Tag Archives: training

Only One Day Left to Apply…sorry

Should have posted this earlier so rather than adding it to the schedule on the Opportunities page where you may not see it, I decided to give it its own post. It came to my inbox from the Coalition of Service Industries. Here it is:

OECS/COMPETITIVE BUSINESS UNIT (OECS/CBU) solicits expressions of interest in the following Business Training Activity:

Activity

The OECS in collaboration APCAG (Association for the Development of Independent Cinema in Guadeloupe), ten (10) day Screen Writers Workshop in Guadeloupe from January 19-30, 2015.

Background

The OECS/French Overseas Territories (FCORs) Regional Screen Writers Workshop will be held in Guadeloupe from January 19 to 30, 2015, and will be hosted by the Association for the Development of Independent Cinema in Guadeloupe (APCAG). This is part of a collaborative effort between the APCAG and the Organisation of Eastern Caribbean States (OECS) in an effort to increase the competitiveness of the audio-visual and film sectors in the OECS and Guadeloupe. This initiative is a direct result of the OECS Business Mission to the FCORs in May 2014 and is expected to form part of future collaboration between the OECS and Guadeloupe in the creative Industries sector.

This exercise will be carried out in several phases; starting with the training programme in January 2015, to be followed by a support phase to deserving top performers from the workshop over the period February – June 2015, a refresher course/presentation of best scripts from top performers in an OECS Member States in June 2015, and a promotional phase in December 2015.

Phase One & Two of the exercise will be the theoretical or training component of the programme and will involve the following:

January 19-30, 2015

Film analysis

Basics of screen writing

Accompaniment of screenwriting

Status of the writer in the chain of film production

Knowledge of the economics of cinema

EXPRESSION OF INTEREST

COURSE OUTLINE & PRESENTERS

Analysis film, screenwriter status in the chain of film production, knowledge of the film economy

Presenter: Lucius Barre (New York)

Public Relations consultant, promoting the international distribution of films of different cultures. He specializes in strategic planning from the beginning of production, creation of campaign materials, and the Protocol on the markets and festivals. Barre was the first international publicist for Pedro Almodovar, Shinji Aoyama, Jean-Pierre and Luc Dardenne, Atom Egoyan, Zacharias Kunuk, Jean-Claude Lauzon, Guy Maddin, Johnnie To, and Tom Tykwer; and worked with established filmmakers such as Lee Chang-dong, Alain Resnais, Carlos Saura, Volker Schlöndorff and Hiroshi Teshigahara. He served for eight years as press secretary in English at Cannes, and has worked in communication and protocol for projects with the European Commission and festivals in Abu Dhabi, Berlin, Buenos Aires, Ghent, New York and San Francisco. He is part of the staff since 1997 Rotterdam Film Festival and the Locarno Festival since 2011.

Presenter: Tony Coco-Viloin (Guadeloupe), Film Commissioner

Presenter: Nina Vilus (Guadeloupe), Producer Art & Visions for Film and TV

Basics of screenwriting, Support for writing

Presenter: Amba Chevannes (Jamaica)

Originally from Jamaica, Amba is a screenwriter and script doctor and a part-time teacher at Edna Manley College for the Visual and Performing Arts and the University of the West Indies. Amba Chevannes is a graduate of the University of the West Indies and the Tisch School of the Arts in New York. She has a Master’s degree in Playwriting. She teaches Screenwriting at the Edna Manley College and the Institute for Media Training. She has written screenplays and acted in several plays. Some of them have arrived on the small screen. Two of her plays have received rave reviews in 2007 and 2008, she is also a partner and producer to produce MADKOW. She will be on the technical aspects of writing a script and its development plan.

Critical analysis of scenario

Film Commission of Guadeloupe

February – June

Practice portion for each of the candidates on his/her return through monitoring

by the facilitators

a) Scripting

b) Followed by the work of a script doctor who will help in giving guidance

and script solutions

Phase Three: Return

June – in an OECS Member State. This will involve the selection of the top five scripts for presentation

a) Presentation of scenarios to industry professionals from the Caribbean

b) Choosing of the Best Screenplay by a professional jury

c) Feedback

Phase Four: Promotion

July to December 2015

a) Presentation of scenarios to television professionals and producers

b) Send scenarios to festivals dedicated to the theme/topic

Date and Location

Fort Royal in Deshaies, Guadeloupe from January 19-30, 2015.

