we are visual! education and audio-visualization of human rights - Ние сме визуелни!...

8/12/2019 WE ARE VISUAL! Education and Audio-Visualization of Human Rights - !

1/142


2/142


3/142

TELL ME AND ILL FORGET

SHOW ME AND I MIGHT REMEMBER

INVOLVE ME AND I WILL UNDERSTAND

The We are Visual! Educational Toolkit aims to put this proverb into prac-tice within the formal and informal human rights education in our country.

We are Visual! is our humble contribution to the e orts to use the powerof the audio-visual medium as a teaching aid in the process of acquiring,canalizing and transferring relevant and sound information, knowledge,viewpoints and values that would lead to experiential learning of the com-plexity of human rights.

The carefully made selection of twelve creative documentary lms bringscreative fragments of the reality these lms testify about. They do not onlymake the viewer relate to the screened reality both cognitively and emo-tionally but also urges him/her to leave the position of a passive consumer.

The creative documentary lm simply provokes re ection and discussion,asks for comments and opposing views while its authenticity tempts theviewer to imagine and further clarify the reality before arranging it in thedrawers of ones own knowledge.

We believe that this process goes hand in hand with critical consump-tion and moderated evaluation. In the approach to the documentary lmthese are essential so that its content, which is often multilayered and

non-standardly presented, could be strati ed, explained and remembered. Therefore, we are suggesting interactive activities that would further cata-lyze this experiential process.

The We are Visual! Educational Toolkit wouldnt have been possiblewithout the inspiring and sel ess support of: Kumjana Novakova, NedaMilevska Kostova and Andrijana Papikj (CRIS Studiorum, Skopje), ChrisBowman and Karen OHare (Document, Scotland), Andrea Kuhn and

Janine Binoeder (Nuremberg International Human Rights Film Festival,Germany), Margreet Cornelius and Mirjam van Campen (Movies thatMatter, the Netherlands).


4/142

A BRIEF HISTORYOF JOHN BALDESSARI

TULIBU DIBU DOUCHOO

BICO

THE YELLOW TAG

BURMA VJ- REPORTINGFROM A CLOSED COUNTRY

DRONA & ME

FACING ANIMALS

GIRL MODEL

MY NAME IS FEKER

THE SHUTDOWN

THE SMELL OF BURNING ANTS

WRIGHTS LAW

5

23

37

53

69

85

93

105

119

131


5/142

A BRIEF HISTORY

OF JONHBALDESSARI

TULIBU

DIBUDOUCHOOUSA / 2012 / 6 Bulgaria / 2008 / 4

Directors: Henry Joost & Ariel Schulman Director: Boris Despodov


6/142


7/142

> SHORT HISTORY OF JOHN BALDESSARI

No more boring art! is what John Baldessari had written over and overagain to the (un)known American artist back in 1971. Of all the conceptual artistsyouve never heard of, John Baldessari is, if not the most influential, at least thetallest. This short documentary film shows a series of details from this artistsepic life and work, including some trivial ones, such as the Wi-Fi password that hefearlessly shares with the audience. Tom Waits, a musician known for his uniquevoice and performance, was Baldessaris first choice for the films narrator. Hisvoice is beautiful, said the old Baldessari. The rest is A Brief History of JohnBaldessari...

> TULIBU DIBU DOUCHOO

Who could have known that Valentina Hassans interpretation of Without You, the song originally performed by the late Whitney Houston, at the auditionfor the Bulgarian version of the world famous TV series American Idol wouldbecome a number-one hit in the country? The YouTube video of this young girlshowing an astonishing lack of musical talent and knowledge of English had beenseen by more than 17 million people within only a few months. The interestingphonetic transcriptions of the lyrics drew the interest of many young peopleand caused an avalanche of various interpretations. Composed out of piecesof YouTube videos published after Valentinas original performance, this shortexperimental documentary film showcases the glory and the misery of popculture and kitsch.

Art, popular culture, mass media, critical thinking, media literacy, mediaeducation

Sociology (as part of lectures related to culture), Macedonian language (as an

introduction to media literacy) or art education (art, kitsch, art history), musicaleducation, foreign languages

ABOUTTHE FILMS:

KEYWORDS:

THE FILMSCAN BEUSED IN:

6/7


8/142


9/142

is based on accumulating as much as money and as many material goods aspossible and that the only people worth hanging out with are those who fit into theaesthetical stereotypes of the cosmetic, fashion and pharmaceutical industries.

The values that mass media most often promote are those of consumption andcompetition, kitsch and entertainment, rather than art and education.

For instance, during the preparation period of this manual (July 2013), thefollowing information was being spread by the media:

On average, our citizens spend 4 hours and 34 minutes per day watchingtelevision. According to the International Marketing Committee, we hold thethird place among 38 countries in the world ranked on these terms. The onlytwo countries where watching TV is deemed even more important is in the first-ranked Serbia, and in the United States of America, where people watch TV onlytwo minutes longer than us. We have watched the least amounts of televisionin 2008 - 260 minutes per day only. Ever since then, we watch TV in increasingamounts.

2. THE MEDIA AND EDUCATION

In modern societies, the flow of information is in the hands of the media. Welive in times where access to information is of immensely importance, given thatthe information we receive through the mass media plays a role in shaping both

our way of thinking and living. The effects can be either positive or negative, ifwe merely absorb the information provided uncritically. The study that the KaiserFamily Foundation carried out in 2010 shows that on average, young peopleaged 8-18 spend 7,5 hours daily on consuming media content, video games,internet, TV and (electronic) books.3

The first major study on youth and media in the SEE countries is currentlybeing carried out by the Metamorphosis Foundation and the Youth EducationalForum and will provide insight into how and just how much young people usemedia.4

Studies found that the two most worrying phenomena typical of the passiveconsumption of media content are broadcasting itself, and the aesthetical andethical impressions it leaves on young consumers .5

Therefore, it is necessary to encourage and develop young peoples criticalthinking about media content.

A large number of people consume popular culture and find pleasure andvalues in it. It cannot be characterized as entirely bad or good, just as the

3 Generation M2: media in the lives of 8 to 18 year olds http://kaiserfamilyfoundation. les.wordpress.

com/2013/01/8010.pdf4 For more study-related information please visit : http://www.mof.mk/istrazhuvane-za-mladite-vo-mediumski-

ot-prostor/5 Koir, Manca; Zgrablji Rotar, Nada; Ran , Rajko. ivot s medijima: prirunik o medijskom odgoju za roditelje,

nastavnike i uitelje. Domn. Zagreb. 1999.

8/9


10/142

influence that mass media have on young people cannot be considered asentirely bad or entirely good either.

However, we should be aware of the fact that the information and messagessent through the mass media are constructed to fit the package of valuesand beliefs of those that create them, and very often match the interestsof the media owners themselves. The reason behind this is either financial orideological. Hence, it is important to analyze and examine its relation to oureveryday life, that is to decipher the messages and the images we receive viathe media and popular culture, understand the influence they have on childrenand young people, understand why they were made in the first place, and whatkind of messages they send. By doing so, it is possible to use the mass mediaas a means of resistance against the bad influence of media and pop culturein general. This is where the school, teachers and educators can and shouldplay a crucial role. The school and its curricula, as well as the learning and theteaching processes need to be media-oriented, rather than eliminate the mediaas worthless, given the fact that the media today are not only our main sourceof information and knowledge, but that they also exercise a great influenceover children and young people. It is another question as to how teachers coulduse the popular culture and media content that students are used to, so as todevelop a well-founded critical discussion about that very same content togetherwith the students.

