TMS Fellow Updates | The Modern Story

23
Sep

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.

Sep, 9

Nelle Dunlap

TMS Fellow Updates

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.

This 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.

The 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.

5
Sep

Nicole Wisler

Classroom News, Daily Updates, Photo Stories, The Modern Story Fellowship, TMS Fellow Updates, Videos, Watch

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.

Sep, 3

Nelle Dunlap

TMS Fellow Updates

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.

Class 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.

Aug, 31

Shivani Aysola

Classroom News, Photo Stories, Reflections, The Modern Story Fellowship, TMS Fellow Updates

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!

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”

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!

Classroom News, Daily Updates, Photo Stories, The Modern Story Fellowship, TMS Fellow Updates

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. 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!

Aug, 21

Nelle Dunlap

The Modern Story Fellowship, TMS Fellow Updates

One Mutant Octopus Self-Reflects

“The teacher is of course an artist, but being an artist does not mean that he or she can make the profile, can shape the students. What the educator does in teaching is to make it possible for the students to become themselves.”
― Paulo Freire, We Make the Road by Walking:
Conversations on Education and Social Change

This blog entry is dedicated to the Most Improved Student of Summer (M.I.S.S.) of TMS 2013. Certainly, all 220 students enrolled in the program have made huge strides – all can confidently manage cameras and Flip voice recorders, compose a wide variety of shots, create props / costumes / sets, act, and capture abstract concepts with a still image. [see slideshow of “Scavenger Hunts” at our schools, below!] Perhaps it is because this particular student had so much to learn, but she has rounded the learning curve and made it to the finish line second lap. Nelle Owens Dunlap, you are the M.I.S.S.!

I am only joking. There are many others here who have come further than I, who truly deserve awards. However, as a student of learning, I must recognize how much my facilitating (“teaching”) has improved due to the challenges of teaching in a new language, culture, and education system. I want to recognize how much the unwavering support of my TMS mentors and colleagues, local AYV / AIF / DE coordinators, teachers at West Marredpally, Hill Street, Seethafalmondi, & Railway, and of course the students have helped me.

oh yes, we democratically vote for our poems around here.

Seethafalmondi students school me on the art of Telegu poetry.

1. Communication. That which I used to call “The Language Barrier Situation” has been renamed the “Let’s-Make-Nelle-a-Better-Teacher Situation;” less catchy, but more true. In the past, my go-to teaching strategy has been a high-energy, fast-paced, joke-cracking, FUN! attitude; which often works, but always feels like a car chase. It leaves me exhausted, and doesn’t allow much room for quieter students. In Hyderabad, I have slowed my speech, changed my inflection, and increased the time spent thinking before I speak. At Seethafalmondi, more of my students are Telegu-medium than English medium, and so I put even more focus on breaking down concepts into simplest terms. I rely greatly on English medium students for communication, and incorporating communal translation into our routine has added a rich Three Musketeers attitude to the class. I still joke (Charlie Chaplin’s got nothin’ on my non-verbal comedy) and keep my energy up, but the slower instruction pace leaves more time for checking-in and space for questions. To support our linguistically diverse classroom, Seethafalmondi’s first video project is an illustration of Telegu, Hindi, and English poems.

When I rejoin a U.S. classroom, I may choose to complicate my speech with adverbs, prepositions, and contractions. But I will hold onto the power of being a quieter teacher. I no longer feel the need to channel a circus ringleader or an MTV VJ (that is still a thing, right?) to compel kids to listen.

artwork by Baltimore student Marie Mokuba!
{GIRL, U SO FAMOUS}

my seat here in the back of the classroom is feeling pretty comfortable.

