Videos
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.

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.

7
Aug

On AYV, creative confidence, and superheroes

Hello! Nicole here.  Last week Nelle, Shivani and I were really lucky to be at the Adobe Youth Voices (AYV) Training co-hosted with one of our other local partners, The America India Foundation (AIF).    As participants we learned so much about creative pedagogy and how AVY applies it and were thrilled to interact with our teaching assistants outside of the classroom and as educators we were able to lead several parts of the training.  I was especially excited to facilitate a workshop on Creative Confidence.

“Creative Confidence” at AYV from The Modern Story on Vimeo.

This idea of creative confidence, of ownership, of assuredness that your voice is the best voice for for folks to hear a story from is incredibly important to me.  It’s what drew me to digital storytelling when I first heard about it in college and it’s what informs every decision I make when it’s late at night and I’m lesson planning at our dining room table that’s always a little cramped with whiteboards, backup hard drives and student’s journals.  In each class we’ve tried to make a conscious effort to present ourselves as facilitators more so than teachers with all of the answers and in some it’s been easier than in others to get the students to step up.  For example, my students at Seethaphalmandi school are in pre-production on a series of “digital postcards” about the culture of Hyderabad and the first one is centered on typical styles of dressing.  It didn’t take them long to realize that in this situation they had to teach me.  They’re confident in their knowledge of the topic and they’re excited to share what they know with anyone who wants to watch their video.

Nithyanand storyboarding at Seethaphalmandi!

Nithyanand storyboarding at Seethaphalmandi!

At the school discussed in the workshop, West Marredpally, however, the task was a little bit more daunting.  My students were quick to point out to me that most people in their community give more freedom and privileges to boys and also very attune to the massive dearth of movies with strong female, particularly young female leads and so I pushed them to make the connection between the two issues.  I was scribbling their ideas on the board and pushing them to tell me why (“why don’t people make these movies?” “why won’t people go see them?” “why do you think only women would go?”) and on and on. At first, they seemed to think that every time I pushed on it was because they had the wrong answer and it was a bit of a challenge to assure them that they were so completely right and that I was excited about where we were getting, but we finally came full circle with five minutes left on our Tuesday class and one girl confidently pointed out that if movies can shape thoughts and thoughts can shape actions in a negative way then the opposite must also be true and there was the creative confidence I had been searching for.  The class is entering the production phase determined not only to take great photographs or speak clearly when recording the voiceover, but to use these tools that tells a story that will change the hearts and minds of those within and outside of their community.  Also, on the subject of determination, all of this talOLYMPUS DIGITAL CAMERAk about the strength of girls has led to many a conversation about a girl gang of superheroes, which to me sounds like it has all the trappings of a great action movie for project #2.  Stay tuned!

7
Dec

Reflections

Like ripples left in the wake of passing ship, the memories of my time with The Modern Story resonate with me to this day – from the subtle sound of a familiar Indian accent on the New York streets, to the electric shock of remembrance when I open a notebook and find an out of place message from a student. This entry has been a long time coming – though what more appropriate day to reflect than that of the final ceremony concluding the 2012 TMS Curriculum at all of the schools. After facing an unfortunate run-in with a dengue infected mosquito and spending two weeks in a delusional state of mind-body disconnect, I returned to America in late October and have not able to fulfill the rest of my intended projects with the schools where I was teaching. As I look at the pictures of Emily and Dana saying their final goodbyes to the Railway students today, the pangs of nostalgia feel fresh.


