Americorps Service reflection, by Aden Haji

Making Change in the Community

I have been serving for the Vermont Folklife Center as an Americorps member since December 2017 as part of the New American Voices initiative. In my service, I have been working primarily with a youth group of the Association of Africans Living in Vermont, the group called Making Change in the Community. My Americorps supervisor and I worked with the group for six months, providing approaches to collaborative ethnography, the core component of the Vermont Folklife Center mission, making Vermonters to be more visible to each other.

Americorps member Aden Haji

Americorps member Aden Haji

There are more than 30 members in the Making Change group, mostly high-school students, and they meet every Thursday afternoon. We collaborated with the group from January through June. In the beginning, we showed them how to use an audio kit to practice interviewing with each other. We also looked at examples from around the country of media made by other youth in their own communities. We wanted to show the group ways that youth can make media to say something about the issues they care about, that they can use media as a tool for making change.


After seeing a video project done by a youth basketball team to promote suicide prevention, the AALV youth group wanted to create their own video about the group to promote the group to younger kids in their communities and to the larger Burlington community. The group’s main mission was to share about the youth group to other youth outside the group. The group members came up with questions to interview each other about (about what the youth group does and why they are in it) so that others can know what their mission is and how the group is changing youth lives.

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The youth group members took over the making of the video and filmed interviews with each other, and then filmed the group playing soccer at Roosevelt Park in Burlington. We even had a GoPro that Channel 17 had generously offered the group to use in making their video. After the interviews and the soccer filming was over, two of the youth members who had experience in editing took the lead on editing the video. Here’s an excerpt from the video, which the group is deciding how and where they want to share it, or if they may want to film more and add more to it this year. I’ve had a great experience with the youth group and seeing them use the tools we have shared to make their own products. I wish them the best in continuing the important work they are doing for the community.

Camp Explorer

From July 30 to August 3,  I supported Camp Explorer, a youth camp run by the Vermont Folklife Center in partnership with the Sudanese Foundation of Vermont. The camp was a week long and the youths’ ages were varied (from ages 5-13). I assisted in youth engagement, and I did so by talking to the youth the first moment they walked into the camp, making them feel welcome, and getting to know them. For example, during the breaks before activities, I played board games with the youth so they knew I was there for them.

I had the opportunity to mentor, during the course of the week, one of the campers who needed extra support. That experience allowed me to understand him one on one. As I worked with him and became a friend to him, I noticed him becoming more open and engaged with his peers in group activities and camp activities. On the second day of camp, the staff demonstrated an interview and the camper I was mentoring ended up being the first to volunteer to interview when the demonstration was over. The camp had various activities focusing on photography, interviewing and storytelling skills. I think the youth enjoyed learning about and doing interviews most, as well as doing the photo scavenger hunt. It was a great experience for me to observe the group becoming more engaged in activities throughout the camp. I also enjoyed meeting campers’ parents at the end of the camp during the celebration where parents got to see their kids’ work through the camp - their video projects, musical performance, photographs, and maps.

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Summer Camp!

From July 30 - August 3, we hosted "Camp Explorer" at the O.N.E. Youth Center in Burlington, in partnership with the Sudanese Foundation of Vermont. We explored the world around us through photo and audio scavenger hunts, interviews with old and new friends, maps, drawings, and walks around town. 

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Thanks to all our great partners on this project: The Sudanese Foundation of Vermont, the young people who participated, the Fletcher Free Library, Burlington Parks and Recreation, Young Writers Project, Brian Perkins, and the many people who have joined us throughout the week to participate in the project.

We'll share more information and students' projects soon! Stay tuned!


At East Montpelier Elementary, the students care about the past, present, and future of their town.

The East Montpelier Elementary School’s 3rd Grade has a long-standing tradition of studying the past, present, and future of their local community at the end of the school year. Previously, this has taken the form of guest lectures given by community members who explain how people have lived in East Montpelier while also reflecting on the present and future of the town. 


