Introduction

Community (Media) Based Participatory Research (CmPBR) is a form of action research that involves research partnerships between university-based academics and communities. It emphasizes lived and experiential knowledge to guide the research process. This has been the case since the beginning of the project where the initial planning meeting led to a series of community conversations and participatory learning workshops (PLWs). All of these initiatives were organised in order to share knowledge on issues of modern slavery. The purpose of this approach was to enable the community to lead the discussions; point the research to the roots of the problems; and identify possible solutions in the community.

Since working with CM4K for the past 5 years, the community were determined that community media should be used as a platform to reflect the community and address the vices in the community. With this in mind, the project used CmPBR to promote capacity building and empower community members in Cham gi Wadu to take a leadership role in the research process. This was evident as the community members took the lead in interviewing and leading the discussions in three arranged meetings.

Fieldwork in 3 phases

1. Phase 1 was a meeting held at Omware Primary School, to be attended by community elders and representatives from the community (female & male).
2. Phase 2 was a meeting comprising Community Health Workers (CHWs). and
3. Phase 3 was a meeting was a meeting with young women who were survivors of early marriage.

In each of these meetings, the academic researchers took a back seat, as representatives from the community took the lead. They worked closely with the consultant (Mike McClaflin) to make sure that the audios and videos captured were as professional as possible. The consultant is from Mproducxions – a Nairobi-based media production company – hired to the project to provide access to a professional media production environment in the field as part of the capacity building for the community.

This approach empowered the community members by bringing them together as stakeholders in all phases of the research process – from the initial planning, to the training in C(m)BPR & practice, to data collection and analysis, through to the dissemination of findings, and ultimately, action to effect social change in their community. 

MEETING ONE (OUTDOOR SPACE)

The first meeting, organized by the Assistant Chief, was held at Omware Primary School. It consisted of community elders and representatives from the community. They arrived one after another and arranged the desks under a tree. The trainees arrived early enough to help and interact with the team and the equipment.

The consultant started by explaining to the trainees the safety measures required to be observed while handling the different recording equipment, this included: how to unpack them; how to safely mount them and set them up for the recording exercise; plus how to turn them off and unmount them after the recording exercise. He explained the significance of the  recording environment. How it is just as important as the content being recorded because the recording environment will determine the type of mic you need.

The trainees had a lot to learn. They seemed eager and excited at the same time. The consultant made use of the time, waiting for the elders and community representatives to arrive, to show them how to set the equipment for outdoor space. The trainees warmed up to the equipment as captured in the sentiments from David, one of the trainees, below:

I remember my first encounter with the microphones, recorder, tripod stand, and camera. They seemed unusual to me, and I was stranded on where to start as I had never used the equipment before, and it was a good experience for me to interact with them after having been taught by my teacher, Mr Mike to interact with them. 

The trainees were introduced to the different types of microphones and how to place them to get the best from the arrangement. For instance, the use of omni-directional devices capture audio from all around and is used to pick-up the ambience of the environment to create the feel of the scenario around the set. These types of microphones are beneficial when used in group setting when capturing audio from different directions at once is required – especially in outdoor settings, where people are distanced from the mic.

The trainees were taught how to use lapel microphones to get the best broadcast quality sound when proximity to the subject optimizes the signal to noise ratio. The other advantage of using lapel microphone is convenience and comfort being able to achieve close proximity without the need for microphone boom stands. There were different cameras on site, they were taught parts of a camera; how to record using DSLR cameras and video cameras; as well as the basics of video recording techniques: framing, panning and zooming.

They tested the Zoom audio recorders; learned how to conduct a signal check before and during recording; as well as learning how to set up for recording. They were taken through how and where to place the recording equipment in relation to the subject for optimum capture of both audio and video. They learned how to monitor the material being captured and how to make necessary adjustments during the shoot for video and recording for audio when necessary.

During this time members of the community present were  impressed to see their own people operating media equipment with guidance from the consultant team. They were confident that they are now equipped to generate their own stories.

