag’s Pyramid and the basics of storyboarding and animation (using tools like Storyboarder or Synfig Studio) is recommended. Preparation time is about 2-3 hours, covering:
— Reviewing Kantor’s ‘A Pink Chair’ or related avant-garde performances.
— Familiarizing themselves with digital tools (like Miro for moodboards, Synfig Studio for animation).
— Setting up a digital learning environment with software access (e.g., Blender, After Effects, or simple video editors).

Students should have basic storytelling skills, an understanding of narrative structure, and some familiarity with digital design software (e.g., Photoshop, Illustrator). Knowing how to create moodboards, basic animation, or video editing skills is helpful but can be taught during the assignment.

Accessibility
To make the assignment accessible at different skill levels:

Basic Level: Allow simpler storyboards with limited frames and basic poster designs instead of animations. Provide templates or example moodboards to guide students.

Intermediate Level: Offer short tutorials on animation and storyboard techniques, and give additional resources, such as simplified guides on metaphor and visual storytelling.

Advanced Level: Encourage more complex animations or narrative designs and allow students to explore deeper themes within the performance.

Additional aids, like instructional videos on using digital tools, can support students needing extra guidance, while providing scaffolded resources (such as visual storytelling examples and simpler storyboard templates) will help accommodate varying language and digital skill levels.

Additional Tools
In addition to digital tools, the following physical and digital materials enhance the workshop experience:

Digital Tools: 
Animation and Video Editing Software: After Effects, Synfig Studio, or Blender for animation; Storyboarder for planning narrative sequences.

Collaboration Tools: 
Miro or similar platforms for moodboards and team brainstorming.

Presentation Software: 
Projector or beamer for team presentations of their work.

Physical Materials: 
Sketching Supplies — paper, pencils, markers for initial sketches and rough storyboards.

Visual References: 
Videos or books showcasing Polish theatre posters and examples of Kantor’s works for inspiration.

Sound Equipment: 
Optional microphone and speakers if students include sound elements in their animations.

Storyboarding Materials: 
Scissors, sticky notes, and poster boards for creating physical storyboards.

These tools and materials support both the creative and technical sides of the assignment, making it easier for students to explore different narrative styles and visual techniques