This year, 3rd Grade teachers Kathy Christy and Christine Christiano expanded the project to include a collaborative ethnographic component by partnering with EMES librarian Arlyn Bruccoli, the EMES tech club, and Mike Leonard from the Vermont Folklife Center. The East Montpelier: Past, Present, Future project included lessons based around storytelling and interviewing, teaching students how to conduct thoughtful interviews with community members in their town. By combining their knowledge with the technological prowess of the EMES Tech Club, their hard work culminated in a student-produced documentary available to watch here:


Students were assigned to groups, each of which was responsible for interviewing a community member about their own past, present, and future in East Montpelier. In anticipation of these interviews, students worked with the VFC to explore the ethnographic concepts of storytelling and interviewing. In addition, the students were given a tutorial by EMES Librarian, Arlyn Bruccoli, on how to create an appropriate context for a filmed interview using a green screen and audio/video equipment. Students then interviewed their community members and a film was edited together by the 5th/6th Grade Tech Club. 


The final product was revealed to the school community on June 12th at the EMES annual Tech Night. In addition to being available on the EMES website, there are plans to share this resource at future community events.


For VFC lessons covering storytelling and interview techniques, please view this page.



The Prosper Valley School wraps up their Intergenerational Studies unit

Students make collages in art class inspired by interviews with their 'special friends'

Students make collages in art class inspired by interviews with their 'special friends'

The Prosper Valley School elementary school teacher, Barb Leonard, has conducted intergenerational projects for over 20 years in Pomfret, connecting her 2nd Grade class to seniors at the local Thompson Senior Center in Woodstock. Although the projects are aimed at teaching ethnography to younger students, Deanna Jones, Executive Director of the Thompson Senior Center, recognizes the value to the senior population as well. As a culmination of their intergenerational studies, the 2nd grade class conducted various ethnographic projects throughout the years that reflect upon what they’ve learned. In Spring 2017, VFC instructor Mike Leonard collaborated with the TPVS 2nd Grade to elevate their ethnographic experience, teaching the students about storytelling, interview and filming techniques, and the basics of film editing on iMovie. Their project was wrapped up with a video that showcased what the students learned from their older ‘special friends’:



The students began their intergenerational unit by understanding the differences between past and present, why we compare the two time periods, and what lessons the past might have to offer the present. There is a strong emphasis placed on relationship-building between generations in order to pass down knowledge and to further connect the community within an intergenerational scope. Barb began her unit by basing these lessons on children’s picture books, like Remember That by Leslea Newman or Mrs. Katz and Tush by Patricia Polacco, which highlight the importance that intergenerational relationships have on shared, community-based knowledge.


From here, the students were paired with a more elderly ‘special friend’ (ensuring that there is at least a two-generation gap between them) over the course of a meet-and-greet session at the Thompson Senior Center. Their special friend became their ethnographic subject, offering the students the opportunity to conduct formal interviews to learn more about how life was in the past. In addition, each participant shared meaningful experiences from their own lives through the medium of a ‘Memory Museum’, a veritable ‘Show-and-Tell’ with an historical slant.


Following this experience, the 2nd grade students were asked to reflect on their experiences meeting their ‘special friends’ to both further employ ethnographic skills by interviewing each other on film and also cement the importance of the intergenerational relationship that formed over the course of the meet-and-greet session. However, before conducting the interview, students were taught the basics of interview techniques and documentary film cinematography. Some of the questions explored in this session were: Why do we conduct interviews? Why is it important to share information that we learn? What are some of the tools available to present information? How do we frame a shot?


The students were paired up with each other – one student was the interviewee while the other was the interviewer. Then the roles were reversed.


Simultaneously, the students integrated their learning in art class with art teacher, Lisa Kaija. By creating mixed-media collages inspired by their relationship with their special friend, the students were able to artistically visualize and reflect on their experience.


Enosburg Falls 9th grade interview project

In December, the Discovering Community education program worked with Enosburg Falls High School humanities teacher Marianne Hunkin and 80 9th grade students on a project to learn about Enosburg through interviews with community members. Over six days with the students in December, we discussed the reasons and ways in which humans share experiences with each other; we dug into collaborative ethnography as a method of research, learning, and documentation; and we got familiar with the audio-recording technology and practiced interviewing skills.

