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The first year of our work equipped us with fair amount of
knowledge on realities and to identify relevant messages and
missing information of the rural poor. At this juncture, a
cultural troupe was organised from among the staff. The team
members were able to contribute their ability in a creative way.
The team in general plays an important role of information sharing
and consolidation of relevant information and dissemination.
The communication programme is not a separate activity as it works
with health, nutrition, women literacy awareness, plantation and
other related development programmes.
As most of the villagers are illiterates, flexible means of
communication will be adopted on the basis of the existing media.
As we when talented field staff (including musicians, singers and
actors), songs and dramas were composed for the people and
these are now taped and played to the people during out visits.
This we found very effective to communicate with the rural people.
In general the materials try to focus on poverty, liquor
exploitation, superstition, organisation, health consciousness and
cooperation.
In
1982 the team visited the villages once a month and staged the
drama and also studied the reaction of the people where they
experienced solid response from the villagers.
In
1964 the project trained the youths and PO members on
communication techniques so that they themselves can perform
dramas in their own village in their own style and language to
suit their culture. The some traditional methods we adopted
but a new content of programme was in use.
As
of 1985, 8 songs and 2 dramas had been produced The communication
worker was also trained on puppetry.
In
1985, we were able to form an audio-visual team and rural
communication unit. We carried out regular audio-visual
communication programmes by screening films, sides relating to
health, water, immunization, ecology, untouchability and unity In
the villages. The mobile team visits the target villages once in a
month and with additional films at regular intervals. As
most of the audio-visual materials are in English, efforts are
being taken to get them translated into Oriya so that the local
people can understand the pictures along with the visuals.
As of 1987. 49 villages were covered, and in 1989 the programme
was carried out in 20 villages covering 6000 people. 12 sets of
slides covering 16 issues were prepared in the project area by the
team.
The
rural communication unit was in the beginning of its formation
doing Preparatory work on puppetry and story writing. Two
members underwent a three-month training on low cost communication
techniques so that after training the team could organize
programmes on training the villagers on street theatre, poster
making, puppetry and drama.
The
development educator, after formation of communication groups in
each of the selected villages, train them in the village.
Further, they are sent to a rural communication center situated in
Pakajhola. The coordinator of the communication unit at the
center give further training to these groups for one week in
puppetry, drama, dialogues and songs. The important aspect
of the training includes identification of their problems, ability
to highlight the issues formulate the message on the theme and
identification of media.
In
1986, 12 communication groups had been trained at the centre as
well as 523 communication members had been identified and trained
at field level.
In
1989, 95 songs were recorded in a studio, based on local issues.
and these songs are available in Audio Cassette " the
reflection ". The songs were also printed and published
Four
communication groups were in 1997 trained in communication.
During the training, issue based themes were used in the
role-play, songs and mime. The training was for a period of
seven days for each group. After the training, communication
materials were provided to continue the programme to the trained
groups. The communication team has followed up three
communication groups, who were trained earlier.
Communication
documentation was prepared in four villages in 1998, Date was
collected on village history, traditional drama, cultural drama, ,
forest protection, forest animals and birds, herbal medicine,
clothes, ornaments and articles, agriculture, marriage system,
domestic animals in the villages and on literacy.
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