Category Archives: Pedagogy

Review of Shooting Youth photography exhibition at Knowle West Media Centre

In Roland Barthes influential book about photography, Camera Lucida, the French theorist writes, “Ultimately, photography is subversive, not when it frightens, repels, or even stigmatizes, but when it is pensive, when it thinks.
The new photography exhibition at Knowle West Media Centre, Shooting ‘Youth’, is subversive therefore for a number of reasons.  It is an intelligent photography exhibition which encourages you to appreciate the images and think at the same time.  It contains central threads of ideas which have influenced how the photographs have been taken, style following content. The work on display is thoughtful, sensitive, well crafted, subtle, and to borrow from Barthes, pensive.  The exhibition is subversive also for the fact that all of the images have been taken by young people, in an era when to be merely young is often to be labelled subversive; blamed for riots, anti-social behaviour, illiterate text speak and being intimidating, when all they may have done is stand on a corner wearing a hooded top.

It is this idea, of challenging superficial assumptions of others, that informs
the work of Kiri Tierney, who has two displays in the exhibition.  “Breaking the Stereotype” is a series of twelve symmetrically arranged images of a young man, seen in the first image dressed smart casual, then seen in the subsequent images with his body exposing a multiple array of tattoos.  Rather than being purely decorative, his tattoos are all codes of his personal philosophies and beliefs.  The work challenges the audience to consider, what do you see, and what do you imagine you see?  Tierney’s second display, ‘Facial Awareness’, is a montage of a face consisting of parts from different people, speaking to the paradoxical notion that humans are all the same and at the same time all different – which ultimately makes us all the same in our difference.


Kiri Tierney – Breaking the Stereotype

Sabrina Chowdhury’s exhibit, ‘The Truth About Youth’, challenges the sitters of her portraits directly with the task of summing up young people in a single word,
writing their answers on a held up piece of paper in a style reminiscent of the
artist Gillian Wearing.  The fascinating element of the results Chowdhury elicited is how all the young she photographed contained words which were predominantly honest and self-aware, (carefree, fun, lost, naughty and rude), whilst the older people she asked wrote words of encouragement and idealism, (potential, inspiring, future and (again) potential).  This is not to say that the
words provided by the adults are not also true (the word ‘potential’ hides a
multitude of contrasting meanings), but the straight forward honesty of the
young people’s quotes strike as refreshing – saying to the world, no we are not
perfect, but neither are you, and neither is the world.


Sabrina Chowdhury – The Truth About Youth

The theme of teenage parenting is the subject of two bodies of work in the
exhibition, that of Lucy Fulford and Callen Hale (the accompanying text tells
the viewer that Hale himself is a teenage father, which interestingly is a
demographic we don’t hear much about).  Both photographers take different approaches to representing the girls (only girls are included, none of the dads).  Fulford presents a sensitive and upbeat set of environmental portraits, representing the girls as friendships groups, as mothers with their children, and importantly, also as individuals, which is an aspect of their identity often forgotten.  The series presents a positive and fun representation, in very natural and casual poses in real life locations, working as a counterbalance to the more problematized representations often seen in mainstream press.  Hale’s work is
equally as optimistic and upbeat, presenting a set of accomplished portraits of
the young mothers with their children in a studio setting, in the style of high
street commercial photography, which he has achieved in a convincing way.


Lucy Fulford – Teenage Parents Project


Callen Hale – Teenage Parents Project

The work of Rachael Heapey turn the lens onto a senior citizens dance group rather than young people, and has captured a beautiful and sensitive set of portraits and documentary images. Simply presented, with large formal portraits of the dance partners together, and smaller documentary photographs of dancing in action underneath, the series is heart-warming, fun and energetic, showing there is plenty of life and high spirits left in the elders of our communities.  Heapey’s work compliments the teenage mums images well, spanning ages and experiences, both showing life is to be lived to the full in the face of any challenges that may arise.


Rachael Heapey – Young at Heart

Not all of the work in the exhibition looks at the subject of age in a direct
way.  Matt Green, Tom Hawkins and Mateo Ocasta each exhibit more abstract and impressionist work, pointing their cameras out into the fabric of the world, rather than concentrating so much on other people.  Green presents a highly accomplished series of photographs titled ‘Different Light’, offering fleeting glimpses into life, fragmentary views of time passing – traffic, texture of tree trunks, abstract light trails, and cloud formations, amongst other things.  The photographs are all confidently produced and evidence that Green has good technical control of his chosen medium, to make the ordinary extraordinary to the eye.