The response can be found in the concepts of media education and medialiteracy, which are crucial in the process of revealing the connections betweenthe media and pop culture and their relation to politics and market trends. Mediaeducation encompasses all the theoretical and practical educational activitiesrelated to media. The Council of Europe (2000) has defined media education asa teaching practice aiming to develop ones media competence, that is onescritical and judicious attitude towards the media, and to encourage citizens toreason individually based on the information available. Media education providescitizens with knowledge on how to access and analyze the information needed,as well as to identify the economic, political, social and cultural interests shapingit. Media education could be introduced into the school curricula and programsas a separate school subject, or as an integral part of many other subjects,such as languages, environment, art history, art education, sociology and civiceducation.


11/142

>> OBJECTIVES: To raise awareness about the quality of media content

To encourage critical thinking towards media content

To analyze ones media consumption habits To understand the difference between art and kitsch

To reassess ones personal views

>> MATERIALS:> WORKSHEET: THE FILM THAT WEVE JUST WATCHED

NOTE: In order to have a fruitful discussion and successfully complete the film-relatedactivities, it is recommended that initially one half of the class watches one film and theother half watches the other. This is quite doable in informal educational settings and abit more challenging in schools. But it is not impossible to do, since both films are veryshort. It is even better if the films are played simultaneously. School teachers couldwork with two classes and divide them into two groups the first group would watch thefilm in one classroom and the second would watch the other film in another classroom. Itis important that the person in charge has this in mind prior to the activities, so that he/she could prepare or get assistance from colleagues. IF IN THE END IT ISNT POSSIBLE

TO PROCEED IN THIS MANNER, THEN ASSIGN ONE GROUP TO REPRESENTING THEFILM AND ANOTHER THE SECOND, but bear in mind that in this case, the work dynamicsand the quality of arguments would be on a lower level. Therefore, it is recommendedto deepen the discussion and skip the joint screening of the two films that is plannedfor later.

ACTIVITY: ART ANDKITSCH 45

10/11


12/142

>> PREPARATIONS (2):Each group is divided into two subgroups, with approximately the same number ofmembers. The educator gives instructions on whether one of the groups would waitoutside of the classroom or would watch the film in a different place. It is also importantto point out that the activity wont be successful if the participants dont follow theinstructions and arent disciplined. The participants should be silent and arent supposedto talk to the other group until the educator says so. The educator then plays the films.

>> ONE GROUP WATCHES THE FILM: TULIBU DIBU DOUCHOO (4).

>> THE OTHER GROUP WATCHES THE FILMA BRIEF HISTORY OF JOHN BALDESSARI (6).



13/142

>> ACTIVITY:I AGREE, I DISAGREE (10)Once the groups see the films, they gather in the same room. At the one end of theroom, there is a piece of paper saying I AGREE, and at the other end there is another

piece of paper saying I DISAGREE. The educator reminds the participants that theymustnt talk to each other during the activity and explains that they will hear differentstatements and should go to one or the other side of the room in accordance with theiropinion.

>> THE EDUCATOR READS OUT LOUD THESTATEMENTS FROM THE WORKSHEET: THE FILM THAT WEVE JUST WATCHED

>> DISCUSSION (3): How did you feel during the activity?

Were there moments when you found it difficult not to talk? When? Why?

Were there situations when you thought that no one could have an opinion differentthan yours? Could you give me an example? Why?

Do you think that the films that youve watched were the same or at least similar?

>> SCREENING OF THE FILMS (TO ALL PARTICIPANTS):A SHORT HISTORY OF JOHN BALDESSARI (6) TULIBU DIBU DOUCHOO (4)


12/13


14/142


15/142

>> OBJECTIVES: To raise awareness about the quality of media content

To encourage critical thinking towards media content

To analyze ones media consumption habits To understand the difference between art and kitsch

To reassess ones personal views

>> MATERIALS:> WORKSHEET: THE FILM THAT WEVE JUST WATCHED

> CARDBOARD BOX WITH A CUT-OUT BOTTOM

NOTE: In order to have a fruitful discussion and successfully complete the lm-relatedactivities, it is recommended that initially one half of the class watches one lm and theother half watches the other. This is quite doable in informal educational settings and abit more challenging in schools. But it is not impossible to do, since both lms are veryshort. It is even better if the lms are played simultaneously. School teachers could workwith two classes and divide them into two groups the rst group would watch the lmin one classroom and the second would watch the other lm in another classroom. It isimportant that the person in charge has this in mind prior to the activities, so that he/she could prepare or get assistance from colleagues. IF IN THE END IT ISNT POSSIBLE

TO PROCEED IN THIS MANNER, THEN ASSIGN ONE GROUP TO REPRESENTING THEFILM AND ANOTHER THE SECOND, but bear in mind that in this case, the work dynamicsand the quality of arguments would be on a lower level. Therefore, it is recommendedto deepen the discussion and skip the joint screening of the two lms planned for later.


14/15


16/142

>> PREPARATIONS (2):Each group is divided into two subgroups, with approximately the same number ofmembers. The educator gives instructions on whether one of the groups would waitoutside of the classroom or would watch the film in a different place. It is also importantto point out that the activity wont be successful if the participants dont follow theinstructions and arent disciplined. The participants should be silent and arent supposedto talk to the other group until the educator says so. The educator then plays the films.

>> ONE GROUP WATCHES THE FILM TULIBU DIBU DOUCHOO (4).

>> THE OTHER GROUP WATCHES THE FILMA BRIEF HISTORY OF JOHN BALDESSARI (6).



17/142

>> ACTIVITY:I AGREE, I DISAGREE (10):Once the groups see the films, they gather in the same room. At the one end of theroom, there is a piece of paper saying I AGREE, and at the other end there is another

piece of paper saying I DISAGREE. The educator reminds the participants that theymustnt talk to each other during the activity and explains that they will hear differentstatements and should go to one or the other side of the room in accordance with theiropinion.

>> THE EDUCATOR READS OUT LOUD THESTATEMENTS FROM THE WORKSHEET: THE FILM THAT WEVE JUST WATCHED

>> DISCUSSION (5-10): How did you feel during the activity?

Were there moments when you found it difficult not to talk? When? Why?

Were there situations when you thought that no one could have an opinion differentthan yours? Could you give me an example? Why?

Do you think that the films that youve watched were the same or at least similar?

Do you think that youve watched different films in terms of content and message?

Can someone presume what kind of film did the other group watch based on theinformation you have so far?

>> SCREENING OF THE FILMS (TO ALL PARTICIPANTS):A SHORT HISTORY OF JOHN BALDESSARI (6) TULIBU DIBU DOUCHOO (4)


16/17


18/142

>> DISCUSSING THE FILMS (15) How do these two films differ?

Which film can teach us more? What can it teach us?

Did one of the films make you think?

What quality of content do these two films offer?

What kind of content do you usually come across - content that entertains you orcontent that makes you think critically?

How do you find it?

Are there any consequences to consuming this kind of content?

Do you know what kitsch is?

Would you be satisfied if you consumed only that kind of content as viewers?

