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Learn Something New From the Railway TMS Girls!

The first week it was counting to five in Telugu with Shalini. Soon after it was the entire “Chikni Chameli” dance routine with Anuradha. Followed by a step-by-step tutorial on how to make chapatis from Jyothi. Our students at Railway Girls High School are brilliant and they love to teach as much as they love to learn. So it came as no surprise when they decided that, for their second project, they wanted to make not one but two how-to videos.

The girls are immensely talented so settling upon subjects to teach was no small feat. Lot’s of great ideas were vetoed in favor of our final two: a video on the history and artistry of mehendi, and one covering popular Indian sports. Rather than straightforward documentaries, the girls chose to incorporate all of their knowledge into narratives. Plots were concocted, characters were conceived and scripts were written. The Indian educational system is heavily focused on rote learning, which is something that the TMS curriculum generally discourages. However, all that practice at memorizing paid off in spades as everyone had their lines down and was ready to show off their acting chops within a few days.

The production phase of our projects has never been easy, logistics and time constraints are always looming, yet the girls’ lack of ego and great work ethic paid off and the outcome is two fantastic short films. After editing was finished we set aside class time to show the final videos, so that each group could see what the other had been working on. Everyone was so supportive towards the work of their peers, but the girls were surprisingly quite shy of seeing themselves on the screen! We hope you enjoy these videos and leave comments, we’re sure it will do nothing but boost the confidence level of these amazing girls.

TMS SPORTS from The Modern Story on Vimeo.

Railway Mehendi from The Modern Story on Vimeo.


Tee–eMm–esS N E W S ! N E W S !

The News Room.

Tech and prep work in the News Room.

In the “Photos Of Students Working” folder I keep on my desktop, the number of Hill Street photos overwhelm the rest, but it’s not because they work more. In the inevitable minutes of downtime when Sunita and I are preoccupied and the students have cameras in their hands, they don’t take photos of their friends awkwardly smiling or staring stony faced at the camera with their arms wrapped around each other. They document what’s going on in the classroom: boys using microphones, girls setting up tripods, teachers looking sweaty and frazzled… I don’t know why this practice is so consistent at Hill Street, but I appreciate it (minus the latter example). It makes sense that their first video project should skew towards documentary.

In Hyderabad, the Telangana conflict is always around us. Sometimes it is more present than others  – when groups of military police shadow a protest, or when bahnds (strikes) close school and bus service. As our first project continued to get derailed by bahnds, a conversation arose. Why was this happening? Who did it hurt? What were the students’ opinions? It soon became clear that the majority (if not all) students were pro-Telangana. But in the same way that I parroted my family’s beliefs at 12 years old, it was clear that the students’ beliefs were based on what they had overheard at home, rather than full comprehension of this complicated issue. When I asked too many “Why?” questions, the conversation petered off. And thus, research became our first focus. I brought in Andhra Pradesh maps, and news or opinion articles written in Telegu that presented both sides of the conflict (or at least I hope they did; I was pretty dependent on my friend Ravi at the copy shop to translate). A group of students conducted eight interviews of teachers and one auto wallah, and we watched them as a class to understand where everyone was coming from.

IMG_7414

“What is your opinion about the Telangana separation?”

IMG_0741

“Why do some people want the state to stay together?”

Here is what we discovered: After Indian independence, when the country was divided into states, three regions came together to form Andhra Pradesh: Andhra, Rayalaseema, and Telangana. The Telangana region wants to break off and form their own state. This conflict has been ongoing since the state formed in the 1950s, but came to a new place on July 30 and October 3 of this year, when government officials voted to move forward with separation. Some say this is a political move to get votes and not a real decision, but still – it has raised the stakes. Currently, Pro-Telangana supporters feel they are being cheated. Their land supplies a bulk of the resources for Andhra, and encompasses the city of Hyderabad, but they feel that the benefits of the state (mainly government jobs), are primarily being given to Andhra people. Unite-Andhra supporters feel that over the last sixty years they have been a valuable part of building the government and the city of Hyderabad. If the state were to split, they would be forced to leave the capital city of Hyderabad, and would lose all they have worked for in that time.

