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  • Communicating through ARTCO

    by: David Ertel

    channel: About ARTCO

    During this period, children started to communicate with the workshop artists through videos, pictures and audio recordings that they uploaded to the web. Sometimes children ask for specific things, such as to be shown certain parts of Montreal. Artists reply back in the same way by using the ARTCO platform.

    02-01-2013

  • Project Break

    by: David Ertel

    channel: About ARTCO

    Due to the children’s traditional activities and school schedules the animation workshop is cancelled and a break in the project is had so that the Inuit children can focus of their exam period and, in case of the Crees, the children can go hunting with their families.

    This break time allows us to evaluate the impact the project is having so far on the children and to observe their level of involvement when the workshop artists are not with them to do specific activities. This is also an important moment to identify the children who were really engaged and who could potentially inspire the others.

    At this time we also confirm the importance of working with local teachers throughout the project, because they have daily contact with the children, and are easily able followed up with them.

    02-01-2013

  • Update after hospital

    by: DonaldMorin

    channel: DAMMEDIA

    Did not find an elf but found myself at hospital Dec 7th. Got out on the 15th, now at home healing, thanks to all who dropped by and wished me well

    22-12-2012

  • Technology

    by: David Ertel

    channel: About ARTCO

    Northern Context

    In 2012 Northern Canada's internet service is up to 500 times behind southern standards in terms of cost-per-kilobyte. Media files that permit audio-visual communication (i.e. oral, not literary) usually are too large, or too costly, to download or share. Simply downloading a browser application like Chrome can take up to 90 minutes even when using the ‘best’ internet services available. Low monthly data limits quickly are exhausted by media use.

    Community Context

    In Kuujjuarapik – Whapmagoostui, most children do not have access to a computer at home. If they do, they have extremely low-speed internet or no internet at all.

    In both the Cree and the Inuit school, technology guidelines are set by school boards based in southern cities like Montreal, and by people who may never visit these isolated communities and who are unaware of their technological limitations. When problems arise, professionals must be flown in to fix them. This situation makes local staff uneasy about the addition of new technologies. Internet at both schools is only accessible to children on the school computers in the computer lab and during the computer class. In the Cree school some teachers have a computer only accessible to them in their classrooms .

    ARTCO strategies and solutions

    The Media Player Solution

    The ‘Media Player’ is a local server that allows people in the communities with low-bandwidth internet connections to view ARTCO’s multimedia content at high-speed even when using a slow internet connection. This technology, designed by Isuma, offers a solution to a problem many communities face in Northern Canada and worldwide: slow and expensive internet connections.

    To achieve it’s objectives, ARTCO designed and developed new functionalities for the IsumaTV Media Players enabling them to receive video, audio files and images created with the iPods. The created content is sent directly to the Media Players via WiFi. The media players look like desktop computers. They have to be plugged to the internet router which provides WiFi internet and is in turn connected to the modem that connects to the satellite dish.

    The multimedia that children upload to the media players is available immediately to the anyone else who is connected to the same network that the media player is connected to. So, if an Inuit child uploads media to the Inuit school media player, anyone connected to the Inuit school network can view that video, photograph or audio immediately after it is uploaded. Overnight, this media is uploaded to the website and available worldwide.

    Some of the most important advantages of the media player system are:

    • It allows children to have access to faster upload speeds and to playback their content almost immediately (approximately 1 to 2 minutes after the upload).
    • Users download new content from the website only once. Each time someone connects to the internet network in which the media player is plugged, they are viewing the media at high-speed because it is coming from the media player, not from the website. This means that by using the media players people avoid downloading from the internet the video each time they want to play it, making the viewing experience fast and avoiding paying for the bandwidth it takes each time you view a video in one of these communities.
    • All the media produced locally stays easily accesible locally but it is also shared worldwide through the website to which the content is uploaded automatically overnight, every night. 
    • In the same way, the community also has access to all the new content that is uploaded to ARTCO or to the IsumaTV platform which hosts ARTCO, after the media player downloads this new content overnight. This means that with the media players, the community has access to a large media library of indigenous productions: archives from the past and contemporary productions. In 2012 IsumaTV has 5,000 films made and uploaded by indigenous people from Canada and countries as Mexico, Greenland, Bolivia, Peru, Australia, Brazil, Mali, Russia, among many others, all of which are stored in the media players.