OPPORTUNITY

Increase and share your knowledge and experience with regional and international industry leaders.

Networking and making business contacts with key industry stakeholders across the OECS region.

Who should attend?

Fifteen candidates, ten from the OECS and five from Guadeloupe/Martinique will be selected to attend this very important training exercise. To be selected candidates should possess the following:

Have completed at least one film (short film or documentary) and have a taste for writing or have written a book or have a particular interest in the cinema

Be nationals of OECS member states or from Guadeloupe, Martinique, Saint Martin and Saint Barthelemy

Speak and write English

Persons interested in participating in the above activity please fill in the attached form (EOI Template Regional Screen Writers Workshop ) and return to sesprit@oecs.org or eduinfocenter@oecs.org.

Deadline for receipt of applications is December 12, 2014. Please note that the OECS and APCAG will meet the cost of travel to Guadeloupe as well as accommodation for the ten participants selected to attend. All other information and participation requirements will be provided after final selections.

ADDENDUM

In addition, all persons wishing to be considered for selection should provide the following:

Either

  • The synopsis of a story which will be used by the participant to develop his/her script during the workshop. The story should have a Caribbean flavour and should be a least five minutes in length for the making of a short narrative film
    Or
  • A Script in development containing story plots and the development of the key characters in the story for the making of a short narrative filmPersons interested in participating in the above activity please fill in the attached form and return to sesprit@oecs.org or edu@oecs.org.


Deadline for receipt of applications is extended to December 19, 2014. Please note that the OECS and APCAG will meet the cost of travel to Guadeloupe as well as accommodation for the ten participants selected to attend. All other information and participation requirements will be provided after final selections.

 

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DYA Workshop: Hopes and Highlights

??????????????????????????????????????????????????????????????I’m posting here about the Media Workshop I was commissioned by the Department of Youth Affairs to conduct instead of posting it at my Jhohadli blog because as a youth specific event, it seemed a good fit for the Wadadli Pen blog.

It was an all-absorbing two weeks (July 14th to 25th) – by which I mean I got very little else done during that time, writing included. In fact, the only writing I remember doing was the writing that came out of my field trip with the kids from the writing workshop I was facilitating. In the end, though I’d like to think that we got a lot done during those long days.

The focus of the workshop was feature writing; and the goal given to each participant, to produce an article by the end of the second week, was achieved by almost all – and what was produced was quite thought provoking. The best of them consistent with our mantra for the two weeks: “this is not talk as yuh like but back up yuh chat.”

Each day we began by reading and discussing a feature article, pulling it apart: DYA readinghow it approached its subject, how it used language, the attitude of the writer to the subject, how the story made them feel, how the writer achieved that, what sources were used, were they effective, how was language used, was that effective, and so on. We also discussed themes and the articles covered a wide range of them – touching on girls/women/human rights and patriarchy; on female representation in parliament; on the brutality meted out to the indigenous people of the new world – this actually wasn’t a very well written one (but that too was a learning opportunity); articles on environmental activism; the marine environment; subtle forms of censorship including self-censorship; diversity (or the lack thereof) in popular culture products – books, TV, film; bullying and cyber bullying in particular – this one caught on as a number of them ended up writing on this very topic. Sidebar: won’t break any confidences but we really need to pay attention to what our kids are going through; it’s a mad, mad, mad, mad world out there and confident as their posturing is, they’re really just trying to feel their way through it. Writing their experiences is one very profound way of bringing clarity and/or catharsis, and I applaud the DYA for the initiative and hope they find the funding to make it continuous.

???????????????????????????????The weeks were punctuated by a couple of field trips, one a city walkabout, one exploration of the former sugar plantation cum open air historical museum that is Betty’s Hope??????????????????????????????????????????????????????????????– in the former case, the challenge was to observe and practice descriptive writing and in the latter case they were expected to journal the experience – and from that we did a pretty successful group writing exercise when we returned to base.

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One said of the field trips, in the written reviews at the end of our two weeks :??????????????????????????????????????????????????????????????“I learned how to describe things through this experience.”

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???????????????????????????????This same person added that they also enjoyed the “Morning discussions – I was able to open-up and state my views and [be] heard.”

