Daily Updates
5
Dec

Three Cheers for Uma Rani!

Yesterday was my final class at Bansilalpet School. I’ll reserve a separate post for their final project but just for now I want to highlight one student in particular. We spent the class preparing for today’s final presentation and party: making a snack list, finalizing and retouching all the videos, and deciding who would give the welcome address to fellow students, the entire faculty, and the headmaster. Almost before I could finish asking for a volunteer, Uma’s hand shot up.

“I’ll give the welcome,” she quipped.

My co-teacher Geetha and I were both (pleasantly) a little shocked. From the beginning, Uma has been excited about the class and eager to learn, but also slow to raise her hand and very prone to blushing. She never quite got comfortable in front of the camera, but, slowly, she did make strides: first volunteering to be camerawoman, than to direct, and finally, to take the lead on writing our last fiction story and recording the voiceover. Still, if someone had asked me whom I would have pegged as a willing public speaker back in July, I would never have guessed Uma.

Maybe Uma’s transformation stems from the fact that, as a class, we’ve all gotten more comfortable with each other. We’ve worn insane costumes and had too many spontaneous dance parties to count.  The girls and boys have not only learned to work together, but have found that they enjoy it.  Maybe it’s simply that she’s six months older now. But whatever the reason, in the video below she proves herself to be an incredibly confident and articulate young woman.

I’m missing my students at Bansilalpet already, but it’s no small comfort to have walked away knowing that Uma and her classmates, who taught me so much over the last six months, truly are confident excited and excited about continuing to tell their stories.

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.


That’s a Wrap!

We are so excited to be posting our first photostory!

One of the first assignments I gave my students at Seethaphalmandi was to bring in an object that was precious to them and share it with the class so that I could get to know them better.  The class implored me to do the same and, the next day, I obliged by bringing in a handful of postcards from my friends’ travels.  At first, the postcards were a simple tool to help explain the basics of creating a storyboard for a photostory.  I had my students shout out what they could infer about Portugal from an image of a white church next to a lighthouse, or Washington, D.C. from a shot of the capital building or Israel from a close-up of a decked out camel.  Then, I read the accompanying text aloud to demonstrate how even more can be gleaned from a detailed written description.  Immediately, the students began to reflect on their own surroundings and to quiz me on how much I was able to understand about the culture of Hyderabad based on what I had seen so far.  They wanted to know what my friends thought of India, what had I taught them.  One student asked: “Teacher, have you sent any postcards yet?

And thus, the idea for our digital postcard was born.

Many ideas were thrown out in that first brainstorming session and I really hope that we get a chance to return to some of them- but partly because these students are naturally inclined to be in front of the camera and the idea of dressing up at school was exciting and partly because of my inability to pronounce or spell any of the things I was wearing they decided first to educate the masses about traditional Indian dress.

Digital Postcard: Indian Dress from The Modern Story on Vimeo.

I wrote in an earlier post about creative confidence about our goals of serving more as facilitators than teachers, of actively listening more than we lecture, and of our desire to see students confidently share what they know and think and feel with us.  photo (1)And in this class my students really had no option but to muster that creative confidence (please refer back to my previously mentioned ignorance).  When we needed to write a scene identifying the pieces of a half saree or decide whether a photograph should be a portrait of one student or a group shot the students quickly realized that I wasn’t the one with the “right” answer- they were.  It was wonderful to watch them step up and be the experts that they are and it’s led to our classroom having a much more open and egalitarian feel.

On a typical Thursday I’ll come in and ask them about what’s happened in the city since the last time I saw them- it’s festival season so there’s almost always been something exciting.  One week, a Muslim student taught me as well as the Hindu and Christian students in the class about Eid.  The following week, I explained absurd and amazing spectacle that is Halloween.  And this past week, a student named Nityanand explained the upcoming Ganesha festival- he’s an expert and counts it as his favorite since it happens around his birthday.  I can’t wait to continue learning from and alongside these students, but I think we’ll start off this week with a mini celebratory festival of our own!

5
Sep

Brother Praneet

Praneet Reddy first approached The Modern Story in late June. He had just completed 10th class and was home in Hyderabad for the summer, looking for a valuable way to spend his time before pursuing his Higher Secondary School Certificate in Bangalore. He had discovered The Modern Story the way many people discover The Modern Story – through a chance encounter with our website – but took the extra step of contacting us directly and asking whether he could get involved.

