TMS Fellow Updates

“I” is for India: An update from Tamil Nadu

While Ilana dealt with the uncertainties of AP’s Telangana situation, I’ve stayed on in Tamil Nadu to conduct TMS workshops at Communities Rising. Last week I worked with teachers from CR’s after-school program for village youth. They are creating a video that discourages the use of corporal punishment in education, which will become a teaching tool for CR staff trainings, as well as a great Tamil-language resource for other organizations. Expect to see a subtitled version in the next few days!

This week I am conducting two three-day workshops with 4th to 8th standard students in CR’s after-school programs. Inspired by the success Ilana and I have had in our curriculum-focused Sultan Bazaar classes, I’ve designed photo and video activities in which the kids reinforce their English lessons through learning multimedia skills. The teachers to whom I introduced digital storytelling last week are a great help in organizing these activities.

Today I held my first session with forty 4th and 5th standard students. After a quick name game with the younger crew, Siva–CR’s Periathachoor computer teacher–and I demonstrated how still cameras work. The 4th and 5th class students each practiced taking group shots, using TMS’s “3-S” tip of straight-steady-smooth. Then it was time for their break while the older bunch rolled in. Again Siva and I explained the parts of a digital camera and how it works, this time to twenty-five 6th to 8th standard students. We also demonstrated the use of a Flip video camera and tripod before they ended for and distribution of snacks and brand new Communities Rising backpacks. Tomorrow the older kids will get the chance to be more hands-on, but one particularly eager student, Androos, hung around and tested out the Flip camera after getting his goodies. The rest of them shook my hand at least seventeen times each (as Indian kids are wont to do) before heading out the gate.

The students gaze curiously into the lens as I explain how the shutter works.

Next the 4th and 5th graders returned for their second session, which is typically English class. We divided them into 3 groups, with one adult per group. I passed out pages showing alphabet letters to the groups, so that each group had eight or nine letters. They were supposed to go around the schoolyard, identifying and writing down things they saw that began with those letters. With the sun setting, this ambulatory activity descended into a bit of chaos, but by the time we reigned them in for closing, the groups had a list for almost every letter, and the kids were excited to take pictures of those objects tomorrow to create their own photo alphabet!

Group shot captured by one of the students during camera practice.


The Modern Story Ventures South!

Happy New Year from Tamil Nadu! While Ilana headed north over the holidays I traveled west to Mumbai and then south to visit an another education organization, Communities Rising. CR runs after-school programs in villages of Tamil Nadu’s Villupuram district. They work especially with Dalit children, and tonight I had the great opportunity to hear a presentation by a Dalit priest and lobbyist. I listened eagerly and asked many questions, as caste discrimination is an issue that hasn’t come up easily in conversations in Andhra Pradesh. I’ve wanted to learn more about the topic but wasn’t sure how to approach it, so that is party of why I came to visit CR.

While I’m here I’ve also been holding video workshops with some of CR’s great college students who volunteer in the after-school program. One of those students, Agni, has already completed editing a project in which he talks about CR’s work and his experiences with the organization. Check it out!

Fire at Communities Rising from The Modern Story on Vimeo.


Kavita and the Magic Dance Shoes

Long ago, before the Railway school had their first batch of quarterly exams Ilana and I created a three-day lesson plan revolving around a short story we wrote and titled “Kavita and the Magic Dance Shoes.” Our students’ photos have been up on Flickr for a while, but now I’m going to share the details of the lessons, which are ideal for a short-term storytelling workshop. Since we did this activity in early September, the girls had really only begun to deal with the idea of stories. Looking back at it now I can see how far they’ve come, with the exercises below serving as a fun and fundamental start.

Step 1–Creating a Story Sequence

Divide the students into small groups. Give each group a copy of the story, cut into 8 pieces. The students’ task: put the story in order.

How it worked out: In contrast to some verbal exercises Ilana and I had tried, the girls understood the expectations of this exercise immediately and worked together with great focus. It was from this activity that we learned how useful it is for us to type out instructions or definitions for our students–they can read at their own pace, without getting caught up/befuddled by our American English speech!

Step 2–Understanding Story Elements

Each group writes the story on poster paper in the order they chose. Hang around the room and ask groups to share why they chose the order they did. Use these examples as a catalyst for discussing story development and introducing story vocabulary (e.g. setting, characters, plot, beginning, conflict, resolution, theme, moral).

