Filming Frenchtown: Listening to and Learning from Storied Lives

Autor/inn/en	Fendler, Rachel; Shields, Sara Scott
Titel	Filming Frenchtown: Listening to and Learning from Storied Lives
Quelle	In: LEARNing Landscapes, 11 (2018) 2, S.141-155 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-5688
Schlagwörter	Adolescents; Story Telling; Extracurricular Activities; Documentaries; Film Production; Personal Narratives; Neighborhoods; Vignettes; Narration; Florida + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Außerunterrichtliche Aktivität; Documentary film; Documentary films; Dokumentarfilm; Filmproduktion; Erlebniserzählung; Neighbourhoods; Nachbarschaft
Abstract	This paper explores how teens used storytelling during a yearlong, extracurricular documentary film project. The project invited a group of 8-12 teens and university researchers to act as visual narrative inquirers in a local historic neighborhood. We explore the role of story, framing our project as a form of engaged pedagogy, and draw connections between storytelling and filming. We conclude that at the heart of the project is a shared dialogue. In this project, the scenario of filming enacted an encounter, and came to life through the stories the teens took in, and the stories they produced in response. This project explores how young people use storytelling to understand and communicate individual and collective stories. Interested in both the physical places people call home and the communities that people define as being at home in (Morley, 2001), a group of young people used video documentary to inquire into these physical and rhetorical homes (Augé, 1995). The project took place over one school year where students acted as narrative inquirers in a local historic neighborhood. The teens initially experienced the neighborhood through walks (Irwin, 2006), then they began informally mapping these walks through film and photography (Powell, 2010). In the final stages of the project, students planned, organized and, in some cases, created documentary videos. Like any good story, we begin with a discussion of the setting, followed by an introduction of the characters and a description of the plot, where we will briefly establish the structure of the learning environment and the pedagogical model informing our project. The paper then moves to the action, where we share the stories the teens documented. Finally, we close with a resolution, where we offer suggestions, reflections, and considerations for how narrative ways of thinking and doing alter educational practice in informal spaces. (As Provided).
Anmerkungen	LEARN (Leading English Education and Resource Network). 2030 Dagenais Blvd West, 2nd Floor, Laval Quebec H7L 5W2 Canada. Web site: https://learninglandscapes.ca/index.php/learnland
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01