There is much to learn not just from outcomes, but from processes, from others, and from communities.
When I joined the participatory video (PV) training course in London in April 2025, I wanted to explore new artistic mediums and creative ways of empowering the learning process and delivering projects collaboratively. As someone who studied traditional art and specialised in the heritage sector, I have always wondered how to make arts and culture more engaging and accessible, especially since the knowledge can sometimes be exclusive and difficult to access. Through this five-day PV training, I was able to narrow down the gap between the theoretical concept of participatory projects and the practical method – a dilemma that has piqued my interest in my MA researching the Arts and Culture industry and practice. I discovered how much there is to learn not just from outcomes, but from processes, from others, and from communities.
Although I started the course with very little filming experience, the course was structured, step-by-step, so I gradually understood and became familiar with the tools and techniques of participatory video.
We started with a simple storyboard and a ‘Disappearing Game’ that helped me get into the video-making process quickly. We created a short film using a special object, which helped me build my storytelling skills. It was a fun and thoughtful way to explore how I could share my own experience and make a narrative with others through the screen.
I also learned a lot from my amazing colleagues and their creativity. In terms of training how to use the equipment, we filmed one another from different angles and passed on what we had learned to the next, building a collaborative learning environment. I can’t forget to mention the recap and energising sessions. By becoming an organiser of a recap or energiser session, we woke each other up every morning and shook off our afternoon fatigue. Creative games and activities that my colleagues shared with us were really fun, and I was able to feel that moving my body and exchanging conversation are really effective in reviewing the lesson and refreshing our mood.
During the final part of the course, we filmed at Deptford Market Yard with the community, and it was the most exciting and valuable part for me. When we also discussed what topics we wanted to focus on, one of the most useful tools we used was the Problem and Solution Tree.
This simple and clear visualisation method of identifying what is at the roots of the situation and imagining what outcome could grow from them was really helpful for me to shape my thoughts clearly and easily. This stage of the process also helped me develop my critical thinking skills. We constantly discussed and exchanged ideas as a group: What issue do we want to explore? What story do we want to tell? What questions should we ask? Listening to my teammates’ thoughts and experiences was inspiring and broadened my perspectives.
Interacting with community members and having interviews with them at Deptford Market Yard was a highly meaningful experience for me. In that setting, I found myself naturally shifting from the role of a video maker to the perspective of the interviewees.
Based on what I felt and learned from the previous steps, I was able to consider more deeply how I communicate with community members, thinking about things such as how I phrase questions, what language and expressions I should use, and how I can create an environment where they feel comfortable. Our topic was about the changes happening in Deptford and its market. Listening to the community’s stories gave me inspiration on how to tell stories emerging from the space, town, and their memories. Their personal stories showed me how powerful storytelling can be in evoking empathy, sharing messages, and offering new perspectives. As an international student, it can sometimes be difficult to connect with local communities, so this experience was especially precious and enjoyable.
In thinking about how I could use Participatory Video in the future, I found studying InsightShare’s case study in Jordan particularly inspiring, where the PV process created meaningful engagement with the elderly. It made me reflect on similar opportunities in South Korea. I am interested in creating participatory art and culture projects that highlight cultural heritage sites and traditional crafts, and painting techniques. In Korea, ageing and isolation are major social issues, particularly in these rural communities. I would like to find ways to invite the older generation into creative projects like these. I believe a participatory project could be a great tool, not just for documentation, but for connection. If older adults can come together, share their stories, and actively participate in creating something meaningful, it could lead to a deep sense of satisfaction and belonging. PV offers a beautiful way to make that happen.
Being part of the training course with InsightShare during the early blooming seasons in London has become a truly valuable memory! Thank you, everyone!
About the author
My name is Seohyun Park. My keen interests are making the arts and culture more accessible by creating innovative projects. I am currently an MA student in Arts Administration and Cultural Policy at Goldsmiths, University of London. I specialised in Korean traditional art, art history, and heritage studies, so I am eager to find ways to democratise this knowledge in the context of decolonising cultural institutions. By harnessing new methods, I hope to make Arts and Culture venues more inclusive and engaging through creative projects and by collaborating with community members.