Promoting The English Theatre Frankfurt

University of Marburg
Department of English and American Studies
Winter Term 2012/2013
Course: UE Techniques of Scientific Work
Instructor: Imke Kimpel, M.A.
Portfolio
Promoting The English Theatre Frankfurt
The English Theatre Group
Group Members: Jonas Engeland, Julia Elisa Sahm, Liza Scherer, Christina Schuster
Partner Organization: The English Theatre Frankfurt
Date of Submission: 25 March 2013

Contents
PART I: OUR PROMOTION CAMPAIGN FOR THE ENGLISH THEATRE FRANKFURT
1. Initial Project Proposal .................................................................................................................... 2
2. Email Correspondence with Juliane Moschell .............................................................................. 9
3. Our Thoughts about the Changes .............................................................................................. 10
4. Revised Project Proposal .............................................................................................................. 11
5. PR Workshop ............................................................................................................................... 20
PART II: ADDITIONAL TASKS FOR UNIVERSITY
6. The Newspaper Article ................................................................................................................ 22
6.1 Preparing the Article (Extracts from Learning Diary Entries) ...................................................... 22
6.2 The Final Version: “Sweet Charity” Newspaper Article ............................................................... 23
7. Minutes ........................................................................................................................................ 25
8. Interview ...................................................................................................................................... 26
8.1 Preparing the Interview (Extracts from Learning Diary Entries) ................................................. 26
8.2 The Written Version of Our Interview........................................................................................ 27
9. Interview Questions for the Humanities Group .......................................................................... 32
10. Some Words about the Promotion Concept .......................................................................... 33
11. Some Words about the Final Presentation .............................................................................. 34
12. Thoughts about Our Group Work .......................................................................................... 35
13. Short Conclusion ...................................................................................................................... 37
14. Appendix .................................................................................................................................. 38

The English Theatre Group 1
PART I:
OUR PROMOTION CAMPAIGN FOR THE ENGLISH THEATRE
FRANKFURT

The English Theatre Group 2
1. Initial Project Proposal
ABSTRACT
Statistical data suggest that the proportion of young people in the audiences of theatres is
relatively low in comparison with other areas of cultural life such as cinemas (“Der
Kinobesucher 2011” 7;16; “Theaterstatistik 2010/2011” 259). Therefore, our individual
objectives include reacting to the lack of interest in and information about English theatre
in general. To be precise, we aim at drawing attention to our partner organization, The
English Theatre in Frankfurt and its offers. Moreover, we would like to demonstrate that this
venue provides an opportunity for cultural exchange and awareness. Our plan is to create
and distribute flyers, posters and a brochure with information for teachers and instructors.
We would also like to give presentations at secondary schools and universities in Marburg
and Giessen. Furthermore, we would like to promote The English Theatre with the help of
social media like Facebook and Twitter. All our activities will be implemented in consultation
with The English Theatre in Frankfurt. The overall goal of these activities is to increase the
number of young people in the audience. Our budget of 103,15 euro net, 122,75 euro
gross, will be provided by our partner organization.
CONTEXT
In 2011, there were 126 million cinema attendances in Germany (“Der Kinobesucher 2011”
7). 23 per cent of the audience were in the 10 to 19 age bracket, 26 per cent in the 20 to
29 age bracket (“Der Kinobesucher 2011” 16). Thus, almost half of the cinema audience, 49
per cent, were between 10 and 29 years old.
In contrast to that, there were about 19 million visits to theatres in Germany during the
season 2010/2011 (“Theaterstatistik 2010/2011” 259). Tickets for pupils, students, children
and adolescents constituted about 16 per cent of this total number (“Theaterstatistik
2010/2011” 259). This shows that cinemas outnumber theatres considerably as concerns
the total number of sold tickets and the proportion of young members in the audience.
Notably, these statistics suggest that drama should be promoted more. We assume that
the relatively small figures in theatres are due to a lack of interest and information.
Therefore, we would like to advertise drama in local educational institutions in order to
react to the imbalance described above.

The English Theatre Group 3
PROJECT JUSTIFICATION
The paragraph above already points out that the number of young people who are
interested in English drama and theatre is not very high. We have found that in the age of
3D-cinema and blu-ray, most students prefer the convenient way of watching a film or play
at the local cinema or even online at home, instead of visiting a theatre. We asked
ourselves why it is like that and why today’s society prefers digitalized entertainment even if
spectators can have real people acting for them. Has theatre become too old fashioned for
the highly developed and fastidious society of the 21 st century?
It cannot only be a matter of convenience, as there is no difference between getting to
the local cinema to getting to the local theatre. Neither can it be a matter of content as
there are theatre plays that cover all kinds of genres. Moreover, the English language
cannot be a reason for young people not to visit a theatre, as nowadays English can be
found everywhere and often even is preferred to German in music or films. The only thing
we could think of is that the form of theatre in general is very different from cinema and
therefore could be deterrent. But except for the fact that the issue of liking or not liking
theatre in general is a matter of taste, we came up with the conclusion that there is no
reason for young people to prefer cinema to theatre. So, what is it that prevents young
people from visiting a theatre play?
Thanks to some research and contact with students, we came up with an answer.
Theatre is not enough promoted, or, strictly speaking, the advantages of theatre are not
emphasized and highlighted enough among young people. There are advertisements for
new films everywhere and all the time, but only very few eye-catching ones for upcoming
theatre plays. Therefore, we decided to do our project on this issue and to promote English
Theatre in the area around Giessen and Marburg. We want to attract more young people
to English theatre in general and inform them about The English Theatre in Frankfurt.
Furthermore, we would like to bring the advantages of English theatre closer to them and
raise their interest in the English language, as well as increasing their intercultural
awareness. We would also like to put across that English Theatre is entertaining, too. That is
why we have designed our campaign to attract especially young people and to show
them how rewarding theatre can be.

The English Theatre Group 4
PROJECT AIMS/PURPOSE
The ideal outcome of our project can be divided into an overall and main objective, three
individual project objectives and three project results. Our main objective, which is on top
of the hierarchy, is to increase the number of young members (aged 12 to 30 years) in the
audience of The English Theatre in Frankfurt. In particular, we want to achieve that pupils
and students from Marburg and Giessen will visit The English Theatre more frequently - be
it with a school class, a university course or on their own. To achieve this main goal, our
three individual project goals have to be reached first.
One of our individual goals is to promote English drama, as this will encourage pupils
and students to go to the theatre in the first place. Then, we have to assure that our target
group will consider visiting The English Theatre in Frankfurt, which is why our second
individual goal is to promote this particular theatre. Although these are the main factors
that will lead to the achievement of our main goal, we have one further individual goal -
namely that of promoting The English Theatre as a platform for cultural exchange and
awareness - because we feel that this is of educational and cultural importance and
because it could be a reason for teachers and instructors to encourage their students to go
to The English Theatre. Again, this would result in an increased number of young people in
the audience of The English Theatre.
The basis of our project hierarchy is formed by our project results, which have to be
reached to achieve our individual goals. In order to promote English drama, our first result
has to be an increased interest in it. Our second result is the spread of knowledge about
The English Theatre in Frankfurt, which will help to achieve our second individual goal - the
promotion of The English Theatre. Lastly, our objective to promote The English Theatre as a
platform for cultural exchange requires that one of our results is to raise cultural interest
and awareness. These results complete our hierarchy that is topped by our overall project
goal, which is followed by our individual objectives.