Would you like to see some changes in terms of content? Why?

How can you defend yourself from this kind of content? Is there someone here who could share a book, film or a comic book title that he/she

has really enjoyed lately? (You could also prepare few proposals in advance)



19/142

>> ACTIVITY:MY VIEW ON MEDIA CONTENT (25)

The participants are divided into six groups. Each group is given a different statement(see below) and should write an essay/short text that supports the statement received. If

you think that the group, or a part of the group, can represent the statement differently(e.g. pantomime or acting), feel free to change the instructions for that group or foreveryone. You can also divide the participants into more groups (e.g. eight, ten ortwelve groups) and assign the writing task to one part of the group and something elseto the others. If you choose this option, keep in mind that youll need more time. It isimportant that the participants make the key points of their performances visible. Thestatements are as follows:

Soap operas make the viewer more stupid. What the viewer sees/reads on thescreen should be really enjoyable and make the viewer think.

Soap operas are the only good thing that the media show; entertainment is the onlypurpose of media.

It is better to make friends through social networks than in person, because theyoffer a greater choice of friends, games and information.

Social networks are the best place to become stupid: they give access to a bunch ofnonsense that distract you, and in the end, you feel exhausted even though youveonly been sitting in front of your screen without actually seeing anyone in person.

News is the only real aspect of media. When it comes to news, no one lies.

Even news is twisted in the favour of the media owners. We should all be careful andaccept what we hear on the news in a reserved manner.

Then each group presents its work. Other groups are supposed to ask at least onequestion related to the arguments given. The educator should then open a discussionon the quality of most popular media content, especially that which is popular amongthe participants.


18/19


20/142

>> CLOSING ACTIVITY (20+)A bottomless cardboard box is put on a table. You can also use a frame made of paper,which should remind everyone of a TV screen. The educator writes down the namesof all participants on small pieces of paper and folds them. Every participant gets topick one. If someone picks ones own name, a few participants are asked to return thepieces of paper so the educator can mix them and let them pick again. The participantsshould imagine that the cardboard box is a TV and that each one of them will have the

opportunity to give a short report on the famous person whose name is written on thepiece of paper they picked out. Since there is not much time, they should think of a TVarticle that wont last longer than one minute and present that persons positive traits.

They should reflect about the person, remember the situations that show that personin a positive light and share it with the audience. It would be great if the educatorsparticipate in this activity as well, writing their names so they can present somebody butalso be presented by the participants. Everyone gets to appear on TV. It is importantthat everyone takes part in the activity.



21/142

Read these statements out to the participants but be careful not to show any emotion or gesture that wouldbe interpreted as an inclination toward a particular statement. You can, of course, laugh with them. Inthat way, you are creating a relaxed atmosphere but are also encouraging them to participate. READ THESTATEMENTS SLOWLY AND GIVE THE PARTICIPANTS ENOUGH TIME TO DECIDE WHERE TO STANDSEE WHERE THE OTHER PARTICIPANTS DECIDED TO STAND. IF NEEDED, REMIND THEM THAT THEALLOWED TO TALK.

>> STATEMENTS:> I REALLY LIKED THE FILM THAT WEVE JUST WATCHED.> THE FILM THAT WEVE JUST WATCHED WAS VERY ENTERTAINING.> THE FILM THAT WEVE JUST WATCHED WAS ABOUT ART AND KITSCH.> THE FILM THAT WEVE JUST WATCHED TALKS ABOUT ONE REALLY EXCEPTIONNA> IT TAKES LOTS OF COURAGE FOR SOMEONE TO BEHAVE LIKE THE MAIN CHARACT

IN THE FILM THAT WEVE JUST WATCHED.

> MANY THINGS CAN BE LEARNED FROM THE FILM THAT WEVE JUST WATCHED.> THE FILM THAT WEVE JUST WATCHED IS ABOUT A PERSON WITH AN INCREDIBLE> THE FILM THAT WEVE JUST WATCHED TALKS ABOUT A PERSON THAT WORKED H

MAKE A GREAT CONTRIBUTION TO CONTEMPORARY ART.

> THE FILM THAT WEVE JUST WATCHED IS ABOUT HIGH, SOPHISTICATED, ART.> AMONG OTHER THIGS, THE FILM THAT WEVE JUST WATCHED TALKS ABOUT HUMA

NITY.

> I WOULD LOVE PEOPLE TO TALK ABOUT ME ONE DAY OR MAKE A FILM ABOUT MEDID FOR THE MAIN CHARACTER IN THE FILM THAT WEVE JUST WATCHED.

> IF I APPEAR IN A FILM SIMILAR TO THE FILM THAT WEVE JUST WATCHED, EVERYOKNOWS ME WOULD BE PROUD OF ME, MY PARENTS IN PARTICULAR.

> EVERYONE SHOULD STRIVE TO ACHIEVE SOMETHING THE LIKE OF WHAT THE MAIACTER DID IN THE FILM THAT WEVE JUST WATCHED.

WORKSHEET: THE FILM THATWEVE JUSTWATCHED

20/21


22/142


23/142

BICO THE

YELLOW TAGFinland / 2004 / 5 Sweden / 2004 / 5

Director: Aki Kaurismaki Director: Jan Troell


24/142


25/142

> BICOBico is a short documentary film made by the famous Finnish director Aki

Kaurism ki about the life led by the inhabitants of one small isolated village inthe Northern part of Portugal.

> THE YELLOW TAG The mandatory placing of yellow tags on the ears of all domestic animals

disturbs the harmony in the countryside. The bureaucratization of all aspects oflife within the European Union on the pretext of quality control transforms themeadows into butcheries, the animals into livestock herds, while the unlistedinventory is infallibly destroyed And all of this happens in Europe.

Globalization, Europeanization, European identity, quality of life, environment,critical thinking, Euroscepticism

Civic education: European Union, European identity, enlargement of theEuropean Union

Sociology: Global economic integration

Geography: Europe, European economy, international trade

ABOUTTHE FILMS:

KEYWORDS:

THE FILMSCAN BE

USED IN:

24/25


26/142

The European Union represents an economic and political partnershipbetween 28 European countries (since 2013). Its origins can be traced back tothe aftermath of the Second World War, when the US-led Western Bloc decidedto cooperate economically with one another for fear of socialism and of theSoviet-led Eastern Bloc. The European Union rests upon the assumption that itis not likely for economically independent countries to enter into conflict again.Established in 1958, the European Economic Community (EEC) paved the wayfor the future European Union. Belgium, France, Germany, Italy, Luxembourgand the Netherlands were the first member countries of EEC. In 1993, the EECwas renamed the European Union, a decision that marked the transition from aneconomic to a political community of European states, to be based on the twopillars of democracy and human rights. Today, the European Union ensures acommon market and open borders, without passport controls, for its 28 memberstates.

The citizens of the EU, around 507 million of them 1, can freely travel andwork within the Unions borders.