    Strategies

    Two new internet satellite connections and media players are installed in both the Inuit and Cree schools.

    ARTCO’s iPod application and website is designed to be visually intuitive with the least amount of text as a response to a combination of both, a strong oral cultural tradition and high illiteracy rates.

    Inuit and Cree children website profiles are listed under the same navigation menu, ordered alphabetically. This structure promotes reconciliation between Inuit and Cree children in an indirect way, and encourages them to explore the media made by the other children.

    The iPods become not only the tools to create and upload media content but also the main tool to view the content the children produce.

    Internet access and technology

    In Kuujjuarapik – Whapmagoostui most people rely on an internet connection provided by Tamaani Internet. In 2012 the basic internet connection offers: 512 Kbps download 128 Kbps upload, with a bandwidth limit of 10GB per month. If the user reaches the monthly bandwidth limit, the service for the remainder of the month is slowed down. In reality a user never experiences a 512 Kbps download speed as advertised, simply because a portion of the bandwidth is used by the modem and by the Internet Server Provider to keep the line open. In addition, the varying quality of the connection can also slow down the download and upload process. In fall 2011, while we were developing the activities, it was reported by the communitythat the download speeds were around 128 Kbps on the good days, and sometimes it could drop as low as 56 Kbps. The experience of downloading Google Chrome (40 MB) at a download speed of 64 Kbps would translate into a waiting time of 1.38 hours.

    Computers, browsers and operating systems at schools

    In 2012 most of the systems at the Cree and Inuit schools in Kuujjuarapik/ Whapmagoostui are windows based systems, often only running Internet Explorer 7. While Firefox is installed also in all the terminals at the computer lab of the Cree school, it is not necessarily the case at the Inuit school. While it is more challenging to ensure a flawless interaction using technology from older browsers, it is important to keep in mind that a trade off is needed for those cases. Often installing a new piece of software (even a browser) might need to go through a special request through the school administration.

    In general, none of the children are allowed to use the internet or computer lab outside of a class. Children are not allowed to bring their iPods to school, nor connect to the wireless network. Some of the children reported that, during the weekends, they would stand just outside the school to have access to the ARTCO wireless network in order to upload content to the site.

    Personal Devices

    Some of the children have either an iPod touch, a camera phone or a desktop computer at home. Laptops are rare. Some people in the community own iPads.  

    Leisure activities and points of internet access

    In 2012, most of the youth in Kuujjuarapik/Whapmagoostui spend their leisure time at either, the local gym, the youth center, outside playing on the hill or at the beach (depending on the weather conditions) or at home (often playing video games).

    At the gym there is a wireless internet connection accessible by all the visitors, it is not reliable and the weeks that we were visiting we never managed to connect to this resource. However, many or the children participating in ARTCO mentioned that they uploaded content from the gym. At the gym there is also a laptop used by the staff and it is often shared with visitors. The other internet access point is the Youth Centre. We did not have the opportunity to visit the computer facilities, however we were informed by the children that they had a few computers for common use running windows. Some o the children said that their parents have a computer with internet access though not all of them are always welcomed to use it. When that was the case, they visited a friend’s house that allowed them to browse the internet.

    All the children know about Facebook, there was also mention of Bebo and Hi5, no mention of Twitter or instagram. A large portion (if not all) of the older children and teenagers are on Facebook. Their privacy settings vary, some of them do not share anything outside or their circle of friends, some others have a rather open profile and their content is accessible. If they are not on the internet, they spend their computer time playing video games. Some of the children who do not have access to a computer have access to other devices to play video games. The content of the games played are rather simple, and the adoption of video games is not only among the children but also teenagers and young adults. For instance, at the local bar there is an arcade video game where the only objective is to keep a drunken man walking on a straight line by repeatedly pressing a left or right button. Among seniors, bingo is an important part of their evening social activities. People within the community take turns to lead the game and broadcast it through the local radio station.

