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September 03 2012

19:23

Narrowing the Digital Divide: A Call to Action

To me, the true power and beauty of community-based organizing lies in a small group of individuals taking on a significant social problem and solving it for the common good. The new NetSquared platform is up and going, and I am thrilled to challenge the NetSquared community to connect with one another on solving a social problem that has everything to do with furthering the common good.

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September 02 2012

19:25

How NCTech4Good helped a member of our group using income from our conferences

I am delighted to report that NCTech4Good, a NetSquare Local Group, bought a laptop for Janet Bauer’s project “I’m A Great Child Worldwide” to use teaching children in extreme poverty in the slums of Kenya, using income from our conferences.

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Tags: literacy youth

August 22 2012

17:58

Reframing the Digital Divide

The term “digital divide” has been commonly used to represent the gap between those who have “access” to technology (particularly the Internet) and those who do not. Ten years ago when the Pew Internet and American Life Project started researching the digital divide as an issue of “access”, they found the differences in access were stark across locations, including at home, in schools and at work.

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March 04 2011

19:01

Voip Drupal

C4 has done a variety of breakthrough civic systems with phones, from Leo Burd's What's Up platform to the Call4Action class and its cool student projects.

We love these projects, but working with phones has always been a bear. A lot of custom programming is necessary, and in many cases people start with the phone and end up building custom systems that begin to represent a CMS. Projects like Ushahidi or our earlier txtMob are really just simple CMSs with a few custom features for texting inputs. So Leo Burd has been working on making Drupal more friendly for the billions of people around the world who only have access to basic telephony rather than smart phones and the web.

Leo is launching the first release of the VoIP Drupal platform at DrupalCon next week.

VoIP Drupal is an innovative framework that brings the power of voice and Internet-telephony to Drupal sites. It can be used to build hybrid applications combining regular touchtone phones, web, SMS, Twitter, IM and other communication tools in a variety of ways, including:

* Voice- and SMS-based Get Out The Vote campaigns
* 2-1-1 and 3-1-1 lines (information hotlines)
* Phone-based community surveys
* PTA or any meeting reminder calls
* Story recording / playback
* Group voicemail
* Geo-based call-blasts aimed at specific streets or locations
* And much more!

As Leo writes:

Technically speaking, the goal of VoIP Drupal is to provide a common API and scripting system that interoperate with popular Internet-telephony servers (Asterisk, FreeSwitch, Tropo, Twilio, etc) dramatically reducing the learning and development costs associated with the construction of communication systems that combine voice and text technologies together.

The following VoIP servers are currently supported:

* Tropo, through the voiptropo.module (available soon)
* Twilio, through the voiptwilio.module

This project is under continuous development. If you would like to get involved in the project, or ask questions discussion is taking place on the VoIP Drupal Group. You can find more information in the VoIP Drupal Handbook.

The VoIP Drupal platform has originally been conceived and implemented by the MIT Center for Future Civic Media, with major contributions from Civic Actions.

January 20 2011

09:37

August 06 2010

14:19

Re-imagining Gaza: Youth Video Evaluation and Community Screenings

With the end of our youth media program in Jabaliya refugee camp last week, we conducted evaluations and screenings of the films with the families and local community, along with a photography exhibition and large public screening hosted at the Mat’haf (Gaza Museum) from August 1 - 13, 2010.

The workshop evaluations were conducted in focus groups through follow-up questionnaires and group discussions, as well as video-based interviews conducted by youth among themselves. See a brief excerpt of evaluation interviews edited by youth in the 4-min video below.


Both the community and public exhibition and screenings were a huge success with nearly 250-300 people in the audience, Q&A with the young filmmakers, a diploma ceremony that the youth and their families looked forward to, and interviews with youth conducted by Al Jazeera’s Arabic language TV correspondent. The images on the Voices Beyond Walls blog give a sense of excitement about these events.

The youth continue to work on independent media projects and short films, with the support of their trainers through an on-going follow-up program. It’s been an exhilarating summer for everyone involved and we’re proud to have an extraordinary team of young filmmakers pushing the boundaries of participatory media in Gaza.

July 30 2010

15:26

Re-imagining Gaza: Youth Photo Exhibit & Films Premiere :: Aug 1st

The “Re-imagining Project” is a program of digital video, photography and storytelling workshops that supports Palestinian children and youth in expressing their cultural identity, personal narratives, and creative visions through participatory digital media.


The photo exhibit and screening events showcase work emerging from two 3-week digital media and storytelling workshops conducted from July 4 – 25, 2010 with 10-15 year old children, in collaboration with the Women’s Program Center in Jabaliya refugee camp, Gaza and the Al Aroub Play and Animation Center in Al Aroub refugee camp, West Bank.