Matt Green – Different Light

Tom Hawkins is also a photographer fascinated with the visual interest in his everyday surroundings, concentrating for his series on broken windows and the glass protection of a local community centre.  The beauty of dereliction has long been a fascination for photographers and Hawkins’ work falls within that tradition.  Close-ups of fractured glass, peering through the rippled patterns of re-enforced glass onto the outside world, and abstract views of twigs and branches intermeshed with security fencing, offers a subtle comment on the often unseen dynamics within community spaces neighbourhood living, and the reality that any system, whether it be a physical building or human relationships, requires constant maintenance.


Tom Hawkins – Untitled

Maseo Ocasta presents a pair of urban landscape documentary
photographs, showing people going about their everyday lives in the shadow of
their concrete surroundings – one of the back of a group of people walking past
a wall of graffiti, and the other of a Muslim woman on her phone stood in front
of a derelict shop next to a massage parlour.  The diptych is titled ‘Not my Property’, offering perhaps the suggestion that, in city life especially, people just get on and make do living their daily lives, even if they have no control or influence over their environment.  Ocasta’s work is deceptive in appearing at first glance to be straightforward slices of life, though offering more hints and details of narrative on closer inspection.  The work would benefit from being printed much larger to draw some of the nuances out of the images for audiences to fully appreciate.


Maseo Ocasta – Not my Property

Lewis Saunders explores the idea of narrative in a more direct way, presenting the most mixed media body of work in the exhibition with the creation of a comic
strip, employing dramatised photography techniques along with creative writing,
graphic design and post-production image manipulation.  Titled ‘Beware of the Giantess Kate’, the storyline follows the fortunes of the title character who, when accidently drinks a magic potion, turns into a 200ft woman.  Going on a rampage through the now tiny city of Bristol, Kate uses her new found power to wreck havoc and destruction, before eventually returning back to normal size, with very little remorse of her actions. The comic strip is a good fun dramatic romp, in the surreal tradition of the b-movie Hollywood classics from the 1950s, (the subtitle of comic strip is ‘The Attack of the 200ft Woman from Earth’).  In that same tradition, Saunders’ work has a healthy refusal of trying to communicate a moral or serious message, which is as refreshing to see in a young people’s exhibition as more serious subjects.  Both light and shade are needed in successful exhibitions to provide surprises and a sense of journey, and this inject of humour creates an effective balance celebrating unashamed imaginative creativity and youthful playfulness, which still needs to be celebrated.


Lewis Saunders – Beware of the Giantess Kate (The Attack of the 200ft Woman from Earth)

The final body of work in the exhibition is from Liam Charlton, who presents a
thoughtful series of portraits titled ‘Hopes and Dreams’.  The work shows people of all generations – from a teenager through to an elder gentleman – all holding props which hint at their aspirations for their futures.  The work speaks to the idea that ambitions never die and people should not write off their lives or give up their aspirations, that there is always more to strive for in life.  Charlton offers only the photographs to the audience and no text detailing what exactly the aspiration was for each sitter and what the props mean, which was an excellent curatorial decision.  Not knowing exactly what props are alluding to, (though admittedly some are more obvious that others), allows the audience to make up their own minds, encouraging us to look closer at the people in the images and making connections with the props as visual hints, rather than having to rely on accompanying text interpretation to do all of the work for us.  Making the audience look closer at the images, at the people represented in them, encourages us to work it out for ourselves, which is just as it should be, rather than having information spoon fed to us with no effort.  This is what Barthes
had in mind when speaking of photography’s quiet subversive nature, encouraging the audience to leave the room thinking a little more about certain aspects of life than before they entered, the photography working its magic on us in a subconscious fashion.


Liam Charlton – Hopes and Dreams

This marriage of photography and young people is interesting, happening at a time (in digitally active societies) when photographic technologies are ubiquitous in daily life, unquantifiably more ubiquitous than photography in advertising and print media that we have been used to for generations.  Easily captured on mobile phones and games consoles, and as equally easy to exhibit and distribute using social network platforms, photography exists in every corner of our existence, as common as the material texture of our surroundings; we no longer even notice them. (How often do you actually look at adverts on the internet?)  Young people are at the cutting edge of technological photographic revolutions without even realising it.  This exhibition is a timely reminder that good photography, no matter how technologically advanced, resonates deeper with an audience when the thing that the camera has been pointed at has been thought
about and considered, even if thought about after the split second act of actually taking the photograph, which may have been purely by instinct.  This exhibition contains good work of that nature, and is part of Barthes’ quiet encouragement of subversive photography, that which is and makes one pensive, rather than merely mirroring life, also asking questions of life, in a quiet subtle way.