    Reaching the community: the radio station

    The radio station in these communities is of vital importance. Homes, offices and schools have the radio turned on all the time in order to hear the news in town. While the younger generations might often find the content a bit boring for them, it is still a way for them to learn about what is happening in town.

    19-12-2012

  • Mural Workshop

    by: David Ertel

    channel: About ARTCO

    Inuit and Cree children each watch their own videos and the ones made by the other group. They collectively learn about the daily practices of their own classmate as well as those of the other group. With the help of the mural workshop artist they chose aspects of the videos to express in their mural: scenes they find interesting, relevant, funny and/or important to share with others. They children chose what they want to share.

    The murals are designed to explore what each group of children have been making and sharing, up until this point, through electronic images, and to go from the virtual to the physical world: where the children can feel, smell, touch, appreciate the colors and play with the image dimensions.

    This interaction starts by printing the pictures and stills from the videos shot by the children and laying out on the table with the other painting materials. The children are naturally curious to look through the photographs take by the other group. It is very different for them to look at these pictures and videos through the iPods, than to look at them printed in 8x10 format. Children start to ask questions like “Who is this?” “Where is that?” “Who took that picture?”, as they get, little by little, they familiarize themselves with the other children while interacting with the same media as before but through a different medium.

    The murals created by the Cree and Inuit children and the one created by the workshop artists were then exposed at the community gym, which, to this day, is one of the few spaces Inuit and Cree share in Kuujjuarapik-Whapmagoostui. They were left there after the project closure. The other shared facilities include the airport, the restaurant the grocery store and the bar.

    12-12-2012

  • Video Workshop

    by: David Ertel

    channel: About ARTCO

    As a first step children learn the basics of video making: how to hold the camera in a stable way, how to focus on your subject, how to get the best possible sound and image, how to record without having an upside down image, and the difference between close up shots and full body shots, among other things.

    After getting through the basics, children are introduced to the Isuma-style video making using focused seeing through the camera as a simple ‘no fault’ way to discover meaning and empathy and to make better videos with minimal training. See more at www.isuma.tv and www.isuma.tv/isuma-productions

    Children learn how to edit, add sounds, and make stop-motion and time-lapses using the iPod.

    Children are encouraged to make journalist style videos or photos to explore their own culture’s daily practices. In Kuujjuarapik-Whapmagoostui children were not particularly interested in driving interviews or in interacting with adults.

    ARTCO’s methodology focuses on allowing children to communicate in their own way and about what interests them. Share their opinions, ideas and what they find interesting and give importance to what they create.

    ARTCO explores daily life as an expression of cultural values, an approach easier for children to follow when working with delicate subjects like historical violence and conflict resolution which was the case in the community of Kuujjuarapik – Whapmagoostui (read more at the About section).

    Through the process, the children upload the photos and videos they chose to the ARTCO website, with the option of giving the upload a descriptive title, to share their work with the other children.

    12-12-2012

  • What we learned

    by: David Ertel

    channel: About ARTCO

    Feedback

    “You have no idea what it means to see you guys posting video to the kids from this community. It’s pretty powerful!”

    – Janina Kondratiuk, Teacher at the Inuit School

    “You think you know the community and then you watch those videos and you realize how far you are from knowing what is really going on.”

    – Lindsey Johns, Teacher at the Cree School

    “ When I saw Elizabeth’s time-lapse I saw and aspect of her I had never seen. This project is helping me to get to know much better the children that I work with.”

    – Janina Kondratiuk, Teacher at the Inuit School

    “Zacharias, Derek, Terry and Carol, all Inuit born and raised in Igloolik were blown away by ARTCO. They loved it! They want to do the same thing in their community right away! Zacharias told me he wants his grandchildren to have this now. I said ‘yes, that can be done! We are working with children from 8 to 12’ he said: That's good, but we need younger! I'm talking about 5 years old! I'm talking about taking iPods to the daycare and engaging those children! Imagine if they start doing it now, where they are going to be in 10 years?!”