West Bank Event: Al Aroub Camp, Hebron, July 29, 2010

Gaza Event: Al Mat’haf, Sodaniya, Beach Road, Gaza
Photo Exhibit: August 1st – 13th, 2010

Exhibit Opening Reception and Film Screenings:
Sunday 5:30pm – 8:30pm, August 1, 2010

The program has been conducted by Voices Beyond Walls with community centers in refugee camps in the West Bank since 2006. In June-July 2010, the project was launched in Gaza in collaboration with Les Enfants, Le Jeu et l’Education (EJE) and participating community centers.

The program is led by an international and local team of filmmakers, artists, photographers, educators, and youth community animators. The project is supported in part by Les Enfants, Le Jeu et l’Education (EJE), Sharek Youth Forum, Tamer Institute, Canaan Institute for New Pedagogy, the French Cultural Center in Gaza, UNRWA, the MIT Center for Future Civic Media, and the Genevieve McMillan-Reba Stewart Foundation.

The photo exhibition is hosted at Al Mat’haf (the Museum), a one-of-a-kind recreation and cultural center that showcases Gaza’s rich historical past and seamlessly blends it into the context of contemporary life in Gaza. At a time when many in Gaza have forgotten its rich cultural heritage, Al-Mathaf aims to preserve the region’s historical treasures, provide a venue for modern cultural dialogue, and support the new generation in creating a brighter future.

More on our blog: http://voicesbeyondwalls.blogspot.com

July 23 2010

12:56

Filming and Editing with youth in Jabaliya refugee camp, Gaza – Week 3

The final week of our workshop in Jabaliya refugee camp in Gaza focused on getting youth narratives filmed on-location along with editing the video shorts. In the upcoming days we plan to finalize all films and screen them in the local community, along with post-workshop evaluations.

More photos and updates on our blog: http://voicesbeyondwalls.blogspot.com

The following summarizes our experiences in the final week:

Day 11: A day of ups and downs shooting video in the camp…

A day with many ups and downs - we had left video cameras with all groups and trainers to continue filming over the weekend. All but one group reported in their morning check-in that they were nearly done with their primary shooting. Many had worked hard on the weekend in new locations and reworked narratives.

However, during our video footage review it became clear nearly all had critical challenges, which nearly left their films either unusable or fairly flat. These included very poor audio and lighting for many crucial scenes; interestingly at least 2 groups shot scenes in the center (when they were unable to get permission to shoot elsewhere) but somehow failed to notice the roaring diesel generator running in the background, muting all but the loudest characters in the scenes. Others shot indoors in very poor lightning or composition and outdoor shots at a distance had little or no expression seen in the characters. Natural and dramatic acting was also turning out to be a challenge for many groups in difficult locations with little preparation, coaching or rehearsal.

There seems to be a dilemma to get the right balance between indoor/outdoor shooting to handle light and the inevitable noise in the camp. So we suggested good "location scouting" was most crucial for all groups, along with getting compelling characters in desirable roles. In some cases, simply casting other individuals in critical roles that are more authentic, was the only solution to make the films seem compelling. Finally, we urged some trainers to work closer with the other teams to provide more guidance and support.

One could feel the exasperation of the teams as they watched their footage and we noticed that many scenes re-shot had only gotten worse. This was certainly not an outcome we all wished at this stage of the workshop with all the training and critical reviews we had done. So we simply went around and got everyone to give constructive suggestions to each group as they presented their work; clearly seeing it on large format screen really helps each time. At least two groups decided to completely re-write their stories or choose a new concept, as they saw their current work fall flat. We decided to work intensively with the two groups most in need to get them back on track.

The only group that finished shooting all footage was the one doing the silent abstract film which they shot in a new location around destroyed buildings by the sea - the effect was quite moving and everyone clapped at the end. I suggested they combine their footage from the previous location to retain the urgency and dramatic character they originally achieved. Overall, this group appears to have some powerful footage to go into editing.

With the inspiration from the last group's footage, we got all other groups to meet separately with us to consider how to improve their work. Roger and Maha worked closely with a group where the children quickly developed refreshing new story, which they are excited to shoot tomorrow.

I had one group, which was a bit demoralized due to internal dynamics and trainer issues, to revert back to a piece they originally developed in the first week, focusing on human rights issues and persons injured in Jabaliya camp during the war. They were psyched to get back on-location and begin shooting. So we developed a new angle where we would have one team interview and shoot the emerging story, while another "camera crew" would film them doing so, thus creating a film inside a film. We had the "camera crew" of a 11-year old boy (Mohammed) and girl from another group use Roger's professional Panasonic video camera for the secondary shoot; they both took to it readily panning gracefully between the interview and the team filming it.

The pairing worked really well as we re-interviewed the Hammad family who suffered during the war; they welcomed us back in their home as both teams filmed them in a somewhat odd fashion (one saying "action" after the other). They understood the concept and that it was for training purposes as well. The camera team also filmed the group making decisions about their shots and preparing for interviews while walking along, so the film may turn out to be fairly compelling once it’s completed. The team plans to meet Mezan, the human rights center in the camp and film two other cases as part of their documentary narrative.