The exhibition is open until Christmas 2011.  Click here for further details or visit www.kwmc.org.uk

Review by Dr Shawn Sobers, Senior Lecturer – Photography and Media, University of the West of England
31 October 2011

Photos of exhibition taken by my 10 year old daughter Mahalia!  :-)

 

YouTube – UNDER the spotlight, IS the spotlight, and source of energy FUELING the spotlight

Earlier this week MIT Press published a ‘video book’ called ‘Learning from YouTube’ by Media Studies Professor Alexandra Juhasz.  The book is not of the physical kind, nor is it a downloadable file for your Kindle or iPad.  It is a website-book which has been peer reviewed and given an ISBN number, which exists in, amongst and around YouTube, with the site being the subject matter, field of research and platform for dissemination.

An additional architecture framework has been created linked into the YouTube site which includes a multi-search facilitate to navigate the various chapters  which creates the (non-linear) video book concept, with the content being quite short written pieces with dynamic links to video content produced by Juhasz, her students and (laterally) related pieces found on YouTube.  Juhasz herself does not use the term ‘chapters’, instead has coined the phrase ‘textios’, which are the 15 webpages which include text and videos, alongside other forms of non-linear navigation such as tags and tours.

 To see the ‘Learning from YouTube’ video book for yourself, and to describe it for yourself – click here.

As Dr Juhasz herself says, there is not one linear argument this video book is making, but rather multiple arguments that were explored during her ‘Learning from YouTube’ classes at Pitzer College Los Angeles, since 2003.  There are many points of innovation that could be discussed in relation to this video book, including;

-       the experiment’s research findings on YouTube , (and the challenges of even getting qualitative research findings out of something so random and fast as YouTube.);

-       the concept of a ‘video book’, and how this could inform the future directions of media literacy.  Also interesting that such a video book is based on trust of other YouTube users that they will not take down their videos, leaving a video book with empty pages.  It would be unethical to copy their videos to a video book archive without the owners’ permissions as security, so those questions of participation and ownership etc are really interesting in relation to this work;

-       this video book being published and disseminated free by MIT Press, and the future of academic publishing.  This video book was peer-reviewed, copy-edited, has an ISBN number, and went through all the processes of traditional academic publishing.  It is completely free to access and as far away from the inaccessibility of the academic journal system as you can get, which costs money to access, slow to publish, and not updatable.  Also how the concept of a peer-reviewed free ‘video book’ could inform other academic websites and blogs, and how publishing houses and universities could respond to this changing dynamic in academic texts.

-       Dr Juhasz’s concept of ‘Third YouTube’, and its relationship to Third Cinema.

‘Learning with YouTube’ also highlights something to learn from with regards the underlying pedagogy of the production of this video book, as an example of dynamic curriculum delivery for Higher Education.  As an educator I am always interested in ways teachers teach, and am always trying to find new ways for students to experience the curriculum.  As someone who works with young people both in formal education institutions such as universities and schools, and also in less formal spaces such as community centers, galleries and museums, I’m interested in how to reconcile the different styles of pedagogy between those spaces, from traditional top down ‘banking’ style teaching, through to less hierarchical forms of group facilitation.  In the ‘Orientation to the Class’ tour Juhasz explains how her course was run.

“Our classes were recorded and put on YouTube, and all of the students’ research and course work was confined to the form of either videos or comments on YouTube. We learned together in and about Internet culture, DIYmedia, and social video networking by reframing YouTube for higher education, critical reflection, and reflexive processes. Just so, I made videos too. But because of the limits of YouTube (and video), I also chose to blog in real time about these experiences. And then … the course went viral: a telling if tiring opportunity for even more self-reflection and YouTube critical reflexivity!”

Even though criticized by some quarters when Juhasz’s classes were first announced in 2007,  finding innovative ways to teach/deliver/facilitate classes (call it what you will), and to keep them relevant for students has to be one of the key areas that universities have to keep their eye on and develop.  Especially in the UK with the current tensions concerning the raising of tuition fees, students will increasingly want curriculums that reflect the world they live in today.  Rather than wallowing in media communication theories from the 1970s, with ‘Learning from YouTube’ Alexandra Juhasz has put her money (time and effort) where her mouth is and sought to create a class which drags media communication theories into the here and now.