1. More about the European Union

The three main institutions of the European Union are the Council of theEuropean Union, the European Commission and the European Parliament. Theseinstitutions are closely collaborating and form the so-called institutional triangle

that enables the functioning of the European Union in general. The Union relieson many treaties and agreements that bring together the member countries ina political sense and further deepen the democracy within the EU. The latestone, the Treaty of Lisbon, was adopted in 2009 so as to clarify the specific and

joint competences that the member countries and the Union have. The Treaty ofLisbon did not only give the European Parliament more power but also changedthe voting system within the Council of Europe and, more importantly, introducedcitizens initiatives as a new legitimate form of participation, allowing Europeancitizens to directly influence the European Commission. Placing many motionsinto parliamentary procedure, the Treaty of Lisbon has nominally strengtheneddirect democracy within the European borders, a type of democracy that

many critics find much more relevant for peoples lives, given the immensebureaucratization of the entire system and the fact that the European institutionsare neither democratic nor open enough to citizens influence.

The European Citizens Initiative is an invitation to the European Commissionto propose legislation that has to be backed by at least one million EU citizens,coming from at least 7 out of the 28 member states. The European CitizensInitiative can be initiated in any fields where the Commission has the power topropose legislation, such as environment, transport, agriculture or public health.2

1 According to Eurostat 2012 statistics, the EU has a population of 506 820 764 inhabitants. http://epp.euro-stat.ec.europa.eu

2 European Citizens Initiative: http://ec.europa.eu/citizens-initiative/public/?lg=hr

GENERALINFORMATION:


27/142

The Acquis Communautaire refers to the cumulative body ofEuropean laws that the member countries or the candidate countriesshould align to before their accession to the European Union. Everypotential candidate for membership must not only be prepared toaccept the Acquis Communautaire in its entirety, but also be ableto implement it fully. Therefore, every candidate country enters intonegotiations with the member countries, a process that is dividedinto chapters. Nowadays, many criticize the strict European rules anddirectives for being part of the bureaucratization process.

The term bureaucracy designates the administration of agovernment through bureaus or departments staffed with non-elected officials, including any large institution or organization.Bureaucratization is defined as the multiplication of, or the

concentration of power in administrators and administrative offices of anorganization, usually resulting in its extension into, and regimentation of,certain areas of life.4 The words bureaucracy and bureaucrat are todaymost often used in a negative context, even pejoratively, as the omnipresentbureaucratization of society tends to dehumanize and deprive individualityby treating human being as objects and/or numbers. As the film Yellow Tagillustrates, bureaucratization is present in every aspect of life of both humansand animals.

2. Visions of Europe

The films Yellow Tag and Bico are two out of the 25 films made within the2004 Visions of Europe Project: 25 films, 25 directors. The same year wasmarked by the Unions biggest enlargement ever, when 10 new countries

joined the European family: Cyprus, the Czech Republic, Estonia, Lithuania,Latvia, Hungary, Malta, Poland, Slovakia and Slovenia, the European Union thus

becoming a community of 25 states. It was in the very same year that 25 well-established European directors coming from each member state made 5-minutelong films on particular topics related to the EU, and visually expressed theirpersonal opinions about both the past and the future of the community. 5 Theprincipal idea had been to represent the cultural diversity of Europe, as opposedto the globalization and uniformity. This anthology proved the strong potentialthat highly aesthetic documentary films can have when it comes to a criticalreassessment of the present moment, as well as to connecting experiences ofthe past with visions of the future.

One of the most important citizensinitiatives in 2013 was the initiative

to recognize the right to water andsanitation as a human right and apublic good that member statesmust provide access to. More than 1800 000 signatures were collected,which is almost double the numberof signatures that the EuropeanCommission needs so as to proposea legal act aiming to protect the rightto water as a human right in the EU. 3

3 : http://www.right2water.eu/4 http://www.eionet.europa.eu/gemet/concept?langcode=hr&cp=10755 Faith Akin, Barbara Albert, Sharunas Bartas, Andy Bausch, Christofer Boe, Francesca Comencini, Stijn Coninx, Tony Gatlif, Sasa Gedeon, Christos Georgiou, Constantine Giannaris, Peter Greenaway, Miguel Hermosa, ArvoIho, Aki Kaurismaki, Damjan Kozole, Laila Pakalnina, Kenneth Scicluna, Martin Sulik, Malgosia Szumowska, Bla Tarr, Jan Troell, Theo Van Gogh, Teresa Villaverde, Aisling Walsh

26/27


28/142

Another occasion which makes this anthology greatly significant is theupcoming 10th anniversary of the first big enlargement of the European Unionwhich, according to the Maastricht Treaty , should not have had more than 27member countries in total. Hence, it evokes and provokes a reassessment ofthe visions that the European leaders had had for Europe ten years ago, incomparison to todays Union with its 28 member countries, and another eightwith either a candidate or a potential candidate status. Portugal, the countryin whose Northern part the village of Bico is located, became an EU member in1984, along with Spain, exactly 20 years prior to the big enlargement. Sweden,on the other hand, joined the Union in 1995. Our country had been grantedcandidate status back in 2005 and, together with Turkey, has been the countrythat has waited the longest for the bureaucratic-political decision on starting theaccession negotiations.

3. We and the European Union

We had been granted candidate status in 2005, and in comparison to othercandidate countries (including some EU member states, such as Bulgaria), isfar more prepared to begin the EU accession negotiations. Despite the positiverecommendation of the European Commission in 2009, Greece and Bulgaria,as EU member countries, had been blocking the beginning of negotiations forseveral years now. Other countries, like Serbia for instance, who will start its EUaccession negotiations at the beginning of 2014, is now gaining an advantage

over us. Our government regards this as an example of both inconsistency onthe part of the Union and an evident break with its fundamental principles ofdemocracy and human rights. Euroscepticism that has barely existed in thepast, is now on the rise in the country. 6 The name dispute with Greece is oneof the main reasons for the actual situation. According to a survey carried outin 2010, 82.1% of the ethnic Macedonians have declared that the preservationof the constitutional name was more important to them than the EU and NATOmemberships.

The lengthy and controversial accession process, the economic crisis thatis shaking the Union, as well as the rise of nationalism, particularly in theperipheral EU countries who have suffered the most financially, create a spacefor Euroscepticism, or the opposition to the process of a political Europeanintegration. Euroscepticism is often considered by the political elites within andwithout of Europe as an extremely negative phenomenon, although it is nothingmore than a legitimate political opinion.

6 Ademi, Edmond. Opposing Europe: Euroscepticism in Macedonia, a real threat or a bluf? Alberta Institut 2012. Str.7.


29/142

>> OBJECTIVES: To get an insight into the concept of the European Union To develop a critical attitude towards the so-called European values

To develop awareness and critical thinking towards social relations

To raise awareness about the concept of dignity (of humans, animals,etc.)

>> MATERIALS:COLOURFUL COLLAGE PAPER yellow, red, blue, black. Cut out 2x2 cmsquares, one for each participant.

>> INTRODUCTORY ACTIVITY (15-20): The participants are divided into four groups. Each group stands in one cornerof the room and is given same-color pieces of collage paper. Each participantshould stick one square onto their forehead. The educator explains thatthey mustnt talk prior to the activity. Once the activity begins, they areallowed to talk only to the participants they have made eye contact with,

and can use the following questions only: Hi! How are you? Fine, how areyou? Do you want us to make a bigger group? YES/ NO. It is recommendedthat these questions are written on the blackboard so that nobody forgetsthem. The participants are allowed to talk to each other only if they look ateach other eye to eye. Then all the participants except for those wearingyellow squares are told not to make eye contact or talk to the participantsof the yellow group. The yellow group is told to try to communicate at anycosts (without violence) with the others, in accordance with the gamesrules. These instructions should be given carefully so that the others couldnthear. In the end, the educator explains to the groups that the corners wherethey stand are their territories but that they can freely walk around,communicate with the others and go back to their territories from timeto time. The participants should also know that they can join togethertheir groups/territories, which will become more appreciated in the end.