How it worked out: Each group’s story varied greatly. Because of time constraints, we were only able to have two groups share theirs with the class. Our students are used to classes where there is one correct answer only, so our compare/contrast technique with the two stories confused them at first. Fortunately, Neha and Asma, our TFTP (Technology for the People) teaching assistants cleared up the confusion by communicating with the girls in Hindi. Ilana used the metaphor of different floors in an apartment building to explain the way that certain pieces of information must lay the groundwork to understand the rest of the story. We drew on our communication lesson from the previous day by giving each girl a printed copy of the story vocabulary and definitions to paste into their notebooks.

Step 3–Telling a Story in Multiple Ways

Split students into 8 groups. Each group receives one section of the story. They must choreograph a 30-60 second dance that illustrates what happens in their part of the story. Perform these dances for the class.

Next, the groups choose one freeze frame from their dance that best represents what happens during the dance. A student photographer takes a photo of the freeze frames. (Upload now or in next session). Now we have three ways of understanding this story: in its written form, through dance, and in photos!

How it worked out: Even though we’d been doing drama exercises all week to make the girls comfortable being expressive in class, they took a bit to get comfortable planning their dances. The results were a delight, but we ran short on time for the photography portion, so we chose a photographer before each story segment was performed. At some point during each performance, I yelled, “Freeze!” The photographer snapped a shot and then the dancers continued. The girls were excited about dancing, but even moreso about taking pictures and Ilana and I promised more photo storytelling activities would come after our break for exams.

Kavita and the Magic Dance Shoes

On Kavita's 12th birthday, she found a pair of old red dancing shoes under the mango tree in the maidan.

Kavita and the Magic Dance Shoes

Kavita loved to dance. As soon as she finished her studies she always turned on the radio and practiced the latest Bollywood moves with her friends.

Kavita and the Magic Dance Shoes

As soon as Kavita put on the old red dancing shoes, she realized that she could do any dance move she'd ever seen. Her family and friends were amazed. She realized they must be magical.

Kavita and the Magic Dance Shoes

Kavita danced so well that she was invited to audition for a performance at a big festival in Hyderabad.

Kavita and the Magic Dance Shoes

When Kavita arrived at the dance hall, she realized that she had left her red dancing shoes at home. She began to cry, and thought, "how will I ever be chosen without the magic shoes?"

Kavita and the Magic Dance Shoes

When it was Kavita's turn to audition, one of the smaller girls told her that she was a beautiful dancer and that she couldn't wait to see Kavita dance. Kavita went onstage.

Kavita and the Magic Dance Shoes

Kavita danced better than she had ever danced before. All of the judges applauded and told her that she would perform in the festival.

Kavita and the Magic Dance Shoes

Kavita was elated and proud, and she realized that she didn't need the magic dancing shoes to be a wonderful dancer.

 


Meghana’s Dream

When I ask the typical question, “what do you want to be when you grow up” to my TMS students or other kids I meet in Hyderabad, the most common answer is software engineer. It makes me wonder what the answers were before the IT boom hit Hyderabad. Below I’m posting a homework assignment by one of my students, Meghana. The prompt was, “Think of one thing you are good at. Imagine that for one day you are the best in the world at that thing. Write about your day!” I’m surprised how sometimes we give short directions and the students totally get it, while other times, we try to give lots of direction and it’s confusing. Meghana’s response is not specific to one day but she does give many other clear details about her future goals. Though it’s not a digital story yet–it’s leading up to a project Ilana and I are calling “About Me & Super Me”–it is a modern story in its reflection Hyderabadi youths’ goals, as well as economic and societal expectations.

As some of my students like to write at the beginning of their assignments, please read and enjoy the story:

Meghana, Railway Girls High School

I think one day that i became a good worker in one good company as software engineer. I have to do good work in America. After some day’s and i come to India, first i see my parents. they should feel very happy. I buy one ‘car’ and my parent’s, my grandmother and my sister should go in that car. It is my dream. I should think I the best in the world and my aim. I will do that aim. On that time my parent’s feel very happy. I shall thank parent’s and my teacher. I shall thank to my project work teacher’s also. Again I should built one house. This is my ‘dream.’


Elephants & Ants!

With the Railway school’s TMS classes on hold as the girls sit their quarterly exams, Ilana and I have a chance to catch everyone up on what’s been happening in our classrooms lately. At Railway we teach separate classes with 16 girls each. We plan our lessons together, which allows us to give each other feedback on which elements worked and which didn’t.