This was a great high-point for the frustrating day as the group felt a sense of satisfaction at seeing a concept come together quickly and having a workable plan of action to produce something effective in a short time. Let’s see how the rest goes with all other groups as they wrap up shooting tomorrow, and get into editing...

Day 12: Wrapping up shooting and brief editing tutorial

The day started with all the groups eagerly waiting in the courtyard of the center holding tripods and cameras ready to go for their final shoot. I came in with a large tray of Bakhalava to celebrate the arrival of my little sister's baby boy this morning. Just enough sugar to get everyone recharged for their filming on-location all morning.

Each team went out to their final locations; I took our group to the Mezan Center for Human Rights to see if we could get them to take us out for an interview with a family. No one was around, so we instead went to the Palestinian Center for Human Rights (PCHR), also nearby... they too were hesitant (and asked for formal letters of request), but the young team persisted and the staff finally asked a field officer to take us out to a site in Beit Lahiya where several families and schools had been hard hit. The group worked in two teams conducting the interviews and filming the film; I was impressed at their clockwork dynamic. Even the 11-year old Mohammed closely held his professional Panasonic DVX camera (which was way bigger than his sholders) and shot footage indoors and in the streets, walking rapidly backwards to frame the shots.

The group filmed 3 families two of which were in Jabaliya camp, each with devastating stories of loss and inspiring resilience. Abeer, the 15-year old girl directing the group, conducted most interviews along with Nour, while others assisted with photography and basic production work - a natural team with each one taking turns to manage the shoot. We did many interviews indoors, with several shots in the open to capture the destroyed homes and conversing while walking with our characters in the narrow alleys of the camp. Both cameras captured multiple angles of the shots; with nearly 3 hours of video it will be quite a bit of work for the group to begin sorting out and trimming their final scenes during editing.

In the afternoon, I conducted a brief hour-long tutorial of the VideoStudio editing software using an example of the "Rabbit City" film this group had shot last week. They have subsequently abandoned the story in favor of the human rights piece. So it made for a good example that was fun to edit. They learned the key elements of editing, trimming, sound tracks, audio recording, titling and transitions with only a few special effects in the context of this narrative. They suggested slow motion and repeat takes in some scenes, which all added nicely to the final film rendered.

Tomorrow all groups will begin organizing and capturing their footage to begin editing in groups, so we hope to get them off on a good track, though some may still insist on re-shooting a few scenes with audio/lighting issues. Let’s hope we can keep the full group engaged in the editing process somehow or find other constructive video/photo activities as the Al Aroub team has been trying.

Day 13: Power cuts and video editing...

A frustrating day for many groups as we struggled to begin video editing with just 3 laptops available for 5 groups. One finally finished shooting its last 2 scenes, while the others tried to review their footage, logging scenes, writing up key descriptions, and sequencing them on paper.

The center had no power for most of the day - later we heard it was a scheduled power outage throughout the camp, and the center's only diesel generator simply broke-down. So we tried to use laptops with whatever battery charge was remaining, while some groups reviewed their footage on the tiny video camera screens. At some point 2-3 groups tried to move to other buildings (a nearby UN office and a special needs center) for an hour or so to continue working, however most simply fizzled out by early afternoon with all the logistical challenges and resource constraints.

Only one group managed to finish most of their initial editing (for the abstract silent film) while 2 others made it part way through their footage. My group had shot nearly 3 hours of interviews (using two cameras), so it took a great deal of time to sort through and select some key scenes from just one camera - turns out to be a more ambitious effort than expected. We have a great deal more to do tomorrow. The remaining two groups are still essentially beginning their editing work tomorrow.

So the next 2 days will remain intensive if we can keep groups focused and manage with the power outages; our plan B is simply to move to another center temporarily. We'll review rough cuts tomorrow late afternoon, and hope to get all shorts completed by the end of the week for final screenings.

I expect we'll do our post-workshop evaluations on Sunday morning, so all groups have enough time to wrap-up prior to it. I'm working on a new questionnaire for the evaluation.

We plan to do a community screening in Jabaliya camp early next week with families (Monday), and hopefully a public screening in Gaza the following weekend. That should give us more time to refine and finalize all films with subtitles, print a selection of photos (from both workshops) and arrange some publicity to attract local audiences in Gaza.

Day 14: Power back on and video editing progressing

Today was much better as we miraculously had power nearly all day at the woman's center in Jabaliya camp. After a quick warm-up we asked everyone to discuss their editing and shooting experience thus far, to get some feedback on things we can improve - of course power and access to working laptops on-time were their biggest concerns.

We then broke up into our editing teams and tried to get everyone back on track; two groups waited around for new laptops to arrive which we had to setup with the editing software , both of them had to switch mid-stream twice, as their laptops crashed... and lost their initial edits. This was quite disruptive and frustrating, but the groups pressed ahead.