The educator marks the beginning of the activity. The activity shouldnt lastlonger than 5-7 minutes. It is expected that a single group forms out of all ofthe participants, except those from the yellow group.

ACTIVITY: OUR PLACE IN

THE WORLD (45)

28/29


30/142

>> DISCUSSING THE ACTIVITY: How did you like the activity?

Did you find it difficult to communicate by using only a few questions?

How well did the communication go?

Who found it difficult to communicate? Who found it easy?

How did you feel during the activity? How did the yellow group feel? Why?

How did the others feel? Why? (If it hasnt become clear until now, the educatorexplains the games rules.)

How does it feel to be excluded from a bigger group? How would you describe thisexperience?

How does it feel to have a mark on your forehead? Would you want your identity tobe shaped by what you are wearing on your forehead all the time? Why?

How would you feel if I told you now that I will put some tags on you that you will

have to carry forever (on your nose, lips, ears or your forehead)?

>> SCREENING THE FILM: YELLOW TAG (5)

>> DISCUSSING THE FILM (5-7) What impression did the film leave on you?

How did you feel while watching the film?

In your opinion, why was this film made?

How do humans treat animals?

Why is it necessary to tag all animals?

Has anyone asked what the owners of the animals think of this?

Has anyone asked the animals?

Do you think this is right?

Can you think of some arguments that back the opinion that it is right to do this kindof thing?


THE WORLD (45)


31/142

The participants are informed that they will watch another film and that afterwards,they will discuss the two films together.

>> SCREENING THE FILM:BICO (5)

>> DISCUSSING THE FILM (10): What impression did the film leave on you?



What is the life like in the village?

Are the people there happy? How do you know that? What challenges are they facing?

Did the life in the countryside change lately?

How does life in the city differ from the life that the people lead in the film?

What are the advantages of living in a big city or in a village similar to the one inthe film?

What are the disadvantages?

Can you find any similarities or differences between the two films?

How does society exercise influence on peoples lives according to the films?

Why is this so?

What is the European Union? What are the characteristics of this community ofstates?

In your opinion, what would European values be? Have you heard of that expressionbefore?

Do you have any questions about the European Union? (You can write down thequestions and give answers in the next class/meeting.)

What would you recommend to the Council of Europe? (It is a democratic institutionthat considerably shapes the European Union policy and decisions.)

Are these films similar to the ones that you usually watch? Why? What is thedifference?


THE WORLD (45)

30/31


32/142

>> OBJECTIVES: To get an insight into the concept of the European Union

To develop a critical attitude towards the so-called European values

To develop awareness and critical thinking towards social relations

To raise awareness about the concept of dignity (of human animals, etc.)

>> MATERIALS:COLOURFUL COLLAGE PAPER yellow, red, blue, black. Cut out 2x2 cm squares, one foreach participant.

Writing tools

>> INTRODUCTORY ACTIVITY (20-30): The participants are divided into four groups. Each group stands in one corner of theroom and is given same-color pieces of collage paper. Each participant should stick onesquare on their forehead, except for two participants who do not get the collage papersquares. The educator explains them that there werent enough tags for everyone sothey will have to do the activity without squares.

The educator informs everyone that they mustnt talk prior to the activity. Once theactivity begins, they are allowed to talk only to the participant that they have made eyecontact with and can use the following questions only: Hi! How are you? Fine, how areyou? Do you want us to make a bigger group? YES/ NO. It is recommended that thesequestions are written on the blackboard so that nobody forgets them. The participantsare allowed to talk to each other only if they look at each other eye to eye. Then all theparticipants, except those wearing the yellow squares, are told not to make eye contactor talk to the participants of the yellow group or to to those that look suspicious andhave no color. The yellow group is told to try to communicate at any costs (withoutviolence) with the others, in accordance with to the games rules, but to avoid those thatdo not have squares on their foreheads. These instructions should be given carefully,so the others do not hear. In the end, the educator explains to the groups that thecorners where they stand are their territories, but that they can freely walk around,communicate with the others and go back to their territories from time to time. Theparticipants should also know that they can join together their groups/territories whichwill become more appreciated in the end.

The educator marks the beginning of the activity. The activity shouldnt last longer than5-7 minutes. It is expected that a single group forms out of all of the participants, exceptthose from the yellow group.


THE WORLD (90)


33/142

>> DISCUSSING THE ACTIVITY: How did you like the activity?

Did you find it difficult to communicate by using only a few questions?

How well did the communication go?

Who found it difficult to communicate? Who found it easy?

How did you feel during the activity?

How did the yellow group feel? Why?

How did those with no squares on their forehead feel?

How did the others feel? Why? (If it hasnt become clear until now, the educatorexplains the games rules.)

How does it feel to be excluded from a bigger group? How would you describe thisexperience?

How does it feel to have a mark on your forehead? Would you want your identity tobe shaped by what you are wearing on your forehead all the time? Why?

How would you feel if I told you now that I will put some tags on you that you willhave to carry forever (on your nose, lips, ears or your forehead)?

>> SCREENING THE FILM YELLOW TAG (5)

>> DISCUSSING THE FILM (5-7): What impression did the film leave on you?



How do humans treat animals?

Why is it necessary to tag all animals?

Has anyone asked what the owners of the animals think?

Has anyone asked the animals?


THE WORLD (90)

32/33


34/142

Do you think this is right?

Can you think of some arguments that back the opinion that it is right to do this kindof thing?

What arguments show that this is not right?

If you had the power to decide about tagging animals, what would you do?

>> ACTIVITY:STORIES (30)

The participants are divided into four groups. Each group gets a piece of paper and oneof the following writing tasks:

Try to remember one of your favorite folktales and describe the life of the maincharacters. What are the pros and cons of that kind of life?

Discuss the most beautiful villages that you have visited and write down the positiveimpressions;

Try to remember one famous folktale which describes the life of the people in thepast and write down several aspects of that kind of life that can no longer be foundtoday;

According to what you know so far, what was life like in the past? What was betterthen and what is better now?

Once they are done, the participants present their conclusions by briefly telling whatthe story is about and what conclusions they have reached. If they cannot think of anyfamous folktale, it is recommended to give them suggestions (e.g. Siljan trkot, thestories for Itar Pejo, etc. Do not stop them if they interpret the story more freely, or drawconclusions that are different from the general ones.)

Lets conclude, what was life like in the past and what is life like today? (Do notencourage clichs like hard life, slavery etc.)

Do we often think of people that lived in the past as unhappy and jaded?

Do you think that they had always been like that?

What were they missing?

Seen from todays perspective, what are the advantages of such a life?

The participants are informed that they will watch another film and that afterwards,they will discuss the two films together.


THE WORLD (90)


35/142

>> SCREENING THE FILMBICO (5)

>> DISCUSSING THE FILM (10): What impression did the film leave on you?



What is life like in the village?

Are the people there happy? How do you know that?

What challenges are they facing?

Has life in the countryside changed lately?

How does life in the city differ from the life people lead in the film?

