The document provides an overview of introducing the Adobe Youth Voices (AYV) program at Namirembe Hillside High School in Uganda. It describes meeting with school administrators to get approval for the program, introducing it to students, and beginning pre-production activities. These activities included students creating list poems, viewing other students' media, pitching potential project ideas, and developing media plans in groups with feedback. The goal was to integrate media production into the literature curriculum and train students in digital skills through AYV activities.

1. Getting Students Started W AYV
ith
At Namirembe Hillside High School

2. Ssebunnya Christopher
Ssennyonjo
English/Literature teacher
AYV-Educator
Namirembe Hillside High School
Sempangi Henry Sanyulye
AYV-Lead Educator

3. Introducing Adobe Youth Voices

4. The Aim of Introducing AYV Program at Namirembe Hillside
To integrate media and media production into the teaching and learning of
literature by motivating the learners to participate in the AYV activities and
training them to use media making tools, to generate content for use in the
literature classes and to be part of the AYV network.

5. Introducing the Program to the School Administration
Prepared a detailed document about AYV program for the headmaster.
Verbally answered the few questions that were asked.
Explained on needs basis to each administrator on duty.
Used my knowledge of the school to purposively decide who was to
contact and when.

6. Introducing the AYV program to Students
Students were given a background to the AYV program, the
program’s aim and objectives as well as the Partner Organizations.
They were also introduced to the AYV online community, some of the
AYV opportunities and linking AYV to their future dreams.

7. The W
ork Plan
This was mainly dictated by the availability of the computer room as well
as the students.
We set out to work objectively and dynamically.
We planned bearing in mind there were many possibilities of following the
plan to the dot.
We worked back and forth to ensure we finish off Pre-production stage

8. The Process
Pre-Production: (Planning, Brainstorming, Scripting, Storyboarding, Organizing files)
Production: (Filming, Photography and Audio recording)
Post-Production: (Editing using Adobe PS & PR, Adding Music and Narration)
Critiquing and Reviewing: (Project Pitching, Reversing and Re-editing)
Exhibition and Distribution: (Uploading media Online, Burning media on DVD)

9. LIST POEM ACTIVITY
1. Students Create a Personal Paper and
and Picture list poem
2. They create a digital list poem using
Adobe Photoshop to set a ground for
Post production
3. Students plan and Organize file also
Introducing Pre-production stage

11. LIST POEM ACTIVITY
Skills Learned
Critical Thinking
Organization
Photoshop

12. MEDIA VIEW
ING
HOW
Students view media pieces produced
By the other youth artists in the
Adobe Youth Voices program
They View the media and give critical
Feedback basing on the critical
Response worksheet

13. WHY THE ACTIVITY
To Prepare the learners for
pre-production stage
They Become the Audience for the
Media and it helps them to know
the importance of produce media with
An intended audience in mind
Being aware with the philosophy of
“Create with a purpose”

14. Skill gained from the Media Viewing Activity
Analytical Skills
Media Literacy Skills

15. Project Description
Project description is when students share
Their sketch vision of the issue they would
Like to work on.
HOW
Learners are asked individually write about
An issue they would take about if given
A chance including (What is the Issue?,
Why the Issue?)

16. Project Description
Project description is when students share
Their sketch vision of the issue they would
Like to work on.
HOW
Learners are asked individually write about
An issue they would take about if given
A chance including (What is the Issue?,
Why the Issue?)

17. Result: Project Pitching
Students Individually Pitch their
Project descriptions to the team as a
Way Indentifying the Issues young people
Are concerned about and would want to
Work on.
Skills Learned
Public Speaking
Assertiveness
Critical thinking

18. GROUPING and PROJECT PLANNING
Learners are not group to work in teams to create a media
On one Issue they are all concerned about as a group.

19. The Importance of the Activity
Learners learn by doing
They are Introduced to pre-production
Stage as a group and work with their
Issue
Learner realize that Media making is
A group task
During this stage the learners continue
To watch more media while working on their own

22. Skills
Team Work
Collaboration
Decision making
Leadership

23. Pre-Production/
Media Planning
Learners are introduced to the
Different Brainstorming methods

24. First Method is KWH Method, this helps them gather questions
Group members have about the issue Individually

25. Second method is the Webbing Method, this helps the dig
Deeper into the issue to know the Effects, Causes, Solution
of the Issue etc

26. W Media planning
hy
To generate as much information
on the issue as possible
To have hands on experience with
the method
Skills
Teamwork
Collaboration
Critical thinking

27. Exposition to creating a media plan
Elements of a media plan Creating a
media plan which includes: the issue,
why the issue is important, the story,
the audience the message, the style

28. Exposition to the concept of SAMS
S-Story ,A-Audience, M-Message, S-Style

29. Students learn to plan with the
product in mind
Students get introduced to different
styles of media
Students learn the value of
planning

33. Project pitching
Students were given time to present to
the group about their media plan:
The issue and why they feel it needs voice
Critical information/facts about the issue.
The results of the brainstorming on the issue.
Their story, script and how they developed it.
They Pitch to get feedback from others to improve their plan.