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Participatory Video as a tool for Creative Empowerment Program in Indonesia By Zul Tinarbuko
Version 1.0
Documentary reel 2018
INDONESIA
Documentary
Participatory
Director / Filmmaker
Audience
Designer / Facilitator / Influencer /
Story creators / User become producer
New value 01 | Accessible technology 02 | Mobile broadband 03 | Active audience 04 | Open contribution 05 | Open connection 06 | Horizontal world
Participatory Video & Creative Empowerment
What is the definition? What makes difference?
What we did?
Creative Empowerment
a) use of cultural mediums, such as video, theater, music and dance, to achieve broad community participation. b) use of cultural, customary and social mechanisms to stimulate participation, and c) the use of informal and bottom-up methodologies to attract and enable people, who usually do not participate in formal development processes, to actively participate in activities, e.g. meetings held in the rice field during work hours and generally outside of intimidating centers of power, using games and mutual sharing rather than formal speeches and protocols.
Creative Communities II Project Completion Report.
What we were use?
Participatory Video
“a collaborative approach to working with a group or community in shaping and creating their own film (or any medium), in order to open spaces for learning and communication and to enable positive change and transformation� - Lunch and lunch (2006)
Paulo Freire (1970) ideas. Developed by Brazilian educator, this understanding of communication was became an influential strand in participatory communication. Freire’s work in northeastern Brazil in the 1960s and early 1970s challenged dominant conceptions of development communication. The goals of communication should be;
● ● ● ●
Free dialogue Prioritized cultural identity, trust and commitment Equity in distribution Active grassroots participation
Key factors
0 1 Collaboration Relation between facilitator and participant at one particular time.
Issue Main point to discuss on this particular event.
0 2
0 3 Tools Learning how to use media to speak up the issue that they have and creating the collaborative work.
Roberts and Lunch, 2010; Lunch and Lunch, 2006; Shaw and Robertson, 1997; Braden and Huong, 1998
Open discussion The media is the trigger to find the solution, raise critical consciousness, leads to a new policy.
0 4
People were encouraged to participate in collective problem solving ● ● ●
Exchanging thoughts Identifying problems Arriving at decisions on the video themes together.
There were many proposed topics - such as ; 1. 2. 3. 4.
Children dropping out of school High infant mortality and morbidity rate The lack of clean water Village irrigation, and landslides.
“In our village, only very few people have a (proper) toilet. We cannot afford to build it, even though having a toilet is important for the health of the family,� said Sriana Alus. Members of the adult group agreed to make a video on the construction of a communal toilet and washing facility (MCK) as they considered proper sanitation to be very important for public health. They then made a video comparing proper and improper toilets, and highlighted the problem of open defecation.
Source : http://psflibrary.org/catalog/repository/3917_PNPM_CC_Brosur_Eng_v9.pdf
Video WC Layak Foto2 kegiatan
Evaluation findings: ● ● ●
Ability of creative approaches to engage with the poor and marginalized, women and youth Motivating villagers to pursue solutions through collective problem solving Impact on individual community member
Lessons learned: ● ● ● ●
Creative approaches break down formal power structures and other barriers to participation Creative approaches create safe spaces for the poor and marginalized, women and youth to participate in village planning Creative mediums can effectively convey community voice and aspirations. Inclusive decision-making is key to the successful implementation of Village Law.
Source : http://psflibrary.org/catalog/repository/3917_PNPM_CC_Brosur_Eng_v9.pdf
Critics:
Democratic problem
Be aware that the communities may be uninterested in spending time in democratic processes of decision-making and, instead, might prefer to invest their time on other activities.
Power relation problem
Participation can also promote division, confusion, and disruption that do little to solve problems. It may privilege powerful and active members of the community at the expense of the community as a whole. Without a more encompassing vision, projects may only obtain, at best, localized results that fail to have a larger impact.
References: Creative Communities. Activities, Results and Lessons. http://psflibrary.org/catalog/repository/3917_PNPM_CC_Brosur_Eng_v9.pdf Braden, S., & Huong, T. (1998). Video for development. Oxford, UK: Oxfam. Lunch, N., & Lunch C. (2006). Insights into participatory video. Oxford, UK: InsightShare. Roberts, T., and Lunch, C. (2010). Participatory Video. Royal Holloway, UK: University of London. Shaw, J., & Robertson, C. (1997). Participatory video: A practical guide to using video creatively in group development work. London, UK: Routledge.
Solvang, I. (2015) Creative Communities II Project Completion Report. Jakarta, ID: Yayasan Kelola. http://psflibrary.org/catalog/repository/3919_CC_PCR.pdf
Waisbord, S. (2018). Family tree of theories, methodologies, and strategies in development communication. Handbook of Communication for Development and Social Change.
Thank you. @zoulord
https://vimeo.com/zoulord
Email : zt421918@ohio.edu