Tag Archives: bristol

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!  :-)

 

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.

FAQ of Community Media: A case study

Understandably, for people who don’t know the community media sector exists at all, it can often be difficult to get their head around exactly what community media is, and how such organisations operate.  And even after being in existence now for 9 years working as a company, (Firstborn Studios - formerly known as Firstborn Creatives), it still isn’t always easy answering these queries in a concise way.

Here are some frequently asked questions, perceptions and misconceptions about community media in relation to Firstborn that I will explore below.  If you have any others please feel free to add them in your comments.  Sorry that it will also sound like an advert for Firstborn.  Hopefully it is also informative about the activities of a tiny aspect of this community media sector.  Lots of other organisations are out there also doing amazing work in this field.  The following views are mine only and don’t necessarily reflect all the views at Firstborn.  (Maybe they do, but I can’t speak for them!)

Q: Isn’t community media just another name for community radio?

A: No it isn’t.  Community Radio is a large part of the sector, but not the only part.  We are not a community radio station, and we are not a community television station either.  We work primarily in video but also interactive, animation, graphics, photograpy and other visual digital media, working in a participatorary way with groups of partcipants, young and elders.

Q: But if you’re not a community television station, how does your work get seen?

A: Various ways.  We mostly produce work for certain audiences, such as care workers, educators, etc.  So rather than making films for the sake of making it, we would ensire that the end product is being used in some way afterwards, in addition to the process being a positive experience for those taking part.  We sometimes distribute DVDs free in different places as moving image magazines.  We also arrange screening events and specific spaces where work is being used, discussed, used in conferences, informing policy to MPs, whatever and wherever it will inject a different ‘voice’ into the ear of the audiences.  We do very little work now that is about making films for films sake.  For us the media in not the message.  The medium is the process and the message is the end result.  Both elements are important and vital to a rich participatorary creative experience.

A: Is all you do train people how to use cameras and how to edit.

Q: No, not at all.  Take a look at some of the educational work we have done.  10% technical training + 90% intellectual engagement = 100% new skills and transferable experience.  We do believe that there are very real cross-curricular gains to be had by taking part in participatorary media projects in the short, medium and long term for participants involved.  Not only if they wanted to work in the media industry, but even if they want to do something completely different with their lives.  Community media is about 90% community and 10% media.  The full educational gains are there in spades, deeper than only mere training.

 

 

Q: What is it that makes you different than a “normal” production company?

A: Tricky question.  We do produce direct commissioned work that is not working in a ‘workshopped’ participatorary way with individuals, but we still make sure that the only work we take on has social interest of some kind.  We won’t do work that is plainly corporate with no social/community gain, or abour issues that we feel are contrary to the wishes of the communities that we serve.  It would be easier to show you rather than try to describe it in words.

 

Q: Isn’t all community media work about bad quality sound and dodgy camera work?

A: Thankfully those days are now long gone!  Just look at the quality of any of these videos for proof of that.  Whether it’s working with a group of primary school children on a video project, or producing a documentary for television broadcast, we feel high production values are key to everyone involved being proud of their achievements and gaining value in the wider world.  Very often community media products that have bad quality audio and picture get politely patronised by the audiences, who allow the bad quality due to it being made by a bunch of cute kids.  I think everyone and anyone who has working in community media & arts will have been guilty of that at some point in their career I’m sure!  Well we are really striving for a parity of quality in process, product and meaning, to ensure the experience has value from a 360 degree angle, and not only if you are the grandparents of the young producer involved.

Q: Do you only work with young people?

A: Even though a lot of our work has been with young people, especially the participatorary workshop projects we have done, we don’t work exclusively with young people.  For example we also work with senior citizens groups, museums & heritage sector and also the health & well being sector.  Here’s some examples of the latter.

 

Q: Aren’t all community media people anarchists and want to smash the state and see all mainstream media institutions like the BBC closed down?

A: No not at all.  Nothing could be further from the truth.  We see we play a valid role in creating and encouraging platforms for different ‘voices’ that are not aired on/in mainstream media, but we see our role as a compliment to mass media, and also a compliment to mainstream education.  Not anti either of them.  An alternative to them in certain instances – (e.g. to hear a different opinion in the media, and a different way of learning outside the classroom), but we work closely with mainstream media and formal education institutions and we always will.  We see them as vital co-players in building an equal civil society, and acknowledge they have their role to play, within certain constraints and limitations, and we have ours.  The anarchist side of community media is just one element of this sector, but like community radio, there are many many different aspects that not everyone working in it draws on.  The anarchist radical media agenda of wanting a more democratic media and a fairer society are values that a lot of us working in less overtly political areas of community media also share, but we just choose to do our work in different ways with different motivations and agendas on our sleeves.  A more free and open acces mass media would be great for all, but I don’t personally applaud the closing down of all these newspapers that are falling victim to the free online news culture and blog revolution.  Mass media has its uses also.  (This is too much to get into here.  Maybe some other time!)

Q: Uhm..I’ve got a few more questions but I’d better stop here as otherwise you’ll be going on all day!!!

A: Yes, that’s a good idea.  Good chatting with you.  Get your people to call my people and we’ll do lunch.  Mwah! Mwah!