The English Theatre Group 5
DEFINITION OF THE TARGET GROUP/AUDIENCE
As already described, our target group are young people from Marburg and Giessen who
are aged between 12 and 30 years and who have sufficient English skills to be able to
understand a play in English. As The English Theatre in Frankfurt often presents plays
whose dialogues have been adapted especially for students, a low intermediate learning
status is sufficient. Thus, our target group is defined by age and English skills rather than by
ethnicity, social class or gender.
One further factor that limits our target group is that we will concentrate on students
who either attend a public secondary school in Marburg or Giessen or are enrolled at one
of the universities in these towns. In particular, our project will address students from the
University of Marburg and the University of Giessen as well as pupils from the following
schools: Elisabethschule Marburg, Martin-Luther-Schule Marburg, Gymnasium Philippinum
Marburg, Landgraf-Ludwigs-Gymnasium Giessen, Liebigschule Giessen and Herderschule
Giessen. This limitation was necessary because we do not have a sufficient budget to
address a wider audience.
Still, the limitation also makes sense because pupils and students will probably profit the
most from visiting The English Theatre in Frankfurt, as it has several offers for this group. For
example, the theatre presents plays whose topics are particularly interesting for and
relevant to young people, and the language is adapted accordingly. What is more, theatre
pedagogues and language teachers are employed at The English Theatre to provide
teachers with tuition material and to offer workshops in which students cannot only
practise their language skills but also get to know the theatre and actors and actresses from
English-speaking countries (cf. Gonszar). Thus, The English Theatre is an ideal place for
language learning and cultural exchange. For pupils, visiting The English Theatre will be an
exciting and enriching experience and a nice change from their daily routine at school.
Likewise, university students can profit from visiting The English Theatre. While the plays
with an adapted language are a great opportunity for students with less advanced English
skills to see English drama in the original language, students with advanced English skills
can also attend regular performances and enjoy the original, modern and international
plays with an internationally renowned cast. Therefore, The English Theatre is also a great
place to visit for students.

The English Theatre Group 6
PROJECT IMPLEMENTATION
Our planned activities are as follows:
(1) Creating and Distributing Flyers and Posters
(2) Creating and Distributing a Brochure for Teachers and Instructors
(3) Presentations at Local Schools and Universities
(4) Promotion via Social Media (Facebook and Twitter)
Notably, all of these activities aim at promoting English drama and The English Theatre in
Frankfurt, which is how we plan to achieve our overall goal. We will start by creating flyers
and posters which will include information about a play that is about to have premiere at
The English Theatre and that is particularly appealing to young people. We may also
include some reasons as to why it is a great idea for pupils and students to attend a
performance of this play at The English Theatre. The flyers will be distributed by us at the
universities and schools previously mentioned, and the posters will also be attached there.
We will also create a brochure for teachers and instructors that will include information
about The English Theatre‘s special offers for young people as well as reasons for why
teachers and instructors should encourage their students to visit The English Theatre. This
brochure will be given by us to English teachers and foreign language instructors at our
target schools and universities. As some pupils and students may not be convinced by their
teachers and instructors, we will also give some presentations ourselves to show them that
we as fellow young people can also only recommend The English Theatre.
Lastly, we would like to make use of Facebook and Twitter, as these formats are very
appealing to young people. In particular, we would like to create a Twitter account as well
as a Facebook page for the play that is about to start in order to keep our followers up-todate.
Links to the corresponding Facebook and Twitter page will be given on our flyers and
posters. All of these activities will be talked through with Juliane Moschell from The English
Theatre, who may provide us with some relevant material.
For our activities, the following resources will be needed:
(1) Flyers, shiny, double-sided illustration printing paper, 135 g, A6 format, 2500 pieces,
41,10 euro net, 48,91euro gross
(2) Posters, shiny, printing paper, 135 g, A3 format, coloured print, 50 pieces, 24,67 euro

The English Theatre Group 7
net, 29,36 euro gross
(3) Brochures, shiny, double-sided illustration printing paper, 135 g, long format (19,8 cm x
21 cm), upright, four-pages, 100 pieces, 37,38 euro net, 44,48 euro gross
As already mentioned in the activity plan, we will create and distribute flyers, posters and
brochures. The quantity of our promotion material is estimated with regard to the different
locations where we want to spread them, namely two universities and six schools which
are listed above. The total costs for this material will be 103,15 euro net, 122,75 euro gross,
shipping costs already included (according to the order at flyeralarm.com). There will be no
travel costs for us because our student ticket includes the locations in Giessen and Marburg
which can be reached by public trains and busses. We do not have any additional costs for
upcoming phone calls and internet usage due to the fact that each group member has
internet access and a phone with a flat rate. All in all, our estimated total project costs add
up to 103,15 euro net, 122,75 euro gross.
BUDGET
Our direct costs consist of the expenses for our promotion material listed in our resource
plan, namely 103,15 euro net, 122,75 euro gross. This will be covered by The English
Theatre. Additionally, there will not be any operational costs for our project because we will
implement our planned activities personally and in cooperation with The English Theatre
Frankfurt.
MANAGEMENT AND PERSONNEL
Personally, we are all interested in the field of public relations and English theatre, and our
future jobs are very likely to be in this area. Since our degree covers among others, the
fields of literature, media and English language and culture, we are experts in various fields
and are provided with several hard and soft skills (language skills, computer skills, numeric
skills, communication skills, intercultural competence, time management, self-awareness,
etc.) that provide us with the skills that are needed in the field of public relations and/or
English theatre. So, due to the fact that English theatre and the field public relations offer
job and career possibilities to us as students of the humanities, we are especially motivated
and stand very much behind our project.

