workshop manual participatory video training manual

8/7/2019 Workshop Manual Participatory Video Training Manual

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PARTICIPATORY COMMUNICATION FOR DEVELOPMENT

USING VIDEO

ACTIONAID SIERRA LEONE 2002

IN PREPARATION FOR PARTICIPATION IN ACTIONAIDS DFID

FUNDED ACTION RESEARCH

Participation poor peoples representation

A promise unfulfilled?

Management and development by communities: a possible framework for

poor peoples access to policy makers


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1. TRAINING FOR PARTICIPATORY COMMUNICATION FORDEVELOPMENT USING VIDEO AN OVERVIEW OF THEPROGRAMME

The training consists of:

2. THREE DAY INTRODUCTORY VIDEO WORKSHOPDay 1. Objectives:

- Introducing ourselves;- looking at the uses of participatory video in community development- working together:- introducing the research project- what we need to know

Understanding and using the camera, microphones and otherequipment

Working as a team with the equipment, roles within the team andnaming and practising shots

Who are we? Recording testimony - how to focus and recorda story.

1 Introductions using the cameraWhat does the team know already? What do they hope to learn?

2 Introduction to the research project aims, objectives and timingthe implications of ActionAids involvement the research agreement

(APPENDIX 1.)

3 Defining and agreeing aims of the workshop

the principal ideas behind participatory video:

recording - playback - reflection representation - moving information

from one group to another. communication, dialogue and representation. examples and questions.

Agreeing the times to be worked each day.

a three day workshop

introducing the technical aspects of video in the context ofparticipatory processes.

ten days supervised fieldwork editing and tape reviews


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3.1 What we need to know technically:

recording sound and vision

recording in a way that makes learning about what has been recordedaccessible;

how to use the equipment how to make the process user-friendly for local people; how to help local participants to use video to represent themselves

Coffee break

4 Introducing the camera, tape, microphones, tripod

Learning to use the handbook on the camera

- How the tape works- How the microphone works

Lunch break

5 naming three shots

Close UpMid shotLong shotpan, tilt

Activity: practice and review

6 How are we going to work as a team?

facilitating sharing - with each other and with local people helping each other - technically - and critically.

What kinds of ground rules will we need to establish for teamwork to takeplace. (we need to think about this over the next two days so that we canwork on it together before we go to the field).

Activity: Brainstorm a list of the qualities that the group thinks willbe important for good team work at this stage.

7 Introducing roles

camera-recorder

sound facilitator


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observer

8 Using video to record a story: 'Who are we?'

Activity: There are three phases in this activity; each pair repeats

each phase, taking it in turns to facilitate the other.

i. A drawing is made of each persons life story. One person is thefacilitator, and facilitates the other to make the drawing.

ii. The story is then retold, either by the person themselves or by theirpartner\facilitator, using the drawing to help their memories, and thestories are filmed.

iii. The stories are then played back and we will discuss how people feelabout their own stories on film.

End of day l. Evaluation: Handout - sheet, no name, ask each person to listthree things they have learnt during the day and three things they would like toknow more about.


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Day 2 Objectives:

- Developing our team- Practising shots

- Creating meaning, linking shots in sequences- Reviewing material critically- Using natural light- Using camera angles- Collecting sound- Editing in camera

1 Review of Day 1. evaluation and add special requests to day 2plan, if possible.

2 Collecting a shopping list of shots

Creating meaning and linking shots

Activity:a) list and collect necessary equipment.

Collect the following shots:Pan, tilt, following walking shot in frame, framing a talking shot.

b) rotate roles, so that each person in your group has a turn in

each role:camera-recordersoundfacilitatorobserver

Review

COFFEE/TEA

3 Using natural light

Using camera angles

Activity:

demonstration using monitor, to show low shots, eye line etc.

4 Microphones and their uses

Activity

Demonstration


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Day 3.

Objectives:- Review of learning so far- Introduction to Editing

- Facilitating and filming a PLA exercise for editing- Editing for playback- Equipment maintenance and using time code- Ground rules for working together

- Planning for fieldwork-

1 Review of day 2.

2 Introduction to Editing:

Editing from rushes - Activity: demonstration

COFFEE/TEA

3 Filming a participatory exercise

4 Reviewing filming and planning an edit

LUNCH

5 Edit

6 Fieldwork plans and preparations

Ground rules for the team Stages of the fieldwork Summary of workshop Maintenance of the equipment


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3 THE FIELDWORK TRAINING

Stage 1. Introducing ourselves to the community. It is important that the

community understand their role as researchers and as producers of the video

messages. It is important, as well, that they understand that the team is thereto learn about and facilitate them to research their own needs.