Some scenes from the days of intro and practice:

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On Wednesday, January 17, students welcomed Enosburg community members to the school for interviews about who they are, about their memories and perspectives on Enosburg as a community, and about life in general.

Marianne and the students introduced themselves and offered interviewees tea and coffee as they arrived at the library, and then the student groups set themselves up in different spaces and rooms in the spacious library for the interviews. With interviews happening all around the library, I could hear the students and interviewees asking and answering, laughing, listening, asking and answering both thoughtfully prepared questions and spontaneous questions:  “What did you used to do when you were young and had a snow-day from school?”“Did you have any regrets in your life?” “What was it like growing up here?” “She used to go fishing with me a little bit, we used to play badminton. We went to church together.” “I worked in a one-room schoolhouse, 21 students. I was also a principal.” "I worked in a flower shop for 30 years." "What's your favorite flower?" “We, at that time, went to meet Prince Charles.” “If I was young again today… would I leave? I don’t know. The way things are in Vermont...” “Fewer farms, many cows, more milk.”

Talking with the students after the interviews about how they went, there was a lot of "I learned..." "I didn't know..." "I never thought about..." In the video below, Storm and Elizabeth share what they learned from their interview.

Marianne did great work in designing this project and managing its logistics. Students thoroughly prepared, practiced the necessary skills and engaged deeply with the interview process and with the people in their community, and those people also participated generously and enthusiastically. Thanks to everyone for their efforts! We're excited to see what the students have to share when they present their interviews, work, and reflections with the public on March 9.

The students will share their interviews, work, and reflections with the public on March 9. 

Harwood Middle School students' thoughts on storytelling

In our Introduction to Ethnography lesson on Thursday, November 16, we opened the class with a question: Why do humans tell stories? What's important to us about sharing our experiences and hearing about others' experiences?

Here's what the seventh graders in Nick Gordon and Jon Potts' Social Studies and English classes had to say:

“It keeps culture and traditions”

“You learn from others.”


“To better understand culture.”

“You learn about different ways of life.”

“You learn to accept others.”

“You feel important when people listen to you.”

“You can tell your own story.”

“People know they’re not the only one experiencing something.”

“You can see other perspectives.”

“It’s a historical record.”

Williston Central School Interview Project

Last summer, elementary school teacher Michael Kellogg at Williston Central School was a participant at VFC's Summer Institute, and this fall he began to implement his learning from last summer. Both Mary and I have been visiting his classroom and have observed the impressive classroom culture he has created. One thing that was a big learning experience for me was allowing the students the space to think about an issue or a lesson before responding. Mr. Kellogg frequently gives students the space to process what is being introduced or discussed, allowing the students opportunity to put new ideas in to their own words, with the space to articulate what they don't understand. Mr. Kellogg also has 'public records,' where notes from the day's lessons are written down and can be pulled back up for students to reference in future conversations.  

With our numerous visits to the class, some simply to support the use of technology, we have been able to bear witness to a combined third/fourth grade classroom's learning: how to ask questions, how to identity the difference between "easy" questions and more challenging or thought-provoking questions, and when the right moments are in the course of an interview to use each kind of question. The students were tasked with learning how to operate iPod touches with microphones attached through an interface - a small adapter. This created many opportunities for students to interview each other, listen to what they had recorded, identify mistakes and try and learn from these technological hiccups.  

After students had practiced interviewing quite a bit with each other, Mr. Kellogg invited adults from the school community into the classroom for students to again have another practice interview opportunity.  The video below shows the process of students practicing their interviews with each other and ends with adults from the school.