Message of memories I made for the students of Railway 8A

Unwinding from this time in Hyderabad has not been easy – it is difficult to articulate a city where the spirit is so strong, the energy so vibrant, that it is tangible in the air. India has been home to some of the most sincere connections I have ever made, from the seemingly trivial interactions with a reliable ricshaw driver, to the protective presence of the samosa man next door who we always knew was looking out for us. Life in this big, crowded city felt like home. Additionally, I was given the blessing of experiencing all of this with two creative and amazing co-fellows Emily and Dana, and of course Asma and Neha, sincerely the strongest and most fascinating women I have met. It sounds cliché, but sometimes I feel that getting so intimate with Hyderabad taught me a new way to love – to embrace diversity from the heart and legitimately open the eyes and ears to all the variety of forms that life’s wisdom takes. Never did I anticipate when I left for this fellowship that the students would create such an impact on me. I have bits and pieces of student paraphernalia hanging in my room – name cards, drawings, letters, or masks- and they remind me every day of that inquisitive childlike presence on the otherside of the globe.

Stepping back in time to when I was just leaving India…we were just concluding our small video projects. I want to take a moment to reflect on each of the schools and give a bit of detail about those projects. Because it is most fresh in my mind, I will begin with the project of Railway Class 8A. It was exciting to watch these students perform drama – not only creating a critical awareness of their own identities but allowing the film medium to open them up to the potential of taking on new roles. We can be whoever we want to be! The project was entitled “Fight For Your Rights: Education for Everyone!” and concerned a young girl from a village who desperately wanted an education but was not allowed to go to school in her village. She decides that if she can not go to school as a girl, then she will go as a boy and dresses up every day. Watch to discover what can happen when one girl makes a bold move and stands up for the rights of the community. Below is a link where you can watch the full video on vimeo.

Fight For Your Rights! Education for All

10
Oct

New Projects, New Adventures

The past few weeks have been intense, with extreme highs (like celebrating Ganesh Chaturthi with our students) and quite scary lows (like Kelly ending up in the hospital with Dengue fever).  We’ve all taken a step back to be thankful for our blessings, from health to children’s games and everything in between.  Our students are now sitting their exams and being away from them has made me realize how much they anchor us in our life in Hyderabad. I’ve felt pretty lost without our regular routine of laughing, learning and producing with the students!

As much as I love Hyderabad, I’m very excited to be heading to Tamil Nadu with Emily for our Communities Rising adventures. This should be a challenging couple of weeks, filled with projects, interesting people and of course a whole new group of students. I’m looking forward to posting about our experiences and sharing some new videos!

Our students met the challenge of moving from photo stories to video projects with new confidence and bright ideas. We’ve explored a wide range of formats and concepts, from public service announcements and silent films to full-blown dramas.  At Railway 8A, we divided the class into two groups and had each produce their own videos. Interestingly, the group with all the girls who love to dance ended up acting, while the group with the girls who aren’t as interested in dance ended up dancing!

A highlight of the short video production at Railway was when Prabhaker and HM called one of our students at home to congratulate her on her good work in the video. Her joy at this recognition was infectious and very gratifying. There were many benefits in dividing into two groups, such as getting to work more closely with each student and ensuring maximum participation, but the best part was the fact that some of the shyer, quiet girls were able to come into the spotlight.  While the videos address completely different issues, they share a similar theme: bravery. Fighting for your rights and recognizing that your own talents and interests are of value require the kind of strength in character that we hope all our students will develop. They certainly seem to be on the right track!

We had decided long ago that the public service announcements were the way to go at Audiah Memorial for our short videos, because these students seem to have an endless supply of ideas along this line (perhaps stimulated by our early “cause and effect” lessons). These students recognize that “consequences” can be interesting to portray on camera. Since we were sliding into festival season at the time of pre-production, they were especially excited to make videos about their favorite celebrations. On our first day of shooting for the Sankranti PSA, I was dismayed to discover that our main actor was absent. Looking back, I realize that this was actually a blessing in disguise, as it required one of our shyest students to suddenly become the main character. Rahul really stepped up and it was so nice watching him finally relax and have fun in front of the camera. I enjoyed teaching the students about silent film and showed them some classic examples that amused them.  While Sankranti production took several lessons, the Diwali team tends to be a bit more focused and was able to finish filming in one day—incidentally, the day that my parents visited the school. This was truly special for me to show off the students in action!  Both PSAs address actual dangers that our students and their families face during what are otherwise joyful times. Every year, explosions from fireworks cause serious harm and small children flying kites from the rooftops are in serious danger of falling or being electrocuted. I feel that our PSAs captured the spirit of each festival while expressing a subtle message to enjoy carefully.