There is a lot of sensitivity around the potential separation, obviously. At the outset of this project, my amazing assistant Sunita expressed real trepidation. She worried that there was too much desperate anger around the topic to make it a safe and viable school project. But we talked with other teachers and with the students and made a plan to proceed… and a plan B if it seemed unsafe at any point. From the beginning, it was emphasized that while there would be space in the movie for the students to share their own beliefs, this was a news piece. Students were expected to act as researchers or objective reporters.

Although the topic was heavy, spirits are consistently light at Hill Street GHS. The students have a buoyant and mischievous creative energy. The TMS News theme song is a testament to this. After massacring a few news theme songs as an example, I handed a flip camera to a group of four tween boys and told them to record the intro music. What they came back with is awesome.

 

Tee–eMm–esS N E W S ! N E W S ! from The Modern Story on Vimeo.

Live from Hill Street Government High School! Telangana’s desired split from Andhra Pradesh continues to cause turmoil throughout Greater Hyderabad. To explore this complicated cultural and political issue, students conducted interviews with teachers, auto wallahs, school visitors, and fellow students.


Walking the walk, talking the talk.

In a Tamil Nadu village that was strung with clotheslines
stood more than fifty boys in five straight lines
(and one tiny girl)

In five straight lines they walked Vikravandi
and photographed fruits, cows, busses, and beyond-y

Strong beginnings.

Strong beginnings.

Nametags + pride.

Nametags + pride.


On Thursday we met students from St. Mary’s, a crowd of ten that karate-chopped their way into our hearts. On Friday we met The Hostel Boys, a roaring mass of energy that rolled into SAMSSS for after-school learning and hijinx. On Saturday, the two groups joined forces to participate in Worldwide Photowalk, an international event that took place on October 5. As groups of photographers from dozens of countries documented their communities, we marched through Vikravandi, passing seven cameras from student to student. Their photos are amazing. From Aathvan to Vikram; from Infant to Karl Marks, the students captured images showing Vikravandi as the quintessential yet special place it is.

Although this was our rowdiest challenge to date, with the aid of the SAMSSS crew (Father Felix, Agni, Sabinesh, Priya) and Communities Rising intern Adriana Ganci we ended the night with hundreds of photos, most of which you can see here. The photos taken by kids 14 and older will be entered into Worldwide Photowalk’s prize competition – we will be sure to keep you updated as that progresses.

SEE ALL THE STUDENT PHOTOS HERE


Vanakam from Vikravandy!

After a few languid days spent eating croissants and learning new things (surfing and motorcycle driving!!) in Pondicherry we’ve arrived at SAMSSS (the South Arcot Multipurpose Social Service Society) in Vikravandy.  We’re here to conduct mini TMS classes as part of the Digital Education and after school programs run by Communities Rising, their (and our) amazing partner organization.  My excitement for this week has been building up since I found out I would be working with TMS last spring- I spent a few weeks volunteering here at Communities Rising two summers ago and it’s just the most wonderful place.   Seeing familiar faces at the schools, catching up with old friends and learning all of Vela, the cook’s, and dosa-making tricks feel something like a homecoming for me but I know it’s been a great change of pace for all of us.

Nicole at CR in the summer of 2011

Nicole at CR in the summer of 2011

The laid-back, almost bucolic atmosphere at SAMSSS is appropriately tempered by the excitement of our new students.  On Monday and Tuesday we went to Periyatachioor where we had an eager group of 5th and 6th class students who showed up even though they were technically on holiday.  I was nervous about the language barrier but we were more than able to circumvent it with the help of song, dance, drawings, and, of course, our two excellent junior translators Seenu and Saran.  Once we taught the students how to use the cameras, which they took to right away, they taught us about the village by taking us on a walking tour.   We had such a blast producing this photo story about the animals of Periyatachioor and I’m so impressed that the students managed to finish it in two days!  E-I-E-I-O, enjoy!

Animals from The Modern Story on Vimeo.

23
Sep

Outtakes!

Hi friends!

Great news- all of our classes have finished (or just about finished) production on their first video projects!  In the past few weeks our students have participated in some great guest workshops, conducted some hardcore research and interviews, pulled together some truly incredible costumes and demonstrated knacks for everything from camera to directing to crying on command.  Unfortunately, they’re all about to have a week of exams followed by two weeks of holiday and we’re headed to Tamil Nadu to facilitate TMS workshops with Communities Rising so you won’t get to see their final edits for a little while.  We’ve created this outtakes reel to tide you ever!

