Eindconferentie HUGIN & MUNIN

Om Amsterdammers met een grote afstand van het ROC en werk toch een goede scholing aan te bieden heeft de EU een groot project gefinancieerd om nieuwe onderwijsvormen met andere Europese landen te ontwikkelen. Op de Eindconferentie HUGIN & MUNIN zullen de resutaten worden getoond. Voor RAI werken het team van Erick Siebers en Dolly Rabbie tezamen met vrijwel alle werkgevers uit de sociale sector uit Amsterdam nog tot 31 december aan dit project.
Aanwezig zullen zijn:
Teamleden van Dolly Rabbie en Erick Siebers van het ROC van Amsterdam
Projectleider van Bonifatius
Projectleider van Cath the coach to be
Docenten van de ROC Friese Poort, Leeuwarden en ROC Albeda uit Rotterdam.
Medewerkers van de Amsterdamse werkgevers Impuls, Westerpark, Binnenstad en SJA
Medewerkers van Celbe Consultancy
Docenten en andere medewerkers uit:
Polen, Duitsland, Malta, Litouwen, Ierland en Zweden


HUGIN & MUNIN EQUAL MEETING
St. Juliens, Malta 23//9 – 26/9 2007
Le Méridien St. Julians
39 Main Street
Balluta Bay
St Julians STJ 15
Malta
(t) +356 23 110000
(f) +356 23 110001


Welcome to the Hugin-Munin meeting

In March 2005 we had our first meeting together in Berlin. It seems a long time ago that our 10 projects from 8 different countries met. During that meeting the two TCA’s Hugin and Munin were created. A lot has happened since that meeting. It is now time to bring Hugin and Munin together again. We would like to invite you to our final meeting, which will be held in St. Juliens in Malta. Malta is a DP in both Hugin and Munin and we are glad to have the opportunity to finish our co-operation in the partnerships in this young EU state. Hugin and Munin are two outstanding TCA’s, which will present their great products for youngsters, practitioners, institutions, politicians and we hope for those who decide to work in similar projects.

As ravens Hugin and Munin have travelled the world bearing news and information from partner to partner. Hugin’s ‘thoughts’ and Munin’s ‘Memories’ will help us create this final conference. Like Odin we will reap the information that the TCA’s have brought together. To make this easier we have tried to make a programme which gives you an idea of the events that will take place. Part of the programme will be with Hugin and Munin together, but again we decided to split the two TCA’s for some formal and cultural meetings.

As at the startingconference in Amsterdam, Aukje, Tanya and Marinus will lead all 60 participations through the programme.


We are looking forward to welcome you at this final conference in Malta!

Kind Regards,

Aukje and Marinus
Tanya and Maarten


ORGANISATION:
Aukje de Wit + 31653318760
Maarten Dubois + 31653328354
Tanya Borg-Cordona + 35699422856
Marinus van Staalduinen + 31651358781


PROGRAMME

Monday, September 24th

MORNING
Hugin en Munin
(9:00) official opening with PowerPoint of photos on the background)
(9:10) Speeddating to get to know each other (5min pp)
(10.15) Presentations of the transnational TG’s (max 10 min &5 min switch), each followed by two statements and interactive response. Total 6 presentations
(11.45) TG4 Evaluation Hugin and Munin
(12.00) workshops: The statements will be the starting point for the workshops. Every paired TG is a workshop. Make a final document with the use of the statements. Results will be taken to Tuesday.