What are the advantages of living in a big city and in a village like the one in thefilm?

What are the disadvantages?

Can you find any similarities or differences between the two films?

How does society influence peoples lives in the films and in the stories?

How do changes happen in society? Who brings them in the films that weve watched? What is the European Union, it? What are the characteristics of this community of

states?

What is the relationship between our country and the European Union?

In your opinion, what would European values be? Have you heard of that expressionbefore?

Do you have any questions about the European Union? (You can write the questionsdown and provide answers during the next class/meeting.)

What would you recommend to the Council of Europe? (It is a democratic institution

that considerably shapes the European Unions policy and decisions.) Are these films similar to the ones that you usually watch? Why? What is the

difference?


THE WORLD (90)

34/35


36/142


37/142

BURMAVJ- REPORTINGFROM A CLOSEDCOUNTRY Great Britain, Denmark, Sweden,Norway / 2008 / 50

Director: Anders stergaard


38/142


39/142

The Democratic Voice of Burma (DVB) is a collective of around 30 Burmesereporters who secretly film the human rights violations in their country. Thefootage is then smuggled across the borders and broadcast via satellite fromOslo. These is the footage that was shown worldwide in the summer of 2007,when the revolution was about to reach its climax. With Buddhist monks at theforefront, more than 100 000 people went out onto the streets and protestedpeacefully against the military regime that has held them in its iron grip for 50years. Burma VJ is entirely comprised of footage made by the DVB reporters. Oneof them is Joshua, who is also the films narrator. Hiding somewhere in Thailand,he manages to stay in touch with his colleagues via cellphone and Internet andreceives firsthand reports and raw footage of the escalating movement. Armedwith small hand-held video cameras hidden in their bags or under their armpits,the DVB reporters risked their lives in order to tell the truth about what washappening in their country.

Democracy and undemocratic regimes, civil and political rights, right to publicparticipation, freedom of speech and expression, digital media and activism

Civic education:

Discussing civil and political rights, the right to life, the freedom ofpeaceful assembly, freedom of expression, the right to a fair trial, theright to public participation

Democracy and civil society

Authority

Sociology: Politics, government and the state: political structure, territory, theuse of force; the modern state and civil rights; political parties; democracy, partysystems

ABOUTTHE FILM:

THE FILMCAN BEUSED IN:

KEYWORDS:

38/39


40/142

The military dictatorship in Burma, whose brutal use of force is documentedin the film Burma VJ, has been in power ever since 1962 when a coup toppledthe elected prime minister. Burma, a country that has until 1948 been one ofthe richest and the most developed countries under the British rule, is todayone of the poorest countries in the world. While in 1987, the United Nationsrated Burma as the least developed country in the world, today it is the 7 th mostunderdeveloped country on the Asian continent. 1 The Burmese government,growing increasingly repressive over the years, has managed to maintain powerfor so long precisely by violating fundamental human rights - the rights to lifeand to a fair trial, and the right to freedom of assembly and association and thefreedoms of speech and of expression. The United Nations also reported rape,forced labour, human trafficking, destruction of villages and the forced migrationof thousands of members of ethnic minorities as among the most brutal humanrights violations that the Burmese people have suffered for years.

The first time that civil discontent was manifested through massdemonstrations was in 1988. During these protests, over 3 000 protesters were

killed by the authorities, the demonstrations ending in blood and fear. In 1989,without any parliamentary debate whatsoever, the top military leaders renamedthe country Myanmar, which remains the official name written in the countrysConstitution to the present day. Those who still wish for the country to bedemocratic continue calling it Burma, thereby opposing the military dictatorship.Hence, this film bears the name Burma VJ.

Faced with important international pressure and economic sanctions inresponse to the human rights violations and undemocratic practices, theauthorities organized the first multi-party elections in 1990, given that theyrepresent one of the basic mechanisms of democracy. Aung San Suu Kyi,

a Burmese opposition politician and chairperson of the National League forDemocracy, won the elections. The authorities immediately annulled theelections and placed her under house arrest in her home. One year later, Suu Kyiwas awarded the Nobel Peace Prize for her struggle for democracy and againsthuman rights violations. The military junta remained in power and Suu Kyi spentalmost 23 years under house arrest.

1. Democratic and undemocratic regimes: Thedemocratization of Burma

It took almost 20 years for the new anti-government demonstrations tohappen. This time caused mainly by the 2007 governmental decision to removefuel subsidies which consequently increased the price of petrol as well as the costof living, impoverishing people even more. Burma VJ shows the most importanthappenings of what had often been referred to as the Saffron Revolution, dueto the saffron-coloured robes widely associated with the Buddhist monks who

1

UN O ce of the High Representative for the Least Developed Countries 2013. http://www.unohrlls.org/en/ldc/25/

GENERALINFORMATION:


41/142

were at the forefront of the demonstrations. Violence, arrests and murder wasthe authorities response yet again. The media were once again their principalopposition. Foreign journalists were banned from entering the country, while thelocal ones were arrested and put in jail for life. The intent was to hide from therest of the world that the Burmese government has a practice of torturing andimprisoning citizens and violating their human rights. However, thanks to thebrave video reporters (VJs) and the Democratic Voice of Burma (DVB), news fromBurma reached the foreign media and shocked the entire world.

Fortunately, the protests organized within the countrys borders and theinternational pressure to democratize werent for nothing, as reforms startedbeing implemented in 2010 and led to the establishment of the new civiliangovernment. Unfortunately, the party in favor of the military regime wonthe elections. According to the opposition party findings and the reports ofinternational human rights organizations, the elections were rigged. Immediatelyfollowing the elections, Suu Kyi was released and a year later, in November of2011, she decided to run in the announced parliamentary election with her partythat was once again permitted to register for the elections. 2 In April 2012, theNational League for Democracy, led by Suu Kyi, won 43 of the 45 vacant seatsin the Parliament, with the elections considered free and fair. That same year,for the very first time, the government adopted a law guaranteeing peacefulgatherings and protests. A considerable number of political prisoners werereleased and the government announced the release of all political prisoners bythe end of 2013. 3 The USA and the European Union have partly withdrawn theeconomic sanctions on Burma. As for the media, the existence of private mediawas allowed for the first time in 50 years, and foreign journalists can now freelytravel to the country.

2. Civil and political rights: media and activism

The UN Universal Declaration of Human Rights represents the first globalexpression of rights to which all human beings are inherently entitled. Allmember states of the United Nations are obliged to fully ensure these rightsfor their citizens. By defining, back in 1948, what we today call the right to

democracy, the UN wanted to put an emphasis on democracy as the onlyform of government inseparable from the concept of human rights - as ithad always stood for the rule of the people. Democracy assumes the activeparticipation of every citizen in the decision-making process at all levels ofauthority.