By being a harsh critic of YouTube as well as an enthusiastic user, and producing a media research work inside the very medium of its study, Juhasz’s ‘Learning with YouTube’ highlights the simple fact that, love them or hate them, these new technologies are now a part of our (online) lives that we can seldom avoid.  My friends who swear blind they would never join Facebook still have the occasional glimpse via their partner’s profiles, and get invited to parties etc arranged through their partners profiles, but because they don’t have a profile themselves they can still claim they have clean hands. 

The majority of YouTube users will not have YouTube profiles as there is no real need.  As Juhasz says in one of the tours, YouTube hardly encourages participation in the same way as social network sites, and is more about “solo play”.  So even as a critic Juhasz also understands the potential for YouTube to innovate, as without it this very innovation would not have been possible.  Like with all technologies, if we view it as a tool we can use it for our own ends accordingly for educational, liberation and other processes for the social good.  But we are still only human with temptations, and we want our cake and eat it too.

Even though we may disdain at the huge amount of crap on YouTube and what that says about people living in developed societies with time on their hands, we can’t deny we are also a part of that developed society with time to think about such questions, and the Achilles heel of our human selves may be disgusted, but at the same time fascinated, like anthropologists who at the same time are disgusted and envious of what they witness.  This is why my current favorite video I found on the ‘Learning with YouTube’ so far speaks to that truth, made by one of Dr Juhasz’s students who goes by the YouTube moniker of ‘PerchysBigAdventure’.  YouTube adopts a personality and taunts the politicized student. 

“Go ahead, watch. What, you have better things to do with your time? Write a book?”

And of course he clicks to watch more.  We all click eventually.  Our curiosity gets the better of us.  Go ahead…..click!

There is a lot of content in ‘Learning with YouTube’, which shouldn’t be a surprise, after all it is a book!  I wish this experiment all the best and I shall watch with interest, and will hopefully also act accordingly, and not just wait for the academy to change around me.

‘Crouching Man’ sculpture – Inspirational so have to share

I went to Newcastle-Upon-Tyne for a conference at the Miner’s Institute, and saw this sculpture on top of a bookcase.  I was immediately drawn to it before I knew what it was about and started taking photos using my phone.  I then read the description.

I hope this inspires you as much as it did me.

Shawn

PhD Thesis – BEYOND PROJECT: An Ethnographic Study in Community Media Education

ABSTRACT

BEYOND PROJECT: An Ethnographic Study in Community Media
by Shawn Naphtali Sobers

Research Question
“According to facilitators, participators and trainees of community media educational activity, what are the prime motivations of involvement, and what impacts and areas of sustainability result from the sector’s instances of pedagogy?”

Thesis Summary
The author of this thesis is active as a practitioner working within the area of community media education activity: the focus area of this research.  This research links practice to theory to address the central research question.  It employs methodologies informed by post-colonial theories including auto-ethnography and critical pedagogy to discuss the research findings in context of wider literature drawn from the disciplines of community media, community arts, media education, educational psychology, informal education, anthropology and cultural studies.

Community Media activities operate in a fragmented landscape of practice, making the notions of impact and sustainability problematic issues to negotiate, and presents difficulties with identifying related evidence.  This research presents extensive qualitative ethnographic investigation into the impacts and sustainability in the lives of facilitators, participants and trainees who have been involved in such projects for a minimum of four years.  This research evidences the prime motivations of why these stakeholders got involved with the projects from the very beginning, and maps these findings against the impacts and cultural sustainability as articulated, gaining an insight into both the pedagogic journey of the individuals, and the pedagogic qualities of the media projects.

This study employs a methodology that favours the stakeholders to speak for themselves, presenting individuals articulating what the impacts were on their own lives directly, thus matching the methodology of the study with the principles of the community media sector itself: to enable individuals to represent themselves.  At specific instances throughout this thesis the author will be referred to in the first person, due to the adopted additional methodology of autoethnography, which links analytical interpretation with personal exploration. 

Download pdf of full thesis – click here.

Uni runs Graduate Certificate in Participatory Arts and Media Professional Practice

Here are details of a Graduate certificate course I helped to write at the University of the West of England, which is aimed at people working in community arts & media.

There are three modules, with a wide range of tutors each module;

- Participatory Arts: Practice & Context
Looks at the history of community arts & media, influential theories (e.g. Paulo Freire’s dialogic pedagogy), informal education theories, government influence and evaluation models.

- Participatory Arts: Methods & Approaches 
Explores the practice, techniques and experiences of facilitating sessions, the tensions between process and product in varying contexts, the principles of participant authorship and ownership, and policies when working with young people and vulnerable adults.  This module is also being run separately for artists dedicated to working in the field of Health & Social Care.