My group spent a great deal of time reviewing and capturing a selection of key scenes from over 6 hours of video they shot using the two cameras. We finally got through most of it by the end of the day and made an initial rough-cut which fairly coherent. It’s the story about 3 families in Gaza devastated during the war, as captured through interviews by a team of young girls and their camera crew.

We made a brief review of 4 out of 5 films that completed rough-cuts today in a small group of children and trainers remaining late this afternoon. The feedback was very helpful to the groups. One group with the silent abstract film decided to lay a music track over it which nearly destroyed the overall effect of the power footage they shot. Many of us suggested they try creating another version with just natural sounds of the locations and spaces they used, and see what resonates better with everyone in the final reviews tomorrow.

After the long day, I spent another few hours in Gaza city meeting folks at the French Cultural Center, YMCA and Palestinian Red Crescent Society trying to get a venue for our exhibit and screening. I’m also checking with the Museum in Gaza (the "Mathaf") - a newly renovated private space by the sea near Beit Lahiya. Lets see what works out in the next few days. The event will likely be on August 1st for the opening, with the exhibit on for 2 weeks hopefully.

Day 15: youth video shorts making progress....

I think we got a lot done today as all groups were more focused on completing their editing. In the morning, we reviewed a check-list of things each one had to consider for their final pieces, including:

1. Writing up a title, summary, brief synopsis, and group names for each film
2. Ensuring their video sequences are coherent and concise to represent the intended storyline
3. Completing all voice recordings, soundtrack and adjusting audio levels for all scenes
4. Simplifying any transitions and effects to maintain a seamless flow in the visual narrative (and not distract the viewer)
5. Add the title and credits including acknowledging the community center and voices beyond walls
6. Writing up an Arabic dialog script with timestamps for the entire film, and translating it to English for subtitles
7. Ensuring any images or music in the film are copyright free or get permission or credit them. This year we need to ensure that copyrighted material is well handled if we plan to post the youth shorts on YouTube and submit them to film festivals.

The groups got through most items on the checklist, though many still need to adjust audio levels, and complete the Arabic/English scripting and subtitles. We plan to extend the workshop into Saturday to finalize their films (given the power cuts and laptop issues all week). All groups and trainers are eager to wrap up their films and are willing to work through the weekend.

On Sunday we plan to do our evaluations in focus groups for both the video workshop and the Dabke workshop kids (our comparison group). I'm working on the questionnaire this weekend.

Finally, we plan to do our community screenings with the families and distribute diplomas to all children at an event in the center on Monday evening, followed by a more public screening in Gaza at the “Mat’haf” (Museum) next Sunday. A satisfying close for a long and productive week; we are on our last stretch to complete the youth films by early next week.

July 17 2010

21:03

Creative Writing & Filming with youth in Jabaliya refugee camp, Gaza – Week 2

In our second week of the workshop the children and trainers in all groups began developing their story concepts and storyboards, along with acting and shooting video on-location for their films. Below is a day-by-day summary of our experiences with the workshop in Jabaliya refugee camp in Gaza.

More photos and updates on our blog: http://voicesbeyondwalls.blogspot.com

Day 6: Creative story-writing

We began the workshop with a focus on creative story-writing; the session was lead by Asmaa Elghoul, an award winning writer and journalist in Gaza, who's been volunteering some time with our workshops.

After a quick warm-up yoga stance and physical ice-breaker, Asmaa began the session with having everyone introduce themselves to her and describe their dream the previous night; this elicited some hilarious and touching thoughts. She then discussed what children felt were key story elements like place, climax, plot, ending, turning point, dialog, writing style, characters, context etc. We noted these points on a large sheet and referred to them often during the day as they spoke about their own narratives.

We then broke-up in 5 groups and Asmaa handed each one an illustrated storybook to read and decompose the key story elements we had discussed. Each group leader spoke a summary of the story (often acted out in funny ways) followed by one of the children presenting key elements. We then had each group participate in a rapid story-writing game we developed as follows:

1. Children in each group wrote a character, object and place on separate pieces of paper and threw then into 3 baskets.
2. We shuffled each one and handed them back to children in all groups (3 for each person).
3. Then children worked in their groups to quickly write a story comprising of these elements in 15 minutes.
4. Trainers reviewed the stories written among the groups asking about key story elements and the narratives were refined.
5. We collected the pieces of paper and re-shuffled them in the baskets, handing them back once again to children in all groups.
6. Children repeated the exercise and wrote new narratives from the elements they received.
7. After a quick review among the groups, we then collected everyone for a class wide activity called "story chains". Here we asked one person to read their story and then using elements in their narrative, someone else with similar elements (each a character, place or object) had to read their story... this continued till nearly everyone read theirs, while we often chose children who were shy or had not spoken earlier.

The entire activity was devised by us on the fly and it went really well; it got all the groups really engaged and internalizing some of the story elements we discussed earlier.