The meeting started at around mid-day. In this first set-up the media team used lapel microphone, shotgun microphone and audio recorders to capture the audio, it was a two camera set up for the video. To capture different angles. Every gadget had a trainee and a trainer guiding the trainee through the two-hour recording.

Of course fieldwork is usually unpredictable, for instance some of the new memory cards had compatibility issues with the audio recorders, running out of memory spaces. At the end of the session, the team evaluated the work done and shared ideas on what they can improve in there experience.

MEETINGs TWO AND THREE (Indoor space)

The second meeting took place the next day at the Assistant Chief’s offices with the Community Health Workers (CHWs). The meeting was planned in advance but on the said date, CHWs were engaged in a Ministry of Health exercise to distribute mosquito nets in the community. Since it was the beginning of a rainy season and they were taking steps to protect the community from malaria, not all the CHWs managed to attend the meeting. Some sent representatives and others sent apologies but there were enough people to implement the planned fieldwork.

The Assistant Chief assigned a room for us to use in the Youth IT Centre. This was the first time the trainees were experiencing an indoor set up. It took two hours for the team to set up, trying out different set ups as they proceeded. They had to test and learn about what would fit the room best for optimum audio and video recording. This presented the trainees with the opportunity to use the equipment they had interacted with the previous day. They also got a chance to operate the video LED lighting equipment, learning how to mount the lights and the best way to set them up.

Continuing with the participatory community media processes that underpin this project, the consultant suggested the trainees unpack the equipment, as they had been taught the day before, and mount the cameras to the stands and set them up for the recording exercise. They achieved this safely. In this location, the audio was recorded using both omni-directional and uni-directional microphones. These were connected to Zoom F4 Professional Field Recorders. This was meant to replicate a radio studio set up.

At this point the trainees also learnt about sound design in a location. They were also taught how to compose their shots when filming. They learnt how to approach different settings in interior and exterior environments. To consider the challenges that different sets may offer and how to use what is already available at their disposal to work in favour of their production. The trainees also learnt that preparing for and setting-up takes time, but that it is necessary to make sure that they have the best possible signals and compositions before hitting the record button. Darren one of the trainees commented on this experience,

….In fact, I was so scared of even operating some equipment. I learnt how to use and position different microphones, like omnidirectional and the shotgun. I am confident that I have learnt all I need to collect the best quality audio. It has also helped me to gain audio collection skills, which is very rare and I’m very grateful.

The discussions lasted around three hours. As the recordings were continuing the consultant was keen to check the audio levels to ensure that the audio captured was of good quality. This was another important lesson for the community trainees.

RECORDING OF TRADITIONAL SONGS AND POEMS

Students of from the Journalism Club at Omware Secondary School, had prepared a poem and a news presentation skit as their contribution to the campaign against early marriage. In this set up of individual presentation, the trainees recorded using a video camera and a lapel mic. They were guided as and when they experienced difficulty.

The team also interacted with children from the Neema Centre, an orphanage in Rongo. The children had a song that campaigns against early marriage. This recording was done in the balcony of one of the buildings using omni-directional microphone. The children were placed around the microphone and their voices captured as they sang. Both video and audio were captured.

The final outside recording was done in a field. This was the recording of Kagan Luo traditional dancers. Both omni-directional and uni-directonal microphones were mounted on stands by the trainees. The uni-directonal microphones are best for speech and they pick musical instruments signals very well without distortion. This was a different set-up for the trainees to learn since the audience were singing, dancing and playing instruments at the same time.

CHALLENGES

Facing some challenges was expected and, for the most part, the team were able to manage them. One of the main challenge was the prolonged power outages (blackouts), making it difficult to recharge batteries for equipment when needed as well as charging equipment overnight for the next day of field work. There were also a range of environmental noises over which there was no control. Recording was taking place in rural agricultural locations, so noises from animals, insects, and harvesting of wood or trees not far from recording, were unavoidable and presented quite a challenge. This was especially the case for the tree felling where power tools were being used. The team looked for ways to work around these challenges and although frustrating, they presented the community trainees to with challenges to think about in terms of resolution and recording.