2. Mindfulness. About a month ago, Nicole and I had a great conversation about the poor representation of girls in the media, both in the U.S. and in India. The subject was near and dear to me: I facilitated a media-focused art curriculum with teenaged girls as part of my thesis work. We both went into our West Marredpally classes with the same direction in mind. Nicole’s students connected to the subject instantly. Mine did not. Perhaps I was too complicated and presented too many intertwined ideas before asking for response (ownership, gender bias, the machine of capitalism!). Perhaps I wasn’t open – instead, too ready to hear opinions and ideas of 13-year-old Baltimore girls. Perhaps they just had other things on their minds that week. Either way, the first class ended without much headway, as did the next. Each time I brought in a new angle, but no takers. Halfway through the third such class, I erased everything on the board. I asked, “What do you want to make a movie about?” The response was instant – “money problems,” “child labor,” “child marriage,” “health issues!” From there, the process was beautiful and organic. After a few journaling prompts, they wrote a collaborative narrative and then a storyboard, broke into small groups and chose responsibilities. Festival season has me a bit nervous about time, but we are set to move into production next week.

Because the topic was so resonant with previous students, I assumed the right prompt would get West Marredpally on the same page. Maybe it was just a matter of time. But why push for one agenda when the students are so ready to take on another issue? Both topics provoke critical thinking, and both global dialogues can benefit from student voices. Graduate school left me fairly well-versed in Freire’s principles of liberatory education. I am resolved to forever eschew Banking Education (wherein students are empty buckets and the teacher pours knowledge) in favor of open discussions and reciprocal learning. My push for a media discussion led to too many classes of imparting wisdom rather than letting the students lead. Speaking about the media is valid and important. Down the road I may try another prompt. But it was an important lesson for me to let go of my personal passion and make space for the students to teach the story.

true story.

3. Overprepare / underreact. When I arrived at Hill Street on the first day I recognized no one, despite having met all parties only days before. Mind you, I have a really good eye for faces. I later realized who was missing: the HM, the in-charge, and both assistant teachers. I was passed along to the crafts teacher, who sat by, wholly confused, as I taught her students the tenets of TMS. The next time, I had an assistant but 80% of the students changed – so we started over. The next time, class had grown by 10 kids – so we half started over. The next time, class was canceled because of exams, and then because of a festival. The next time, I got two completely new assistants. The next time, half my students were abducted by aliens and transformed into mutant octopuses. They were slimy but could use four cameras at one time, so it was okay.

I don’t mean to be flip. I am constantly learning about the challenges faced by government schools, and the effort it takes to supply assistant teachers, consistent students, and a classroom for TMS; I am grateful for this undertaking! I am only noting that it is a new experience, and that I have become more prepared for teaching in unexpected situations than I would have thought possible. It’s also a total joy to be experience the sweet amenability of the students and the determined yet c’est la vie! attitude of the teachers. I can only hope that some of it rubs off on me.

the “friendship bands” team looking totally cool.

4. Perspective. Students in Hyderabad seem at the same time older and younger than U.S. students of the same age. Younger in their manner, stature, and often timid attentiveness; but older in the serious and focused way they respond to responsibility. Do you remember what it was like to be a teenager? Tough! We expect a lot from TMS students, and it’s easy to forget awkwardness of the space between child and adult. On the first hectic day of production at Railway, as the actors changed into their costumes, Asma and I watched helplessly as the 14 girls in charge of taking photos and recording voiceovers also changed out of their uniforms into jeans and tees, brushed their hair into high wavy ponytails, and carefully applied liner and mascara. Yes, it was time-consuming and cut into productivity, but I was reminded how important these rituals were to me when I began to define my own adult identity. After all, it is the small connections between lives lived in different generations, and thousands of miles apart that makes the relationship between TMS fellows and participants so special.

Thanks for reading – don’t forget to check out the slideshow below 🙂

7
Aug

Nicole Wisler

Classroom News, Photo Stories, The Modern Story Fellowship, TMS Fellow Updates, Videos

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!

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 talk 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!

Jul, 28

Nelle Dunlap

TMS Fellow Updates

The wind at our back; full steam ahead!

I could probably start every blog entry from now on with the following sentence, but I’m choosing to use it now: This phase of TMS is blowing my mind.