    – Gabriela Gámez, Concept and Production

    “The booklets are AMAZING. […] Kids could have stayed looking at booklets and sharing comments/laughs for the whole class. This is the first time I could watch them for a long time sitting at their desks, everyone was reading. They forgot about us. It was great to see their reactions. […] The new students were very curious to see all the work that had been done during all this time. In general, in both communities, every person who sees the booklet for the first time is curious about seeing the other community’s photos. They know most of the people who took the photos, but they had never seen a photo taken by them, at the end of the day a photo is a medium of expression. Since they all had the iPods for the last few weeks, this gives a common feeling among them.”

    – Diego Espinosa, Music Workshop Artist

    What Worked

    “ARTCO’s objective is to pose questions. Questioning the way we interact with technology, the way we create art, the way we share art and anything that it’s not art. It’s also questioning the way we are teaching. How children are teaching their teachers. How they are informing the world back in a way that it’s been documented. The documenting quality, the fact that kids are documenting their lives, their families, how the weather changes in a few weeks…I understand ARTCO as a question. And what if this turns to inspire people? What if this could be an alternative model of the future, for education, for art, for social issues?”

    – Diego Espinosa, Music Workshop Artist

    “Children like Glen. His mind was having a lot of ideas, even projects. He could see. He seemed to have all these possibilities…he questioned himself, he question the way he was thinking and judging other people.”

    – Diego Espinosa, Music Workshop Artist

    “ARTCO was always designed as an evolving project, it’s more of a question and an exploration of a project rather than bringing solutions and ways of doing things. I think that one of my interest was to do it as an horizontal process; bringing the knowledge of the children, the community people, the artists, the interactive designer, the technical people in such a way that we could all learn from the other and that the project would evolve and just create itself in its own way.”

    – Gabriela Gámez, Concept and Production

    “It was a window of the daily life of the children that allow them to relate to the children that they were all day long with, in a completely different way, and for the first time probably understand much more of them. I saw a lot of inspiration, I saw that people started to share themselves and communicate their needs. It was empowering for the children and the artists, it built bridges between adult and children and it brought a lot of joy to everyone.”

    – Gabriela Gámez, Concept and Production

    “From the beginning ARTCO was designed to evolve. Technology was assumed to be an outstanding tool children should have at hand to share experiences, imagine solutions to the problems their communities have, and to find new ways of communicating with one another, yes, but also with people far away, so that they might have a glimpse about new ways to participate.”

    – Guillermo Espinosa, Consultant

    New media technologies attract the attention of children in a powerful way. Due to the different difficulties children face in this community and others in Northern Canada, getting children’s attention and commitment is usually very hard in these communities. Within ARTCO, the children get actively involved in the workshops and the production, attracting the attention of other children and people in the community.

    “The iPod is a great way to catch their attention. Sometimes I can’t get them to pay attention for more than 10 seconds. We were showing them how to make videos, how to crop them, and add music and words and they learned all that and I was just blown away.”

    – Lindsey Johns, Teacher at the Cree School

    Throughout the workshops we practiced our awareness and being present. And we explored different ways of having conversations. “The process was amazing because you could not be anywhere else, you had to be aware of your instrument to produce a sound, and it was like an organic and spontaneous conversation made our of sounds instead of words. Plus it also had looks and smiles.”

    – Gabriela Gámez, Concept and Production

    We practice taking care of each other. “At some point one would loss concentration or would just get stock with the sound not knowing what to do, and in those situations everyone would smile and one or two kids would jump and help that children indicating them what to do in their own language. I loved that! I just love how much they naturally take care of each other.”

    – Gabriela Gámez, Concept and Production

    Some of the children start to express and share more than they usually do, some find a way of expressing their emotions and others started to exercise their leadership towards the benefit of the group.

    “ARTCO is less about exploring their reality than actually expressing it.” “Children have the opportunity to share their opinions and ideas, what they find interesting as oppose to what adults find interesting.” “It is about giving importance to what they create: a show was organized for their productions and a book (a permanent object).” “It gave them pride in return.”

    – Cara di Staulo, Project Manager Assistant

    “One of the biggest successes was engaging the community at all times. The exhibition was a great proof of that, it was the people of the community who put it together and using their own tools.”

