Tag Archives: Debra Chasnoff

10 Ways New Day Films Changed People’s Lives in 2014

Luis Argueta and Pope

400 copies of Bag It, Suzan Beraza’s film about the impact of plastic on our environment, were given away to schools throughout the U.S. and abroad. The effort was funded by Patagonia and the Johnson O’Hana Charitable Foundation.

Luis Argueta personally handed Pope Francis a copy of his film abUSed: The PostVille Raid, which highlights the devastating effects of US immigration enforcement policies on children, families and communities. Read the full story here.

Gaza Ghetto: Portrait of a Palestinian Family, Joan Mandell’s 1984 film about the Israel-Palestine conflict, was used to raise funds for direct aid to children in Gaza.

Debra Chasnoff presented Straightlaced – How Gender’s Got Us All Tied Up to a standing-room-only audience at Shantou University in southern China. Hundreds of students came to the first ever public lecture and screening on that campus to focus on gender and queer sexuality issues. Afterwards students shared their own concerns, fears, and questions: “I am the only girl to go to the gym to lift weights and everyone makes fun of me”; “Aren’t gay people the reason there is a population decline in the west?”; and, “I think I might be lesbian. How do you know if you are a lesbian?”

The University of North Carolina in Charlotte used Lisa Gossels’ film My So-Called Enemy to bring together students from Hillel, the Muslim Students Association and Students for Justice in Palestine. The night after the screening, the Multicultural Resource Center organized a “Civil Discourse” dinner where student leaders from these groups (and others!) bonded and made a commitment to work together.

At Parsons School of Design, a student told My Brooklyn director Kelly Anderson that seeing her film about gentrification and redevelopment in Downtown Brooklyn made him drop his career and go to graduate school in Urban Ecology.

44 years after it was made, Anything You Want To Be opened the first major conference on the early history of the Women’s Movement (Boston University’s “A Revolutionary Moment: Women’s Liberation in the Late 1960s and Early 1970s”). One participant who saw the film in the 1970s told director Liane Brandon, “That was the film that made me a feminist!”

Andrea Leland‘s film Yurumein screened for Garifuna audiences in Belize. The Garifuna (Black Caribs) are the indigenous people of St. Vincent in the Caribbean, who were nearly exterminated and most were exiled to Central America by the British 200 years ago.  The screenings sparked a desire in Central American Garifuna to reach out to their brethren in St. Vincent,  in an effort to re-establish their culture and history, lost to those living on St. Vincent.

Pat Goudvis has launched an interactive media project exploring the aftermath of wars in Guatemala and Central America by revisiting the same characters from her 1992 documentary If the Mango Tree Could Speak and weaving together “then and now” footage with other elements.

Clips from Alice Elliott’s documentary Body & Soul: Diana & Kathy appear in a new training video, ACTIVATE HERE!, designed to help disabled people advocate for themselves (funded by The Fledgling Fund and the Arc of the United States and available free online with closed captioning and audio description).

Required Viewing: How Educators Are Using New Day’s $4.99 Stream to Enrich Their Classes

By Kelly Anderson, New Day member

Kelly Anderson
                Kelly Anderson

Last semester, I gave my students at Hunter College a list of documentary films they could write papers about for their midterm assignment. When students realized they would actually have to go to the library to view or check out the DVDs of the eligible films, a small mutiny broke out. Like everyone else, I had known for a while that media viewing habits are moving towards on-demand streaming. As a middle-aged person who still pops a DVD into my player quite often, however, I hadn’t quite realized that the shift had already happened.

I perused the usual sources – Netflix, iTunes and Amazon – looking for films to assign that could be streamed. And while I found some good titles, it dawned on me that with the move to streaming the range of films available to teachers (and viewers in general) is shrinking. Independent filmmakers have a hard time accessing the dominant platforms for streaming, and the availability of a film is more and more defined by its commercial — rather than its cultural or educational — value. The repercussions for education, and culture in general, are significant. Many of the films that most influenced me as a student would never have been available to me without the rich range of independent media my professors had access to.

Luckily, New Day Films now has an individual streaming option  ($4.99 per stream), and I was able to create a rich assortment of films that my students could choose from. The experience got me thinking about how streaming is impacting the ways educators are using media, and changing the nature of teaching with films. I reached out to some professors who are using New Day’s individual streams with their students, and asked them about their experiences.

In Whose Honor?
               In Whose Honor?

Many professors have students view films outside of class because it saves them valuable classroom time. Thomas Gannon, an English professor at the University of Nebraska in Lincoln, uses Jay Rosenstein’s documentary In Whose Honor?, about Native American mascots in college sports, in his “Introduction to Native American Literature” class. “The film is a good vehicle for exemplifying Natives trying to take back the tools of their own representation,” Gannon says. “However, I stopped showing it in class after the first year or so because this is a literature class, and meeting time is always at a premium. I prefer to assign films outside of class, which is easier since this film is now available online.”

Straightlaced
                  Straightlaced

Eliot Graham, who teaches courses on individual and cultural diversity to graduate education students at Rutgers University and Harvard, assigns Debra Chasnoff’s film Straightlaced: How Gender’s Got Us All Tied Up as required viewing outside of class. “I’m trying to make my students think about how teachers propagate messages that are racist or sexist or homophobic, often unwittingly,” Graham says. “If it’s just an intellectual exercise they will do it in my class and then forget about it when they enter their own classrooms. I use Straightlaced because it shows kids talking about experiences that they had in school, and it has more of an emotional impact.” Graham says that his class periods aren’t long enough to allow him to show the 67-minute film in class, so assigning it outside of class works well. “When I’ve used it in class I usually end up excerpting pieces that total up to about 30 or 35 minutes, which is always terrible because I’m like, “I can’t possibly omit this part!”

Streaming also allows films to be used as secondary sources, or for additional research. Gannon says, “One of my midterm essay prompts regards Native American mascots, with a required source essay by Phil Deloria. In Whose Honor? is highly recommended as another source. Most of the really good papers use it, and the student writers thereof usually seem to be highly moved, even outraged, by the film.”

How does assigning a film outside of class impact the quality of the in-class discussion about it? For my students, who are asked to do close readings of films, being able to stop and re-watch a particular section is invaluable. Graham requires the students to write about the assigned film, and says that it enriches the discussions and activities they do in class together. Whether students absorb the film better together in class, or alone at home, is unclear, and likely depends on the individual student and the viewing circumstances.

What’s clear, though, it that streaming is here to stay. And with New Day’s individual streaming option, educators can find more ways to take advantage of the power of films as they teach in their own disciplines. “If there’s a video my institution owns, but it isn’t available online, we have to watch in class or not at all,” says Graham. “This gives me more flexibility to be able to more things.”