The English Theatre Group 8
As concerns our distribution of roles, all of our group members will be involved in the
creation and distribution of the flyers, posters and the brochure for teachers. More
specifically, Jonas will be responsible for design and layout, while Julia and Liza will take
care of the content (texts). Christina will then order this promotion material. All of us will
distribute the material. While Jonas and Christina will distribute it in Marburg, Liza and Julia
will do so in Giessen.
When it comes to social media, Christina will be mainly responsible for Facebook and
Julia for Twitter. Again, Jonas will take care of design and layout, while Julia and Liza will
supervise content and texts. Lastly, Liza will be the contact person for Juliane Moschell from
The English Theatre and will coordinate all our actions with her.
BIBLIOGRAPHY
“Der Kinobesucher 2011.” ffa.de. Filmförderungsanstalt German Federal Film Board, May
2012. Web. 04 Nov. 2012.
Gonszar, Michael. “Education.” English Theatre Frankfurt. English Theatre Frankfurt, n.d.
Web. 03 Nov. 2012.
“Theaterstatistik 2010/2011 Summentabellen.” buehnenverein.de. Deutscher Bühnenverein,
2012. Web. 02 Nov. 2012.

The English Theatre Group 10
3. Our Thoughts about the Changes
Of course, we were a bit disappointed at first that we had to change almost all of our
activities. However, we also really liked the idea of working with social media and helping
to promote a flash mob. Therefore, our disappointment quickly faded away, and we were
looking forward to our new challenges.
None of us had ever used social media for professional purposes before, which meant
that we had to do a lot of research about this matter and also about legal issues that may
arise when using social media in a professional context . Thus, we really learnt a lot –
probably a lot more than we would have learnt with our initial activities. For this reason, we
are now very glad about the changes.

The English Theatre Group 11
4. Revised Project Proposal
ABSTRACT
Statistical data suggest that the proportion of young people in the audiences of theatres is
relatively low in comparison with other areas of cultural life such as cinemas (“Der
Kinobesucher 2011” 7;16; “Theaterstatistik 2010/2011” 259). We assume that the relatively
small figures in theatres are due to a lack of information, which is why we want to use new
means of promotion, such as social media and online forums, that are appealing to an
increasingly great (and predominately young) audience to spread knowledge about The
English Theatre. Our aims are to raise awareness of The English Theatre’s Facebook page
and to make it more appealing and interesting in order to acquire new and loyal Facebook
friends that can be directly informed about new plays and special offers. These aims are
necessary in order to reach our overall goal, which is to expand The English Theatre’s
potential audience. Further, we want to use social media and online forums to promote
special events for The English Theatre, as this is an efficient and low cost means of
promotion that is not properly used yet by The English Theatre.
All our activities will be implemented in consultation with Juliane Moschell from The English
Theatre, and our budget of 130,00 euro that was provided by the Career Center will be
spent on Facebook advertising.
CONTEXT
In 2011, there were 126 million cinema attendances in Germany (“Der Kinobesucher 2011”
7). 23 per cent of the audience were in the 10 to 19 age group, 26 per cent in the 20 to 29
age group (“Der Kinobesucher 2011” 16). Thus, almost half of the cinema audience, 49 per
cent, were between 10 and 29 years old.
In contrast to that, there were about 19 million visits to theatres in Germany during the
season 2010/2011 (“Theaterstatistik 2010/2011” 259). Tickets for pupils, students, children
and adolescents constituted about 16 per cent of this total number (“Theaterstatistik
2010/2011” 259). This shows that cinemas outnumber theatres considerably as concerns
the total number of sold tickets and the proportion of young members in the audience.
Notably, these statistics suggest that theatre plays should be promoted more. We
assume that the relatively small figures in theatres are due to a lack of interest and
information. Therefore, we would like to advertise theatre plays in social media in order to
react to the imbalance described above. We think that social networks and online forums
can serve as an important tool for promotion since they are visited frequently and especially

The English Theatre Group 12
by the younger generation. Furthermore, The English Theatre’s use of social media needs
to be enhanced.
PROJECT JUSTIFICATION
The paragraph above already points out that the number of young people who are
interested in English drama and theatre is not very high. We have found that in the age of
3D-cinema and blu-ray, most students prefer the convenient way of watching a film or play
at the local cinema or even online at home, instead of visiting a theatre. We asked
ourselves why it is like that and why today’s society prefers digitalized entertainment even if
spectators can have real people acting for them. Has theatre become too old fashioned for
the highly developed and fastidious society of the 21st century?
It cannot only be a matter of convenience, as there is no difference between getting to
the local cinema to getting to the local theatre. Neither can it be a matter of content as
there are theatre plays that cover all kinds of genres. Moreover, the English language
cannot be a reason for young people not to visit a theatre, as nowadays English can be
found everywhere and often even is preferred to German in music or films. The only
difference we could think of is the form of theatre. For some people this may be deterrent.
But except for the fact that the issue of liking or not liking theatre in general is a matter of
taste, we came up with the conclusion that there is no such reason for young people to
prefer cinema to theatre. So, what is it that prevents young people from visiting a theatre
play?
Thanks to some research and contact with students, we came up with an answer.
Theatre is not enough promoted, or, strictly speaking, the advantages of theatre are not
emphasized and highlighted enough among young people. There are advertisements for
new films everywhere and all the time, but only very few eye-catching ones for upcoming
theatre plays. Therefore, we decided to do our project on this issue and to use new means
of promotion to promote The English Theatre Frankfurt.
In particular, we want to work with social media and mainly Facebook, as we see social
media becoming more and more important in the future. Furthermore, this is a very
effective and convenient way to reach a large and especially young audience. Another
reason for us to concentrate on social media is that The English Theatre has not been using
them very much so far, which means that we can expand their promotion concept with
our project.
We feel that our project can bring the advantages of English theatre closer to the
younger generation, who can practise their English language comprehension skills and

The English Theatre Group 13
increase their intercultural awareness by visiting an English Theatre. Using social media
which tend to be very much appreciated by young people also helps to convey the notion
that English theatre is entertaining, too. Thus, our project will help to give young people a
positive attitude towards English theatre, and it will bring them closer to this form of culture
that is of high pedagogical value.

The English Theatre Group 14
PROJECT AIMS/PURPOSE
Goal:
Addressing a Greater Variety of
People via Social Media and
Thereby Expanding the Potential
Audience at The English Theatre
Frankfurt
Core Problem:
The English Theatre Frankfurt Does
Not Make Efficient Use of Social
Media and Therefore Misses Out
on a Potential Audience
Objective 1:
Raising Awareness about The
English Theatre’s Facebook
Page
Objective 2:
Making The English Theatre’s
Facebook Page More
Appealing and Interesting
Objective 3:
Using Social Media to
Promote Special Events like
the Flash Mob
Activity 1:
Including Facebook Links in
The English Theatre’s Print
Media (Flyers, Posters,
Brochures)
Activity 4:
Introducing a Monthly
Lottery on The English
Theatre’s Facebook Page
Activity 6:
Creating a Facebook Event
Page for the Flash Mob
Activity 2:
Including a Social Media
Plugin in The English
Theatre’s Homepage
Activity 5:
Announcing Discount
Remaining Tickets via
Facebook
Activity 7:
Promoting the Flash Mob in
Flash Mob Communities
Activity 3:
Making Use of Facebook
Advertising
Result 1:
Increased Number of
Facebook Friends, Who Can
Be Directly Informed about
New Plays, etc.
Result 2:
Improved Loyalty of
Facebook Friends. People
with Low Incomes Are
Attracted to The English
Theatre.
Result 3:
A Large Audience is
Attracted to the Flash Mob,
Which Increases The English
Theatre’s Public Attention.