In our first few weeks we focused on introducing digital photography. After our basic lessons using diagrams (on/off button, lens, shutter, display, etc.) and group camera practice we introduced the idea of framing–“what you include or exclude from the picture.” We gave each girl a paper frame and took them on a walk around the courtyard. As they held up their frame to imagine what they shots they would take they started to understand that they have the power to decide what’s inside the frame.

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Lalitha, Jayashree, Krishna Veni (8th year students in Kara's class)

Explaining “composition” and “perspective” the next day proved to be a bit more difficult. We’ve learned from more recent lessons that the girls understand definitions and also homework instructions much better if we print them out. Railway is an English-medium school, but our American accents are difficult to keep up with!

Additionally, the girls had some difficulty imagining that the elements they were including in their pictures could be arranged in different ways. We didn’t want to leave them confused but also wanted to keep class proceeding to new activities and concepts, so Ilana and I came up with an exaggerated example for the girls to practice and wrap-up composition and perspective in the next class.

We divided each of our girls into small groups, each of which had a camera and a task: take photos of things around the schoolyard…as an elephant or an ant. Half the girls had to look through the lens as if they were tiny crawlers and half as if they were galumphing beasts. Some of the results are below, and you can check out more photos in the Elephants & Ants set on our Flickr page!

Ant's Perspective

A new vANTage point

Ant's Perspective

Another ant shot

Elephant's Perspective

Elephant!

Elephant's Perspective

Hello, elephant

The girls are also making great progress with storytelling and expression (more on that in the coming days), but they are always eager for more time using the cameras!


Michael Jackson in the Classroom

Last week in order to learn more about our students and foreshadow an upcoming autobiography assignment, Ilana and I asked the girls at Railway to write “the story of me” for homework. In this family-oriented culture, it’s no surprise that most of my students began their compositions by listing the names, ages, and careers of their father, mother and siblings. To that they may have added a few of their own hobbies or favorite foods, but not much more. We’ll get there eventually. One of my students, Sandhya, did go further in describing her own outlook, passions, and dreams. For example, she wrote, “My aim is to become a great dancer for example we know: Mickel Jackson is one of the great dancer but he died and he is in heart of all dancers.

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student photography: Sandhya

As I paged through the rest of Sanhya’s notebook I discovered that I hadn’t read her first composition because she’d been absent the day the other students turned it in. The assignment had been to write a story or write your favorite story in your own words. Many students wrote a moral tale, but again Sandhya had broken the mold. She wrote a delightfully imaginative piece about her life as a dancer, which I am posting here:

Once upon a time, one girl who’s name is A. Sandhya. She was very good at dance. She always thinks about her dance and she always be in her dance. One day she wrote exam in M.A. dance. After a few days later her exam results came. She passed in first class in the exam. The other day she was going to take a certificate from the great dancer Mickel Jackson. So everybody in her family felt very happy. Even her friends Preethi, Sara, Shafia and other friends heard this news and came to Sandhya to give her good wishes and it became morning. Now the time is 8:30 AM. At 10 AM she is going to take the certificate. She is going on her bike and suddenly she had an accident with a lorry and she died.

The day I stop loving the dance is the day I closing my eyes forever.

Your sweet A. Sandhya

Keep

Smiling

The day after I read Sandhya’s story, Ilana and I arrived at Railway to discover one of our classrooms taken over by dance auditions for the upcoming Teachers’ Day celebration. We relocated to the main computer lab and held a joint class wherein we asked the girls to share their thoughts on the word “power.” Some of the responses included, “energy, strength, knowledge, tigers, and CM (chief minister).” When I asked the question, “Does anyone in this room have power?” most of the girls giggled. Some said “No” while a few, perhaps recognizing my question as a leading one, shouted, “Yes!” The next question came from Ilana: “What kind of things do you have the power to do?

Dance,” Divya, one of Ilana’s students, called out. I guess I shouldn’t have been surprised, but I was—pleasantly so. The response allowed us to draw out ideas about power with much more relatable concepts for the girls than examples that come from our own cultural perspective. In recent classes at Railway we’ve been doing camera practice while encouraging creative composition and framing. Because the girls are so new to using cameras, at times these concepts have been difficult to explain. Next week when we delve further into how stories are constructed we will draw on the lesson we as teachers learned about the students’ connection to dance: One of the homework assignments we’ll give will be to create a short dance that tells a story involving elements such as a main character, conflict, and resolution. We’ll be sure to photograph or film some of the results, so check back soon to see how Sandhya and others live up to their Michael Jackson dreams!