- Participatory Arts: Project Management 
This module explores current funding landscapes, methods of fundraising, writing applications, project planning, marketing, and the need for freelancers to be business savvy (even) when working in a community context.

The read the official description click this link or read below.

http://www.uwe.ac.uk/sca/courses/community_cpd.shtml

============================================ 

UWE launch a new accredited course for Participatory Arts and Media Practitioners on our Bower Ashton campus.

We have been working with the Community Arts/Media and Arts & Health sectors to develop a flexible training course leading to a NEW qualification in Participatory Arts & Media – the first of its kind in the UK!

The Graduate Certificate in Participatory Arts and Media Professional Practice is aimed at arts graduates (People not currently working in the sector/recent graduates are required to have some relevant experience prior to application) or those working in any art form with groups in education, healthcare or the community sectors.

Each twelve week course is designed to fit around the practitioners’ lives and work, participants can take three modules in any order over the three years to obtain the Certificate, or take just one or two of the modules for their own personal development.

Graduate Certificate module information

Take any of the following modules as separate continuing professional development courses (CPD) to update your skills without UWE credits. Or link three modules together (with credits), in any order over three academic years, to gain the NEW Qualification: Graduate Certificate – Participatory Arts & Media Professional Practice. 

   

Participatory Arts: Practice & Context
Dates: 28 September to 21 Dec 09
Day Schools: 28 Sep, 26 Oct, 23 Nov, 21 Dec 10am – 5pm approx.
Open for applications: 20 July 2009 – Closed 21 August 2009

Participatory Arts: Methods & Approaches**
Dates: 4 January to 29 March 2010
Day Schools: 4 Jan, 1 Feb, 1 Mar, 29 Mar 10am – 5pm approx.
Open for applications: 19 October 2009 – Closed 20 November 2009

Participatory Arts in Healthcare Settings: Methods & Approaches**
Dates: 9 October 2009 to 10 March 2010
Day Schools: 9 Oct, 27 Nov, 22 Jan, 10 Mar
Please contact School of Health & Social Care for further information
HSC.CPD@uwe.ac.uk

Participatory Arts: Project Management: Professional Practice 
Dates: 19 April 2010 to 12 July 2010
Day Schools: 19 Apr, 17 May, 14 Jun, 12 Jul 10am – 5pm approx.
Open for applications: 8 February 2010 – Closed 12 March 2010

** Students need to choose between the Facilitation modules, according to their interest

Applications will not be accepted before opening dates or after closing dates

Each module is twelve weeks long, with only one day per month spent on campus, limiting your need to travel and allowing you to choose when and how to study whilst carrying on working. The course uses a specially designed e-learning website for students to learn and interact with each other throughout their modules and after, creating a networking hub for practitioners.

Fees: £596 accredited, £485 unaccredited per module

See below for news on getting financial support.

   

download application form

Please send completed applications to: :

Continuing Professional Development
School of Creative Arts
UWE
Bower Ashton Campus
Kennel Lodge Road
Bristol BS3 2JT

0117 328 4810

sca.cpd@uwe.ac.uk

=====

 UPDATE from Samantha Williams, the course co-ordinator.

 

 

GREAT NEWS!
 
There is some funding available to help with the cost of taking the Graduate Certificate Participatory Arts & Media Professional Practice

 

CLICK ON THE LINK TO FIND OUT MORE ABOUT THE FUNDING AVAILABLE
 
The University of the West of England with its partners has put together a package of nearly £1m including winning almost £500,000 funding from the Higher Education Funding Council (HEFCE) Economic Challenge Investment Fund (ECIF) to find ways of helping businesses during the current economic downturn. The ECIF was introduced earlier this year to enable the Higher Education sector to respond rapidly to the skills development and retraining needs of employers and individuals. 
  
The ESIF money is to help individuals and businesses affected by the downturn in the economy, and help them upskill and gain further training.
  
If you are:
  • an individual practitioner who is finding it hard to get work in the sector due to the downturn
  • an individual who has been made redundant, or had contracts finished/reduced due to the downturn
  • an arts organisation who has had to make cutbacks due to the economic downturn
  
then you will be eligible to apply for up to £400 per person towards this training course.
 
The maximum you can spend of this money towards each module is half of the actual cost (eg half of £596 = £298) with the remainder available to you until September 2010, towards modules taken in that time-frame.
 
