Festival planning continued

Last week we began getting into teams and starting to plan the festival. Roles were assigned such as the production management, technical, admin etc.

Students met to discuss what they could curate in their designated area and put this information on the board so it could be shared:

They then wrote briefs for any work that they wanted to commission to be given to other classes and external arts groups such as Tashanh's dance group.

The Media group watched the steretoypes documentary and made notes on it last lesson. Today they wrote a script for the voice over and recorded it, then recorded a discussion to use as the conclusion.

Some of the dancers went to the hall to rehearse a piece using music from the Nutcracker to do street dance to. Some art students went to look for work to include and made an appointment to meet with the Art teacher.

Throughout today, many students recorded video diaries to add to their blogs too.

Festival

We are now starting the Festival Unit. Firstly, Cathy Birch from Spitalfields festival came in to talk to students about her event.

She explained the different people involved and the act selection process. She talked about the organisation, funding, venues, crises etc.

Students then researched five different festivals, find out about things like their themes, artisitic policies, locations, audiences, acts featured and funding.

They then presented their findings to each other:

Next they had their first production meeting about the festival. They discussed venues primarily, as we still need to find one.

Working with the primary schools

For the last two weeks, we have been to St John Angell Town primary school to work with a year 3 class as part of our documentary research.

The first week, we wanted to engage with the students and have them start to feel comfortable with having us there with the cameras. We were given two rooms and 12 students so divided up. Our girls showed the year 3 students how to use the cameras and they filmed each other talking about their favourite toys. This gave us some footage that might help us as we can see whether there were any obvious gender trends.

The second week we went, we started with some statements about gender that we wanted them to consider then decide if they were true or false. We filmed them talking about their answers. The major problem with this, was that we did this as 'circle time' and I believe the students were strongly influenced by what other students thought. After hearing what others said, they would often change their minds and not be able to recall what originally influenced their decision. Some also became rather shy or went off on tangents that didn't relate to the original question, and because we wanted them to feel comfortable and be honest, it was a little tricky keeping them to the point.

I personally was rather dismayed that most of them thought women couldn't do dirty jobs as they would be unhappy about getting their clothes dirty. One also stated that a woman couldn't possibly know how to fix a car, even if she was a mechanic. This was despite us providing pictures of a happy woman in very dirty clothes sat on the open bonnet of a car with a wrench in her hand! Most in the group I was with found it inconceivable that a boy might want to play with a doll. They insisted he would throw it in the bin, even when we asked if there was a boy that wanted to play with a doll, would that be ok?

Finally, the girls read them stories that challenge gender stereotypes and they seemed to respond fairly positively to that. In one, Princess Smartypants, the princess does not want to get married and scares off potential suitors. They didn't think it was a problem that she didn't get married in the end but did think it was wrong for her to disobey her parents wishes.

Tues 2nd Nov

Today, we had hoped to carry on interviewing, but were not able to get anyone in, so we carried on planning for the future interviews.

Firstly, we looked again at the previous interviews we did to see how they went and reflect on whether we could change the questions to get more out of the interviewees.

We have booked to go and work with a year 3 class at St John the Divine School the next two weeks, so planned what we would do. We have bought some dolls to use as visual stimulus to represent males and females.

We are also planning on interviewing a trans man, so planned how to question him also.

Finally, we watched the film Crash, which explores issues of stereotyping and prejudice surrounding race. (Students: you should write what you learned from this film?)

Starting to Film Properly

Today we were able to begin filming properly. We got various sixth formers and some that had recently left to give us their thoughts on stereotypes.

We came up with a proper list of questions first thing and printed the pictures ready.

We used the studio to film three interviews. After the first one, we watched it back and analysed how we could improve it.

More documentary planning

Don was in again this morning so we split up into the two groups. Don's group are focusing on those that challenge stereotypes and mine are looking at what the stereotypes are to begin with.

We came up with some ideas for what to film:

1. A montage of key words associated with those stereotypes to begin the documentary, such as 'black, asian, white' for the basics and then groups such as 'chavs, goths, geeks' and derogatory words for some such as 'hoodrat' and 'bimbo'.
2. We discussed doing vox pops but having people grouped with their friends in an environment they are comfortable in so they are more likely to be relaxed and honest and bounce off each other's comments. We thought it would be good to have boys together, then girls separately. Also in different racial or religious groups.
3. We came up with a plan to print off pictures of different types of people and ask the groups to comment on them. For example, have pictures of black boys in hoodies or a girl with skimpy clothes or another who dresses like a boy.

We watched some other documentaries made by amateurs on YouTube for more ideas. One we saw that was quite effective was made by primary school children including a boy who liked to wear pink and a girl who liked to dress like a boy and play sport. This we thought was interesting, to show how gender stereotyping starts very early on. Another one we saw included toys targeted at girls and boys, such as dolls and cooking things. It also featured young children being interviewed about gender roles which was very interesting. We have decided to try and approach a primary school to see if we can film the children.

We noticed that those that included presenters often had them trying to read a script which looked awkward. We have decided a voice-over would be better, as we will have different people filming each segment anyway, so can't have one presenter throughout.

Othert things that were achieved included producing the storyboard, devising questions for interviews, finding the pictures of different types of people and emailing people to see if they will be willing to be filmed.

Don's First Day

Today Don came in to help us start the planning for our documentary.

We discussed what we had learned so far about stereotypes, particularly in relation to race. We also talked about our role models, which were noticably all women for the students present.

Then we started to research different areas - statistics about race in the country, black, female and gay icons, contacts at magazines to ask them about their model policies, positive discrimination policies etc.