Oh, Nelle Night Owl brain, how I’ve missed you.

When I was in grad school, I often found myself awake at 3 am; scribbling notes and project inspirations on big sheets of butcher paper, arching lines of Sharpie between the ideas to create mind-maps. Something similar has happened this week. I don’t have butcher paper, but my biggest sketchbook is filled with connections between my students’ strengths, interests, and dreams – and my own.

It’s fascinating to me how much each class has its own personality. With all four classes, I have covered myself in chalk dust illustrating the same camera diagrams, and with all four I have perfected my comic timing by repeatedly acting out + storyboarding a tale about my pup Thisbe. But each class has moved forward differently; giving new answers to the same old questions and drawing unique conclusions from identical statements. It’s exciting to see this happen naturally. It’s also exciting to discover each class’s idiosyncrasies and link them to thoughts in my own life. I believe teachers and collaborators are most successful when they work from what they know, and so I am committed to the mutual discovery of these connections with my students.

Hill Street sports photogs captured many an action shot. I think they would enjoy interviewing the trainer at my gym!

We are keepin’ it active, healthy, and weird at Hill Street. “You wanna meet some crazy Baltimore kids??”

I see connections between student ideas and Hyderabad activists, organizations, and artists I have met. I envision collaborations between my 8th class at Railway and former students in a Baltimore, Maryland middle school. I watch themes emerge from a discussion of why girls should make media that were present in my thesis work. I can’t wait to see how these relationships will enrich our TMS projects, and how TMS projects will then enrich a multitude of different media communities.

But first, a qualifier: while it is valuable to me to strengthen these connections, it is far more essential that these students remain the creative producers of their own stories. And so, on these four Ships O’ Learning, I am careful not to let my creative experience and enthusiasm turn me from crew member to Captain.

I am sometimes, perhaps, a light-house beacon who keeps our ship from wreckage, or a friendly mermaid who guides it in a beautiful direction; but I am not the one with her hand on the ship’s wheel. I do not yet know for which coordinates we are headed, only that I shall discover them alongside my first mates.

Jul, 23

Shivani Aysola

Classroom News, Photo Stories, The Modern Story Fellowship, TMS Fellow Updates

Smart, sassy, socially conscious — another update from Railway

Namaste!

While our first few weeks in Hyderabad were filled with hotter-than-hot temperatures, things have drastically cooled down with the arrival of a cloud filled sky. The nonstop barrage of rain has been perfect for settling into the classroom and doing some quality brainstorming with students. The girls at Railway High School in Lallaguda were the first ones to get classes underway at the start of the semester and are thus further along with the curriculum than the rest of their peers — which means the beginnings of a photo story!

The girls have been musing and marinating about various problems that they perceive in their community and so for homework we asked them to illustrate two images: one picturizing a problem, and another showing a solution. I was pleasantly surprised by the breadth of issues that the students spoke about: Jyoti was concerned about water wastage, Vennela is particularly interested in the plight of child laborers, and Mohammedi had this to say about child brides: “It’s very sad when someone’s childhood ends at the age of eleven when they get married”. Nearly all proposed contacting the government for solutions to the problems with Pooja even inquiring about the best way to organize a march downtown! I’m certain that the class contains the next Indira Gandhi or Pratibha Patil; these kids are not to be underestimated!

Sirisha diligently photographing Pooja interviewing Ms. Nirmala

Sirisha diligently photographing while Pooja interviews Ms. Nirmala

Most of the girls centered their problems around the plight of those located outside of Hyderabad: “in the villages there is no electricity, in the villages there is too much pollution” and so on. Picking up on this common undercurrent the first photo story has been tentatively titled “Village Life” and will focus on four main themes: Roads/Pollution, Water, Education, and Electricity. Students then picked which topic piqued their interest the most and split into the appropriate group to do research on the internet and to interview adults. We’re still in the beginning stages but the girls are so enthused and energetic that big things are sure to come — stay tuned!

« »