Our sister organization, the New Orleans VideoVoices Project partnered with kids to make this incredible participatory film about their Iberville neighborhood.
Iberville Boys & Girls Club from Lily Keber on Vimeo.
On Saturday, December 12th, 2009 at 12pm New Orleans Video Voices, the Make it Right Foundation, and the Contemporary Arts Center will host a reception for the presentation of the youth-directed video exhibit From Devastation to Hope: Rebuilding with Faith and Love and a youth-created photo exhibit. The exhibit was created by four - twelve and thirteen year old girls under the direction of the members of New Orleans Video Voices. Both the photo and video exhibit display the resiliency of Make It Right Homeowners and Lower 9th Ward Residents as they continue to rebuild not only homes, but the 9th Ward community.
New Orleans Video Voices (NOVV) is a local media collective dedicated to using new media to address underlying problems of racial tension, education, economics, health, and health care in our communities. Through community member participation, health and resilience is promoted and sustained. NOVV uses of documentary film to foster critical thinking and media literacy skills, engages the creative power of community and amplifies the voices of a largely unheard population.
Noella Anderson, Sade Jones, Ebony Thompson, and Anastasia Woods all served as youth directors for the documentary From Devastation to Hope: Rebuilding with Faith and Love. Prior to directing this film, the girls directed From Our Point of View: Joining Hands to Save Our Community, a film that explores the history, triumphs, and struggles of the 7th Ward Treme area. This film won first place in the Elisabeth Irwin Human Rights Film Festival in New York, New York.
Anastasia Woods
Anastasia, 12, is an 8th grade Honors student at Slidell Junior High School and a Junior
Mentor and Facilitator for New Orleans Video Voices. Originally from New Orleans, she
appreciates the culture and traditions of her home city. She aspires to be a Pediatrician.
Until then she enjoys movies, singing, dancing, maintaining excellent grades, and
media. As a member of New Orleans Video Voices, she has the opportunity to continue
to do the things that she loves the most; documentaries.
Ebony Thompson
Ebony,12, is an eighth grader at Holy Ghost Private School and a Junior Mentor and
Facilitator for New Orleans Video Voices. She is an intelligent young lady who takes her
media skills to new heights. Ebony wants to be a doctor and a cosmetologist when she
grows up. She enjoys hair design, makeup, fashion, movies, singing, and of course
media. She has a natural knack for interviewing.
Sade Jones
Sade 12, is a seventh grade Honors student at John Dilbert School and a Junior
Mentor and Facilitator for New Orleans Video Voices. She enjoys singing, dancing,
talking on the phone, and media. Sade is a great camera person and has an eye for
scenes. With her new media skills, she is now avideographer for her whole family. The
media skills that she has acquired have allowed her to be a videographer of her family.
Noella Anderson
Noella is a thirteen year old eighth grade Honors student at Holy Ghost Private School
and a Junior Mentor and Facilitator for New Orleans Video Voices. The quiet one out of
the girls, Noelle is a great technical person, and great at setting up picture perfect
interviews. She loves taking B-Role for the documentaries.
Contact Michele Burton-Oatis, Director of Community Collaboration, New Orleans Video Voices at michele@neworleansvideovoices.org.
On Saturday, TEDx Silicon Valley will gather some of the world’s leading thinkers and doers at Stanford University to discuss Innovations for Social Change. The audience will be composed of a diverse yet curated mix of thought leaders from the Silicon Valley area (estimated 150 attendees). It will be a stimulating day of presentations, discussions, entertainment and art that will spark new ideas and opportunities for all.
The event was sold out just 48 hours after they announced it! Watch it broadcast online…
More about TED Silicon Valley…
http://www.tedxsv.org/
The Institute for the Future recently hosted a conference on the Future of Video. Here is the video of my presentation.
Caricia Catalani from Institute for the Future on Vimeo.
Here are some highlights on this amazing conference by IFTF’s Mani Pande.
Highlights from Future of Video Conference
Here are some of the interesting ideas that were shared by some of the expert panelists at the conference:
In the morning we had a panel with Howard Rheingold, Research Fellow, IFTF and Mimi Ito from UC, Irvine where they talked about user generated videos. Howard, who is an expert on the use of video for communication and teaching, talked about vernacular or informal video that is being created by non-experts. He pointed out that YouTube is providing new ways of doing things with video. There are probably new cultures that are developing on YouTube. Young people are going to YouTube to learn about new things like “how to videos” rather than Wikipedia.
Howard was quick to point out that video is more time consuming. In text you don’t get authentic presence of the person, but video does that making it more performative.
Mimi Ito, Research Scientist, UC, Irvine, correctly pointed out that most of the media today is made by amateurs. Amateur videos are entering everyday production and circulating in the same streams as professional work.Ito who has studied Japanese youth said that camera phone was fostering new kinds of visual awareness among young people in Japan. Young people are paying attention to their environment because they carry cameras with them, and are always looking to capture everyday experiences with their peers. Ito also believes that to understand the future of video you need to understand the social context in which video is being created.