After lunch we watched two short films made by youth in previous workshops, Lamees Daydream and Street Lesson, to discuss story elements in the films, using the later to develop a storyboard of key scenes. This went quite well as the children understood the reasons for storyboarding, to better communicate ideas and break narratives down to the visual elements for filming.

The final exercise was to discuss stories they wrote over the weekend in their groups; there was less time for this and given the long day I think children were less creative and energetic at this stage. The narratives they read were typical of a day in their life with few if any imaginative elements (though one was about dreaming a trip to the moon). One that struck me was about a magic stick and a couple seeking counseling from a psychiatrist... though the story was under-developed, I suggested making the psychiatrist the one needing help - visiting families in the families in his neighborhood to figure out his dilemma :-)

Trainers felt this was the hardest activity for the children and many thought it would take a long time to get children into a more creative space. They were less optimistic but I mentioned that we've always experienced these challenges at this stage of the workshop.

Overall, I think our creative exercises in the morning were valuable but we need to spurn the children into more imaginative thinking; we'll try a few other exercises the next day, like developing narratives from photographs, story circles where children start a story and others in the circle have to complete it, improvisational stories by acting out character roles assigned to them, and perhaps going back to their neighborhoods or a brief field-trip to activate their imagination.

Day 7: Improvisational play - The psychiatrist and the donkey...

Our day began with the usual warm-up; this time children lined up along a cross-bar and playing a game of swapping themselves like musical chairs quite rapidly. I could barely make sense of it all. I'm just amazing with the creative new exercises they keep devising each day.

Asmaa and I then led our next stage of creative narrative sessions; this time we played the "story-chain" in the full circle of the group of 20 children and their trainers. Asmaa started with one example phrase "One day as I was on my way home ..." and then asked me to continue as I said "I met an elephant" .. and so on. The children at first were a bit slow to keep up the pace but eventually got the hang of it and created quite an imaginative storyline towards the end of the circle.

I then suggested we repeat the "story-circle" and I started with a more specific context to spur a richer storyline. I said "There was once a psychiatrist in Jabaliya camp, who thought he was going crazy and wanted help ..." and then the next person said "and he ran down the street and met a donkey" ... "who told him about his problems" ... and so on... by the end we had a hilarious and touching storyline that had a rich array of characters including "donkeys who protested their working conditions (i.e. DR - or donkey rights)", "mice who stole their petitions", and "a magician on a broom stick" who tried to solve their dilemma. In the end the psychiatrist wakes up from his "dream" but as he washes his face sees a "donkey" in the mirror... and runs back into the street seeing donkeys everywhere... I think they wanted to imply that the psychiatrists' problem was inside him and only he could solve it by introspection - yet instead of a direct message, the children suggested an "open ending" - leaving that up to the audience. It felt more like a version of the "Twilight Zone" :-)

We than asked the children to script-out and storyboard the tale they devised for practice... this worked well as we went through key details for each potential scene devising better characters and transitions within the story. We got the children to make a play with the storyline. We selected Abeer (one of our best participants) as the director and got the children to "audition" for each of the roles, rehearsing key scenes several times, with a virtual film crew. Finally, Roger decided to film the full play and it went surprisingly smoothly (after many chaotic rehearsal takes). The acting was amazing with Abeer finally playing the psychiatrist (after directing many actors to do it) and little Hammad acting as the cool donkey wearing shades. I was impressed that everyone played their roles so well; feels like many children opened up in the exercise and there's pretty good working dynamics within the group.

We then screened the video and children got to see a complete concept to video example in less than 2 hours. It was a huge morale boost and hilariously fun to perform. They also talked about the difficult job of the director and importance of a really detailed script. We then watched another example youth video short "Mother of Palestine" (Jenin 2007) which also had a good storyline and discussed various aspects of the narrative and video shooting thereafter.

In the last hour we broke up into newly selected groups (we thought mixing them up again would bring fresh ideas) and had them each try developing new stories for their films the next day. The groups struggled a bit at first but then after we asked some of the children to close their eyes and imagine a few key characters and situations, got them to develop narrative scripts and storyboards together.

We plan to review the storyboards in the morning and have them act out the key scenes, before doing a sample video shoot in the afternoon. I expect many of their stories tomorrow will still be rather preliminary so they may get better refined/expanded as they shoot or they can simply develop a new one after this initial video trial. I think its best not to push the groups too hard to have coherent narratives in the first go, but let them get comfortable with the full process of concept to video and later develop better narratives as they mature their ideas.

Day 8: Refining story ideas, animation and video tutorial

Today the groups presented their storyboards and scripts for potential films they plan to work on. Here's a quick summary of the key ideas emerging thus far:

1. A folk tale about a lion that harasses a colony of rabbits ("Rabbit City"), asking for one delivered and sacrificed to him each day for his meal; finally the rabbits protest and devise a way to trick the lion into thinking another lion is vying for his share. The lion sees his own reflection in a pool of water and jumps in; it’s a simple tale but the group narrated it with a lot of symbolism and metaphors about Palestinian children under occupation.