My email to ITV West – Re: St Pauls Carnival 2007

From: Shawn Sobers
Sent: Sun 9/16/2007 13:27
To: itvwestnews@itv.com
Subject: Biased reporting on St Pauls

I’ve just watched the 11.55am West Today news update and was disappointed by the highly subjective way you reported yesterday’s events in St Pauls. The people of St Pauls have long complained about the biased nature of reporting about their area and this was highlighted in your broadcast this morning.

I was at yesterday’s carnival and was proud that the city was host to such a fantastic event, and even prouder of St Pauls for organising it. It was also the carnival’s 40th anniversary. In this morning’s news you didn’t even show so much as a one-second glimpse of the colourful and peaceful carnival, which was attended by people from all parts of Bristol and also from around the country – and you instead chose to lead with a typically negative story, that of the murder inquiry from an incident in a St Pauls pub. The newsreader fleetingly mentioned in a one-second sentence the peaceful carnival saying that the police say the incident was unrelated to the murder.

Of course the murder is an sad story and shouldn’t be ignored, but it is also sad that now in the minds of your viewers, due to the way you reported the incident, again St Pauls = police tape and violence. Had you instead inverted the negative/positive bias of the reporting and led with the story & images of the fantastic carnival and followed it by mentioning the unrelated and deeply sad event that happened hours later, it would have been a much more representative account of what happened in the St Pauls area for your viewers to get a less biased message.

As a previous employee of HTV West I am really sad to have to write this. And even sadder that in all the years I have been watching television news, not much seems to have changed.

Yours sincerely,

Shawn Sobers

crowds

flags float

stage and balloon

grosvenor road

procession

laughing

Reggae Reggae Sauce

one man and his speakers

valerie

vicky

carlton

fred

soundman_

Radio Salaam Shalom – Muslims and Jews talking together

Just giving a heads up to all at Bristol based internet radio station Salaam Shalom.

www.salaamshalom.org.uk

One of the dj and member of the steering group Adnan Ahmed was an original member of Channel Zero and I also taught him at the university. (He also sold me this broadband connection, but that’s another story!)

I interviewed Adnan for my PhD, and I’m more than proud to see what he’s doing now.

Big Up Big Ad!
:-)

Black Audio Film Collective

blackaud
Handsworth Songs, 1986, 16mm film Directed by: John Akomfrah

Last week I went with a group of young people from the Channel Zer0 media club and their facilitator Gary, to see the Black Audio Film Collective exhibition at Arnolfini gallery in Bristol. For me it is an important exhibition as Black Audio are part of the reason why I do what I (try and) do, which is makes films (particularly exploring Afrikan [Black] British stories) and support others to make work for themselves. I was already at film school (Newport) the first time I came across them, in the mid 90′s, but they definitely inspired me with confidence in two vital areas of filmmaking; 1) Be bold & inventive with your creative approach, and 2) Don’t hold back on what you want to say. ‘Handsworth Songs’ and ’7 Songs for Malcolm [X]‘ are an education in pushing the envelope in documentary production for anyone. Style and content / content and style. Hand in hand. Essential viewing. Those films restored my faith in not only endevour of making media, but also in the importance of getting hidden voices heard.

Another reason I hold Black Audio high up on my list of influences is because it was out of the film collective/workshop tradition, that also included London’s Sankofa Films, that inspired Black Pyramid Film & Video Project in Bristol; the only black production company in South West England. When I left Newport it was Black Pyramid that I began working for, and out of that came my longstanding working relationship with Rob Mitchell. We set up Firstborn Creatives 7 years ago and still going strong.

Anyway….that’s enough about me, what about the young people’s reaction to ‘Handsworth Songs’ and ’7 Songs for Malcolm’?

“Boring…not as good as Spiderman…”

“All this history is draining me….”

These are two comments I heard. That’s not really fair as there were many (correction: many-ish) positive comments as well, but these two comments cut me deep and broke my heart, as these were mostly black young people not realising how important these works are to African British culture and what this movement represented – the first time en masse Black people had made media for themselves in this country. I had to bite my tongue and diplomatically encourage a conversation about their feelings whilst trying not to dictate or preach. I think I got away with it, but it wasn’t easy.

As Rob said knowingly when I told him about it, “Why should they know how important it is?”

And it’s true. What’s important for me doesn’t have to be for them, no matter what cultural background they are, but….

…and there is a but here…..

…for young members of a media club surely they SHOULD have an appreciation of such things, even if it wasn’t to their taste. I don’t like ‘Birth of a Nation’ and am not fond of its director DW Griffith due to him being a supporter of the KKK, but I still recognise the important impact he had on the development of filmmaking.

That’s one of the things with community media education projects. It’s informal. No one can be preached to and everyone’s opinion is valid, within reason of course. Opinion can be challenged, but I am not their preacher and they are not my flock. I guess the main thing is that they were exposed to that work. They now know it exists. They had access. Whether they choose to access it or not, whether they choose to try and understand it or not, and whether they choose to create their own works or not is entirely up to them. They are their own people and have the right to choose, but as facilitators the least we could do was make them aware in the first instance. The rest is their choice. That is one of the challenging things about democracy. We may not always agree with others’ choices, but have to respect them.

With hindsight I would do exactly the same again and continue to bite my tongue and try to be diplomatic. I’ve had my time and now this is theirs. I remember the first day at film school our enthusiastic lecturers took us to watch David Lynch’s EraserHead. I thought it was awful and had (and continue to have) no real idea what it is all about. That was 14 years ago. Last year I bought it on DVD for £5. I haven’t watched it since, but it’s still there.

Connecting Bristol Supporters Film