While discussing the new kinds of grammars and genres that are evolving, Robin Sloan, VP, Current TV, said that when Current TV asked viewers to make videos, most people were imitating journalist. It was a little bit of a disappointment. 90% were people acting as if they were on TV. Sloan believes that innovation is not flowing from people in their 20s. They are very risk averse. Instead you want to look at either side of bracket. Teenagers or older people.
Online performance artist Ze Frank pointed out that creativity and efficacy are not conjoint twins. What matters is how effective you are in conveying the message. Citing his own example, Ze said that advertisers gave him money because they liked being associated with this new powerful genre which makes people do stuff.
My colleague, Jess Hemerly, moderated a panel on authorship, appropriation and control with Alexander Cohen of UC, Berkeley and Paul Spinard, Author, the VJ Book. Jess made a wonderful video presentation, which can be found on this blog.
Hannah Eaves from Link TV and from Caricia Catalina UC, Berkeley, talked about the role of video in bringing about social change. Citing the Nirodh project in India where video was used to spread awareness on condoms, Catalina said that use of video has been highly effective in advocacy and intervention in public health. Hannah said that the strength of video is that it can cross language and literacy barriers and is effective in making people take action.
The Institute for the Future started a research project to capture, via video, ideas from futurists, media experts, and the public that explore and participate in the emerging culture of video communication and to foster a discussion about the future social, political, and cognitive impacts of visual media. Researchers within the Institute for the Future and experts in visual medias are investigating the transformative power of video.
Watch their interview with Caricia Catalani.
Our first course on using video and new media for public health is coming to a close. The 20 students, staff and faculty that participated have been an incredible inspiration, helping us to evaluate and refine our curriculum. As a part of this hands on experience, our students practiced leadership skills with the help of Ellie Schindelman, built their capacity to produce videos for online and community-based sharing with the help of Anthony Veneziale, and collaborated using community-based participatory research approaches to video production with the help of Caricia Catalani. Our final syllabus, is included below. Thanks to our guest instructors, including Howard Rheingold, Basho Masko from Flip Video Spotlight, and Andrea Spagat from the Center for Digital Storytelling.
Course Description
This course focuses on understanding and using participatory media, especially video, for public health advocacy, evaluation & research. All students are welcome to join Fall Semester 2009. Students with some video experience are invited to join Spring Semester 2010.
Although video is not new to public health, this course introduces practices that are at the cutting edge of public health leadership. Participatory media practices use media—for example, online video, blogs, podcasts, and digital storytelling—to engage and mobilize diverse communities in research and action around the world. Using the distribution capacity of the Internet, this media can now be shared through vast networks to reach people and places around the world with astounding speed, at minimal cost and with relative ease.
In this new course, students will learn video and new media skills in the context of an evaluation for the new SPH Center for Health Leadership. Students will participate in designing the research questions, carry out the research using video and new media, and produce media products that can be used to communicate their findings. Research questions will focus on how we can best foster the development of leadership skills among students and alumni. We will want to look at:
We expect that participants in the class will interview students, faculty, alumni, PH leaders and people involved in leadership development efforts as part of their research. Video products can be used for communicating with/influencing current and future funders, new students, prospective students, faculty and others.
Students will be introduced to emerging theories of participatory media and learn from practitioners of participatory media from around the Bay Area to gain knowledge about producing and sharing media. Students will implement their own participatory video project(s), gaining skills in participatory decision-making, team building, video production, video editing, and strategic media dissemination.
New tools for public health leadership are particularly critical today. We face profound challenges from the global AIDS pandemic to the push for healthy built environments. To address these challenges, there is growing need to train public health leaders to communicate research and other health promotion messages in a manner that might be received, be understood, and act as a catalyst for change. YouTube, now the world’s largest distributor of video, has demonstrated the capacity for the medium of video to reach people around the world via the Internet. In February 2008, YouTube announced that it had reached the one billion mark – meaning, one billion videos are viewed through YouTube every single day (Berg, 2008).
Although scholars in general and public health practitioners in particular have been slow to embrace this tool, some early adapters have demonstrated the potential for communication of research concepts through video and YouTube. In a recent case, Professor Michael Wesch from the University of Kansas Department of Cultural Anthropology uploaded a 4 minute video that summarized ideas developed during his dissertation research. He had published a scholarly book through the usual academic means the year before, but it remained obscure. Within a few months of publishing his video on YouTube, the professor experienced something that all scholars who are dedicated to public communication need to know. Wesch (2007) writes:
Taking advantage of these new possibilities, this course instructs students in the utility of video to mobilize communities around research, evaluation, and action so that, in partnership with public health leaders, we might address today’s immense public health challenges together.
