This is the documentation of KinderDocs’ first Industry Event, titled ‘Documentaries for children and young people: International Approaches and Perspectives'. With its primary goal of illuminating effective strategies and creative approaches for engaging the coveted young audience, KinderDocs and its founder Dimitra Kouzi joint forces and invited acclaimed film professionals and representatives from prestigious festivals in the Netherlands (IDFA) and Germany (doxs Ruhr). Each presentation offered valuable insights into this multifaceted subject, encompassing filmmaking, content, programming, production, distribution, financing, and partnerships. The event took place in October 2023 at the Goethe-Institut Athen, and the Benaki Museum as part of the 8th KinderDocs International Documentary Festival for Children and Young People.

Marije Veenstra | Head of Education, International Documentary Film Festival Amsterdam (IDFA) (additionally watch her interview here)

Thank you for inviting me, Dimitra. I'm Marije Veenstra, the Head of Education at IDFA, which stands for International Documentary Film Festival Amsterdam. Today, I'll be discussing our approach to and perception of documentaries, particularly focusing on youth documentaries.

First, I would like to provide you with an overview of what we do at IDFA in this regard. In the Netherlands, we produce approximately 20 youth documentaries annually, funded through a pyramid scheme involving broadcasters and producers. Each Sunday evening, there's a dedicated slot on television where a youth documentary is broadcasted by the public broadcaster. Additionally, we have two major festivals for youth documentaries: CineKids and IDFA. As a new development in the Netherlands, we've also put out a call for full-length documentary films, in which Martijn Blekendaal is working as well.

At IDFA, we hold a competition specifically for youth documentaries. This year, aiming to give the youth competition a little bit of a boost, we invited Niki Padidar to be an external programmer. As a filmmaker, Niki brings a truly interesting perspective on youth and documentaries, and I'm very proud of the selection she curated. Among our initiatives are the IDFA-Junior, a family day held during the festival, and the school program, which falls under my responsibility. We also offer training programs for documentary development throughout the year, and we host a forum dedicated to youth documentaries during IDFA.

Our school program reaches approximately 10,000 students who attend IDFA over ten days. We start from 8 years old students and target all educational levels, collaborating closely with numerous theaters across the country. Film selection for the school program involves teachers and students, as we conduct test screenings at schools to get feedback before finalizing our lineup. Furthermore, we complement screenings with educational materials and post-viewing discussions. Additionally, we've launched Doc School Online, a free online tool designed for schools to utilize documentaries in the classroom. We recognize that some students may lack access to theaters or the resources to visit cinemas. The platform offers filters for various topics such as history, climate change, and justice, along with educational material for teachers.

Moreover, we organize activities for professionals, including training and pitching sessions during the forum. So, our focus isn't solely on showcasing documentaries; we also prioritize nurturing the development of youth documentaries, aiming to elevate the genre each year.

Now, what exactly do we mean by a youth documentary? We believe that one of the foremost criteria is that these films are made for children but not exclusively about them. The documentaries we showcase should leave room for imagination and reflection, avoiding fixed endings or solutions to problems. Our aim is to take the genre seriously and select films that also take the audience seriously—that’s why we collaborated with Niki this year. By this, I mean that we are open to all kinds of topics for children; there is no topic we would not screen. However, it's important to be aware of the context and facilitate discussions afterward.

Why do we do all this? Primarily, to cultivate empathy which is a vital necessity in today’s world. To broaden children’s horizons, encourage them to travel mentally and discover new perspectives. Additionally, when it comes to documentaries, an exceptionally important goal is to excite the audience, while also considering the artistic challenge of introducing them to something entirely different.

Two years ago, while already working on education and making my film selections, I was thinking of my starting point and connected it with youth literature, a significant area with ongoing research. So, three key considerations guided my program selection. For children aged 8 and above, youth literature reflects an experimental stage. Thus, we don’t have documentaries for children that are younger, recognizing the expanding worldview of an eight-year-old as an intriguing starting point for a documentary film platform. As children reach 10, individual differences become more prominent, so we aim to challenge them a bit more with the selected films. By the time they're 12, children transition to a more personalized and contemplative perspective, making it a favorable moment to introduce a diverse range of films with varying artistic values. In general, the ability to reflect increases with age, allowing us to experiment and tailor our programming as a festival.

Given my educational background, when facing difficulties, I often turn to Vygotsky, a Russian psychologist from the first half of the 20th century. Vygotsky identified different zones of learning that are well-known in the Dutch educational system. In the yellow zone, people can actually learn something but it’s important to have some guidance or a conversation afterward to reflect on the film. When selecting documentaries for schools, we can focus a bit more on the blue zone, which may offer comfort and enjoyment, but not necessarily contribute to significant learning or offer new experiences. On the other hand, films in the red zone risk leaving audiences frustrated without appropriate context or discussion afterward. As a teacher it is beneficial to focus on the stretch of the yellow zone.

Sometimes, a film initially seems suited to the blue zone. It's comfortable, pleasant, and enjoyable, but why should we actually screen it? What does it have to offer? To truly engage and facilitate learning, we need to strive for the yellow zone, which requires the assistance of a teacher, some guidance or a post-viewing discussion to enable reflection on the film. It's possible to challenge audiences and seek films in the yellow zone, but it's crucial to ensure that screenings are followed by discussions for the experience to be more sustainable. Screening only red zone films without providing the right context or post-viewing conversations can lead to frustration among audiences, who may leave the cinema wondering what they actually saw and feeling like they didn't gain anything meaningful. So, this approach guides my selection process.

