KAYAMANDI FILM PROJECT PROPOSAL
To equip and empower fifteen to twenty Kayamandi youth and young adults to visually construct their life story through the use documentary and short films, and create an opportunity to help secure a professional career in the film industry in South Africa by instilling basic skill instruction regarding film-creation.
OBJECTIVES
The student-learner will secure basic, yet essential skill sets which will enhance his/her abilities to be a contributor in the fast-growing television and filmmaking industry in
ABSTRACT
The 20-24 week-long curriculum has been developed and created to inspire students to recreate their personal stories, stories of the Kayamandi people, and stories of what it means to be a South African.
Students will be taught basic skill instruction of film-making—enabling them to tell these stories through short films. Interwoven through theory, practice, and relationship—each student/group will be challenged to film a documentary about their journey as filmmakers. This documentary will be shot over the entirety of their film course, and they will be encouraged to take over and continue the documentary when the course is complete.
Each person has his or her unique story to tell—the children of Kayamandi are no different. By providing a creative outlet for their thoughts and feelings, they will be taught to express themselves in new and innovative ways they might never have deemed possible.
They will be encouraged to explore a myriad of themes, including the effect of HIV/AIDS in their community, families, and personally. Requirements for student/learners also include engaging in structured, classroom like gatherings for debriefing and the verbal processing of their growth experiences, frustrations, and pride in the documentary element of the project.
Students can expect to be held to a high standard of excellence. Placed into groups, student/learners will be required to work together on each project—providing helping hands on each and every project—not just those particular projects they are directing.
This process will teach responsibility, how to work within given timelines, how to best manage time, how to depend on other people, and other invaluable skills that will be practical and essential in the workforce. While the skill set will be different for each individual—some may excel in editing, writing the screenplay, camera operation, and others in direction.
The intent of this course is for participants to identify their strengths and weaknesses and encourage student/learners to pursue their goals and dreams long after the course has been completed. It is also to identify a leader within Kayamandi, whom can continue to teach and run the course for future students.
Expectations for this course are not that each student/learner will become a renowned film director—but that each person will gain a basic and working knowledge that will allow each person to fill an on-set or offset role such as a boom operator, gaffer, assistant editor, or actor.
Those that show interest and proficiency may choose to continue their education at the Media Village Program that currently exists in the
CURRICULUM
Acceptance into the proposed film program is a two step process. Initially students must engage in a verbal interview process. Once convinced of the potential student/learner’s desire and commitment level, students selected will be instructed to create a story for a short film and pitch their film to gain admittance into the program.
Students who qualify will be placed in small study/work groups for the duration of the program. They will be taught basic skills such as camera operation, story structure, story boarding, editing, etc. Classes will be scheduled three times a week with additional editing time that will be scheduled individually. As students progress in their knowledge of filmmaking, one of those class times will transition into a scheduled group time for the planning and shooting of their films.
Once students have a basic understanding of technique, they will initiate work on short films created without sound. This will allow them to focus on the power of storytelling without the complications of dialogue and sound. They will work in their groups to create short films that focus on different themes each week. Each group will have one writer/director, one producer, and one camera operator. This will require them to work together closely for their vision to be carried out and will ensure that the responsibility for the success or failure of the end product is shared. Positions will rotate each week, allowing students to perform each duty several times. The class will gather weekly to watch each group’s finished product and provide both critique and instruction.
Each week, or rotation, one group will be responsible for the shooting of the documentary. It will be the group’s responsibility to coordinate with the different groups so that each group’s filmmaking process is captured. This group will also be responsible for documenting one-on-one interviews with each filmmaker throughout the week.
After months of practice and rotations, students will be given a final assignment. Students that wish to direct a final film will be required to “pitch” their story to a panel of judges. The “pitch” must be presented in a professional manner—clearly stating the outline of the story and its proposed execution. The three or four students that convince the panel of their strength of story and ability to execute will be allowed to shoot their short films. They will then choose/hire their crew (editor, producer, camera operator) consisting of other students in the class. More time to shoot this final film will be provided and if appropriate, these films will be shown in an open-air venue for the people of Kayamandi to view and appreciate.
A Personal Note from Katie Taylor
In July, 2006, while I was filming a Hats & Glasses leadership meeting in
What was so impressive about this young man is that despite his lack of opportunity, he still had an incredible vision and desire. And without question he was thinking outside the box.
Some would ask why a young person—a high school age kid who lives in Kayamandi—should spend time learning the art and science of film-making. I believe the answer is clear—it is important to encourage outside-the-box thinking. In a society where the job market leaves nearly half of the country’s population unemployed, innovation is a vital skill that will open doors for this and future generations.