2. A film about the "noise" in the camp from generators to street vendors selling watermelons... it was an unfinished story until I suggested bridging it with one they worked on about the deaf girl Amna. Here they story would transition from an annoying noise filled day in the life of a child in the camp to meeting Amna and transforming her world through Amna's impairment, and thus learning to appreciate the richness of the soundscape around her.

3. A child experiences nightmares and is unable to sleep, while his parents complain about his performance in school. The story drifted a bit with an accident experienced by the boy, after which the parents are sympathetic to the boy. We suggested the issue of problems with sleep in the camp may actually be useful to emphasize in the film (as we heard it from many of the mothers in our focus groups). The children are refining their narrative (including perhaps an animated dream sequence) and may try to make the script more dramatic.

4. A story about Ahmad and Anna on their last day in school. Ahmad is a poor child living in the camp and Anna in a more affluent neighborhood in the city. A series of events happen in their lives until Ahmad finds a jewel on the beach - a turning point in the story, after which their roles may switch after which they may both appreciate each other lives better.

5. A story about separation among Palestinians living in the West Bank and Gaza. It shows children walking lonely and confused in both places looking for each other, with Palestine being their mother. The film is a rather abstract performative piece with much symbolism.

After some long and constructive critique the narratives appear to be shaping up a bit - lets see what the groups try to make of them.

In the afternoon we watched an animated film presented by a guest speaker, Tilda, a photographer from Belgium, who worked with children in Nablus on the short. The kids got excited to try such animations for some scenes in their own films though they were well aware of the efforts needed.

Finally, Roger conducted the video session as planned quite thoroughly with some camera demonstrations on-screen, watching scenes from shorts like the Pole, Lamees Daydream, Theater of Stones and Take it or Leave it, to reinforce camera angles and composition. The session was long and needed to be a bit more interactive and hands-on.

By the end the children were losing steam and we ended the day with a quick review of their scripts in groups to start video shooting the following morning.

Day 9: First day of video shooting on-location

Today we began preparing groups for their first video shoot on-location. After revising their scripts and reviewing them with us, they had to develop detailed production plans with key characters and locations of scenes and also assign roles for the director, photo/video camera persons and actors. In some cases groups had to find extras for their films in the locations itself.

Before leaving we also asked all trainers to conduct brief hands-on video camera trainings with all children in their groups, reinforcing lessons learned on shot framing, angles and composition in the video tutorial by Roger the previous day. Finally, we asked all groups to register themselves in a sign-up sheet with the center so we knew who was on-location and what equipment they took along. We insisted on all group members wearing their badges on-location as well. All the preparations were meant to get them to take their shooting seriously and think through their efforts more professionally as they go forward.

The five groups managed to spend 2-3 hours on their first shoot; each seemed quite satisfied with their experience. A de-briefing discussion among all later that afternoon indicated a few points. Groups took care to shoot several scenes in multiple takes to get it right; some had a hard time getting extras on-location or other characters for their films but managed partly - though will need to go back and shoot more with other characters the next day. One group had a hard time getting the hearing impaired girl to be in the film as she was not around and they felt the sign translation would take more effort, so they may have an actor in her place.

My group recruited half a dozen kids on-location to wear masks as rabbits and over 20 spectators (unintentionally) in the station park (apparently the only open green play-space in Gaza) where they shot their lion and rabbit tale. Most people there turned out to be quite helpful. The group managed to use many sections of the park as key locations for different scenes (but had some trouble maintaining scene continuity shooting a forest in an urban space); they generally enjoyed the shoot, despite the blaring sun.

Getting permission to shoot in other locations was not easy e.g. a UN school and a special needs center, so these needed to be negotiated in advance; some eventually worked out through personal connections. One group wanted to shoot in an open desert area, but when they got there, many new homes were being built to their surprise and they felt uncomfortable shooting due to the police there. They finally got assistance from a popular old man in the neighborhood to get access from the community. Most did not give up easily and tried to get many of their scenes done. "Location Scouting" in advance is an important lesson they recognized.

The groups mentioned that everyone took to their roles easily and many got to use the video camera as well, though often only 1-2 were assigned the video camera. Most said they used lessons learned in the video tutorial the previous day, though I expect many mistakes in their shots. I noted some using zoom and rapid movement too often, so I think stable shots maybe something they learn over time. We'll see how their first day of footage turned out during video reviews the following day, and whether they can turn these into their final films. I expect quite a bit may need to be re-shot or scripts re-worked, but its still a good learning exercise.

Day 10: Reviewing Video Footage and Group Critique

In the morning, we had Jehan, a drama trainer from Tamer, come back to conduct a drama session with the group. This was really refreshing for all after a long day of video shooting the day before. Jehan led them through a series of movements, gestures and role playing exercises. Her goal was to make them less shy, more expressive and improve their body language on-screen while acting out their stories "in character".