The English Theatre Group 15
DEFINITION OF THE TARGET GROUP/AUDIENCE
In general, our target group are users of the social media platform Facebook. Facebook has
over 1 billion users worldwide by now and the number is continuously growing. The users
differ in age (although the majority is rather young), belong to different social classes, have
various ethnicities, and represent both genders. Therefore, the target group contains a
great variety of people.
More specifically, we aim at people who know the English language since the plays of
The English Theatre are shown in English. Especially users living in and around Frankfurt
(Main), but also tourists are addressed.
We decided to focus on Facebook instead of using several social media platforms. This
limitation was necessary because we do not have a sufficient budget to run advertisements
on other websites as well. Still, the limitation makes sense because we can reach a lot of
people through Facebook and the variety of users contains people that are potentially
interested in theatre. The theatre presents a great variety of plays. Therefore, there are
topics that are interesting for and relevant to young and elderly people.
University students, for example, can also profit from visiting The English Theatre. While
the plays with an adapted language are a great opportunity for students with less
advanced English skills to see English drama in the original language, students with
advanced English skills can also attend regular performances and enjoy the original,
modern and international plays with an internationally renowned cast.
The English Theatre is an ideal place for language learning and cultural exchange.
Visiting The English Theatre can be an exciting and enriching experience and a nice
change from the daily routine for everybody who knows some English.
Being a user of Facebook and a fan of the Facebook page of The English Theatre has
advantages for visitors of the theatre. They can benefit from the lotteries on the Facebook
page, save money by buying last minute tickets offered on Facebook and always receive
the latest news about The English Theatre in Frankfurt. Flash mob fans can also find
information on upcoming flash mob events and prepare themselves by watching provided
videos of the choreographies on Facebook.
PROJECT IMPLEMENTATION
Our planned activities are as follows:
(1) Including Facebook links in The English Theatre‘s print media (like flyers, posters and
brochures)
(2) Integrating a social media plugin in The English Theatre‘s homepage

The English Theatre Group 16
(3) Making use of Facebook advertising
(4) Introducing a monthly lottery on The English Theatre‘s Facebook page
(5) Announcing discount remaining tickets via Facebook
(6) Creating a Facebook event page for the flash mob
(7) Promoting the flash mob in flash mob online communities
As can be seen in our plan of goals, objectives, activities and results in the appendix, the
aim of the first three activities is to raise awareness about The English Theatre‘s Facebook
page. This aim is essential because it is the prerequisite for acquiring new Facebook friends.
The more friends a Facebook page has, the more people can be reached directly and
without cost, which is very important especially for institutions like The English Theatre that
have limited budgets.
The reason why we want to include a Facebook link in all of The English Theatre‘s
future print promotion, like flyers, posters and brochures, is that it is a convenient way of
promoting its Facebook page. The English Theatre does not have any additional costs, and
especially the flyers and posters are distributed around Frankfurt, which is good promotion.
Since Facebook links in print promotion are so efficient, they are becoming increasingly
common.
Likewise, our second activity to integrate a social media plugin into The English Theatre‘s
official homepage is an effective method to inform every visitor of the homepage about the
Facebook page. Thanks to the plugin, a visitor can become a friend of The English Theatre‘s
Facebook page by just one click on the homepage. Further, if a visitor clicks the
“like“ button of the plugin, this information is shared on his or her Facebook page where all
of the visitor‘s friends can see it. Like this, many people can be informed about The English
Theatre and its Facebook page without any further effort. Moreover, a budget is not
needed for this activity either.
Our only activity that requires a budget is the use of Facebook advertising. Thus, our
budget of 130 euro will be used to place ads for The English Theatre‘s Facebook page on
Facebook. This activity is necessary to reach people who do not visit The English Theatre‘s
homepage and who cannot be reached via print media. Facebook has its own advertising
system, and one can choose a specific target audience and type of ad. Our ads will include
a picture and a short text about one of The English Theatre‘s special offers in English, and it
will be shown to people who live in Frankfurt and who have an interest in culture. We
chose the cost per click payment option where we have to pay 0,50 Euro for every person
that clicks on the ad. This means that our budget will suffice to bring 260 people from The

The English Theatre Group 17
English Theatre‘s target audience to its Facebook page, and the ads will be shown to many
more. Thus, the Facebook ads will help us promote The English Theatre‘s Facebook page
via Facebook itself, and it will complement the promotion via print media. As we are yet to
create the ads, we have included a picture of sample ads in the appendix (see fig. 2).
Besides raising awareness about The English Theatre‘s Facebook page, we would also
like to make it more interesting and appealing in order to increase the loyalty of existing
friends and to give them more reasons to recommend the page. To achieve this aim, we
would like to introduce a lottery that will take place on the Facebook page. All Facebook
friends of The English Theatre can participate, and prices will include free tickets to a show
at The English Theatre and English Theatre merchandising. The lottery will take place
regularly, probably once a month, in order to foster the loyalty of Facebook friends.
Our second activity for this purpose is to sell remaining tickets at a reduced price at short
notice via Facebook. In particular, there would be an announcement on Facebook
whenever remaining tickets are available. The announcement would include the
information that a limited number of tickets for a certain show are available at a reduced
price and that they can be purchased via The English Theatre‘s hotline. Besides the positive
effect on the loyalty of friends, this would give The English Theatre the possibility to sell
remaining tickets at short notice, and, like the lottery, it would attract students and other
people with low incomes to The English Theatre.
Our last two activities also make use of social media in order to promote a flash mob for
The English Theatre. Since flash mobs are becoming increasingly popular, Juliane Moschell
from The English Theatre told us about her idea to do a flash mob to promote “Sweet
Charity”. The plan is that the “Sweet Charity” actors rehearse a short and simple dance to
one of the musical’s songs (“If My Friends Could See Me Now”) and videotape it. Next, this
video will be uploaded on Youtube so that everyone who wants to participate in the flash
mob can practise the choreography beforehand. The flash mob itself is supposed to take
place at the MyZeil in Frankfurt on a Saturday in the beginning of 2013. The actors will
gather and start dancing to the song “If My Friends Could See Me Now”. Ideally, a lot of
customers will join them, and the flash mob will attract a lot of attention. Afterwards,
members of The English Theatre’s staff will distribute flyers to inform about the musical.
Since it is our task to promote the flash mob on the Internet by spreading the video, we
first of all created an event page on Facebook for it, which will be accessible for the public
once we receive the exact date and time from Juliane Moschell. The event page contains
all the relevant information for possible participants: place, date, time, background,
procedure, and the Youtube video. The information is available in German and English in

