Tuesday, 23 February 2021
Thursday, 21 January 2021
ARROWSA-INDRA South to North collaborative arts for social change project (partially funded by National Arts Council South Africa) 15th Jan 2021
South Roots International led the 'Scarecrow' session with Shanette Martin introducing her perceptions of Scarecrows and introducing the history of their origins. Nicole Sacco encouraged the participants to create their own scarecrows out of any materials that they had at hand in their homes and to plant a/some vegetables whether in a pot for the windowsill or in a patch of land. Angela Del Fava then led a visualisation session to encourage the participants to identify their own context that would influence the construction of their artistic scarecrow that would be unique to their cultural and physical context. The success of the exercise was evident in the responses of the participants.
Sue-Livia van Wyk and her team shared a fun interactive Scarecrow song and dance that they devised.
We look forward to seeing the unique scarecrows that the participants create!
ARROWSA-INDRA collaborative projects 2020-2021 - planning
(these projects are partly funded by the National Arts Council South Africa)
South to North project team: ARROWSA Bechet, South Roots International, Gorse Hill Studios Manchester and Touchstones Rochdale Indra United Kingdom.
SAUKINDIA project team: ARROWSA, South Roots International, Study Hall Education Foundation Lucknow India, Bergtheil Museum Durban, CCMS, University of KwaZulu-Natal and Touchstones Indra Rochdale United Kingdom
Planning for the year
ARROWSA joined their South African and international Indra partners to plan a series of skills transference workshops and arts for social change sessions for the first quarter of 2021. It was decided to overlap the South to North and SAUKINDIA projects as time differences would allow as they would both focus on gender based violence and cultural and male identity.
Monday, 21 December 2020
Tuesday, 8 December 2020
South to North: Arts for Social change
Climate Change Project
(partially funded by the National Arts Council of South Africa)
1. What was your highlight in the Climate Change Project?
2. What art form was used in that highlight?
3. What action did it result in you taking or wanting to take?
The snippets of interviews were then sent to Vincent who edited them into one video to be found at
The participants' responses revealed the following:
1. It is important to include a range of arts activities for a social change campaign to be effective. The following arts activities made the most impact (all activities were followed by a time of reflection and discussion):
1.1 Storytelling: The use of zoom breakout sessions for participants to create endings for a story that was started by the facilitator and then all the groups presented their unique ending of the story to each other.
1.2 Improvised vocal characterisation: The use of improvisation in a zoom meeting e.g. improvised monologues on what was happening in the participant's area due to COVID-19.
1.3 Movement: The use of abstract movement to music led by a facilitating group in the zoom session. The participants in the hubs respond physically, out of their chairs, even though still in front of their computers e.g. the growth and death of a tree due to human intervention.
1.4 Role play: The use of role play and humour to address serious issues e.g. three participants, play the roles of government ministers who are discussing their portfolios and how they relate to Climate Change. They address the participants from the other hubs in the zoom meeting in their roles as government ministers. OR the facilitator plays the role of a quiz host and the participants from the other hubs are asked questions in a zoom meeting as if on a Climate Change quiz show.
1.5 Power Points: Documentary style power-points including video snippets e.g. the participants of the hub leading the session create an educational project at their school, such as a vegetable garden and recycling, and then take photographs and video snippets which they then share in a zoom session with the other hubs and answer questions stimulated by the power-point.
1.6 Videos: Investigative videos that interview community members e.g. a video, that includes humour and narrated in the first person that centers on interviews of community members of different age groups and their views on Climate Change.
2. The educational aspect of the project was as appreciated as was the art part because the participants were made aware of how little knowledge they had and/or how little they knew about the impact of Climate Change on other parts of the globe.
3. The online interaction was very important to some of the participants during COVID-19 especially during lockdown in order to counteract loneliness.
4. Global youth interaction is important for finding solutions to global issues such as Climate Change.