Happy (belated) Teachers’ Day!

This past Sunday, on the birthday of the famous educator, Dr Sarvepalli Radhakrishnan, India celebrated Teachers’ Day as a way to express appreciation for the nation’s devoted instructors. Since Railway Girls’ High School is closed on Sundays, the teachers and students there organized a beautiful celebration for Monday morning and invited Kara, Asma, Neha, and myself to attend as special guests. We were thrilled to be able to spend more time at the school interacting socially with students and staff, in addition to our great time in the classrooms. Our time at Railway on Monday was a wonderful opportunity to learn more about the school’s history, the relationships amongst the teachers, and the community as a whole.

The weeks since I (and Kara) arrived in Hyderabad have been a whirlwind – a constant barrage on the senses and full of more incredible experiences than it feels possible to recount in a simple blog post. Images/sounds/smells/impressions seem to be accumulating in my head and in my computer in a frightfully exponential fashion, and it has taken some time to begin to process them. However, now that we are settled in, Kara and I have an immense amount to share and we are both quite excited to finally begin spilling our stories out onto this ample white (web) page.

For now, I will let the photos I took at Railway speak (mostly) for themselves – you can think of them as chaat, and of the much more detailed posts that will follow shortly, as very large and filling plates of biryani.

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Asma and Neha, our two teaching assistants from Technology for the People. They are wonderful women and invaluable assets to the classroom.

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A precise and very delicate dance by one of the Railway students.

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The little ones! I’ve never seen such enthusiastic audience members – their applause was furious.

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Dr. Smt. V. Indira (in orange), the former Headmistress of the school, and an inspiring speaker. Next to her, (in green) is Smt. Janaki, the current Headmistress, a similarly admirable woman.

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Watching the performances from behind the curtain.

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The 10th year girls all wore their saris to school instead of their uniforms so that they would look more like teachers. On Teachers’ Day at Railway, the teachers get to rest and the 10th year girls teach classes in their stead.

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Shailaja, Railway’s very sweet computer teacher.

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Navya, a former TMS student. Navya played the part of Headmistress, and she was excellent in her role (just the right amount of formality and authority in her tone to let me know she took her job seriously – at least for the day).

So! chew on all this (like paan,) and check back soon for a slew of new blog posts. Now that the blogging ball is rolling, it will certainly pick up speed.


Introducing: Ilana!

Hi Everyone!  I’m Ilana, one of The Modern Story’s two new fellows for 2010/2011. I’m very excited to be collaborating and creating with TMS’ students, local teachers, supporting organizers, and friends over the next six months here in Hyderabad. I hope that you’ll find this blog a space of consistent insight as Kara and I document our work and continue to build upon the incredible efforts of Piya, Remy, and the previous fellows.

As I’m the newest kid on the block, I made a short video to share a bit about my own history and the important events and interests that led me to TMS. The written word, stage performance, and radio were my first true loves, but I have come to find multimedia work an exciting and powerful tool for social activism and personal expression – with it, the creative possibilites are endless! If you throw a little bit of everything into the pot, the resulting stew is sure to taste like magic.

The quote Kara used to summarize a unifying theme in her interests was very revealing, and so perhaps if I were to select one of my own, it would be this, from Kiran Desai’s essay “Night Claims the Godavari,” from the book AIDS Sutra:

These were lives lived beyond ordinariness, insisting on a personal story, not exchangeable with any other. ‘Tell each one properly,’ said the women in the jungle by the ocean.

I love nothing more than sharing stories with friends, family, and strangers, and helping both children and adults find new and empowering ways to express themselves through storytelling. I hope you enjoy the video, and I look forward to sharing our future adventures!

[vimeo http://vimeo.com/14036760]


Google teams up with The Modern Story for a career day panel in rural India

Google and TMS team up to drop some knowledge

On Saturday February 6th, The Modern Story (TMS) and Google teamed up to present a career day panel in rural India at Nalgonda´s Andhra Pradesh Residential Boys School.  The school, which is a boarding school for primary education, is an all-Muslim government program 3.5 hours south of Hyderabad. 5 volunteers from Google spoke to children of all ages from 4-10th class about their experiences in India’s educational system and how they got to be where they are today. Sheik Mohammed, a Google Maps programmer, spoke about his life in Uttar Pradesh. He grew up in a household supported by a single mother without a father or future prospects. Sheik told the kids how a life of do or die motivated him to achieve in school. His advice came from his own experience that seemed to resonate with a lot of the boys in 8-10th class. He related to the kids how he never wanted to become an engineer just because everyone else did. Rather, he wanted to become an engineer because his fascination with computers led him to learn after school, outside of the classroom, supplementing his education.