Stage 2. Participant observation. This is a process that allows village people

to show the team their village and their lives, for the team to learn, and forboth groups to get to know each other.

Stage 3. Recording and reviewing with local participants.Recording interviews and participatory exercises with participants. This willinvolve designing a sequence of participatory activities and discussions thatwill be filmed and shown back to participants the following day.

After each filming session, the team makes a shorter edited version of thedays work; (taking out wobbly shots and repetitions and offering some roughstructure) that will enable community participants to see clearly what has beensaid. The review (or showback) process in the community is an opportunityfor participants to re-discuss issues and to comment on what others havesaid. It also allows the team to see which activities have worked, which haveworked less well, and to plan ahead.

The rough edit will be shown first to the participants who appear in thoseparticular tapes, and the participants will then show back their work to thewider community for their comments and discussion. (see page for moretechnical details)

Stage 4. The formation of a local editorial group, the participatory analysis of

problems and solutions, and the drawing up of an Action Plan and aCommunication Plan

Once the participating groups have researched and recorded their viewsabout needs and problems, they will be asked select an editorial group from

amongst their number. A poverty analysis or wealth ranking can be used tohelp them select a widely representative group. This group will work withvillage participants to draw together the findings in the form of- problems- causes- solutionsThe local editorial team works with local participants to cross-check thesefindings and then use this information with local people to draw up an ActionPlan listing problems, causes and solution. From the Action plan, they will beinvited to draw up a Communication plan. This plan will aim to define whichproblems, causes and solutions need to be communicated to which audience

(the audiences may be other people in their community, local government,AA-SL, or others).


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Stage 5. Checking with local participants and filming additional material.

The team works with the village editorial group to film any additionalinformation needed for a specific chosen audience, and any linking materialthat will be need to make a video tape with which to communicate the findings

of the community research.

Stage 6. Using a rough edit to agree a final script for a film to communicatethe findings. The team works with the editorial team to make a rough edit andthis is shown to the community for checking.

Stage 7. Final editing and translations:

The team takes the agreed material and the agreed script and makes a finaledited version with translations.

Stage 8. Local participants use the tape with their selected audience

The local participants review the tape and run a workshop at which they showtheir findings to the selected audiences.

Summary

STAGES 1 - 5

Fieldwork - 10 days i Introducing ourselves to the community ii Participatory observation iii Facilitating and recording community research and analysis using playback iv Forming a community editorial team and enabling them to

facilitate an action and communication plan with the village v checking and additional filming

STAGE 6

Rough editing and agreeing final script with editorial team 3/4 days

STAGE 7 2/3 days

Final edit and planning for villagers to show their tape to a chosen audience. Itmay be necessary, for example, to do some careful preparation with a chosenaudience whether local officials or policy makers, to prepare them to listenand respond to local people.

STAGE 8 1 day village participants show their tape to their chosen audience.


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4 OVERVIEW OF ACTIONAID ACTIONAID SIERRA LEONEINPUT INTO THE RESEARCH PROCESS

Maintaining Records and Documentation

A very important aspect of this Dfid funded action research is the maintenanceof records of the process, so that others can learn from what takes place overthe next three years, and so that we can deal with problems as they arise.

There are three aspects to record keeping that we need to consider:

1. Field reports2. Documentation and transcription of tapes3. Translation of tapes

This paper will look at these three aspects of record keeping.

1. Field reports

It is important that there are records kept of the process of this research,because these will make it possible to share your experience both with theResearch Manager: Su Braden, with each other, and your team leader.

field workers notes

Each fieldworker should keep a notebook in which they enter a brief note

immediately after each field visit. There are different methods of notingwhat happens on each visit, but one quick way is to give your self a checklist of headings such as:

i. Date of visitii. Aim of visitiii. People seeniv. Main issues discussed or activities undertakenv. Out comesvi. Difficultiesvii. Learning points

reviewing and sharing

Each week the team meets with team leader who reads the field notebook,discusses the work with the team members and makes a summary of mainpoints in the team leaders notebook:

i. Number of visits undertaken by team membersii. People seeniii. Main issues discussed and activities undertakeniv. Principal difficulties experienced by the teamv. Learning points.


