ΒREAKING THE FRAME
In 2017, Karpos decided to develop a program to help educators offer new structured experiences to the younger generation to better understand media messages including a fresh look on narratives, school curriculum and sociocultural themes. We decided to further develop our best practices into easily applicable, low budget, flexible and durable educational resources for educators and youth workers. They combine media use and digital skills to open discussions around storytelling, decoding messages and issues of information & disinformation. Thanks to different funding resources and through both European and national projects, we experimented and significantly improved them. This all concluded in the sustainable and scalable project “Breaking the frame” in early 2018.
These resources were developed based on Karpos methodology using:
So far, “Breaking the frame” is composed of 5 media literacy modules which have been tested and implemented in a variety of contexts of formal and non formal education, trainers’ trainings and direct work with students.
I found it useful, effective and motivating and easy to reproduce.
It was very interesting and we loved the part that we created the story by using sound and is something very different from everything we did up to now.
In the beginning I thought that I wouldn’t like this program because I wouldn’t have thought that I would enjoy taking photographs. My belief was refuted. Photography opened up new horizons and my point of view for the world around me.
It was interesting to try and substitute text with images in order to make something that is interesting for others to read!
What we did was really interesting and unexpected. I learned how easily the news can spread, whether are false or true!
- I came to the training full of great expectations and very tired and I left feeling calm and full of ideas which I think I can apply very easily in my class and that is of paramount importance because many times during trainings we are taught things that are not easy to reproduce afterwards.
- The subject of the seminar , hate speech, was very useful. I chose the soundscape workshop in order to acquire a new skill. I have to admit I was a bit reticent but I have to say it was very revealing for me how much I enjoyed it. And I thought that if I am as excited at this age I would imagine my students would be even more, it would be something that breaks their every day school routine!
- I came to this amazing training and I felt fulfilled and experienced a child like enthusiasm and this is what I am going to take with me when I go back to my school. The trainers are amazing, their technical expertise and communication skills are unparalleled! We thank them from the bottom of our hearts.
OUR WORKSHOPS:Our workshops are designed for students 11-17 years old for 2-6 hours sessions.
SOUNDSCAPESCan we tell a story through sounds exclusively?
sound recording, narrative, observation, analysis, digital device, simulation
Applied in: App Your School, Silence Hate, MigratED, EMELS, YCARHE, Kids4theCity
Sound is an area crucial in media production which is often considered secondary. We are here dealing with the narrative potentials of sound and how it carries meanings which can be created in a process similar to the one we use for visuals. The idea of “shots”, “background” and “depth of field” may be well transferred from visual to aural experiences. Our aim is to realise the semantics of sound in relation to how story progression works and how, sounds can create images, anticipation and feelings.
TRUTH OR DAREHow easy is to build and share your own news campaign through social media, event if it is fake?
fake news, information intersection, digitall poster, social media
Applied in: App Your School
Build your own student campaign based on a truth or a lie, using 3 technology tools (social media posts, poster creation, video interviews). Students will work in groups and will finally vote on which campaign tells a true story and which lies. Regardless of the original identity of the story (truth or lie), the winning campaigns are the ones that made it look real and convincing. In the end, students based on their personal experiences, are encouraged to discuss the easiness for one to create content across the various new media. In addition, they are called upon to negotiate the concept of misinformation and to propose ways of dealing with it.
DIGITAL POSTER & INFOGRAPHICSCan information, data or knowledge be presented in a visual way in order to become more understandable and easily remembered by a wider audience?
visualisation, symbols, non verbal communication, infographics
Applied in: App Your School, Silence Hate
Students experiment with verbal and visual abstraction. They are introduced to the concept of symbols and they create their own. They study how verbal and visual communication (text and symbols) can be combined to create a visual representation of a set of information on a particular subject. Finally they create their own infographic in order to communicate a set of information easy to understand.
ONE OBJECT MANY VARIATIONSHow can an object or concept be visualized in different ways?
representation, photography, video, visual communication, digital collage
Applied in: App Your School, Silence Hate
Students photograph a selected object/idea in 5 different ways related to 5 different social conditions: reality, surreal use, advertising, fairytale and social interaction. Then, they create a digital collage with 4-9 photos based on a related concept or theme. Finally, they develop this concept into video, using 5 different types of video: reportage, documentary with personal narrative, fiction, no sound videos (as for social networks), advertising).
THE BLIND PAINTERHow can we describe a photograph to someone who is unable to see it?
different narratives, media literacy,image analysis, perception capacity
Applied in: Silence Hate
The participants work in pairs. They sit with their backs touching without visual contact. One of them has the role of the ‘narrator’ and a photograph with an intercultural subject is given to them. The other one has the role of the ‘painter’ and a blank page and colorful markers are given to them. The aim is for the ‘narrator’ to describe as precisely as possible what they see in the photo and for the ‘painter’ to paint it. At the end of this exercise the pairs compare the photo with the painting. One of the interesting outcomes of this is to see how what one described is different to what the other perceived.