Sheikh, Ioana and TMS students at Nalgonda for the Google Career Panel

The Google team arrived around 1:30pm and had lunch with the students. Afterward, the panel was held in front of the school’s maps of Andhra Pradesh, India and the World painted on a wall on the second floor next to TMS’s classroom. Using these maps as concrete images, the Google team talked about their work on Google Maps on-line. Many of these students are unable to type. Nor have they had any extensive experience on the internet. Few knew what Google was, but their imaginations were visibly sparked. The panel proceeded by talking about problems and common experiences in Indian education and attitudes toward learning, the exciting opportunities in India’s growing economy for jobs, personal anecdotes and fielding student questions.

The last part of the panel was a motivational period where Ms. _ spoke to the kids about their potential for growth, individuality, and encouraged them to ´fight for India,´ with a wink to our no-violence curriculum :). The event ended at 4:00pm with the kids sending us off with cheers and the Google team thanking the administrators for the opportunity, saying they would love to come again. We’ll be looking forward to working together in the future. 


A day in the life of a Modern Story Fellow

After posting many student photos, essays, and film pieces and following the impressions of leading Indian experts on The Modern Story’s work in Hyderabad, today afforded a good opportunity to describe to future fellows and the general community what a day in the life of a Modern Story Fellow is like. Morning began with a fiction workshop that I have fallen into as Hyderabad offers a rich literary culture and group of talented editors, screen writers, filmmakers and historians. Critique, responses and networking is done locally and on-line. Then the power goes out and I use the opportunity to un-plug for writing a script piece that a local filmmaker asked me to work on. Headed to class. Students gave ideas for a Public Service Announcement they want to do. Leading ideas include a public service announcement on drunk driving and making food sold on footpaths cleaner and healthier. As Bogota’s mayor once said, the difference between developing and developed countries lies not in their highways but on their footpaths. The students began story boarding today and hopefully soon we will move into animation and production.

This year presents a unique challenge to The Modern Story as new administrators and staff at local schools are asking that we complete more of the videos on campus and less time spent going ‘into the field’ for things like community media reporting or documentary work. The lack of props, vivid backgrounds, and unique atmosphere that we otherwise might have access to is unsettling. But, to get around this issue, we tested the idea of using colored chalk to do stop-frame animation drawings. This technique satisfies local administrative restraints, expands the possibility of student imaginations to take form for TMS projects, and also is much quicker to complete than working only with traditional ‘flip-book’ animation. Hopefully we will be able to demonstrate results soon.

After class the TMS team met with th Byrraju foundation to plan a story telling workshop in northern Andhra Pradesh in late March. Following this meeting, I went to hear a talk and have tea with William Darlymple at Saptaparni, Hyderabad which was an intimate but elegant setting that might prove to be a good location for TMS’ awareness event in late February. Darlymple is famous for his travel writing and published one of the best books in the genre at the young age of 22 titled, In Xanadu. He stopped by for a small reading and fielded questions about his recent work Nine Lives: In Search of the Sacred in Modern India. The talk was appropriate for those interested in the work of projects like The Modern Story as it addressed issues and problems related to storytelling, narrative art, and using prose, photography and film to facilitate cross cultural exchange in India. This week’s TEDx Hitec City event also shed a lot of new light on animation workshops for children and story telling in India. I would suggest both their professional work and the content of their talks be ‘required’ reading/viewing for future fellows coming to India.

After the talk with Mr. William Darlymple, I went to the Qutb Shahi tombs to see a contemporary Indian dance performance mixing martial arts and modern movements in India’s seven dance idioms. The performance, held at the last of the Shahi tombs, required the audience to rotate around the magnificent Persian architecture as the dancers evoked spirits of the dead into a display that employed martial art discipline of movement and the agility of world class dancers from Europe and across the Subcontinent. Then afterward I went exploring the burial houses around midnight that still remained open. The night ended with a local friend taking me to Basra Cafe, a great byriani restaurant near the TMS apartment in Abids where we had tasty garlic chicken kebabs and byriani rice. I hope this presents a small picture into the great opportunities the TMS fellowship provides.