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regular contact with the research manager to enable updating andsupport

Each month the team leader sends the Research Manager the weeklysummaries

Each month the Research Manager replies with comments andsuggestions or plans to visit, if there are difficulties with which the teamneeds help.


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2 Documentation and transcription of tapes

Labelling and listing tapes in the field.

When the team goes to the field to film it is important that one member takescharge of tapes. The tapes used for filming are the small (Mini DV cassette)

tapes. You will usually need to take three or four of these to thefield, for each days filming. These are your camera tapes.They should be labelled in advance of use with:v the project name: for example > Village A baseline tape 3. mens village map and discussion


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v Log the contents of each master tape, by playing it back.You will see a series of eight zeros at the bottom of thescreen these numbers are known as the time code. Thetime code gives us a way of finding a precise place on thetape. Starting from the right, the first two zeros represent the

frame: in tape time there are 24 frames to one second. Thenext two zeros from the left represent seconds, thenext pairof zeros represent minutes and the last pair of zeros on theleft represent hours.

timecodeHours minutes seconds frames00 00 00 00

The logging should be done using the logging sheet:TapeNo.

Timecode in

Speech Vision Timecodeout

Use thetape no.on theMastertapelabel

Note:theframe,second,minuteand

hour atwhicheachnewspeechorscenebegins

Write downhat is said (beareful not to

alter the words)

Write downwhat action istaking place

(ie., woman inblue skirt,plaiting childs

hair)

Note theframe,second,

minute,hour atwhich the

scene orspeech

ends

Please remember that these logging sheets will be used by the wholeteam and the Research Manager over the whole of the next three

years, so that they should be kept neatly in a folder.

3 Translation of tapes

At the end of each piece of work in which a participating community group hasused an edited video tape to show to a chosen audience, it will be necessaryto translate the final tape into English. Sometimes we may need to record thetranslation onto the tape. But, for the research findings in year three, we willalso need the English versions so that we can make a compilation programmeshowing the processes of the work undertaken.


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Please be sure that English translations are made at the end of each piece ofwork with a participating community, (ie., at the end of Stage 8 above) andthat these translations are filed with the log sheets.


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EDITING TAPES

We will develop our own editing manual together, in the meantime copies ofthe technical manuals will be available in the edit room.

MAKING BLACK AND BURST TAPES

1. connect the S-Video cable, one end of which is already connected tothe back of the record machine, to the S-video input on the camera.

2. put a new (clean) edit tape into the record machine and switch themachine to local.

3. Do not putatape into the camera the camera signal alone producesthe control track

4. Turn the camera on

Press record on the record machine

Connecting the Video Projectorto the VCR

from - VCR - audio (red) } OUT- video (white) }

to - Video projector - audio (red) } IN- video (white) }

Connecting Video Projector to Speaker

From Audio from projector (red) OUT (top left)To Speaker


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Sierra Leone action research participatory communication

logging sheet: Number . Date ..TapeNo.

Timecode in

Speech Vision Timecodeout

Use thetape no.on theMastertapelabel

theframe,second,minuteandhour atwhich

eachnewspeechorscenebegins

Write down what is said (beareful not to alter the words)

Write downwhat is seen ie pan shot L toR or wobblyzoom thengood shot ofwoman in

green

frame,second,minute,hour atwhichthescene or

speechends


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Actionaid Sierra Leone action research participatory communication

Project Title: Participating Communitylogging sheet: Number . Date ..

Tape

No.

Time

codein

Speech Vision Time

codeout


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Actionaid Sierra Leone Edit sheets

Project title:.Sheetno>

Date Name of participating community

Source

tape No.

Shot

No

Vision tc in Shot desc-

ription

Audio

tc in

Vision

tc out

Audio tc

out

Comments/transcription


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CAMERA and light

light

12dB 8dB 6dB 3dB_________________________.____.____._____._____._____

1.7 2 4 5.6

Gain (no gain)

OdBGain FstopControls brightness controls brightness of pictureof picture (by amplifying (by controlling light coming in)the light coming in)


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Shot Sizes and names

LS

Long Shot

m s

Mid-shot


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cu

Close-up


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Camera movements

Pan Right Pan Left

T i l t up to

T i lt d o w n t o


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Zoom in to

Z o om o u t t o

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