- The U.S. Department of Education hosted a special screeningof Jean-Michel Dissard and Gitte Peng’s documentary I Learn America, during which Secretary of Education Arne Duncan declared, “The students represented in the film need to be seen and supported as national assets in our schools.” This fall, the New York State Department of Education started using the film to train teachers to work with immigrant youth, and is now looking to make the project available to all of its middle and high schools.
- 2015 was the year TIME magazine declared the “Transgender Tipping Point,” and director Kimberly Reed was invited to make appearances on NBC, MSNBC, and ABC due to her autobiographical film Prodigal Sons (the first theatrically-released film by a trans director). The film has continued to move audiences, leading one transgender viewer to say, “Thank you for choosing to be so visible about yourself, your life, and your identities — your film certainly helped me in my process of transitioning,” and another to add, “Your film Prodigal Sons was instrumental in helping me by bringing understanding to my family. Thank you.”
- A researching team at Notre Dame University published a study
in the Journal of Responsible Innovation on how Regan Brashear’s documentary Fixed: The Science/Fiction of Human Enhancement shifted the viewpoints of scientists and bioengineering researchers on the ethical and social implications of their work. The research cited how the film’s varying perspectives of disability caused viewers to reconsider “profound personal and societal questions.”
- In New York’s Nassau County, over 50 matrimonial lawyers were
treated to a screening of Split, Ellen Bruno‘s short documentary on divorce, shot entirely from the perspective of children. The film received glowing reviews, with many lawyers declaring their intention to show the film to their clients and others making plans to share it more widely with child advocate attorneys and family court judges.
- Greta Schiller’s The Marion Lake Story inspired several community ecological restoration projects, including the clean-up of a phragmite-overgrown wetland in Groton, Connecticut, and the creation of a rain garden by students at Timber Creek High School, a service learning school in Orlando, Florida. Wendy Doromal, a supervising teacher at Timber Creek High, wrote that the “moving story exemplifies environmental stewardship and beautifully shows how a united effort can positively impact a community.
- Disruption, Paco de Onis and Pamela Yates’s feature documentary
about a cutting-edge group of Latin American social entrepreneurs, played widely across Colombia, Ecuador, and Peru as the centerpiece of the Disrupt Poverty Tour. Following screenings of the film in town centers, local youth and women were trained to design and administer digital surveys analyzing the level of women’s financial inclusion in their communities for eventual presentation to NGOs and governments.
- The West Virginia Foundation for Rape and Information Services began using Debra Chasnoff‘s Straightlaced—How Gender’s Got Us All Tied Up in statewide rape crisis centers to help with its mission to prevent and address sexual violence, stalking and dating violence. The film has been instrumental in helping to create understanding around how gender norm pressures can lead to unhealthy decision-making– a key to preventing future violence.
- After a screening of Tracing Roots: A Weaver’s Journey at Yale University, a student and member of the Choctaw Nation of Oklahoma told filmmaker Ellen Frankenstein how important the film was to affirming her identity: “A lot of Yale students have never been around Native Americans before and it feels strange when I’m trying to explain where I come from.”
- Hospitals, medical schools, and rehab facilities across the country
held screenings of States of Grace. After a screening at the Rhode Island Hospital in Providence, the Senior Vice-President & Chief Nursing Officer wrote to filmmakers Mark Lipman and Helen Cohen, “The response for days following your presentation was nothing short of overwhelming…Many people said that they felt it could make a difference in the way we care for patients.” Others added: “You have nourished my spirit as a bedside nurse” and “Reminds us all why we became health care professionals.”
- Ellen Brodsky traveled to Seoul, South Korea, with The Year We Thought About Love, her award-winning film about a LGBTQ youth theater troupe. After the screening, a young woman shyly raised her hand and said, “I have two friends who came out to me. After watching your film, I think I can now be a better friend. Thank you.
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.
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).
By Cindy Burstein, New Day Member
Great day today at the American Psychological Association (APA) Convention! It began with screenings of Seeking Asian Female and Concrete, Steel & Paint, followed by engaging conversations at our exhibit booth with APA members, encounters with trick or treaters, and the drawing of our first raffle! Looking forward to tomorrow…
Gigi, from the APA social media team, just attended two New Day Films screenings of Concrete, Steel & Paint, a film about crime, restoration and healing (by Cindy Burstein, pictured here) and Seeking Asian Female (an eccentric modern love story about an aging white man with “yellow fever” and the young Chinese bride he finds online).
And the fun continues! Booth visitors are enthusiatic, I’m Just Anneke screens with LGBT shorts and packs the house and an educator tells us a story that had us in awe… he met his husband at a screening of Daddy and Papa! Wow. It’s a New Day, everyday, here at the APA.
I’m Just Anneke screens with LGBT Shorts at APA Film Festival to a packed house!
Roxy, from Modesto Junior College, made it a priority to see I’m Just Anneke at the APA Film Festival! “This short film is a valuable tool as I begin my profession as a child and family advocate and in my work as a student government leader on my college campus.”
Daniel has us in awe after telling us his story… that he met his husband 12 years ago at a screening of the New Day films title Daddy & Papa!
Danny (pictured yesterday-he met his husband at a screening of Daddy and Papa) returns today to introduce us to the family… a treat, indeed! A booth visitor thanked us for our LGBT content, especially related to transgender youth. Filmmaker, Corin Wilson, and friend of Concrete, Steel & Paint stops by to lend a hand. Creativity is in the air! Hearts and minds are open at APA.
Danny and Steven stopped by with the whole family to say hello! They met at a screening of the New Day Film, Daddy & Papa… twelve years ago, and celebrate that date as their anniversary! Congratulations. New Day Films is sharing the love.
“The creative spirit is at the core of the psych.” Hmmmm… this sounds a lot like New Day Films!
The final day kicks off with a morning screening of Wonder Women! The Untold Story of American Superheroines… POW! And one of our raffle winners, a high school principal, picks Straightlaced-How Gender’s Got Us All Tied Up as his prize! It’s been a rewarding stretch in DC. 4 days, 4 screenings, and hundreds of new encounters. We look forward to continuing the connection. Thank you, APA!
High school principal, and New Day Films raffle winner, John O’Dell, is interested in opening up the dialogue with guidance counselors, parents and students with Straightlaced–How Gender’s Got Us All Tied Up!
By Kelly Anderson, New Day member
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.
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.”
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.”