AFTERNOON
Munin/ Hugin
Lunch*
Cultural visits (for instance to St Johns in Valetta) or project visits

EVENING
Hugin /Munin
Presentation project ‘Different But Far From Less’, see at the end
Dinner together*

Tuesday, September 25th

MORNING
Munin
(9:00) (projectleaders and practitioners) use PMI (plusses/minuses and interesting things) for the reflections of the previous day and make these into a conference-document
Hugin
(9.00) exchange national projects: plusses en minuses, presentations Taskgroups
(11.30) steering group meeting

AFTERNOON
Munin/Hugin
Lunch*
cultural visit (for instance to the Mnigdra temples).
Visit two students in the Headstart project; a birtmaster and a beautician

EVENING
Dinner Munin*
Farewelldinner Hugin*
Departure of some of the partners


Wednesday September 26th
MORNING
Munin
(9:00) (practitioners) extra time for finishing end document
(projectleaders) compose dissemination and mainstream document (external location
Hugin
extra time for writing documents Taskgroups or to end Taskgroup
Free time (Malta experience/ or tour of the Island)

AFTERNOON
Free time (Malta experience/ or tour of the Island

EVENING
Munin - Hugin
(19:30) Celebration party including dinner


ALL YOU WANT TO KNOW ABOUT:
HUGIN:
https://webgate.ec.europa.eu/equal/jsp/tcaView.jsp?id=3669
MUNIN:
https://webgate.ec.europa.eu/equal/jsp/tcaView.jsp?id=3818

CATCH THE COACH TO BE:
http://www.cc2b.nl/
BONIFATIUS
http://www.project-bonifatius.nl

Hugin heeft een zeer succesvolle DVD geproduceerd!

IN CONFLICT
In productie is In Conflict, een interactief project van Antoon Sturkenboom over geweld op straat, waarin documentaire sequenties en fictie, in de vorm van reconstructies, op verschillende niveaus toegepast worden.
Ook hier maakt een website deel uit van het project. Met een landelijke omroep wordt een Internet portal opgezet voor “jongeren en geweld”.
In Conflict werd ontwikkeld met hulp van Onderzoek & Ontwikkeling van het Nederlands Fonds voor de Film, en medegefinancierd door het Europees Sociaal Fonds, het Ministerie van Sociale Zaken en Werkgelegenheid en het Nederlands Fonds voor de Film.

Within the framework of Catch the coach-to-be Moving Image is developing the programme In Conflict. This programme includes the production of interactive media and a documentary film. The theme is street violence.
Main element of In Conflict is a game, to be used by and with young people.

Introduction
The development of In Conflict started more than a year ago. Co-financed by the Research & Development scheme of the Dutch Filmfund, and supported by Sagasnet, Development for Interactive Programming of the MEDIA programme of the European Union, the first concept of the programme has been written.
On the basis of this first concept Moving Image was invited to be a partner in Catch the coach-to-be.
In Conflict will be used within the youth workers training, and later in their professional activities, as well. Therefore much attention will be paid to the methodological and programmed framing and use of these materials within Catch the coach-to-be. The construction of a website is an option.

Loglines
A serious street fight is the basis for this interactive DVD.
The user of the DVD investigates a truly happened knifing incident from the respective points of view of the culprit, the victim, or one of the witnesses.
The user explores the events, learns about the backgrounds and the real outcome of this fight; a young man deadly wounded. The user also discovers what the outcome of the very same incident might be when other choices are made during the game.

Synopsis
In most European countries the subject of street violence is an important one, taking into account the strong feelings of insecurity and powerlessness in society. Cases of so called aimless street violence receive mass attention in the media. As a result of the continuous publicity about minor and major incidents the subject is on everybody’s mind.
Many people have the idea that society rapidly gets more violent, in their opinion violence is the most urgent but also the most elusive social problem.
By way of a frequently occurring incident, a street fight, we will unravel the complexity of “aimless” violence, investigate the backgrounds of violence and examine solutions.


In Conflict tells the story of a knifing – an event that actually took place - in the entertainment district of an average Dutch province town.
Tim, a guy of 23, gets severely wounded. A short newspaper article gives the reader the impression the stabbing is just another quarrel between drunken café goers, but the story behind it is more complex. The helpless victim Tim appears to be a well trained martial arts fighter, who came to somebody’s aid.
The culprit, Driss, is only 16 – a boy of Moroccan descent, who felt threatened by Tim and forced to pull his knife.
This incident is sifted out into the smallest detail en reconstructed. The culprit, the victim and witnesses all have – at the very same moment – seen, heard and experienced different things. Is it possible to distil the truth from these completely different versions of one event?