The freedom of thought and expression are civil rights upon whichthe freedom of the media rests. In order to participate publicly, peoplemust have the freedom to think and express their opinion without fear ofpunishment. In the case of the thousands of political prisoners in Burma, itis clear that the authorities imprisoned their opponents out of fear that the

free expression of thought against the regime could endanger their rule. As

2 BBC News: timeline: reforms in Burma 2013 : http://www.bbc.co.uk/news/world-asia-165466883 Democratic Voice of Burma http://www.dvb.no/news/burma-frees-around-70-political-prisoners-o cial/30429

Everyone has the right to take partin the government of his country,directly or through freely chosenrepresentatives. (...) The will ofthe people shall be the basis of theauthority of government; this willshall be expressed in periodic andgenuine elections which shall be byuniversal and equal suffrage andshall be held by secret vote or byequivalent free voting procedures.Article 21, Universal Declaration ofHuman Rights

40/41


42/142

we can see in the film, repressive governments, like the Chinese or the Burmese,impose internet censorship and ban access to some web pages, withthreatof imprisonment. They also stand in opposition to free and fair elections, thefreedom of the press and the freedom of assembly, without which any exchangeof ideas and opinions or activist action can happen.

Civic action and engagement, as well as activism in general, are preconditionedby the awareness of human rights violations, the understanding of problemsand upon having reliable and precise information. Therefore, independent mediaare a crucial factor in this context. Today, the internet plays a large part inthe information exchange, as it enables fast communication with people fromaround the world and does not depend on the editing policy of any medium. Bysmuggling footage out of a closed country, the Burmese VJs have succeededin informing the international public of the horrifying happenings of 2007, andfought for the democratic changes that this TV revolution provoked. Today,

thanks to the internet, it is possible to follow revolutions, protestsand similar happenings live, as they are taking place in every cornerof the world, such as the Occupy movement, the revolutions in Egyptand the Arab Spring.

Although these rights, known as civil or political rights are an in-dispensable precondition for democracy, the economic, social andcultural rights , such as the right to work, health or social security, aswell as the right to development, arent less important to democracy.Poor people without access to health services, media, food or shelter,cannot really be considered as having equal rights in the democratic

decision-making process.

More information:

Understanding Human Rights: Manual on Human Rights Education, WolfgangBenedek (ed.) European Training and Research Center for Human Rights andDemocracy (ETC), 2008. http://www.etc-graz.at/typo3/fileadmin/user_upload/ETC-Hauptseite/manual/versionen/macedonian/RAZBIRANJE_NA_COVEKOVITE_ PRAVA_-_Priracnik_za_edukacija_od_oblasta_na_covekovite_prava.pdf

COMPASS Manual on Human Rights Education with Young People, Councilof Europe, 2002. http://eycb.coe.int/compass/other.html i http://eycb.coe.int/compass/en/contents.html

Everyone has the right to freedomof opinion and expression; this rightincludes freedom to hold opinionswithout interference and to seek,receive and impart informationand ideas through any media andregardless of frontiers. Article 19,Universal Declaration of HumanRights


43/142

>> NOTE: The running time of the film is 50. Therefore, it is hardly manageable to

work with it during one class alone. It is recommended to watch it during thefirst or the last class of the day, starting 10-15 minutes prior to the class orextending the class for the same amount of time. The first activity is plannedfor a 65-minute-long class, while the second is intended for a 90 class, and isapplicable only if the teacher or the informal educator manages to combine twoclasses for the purpose of the exercise. This should not be a problem in the fieldof informal education.

For the purposes of the film, and especially of the 60-minute activity, theeducator should be well prepared and go through the additional informationprovided, so as to be able to complete the participants answers during thediscussion. This is recommended not only because of the short time available,but also because it is assumed that the participants will find many aspects of the

subject unclear or unfamiliar.

>> OBJECTIVES: To stimulate the understanding of the essential concept of democracy

and of human rights

To raise awareness about the extreme human rights violations in thetodays world

To encourage participants to widen their own area of interest

To incite critical thinking about the general quality of life in their owncommunities

>> SCREENING THE FILMBURMA VJ 50

>> DISCUSSING THE FILM (5-10) How did you feel while watching the film? What is the film about?

Have you ever seen anything similar?

Have you ever heard of Burma?

What was peoples life like in the film? Why?

Why were they protesting?

Which of their human rights were being violated?

Can the State forbid the freedom of assembly?

Can the State forbid the freedom of thought and expression?

What about the freedom of peaceful protest? The right to choose? Why?

What did we learn from this film?

ACTIVITY: A VJ, WHATS

THAT? (50-60)

42/43


44/142

>> OBJECTIVES: To stimulate the understanding of the essential concept of democracy and of human

rights

To raise awareness about the extreme human rights violations in the todays world

To encourage participants to widen their own area of interest

To incite critical thinking about the general quality of life in their own communities

>> MATERIALS:> WORKSHEETS: UNIVERSAL DECLARATION 1, 2, 3, 4, 5, 6 AND 7

>> SCREENING THE FILM BURMA VJ 50

>> DISCUSSING THE FILM (5-10) How did you feel while watching the film?

What is the film about?

Have you ever seen anything similar?

Have you ever heard of Burma?

What was peoples life like in the film? Why?

Why were they protesting?

Which of their human rights were being violated?

Can the State forbid the freedom of assembly?

Can the State forbid the freedom of thought and expression?

What about the freedom of peaceful protest? The right to choose? Why?

What did we learn from this film?


THAT? (90)


45/142

>> MAIN ACTIVITY: HUMAN RIGHTS (20-30) The participants are divided into seven groups. Each group is given one of the sevenworksheets: UNIVERSAL DECLARATION OF HUMAN RIGHTS 1, 2, 3, 4, 5, 6 or 7. Theyshould read it carefully and identify and mark the rights that they think have beenviolated in the film. Once they have done this, they should mark differently therights listed for which they personally know of cases of violation, within their family,community, school, etc. The educator should empasize that it is very important to talkabout this openly, as the only way they can prevent situations like those depicted inthe film is by exercising the right to free expression that they fully enjoy it in the class,if not anywhere else.

The groups should then present their work, by first pointing out the rights violated in thefilm, and then the cases of violations they personally know of.

>> CLOSING ACTIVITY (5+) The educator runs a brainstorming session on all possible ways in which participantscould use the available technologies to record or document a situation where humanrights are being violated, so as to contribute to the prevention of further human rightsabuses (e.g. at a school, third graders recorded the educator who insulted them andshouted at them and were able to prove that this occurred whenever other adultswerent present in the class. This is a true story!)


THAT? (90)

44/45


46/142

Adopted and proclaimed by the General Assembly, Resolution 217 A (III) of December 10, 1948

PREAMBLE (excerpt) Whereas recognition of the inherent dignity and of the equal and inalienablerights of all members of the human family is the foundation of freedom, justice and peace in the world,Whereas disregard and contempt for human rights have resulted in barbarous acts which have outraged theconscience of mankind, and the advent of a world in which human beings shall enjoy freedom of speech andbelief and freedom from fear and want has been proclaimed as the highest aspiration of the common people,

Whereas it is essential, if man is not to be compelled to have recourse, as a last resort, to rebellionagainst tyranny and oppression, that human rights should be protected by the rule of law,

Whereas Member States have pledged themselves to achieve, in co-operation with the United Nations,the promotion of universal respect for and observance of human rights and fundamental freedoms, ()

.................Now, therefore the General Assembly proclaims this Universal Declaration of Human Rights

as a common standard of achievement for all peoples and all nations, to the end that every individual andevery organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education topromote respect for these rights and freedoms and by progressive measures, national and international, tosecure their universal and e ective recognition and observance, both among the peoples of Member Statesthemselves and among the peoples of territories under their jurisdiction.

