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MEDIA LITERACY AND INTERCULTURAL DIALOGUE Strategies, Debates and Good Practices they have discovered during the dynamic, and make bridges between the student´s impressions and the theme of the session. The theoretical development is done with a simple language and plenty of visual examples that encourage analytical observation and discussion. The teacher must constantly question the students about what they have noticed during the game stage and thus formulate ideas arriving to the issues that are discussed now. Then comes the practical exercises (photo shoots, recordings of short films, etc.) where the student, individually or in groups, actively use the theory, thus uniting concepts with experiences that they have discovered recently, obtaining the construction of signifiers and meanings. After the session the team meets to go back on what they learned in class. What has been understood or not, what they liked or disliked. It is a challenging space for the teacher because comments are often sharp, sometimes without filter, but above all, and if we encourage mutual trust and respect, you can achieve a transparent conversation with the group. b. Class Type B The initial dynamics are based on challenges that students must overcome to notice the importance of teamwork, both to record short films as for life. They note the importance of the joint effort to achieve their goals, which in this case are materialized into an audiovisual product that will represent all alike and forever. The recordings listed in class Type B are of longer duration and thus require much effort (physical and emotional). There is a pre-production work, production and post-production done entirely by them, in which teachers perform an advisory role. Kids need to be very sure of what they want to accomplish because it is during the course of the record, the result seems too far away. That is why the professor and his assistant should encourage them to persevere to achieve a result that may, at the time, seem invisible, sharing with them that the sum of all tasks will achieve the projection of their short-film at the end of the course. Equally the self-evaluation and group evaluation at the end of a recording usually becomes in opposed positions among students. They notice more clearly the meaning and consequences of responsibility, respect, creativity and patience; because with these tools they manage to cope with all the problems that normally occur in the shoot. Looking back, I think, makes them note the value of overcoming various difficulties together. "The production work usually requires students to work in groups for relatively long periods of time, which in turn often requires superior skills in communication and time management. Students must learn to propose their 149
MEDIA LITERACY AND INTERCULTURAL DIALOGUE Strategies, Debates and Good Practices own goals, to fixed-term work, to resolve disputes, to distribute responsibilities between the groups and so on" (Buckingham, 2005:140). c. The projection The other day my dad and I were talking about The Golden Disc 11 travelling on the Voyager spacecraft since 1977. Carl Sagan, the project director, put 115 pictures, plus sounds and music from different parts and ages of the world to tell what humans are in case someone or "something" would contact us. This initiative always has caught my attention because it makes me think of the constant human interest to show to others that they were here. Like the Golden Disk, the audiovisual works that students performed in the Film Workshop Basic Level provides an opportunity to demonstrate their effort, creativity and worldview through a socially valued physical element that has invited the student to leave a mark forever. It is not just to learn concepts about cinema but, as well, raises the student's ability to communicate using the visual language. At the end of the course is organized a closure show. This is the final event which invites guardians, relatives, friends of the students, and so on so they can see the presentation of the various tasks performed. Students return to Ludica walking differently, kids and teenagers from Film Workshop are now audiovisual producers showing and explaining to their guests the short films they have created. There are more activities to come even after the workshop has ended. Final short films are sent to film festivals all around the world and different presentation are organized in colleges and universities interested in displaying. In these cases, the children are the ones who introduce their work and departing on it, based on questions from the audience, listening to views about it, etc. This closing process is, at the same time, an open path to more opportunities. The film projected silently admired by viewers certifies (without doing it literally) that a group of boys, at one point in their lives, together, did everything to make things right, and that is the most valuable thing they could have learned. 3.2.2. The tripod There are three essential pillars that will help achieve the objectives at the Film Workshop Basic Level: 1 http://voyager.jpl.nasa.gov/spacecraft/goldenrec.html 150
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