At Bansilalpet, Emily and I wanted to have a lesson about point of view to kick start our brainstorming session for the short videos.  We thought of a way to demonstrate how individuals can see the same event differently. We split the class in half and lined them up on either side of the room while we stood in the middle. Then we hugged each other, while I smiled at one side of the class and Emily pretended to cry while facing the other. We asked the students to describe what they saw. They were surprised to discover the difference! My group of students came up with a story that looks at the perspectives or opinions of three people in one family: a grandmother, a mother and a daughter. I enjoyed this project because I felt I was gaining a small glimpse into some of the family dinner conversations of my students.

Below are several of the short videos, and the rest will be posted to our Vimeo and Youtube channels in the coming days. Goodbye to Hyderabad for now, but our return will mean launching into our final projects, a trip to Google headquarters and reaching new heights with our students!

17
Aug

Independence, Fight for Rights, and Photo Stories

Festival season is in full swing here in Hyderabad – exacerbating the familiar sense overload of India and creating a series of obstacles to navigate in class scheduling and seeing projects to completion. August 15 marked the 66th anniversary of India’s independence, and coincided with a transition period occurring in our curriculum – photo stories finished and venturing into the new territory of video pre-production.

Each of our schools extended anxious invitations to join them for their special school programs to celebrate the brave actions of Gandhi and the Freedom Fighters that allowed India break free from British rule. However much I wanted to attend both schools, I should have anticipated that it would not be so easy to peel away from the students wrapped up in excitement at the first, MGM, to share their pride in being Indians. I also did not anticipate that I, myself, would be expected to contribute to the ceremony by giving a speech on India. I have to admit that when they announced I would be speaking it came as a complete shock, not entirely sure that I felt appropriate to speak on behalf of a country I feel only humbly welcomed to live and teach in. That said, it did not take me long to realize upon this spontaneous reflection on the Indian Independence Movement, that this was not an isolated historical event of localized importance – but rather, the introduction of the power of nonviolent civil disobedience onto the world scale. The whole world has, through its influence on global social justice movements, and can continue to benefit from a remembrance of the words and actions of Gandhi and the Freedom Fighters. I enjoyed incorporating this into this week’s lesson plans by having the girls make ‘protest’ signs inspired by various quotes from Gandhi – on topics ranging from Character and Truth, to Women, Religious Unity, and Democracy.

I also thought that Independence Day came at an appropriate time of switching gears in our curriculum, because it is our aim to engage the students in socially conscious critical thinking. As much as Independence Day could function as a celebration of where India has come – it is also a platform to focus on the issues still alive in present day India and to imagine what India can be in the future. I love this country and its spirit, but there is also a reality that it is a place with some startling statistics if you begin to look into them- where 40% of schools do not have functional toilets, 42% of children are malnourished and underweight, and basic reading and arithmetic levels struggle to keep out of decline. It was nice to reflect on the relevance of the stories written by students for the Photo Story in this context, and I am excited to share these below.

Completed Photo Stories:

The girls of MGM wanted to draw attention to the struggle women face to receive an education in India. The story, written by students, is set in a village, where a young girl dreams about going to school. She pursues this dream for education despite the lack of support from family and community, creating a role model for local girls.

The girls from Sultaan Bazar bring us a lesson in overcoming our superficial differences. A new rule from the Commissioner has created rifts between the various people of Rainbow Park – fighting and prejudice transform the formerly peaceful park into land divided in inequality. It is only with the help of an observant young girl and a ‘Friend Book’ written in multiple languages that recognition of unity in diversity is restored. I like this story because subtly it addresses themes ranging from caste and religious unity to the celebration of Friendship Day and Independence.

Looking forward to sharing more in the future!

Until next time,

Kelly