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order to reach a larger audience. A screenshot of our event page can be found in the
appendix (see fig. 1).
Further, we did research on flash mob communities and came across three websites
which provide flash mob fans with information about current flash mobs and which also
seem to be quite popular and handy because they refer to The English Theatre‘s region.
Therefore, our final activity is to promote the flash mob on these pages. The websites
include the forum on www.flash-mob.de/hessen/ where we can create a new thread for
our flash mob, www.flashmob-web.de where we can add our event to the calendar and
the Facebook page www.facebook.com/Flashmob.Frankfurt where we can post a link to
our flash mob event page on the wall. Thus, our last two activities use social media to
promote a special event for The English Theatre, which again shows that social media can
be effectively used in a professional context for various purposes.
As concerns the time of the implementation of our activities, we unfortunately cannot
give any specific dates, because we are dependent on Juliane Moschell to decide on this
matter. However, we expect that all of our activities will be implemented within the next
four months.
BUDGET
Our direct costs consist of the expenses which we used for promotional purpose, namely
social media advertisements. We transferred once 80 euro and once 50 euro to The
English Theatre in Frankfurt. Both times, the money has been spent on advertisements via
Facebook.
Additionally, there will not be any operational costs for our project because we will
implement our planned activities (such as: writing a newspaper article; creating an event
page on Facebook to promote the planned flash mob; providing information on other
platforms) personally and in cooperation with The English Theatre Frankfurt.
MANAGEMENT AND PERSONNEL
Personally, we are all interested in the field of public relations and English theatre, and our
future jobs are very likely to be in this area. Since our degree covers among others the fields
of literature, media and English language and culture, we are experts in various fields and
are provided with several hard and soft skills (language skills, computer skills, numeric skills,
communication skills, intercultural competence, time management, self-awareness, etc.)
that provide us with the skills that are needed in the field of public relations and/or English
theatre. So, due to the fact that English theatre and the field public relations offer job and

The English Theatre Group 19
career possibilities to us as students of the humanities, we are especially motivated and
stand very much behind our project.
As concerns our distribution of roles, Liza has been the contact person for Juliane
Moschell from The English Theatre and has coordinated all our actions with her so far.
Since she will finish her studies this semester, we decided that Julia will take over her part
and become the new contact person during the summer term. Liza and Julia are our main
writers; they supervise the texts and contents. We are all responsible for researching,
proofreading each other’s work, giving feedback and contributing ideas. Depending on
the task, we split up the work equally. Jonas is responsible for the time management. He
also collects all our material, puts it together and prints it. Christina is our Facebook
manager. She keeps our Facebook event page for the flash mob up-to-date. All of our
group members are involved in planning and realizing the flash mob.
BIBLIOGRAPHY
“Der Kinobesucher 2011.” ffa.de. Filmförderungsanstalt German Federal Film Board, May
2012. Web. 04 Nov. 2012.
“Theaterstatistik 2010/2011 Summentabellen.” buehnenverein.de. Deutscher Bühnenverein,
2012. Web. 02 Nov. 2012.

The English Theatre Group 20
5. PR Workshop
During the winter term, the job centre in Marburg offered two public relations workshops
that were conducted by a professional. In order to enhance our qualifications for the
project, the members of our group that had the time participated in one or both
workshops. The confirmations of participation can be found in the appendix (see figs. 3-6).
Some impressions:
“Last week, some members of our group participated in an extracurricular workshop
offering an introduction to the occupational field of public relations. It was an idea of one
of our group members to go there and otherwise I would not have been aware of this
possibility. This workshop was useful since our group project belongs to the field of
promotion and public relations. The professional who conducted the class gave us
additional advice about strategies we could include in our project such as writing an article
about the actors or reporting about our project in newspapers.”
Jonas Engeland (Learning Diary Entry Week 4)
“In the [second part of the first PR] workshop, we simulated a press meeting, which also
required us to interview a person. We then used the information from the interview to
write a press release. Our instructor, who is an experienced journalist and PR manager,
corrected all of our texts and gave us useful feedback. We also showed her our “Sweet
Charity” article, which she really liked. . . . All in all, we are very grateful about the PR
workshop, as it really helped us with our project.”
Liza Scherer (Learning Diary Entry Week 10)

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6. The Newspaper Article
6.1 Preparing the Article (Extracts from Learning Diary
Entries)
“In this week's session, we learnt how to structure a promotional article, which will certainly
help us with our next task. Already during the session, we decided on a topic for our article
and met the next day to make more specific arrangements. Since it is difficult to write an
article with four people who all have their individual writing styles, we decided that one
person should write the first version of the article, while the other group members would
do the research and proof-read the article.”
Liza Scherer (Learning Diary Entry Week 6)
“We have . . . divided the task of writing a newspaper article into smaller parts. We have set
an internal deadline for each group member for sending information to the group
member who will use this information to write the article in a consistent style. In this way,
we also avoid repetitions of content. Then, there is another internal deadline for the
completion of the article in order to allow time for revision. This example shows that our
team is well-organized.”
Jonas Engeland (Learning Diary Entry Week 6)

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6.2 The Final Version: “Sweet Charity” Newspaper Article
TARGET GROUP OF THE ARTICLE: Readers of the “Frankfurter Rundschau“ (Therefore, we
decided to write the article in German.)
„Hey, Big Spender“: Mit dem English Theatre das Frankfurter Bahnhofsviertel erkunden
Von Jonas Engeland, Julia Elisa Sahm, Liza Scherer und Christina Schuster
Noch bis Februar bietet das English Theatre Frankfurt nach ausgewählten
Wochenendvorstellungen des Musicals „Sweet Charity“ Führungen durch das
angrenzende Bahnhofsviertel an. Interessierte erhalten unter der Leitung des Fotografen
und Szenekenners Ulrich Mattner einen Einblick hinter die Kulissen des Rotlichtmilieus und
können so Realität und Theaterwelt vergleichen.
Die Idee zu den Führungen ergab sich aus der Thematik des international beliebten
Musicals „Sweet Charity“, welches derzeit im English Theatre Frankfurt gezeigt wird. Es
erzählt von den Liebesabenteuern des Animiermädchens Charity Hope Valentine, das in
einem zweitklassigen New Yorker Tanzlokal arbeitet, aber trotz zahlreicher Enttäuschungen
fest an die große Liebe glaubt. Hat sie diese gefunden, so hofft Charity, wird sich ihr Leben
ändern und zum Guten wenden. Obwohl das Stück mit Songs wie „Hey, Big Spender“ und
„If My Friends Could See Me Now“ gute Stimmung verbreitet, zeigt es eindringlich die
negativen Seiten eines Lebens im Rotlichtmilieu.
Wie dies in der Realität aussieht, verdeutlicht der Fotograf, Journalist und Szenekenner
Ulrich Mattner im Anschluss an die Show bei einer kurzen Fotoshow und einer Führung
durch das Frankfurter Bahnhofsviertel, welches als Rotlichtzentrum Frankfurts gilt und direkt
an das English Theatre angrenzt. Mattner ist bekannt als Bahnhofsviertel-Experte, da er dort
viele Jahre für seinen Bildband „Frankfurter Bahnhofsviertel: Milieu der
Kontraste“ fotografiert hat und so viele lokale Lebensgeschichten mitverfolgen konnte.
Seine Gäste führt er vorbei an Sex-Kinos, Bordellen, Spielhöllen und Animierbars wie dem
bekannten „Moulin Rouge“. Dabei erzählt er nicht nur Anekdoten aus dem Viertel, sondern
geht auch auf dessen Schattenseiten ein. Wer noch näher am Geschehen dabei sein
möchte, hat nach der Führung die Möglichkeit, in Frankfurts ältester Animierbar, der Pik

