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MEDIA LITERACY AND INTERCULTURAL DIALOGUE Strategies, Debates and Good Practices Yvonne Berge (Berge, 1985) indicates that it is just not possible that a child or adolescent to communicate if they are not in touch with his being, and that this communication will develop even better if you have a guide to help you express yourself without losing your identity. Thus was born the third objective of the Film Workshop Basic Level which becomes in the principal one: • Develop the students' contact with their senses, helping them to understand through the exploration of the same, the functions of nonverbal communication that meets the audio-visual language. Being able to learn about the psychological, thanks to the contributions of Piaget and Vygotsky, during the exchange process in the Faculty of Education at the University of Salamanca, helped me understand that the only way someone can retain the knowledge it is by discovering it through experimentation. So then I realized that the role of a true teacher is to lead students to learning spaces, approaching these theoretical issues using all my skills to create attractive formats, simple to understand and generate in him or her analysis and production of signifiers and meanings. The process of creating these learning spaces was preceded by introspection and also the profound observation of my target audience, as to build games, audiovisual materials, choose movies as examples, etc. I had to remind myself really well at that age. I started the process of listening and trying to understand the comments and proposals of the children and adolescents, warning their quickness to assimilate certain issues, incorporating experiences or prior knowledge that most had in common, noting the themes where they were already experts, and what motivated them to come to each class. All of this information was mixed up with strategies and concepts related to everything learned over the years: psychology, educommunication, film history, semiotics, advertising, marketing, aesthetics among many other subjects, to forge ways to motivate and reach the interest in knowledge and communication. The most important and arduous process has been identifying the specific message we want to broadcast, understand the receiver and create metaphorical communications channels by using games. Our main interest it is not only share knowledge, but to find a way of originate the information in the other, to conquer the memory based on experiences and creating meaningful learning. If we applied the terms used in anthropology we could say that one must be a cultural relativist to make contact with the other, and thus reach more easily a horizontal exchange of knowledge 153
MEDIA LITERACY AND INTERCULTURAL DIALOGUE 5. Results Strategies, Debates and Good Practices After the development of a project like this the following numbers can be cited: • 11 Film Workshops- Basic Level conducted with about 90 students participating in a 36 month period. • More than 30 short films made (including exercises with techniques such as stop motion and chroma key). • Several interviews and media reports to students in open and closed signal (PlusTV, Panamericana Television, Frecuencia Latina, etc.) As well as articles in newspapers of high turnover (El Comercio, Perú21, etc.). • Appearance in sites and national and international blogs (Telekids, Cinencuentro, NAPA, etc). • Short finalists and winners in national and international festivals (Nueva Mirada Film Festival, FENACO, FilmoCorto, Espejo Film Festival, Cinemaisito, etc.). • 3 presentations made in two of the country's leading universities: University of Lima and the Pontifical Catholic University of Peru, where our students have displayed their work. But the gain human level behind the numbers presented is what has not been yet calculated. Perhaps the lack of appropriate indicators or tests is that, as mentioned before, doesn´t let us record the individual's psychosocial development. For this reason i would like to present some phrases that contemplate the opinion expressed by the boys and girls in the workshop who, in various reports, documentaries or presentations, have opined on their performance during the course and what they believe they have learned. Like when they say: "At first I was shy, did not know the other guys in the workshop (...) we went slowly losing the distance between us, we began to explore, to experiment, to extensive statement ... mostly to communicate" 1 , "Before I believed that the director was the one who had to do everything, but now I see that each job is important " 2 , "I learned to organize myself, to see actors, or eg to coordinate and everything, and I think that has helped me to be more orderly " 3 , "All of us came here because we thought we knew about this, and actually we do, but now we can develop more" 4 , "When I see what I have 1 YouTube: Channel TalleresLudica, Interview by Radio Santa Rosa, August 2009 3 Vimeo: Channel Pelao, Documentary "Ludica: Learn by Playing" by the Documentary Workshop University of Lima, November 2010 3 Vimeo: Channel Pelao, Documentary "Ludica: Learn Playing" by the Documentary Workshop University of Lima, November 2010 4 YouTube: Channel TalleresLudica, Interview by NAPA, November 2009 154
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