We find Mr. Kellogg's approach working very well. The idea behind all the practice is to eventually have students interview their parents or grandparents. Mr. Kellogg has brought to our attention a body of research that indicates that students who learn about adversities that their parents or grandparents overcome helps them learn resiliency in their own lives. The metaphor of 'weathering the storm' helps youngsters understand how to bounce back from hard times and allows them the guidance and space to understand how to overcome adversity.  We are looking forward to the students' final products and are hoping we can eventually have the students interview each other about the process. This reflection could yield very interesting insight into how the students relate to the family stores, how they express those stories to their peers, and how they see themselves in the process.

Vermont Commons Interview Allenwood Residents

For the second year in a row, Kris Mohlman at Vermont Commons school has been bringing his students to meet and interview residents of Allenwood, a retirement community close to the school. Having learned a few lessons from last year's project, Kris decided to schedule more visits to Allenwood this year and offer students training from the Vermont Folklife's Discovering Community media educators. Both Mary and I have visited class several times. During our first visit, we introduced the VFC's central concept and method of ethnography - understanding experience from the perspective of those to whom the experience belongs. Our later visits were workshops on interviewing skills, audio recording, and visual storytelling -- what it is, how we use it, where we see it in our everyday lives. This brought up a great discussion on what it means to represent reality, and I shared with the students an exercise that demonstrates how to create a visual sentence with just five shots: an establishing or wide shot establishes the setting, a medium shot directs the viewer's attention to the characters, a reverse shot allows the viewer to see where the conflict exists, and the close-up helps drive home and direct the conflict and resolution. This exercise was coupled with a quick look at the web-based video-editing platform WeVideo, to be followed up in a later visit with a WeVideo tutorial.

Mary and Myles' visits incorporated a model interview and an introduction to "logging" an interview. During a model interview, students have the opportunity to observe an interview, to see firsthand how to conduct an in-depth and formal interview, to participate in the interview themselves by asking the interviewee followup questions, and to ask questions about the process to both the interviewer and interviewee. When we introduce students to the concept of logging interviews (breaking down the interview recording into timed sections and making organized notes about the content), we show examples and explain that it's about listening, summarizing, analyzing, and planning for the editing of a final piece. Logging is a tool that addresses what can be a very intimidating process for students: how to create a compelling and clear two- or three-minute piece out of many minutes or hours of interviewing. We stress the importance of listening to an interview multiple times, making brief notes (not a word-for-word transcription), and finding the themes or storyline that emerges from the conversation. I think partly because students rightly want to honor what the interviewee is saying, it becomes difficult to select specifically what drives the story forward. It helps students to understand if they can see an example of the entire process, from interview to final piece.

I had an older interview with my 92-year-old grandfather around the 2016 Presidential Election. See the first recording, below ,for the full interview, and then see the second audio piece for the edited version.

Students were able to identify what the through lines were, what other sounds were added, how environment and setting were created through b-roll or background sounds, and how voice-over narration was added to contextualize the piece. This reinforced points I had made to the students earlier, about form and content: once you have your content, the formats you choose and formal techniques you use can make a story come alive.

I was also able to attend one of the class's initial visits to Allenwood. It was quite touching to see the young people interact and listen to the stories of the elderly. See below for a brief look at the students interviewing the Allenwood residents:   

EDGE Academy @ Essex Middle School Peek Through the Window Revolution Poetry Slam & Sugarhouse

Posted by Myles David Jewell

Lindsey Halman and I have been working together this year to document activities around her classroom at Essex Middle School.  In the fall, Lindsey held a mock election and I was able to support students as they documented the day with iPads and then later edited their own videos with WeVideo (a web-based video editing tool).  This spring, I am working with Nicola and Jessy, who are each working on independent documentaries as part of their final projects for the Edge Academy at Essex Middle School.

As a past Summer Institute participant, Lindsey brings community partners into her classroom and believes this work benefits the students greatly, opening the classroom far beyond its four walls.  My role is to work with Jessy to produce her video about the discrepancy of resources in education worldwide, while Nicola's documentary will focus on climate change.  We meet one-on-one to discuss best ways for them to approach their subjects: what is the content?  Who are the characters?  How are you going to formally communicate these ideas?  What other techniques will you be using?  Voice over?  Interviews?  Graphics?  B-Roll?