Let me share some examples with you. First up is "Our Island," which we initially screened for children aged 8 to 9. However, we later found it might have been quite simplistic for 10-year-olds. While it's a delightful film, many children might find it too gentle for their age group, thus staying in the blue zone. It's perfect for 8-year-olds but lacks the challenge for 10-year-olds.

The next film, “Tungrus” is quite different. When we screened it at IDFA, many children asked, 'Why are you showing this to me, actually?' They enjoyed it and laughed a lot, but they also felt a bit disconnected. Their reaction was, 'It's not about us.' So, this was a film that required a conversation afterward. We started asking who has a pet, what kind of pet they have, how they deal with it when it doesn't behave as expected, and what the possible solutions are. This led to a meaningful discussion, transforming a film that initially fell into the red zone into one that resonated in the yellow zone, making it meaningful for many kids to watch.

Another film I'd like to share was selected by Niki this year. Initially, when we presented “Figure” to adults, particularly a special group funding IDFA, there was skepticism. As an entry for the Youth Competition, they questioned whether it even qualified as a documentary. However, through meaningful dialogue, we saw that it's possible to transition from the red to the yellow zone again. Such conversations are necessary and important for this transition. Even though it might raise questions for some people, I believe perceptions can change when engaging in an interesting dialogue with children afterward.

It would also be beneficial to have both the filmmaker and the programmer responsible for the film present in the screening room, to facilitate a discussion related to questions such as, "Why do you think this is a documentary?” Why do you think it's not?" “Is it important to have a close distinction?” ‘’How flexible can it be?” Through such conversations, we can transition from the frustrating red zone to a more engaging yellow zone. As the Head of Education, it's essential to keep this in mind when developing programs or selecting films. Sometimes, we may step into the red zone, but it's crucial to ensure that we provide educational context so that the experience is meaningful for many children.

As mentioned, it's both interesting and important to diversify the selection. Just as teachers approach youth literature in class by ensuring that all children are provided with something interesting to read, the same principle applies when developing an educational film selection for a festival. It's about offering a variety of films—some may be challenging, while others are more easy-going. That's perfectly fine. However, as a teacher or as the head of education, make sure that you add something to the mix, so viewers can stretch their understanding, delve deeper, and learn from the experience. Also, it’s important to note that the more a child reads, the more their ability to reflect grows. This is particularly significant when considering youth documentaries as well; maintaining a consistent presence throughout the year is crucial, rather than just once or twice annually.

So, how do we effectively reach them? In the Netherlands, broadcasters and film promoters discuss strategies for marketing these films, likening it to selling broccoli or sprouts. The notion that “they just have to learn to eat it” is quite disheartening, in my opinion. Similarly, a Danish Film Institute’s report published in May, highlighted as one of its key findings that young audiences prefer edgy narratives, genre play, boundary exploration, over social realism and 'the all-too-nice'. This underscores the importance of not underestimating our audience; they are capable of handling more than we often credit them for.

Another interesting point I'd like to share is related to the promotion of the film “Shabu”. The film also had a theatrical release in the Netherlands. I had a conversation with the person responsible for its sales, discussing her approach to promotion. She mentioned creating a commercial for a public broadcaster where she didn’t explicitly label the film as a documentary; instead, she referred to it as a family film. It's not about a definitive right or wrong approach, but rather an alternative one that may be worth considering. Ultimately, what's more important than just determining whether we’re selling sprouts is how we’re presenting and marketing them to our audience.

I would also like to emphasize the importance of keeping in mind that every child attends school. Thus, in my view, the gateway to reaching children is through schools. While it's advantageous to target families and encourage their participation in festivals, as we do at IDFA, I firmly believe that genuine change occurs through engagement with schools and the educational system.

Furthermore, it’s important for films to align with educational projects, so they are on the same page as the educational fields, enabling their collaboration and intersection. Additionally, new media and different platforms present some challenges too. At IDFA, we're still exploring ways to integrate these technologies, as it can be quite complex. For instance, while we're keen on screening VR projects in schools, it's challenging due to the required materials.

Finding suitable venues and partners interested in youth, especially when focusing on individual experiences, is also intriguing. Dimitra Kouzi asked me about the types of subjects we encounter or search for. While we come across a great amount of stories about children facing social and emotional challenges, which are both important and educational, I believe it would be equally interesting to see more films about art or history. For instance, I am struggling to find a compelling film about the colonial history of the Netherlands, that strikes the right balance between educational value and engaging storytelling—this would be valuable for schools as they are always seeking such quality content. Therefore, I believe youth documentaries should broaden their scope beyond solely focusing on children having problems that we can or can’t solve.

Lastly, empowering stories are particularly significant to me. Given the numerous conflicts in today's world, children are increasingly aware of these issues. Therefore, exposing them to these kinds of stories would be immensely beneficial, inspiring, and hopeful.

The event took place with the support of the The Dutch Embassy in Athens