From Film To Action — what happens after the credits roll?

by Gemma Bradshaw

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Whether it’s the brutally honest story of a young female journalist in Syria (NOT ANYMORE: A STORY OF REVOLUTION) or the inspiring hip-hop DJ connecting young people to healthy eating (FROM GANGS TO GARDENS), documentaries bring us right into the action with their personal stories.

They allow us to see the world through someone else’s eyes.

But what happens after the credits roll?

At SIMA Classroom we’re always asking ourselves exactly that. Are we doing everything we can to give students the space to reflect on the film and the tools to activate those ideas?

That’s where the idea for SIMA Classroom Engagement Models came from. A way to give educators post-screening action-based activities that could take the place of lesson plans — or rather — be incorporated to advance them.

They were developed from the experience of early SIMA adopters like educator Michelle Bernstein, who has been working with documentary in the classroom for many years.

We chatted with Michelle last year about her experience of taking students from film to action.

Michelle Bernstein has been an educator at New Roads High School in Santa Monica, California for nearly 10 years.

What started as a part-time immersion into the world of education slowly but surely developed into a full-time Directors position. Her students’ experience with SIMA films inspired The Advocate: Impact Campaign Engagement Model.

Educators select a number of films to screen in class. Students evaluate each film and collectively select one film to build an impact campaign around. After designing their impact campaign as a group, the students then execute it in their own communities.

SIMA: As an educator, what do you look for in these films?

Michelle Bernstein: My students like to follow distinct characters, and personal journeys that are very emotional. Stories they can empathize with on the human level. They shy away from talking heads — they gravitate towards characters and human stories. I’ve been more deliberate to choose films based on message as opposed to being polished and critically acclaimed.

SIMA: What trends have you noticed in the way that your students evaluate and select their ‘chosen’ film?

Bernstein: We got into a heated discussion during class because the kids liked a certain film and some thought it was much too long and too “polished.” I’ve noticed that they prefer citizen journalism. Stories on the ground. They’re completely receptive to all stories but they see right through the fabrication of filmmaking.

This is their second year creating a campaign like this. Both years have resulted in very different stories — but with the same immediacy and rawness. There’s a purity about both which they really loved.

SIMA: What did your students take away from this process?

Bernstein: They are no longer passive audience members. With SIMA docs, you develop conversation that doesn’t come from other documentaries or media formats.

They inform you about a corner of the world you didn’t know about and they inspire you to learn and talk about it, as opposed to how to feel about it. The dialogue is what helps guide the learning process.

SIMA: What did your students decide to do in their community?

Bernstein: For the presentation, they decided to give back to the community and the only time they had to do that was during the New Roads Town Hall Meeting.

The first year they chose NOT ANYMORE: A STORY OF REVOLUTION because they were really impacted by that film. They had a visceral reaction to it and felt like they were right there on the ground in Syria. Their campaign was to inform other students about what was happening. They did a 20 minute presentation and had a bake sale. They raised roughly $200 and donated it to Save The Children.

SIMA: What lasting impact have you seen from this?

Bernstein: Prior to showing the film at the school, not a lot of students knew about what was going on in Syria and they weren’t really talking about it in any of their other classes. These conversations — they don’t just end when you watch a doc.

Now I hear about Syria all the time. The conversation about it has poured over into their other classes and now the students talk openly about it. The film and the opportunity to present it really had an impact in our community.

SIMA: What advice can you give other educators who are new to using documentaries in the classroom?

Bernstein: The truth is — a lot of educators are short on time and we have our own lesson plans and goals. But these films are full of so much value, it’s worth budgeting in the space and time.

They’re not your ordinary docs, they’re coming in from all over the world. They’re underdog stories and undiscovered stories. They will add so much value to the classroom.

What I recommend — as an educator — is to make the time. It will be worthwhile and will enrich your classroom and allow for dialogues that are meaningful and impactful that will carry on after the classroom.

It’s been a year since we screened NOT ANYMORE: A STORY OF REVOLUTION in our community and people are still talking about it.

The interview was originally posted on SIMA Awards, May 2016.

Learn more about SIMA Classroom: | Facebook

Gemma Bradshaw is the Education Program Director for SIMA.

SIMA Classroom in an online education platform using documentary film to advance global citizenship education and the SDGs.

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