Last week, after our initial media visit and brainstorm with Jessy and Nicola, the Edge group was having a Revolution Poetry Slam. The Flynn Theater came in as a community partner and worked with the students off and on for a few months to create poems in groups that dealt with certain issues that are meaningful to the students - from gender identity to climate change. The performances were thoughtful, and having students' parents in the audience added value to the experience for the students.

Lindsey and I used the Poetry Slam as an opportunity to get Jessy and Nicola to film the performances and get some experience shooting. After they were given a few instructions and goals (one camera shoot b-roll- the other cover the performance), Nicola and Jessy documented the event (one of them sat by the tripod with me and we worked on zooming in and out of the performances, and then they would switch). I was able to edit this short behind-the-scenes look at the day, but will also be going back and going through this edit with Nicola and Jessy and inviting them to try some post-production work.


After the Slam, students presented their independent projects to their parents and community members, including a visit to the Sugarshack located behind the school.  For a peek into sugaring, see the video below.

King Street Youth Center: Lighting Interviews and Video Portraits

Posted by Myles David Jewell

Oh King Street, Oh King Street- the enthusiasm that the students bring to every workshop makes it so easy to come back and keep working with this gang.  And on top of all that, a simple workshop on lighting for interviews can turn into a fantastical interrogation scene.  And who am I to not let them play?  To not let their imaginations run wild?  This may be more telling than forcing them to engage in content that they have no interest in.  

Point is, I think if we can load up their tool belts with a bunch of formal techniques that range from stop motion to video portraits and interview lighting, once they find content that they need to handle more seriously, perhaps they will bring some of the humor and imagination to a sometimes otherwise stuffy situation. Our participation at King Street is within the after-school program, and we try to create an opportunity for students to explore their interests during that time - to let their creativity and curiosity drive their engagement. So I am plenty happy to allow them to run their imaginations, to work out that muscle that we as adults all to often let atrophy because we're fearful of being silly.  For me, every time I step in there and work with these kids I learn something about how great an imagination can be.

Nepali Bhutanese Refugee Equipment Drop-Off

Posted by Myles David Jewell

More and more of the collaborations we are embarking on are not inspired by the Discovering Community staff pushing media as a viable way to tell stories; it's the younger generation that ask us for the technical support.

In the case of the New American Community, this is the second group of Nepali Bhutanese refugees who have asked for support to produce media for their community. The first group called themselves the Creative Bhutanese Circle, and the second group approached us a few months later with a new target.

Neema, a high schooler, wanted to create a short PSA about the pitfalls of drug use.  After an initial discussion, we were able to bring Neema and his group of friends some equipment to shoot with over the weekend.  Here is a short observational piece looking at the equipment drop off.

Walden Student Documentary: Editing with Grace & Silas

Posted by Myles David Jewell

The VFC's Discovering Community program teams up with The Walden Project quite a bit. We offer workshops on ethnographic approaches to media, we travel to Ethiopia with their staff (Walden head Matt Schlein went just this past February as part of a graduate education course led by Kathleen). But sometimes, our support comes in on a smaller level; one-on-one work to help students produce a project meaningful to them.

Last year, one of the Walden students, Grace Smart, worked as an intern at the VFC every Friday.  I was able to visit her at Walden and help her video some of the daily activities of her classmates, and they even fed me a meal made on the fire that we read Walden around. The Walden Project, supported by the Willowell Foundation, allows students to go out into the community and, in the words of Thoreau, "confront the essential facts of life."  The minimalist classroom also forces students to live deliberately, and in my scholarship, I've always thought that documentary filmmaking could also be a form of living deliberately. We have to understand why we hit "record," why we use some pieces in an edit and not others, and why we frame things the way we do.  

These are some of the lessons I like to try and teach students, and last Friday I was able to sit with Grace and a fellow student of hers, Silas Goldman, and help them begin the editing process on their project.  Their goal is to debunk some of the myths about alternative education. Below you can see a clip where they explain their process.