Video Story Outtakes! from The Modern Story on Vimeo.


Strong roots / bright flowers.

There was once a young girl who encountered devastating obstacles. She was hungry and her father was sick; she was pulled out of school and pushed into labor; she was forced into a child marriage with a husband who drank and abused her; she gave birth to a baby, and struggled again with money. But despite this continuing hardship, the girl stayed strong. When it was suggested to her that she fix her money woes by giving her own daughter away as a child bride, the girl said no. She stood up to the forces that hurt her, allowing her daughter to finish her education and live a happy life. This is the photo-story created by students at West Marredpally Girls Government High School for their first project of the semester.

photo shootThis week, from the midst of chaos, emerged many vibrant photo stories. My class at West Marredpally was the one I didn’t see coming. Certainly, the girls are always excited and pleased with TMS; they jumped into storyboarding and script-writing, and constantly heckle me for more and more technical experience – but I also always feel we are about to careen off-track. Perhaps it is because the project took root in this wild soil that it grew so strong. The story is solid, simple and poignant. The voiceover is clear. The settings and costumes are well-designed, and the photos are gorgeous.

practice photo shootvoiceoverThe perceived wildness caused me to be a more prepared teacher. Unlike other classes, West Marredpally did a “pre-production” photo shoot: the girls shot the photos they would take in full costume the next day. At the end of the session, we critiqued their images on the computer. When it came time to take the real photos, the students were familiar with their roles, and had a solid idea of how to photograph each scene.

These students had full control of the story from the beginning. The original writing prompts I gave them elicited very little response, and it was only when I opened it up entirely that the students jumped in. The topics from that original brainstorming session provided fodder for all the directions our story took, and also informed our next video.

A Story Of Child Marriage from The Modern Story on Vimeo.

9
Sep

Welcome to Bansilalpet!

After I finish my morning class at West Marredpally I hop into an auto, stop for a quick dosa from the delicious cart right where the main road forks, head to the right and push open the gate to Bansilalpet School.  Most days, I’m instantly welcomed by the headmaster, a cluster of primary school students, and Geetha, my TA.  Photos of school functions, certificates of achievement, and charts proudly displaying how well the students have performed on state exams cover the walls of the main office and staff lounge.   When I asked my class, a group of 18 rambunctious 8th graders, to write about one thing they liked about their community, the vast majority chose to write about their school.  I wish you could all feel the sense of pride in and love for this school that I get to every time I walk in that gate, but since you can’t, our class has produced the next best thing: a photo tour! Enjoy!

Welcome to Bansilalpet from The Modern Story on Vimeo.

 

 

5
Sep

Watch Out Ramoji: The West Marredpally Girls are Ready to Take Over

Did you know that India is the world’s largest producer of films?  Or that, as a matter of fact, Hyderabad is home to the second largest film industry in the country?  Not to mention we’ve got Ramoji Film City, the world’s largest film production facility and the world’s largest 3D IMAX Screen, which, not surprisingly, is also the world’s most attended screen.

What I’m trying to say is: movies are a really big deal here and film has proven to be an easy conversation starter with my students.  My class at West Marredpally was perhaps the most enthusiastic, though; the students launched into vivid mile- a-minute descriptions of their favorite Blockbusters without any prodding.  They were eager to get started on the behind the scenes work as well.  I can’t quite remember how exactly it came up but at some point I asked them how many of their favorite movies featured heroines or had a girl playing a pivotal role.  When that failed to elicit any raised hands I asked how many movies that fit that description they could think of.  We ended up with just a handful of examples I asked them why they thought that was.  They were quick to answer that people don’t want to make “those types of movies.”  I asked them why that was.
“They wouldn’t make money because there would be no one to see them.”
“Why?”
“Most women work too much to go to the movies.”

I pressed them on why they thought only women would go to see movies about heroines.
“Men would not be interested to see them.”
Again, “Why?”

