Positive Core Value: Learning and mentoring

The power of coming together with peers for learning and mutual support was emphasized by Maria Agui Carter, whose story revealed the benefits of local and national peer networks. She recounted how, from modest beginnings, the National Association of Latino Independent Producers (NALIP) annual conference has grown to 1,000 people. Maria’s experience with the national conference also deepened her appreciation of her local network. “Although we were a struggling little group, we have been effective in supporting each other and keeping the faith,” she said.

Mentoring has been central to the success of the production practicum at the Center for Digital Arts Imaging at Boston University, according to David Tames. The practicum enables students to work intensively with experienced filmmakers and to make substantial creative contributions (for which they are credited) along with the “scut work.” Joe Douillette was moved by his experience as a student mentor. He offered an example of an unmotivated student who was transformed by the process of learning filmmaking at the Institute of Contemporary Art. In a supportive environment, with peer relationships and an adult mentor, this student built skills and confidence, developing a distinctive and powerful artistic voice. And at the Rochester Lesbian and Gay Film Festival, Rachael Brister tapped into the passion of youth volunteers, creating larger roles for them in the festival. “I ended up “grooming the next generation of programmers,” she said.

Demis Foster of the Hazel Wolf Environmental Film Network shared an example of intergenerational and intercultural learning as her organization brought in a well-known filmmaker to work with a group of inner city youth. When the filmmaker confronted a student for talking during his presentation, he learned that the youth was translating for another who did not speak English. At that moment the situation was transformed. “Minds were opened,” Demis said, and a rich mutual learning experience ensued.

Another mutual learning experience was shared by Danielle Martin, who was tapped to make a presentation at the Girls Get Connected conference, only to learn at the last minute that she would be presenting to hearing-impaired girls. Working with an ASL interpreter and media clips that relied more on visuals than audio, she found the girls were “extremely engaged and motivated to learn” and she was reminded that “the mentoring relationship is important for the mentor, too. The learning is definitely two-way.”

The L.A. River Project created a powerful learning experience for 20 young people from different neighborhoods, supporting them as they worked collaboratively to create films. According to project organizer Paolo Davanzo of the Echo Park Film Center, the young filmmakers learned about the river first-hand from historians, activists, artists and neighbors; in doing so the students became more critical thinkers, able to connect the river’s history with present day social, cultural and economic issues.

Through the Veterans’ History Project, Mountain View High School students became more confident and built their filmmaking skills through working with veterans form World War I, World War II and the Vietnam War. According to teacher Bob Abel, “This was an opportunity for students to relate to the consequences of war by getting in touch with older people they normally wouldn’t meet…The experience was cathartic for the vets and the students.” 

Learning across generations was also an important outcome of Visual Communications’ recent archiving project, according to Jeff Liu. The effort involved restoring tapes from the 1970s documenting the redevelopment of Little Tokyo to accommodate Japanese tourists—often to the detriment of the local Japanese-American community. In the process of sharing these tapes in the Little Tokyo neighborhood, VC rekindled community interest in the legacies of civil rights activists, including some who are still living nearby. Emphasizing mentorship was the goal of Kartemquin Educational Films’ recent overhaul of its internship program, according to Justine Nagan. As part of the new program, interns participate in weekly workshops including the popular “Lunch with Gordon” session with co-founder Gordon Quinn. By investing in the next generation, Kartemquin is perpetuating the social documentary field beyond the well-established makers who got their start in the 1960s and 70s.

Explore more POSITIVE CORE values:

• Community building and collaboration
• Empowerment and public voice
• Learning and mentoring
• Catalyzing civic engagement and a more just world
• Supporting artists and diverse voices
• Cultural bridging
• Innovating and inspiring audiences across disciplines
• Partnering for greater impact

Following a mentor’s advice to “follow your dream”, Huey (pseudonym of James Coleman) became the founder of the Maine Student Film and Video Festival in 1977. He combined the two major passions in his life: working with children and making films. Thirty years later in 2007, MSFVF alumni, now film and video professionals, were brought together for a panel discussion to reaffirm to the young moviemakers of today that one can "follow your dream." find this story on the timeline