Anatolia College in Thessaloniki invited me this autumn to work with their 5 and 6 year olds as well as with the teenagers involved in video productions for their I.B. course. The starting point had been last year’s teacher training in media literacy and the effort done by the school’s theater pedagogue to use and introduce media in everyday classroom.
For the young ones, I proposed to run our workshop about understanding how a film is composed by both images and sounds and how children can create their own sound score. The aim of the workshop covers some particular characteristics of the film language (how image and sound work together in a narrative), technical aspects (how sound recording is done) as well as collaborative, expressive and organizational aspects (sound recording requires silence, respect, working in turns, appreciation/ evaluation of the “actor’s” voice), all necessary to paedagogy and art.
This workshop was based on a short module made some years ago by my colleague Menis Theodoridis about the variety of sounds and how expressive whispering can be for children. However, the need to involve a whole classroom and to develop a wider relation to understanding sound and image, gradually lead me to a more constructed process which would develop upon a story line, so young participants could engage with.
An animation excerpt seemed to be a good start, to show character and non verbal development of a story. It also gave me the chance to display that a film needs not only images but also sounds to become a whole enjoyable experience. The narrative quality of sounds, was an important goal too, so I tried to find ways to show it to very young people. Respecting their natural need for movement and imitation I addressed theater. Using your body can be liberating with all humans but especially with nursery children! In a short time they are ready, to reproduce their own versions of the sound effects of the film, as they have well kept them in their body memory.
Finally, the kids become foley artists and sound recordists with the excellent TTS kids’ mikes. And there we go, making the sounds one by one, keeping the timeline of the film as a structure. The sequence of events becomes the backbone of our recording enhancing once again the understanding of the story.
Finally, as mumtimodality is not just a theory but a practice, we share the class with a comfortable drawing session, where kids select and draw their three favorite sounds from the whole extract. Our prepared sheets of paper with a frame design, become their very first storyboards! I shouldn’t forget to mention that this last idea about drawing sounds, was originally introduced by a young nursery teacher who was being trained with us in Karpos.