We than lead a long session of video footage reviews among all groups. Roger and I had watched and compiled key scenes from the group's footage the night before and we examined these "shot selections" carefully to highlight good and poor examples of camera techniques used, along with overall composition and how the scenes actually convey the narrative intended. We were actually quite impressed with the content and composition of many of their shots (thanks to their photo training), though all noticed critical issues with camera stability and movement. One of the more powerful set of scenes was completely silent, with shots composed of the actors running and searching through a barren and destroyed landscape - almost felt like a surreal David Lynch scene or an apocalyptic Mad Max film.

We downloaded all footage into the VideoStudio software for each group as a separate project to show an overall summary of visual footage shot, and also culled 3-4 shot selections from each for illustrative purposes into its own project folder for review. We had labeled all scenes, shots and takes for all projects and the footage selections over 2-3 hours the night before; this was very helpful during the review as we screened different takes and shots of the same scenes to demonstrate techniques used.

This overall session went really well with much of the critique coming from the children themselves as they saw their footage projected on a large screen, with all of the challenges they encountered on-location including camera movement, shot stability, excessive zooming, sound quality, and acting. Jehan, Roger and I helped summarize key lessons learned on a poster including improving shot stability using a tripod and no zoom, breaking up scenes into multiple shots (instead of zooming midway), using cameras closer to the subjects to get more expressive features and better audio, improving overall shot composition with attention to lightning and framing of subjects, acting tips for being "in character" rather than reading out lines, not looking directly at the camera but not turning ones body to it either etc. We asked them to consider consider when and how the camera itself becomes a unintentional "character" in the film if its used with excessive movement and zooming, while POV shots need to be done intentionally to match story outcomes.

The discussions were very lively and I think the groups loved talking about their shots and recognizing things they had simply not noticed during the shoot. We asked each to refine their storyboards for a visual summary of shots and the dialog in their scripts, before continuing shooting. We've now given cameras to all their trainers over the weekend to continue shooing as they have time to meet, and extended their shooting schedule through Sunday, after which we hope to begin video editing tutorials with them next week.

We are generally going on-track this week and it’s been good to do a critical review of their footage before the weekend to get them to re-think their visual aesthetics and techniques. I have a feeling they'll do a great job on their next days of shooting with trainers, now that there's a higher-bar for what we expect to see. They're really motivated and psyched to work on their films...

July 02 2010

22:02

Participatory Youth Media Training Conducted in Gaza

Voices Beyond Walls conducted its first ever 3-day Training of Trainers (ToT) course on participatory digital media and storytelling with youth at the Canaan Institute of New Pedagogy in Gaza City from June 28-30, 2010. The ToT was led by Dr. Nitin Sawhney, with assistance from Asmaa Al Ghoul, an award-winning writer and journalist in Gaza, and Nasser El Sayyed, the lead coordinator for Les Enfants, Le Jeu et l’Education (EJE) in Gaza.

While we expected around 20-25 participants, we were surprised to see around 36 young men and woman coming to attend all 3 days of the course. They all had prior experience working on creative programs with youth in local community centers including Canaan, Tamer Institute, Sharek Youth Forum, Right to Play, and the EJE woman and children’s centers in Gaza refugee camps like Al Abraj, Jabaliya and Rafah. Many even had experience with photo, video and drama techniques and contributed to the critical dialogue in the sessions quite well.

In this blog posting I describe the outcomes of the three days of participatory media, photography, neighborhood mapping, child rights, drama, storyboarding and video sessions conducted in the training.

To see more photos and videos visit the Voices Beyond Walls blog here:
http://voicesbeyondwalls.blogspot.com

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21:49

Launching the Re-imagining Project in West Bank and Gaza in Summer 2010

Since 2006, I have been leading a participatory media program called Voices Beyond Walls in the Occupied Palestinian Territories, with a local and international team of artists, filmmakers and educators. This summer our teams are launching a program of parallel workshops in the West Bank and Gaza, as part of our new Re-imagining Project.

The “Re-imagining Project” is a program of digital video, photography and storytelling workshops that supports Palestinian children and youth in expressing their cultural identity, personal narratives, and creative visions through participatory digital media.

This project is a collaboration among Voices Beyond Walls, Les Enfants, Le Jeu et l’Education (EJE), UNRWA and participating community centers in Al Aroub and Jabaliya refugee camps.

The program consists of the following key activities in summer 2010:

I. Conducting two 3-day Training of Trainers (ToT) sessions in Ramallah and Gaza City between June 28 to June 30, 2010. It will be conducted with 20-30 Palestinian volunteers from local youth centers, to provide participatory youth media training and prepare them to serve as potential workshop facilitators.

II. Conducting at least two 3-week digital storytelling workshops between July 4th to July 25th, 2010 with around 18-24 children (both boys and girls aged 10-14), in collaboration with community centers in Al Aroub camp in the West Bank and Jabaliya camp in Gaza. Many joint activities will be conducted among children in both workshops via video conferencing and online sharing.