Instructors
Caricia Catalani, DrPH, MPH
Lecturer
School of Public Health
University of California, Berkeley
Co-Founder
VideoVoice Collective
San Francisco . New Orleans . New York
Contact
mobile (917) 533 - 7008
catalani@berkeley.edu
Office Hours: By appointment
Ellie Schindelman, MPH
Lecturer
School of Public Health
University of California, Berkeley
Center for Health Leadership
School of Public Health
University of California
Contact
ebs@berkeley.edu
Office Hours: By appointment
Video:
During this Sunday clinic, we will learn about capturing people, their knowledge, thoughts, and opinions, on video.
Learning Objectives- Students will be able to:
Read:
Introduce CBPR principles, formative photovoice studies, & new videovoice methodology. View clips of the New Orleans videovoice project. Discuss CBPR’s impact on action & advocacy. Announce on project team assignments.
Watch:
-The New Media Literacies, run time: 2 min 51 sec
Learning Objectives- Students will be able to
Read:
In class, individuals will present their storyboards, at which ever stage of the process they are, to their groups. In groups, students will provide feedback, looks for solutions, and discover the many ways in which teammates are creating stories to answer your research question.
Reading/Videos/Assignments
Reflection Paper DueStudents will complete a 2-3 page reflection paper that synthesizes what you have learned during the semester. The reflection should answer some these questions, drawing on your class, videos and team experiences, readings and other assignments:
· What were some of the most important things you learned/gained from participating in this class?
· How did you grow personally and professionally from this experience?
· How do you hope to use what you learned/gained in the future?
· How have your ideas about leadership evolved over the course of the semester?
· What do you think are the keys to effective teams and teamwork?
· What are your current thoughts about what it takes to make something happen/make change/make a difference in public health?
Double-spaced, 12 pt font, Times New Roman, 1″ margins Due date: Friday, Dec 18, 5:pm |
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Teaching PhilosophyThis class is student-centered & based on principles of participatory education - a transformative, empowerment model of education, in which we create a community of learners. Together, we will explore diverse ideas & perspectives, make meaning out of our experiences, and practice new tools for application. This class will focus on developing both an understanding of theory and a set of skills, so class time will be spent in both discussion /critical thinking and hands on skills practice.
As public health graduate students, you have knowledge, experiences & reflections to share. Your learning this semester will depend on your motivation, curiosity & desire to learn. You are ultimately in control of your learning. Recognizing that students have diverse learning styles, this class will include a variety of teaching methods & strategies. |
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Course Objectives
By completing the class projects, participating in weekly sessions, and completing readings, the student will be able to:
Course Requirements This is a 3 unit course, and can be taken for a grade or S/U. There will be weekly 2 hour class sessions on Tuesdays 12-2 and two Saturday video skills workshops on Sept 12 and October 10 from 10-3. All students are expected to participate in video production project(s), complete the assigned readings, and attend weekly sessions. Weekly sessions will include:
The following are required. Assigned readings will inform & supplement the work we do in class. Reading are indicated in each class session; other readings will be available on bspace and distributed in class. 2. Attendance and participation Your attendance & active participation is integral to this course, and we expect that you will attend and participate regularly. However, we also know that “life happens” and there may be times when you will be unable to attend class. If you need to miss class for any reason, please email in advance to let us know that you won’t be there. We allow for two absences during the semester for illness & pressing personal or professional reasons. If you need to miss more than two classes, you will need to make arrangements with the instructors to make up that absence. The two Saturday video workshops are an essential part of the class and getting hands on experience with video production equipment and techniques with the guidance of experienced professionals. You will also be responsible for attending your project team meetings throughout the semester. Project team meetings should be held weekly, after week 4. While there will sometimes be time allocated for group meetings during class, you will mostly need to organize meeting times outside of class. 3. Completion of course assignments Assignment # 1: Media observation reports: Assignment # 3: Team project: Produce storyboards for a 7 minute video (due December 1) Assignment # 4: Reflection Paper (due December Final Videos (Spring 2010): At a premiere party, open to the broader Berkeley community, students will screen 1-3 final video products on pre-determined topics related to their research questions. Final films will be no longer than 7 minutes each. Discussion will be held after each film screening. In addition to screening, students are required to strategically distribute videos using several online sharing tools such as YouTube, Vimeo, Facebook, personal blog or website, etc Method of Evaluating Student Performance Class participation: 30% Video project plan & rough interview guide 10%
Targeted video project plan 10% Collection of video footage 10% Final storyboards 10% Reflection paper: 30%
Consultation Teas with Instructor In order to provide students with individual attention and coaching, one instructor will meet with each student sometime during the first half of the semester for ~45 minutes. We will want to learn about your background, your goals, what you hope to gain from participating in this class, and how you plan to use the knowledge and skills gained from this class. |
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