    – Adriana Olmos, Interactive Designer

    “Children put much more pressure on themselves in the video making. They wanted to be more creative and imaginative. The Mural brought more structure and less pressure to them.”

    – Lindsey Johns, Teacher at the Cree School

    “The teachers said is that the children founded much more easier when they were doing the mural or the music together than when they had to do a video. Because when they had to do a video it was the iPod and them, and it was like: What am I going to say? What am I going to do? That the difference is that when they were doing the mural or when they were documenting the other practices as dance, or the hip hop, or the DJ mixing, they felt the power of the group, they were not alone, they were not judging themselves or asking themselves: Am I doing this right? Maybe I didn’t understand this thing? Maybe people are going to think this is too silly? That’s what it gave me the confirmation that the collective creation is by itself super empowering.”

    – Gabriela Gámez, Concept and Production

    By making videos with their iPods the children start to see their environment, strengthening the capacity of understanding. Through a safe space on the web Inuit and Cree children share the media they make and start to discover one another, recognizing their common interests. By doing so each day they build the possibility of working together.

    The participants experiment the deepness of the act of creating. The meaning that a work of art that can be shown to others, in which their presentation before the world is different before and after the work of art. The children understand the powerful effect the work of art has in their social environment.

    “The children started to ask questions about the others. They were intrigued by the photos or the creations of the others. For me ARTCO was like opening a window, an opening to the other. It demystifies the other group, because they are afraid of each other.”

    – Sophie Privé, Mural Workshop Artist

    “I think the fact of being Mexican changed the dynamic. It set of questions like how to do we live in Mexico, what kind of animals do we hunt, it put them in contact with their own traditions, in the sense that we were a reference to their own traditions. They felt proud about who they were proud about who they were, talking about their own traditions.”

    – Diego Rivera, Video Workshop Artist

    “It’s important to have ‘a physical object’ at the end of the project. A DVD or an album of printed pictures. Something they can share with other children without needing the Internet and that makes them feel they were part of a project. Something they can touch”.

    – Diego Rivera, Video Workshop Artist

    The Booklets: “One of my favourite scenes is when I saw these three girls that had nothing to do with ARTCO, yet had received both the t-shirt and the Booklet as part of what we gave away in the exhibition. They were covering the booklets with their other t-shirt very carefully, then putting it inside their jacket and protecting it before going outside to the snow storm. Kids of about 7 to 8 years old! No adults telling them what to do. Somehow these booklets were treated as if they were sacred. I expected to see a lot of booklets in the gym, in the floor, just left behind. Yet I saw no one single one left behind. Everyone took so much care of them. Every kid who was not ARTCO would come and ask me for a booklet and then for a t-shirt. They loved looking at the pictures the others kids took.”

    – Gabriela Gámez, Concept and Production

    “There are works to be shown by the children who participated in ARTCO. They are part of a collective contribution made by them for their communities. Those works are now part of their identity.” “Their work can be seen by a very large audience both in town and out of town.”

    – Guillermo Espinosa, Consultant

     

    Some of the subjects we discovered were the most attractive to the participating children of Kuujjuarapik-Whapmagoostui:

    Their houses and community:

    This was especially clear when they learned how to use iMovie within the iPod and insert titles to the places they wanted to show. The videos had voice-over showing the different buildings of the community or the different rooms of their houses. Others had music throughout the videos and titles showing the different areas.

    “ARTCO helped children to share things that they don’t normally talk about. Share with others. Trisha’s video is one of the best and she is normally so quiet. ARTCO plays to people’s strengths.”

    – Lindsey Johns, Teacher at the Cree School

    Their siblings:

    This was one of the most popular subjects. Children are really interested in showing pictures and videos of their brothers or sisters.

    This was important for the teachers (who all come from different parts of Canada or other countries). They expressed how they got to know the intimacy of the reality the children they work with live in.

    The video games they play:

    Cree children seem to have more access to computers, iPods and video games. Cree children recorded their friends and them playing video games, playing with their little siblings or dancing to music videos. Inuit children were more reserved about their families and tended to show more animals, landscapes, friends and things they watched on TV.