Its a rare and wonderful step if you think about it –  the type of gesture that makes non-profit organizations such as The Modern Story possible. Ideas are only as powerful as the number of able bodied men and women to act upon them and doing so invites a certain leap of faith.  I cannot count the number of times I’ve stumbled across a web page for a cause whose work I admired, whose photographs I picked through, maybe whose newsletter I signed up for to give my time, eyes, and momentary attention. But it takes a special amount of courage, initiative, and character to send a cold e-mail and offer yourself. Praneet did this very thing and for six weeks, volunteered his creativity and English-to-Telugu translation abilities as a co-teacher at Audiah Memorial High School (during production of A Rainy Day photo story). We gratefully accepted, little knowing just how valuable he would be to our teaching and just how beloved he would become to our 15 students.

In the five weeks we had the pleasure of working with him, Praneet juggled a multitude of roles with steadfast calmness and  cheer. As a co-teacher, he muscled through every technical failure, every power outage, and every change in the lesson plan with patience. As a translator, he managed to digest our lengthy explanations into an abridged Telugu version faithful to (and often more articulate than) the English original, choosing those very words that would would bring a wave of comprehension across the faces of our Audiah students and draw our classroom back together.

Most importantly, Praneet was an unfailingly kind friend and role model for the students, answering questions, sharing stories, and alleviating any mental roadblocks so our lessons had traction. The early confidence he inspired in these fifteen students, both in the technical process and in themselves (“Yes, I can do this!”), has made all the difference in their long-term engagement. This is especially evident among our male students – Rahul, Rohit, Bhushan, Vinay, Asif, and Nagaraju – who sat resolutely in the back row the first two weeks of class, physically distant and distracted. Once Praneet became a regular fixture, this pattern broke down. The boys began to talk. To follow their curiosity and ask questions. To share. Rahul, who barely said a word and shied the camera, was a different person with Praneet in the room. The two of them huddled in quiet confidence was a common sight before class. These days, Rahul is among the most active and technologically savvy of our students, inseparable from Windows Movie Maker and endlessly curious. He continues the legacy of his former teacher and friend in ever question that he asks and every technology that he masters. Today we set up Rahul’s e-mail account and wouldn’t you know – Praneet was the first person he wanted to whom Rahul wished to address his very first message.

24
Jun

Railway Potential

Potential: The first word that comes to mind after a week of teaching Railway Class 8A. The girls have strong personalities, a willingness to learn and seemingly endless excitement. Perhaps even more importantly, our classes have already seen hints of the girls’ creativity come into play. This combination could lead to truly remarkable outcomes from the semester.  As the three of us navigate the newness of living and teaching in India, it occurred to me that these girls are simultaneously starting on their own journeys of discovery. We will both be faced with many challenges. As fellows, we seek to find ways to fall into step with the rhythm of Hyderabad and to develop our voices as teachers. At the same time, I especially hope that we can help the girls build their own sense of belonging in the digital world.

Our first three classes introduced photographs as sources of stories, the concept of matching words with pictures and the difference between subtitles and voiceovers. We integrated drawing exercises into each class. One girl drew Kelly and me in India:

Kelly and Dana in India

We appear to be saluting the Indian flag. This topic was not the assignment (we had asked them to draw a visual interpretation of a letter they had written for homework), but the drawing conjured all kinds of emotions in me. I was touched that Devipriya wanted to draw us and pleased that she gave us bindis and smiles. Mostly, I was curious about the salute. Is she hoping that we will come to love India? In a strange way, the drawing gave me a strong sense of humility. I’m so thankful to have a hand in contributing to the global education of these students. The next several months will be spent working to live up to both the legacy of past fellows and the sense of obligation to the students—who truly deserve a chance to raise their voices.

24
Jun

Kelly’s Railway Reflections

After one week in moderately hot and sporadically humid Hyderabad- Dana, Emily and I have finished with the formal introductions – to students, teachers, commute routes, and culture. We have been left with the template of characters and stages that will be the basis of the story we tell over the next six months as teaching fellows with the Modern Story. On a personal note, I am surprised at how familiar the idiosyncrasies of India feel to me this time around – from the traffic exemplifying the potential for order in chaos, to the startling variety of human experience co-inhabiting the space of the streets. Wealthy, poor, Hindu, Muslim, Christian- boundaries between self and other broken- beckoning the foreign eyes to recognize the meaning of the Namaste greeting, an honoring of the place in each of us where we are the same.