Another approach to edutainment was video screenings of films, music videos, and mini-docs – followed by discussion and critiques. These provided opportunities for comparative analysis of different tones and styles, even or especially when there are common themes. One of the 20 or so participants said on review at the end of the two weeks that his/her favourite activity was surprise, surprise “…the movies and the discussions because I learn better that way and it is fun and entertaining.”

I don’t know what I expected of the last day but it was wonderful. Most completed their articles as mentioned; others had articles in various stages of progress. Three were selected to present. That went very well – the three presented on women’s rights, women’s representation in parliament, and corporal punishment. ?????????????????????????????????????????????????????????????????????????????????????????????I think in preparing the articles, they learned it’s easy to have an opinion, it’s much more challenging to articulate that opinion in a coherent and artful way, to back up yuh chat by putting in the research time and doing the appropriate sourcing (and crediting said sources), and just sitting down and doing the work – no shortcuts.

There were tears and procrastination, complaining and contradictory behavior – never let it be said that only old people are set in their ways; we challenged each other – prove it, I would say in the face of every conspiracy theory or wild statement and I’ve never heard “Miss” said with so many variations of whine before. So perhaps we were both a little surprised at the end to find that we had enjoyed our time together. “What did you learn from us?” one asked me at the end. “Patience,” I quipped. And that’s no joke (between lack of focus, resistance, and more I had to put it to use) but I learned more too. By finding ways to engage the reluctant learners especially, during the summer months, for six to seven hours per day, when they’d rather be outside (in theory, since even our outdoor games attracted some whining), I continue to learn (the hard way) how to teach what I love to those who may not love it as much and to those who love it maybe but need to realize that it’s more than just bursts of creativity but actual work. In this regard, as in so much else, I continue to be a work in progress.

But…

I was in line at the ATM when I got around to reading their evaluations of the two weeks. I’d done everything I could to assure them that their feedback would be anonymous and it was. So I’ll take it at face value that they had as good of a time as they said they did. I’m not surprised that highlights for them included the films and field trips, the friendships and the music, so much music (blame me for that, I love music and it is a form of storytelling that kids can relate to). But some of their comments did reassure me that for them it was also a productive two weeks filled with learning and, surprisingly, fun.

They wrote about gaining confidence, learning the basics of journalism and how to express themselves via the written word, how to edit what they’d written, and indeed how to back up yuh chat – “balancing my thoughts with facts”. One that jumped out at me was, “after being reluctant to come, I actually learned a lot. My writing skills have improved.” And, this person went on to say, he or she, I’m not sure which, had also learned a lot about him or herself. Sidebar: I also hope they learn to question more before swallowing everything wholesale…whether it’s the finer points of history or today’s conspiracy theories.

So, let’s see, let’s see, what else did I learn…that teens are contradictory, so conservative about some issues, so off hand about other things, and seeing no irony in it at all… treating journaling like a chore (why? Why? Why? Do you journal every day????) and then naming it as one of their favourite activities…go figure…what else, what else…oh that I am “a funny teacher” … which is a neat trick considering everything else that was going on in my life at the time.

Educational…fun were the two words repeated most often in their reviews, and you know what, that’s an okay mix.

Viewing the offshore islands from Seatons.

Viewing the offshore islands from Seatons.

Potworks, empty during this sustained period of drought, a visual extension of our discussion on the environment.

Potworks, empty during this sustained period of drought, a visual extension of our discussion on the environment.

“P.S. Ms. Hillhouse, I love your approach to criticism. You never just state what needs improvement but what was great already, thereby making you approachable.”

??????????????????????????????????????????????????????????????(Photos courtesy the Department of Youth Affairs)

As with all content (words, images, other) on wadadlipen.wordpress.com, except otherwise noted, this is written by Joanne C. Hillhouse (author of The Boy from Willow Bend, Dancing Nude in the Moonlight,  Fish Outta Water, and Oh Gad!). All Rights Reserved. If you enjoyed it, check out my page on Amazon, WordPress, and/or Facebook, and help spread the word about WadadliPen and my books. You can also subscribe to and/or follow the site to keep up with future updates. Thanks. And remember while linking and sharing the links, referencing and excerpting, with credit, are okay, lifting whole content (articles,  images, other) from the site without asking is not cool. Respect copyright.

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