ARTICLE 1

All human beings are born free and equal in dignity and rights. They are endowed with reason and con-science and should act towards one another in a spirit of brotherhood.

ARTICLE 2Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any

kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, proper-ty, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictionalor international status of the country or territory to which a person belongs, whether it be independent, trust,non-self-governing or under any other limitation of sovereignty.

ARTICLE 3Everyone has the right to life, liberty and security of person.

ARTICLE 4No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all theirforms.

ARTICLE 5No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment.

ARTICLE 6Everyone has the right to recognition everywhere as a person before the law.

WORKSHEET: UNIVERSAL DECLARATIONOF HUMAN RIGHTS - 1


47/142



Whereas it is essential, if man is not to be compelled to have recourse, as a last resort, to rebellion againsttyranny and oppression, that human rights should be protected by the rule of law,


..................Now, therefore the General Assembly proclaims this Universal Declaration of Human Rights


ARTICLE 7All are equal before the law and are entitled without any discrimination to equal protection of the law. All

are entitled to equal protection against any discrimination in violation of this Declaration and against anyincitement to such discrimination.

ARTICLE 8Everyone has the right to an e ective remedy by the competent national tribunals for acts violating the

fundamental rights granted him by the constitution or by law.

ARTICLE 9No one shall be subjected to arbitrary arrest, detention or exile.

ARTICLE 10Everyone is entitled in full equality to a fair and public hearing by an independent and impartial tribunal,

in the determination of his rights and obligations and of any criminal charge against him.

ARTICLE 111. Everyone charged with a penal o ence has the right to be presumed innocent until proved guilty ac -

cording to law in a public trial at which he has had all the guarantees necessary for his defence.

2. No one shall be held guilty of any penal o ence on account of any act or omission which did not con -stitute a penal o ence, under national or international law, at the time when it was committed. Nor shall aheavier penalty be imposed than the one that was applicable at the time the penal o ence was committed.


46/47


48/142







ARTICLE 12

No one shall be subjected to arbitrary interference with his privacy, family, home or correspondence, norto attacks upon his honour and reputation. Everyone has the right to the protection of the law against suchinterference or attacks.

ARTICLE 131. Everyone has the right to freedom of movement and residence within the borders of each state.

2. Everyone has the right to leave any country, including his own, and to return to his country.

ARTICLE 141. Everyone has the right to seek and to enjoy in other countries asylum from persecution.

2. This right may not be invoked in the case of prosecutions genuinely arising from non-political crimes orfrom acts contrary to the purposes and principles of the United Nations.

ARTICLE 151. Everyone has the right to a nationality.

2. No one shall be arbitrarily deprived of his nationality nor denied the right to change his nationality.



49/142







ARTICLE 161. Men and women of full age, without any limitation due to race, nationality or religion, have the right

to marry and to found a family. They are entitled to equal rights as to marriage, during marriage and at itsdissolution.

2. Marriage shall be entered into only with the free and full consent of the intending spouses.

3. The family is the natural and fundamental group unit of society and is entitled to protection by societyand the State.

ARTICLE 171. Everyone has the right to own property alone as well as in association with others.

2. No one shall be arbitrarily deprived of his property.

ARTICLE 18Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to

change his religion or belief, and freedom, either alone or in community with others and in public or private,to manifest his religion or belief in teaching, practice, worship and observance.

ARTICLE 19Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions

without interference and to seek, receive and impart information and ideas through any media and regard-less of frontiers.

ARTICLE 201. Everyone has the right to freedom of peaceful assembly and association.

2. No one may be compelled to belong to an association.


48/49


50/142







ARTICLE 21

1. Everyone has the right to take part in the government of his country, directly or through freely chosenrepresentatives.

2. Everyone has the right of equal access to public service in his country.

3. The will of the people shall be the basis of the authority of government; this will shall be expressed inperiodic and genuine elections which shall be by universal and equal su rage and shall be held by secret voteor by equivalent free voting procedures.

ARTICLE 22Everyone, as a member of society, has the right to social security and is entitled to realization, through

national e ort and international co-operation and in accordance with the organization and resources of eachState, of the economic, social and cultural rights indispensable for his dignity and the free development ofhis personality.

ARTICLE 231. Everyone has the right to work, to free choice of employment, to just and favourable conditions of work

and to protection against unemployment.

2. Everyone, without any discrimination, has the right to equal pay for equal work.

3. Everyone who works has the right to just and favourable remuneration ensuring for himself and hisfamily an existence worthy of human dignity, and supplemented, if necessary, by other means of socialprotection.

4. Everyone has the right to form and to join trade unions for the protection of his interests.

ARTICLE 24Everyone has the right to rest and leisure, including reasonable limitation of working hours and periodic

holidays with pay.



51/142







ARTICLE 251. Everyone has the right to a standard of living adequate for the health and well-being of himself and of

his family, including food, clothing, housing and medical care and necessary social services, and the right tosecurity in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood incircumstances beyond his control.

2. Motherhood and childhood are entitled to special care and assistance. All children, whether born in orout of wedlock, shall enjoy the same social protection.

ARTICLE 261. Everyone has the right to education. Education shall be free, at least in the elementary and fundamen-

tal stages. Elementary education shall be compulsory. Technical and professional education shall be made

generally available and higher education shall be equally accessible to all on the basis of merit.2. Education shall be directed to the full development of the human personality and to the strengthening

of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friend-ship among all nations, racial or religious groups, and shall further the activities of the United Nations for themaintenance of peace.

3. Parents have a prior right to choose the kind of education that shall be given to their children.


50/51


52/142







ARTICLE 27

1. Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts andto share in scienti c advancement and its bene ts.

2. Everyone has the right to the protection of the moral and material interests resulting from any scien-ti c, literary or artistic production of which he is the author.

ARTICLE 28Everyone is entitled to a social and international order in which the rights and freedoms set forth in this

Declaration can be fully realized.

ARTICLE 291. Everyone has duties to the community in which alone the free and full development of his personality

is possible.

2. In the exercise of his rights and freedoms, everyone shall be subject only to such limitations as aredetermined by law solely for the purpose of securing due recognition and respect for the rights and freedomsof others and of meeting the just requirements of morality, public order and the general welfare in a demo-cratic society.

3. These rights and freedoms may in no case be exercised contrary to the purposes and principles of theUnited Nations

ARTICLE 30Nothing in this Declaration may be interpreted as implying for any State, group or person any right to

engage in any activity or to perform any act aimed at the destruction of any of the rights and freedoms setforth herein.



53/142

DRONAAND ME

The Netherlands / 2009 / 19

Director: Catherine van Campen


54/142


55/142


56/142

The term person with disabilities refers to any person that has an intellectual,physical, emotional or psychological impairment or disorder that can betemporary or permanent. These impairments can be caused by disease, injury orgenetic disorder. One such case is autism.

1. On autism in general

The term autism comes from the Latin word autos meaning I or AM. Autismis a life-long developmental disorder that affects the persons social interactionwith other people. Recently, a wide range of associated conditions have beenrelated to autism, which has led to the newly coined terms autistic spectrum andautistic continuum. It is interesting to mention that gastrointestinal factors aresome of the most commonly listed causes of autism, which then manifests itselfas a psychosocial disorder.

All individuals affected by autism share three

we are visual! education and audio-visualization of human rights - Ние сме визуелни!...

Documents