III. Conducting baseline surveys, ongoing monitoring, and follow-up evaluations with all participants in the training and workshops in collaboration with EJE, UNRWA and the Gaza Community Mental Health Program (GCMHP).

IV. Screenings and exhibitions of the youth media work in Jerusalem, West Bank and Gaza, as well as international festivals and venues abroad in 2010-2011.

We have an exciting international and local team of filmmakers, artists, photographers, researchers, educators and community youth activists involved this year. The project is sponsored in part by the Genevieve McMillan-Reba Stewart Foundation and the MIT Center for Future Civic Media at the Massachusetts Institute of Technology.

Stay tuned for regular updates on our blog and website:
http://voicesbeyondwalls.blogspot.com
http://www.voicesbeyondwalls.org

June 17 2010

10:58

April 01 2010

16:56

At PBS IdeaLab: "Sourcemap Makes Data Visualizations Transparent"

The latest C4FCM post from the Idea Lab blog:

While pitched as a way to create and visualize "open supply chains," Sourcemap's real virtue is that the data itself is fully sourced. Like the links at the bottom of a Wikipedia article and the accompanying edit history, you know exactly who added the data and where that data came from. You can take that data and make counter-visualizations if you feel the data isn't correctly represented. Sourcemap's very structure acknowledges that visualization is an editorial process and gives others a chance to work with the original data. For example, here's an example of a Sourcemap for an Ikea bed:

Read the rest at PBS MediaShift Idea Lab: "Sourcemap Makes Data Visualizations Transparent"

December 22 2009

15:44

Literacy, mobile use highlight Pew “Latinos Online” study

One of the most interesting aspects of Facebook’s recent demographic study was the finding that Latinos were joining the service in considerable numbers. There wasn’t much analysis around this point — which was a shame — but a just-released report from the Pew Hispanic Center picks up a lot of the slack. “Latinos Online, 2006-2008: Narrowing the Gap” looks at how Internet use among Latinos changed between 2006 and 2008. The full report is available here. It’s a quick and recommended read for any news organization — English- or Spanish-language — interested in understanding its Latino readers. Here’s a couple findings that caught my attention as I dug into the study.

English literacy = more Internet use — Most Internet content is in English; some say 80 percent, others say less. Whatever the number, there appears to be a direct connection between knowledge of English and Internet use. The usage gap between Latinos who are fluent English speakers and those who can’t speak English at all is a whopping 57 percentage points. Spanish fluency doesn’t appear to affect Internet use among those surveyed.

Growth among less educated and lower earners — Internet use was generally flat between 2006 and 2008 for Latinos with at least a high school degree and those who make more than $30,000 annually. The big changes came from groups below these thresholds. In 2006, 31 percent of Latinos without a high school degree went online. That increased to 41 percent in 2008. Similarly, 39 percent of Latinos who make less than $30,000 per year went online in ‘06, and that increased to 56 percent in ‘08.

The role of mobile Internet access — A Pew study from April ‘09 found that English-speaking Latinos are the “heaviest users of wireless onramps to the Internet.” That finding appears to dovetail with this latest report, which notes that at-home Internet use among Latinos only increased slightly, from 79% in 2006 to 81% in 2008 — lower than numbers for blacks and whites. The report suggests heavier Internet usage from cell phones as a likely explanation for the gap.

Increasing broadband usage — While a lot of political attention is directed at increasing broadband access, the Pew study finds Latinos (and others) are signing up on their own. Latinos with broadband at home increased from 63 percent in 2006 to 76 percent in 2008. Blacks went from 63 percent in ‘06 to 82 percent in ‘08. And whites grew from 65 percent to 82 percent. It’ll be interesting to see if the current broadband push influences the adoption pattern in years to come.

December 09 2009

15:49

Open Park Spring Internship

Open Park, a new project in collaborative digital media production of the Center for Future Civic Media, is now accepting applications for its Spring Semester Internship.

Are you a full-time student with a creative mind and cool concepts for re-creating collaboration? Do you have in mind an ideal model for digital news and media production? And would you like to work with your own team of collaborators on these ideas, all the while gaining great experience in an interestingly challenging and innovative environment, and a great portfolio to show off at the end? And for credit of course!..

If so, check our application requirements at:

http://openpark.media.mit.edu/node/174

Contact: Florence Gallez
fgallez@mit.edu

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November 16 2009

16:34

Communications Forum: "What's New at the Center for Future Civic Media"


MIT Center for Future Civic Media Director Chris Csikszentmihalyi presents the Center's most recent projects. From community mapping to news tracking, from collective action to rural empowerment, from cultural mixing to carbon consciousness, civic media is any technology or technique that strengthens a geographic community. Civic media researchers will demonstrate their projects in a lightning-round format, with time for discussion and questions following each presentation listed below.

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