We will be carrying out the Modern Story curriculum at a total of five government schools. Thus far, we have only begun classes at the Railway Girls School located in the Secunderabad area of Hyderabad, and will begin at the other 4 this coming week. All three fellows teach at Railway School, and then the tasks are divided up between the remaining four- with Dana and Emily co-teaching at two, and myself teaching at another two, called Sultaan Bazar and MGM. Initially I was struck with the distinct personality each of these schools had, and impressed with the quality of the computer labs that the students have access to. The greatest challenge I anticipate of our duties for the next six months is overcoming the language barriers, and finding a way for the students to actualize their creative potential despite the hurdles of communication. I enter this journey in a recognition that I must expect the unexpected, and that each school will present its own unique difficulties, but ultimately, and hopefully, through this will come a variety of voices in the media projects of the students.


Reading over the ‘script’ of our introductory videos with the girls of the Railway class.

We are blessed with the help of two inspiring teaching assistants at the Railway School, named Asma and Neha. Dana and I, co-teaching, work with Asma, while Emily works with Neha. I am struck by the calm maturity of Asma in the classroom and as an individual. The strength and determination I see in her rings to an age well beyond her young years, and I feel so fortunate for the opportunity to work alongside her. There is a strong network of support at the Railway School, and a dedicated interest in the program from the staff, that has been helpful in assuaging the anxieties of our first days. I am quickly growing fond of the students, and find myself needing to consciously keep the walls of student-teacher erect when I get swept by the instinct to just befriend the wide-eyed and attentive group. I am hoping that we will be able to harness their energy and direct it through their passion in a specific topic to produce nice media projects together.

This week was spent introducing the students to the Modern Story curriculum and what is meant by digital storytelling. We set rules for the class, reminding us to respect each other, listen to each other, and to not be afraid to share our own voices. We are orienting towards two goals, the technical product aspect of the digital component – technological literacy, camera, and writing skills – as well as the empowerment that comes through the process of creativity. We began with the questions of ‘What is a Story?’ and encouraging the students to recognize that everyone is a storyteller and they, themselves, are the lead character of their own individual, unique stories. The following is a slideshow of the student’s drawings done in a classroom exercise to practice connecting words with images. I am interested in the study of religion, so it grabbed my attention when many of the students responded that the first thing they do when they wake up in the morning is pray to God, or the first thing they see is nature. The religious diversity of Hyderabad is dramatically visible, and I am wondering if there is potential for exploring the topic of religion more closely throughout our time together.

‘When I wake up in the morning, I always…’

As the sun sets on Sunday and thus the weekend,the three of us are anxious to see what the next week has in store for us. The journey continues…

Until next time,
Kelly

6
Dec

TMS Final Celebration

Yesterday we had the TMS final video showcase and celebration.  It definitely snuck up on us.  One second it was the beginning of November and time seemed like it was passing at a normal rate.  All of a sudden we blinked and here we are — two days away from leaving Hyderabad, our home of the last six months,  with holiday news from home trickling in as we get closer and closer to the new year.

 

 

TMS Final Celebration! from The Modern Story on Vimeo.

 

Reflecting on the last five months is a daunting task.  While we’ve accomplished a lot, Stella and I have discussed the mutual feeling that we could have done so much more.  Such is the nature of most work that comes with a definite end date — you are always left with the nagging reminder of all the ideas that didn’t materialize and realizations that things could have been done better or more efficiently.  With some time to process everything that’s gone on in the last month, I’m sure we all will come to see a clearer picture of our time here, and gain a sense of the impact of this truly unique and incredible experience that has been the last five months.  Right now though,  it just feels like a whirlwind.

That being said, the event itself was a great end-note to our semester.  For the first time we had students from all five TMS schools — Sultan Bazar, MGM, New Nallaguta, Audiah Memorial, and Railway — together in one room to share in the celebration.  We arrived and hour before the ceremony to find the auditorium filled with hyper, buzzing students who had just finished setting up the seating.  They were clearly glowing with excitement to showcase their work, and there was the tangible feeling that they were lingering after they had finished their work so that they could spend every possible moment together as a group before TMS came to an end.   My girls played dress up with me and stuffed me into a very bright, glittery saree to mark the momentous occasion.

The film screening was a huge success.  The students who have participated in the program produced videos on a wide variety of topics, from the future of our environment, to examining identity and gender roles, to the consequences of political agitation.  Not only did students discuss and examine these thought-provoking and important topics, but they had to approach them from unique angles and consider how they could present their views to an audience.  The results were truly inspiring.