The conversation was at times thrilling, at times exhausting and definitely a challenge for all of us but we eventually got ourselves right to the center of the vortex we were struggling to define.  The students realized that many filmmakers and moviegoers operate under (and the former therefore perpetuate) the same assumption that women make less capable, less complex, less convincing, and therefore, less lucrative heroines or even principle characters.

Then, these cross-legged, wide eyed soon-to-be directors and writers and actresses and camerawomen and editors decided that they could try and convince folks to produce movies about women and girls- and what better way to do it than by making one of their own?

Over the next few weeks we talked about all of the reasons that common assumptions about women and girls are false.  We talked about ourselves and told stories about moments in our lives that we’re proud of.  Hema Prabha is only twelve but she can speak seven languages.  M. Swathi is a great cook.  Devi tells gripping stories.  Hemalela aced all of her exams.  Swathi is a talented runner.  They told me about all of the women they admire.  To help bridge the language divide, I borrowed a move from Hyderabad for Feminism and had them scrawl their thoughts on whiteboards in English or Telugu and take photos of these alongside their action shots.  Finally, they recorded their voiceover, picked a powerful instrumental song to accompany, honed their editing skills and here’s what we came up with:

Our Stories Are Important- W. Marredpally from The Modern Story on Vimeo.

Around the time we were starting post-production, an article entitled “I Hate Strong Female Characters,” was published.  I was reluctant to read it at first, too, but the basic argument is this:

“Sherlock Holmes gets to be brilliant, solitary, abrasive, Bohemian, whimsical, brave, sad, manipulative, neurotic, vain, untidy, fastidious, artistic, courteous, rude, a polymath genius. Female characters get to be Strong.”

In their video the girls place equal value on the fact that they are physically strong as they do on the fact that they can cook, or that they value relationships, or that they’re sincere.  They get to be themselves, not faster, stronger, meaner, more butt-kicking but also more callous tropes of themselves.  I am so grateful for the conversations these students have allowed me to have with them and I can’t wait to see what fascinating characters they come up with as we embark on our first short fiction video.


Tips for living past a century.

Unlike the other three classes I teach, Hill Street did not start out shy. They started out with a circus of elbows, jostling to fit their twenty-two teenage bodies into a circle on a small carpet. They started with a frenzy of hand waving, shouting out answers and bizarre jokes. They started out with movement, jumping up to demonstrate fighting moves, to fetch me a duster (chalkboard eraser), and to keep non-TMS students from entering our cool cement classroom. They have chilled out, and I have imposed some order, but Hill Street students bring the same barely-contained energy to every class. They have focused that energy to finish their first photostory: a PSA entitled Enjoy Our Health: How To Live A Healthy Life.

In TMS, we believe in starting from what students know: these students knew how to be active. I asked questions to broaden the topic, and the kids examined their experiences with healthy living. The four sections we landed on were exercise, cleanliness, good food, and a healthy mind. We focused on health choices available to the average Secunderabadi in daily life. As students began to storyboard, take photos, and write voiceovers, I noticed many of these statements: “–––– is healthy because it is good for our health.” While I admired the range of ideas developed in our brainstorming, I realized that beyond a vague notion of It’s Good!-ness, most students had little information about their topics.

The fellows and I keep ourselves sane by working out at the hotel gym near our apartment. The trainer at the gym, Ramu, also works with kids at Rainbow Children’s Homes, teaching aerobics and giving information about healthy living. I invited him to give a presentation at Hill Street. I realized that this could be an opportunity not only for the students to teach others about health, but to learn more themselves. The students were rapt as Ramu demonstrated a correct push-up (dip), and answered their questions about leafy greens. They also laughed uproariously. I have a strong suspicion that many of his jokes centered around my idiocy at the gym, but (thankfully?) he was speaking Hindi and I couldn’t understand.

IMG_0555Class size at Hill Street fluctuates between twenty-two students and three, and hovers around eighteen. For the past two weeks classes have been smaller. This has allowed students much more hands-on editing time. I am impressed how quickly they took to the software – especially since many are using a mac platform and a touchpad for the first time. Our editing team chose to include a ridiculous number of photos, but luckily the voiceover team had created plenty of material. Collaboration success-o-rama!