If you would like to apply for the Participatory Arts course and think you may fit the criteria for funding, you need to make an application to the ESIF fund on the application form on the website link above, and then tell us (CPD course team sca.cpd@uwe.ac.uk)  you have made that application, when you submit your application for a module to us, so we can keep track of students applying for this funding.
 
I hope this proves useful for you and your networks
 
Kindest regards
 
Sam
 
 
Samantha Williams
Project Co-ordinator
Professional Skills Programme for Community Arts/Media & Creative Education Practitioners
(HERDA Higher Skills Project)
Faculty of Creative Arts
University of the West of England
Bower Ashton, Bristol BS3 2JT

 


 

Community Media as the constant entity in generational change in education, and elusive Clout and Capital.

Last night I went to an interesting seminar at the Watershed Media Centre called ‘Cultural Learning: Young people – schools – creative industries’.  It was all about the 8 month relationship the Watershed have built up with Fairfield High School, which has seen a teacher being based at the Watershed one day a week, film & TV professionals working in the school, and the students taking part in projects. 

One of the refreshing things about the event was that the residency (for want of a better term) didn’t seem to revolve around the need for the students to make short films, and no films were shown at the event, though the young people were there and talked about their experiences.  The residency was focused more on educational experiences for the students and also Continuing Professional Development for the teachers and encouraging whole school change to embrace media literacy across the whole curriculum.  This was a good balance and gave the students a rounded experience of media literacy, and not only the easy win of the seduction of production.  Dick Penny talked about the importance of schools to embrace the principles of media literacy and the need for young people to create media as well as deconstruct it to fully understand media, creating a Literacy in the fullest sense, and not only a sidelined media literacy.  These are ideas I share and have written about previously (see here for a 2005 article for the Westminster Media Forum).

At the event all the teachers were enthusiastic about the educational, social and cultural potential of media professionals working with school students.   Those of us who work in community media education know of the realities of this potential, as we have based our whole careers on it.  The teachers were advocating for a network to be established which encouraged the partnerships between cultural industries and schools, and of course I applaud that advocacy, as would all those of us who work in community media education, and over the past 10 years or so this argument has been made a number of times, by teachers and us alike.   One occasion the call has been heard for example, was when South West Screen in partnership with the Watershed funded the Media Education Hubs in circa 2002 (the one in Bristol ran out of funding circa 2005). 

With each new generation of teachers comes a new enthusiasm to work together, which is great, and the Watershed and community media education advocates become the constant agencies who fly the flag of media literacy, so the teachers want to talk and work with us, which is great, but what we don’t possess is any of the clout and capital to actually embed media literacy into the education system, despite the enthusiasm of the teachers. 

In 2005 my colleague Rob Mitchell from Firstborn Creatives gave a presentation titled ‘Getting the Head on board’, with primary school teacher Becky Davis from Oldbury Court School.  We had worked with the school for a whole academic year, not just making films but also working on Continuing Professional Development for the teachers and encouraging whole school change to embrace media literacy across the whole curriculum.  (Ironically, the venue where this talk was given was again at the Watershed!).

Rob & Becky’s talk centred on the cold fact that without the clout of the headteacher, any enthusiasm and good intentions of any individual teacher can count for nothing, rendering a powerful project as a one off event that fails to be built upon.   (Luckily at Oldbury Court the headteacher was fully on board.)  With headteacher’s power, soon follows capital, the other necessary ingredient needed for any network to work, or media literacy to be more than an idealistic academic theory and turn into an educational reality.  For all the best will in the world, the reality is that community media education organisations need funding to turn ideas into interventions.   Headteachers are the people to sell the idea to, and it was great to see the headteacher at Fairfield believing in the idea so much, that Anna the teacher is able to spend one day every week off-timetable to be based at the Watershed working alongside its staff.  For other teachers in other schools, this is like some kind of mythical holy grail. 

The powerful role of public funded organisations such as the Watershed is that they can act as an influential conduit to help build relationships between school management and media production & media education professionals, (and judging by the amount of times I’ve mentioned the Watershed’s events over the years in this article it is clear they have been trying to do this).  That was partly the aim of last night’s event, to get that conversation started, and those conversations definitely happened (although it was mostly educationalists and mainstream media professionals present, and unfortunately not actually others from community media education.  I’m sure they would have been invited though!). 

It would be good now for all of us advocating media literacy to work together to take those conversations to the National Association of Head Teachers, and other such head teacher networks, to now get these conversations turned into strategic systems and naturalised ways of working in their schools, in partnership with the media education sector. 