Peoples Academy Community Screening

Posted by Myles David Jewell

I can't gush enough about what Kate Toland and her People's Academy Geography class have accomplished. Their work typifies what we believe Discovering Community is capable of: getting students to go out into their community, or any community, to dive a little deeper and uncover all the stories that are around them. Not only did Kate's class do this, they ended up hosting a community screening and invited all the folks who were involved. The result was a beautiful screening with an amazing Q&A where I got see first-hand how much the students gleaned from our work with them.

An top of all this, Kate was a Summer Institute Participant last year and this is proof of how a teacher can implement this work in his or her classroom. Was it difficult?  Of course. Did it feel impossible at times? Double of course. But this is media-making, and the screening was proof that despite all the technical hiccups with WeVideo, with audio, with scheduling interviews, with editing in groups, at the end of the journey you have stories about the process and what you learned from it, and a product for people to watch that shows the process in a refined way.

To my mind, hearing the students talk about how they wish they had gotten more b-roll, how much they enjoyed being able to talk to people they never would have been able to talk to without the camera, and how much they learned about their community - all that is the power of this work. I have to admit, the ethnographer in me found one moment in the documentary especially impactful, the moment when the movie took a self-reflective turn. All throughout the picture, we were hearing from community members, and near the end, one of the brewers from Lost Nation Brewery turned to one of the students behind the camera and said, "Well, what do you think of Morrisville?"

Fade to black and a text appears signaling the point at which the students then reflected on what they learned, and what they think about Morrisville. I love how they found the content from their interviews to prompt their reflections. As a viewer, it was very satisfying to hear the voices from behind the camera, because after all, they are also the fabric of the Morrisville community.

"Symbols" slideshows in Spanish and French

Emily Smith, a French and Spanish teacher at Harwood Union High School, participated in the Vermont Folklife Center's Summer Institute in 2016, where she practiced audio recording and creating multimedia projects in WeVideo (a cloud-based editing program). This past fall, Emily brought those skills to her classes, and she had her students create videos about objects or items that are symbolic for them in their lives, and narrate their videos in French or Spanish. From a courageous chicken, to the story of a brook trout, to stars in memory of lost friends, the students created thoughtful, heartfelt, funny,and reflective pieces. 

Some excerpts, in translation:

"When I was little, a little tree was just a tree... Now, I'm fifteen, and I see the tree as a symbol of growing up, because it's the same age as me."

"My symbol is a chicken. The chicken is cute, but it is also brave. It represents courage and spirit."

"A snowflake represents my point of view about surviving, because it is very beautiful, but also cold. Beautiful to the eyes, cold to the touch."

Thanks to Emily and her students for sharing! Here's an example of one of the student videos: 

Conversations From the Open Road 2017 Trips!

One of our partner organizations, Conversations From the Open Road, offers on-the-road digital storytelling and learning opportunities for students (high school and college). Read below about opportunities available this Spring and Summer (the April trip has only one spot left, but the others are open), and visit the trips page at the Conversations From the Open Road website for more information and to sign up!

About Conversations From the Open Road:

Conversations From The Open Road is an opportunity for Vermont high school and college students to experience and compassionately participate in our world in a meaningful way. It is a traveling citizen-journalism, digital storytelling media program engaging with communities on the front lines of significant economic-environmental-cultural justice issues. By the end of each 2 week exploration, each student creates a documentary short about a thread of the people, place and struggle. Together, this collection becomes a reflection of this moment for a particular community.


April 18-30 Clarksdale, Mississippi: Learn about the Blues!

We are traveling to the Mississippi Delta to learn how a place and its people, a long thread from the past into the present, have shaped a musical tradition: the Blues. This is a partnership with Champlain Valley Union's Nexus Program. (1 spot remaining)

July 7-21 Santa Fe, New Mexico: Learn the pioneering efforts to see addiction as a health care concern instead of criminal justice.