The English Theatre Group 24
Dame, oder im größten Frankfurter Nachtclub, dem Pure Platinum, einen Live-Striptease an
der Stange zu erleben.
Während das English Theatre seinen Besuchern mit dem Abendprogramm einen direkten
Vergleich zwischen Show und Wirklichkeit bieten möchte, geht es Mattner auch darum,
Vorbehalte gegenüber dem Viertel anzufechten. Viele Leute, so Mattner, hätten Angst,
dass das Bahnhofsviertel gefährlich sei und fürchteten um ihre Sicherheit. Er dagegen sehe
im Viertel mehr als nur das „gefährliche“ Rotlichtmilieu. Es sei ein vielschichtiger und
lebenswerter Ort inmitten Frankfurts.
Tatsächlich erstreckt sich das Rotlichtgebiet nur über einen kleinen Teil des Bahnhofsviertels.
Hier arbeiten noch etwa 900 bis 1000 Frauen in Bordellen und Laufhäusern;
Straßenprostitution ist untersagt. Allerdings scheinen es schlechte Zeiten für das älteste
Gewerbe der Welt zu sein. Mittlerweile stehen ungefähr ein Drittel der Zimmer in
Laufhäusern leer. Auch Sexshops leiden unter starken Umsatzeinbußen und erweitern
deshalb oft ihr Sortiment um Kosmetik und Wäsche. Gleichzeitig erobern Stripclubs und vor
allem Spielkasinos das Rotlichtgebiet. Es scheint, als müsse das klassische Frankfurter
Rotlichtmilieu, wie auch Charity aus dem Musical, auf eine bessere Zukunft hoffen.
Im Gegensatz dazu erfreut sich der weit größere Teil des Bahnhofsviertels dank der
Hoteldichte und der internationalen Bevölkerung zunehmender Beliebtheit. Daher scheint
es auch nur passend, dass das English Theatre, das englischsprachige Stücke mit
internationaler Besetzung in Originalsprache zeigt, sich genau hier angesiedelt hat.
Karten für die Rotlicht-Themenabende können unter der Nummer 069 242 316 20 oder
bei der Email-Adresse box-office@english-theatre.de reserviert werden.

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7. Minutes
Where: Philosophical Faculty of the University of Marburg
When: Friday, 07 December 2012, 2.15pm- 3.10pm
Writer: Julia Sahm
Topic: Promotion through Social Media Facebook
RESULTS
During the meeting on December, 7 we created a Facebook event page in order to
promote the “Sweet Charity” flash mob. To avoid legal issues, we acquired knowledge
about Facebook’s advertising regulations first. Subsequently, we wrote an English and a
German version of a promotional text, which we posted on the event page. Afterwards,
we sent our results to Juliane Moschell from The English Theatre to get some feedback. A
screenshot of our event page can be found in the appendix (see fig. 1).

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8. Interview
8.1 Preparing the Interview (Extracts from Learning Diary
Entries)
“During the last week, we had one group meeting in which we prepared the upcoming
interview. We discussed the questions we had come up with during the lesson and
thought about a possible setting for our interview. Afterwards, we wrote the introductory
note together. It was possible to do this as a group, as it was just a very short text. Then,
everyone thought individually about possible answers for the questions that had been
prepared and uploaded on Ilias by the humanities group. We posted our answers in our
Facebook group and complemented each other. This communication method again
worked quite well, and everyone was able to share his/her prepared answers and to give
feedback on the other answers.”
Julia Sahm (Learning Diary Entry Week 8)
“This week, our interviews took place. I think both parts, answering and asking questions,
went well as we all were well prepared. Nevertheless, I think we would have also been
able to answer the questions without a lot of preparation. We decided that everyone of
our group will participate while the other groups did it two by two. We still managed
everything and I guess this shows that our group works quite well.”
Christina Schuster (Learning Diary Entry Week 9)

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8.2 The Written Version of Our Interview
Background information, introductory note and interview questions by: Anna Schneider,
Daniel Jochheim, Swenna Kuis, Tabea Weiß
BACKGROUND INFORMATION
The interview takes place in the afternoon on October 13, 2013, in the foyer of the "Vila
Vita Rosenpark" in Marburg. All of the students involved in the project will be interviewed
by Daniel. Afterwards, the interview will be published in the "Frankfurter Rundschau" to
provide readers with more information on the project.
INTRODUCTORY NOTE
In a recently published article in the "Frankfurter Rundschau" The English Theatre has
promoted the musical "Sweet Charity" which will soon be shown, and a following tour
through the Frankfurter Bahnhofsviertel. We would like to look behind the scenes and
want to talk to the authors of the article, a group of young students whose task it is to
promote the musical.
QUESTIONS AND ANSWERS
1. Why did you decide to work for/with The English Theatre, and not the “Alte Oper”
for example?
First of all, the field of theatre fits our course of studies, the BA Anglophone Studies. For
example, we read, discuss and analyze plays. The English Theatre in Frankfurt offers plays in
English with an international cast, which is important to us regarding our course of studies.
As far as I know, the “Alte Oper” does not offer performances in English. Moreover, The
English Theatre is rather close concerning distance in comparison with other international
productions. Thus, there are several important points that made The English Theatre the
perfect choice for us: it offers plays with an international cast in English and is not far away.
In addition to that, the venue is a place for cultural exchange.

