21/06/2020
đź“·đź“·
The origin of these photos:
A friend of mine – about two years ago - was talking about her troubles working as a professor in an afterschool classroom of 12years old students: they came from different schools to do their homework, and barely knew each other.
As months went on, the usual dynamics of group behavior in schools everywhere were generating troubles; contrasts between the inhibited and the uninhibited, males and girls, swots and scholars, were only some of the difficulties. So, I suggested to the school and to the group of parents a project based on video and Self-image, proposing sessions of two hours every fortnight; during the sessions we would experiment with different techniques, all aimed to deeper and shared relationships among the students. This was to be accomplished through creative and introspective procedures, all centered on seeing oneself on a video monitor, with the help of a videocamera.
All this had been developed by me during two decades of work, mainly in a psychiatric and rehabilitative basis, but it seemed to me even more interesting during the Selfie era, when interest about oneself’s image is more openly accepted an declared.
I introduced (1) Videoconfrontation (the participant sits in front of one’s face in video, answering to some questions about what hits him in the image), (2) Psyvideoclip (shot of 3 minutes, where everybody had to perform some duties: “Enter the camera’s point of view and do everything you want”, “Enter the camera’s point of view and show a part of you”, “Enter the camera’s point of view and show a dream”; all this had to be performed while silent), (3) Videogenealogy (bringing some photo’s of one’s life and seeing and describing them to others).
After these steps we could get to see and describe together everybody’ (4) selfiesand the evolution of these in time. As a last step, we had the (5) Family Video-Interview, based on a protocol of questions elaborated together, meant to explore the quality and depth of relationships inside the family.
All this had to be performed by all the students in the class, and it was seen together in the second part of the session, stimulating impressions and discussion.
The aim of this group was to develop a sense of belonging and sharing through a common experience centered on the Self and the others.
We had about ten sessions, with mixed results, but it is important that everyone accepted to come back to the group, showing curiosity and interest to perform in what one of the boys called “The identity group”.
It is important to underline that families were skeptical about this project (the overall reaction was: “All right Doctor, but they must do their homework!”).