What, if André, one of the witnesses, or Driss would have had reacted differently, or if Tim would have stayed in the café for one more beer?
For the DVD we will (re)construct all kinds of possible alternative scenario’s and outcomes. It turns out that in some cases Tim just as easily could have been run in as the culprit, or Driss equally well might have ended in hospital.

There is not an unambiguous solution for this complex problem. Important is to investigate the different factors that play a role, to throw a light on the subject in a startling way, and to begin to discuss possible solutions.

Genre
A one player, educational, live action role-playing game, with documentary sequences.

Target audience
1. Youngsters, 14 to 24 years old. They have the greatest risk to get involved in ‘ordinary’ violence.
2. (Future) professionals who work with young people or deal with the problem of violence (teachers, policemen, social workers, therapists, probation officers).
3. A general audience of people interested in the subject.

Goals
In Conflict shows that different choices lead to different outcomes – be it more tragic or more positive – of these kinds of incidents. Moreover, the programme raises questions about the commonness of aimless violence.
The goal is to enhance awareness and knowledge – by letting the users experience a violent incident from different POV’s and by stimulating them to reflect on their own attitude in these circumstances and on the consequences of their behaviour.





Playtime
The duration depends on the use and the user. Minimal run through time is 5 minutes – this will satisfy any button pushing nerd.
Anyone who wants to dig deeper can spend up to 80 minutes.

Platform
Interactive DVD

Interface
DVD remote control or computer mouse

Narrative Structure
A mix of branching structures with fold backs (fiction) and storyworld (documentary).

User’s role
In the fiction elements - the game -, the user is an actor. He or she makes choices, and as a response to these choices gets new sequences that develop the story further. Then, he has to act / choose again.
In the documentary menus his role shifts towards the position of being a researcher.

P.O.V
A combination of first and second person P.O.V.


Genre and interaction
The programme combines different genres: dramatised, interactive scenes and documentary sequences.

A. Dramatised scenes and interaction.
The dramatised scenes are (re)constructions of the actual incident.
The interaction is based on these dramatised scenes. At the beginning the user chooses for one of the three roles: culprit, victim, or witness. He than experiences the story from that point of view and runs into different possibilities from which he must quickly make a choice. By making choices within the story lines, the user can realise different outcomes of the incident.

The very moment a scene comes to an end and slows down, several small screens pop up. They contain the first fragments of new scenes, the user can choose from.
These different fragments continue the story in different ways. On selection of a fragment (with the arrow keys on the DVD remote control, or the mouse-over on the computer) the pop-up screen changes colour. Choosing (the OK key on the remote control or a click of the mouse) makes the small screen full screen.
A new episode starts.



More or less the user is “caught” in the point of view he selected. And just like in the actual incident, he tries to bring the conflict to a favourable ending.
Every story-line has its own final sequence with its own outcome.
At the end the user is invited to do another run. He then can make other choices within the story-line he just finished, to see what result that brings, or decide to choose the point of view of somebody else.

We expect the users to do a quick run, first, to discover what it is all about (which takes
5-8 minutes), and then to jump into the stories (which can take up to 80 minutes)
The design of the interaction will be subtle. It must allow the user to identify with the characters, and not distract.
Choices are not made by using graphic elements, like text or icons, but by selecting one of the proposed fragments.

B. Documentary scenes and interaction.
After a dramatised scene is finished, a sub menu proposes documentary sequences.
They contain personal statements of the “real” people who were involved in the actual incident. In the documentary sequences people from Tim’s, Driss’ and Andre’s entourage reflect on violence and how they try to deal with it. These people - family members, friends, martial arts trainer, social workers, the lawyer, etc. - all have their mutually conflicting views

During a run through, the user can also choose comments from professionals
– a journalist, a police officer, an ambulance nurse – who are professionally involved. These experts dig deeper into the subject of violence and connect it to other issues in society. Like: the fundamental right for safety; the fear to intervene; the role of the media; the delicate balance between assertiveness and aggression; violence as a means of communication; the relation between culture, education and violence; how to prevent violence.