The English Theatre Group 28
2. How are you planning to promote the musical?
Originally, we had planned to create flyers, posters and a brochure for teachers about The
English Theatre. However, the institution already uses these traditional means of promotion.
This is the reason why we mainly concentrate on the Internet and especially on social
media in order to promote the theatre and its events and performances. Thus, our activities
complement the campaign of The English Theatre.
We created a Facebook event page for a flash mob that will be implemented by the
actors and actresses of The English Theatre, and anyone who is interested. Furthermore,
we will support the preparation for the event by promoting it on several platforms and in
online communities that focus on flash mobs.
We have informed ourselves about Facebook advertising. This will be another means of
promoting The English Theatre in general and the musical “Sweet Charity” in particular.
As you [the interviewers] know, The English Theatre offers a tour through the area
around the Frankfurt main station including the red-light district. This event contrasts fiction
with reality. We wrote a newspaper article about the tour which could be published.
3. When will you take X into action?
The flash mob will take place in February. Before that, we will post links to videos on the
Facebook event page explaining how to participate in the flash mob. We will also address
further websites that focus on flash mob events. However, the exact date depends on The
English Theatre. Like the preparation for the flash mob, the implementation of Facebook
advertising depends on The English Theatre.
4. Which activities for promoting the musical have already been realized by you and if
so, how did you do it?
We have already prepared the Facebook event page for the flash mob. In a group meeting,
we created the page and wrote a promotional text in English and German for it. We then
sent a screenshot of our page to Juliane Moschell, who is responsible for The English
Theatre‘s press and public relations. As she really liked the page, we can make it accessible
to the public once we get to know the exact date for the flash mob.
Furthermore, we have already written an article about the “Sweet Charity” theme nights
that include a tour through Frankfurt‘s red-light district. This could be published in the
Frankfurter Rundschau, for example. We discussed the article‘s outline in a group meeting,
and then three members of our group did the necessary research. Afterwards, the fourth

The English Theatre Group 29
member wrote the first version, which was proofread by the other members. This way, we
came up with our final version.
5. How does the cooperation between your group and The English Theatre look like?
Juliane Moschell is our contact person at The English Theatre. At the beginning of our
cooperation, we went to Frankfurt to get to know Juliane and also to watch the preview of
“Sweet Charity” so that we got a good basis for our project. Since then, we have
corresponded mostly via email. We regularly send her updates on our progress and the
work we have done so far, and she gives us feedback and sometimes additional tasks.
6. Have you come across certain fields or areas in the work with the theater/in your
project where your degree-related expertise was needed? If yes, could you tell us a
bit about them? If no, what do you think could be a reason for that?
As mentioned before, in our degree, we interpret plays and get an insight into the genre
drama. The skills we have acquired in our course of studies are also useful for promoting
the musical “Sweet Charity”. Moreover, our project is located in the professional field of
public relations and promotion. Students with a bachelor’s degree in Anglophone Studies
can work in these two fields. However, some members of our group attended a workshop
about PR, which also was of benefit to our project.
7. What do you find most challenging about the work with the theater and what
specific tasks might have the greatest relevance for you as an individual student and
for your group as a whole. Why?
At the beginning of our project, we had to restructure our project to complement the
offers by The English Theatre. This was our biggest challenge; after that, everything went
well. With regard to the relevance of the project, some of our team members are
considering working in PR and/or promotion. Therefore, the tasks, such as writing a
newspaper article, are good practice for the future. The entire project has given us an idea
of these occupational fields. And we have had the chance to deepen our knowledge
about social media, which are becoming increasingly important for addressing potential
customers.

The English Theatre Group 30
8. Is the work with The English Theatre as you imagined it to be? Do you like it? If not,
what is different?
So far, we are really happy with our cooperation with The English Theatre. Juliane is very
nice, and our correspondence is efficient and useful. We were also invited to the preview
of “Sweet Charity”, which we hadn‘t expected but which was great.
The only thing that was a bit disappointing was that we couldn‘t implement our initial
idea to create flyers and an informational brochure for teachers, as the staff of The English
Theatre had already done that. However, we still have sufficient tasks to do, so that‘s not a
big issue anymore.
9. Does The English Theatre give you any restrictions regarding your activities or do
you have the chance to work relatively freely?
We were free to present our ideas to Juliane Moschell from The English Theatre, who then
told us which ideas would be worth pursuing. Since we are quite flexible with our project,
she also suggested some tasks for us. So far, our collaboration has been an open exchange
of ideas, and we are happy that the cooperation works so well.
10. Did you encounter problems during your cooperation with the English Theater? If
yes, how did you solve them?
No, everything worked quite well, and we are happy that we did not have any serious
problems so far, as Juliane Moschell is a very cooperative partner. So far, she answered all
our emails and calls immediately and has been open to our ideas.
11. How does your group communicate? Did you change your method of
communication during the course of the project? How do you handle groupinternal
problems?
We have created our own Facebook group, which is our main way of communicating
with each other. In this group, we can discuss current issues, upload documents and
comment on them. We haven’t changed this method because everything has been
working well. Everyone in our team participates actively, and we haven’t faced serious
problems so far. Only at the beginning of the semester, one group member left the team,
but we couldn’t do a lot about it, because we did not see her anymore. But this didn’t
affect our group work in a negative way.

The English Theatre Group 31
12. What is your group structure? Who is responsible for what? Have you changed the
areas of responsibility for the members and if so, why?
In general, Liza is the contact person for Juliane Moschell and one of our main writers.
Jonas is responsible for time management, collecting all our material, putting it together
and printing it. Julia is also a main writer. Christina is the Facebook manager.
We are all responsible for researching, proofreading each other’s work, giving feedback
and contributing ideas. Depending on the task, we split up the work equally.
We did not really change the areas, but we had to adjust them to our activities as these
changed a little after starting to work with The English Theatre (no flyers, no brochures, but
flash mob event page and Facebook marketing).
13. Would you like to / Do you intend to work with The English Theatre in the future?
We are all interested in theatre and the field of PR and promotion; that is why we came
together as a group and why we decided to do this project. I guess we wouldn’t reject
working for The English Theatre in our future, especially since the cooperation right now is
working quite well and since we like what this company offers and how it works.
14. Do you see a future professional career for graduated BA’s of Anglophone Studies
in that field, so theatre?
Yes, we do see a career in this field. As we already mentioned, we learn about theatre plays
during our studies. Also, PR and promotion belong to the suggested areas BA Anglophone
Studies graduates could work in.

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9. Interview Questions for the Humanities Group
BACKGROUND INFORMATION
The interview will be published as a follow-up in the same magazine as the group‘s article.
Julia, Christina, Jonas and Liza will be the interviewers, and the interview will take place in
the lobby of the Welcome Hotel in Marburg.
INTRODUCTORY NOTE
Today, we are talking to the authors of the controversial article “Body and Soul“ that was
published in last month‘s magazine. Their article praised the humanities as a vital
complement to science and highlighted its significance for the progress of society. Due to
the great number of reactions to the article, we decided to invite the authors to give further
explanations of their ideas.
QUESTIONS
1. Why do you think the humanities need to be promoted?
2. What is your evidence that the humanities are disadvantaged? (Where do you
have your information from?)
3. Do you have any personal experiences with people‘s reactions to a humanities
degree?
4. Does the fact that you are humanities students influence your evaluation of the
issue?
5. Who do you want to address with your campaign?
6. What do you want to achieve with your campaign?
7. Which steps would be necessary to achieve your goal?