I know this is easier said than done, but I have to remain optimistic that in 10 years time we can have a seminar looking at the distance travelled since media literacy became embedded in the school system.

With that ambition, I also remain optimistic that the enthusiastic teachers of today that champion media literacy, are the headteachers of tomorrow, that by then are still championing media literacy, and leading by example.

Debating process, product and progression in community media

A popular debate in community arts & media is based on the dichotomy and tensions inherent within the notions of process and product, and which state to value the most, and what ethics and emphasis are placed on each.  The liberal position (or more accurately, the centrist conservative position), is to compromise and value both elements in equal measure, which demonstrates a project that healthy in both regards.  The radicals on either wing denote the quality of process as protection of the safe environment for the participants, or the necessity of the product to instil a pride that process alone can never deliver.  

I argue that these tensions are valid, but flawed.  The foundation principles of my research is to analyse beyond the project, and therefore, beyond the product.  The process/product debate reaches a glass ceiling of ambition as it misses out the vital element that gives meaning to what product and process actually mean – progression.  Without a notion of what happens after a project, no real value can be placed on the elements in the project, as there is nothing to measure it against. 

Highlighting value in process or product alone in isolation of what comes afterwards devalues the work being done in both of those states, and fails to take notice of the actual impact that has taken place as a result of both of those states.  There is a vital consideration missed in this debate, that can only be viewed when you consider the position of the organisations that are funded to run these participatory projects.  The reason they are funded is that they have as their offer the product of participatory practice – that is to say, their product is process led production.  Process is product, and when working in a participatory way in community arts & media, and the two are not capable of being separate entities. 

The product that community media offers, to sell for funding, is the process way of working that leads to an end production of some kind.  Once a facilitator values one element over the other, they are devaluing their entire offer.  In pedagogical terms, the product is the lesson and the process is the education.  In the same spirit as B.F. Skinner’s famous quote, “education is what survives when what has been learned has been forgotten”, thus, the process continues long after what has been made has been produced.

Post-action theorizing in community media (Laws vs Tools)

A large tendency in community media analysis is to post-theorize, for example attaching Paulo Freire’s theories of Dialogic Pedagogy to activity that has already happened, even if the facilitator had never heard of Freire and his ideas.  I feel that is still useful as it helps us understand the dynamics of what is happening better, and it is like evoking Newton if we didn’t understand why a cup falls on the floor – but many would view that as different.  Positivists would say that Newton’s law of Gravity is an undisputable ‘natural law’, whereas Freire’s theory of Conscientization is a ‘social notion’, which can be disputed and is therefore flawed if treated as a law.    

Enter stage left, Emile Durkheim and his ‘Rules of Sociological Method’ where he advocated for empirical social phenomena to be treated as natural law, with his theory of ‘social facts’,  and for sociologists (social scientists) to treat ‘social facts as things’.

Now to make my position clear, I conduct sociological research, but I have no claims on aiming to make social science a natural science, just in the same way I have no desire to view community media in the same way as mass media – they have different roles for different purposes for different contexts.  Social Science can reveal things that the Natural Sciences can’t, and vice versa – and they both provide tools for us to understand the world better.  Whether then called ’tools’ or  ’laws’ I’ll leave for someone else to debate. 

As a tool, Paulo Freire’s ideas are central theories for understanding the nuances of the pedagocical aspects of community media and informal education dynamics, just as the theory of gravity, + Newton’s theory of motion, are essential tools for understanding why, if you are on a moving train and bounce a ball in front of you, it doesn’t fall into your feet.

Of course, over the course of time, undisputable theories become facts, such as with gravtiy, and that is fair enough.  The things sociologists study are less tangible and material, but that doesn’t make them any less ‘real’ or universal.  Right on cue, enter stage right Marx (in toe with the spirit of Hegel) with Historical Materialism, seeing the events of history as measurable material processes not fleeting mental whims.  Laws of history that are evidence of the state of the present.  More tools for social science ammunition to position social science as natural law.  The worship at the alter of the “fact”.  

That is all fine, but solid facts can be boring anyway.  I like the ongoing mystery of a tantalising idea.

Classroom power dynamics: Analogy of the solar system

Anyone used to working with young people in teaching/facilitation type roles, will know the experience of the butterflies in the stomach that arises when faced with the challenge of trying to encourage a group to be motivated in the task at hand.   

All eyes staring at you, waiting for you to say something meaningful and worthy of their attention. 

At one and the same time you can feel two opposing forces making the butterflies hop and skip.