     

    “ARTCO is a program that allow the children to explore their culture through a media that they are actually really interested in.” “It’s objective was to allow them to be in touch with who they are.” “I don’t think they realized that the other people don’t do what they do. How unique they are.”

     

    – Lindsey Johns, Teacher at the Cree School

    Challenges

    We practiced how to change the default thinking and learn from another way of life, open to the unknown and practice how to deal with that. “The biggest obstacle you will have here is operating, this is, making the project happen. Just getting the kids to show up, the teachers to show up, the coordinators to show up. It is important that you allow yourself to re-adjust your own standards from what you expect of your workshop, of reality, of what you can achieve. You certainly should make the best possible, give your best and work hard but re-adjust your standards all the time. This is the North of Canada, it is an Inuit and a Cree community, it is a very particular community and has many social, economical and political difficult situations, it is VERY different than the south. It has no comparison. It has a different rhythm; people have different perspective, different interests. So the best you can do is really re-adjust, all the time, try to get out of your ‘default thinking’ and go with the flow. Don’t expect anything. Just do your best, the rest will follow and take it’s own place.”

    – Gabriela Gámez, Concept and Production

    “One of the biggest challenges is ‘reaching’ the community. Even with all the technologies. Just to get some piece of information or post a letter is hard. The ‘remoteness’ has a different nature and level here. Even making a phone call is not that easy”

    – Adriana Olmos, Interactive Designer

    Cree and Inuit working physically together:

    It seemed that the majority of the children knew each other. This is not hard to imagine given how small the community is and the fact that they cross their paths at the gym, airport, restaurant or grocery stores. Yet we had a hard time when trying to work with them together. At the rehearsal we did the day before the exhibition the Cree children didn’t want to enter the gym because they were afraid of the Inuit. We had to deal with situations like the ones described below.

    Cree child A goes to Gabriela and says surprised: Oh… but these Inuit are younger than us.
    Gabriela: Yes, they are.
    Cree child B: I don’t want to go there, I’m afraid they will hit me… Gabriela you don’t understand… we don’t do things together here, we never get together Inuit and Cree… last time I was here they hit me in my stomach…
    Cree child A: affirmed with his head.
    Teacher: they were talking about that the whole day I had a hard time convincing them to show-up at the rehearsal.

    After that:

    Inuit child A: I don’t want to participate, there are Cree there!
    Inuit child B: I don’t want to. I hate the Cree.
    Gabriela said to Child B: they are ARTCO children, these are the children you have been looking at on the website all this time, these are the children we have been working with.

    It’s hard to know if it was what Gabriela told Child B, or Child B’s excitement to participate in making the whale, or both, but finally Child B participated. And so did the Cree children. Not Inuit Child A though, even when he was one of the most participative one of all ARTCO children. Many other children at the gym joined us in this activity. Mostly Inuit and while we were doing the activity of cutting the tape in small pieces and drawing a huge whale in the floor no one seemed to care about the tension among them. They were all busy trying to figure out how the whale should look like and running to get more tape or providing tape. Cree Child A gave tape to a lot of the kids and one could see how he liked a lot this role, he laughed at the impatience of the smaller Inuit kids who were running to get more tape and running to put it in the floor.

     

    “We faced a lot of technology challenges and we didn’t have enough time to go through certain things”

    – Diego Rivera, Video Workshop Artist

    Some of the children had iPods or other devices. It would be interesting to give a workshop on how to use their existing devices to record and upload to ARTCO. The iPod is the simplest way because it goes directly to the website but you could upload pictures and videos from your older camera, or from your Nokia cell phone using a computer and the ARTCO website. “One thing I would add on top of what we did is to try to use their existing devices. Use their local resources so that they have the means to continue on their own. Or combine theirs and ours”.