Form
The dramatised scenes are clearly recognisable by the style: raw, realistically shot on the spot by night, mostly from one POV. This “first person” perspective is used to create maximum identification and to enhance the experience of the user.
The documentary sequences are contemplative and quiet, more stylised and mostly shot in daylight. Here, we will use interviews and short visual observations on the different aspects of violence.

Reaching the target group
Main target group is young people who (are beginning to) go out to cafés and discotheques, in the age between 15 and 26. Young people, especially when they go out, drink and have fun, are regularly confronted with street violence. The sensation, the tension and the fear it brings, is an every day life issue.




There are several ways to address this category. The subject appeals to them.
The interactivity is appealing, too. The young users have to play a role, and afterwards choose another role. The dramatic re-constructions demand the same kind of involvement of the user as the computer games they are so familiar with.
On top of that, the programme will challenge them – they do have to make choices but they cannot predict the outcome.

Web site
A website will complement the project. After the rather intensive experience of the DVD the user can exchange ideas with others and dig deeper into the theme.
Also he can complete a personality test to learn more about his own fear and aggression. The site provides tips to prevent aggression, and to deal with it once occurred. Moreover, the site will give background information and links and offers the interactive DVD for sale.

Our estimate is that through above mentioned channels we can reach 700 000 young people, in The Netherlands and Flemish speaking Belgium.
Furthermore we estimate that their will be a much wider audience: the churches, youth organisations, scouting, social work, workers unions.

Another important channel is public television. They are interested for two reasons: this project can cater their hunger for content that is not only broadcasted terrestrially but also can be made available online, and secondly it may attract the audience they normally do not reach: young people.

International adaptation.
The theme is a major issue in most European countries. The concept of the DVD is new and ambitious, and it promises to open up doors to target audiences that normally are closed.

There are three aspects to international adaptations:
1. Foreign language versions will be made available. An English language version is budgeted within the Catch to coach-to-be programme, other language versions can be made at relatively low cost. A language version is a subtitled or dubbed version of the original Dutch programme.
2. The output of Catch the coach-to-be will not only be this DVD, but also methods to use, supporting materials and didactic notes.
3. More interesting though, is that we will elaborate the format in detail. The format is the tested model, essentially describing not only the product, but how to produce and realize it effectively. It gives all the procedures, experience and expertise, test results, flow charts, shooting scripts, technical information, budgets, needs and demands, etc. This format enables foreign partners to produce their own version, adjusted to their particular needs and wishes, without going through the whole process of development again. Methods to use, supporting materials and didactic notes are part of this exhaustive model.

LEARINING MORE:
http://www.moving-image.nl/


--------------------------------------------------------------------------------------------------------------------------
PROJECT DIFFERENT LESS

We would like to introduce our project "Different But Far From Less" (DIFFERENT LESS project). Martin, the initiator and the co-ordinator of the project aims to develop a method for creating more awareness and social tolerance for youngsters.

The European continent contains a wide variety of countries. Although they differ in historical background, geography and social structure they have one thing in common: within each country men and women, young and old, rich and poor, various religions and different ethnic groups are supposed to live and work peacefully together.

For this reason being a student in Europe is not only about gathering knowledge but is also a matter of displaying respect and tolerance towards those who differ from us. Social tolerance is key in being a modern student and in becoming a successful professional.

Unfortunately disrespect and intolerance towards others are common attitudes these days. Sexism, anti-Semitism and other forms of xenophobia are widespread even among students. Therefore visual artist Martin Wiersma from the Netherlands, initiated the project Different But Far From Less, to increase social tolerance among students.