At one point you feel the force of being a responsible and powerful sun in the middle of the solar system, planets circulating around you dependent on you for their survival.  If you are too strong or too weak you can cause sickness, and you try to dance the fine balance of being the centre of focus whilst deflecting the rays outwards so the satellite entities that really matter become independent of you.  The sun uses it rays to enable the planets to exisit in their own identities.

And you can also feel like a more vulnerable sun, an interviewee faced with a classroom panel full of interrogators.  Rather than dependent, the panel are expectant, waiting to be impressed, challenging you to be of use to them.  Planets, that rather than pleading with the sun to make their plants grow, they look at the sun and know that the sun needs the planets in order to find meaning in its own identity.  The sun knows that if its rays no longer contains the life nurturing qualities it once had, then it no longer has a function or has any value for the plantes.

An additional, less noticed force also at play, is akin to the circular nature of the law of cause and effect.  Rather than seeing the planets as dependent, the sun knows it needs the planets to cooporate to keep the solar system intact, and the planets know they need the sun to sustain its existence in that same system.  A symbiotic relationship that is mutually beneficial for each party in that system, but which, a pessamist would say, ultimately exists only to sustain that system.  An optimist would say to look at the richness of ‘life’ on the planets and the unquestioned meaning of the sun – so the system is not a futile entity, it is meaning itself, life itself personified.

If a planet no longer have any use for the sun, the system will regulate itself to let that planet go.  When the sun knows it is no longer of any use to any of the planets, it will burn up and die, and make way for a new system to be made manifest, if there is indeed need for another system to exist.

The butterfly will fly to another sun.

 

 

(Picture credit – http://www.aerospaceguide.net/solar_system/index.html)

Augusto Boal – Theatre of the Oppressed has no end

Here are some quotes by Augusto Boal about his notion of ‘Theatre of the Oppressed’, taken from his 1992 book ‘Games for Actors and Non-Actors’.   Agusto sadly died last week.

Inspired by Paulo Freire‘s Pedagogy of the Oppressed he understood the activist and emancipation role of culture for individuals and communities living in societies where power is in the hands of the few, where the majority are disenfranchised from being seen, heard or being in a position to affect change, which both Boal and Freire knew was basically every society in the world.  They both also understood how culture could be used as a tool to pacify and numb the masses.  For Freire his emancipation weapon was education – for Boal it was Theatre.  For community media education activists, it is essentially both.

 

“[In] its most archaic sense, theatre is the capacity possessed by human beings – and not by animals – to observe themselves in action. Humans are capable of seeing themselves in the act of seeing, of thinking their emotions, of being moved by their thoughts. They can see themselves here and imagine themselves there; they can see themselves today and imagine themselves tomorrow. This is why humans are able to identify (themselves and others) and not merely to recognise.”
Page xxvi

“The Theatre of the Oppressed is theatre in this most archaic application of the word. In this usage, all human beings are Actors (they act!) and Spectators (they observe!).”
Page xxx

“Theatre is a form of knowledge; it should and can also be a means of transforming society. Theatre can help us build our future, rather than just waiting for it.”
Page xxxi

“When does a session of The Theatre of the Oppressed end? Never – since the objective is not to close a cycle, to generate a catharsis, or to end a development. On the contrary, its objective is to encourage autonomous activity, to set a process in motion, to stimulate transformative creativity, to change spectators into protagonists. And it is precisely for these reasons that the Theatre of the Oppressed should be the initiator of changes the culmination of which is not the aesthetic phenomenon but real life.”
Page 245

“In truth the Theatre of the Oppressed has no end, because everything which happens in it must extend into life….The Theatre of the Oppressed is located precisely on the frontier between fiction and reality – and this border must be crossed. If the show starts in fiction, its objective is to become integrated into reality, into life.

Now in 1992, when so many certainties have become so many doubts, when so many dreams have withered on exposure to sunlight, and so many hopes have become as many deceptions – now that we are living through times and situations of great perplexity, full of doubts and uncertainties, now more than ever I believe it is time for a theatre which, at its best, will ask the right questions at the right times. Let us be democratic and ask our audiences to tell us their desires, and let us show them alternatives. Let us hope that one day – please, not too far in the future – we’ll be able to convince or force our governments, our leaders, to do the same; to ask their audiences – us – what they should do, so as to make this world a place to live and be happy in – yes, it is possible – rather than just a vast market in which we sell our goods and our souls. Let’s hope. Let’s work for it!”
Pages 246-247

Rest in Perfect Peace Augusto Boal – April 16, 1931 – May 2, 2009

A Luta Continua