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10. Some Words about the Promotion Concept
“During the winter break, we didn't do much for our project except for the planning of our
promotion concept. As our project basically is a promotion concept, this wasn't a hard task
for us and we mainly had to list all of our activities. When looking at the final written version
of the concept, it was nice to see that we really managed to come up with a proper
campaign. I think this shows very well that we learnt a lot about public relations and
promotion during the last couple of months.
As always, our organisation was efficient and worked well. We used our Facebook
group to exchange first ideas and to decide on a date for our meeting. In the meeting, we
distributed certain parts of the promotion concept to each group member and decided on
a deadline. At this deadline, all of us had written our parts and had uploaded them to our
Facebook group. We still had enough time for proof-reading and were very satisfied with
the final version. Once more, our group work worked perfectly well.“
Liza Scherer (Learning Diary Entry Week 11)
(Note: As discussed in the office hour, we based our revised project proposal on the
promotion concept. Therefore, we did not include the latter in this portfolio as the
information would have been redundant.)

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11. Some Words about the Final Presentation
“At the moment, our group is preparing the in-class presentation of our project. We will use
this opportunity to present the occupational field of public relations and The English
Theatre Frankfurt by imitating a press conference. This press conference will be
implemented as a role play where the members of our group will perform the roles of two
spokespersons of The English Theatre, one actress, and one director. The rest of the class
will get involved by pretending they are journalists. They will receive questions prepared by
our group, but they are also welcome to ask anything that comes to their mind relating to
our topic. Our group is convinced that this is a creative way of giving the class a feeling for
this occupational field. Interactivity increases the likelihood of remembering the contents of
the presentation later and thus is an effective method of learning. . . . We will show the
trailer of the musical, present the poster and flyer of the performance, and we can even
pass around an original press kit. Throughout the presentation, we can also apply
knowledge we have gained during the workshop about public relations.”
Jonas Engeland (Learning Diary Entry Week 11)
“This week it was all about our final presentations. My group came together once more in
order to plan our presentation in more detail. We talked about the content, the outline,
and divided the preparations for it. As always, everybody uploaded their part [into our
private Facebook group] and everyone commented on it. This works really well. Still, we
were a little bit nervous because we were not completely sure if our press conference
would work out and if our fellow students and instructor would like it. In the end,
everything worked out and we did not have any technical problems. I think we can be
quite content with our presentation.”
Christina Schuster (Learning Diary Entry Week 11)

The English Theatre Group 35
12. Thoughts about Our Group Work
“I am happy that everyone integrates themselves into the group and participates actively, as
we are all contributing in the same project and are one team, so every group member
should roughly have the same amount of work. . . . Through the exchange of our phone
numbers, a group on Facebook and our regular meetings, which take place ones a week,
we are always available for each other and it is easy to get in touch, plus it saves us a lot of
time. Therefore, I would say that the communication within the group works quite well, as
we regularly exchange our thoughts and try to reassess our work. What is more, I think
that we support each other and treat each other with respect, which is very important for a
good working atmosphere.”
Julia Sahm (Learning Diary Entry Week 3)
“The communication in our group works well. Apart from exchanging e-mails, we have our
own Facebook group. On this platform, we can upload our documents and comment on
them. This means we do not only use this website for private activities, but also for
organizing parts of our university life. Moreover, we discuss issues concerning our project in
this online group. Sometimes we have met on another day in addition to our regular
meetings in person. We have the cell phone numbers of the group members in order to
communicate quickly and to react to unforeseen circumstances. These examples illustrate
that our group members are motivated and flexible.”
Jonas Engeland (Learning Diary Entry Week 4)
“We all went to Frankfurt together last Friday in order to talk about our project and also to
go to the preview of the musical [“Sweet Charity”] that night. I think doing this trip as a
group and away from university really bonded our group since we also had plenty of time
to talk to each other during the train rides, eating in a restaurant, and sitting in a café. I
would say this enhanced our group dynamics.”
Christina Schuster (Learning Diary Entry Week 4)
“All in all, our group dynamics are still great, everybody participates, is reliable, gives
feedback, and is willing to adapt to small project changes. We all seem to be optimistic

The English Theatre Group 36
about our project and are pleased with new achievements and positive feedback from our
donor agency. This group project has been a positive and instructive experience so far.”
Christina Schuster (Learning Diary Entry Week 6)
“I am happy that we did not have any serious problems so far and that we are getting
along quite well.”
Julia Sahm (Learning Diary Entry Week 8)
“Our group work worked perfectly well.”
Liza Scherer (Learning Diary Entry Week 11)

The English Theatre Group 37
13. Short Conclusion
“All in all I found the class quite helpful and interesting and I liked especially that the course
has been quite practical and rather refreshing in comparison to some other classes.”
Julia Sahm (Learning Diary Entry Final Week)
“I can say that I liked this class after all, and that it would be useful to have more classes that
are rather work-oriented instead of just theoretical.”
Christina Schuster (Learning Diary Entry Final Week)
“All in all, my conclusion is very positive. Although this course was a lot of work (sometimes
too much), I really profited from it, and it taught me a lot about myself, my strengths and
my weaknesses. Most importantly, the project helped me discover my passion for public
relations. Thus, for me, the course definitely reached its goal of providing career orientation.”
Liza Scherer (Learning Diary Entry Final Week)
“Since this is the last learning diary entry, I want to reflect upon some skills I have practiced
and improved throughout this semester. In the paragraph above, I have already illustrated
how I could develop my organizational skills further. Good time management is another
ability that I could practice, which also belongs to organizing. Moreover, the project gave
me the opportunity to pay attention to interaction which is important to successful team
work. Interactivity was also part of the in-class meetings where we conducted interviews,
gave feedback on the newspaper articles, or had presentations. Apart from being writing
practice, the learning diary made me think about the things I have learned and practiced
throughout the semester. Due to the entries, I considered questions concerning my
professional career which I otherwise might not have taken into consideration.”
Jonas Engeland (Learning Diary Entry Final Week)

The English Theatre Group 38
14. Appendix
Fig. 1: Screenshot of Our Facebook Event Page for the Flash Mob

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Fig. 2: Example of Facebook Ads
Source: http://www.searchandperch.com/facebook-advertising-101/

Fig. 3: Confirmation of Participation Jonas Engeland
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Fig. 4: Confirmation of Participation Liza Scherer
The English Theatre Group 41

Fig. 5: Confirmation of Participation Christina Schuster
The English Theatre Group 42

Fig. 6: Confirmation of Participation 2 nd Workshop Liza Scherer
The English Theatre Group 43