The project is based on his photo series INFERIOR, dealing with so called inferior social groups, and is made up of three tools: a teaching package, a lecture by the artist and a photo contest for the students. The ROC of Amsterdam, The Netherlands, has already agreed to execute the project in 2008. Because of the universal relevance of social tolerance among youngsters the project is offered to other European educational institutions as well. The project is aimed to be free of charge for the institutions involved since we are in the process of an application for EU funding.

Since we strive to make this a pan European project, we hope that you will consider an adaptation for your school or country.

The handout Different But Far From Less gives you an indication of the set-up of the project. As the initiator and the co-ordinator of the project Martin is happy to provide you with more detailed information.
The background information available on the website is organised around 10 specific themes. Each theme deals with a different form of social intolerance and is linked to a specific artwork presented in the exhibition.

The 10 themes are:

1. Race / skin colour
2. National origin / culture
3. Social origin
4. Possessions
5. Belief / religion
6. Sex
7. Profession / work
8. Sexual inclination
9. Outward appearance
10. Language
For more information see www.martinartworks.com.
Martin Wiersma
Initiator and co-ordinator
welcome@martinartworks.com

PROJECT "DIFFERENT BUT FAR FROM LESS”
Subtitle: DIFFERENT LESS

1. Introduction
The project "Different But Far From Less" (DBFFL project ) is an initiative by Martin Wiersma and is intended to be a cooperative effort with selected educational institutions in Europe such as the ROC of Amsterdam, The Netherlands.

Martin Wiersma is a visual artist who develops art projects which deal with social themes and are educational in nature. His art works consist of damaged photographs of social abuses. By damaging his photographs in a purposeful, emphatic and targeted fashion, he invests them with a great deal of emotional force.

Until now, Wiersma has created three series of artworks: HUMAN FIGHTS (on human rights abuses), FOR SALE (on child exploitation) and INFERIOR (on social intolerance). The HUMAN FIGHTS series gave rise to a project carried out in cooperation with the municipality of Amsterdam and Amnesty International. The INFERIOR series forms the basis for the project DIFFERENT / LESS, which deals with social tolerance.

2. Social context
The European society is very heterogeneous in nature. Men and women, young and old, poor and rich, a great many religions, various cultures and tens of different nationalities all interact with each other more and more. This demands a great degree of social tolerance. But whoever follows the news is aware that mutual respect is often lacking, and that this regularly leads to tensions, discrimination, violence and other expressions of xenophobia. It should therefore come as no surprise that the national governments puts such a great emphasis on mutual respect and social tolerance.

The importance of social tolerance impacts the modern student in a variety of ways. As a resident of the European community, as a student on work placement, as a job applicant, and as a new employee, he or she is expected to show an appropriate degree of respect. If he or she fails to do so, it is not only a moral failure; it is also a professional disqualification which negatively impacts the person’s career opportunities. It is not likely that students are any more socially tolerant than the average European resident. This makes a project such as DIFFERENT / LESS more justified than ever.

3. Project
The project DIFFERENT / LESS aims to positively impact of the level of social tolerance displayed by European students by:

giving them greater insight into the phenomenon of social tolerance (cognitive goal);
confronting them with their own social intolerance (affective goal);
enabling them to identify social intolerance in their own environment (proactive goal).

In order to realise these goals, the project is structured around four components:

1. Background information
2. The exhibition
3. The photography competition
4. The website

The goal of the project is to ensure that, for as many students as possible, the idea that DIFFERENT = LESS is replaced as much as possible by the idea that even though the ‘other person’ is different’, he or she is no less a person: DIFFERENT LESS.

4. Background information
At the DIFFERENT LESS website, teachers and students can find a great deal of information on social tolerance. The material is organised around 11 themes: social tolerance in general and 10 different forms of social intolerance.

The background information available on the website gives the students the opportunity to do their own independent reading, for example within the framework of an individual visit to the exhibition or participation in the photography competition. The same background information enables the involved teachers to prepare for one or more classes on the theme of social tolerance, which can be done on a stand-alone basis or in combination with a visit to the exhibition by the class as a group.