There are a few cities in our country transforming how we understand and treat people with addictions. Santa Fe is one of these inspiring places (along with Seattle, Albany, Ithaca, and Gloucester, Mass).  Students will travel to this beautiful part of our country to learn from the individuals and the community initiating this change. We will thread these stories together, while indulging in the cultural influences and the carved landscapes of the American Southwest. 

As a crew, we will be part of this cultural change here in Vermont!  We have been invited to be part of a team, led by Attorney General TJ Donovan, who will be tour the state and talking with communities about this compassionate turn in how a community cares for this growing epidemic.

August 11-25 Minnesota: Come and document this exciting moment with us - From Standing Rock and beyond!

More than 10,000 people came to show solidarity with the people of the Standing Rock Sioux, protesting the Dakota Access Pipeline being proposed to be built under the Missouri River, within their reservation's lands.This is THE largest congregation of Native Americans and allies in a century! The rippling effects of this movement is palpable.

We will travel to another battle gaining momentum in the indigenous community's fight to assert their sovereignty and basic rights.

Indigenous Americans "en masse wild rice harvest" in late August in northern Minnesota will most likely continue the battle in court as an important test case about treaty rights.

Leech Lake Ojibwe band member Arthur LaRose, chairman of the 1855 Treaty Authority, has said that his group's concerns go beyond ricing, fishing and hunting. "From pipelines, to wild rice and walleye, the State of Minnesota does not appear to be protectively regulating the natural resources," LaRose wrote to Governor Mark Dayton. 

Creative Bhutanese Circle Interviews Refugees and Produces Video

Posted by Myles David Jewell

We are very proud to have collaborated on the work that the Creative Bhutanese Circle has produced! The truth is we have also been really impressed by them - they conceived, designed, and were able to shoot, edit, and distribute their video with minimal support. We provided the three-part workshop, and the group did everything else, including editing and subtitling the piece. I am excited to see what they come up with next!

Vermont Nepali Bhutanese Heritage Dance Group Creates a Media Group

Posted by Myles David Jewell

The Vermont Nepali Bhutanese Heritage Dance Group now has another group that is focused on producing media.  I have been fortunate enough to work with these folks to help get them started producing their own media.  I ran a basic workshop in November, brainstormed ideas in December and went to work with them in January.  

The shoot was a lot of fun and very grassroots; they organized members from their community of different ages, and asked them the same set of questions.  We were able to create a really cool feel for the interview by using a black background, blocking some light, and creating a set-up we could use for each subject.  

The Integrated Arts Academy has been instrumental in giving us a space to work and collaborate, and we can't thank them enough.  Here is a quick look at the process of shooting the video over the course of a week.

King Street Youth Center Camera Obscura Share-Out Video

Posted by Myles David Jewell

One thing we always try to do with our media pieces is share them with community partners. For us at the Vermont Folklife Center, this is a big component of what we teach, and one that we follow in our own work as well.

In January, Mary Rizos and I went to King Street Youth Center and built the camera obscura with the students. Then last week, before a stop-motion workshop with the students, we showed them our behind-the-scenes video of all of us creating the camera obscura.  Here is a look at the students getting a look at the video (not to be too meta).

King Street Stop Motion Workshop

Posted by Myles David Jewell

Building off our success last year at King Street Youth Center, as well as our first Camera Obscura workshop, this past week at King Street we held a stop-motion animation workshop.  Two students who are really engaged with the media literacy work we are doing came out of the class with two great pieces.  Evan created an emoji out of legos that he animates into frame and deconstructs itself, while Jasper created an alternate world with paper cut outs and green screen.  His imagination is unrivaled and I've really enjoyed working with both these youngsters.  Our hope is to build off the formal techniques we are using to eventually get the students out in the community and using these tools to create a short video with another community partner, or even, something for King Street Youth Center.

Here is a behind-the-scenes look at the workshop:

In a few weeks I will head back to King Street along with Mary Rizos and work with the students to reveal the editing process of some of the more tricky techniques of green-screen and chroma key work, as well as how to export and upload.  Below are my initial strings of the two student projects.