I’m not sure how many students will be in class tomorrow (this week offers special craft workshops for all students, cool!) but we have decided to launch into an investigation of the proposed Telangana separation. I am excited to see the students debate and conduct person-on-the-street interviews, but am most excited for the soundtrack. As Anand said, “We will record all the songs. We are very good at singing.”

Enjoy Our Health: How To Live A Healthy Life from The Modern Story on Vimeo.

Students at Hill Street Government High School have created a Public Service Announcement to explore how they make healthy choices in their daily life. Nineteen boys and two girls between the ages of 12 and 16 produced this work, taking positions as brainstormers, storyboard artists, photographers, directors, prop-masters, and actors. This video is a product of The Modern Story, and was facilitated by digital media teaching fellow Nelle Owens Dunlap.


The Pleasantries of Surprise

Is there anything more delicious than being pleasantly surprised by a situation or circumstance? The thrill of having your assumptions dashed away, like a dandelion when a puff of wind flutters by? My class at Audiah Memorial High School has been nothing but a series of lessons in the foolishness of placing stock in pre-conceived notions, and the spark of beauty that lies in a true surprise. Compared to the other classes that I teach here in Hyderabad, the kids at Audiah are outliers: they are mostly boys, where I otherwise only deal with girls. They are mostly Telugu-medium, while my other students are quite proficient in English. The children at Audiah are rowdy: students openly beat each other in the classroom, mini versions of Pacquiao and Mayweather. Children at my other schools appear to be oblivious to the outcome of a great right-hook. Thus, my earliest dealings with the nineteen students at Audiah were a veritable mixed-bag. They had little to no idea what the words that I was spouting meant: English was a foreign language in every sense of the statement. Homework was assigned, and then summarily dismissed by the students. Unlike the other schools I have been working in, I did not have proper teacher assistants that were able to help me on a day-to-day basis. I felt disrespected and alone. The hours I was spending on cultivating “perfect” lesson plans were for naught, and I felt as if I was failing those that needed failure the least: my students.

 

Frustration has a face!

Frustration has a face!

Then came a breakthrough, and it arrived accidentally, as most great things are wont to do. While frustrated at my lack of ability to convey the concept of a “point of view” I slipped in a phrase or two in Telugu. The kids were shocked at my hidden linguistic abilities, yet they gobbled up the information that I was presenting. The photography scavenger hunt that we were working on was a breeze, and resulted in some great shots. When friends and family ask about my experience so far with The Modern Story, they assume that most of my work is in teaching English. Strengthening existing language skills is certainly part of my job, but the focus is on digital skills and instilling creative confidence. By simply switching the mode in which information was being presented, students that I had deemed “difficult to work with” were transformed. My notions were dashed away in a flurry of surprisingly beautiful and engaging content.

 

Scavenger hunt challenge: "Find something beautiful"

Scavenger hunt challenge: “Find something beautiful”

 

The next great surprise came whilst we were deep in the bowels of producing our first photo story. The kids settled upon three topics: ‘Maths in Daily Life’, ‘What is Friendship?’, and ‘Welcome to Audiah’ (a love letter to their school). This entailed three separate production teams, all simultaneously storyboarding, location scouting, taking pictures, and editing final products. As mentioned above, we do not have teachers assistants at Audiah – the teachers are too busy with their own curriculum to undertake TMS projects. Thus, the decision to undertake three photo stories meant that I, as a facilitator, would have to rotate my assistance between the groups, and that at any given time two groups would be dealing with production on their own. I was initially terrified at this prospect, as previous projects had needed to be micromanaged, for the sake of creative integrity and the equipments own well-being. However, as this blog post’s title indicates, I was about to be surprised yet again. All three groups were exemplary in terms of efficiency. After returning with the ‘Maths’ team from photographing a local shop, I was thrilled with surprise at the photos that the ‘Friendship’ group had captured. The rowdiness that was once so prevalent in class had vanished. Students were patient with each other whilst editing their stories in iMovie. Fighting over notebooks and pencils had been replaced by helping one another detach audio or insert subtitles. The final results can be viewed below: the students hope you enjoy watching them as much as they enjoyed making them. My first two months at Audiah have been a lesson in surprises, and I cannot wait to see what else these kids have in store. Now it’s on to the first video projects! Cheers!

Welcome to Audiah!

What is Friendship?

Maths in Daily Life