As such, the background information available gives students greater insight into the phenomenon of social intolerance (cognitive project goal).

5. The exhibition
The INFERIOR series by the visual artist Martin Wiersma will be exhibited for one month in a local museum. The series consists of 10 artworks, each of which portrays a representative of a (‘different’) social group, groups which public opinion often considers to be inferior (see appendix).

By showing a more positive perception in contrast to this negative public opinion, the exhibition confronts the onlooker with his/her own prejudices. At the same time, it also makes it clear that it is possible to adopt an alternative and more tolerant view of the ‘other and different’ person.

Although the museum exhibition is open to the general public, only students of the involved educational institutions are admitted free of charge.

Together with the self test (see the website), the exhibition confronts the students with their own social intolerance (affective project goal).

6. The photography competition
All students are invited to participate in the DIFFERENT LESS photography competition. With the help of their (GSM) camera, participants must make a photograph illustrating social intolerance. At the DIFFERENT LESS website, you can not only find the rules for the competition but can also view all the photographs sent in. Using online voting ballots, the students themselves choose the winning photograph. The winner is rewarded with € 1000.

The photography competition is intended to encourage the students to recognise and become aware of cases of social intolerance in their own environment (proactive project goal).

7. The website
The DIFFERENT LESS website provides students and teachers with information on social tolerance (the background information), the exhibition and the photography competition.

The website also contains a self test that allows the students to measure their own level of social tolerance.

Via the Proposition of the Day, which changes every day, the website also provides visitors with an opportunity for participating in discussions and forming their own opinion.

8. Publicity
To ensure that the DIFFERENT LESS project is continually brought to the attention of all the students and teachers, DIFFERENT LESS posters will be displayed at all the educational locations for the duration of the project. During the same period, displays containing the free (one-off) DIFFERENT LESS newspaper will be placed at all of these locations.

The posters and the newspaper refer the reader to the DIFFERENT LESS website for more information.
Well in advance of the start of the project, all of the involved teachers will receive an information package with all the ins & outs of the project, also explaining to the teachers how they themselves can make use of the project.

9. Organisation
Martin Wiersma will coordinate the DIFFERENT LESS project in close consultation with the representatives of the educational institutions that are involved.

As such, Wiersma will take care of the following:

1. The background information available on the website
Finding and persuading a local museum to host the exhibition
Persuading a local newspaper to take care of the photography competition, the website, the posters, and the newspaper displays
4. Submitting applications for the necessary funds in the form of government subsidy

Within this organisational framework, the educational institutions are expected to act proactively in drawing the attention of its teachers and students to the project.

In his role as coordinator for the HUMAN FIGHTS project (The Netherlands, November - December 2006), Wiersma has already proven himself capable of coordinating complex projects. Seven different parties were involved in the HUMAN FIGHTS project: the municipality of Amsterdam, Amnesty International, Spits, JCDecaux, Boomerang, De Verbeelding (Printing), and the Kellerman Agency.

10. Timing and financing
The duration of DIFFERENT LESS will be 30 days. Due to the time needed to prepare for the project (circa 6 months), the project cannot be implemented before the first quarter of 2008. The exact starting date will depend largely on the scheduling already in place for the sponsoring museum.

Applications for one or more subsidies will be submitted in order to finance the project. All the parties participating will be expected to take care of their own internal expenses.

11. Conclusion
DIFFERENT LESS is a contemporary project that combines ambitious goals with a pragmatic approach.

The project is non-political and non-commercial. The choice to work with partners such as established educational institutions, local museums, and national newspapers makes it clear that the focus of the project is on quality.

By showing our students an alternative for social intolerance, DIFFERENT LESS can make a small contribution to a society in which the emphasis is on mutual tolerance and respect.

LEARN MORE:

http://www.martinartworks.com./