We closed the ceremony by presenting each student with a certificate, individual evaluation, class photo, and (most importantly) American Halloween candy.  As Pabhaker closed out the ceremony and invited all the guests to a reception in the computer lab, it was clear that neither students nor teachers were ready to say goodbye.  We lingered awkwardly with the visiting schools, beaming at the students and repeatedly praising their work.  They smiled back almost pityingly, trying to reassure us that it would be ok.  It was clear that neither group wanted to leave.  Once we finally tore ourselves away from the auditorium, it took us nearly another hour to say farewell to the Railway students and the grounds that have come to feel like our second home.   All in all, it was a lovely end to what has been a tremendous experience and learning process for all those involved — both students and teachers alike.

1
Dec

News and Thoughts As We Near the Finish Line

It is absolutely unbelievable but it is somehow true – we have hit the beginning of the end of our stay in Hyderabad. We had our last classes at 4 of our schools yesterday, and we have two more classes at Railway before we are officially done teaching. The last couple of weeks have been a whirlwind as we have been working up to our culminating event, the TMS Final Showcase to be held at the Railway Girls High School on Monday, December 5th. The event will feature short presentations by students from each of our 5 schools followed by screenings of their work. And we are also excited to host the founders and leaders of Vinoothna Geetha Media, a local production company, as well as representatives from the America India Foundation, as our Chief Guests for the event. It is the first time TMS has put together a final celebration of this magnitude, and we are thrilled to see how excited the students are for the event! We look forward to reporting back with many photos and videos, taken by the students of course!

Before we completely finished our jobs as teachers here, I did want to share a few thoughts on a topic that has repeatedly come up in our classrooms, our conversations, and our blog posts – language. India has 22 official languages listed its Constitution, and many more dialects. And language, as our students tell us, is a huge representation of identity. The language that each person speaks is a statement of their regional and/or religious and/or ethnic identity. The official language of Andhra Pradesh is Telugu but Muslims in Andhra Pradesh speak mostly Urdu and then ethnic Tulu people in Andhra Pradesh speak Tulu while many highly educated people only speak English with a native fluency. And each state has its own list of distinct languages that match its own unique make up of identities. So naturally, this becomes a problem for education, particularly in big cities where all of these different identity groups with their distinct mother tongues live side by side in the same school districts. Schools must ask, in what language should we teach? The solution in most areas is that government schools teach in different mediums. In Hyderabad, most schools will have each grade split into Telugu Medium, Urdu Medium, and English Medium sections. So then it is the students and families that must ask, in what language should we learn? Many choose English. Families hope that if their kid is studying in English from a young age, they will become fluent. And this is in a sense the most concrete effort they can make towards a bigger future for their kid. For one, English, possibly more than Hindi, is transferrable throughout India and definitely around the world. Knowing English gives students access to the world in a way that most of our students’ parents do not have. Additionally, most schools only teach 11th and 12th grade in English and college is almost exclusively taught in English, so if you hope to study beyond 10th grade, you would be well-advised to start Kindergarten in English.

So what’s the problem? Well, we have been teaching 8th and 9th grade students, many of whom have supposedly been studying in English medium for many years, and they all hover within a range of non-fluency in English. It leaves us wondering how they learn in their other classes. In my classes at AIF, which I teach in Telugu, I have a mixture of Telugu and English Medium students. I have often noticed a far better command of subject matter and sometimes even a higher level of confidence expressing ideas among the Telugu Medium students. After all, school and learning are tough, so naturally the students who get to go through it in their mother tongue would have a leg up. The English medium students just don’t get it all the time because they don’t understand the language the teacher is speaking. So this means that to some degree, students are having to choose between a better education in a language that limits their opportunities, and a better command of English with a quality of education that limits their opportunities. How frustrating that must be! I absolutely think students should learn English and become good at it. But in the long term, I think it should become possible and mainstream for students to study and become experts in any subject in their local language – if a kid is born in Andhra Pradesh to a family that only speaks Telugu and can’t afford private school, wants to attend school and study really hard and become expert in a subject, start a business in Hyderabad that deals only in this area and become successful, shouldn’t that be a possibility? Shouldn’t they be able to live their lives and be great in Telugu if they want to? After all, they do live in a place where Telugu is the official language, and the only language they ever hear. The British are responsible for many higher education institutions in India, which is partly why there is a widespread tradition of learning in English. But rather than being content with thinking this is appropriate in the modern world, I wonder if regional governments now have a responsibility to make a change?