    – Adriana Olmos, Interactive Designer

    “Making everything at the same time was a challenge, this is making the art while documenting the process”

    – Sophie Privé, Mural Workshop Artist

    “It was my first time to do a collective piece of art, an art piece made by many people. The challenge was to allow the energy to be there, and control the process without breaking the creativity”

    – Sophie Privé, Mural Workshop Artist

     

    “As a filmmaker, participating in other artistic disciplines meant leaving my comfort zone, seeing from a different angle my emotions, and putting myself in the shoes of what we were asking the children to do.” “My first reaction was to feel unsettle, then I had pleasure at the end.. there was always an element of playfulness in the project.”

    – Diego Rivera, Video Workshop Artist

    “One of my biggest challenges was to deal with the expectations I had. I was very ambitious and wanted to teach many things.. I wasn’t able to achieve the goals...I learned a lot about being more flexible and learning how to adapt.”

    – Diego Rivera, Video Workshop Artist

    Some things to improve

    Throughout the project we noticed children in Kuujjuarpik-Whapmagoostui were very slow in reading and writing and some of them could not even read, because of that a lot of the children did not include titles in their productions. The website can use generic icons as tags as an option to titles.

    “We could review the photographs and videos made with the children. Because just to upload them it’s not enough. Maybe print them or project them but come back to them.”

    – Sophie Privé, Mural Workshop Artist

     

    “I think one thing that I would do for a next time is to follow-up within the workshop structure. Look at the images they created. Have a structure like first workshop opening, then making the connection, then working with emotions, then a workshop for healing and finally closing.”

    – Diego Rivera, Video Workshop Artist

     

    “I think it needs to be more integrated into the school”

    – Lindsey Johns, Teacher at the Cree School

    “ARTCO new website would help to keep the project alive. Cause you can’t have the artists permanently there. Then you would encourage the artists to keep the dialogue with the children (out of their own interests) and children to continue to upload.”

    – Cara di Staulo, Project Manager Assistant

    10-12-2012

  • Video Workshop

    by: David Ertel

    channel: About ARTCO

    As a first step children learn the basics of video making: how to hold the camera in a stable way, how to focus on your subject, how to get the best possible sound and image, how to record without having an upside down image, and the difference between close up shots and full body shots, among other things.

    After getting through the basics, children are introduced to the Isuma-style video making using focused seeing through the camera as a simple ‘no fault’ way to discover meaning and empathy and to make better videos with minimal training. See more at www.isuma.tv and www.isuma.tv/isuma-productions

    10-12-2012

  • New Media Workshop

    by: David Ertel

    channel: About ARTCO

    Each participating child receives an iPod and learns how to shoot videos, take photos, record audio and upload these different media files to ARTCO’s website.

    10-12-2012

  • Overview

    by: David Ertel

    channel: About ARTCO



    Using the ARTCO iPods children create multimedia content, upload it wirelessly to the website and explore the media that the other children have made.

    Using their iPods, children meet the artists before they arrive to the community, through a short video where they each introduce themselves and explain what their workshop is about.

    ARTCO uses a horizontal process designed to evolve. Workshop artists are not teachers but rather a different type of participants. They are invited to explore different ways of sharing their artistic practice, to learn from the other disciplines by going through the ARTCO experience themselves and, to work together to mix their different art forms in a meaningful way for the children.

    Each workshop artist works daily with two separate groups of children: one from each of the community’s school. Each group is therefore made up of mostly Inuit or Cree children.

    10-12-2012

  • THE KNOWLEDGE AND IT’S FIRST TELLING - BearBerry

    by: BearBerry Camp

    channel: BEARBERRY-Camp

    THE KNOWLEDGE AND IT’S FIRST TELLING

    According to the original telling of the Anishaanabek, the first council of spirits was held Center-of-Earth, and it was called by the Upper-Air Spirits to ask assistance of the Under-Earth Spirits in saving a strange, unfurred group of animals.

    09-12-2012

  • The Gift of the Bear

    by: BearBerry Camp

    channel: BEARBERRY-Camp

    THE GIFT OF THE BEAR

    The plant contains arbutin,, a bitter principle, ursolic acid, tannic acid, gallic acid, some essential oil and resin,hydroquinones (mainly arbutin, up to 17%), tannins (up to 15%), phenolic glycosides and flavonoids.

    09-12-2012