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31 January 2020 | Story Leonie Bolleurs | Photo Johan Roux
Short film
Mpendulo Myeni won the iamAFRICA Short Film Competition with his production, EYELASH. He will attend the red-carpet screening of his film in Los Angeles in the US later in February.

When two childhood best friends fall in love, they are too afraid to tell each other; blowing an eyelash becomes the only way to realise their wish. This is the plot of an award-winning film that will receive a red-carpet screening at the Pan African Film Festival (PAFF) in Los Angeles in February. 

Mpendulo Myeni, UFS alumnus and recently appointed Assistant Officer in the Department of Architecture at the University of the Free State (UFS), won the prestigious iamAFRICA Short Film Competition with his production, Eyelash.

Honoured among African filmmakers

Myeni says his love for films comes from his mother. “You could say she instilled in me a passion for films. I remember when I was younger, my five siblings and I always loved watching superhero movies. As a gift, my late mother got us a membership card at the video store chain. She started a tradition that after school, we would go by the video store and rent movies.”

From being exposed to cult classics during his childhood to developing this passion into a degree in Drama and later Film, and now winning this prestigious international award, is a dream come true for Myeni. 

“I knew God would guide me to the place where the content I make, would garner attention on an international platform. However, I did not know that my first public film release would draw such attention. So, all the glory goes to God on this one.”

“I would also never have been able to do this without my partner, co-writer, producer, and cinematographer Faith Riyano; the cast and crew of Eyelash; and the amazing support of the lecturers and staff in the UFS Department of Film and Visual Media.”

Myeni says he is honoured to be recognised among his fellow African filmmakers. 

Finding new storytelling talent

The iamAFRICA Short Film Competition is a YouTube project in partnership with the Pan African Film Festival and The Africa Narrative. They aimed to find new storytelling talent based in Sub-Saharan Africa and received more than 160 submissions from across the African continent.

Criteria were, among others, that the film should be in English or have English subtitles, it must be less than 30 minutes, and it should be shot entirely on the African continent.

Michelle van Gilder, founder of The Africa Narrative, says: “The African continent is bursting with creative talent waiting to be discovered by the rest of the world, which is why this initiative is so exciting. These young directors represent the excellence of Africa’s filmmaking community, and it’s a joy to see their stories brought to a global audience.”

Marc Brogdon, Director of Marketing for PAFF, says Eyelash beautifully captures the excellence and artistry of African filmmaking that the competition aimed to identify and showcase to the rest of the world. “This is just the beginning of what is sure to be an exciting journey in bringing your film to a wider audience,” he congratulated Myeni. 

Learning from the best in Los Angeles

Myeni is scheduled to fly to Los Angeles later in February to participate in a day of workshops, production training and networking with the entertainment industry at YouTube Space LA. 

He says: “I am eager to learn about what it takes to make the type of films that are on par with these industry giants. I am excited to pick their brains and learn from their blueprints. I am eager to learn the process of filmmaking from them, as this will enrich my own work.”

In a statement issued by the iamAFRICA project, PAFF states that they believe film and art can lead to a better understanding and foster communication between peoples of diverse cultures, races, and lifestyles, while at the same time serve as a vehicle to initiate dialogue on the important issues of our time.


News Archive

Guidelines for diminishing the possible impact of power interruptions on academic activities at the UFS
2008-01-31

The Executive Management of the UFS resolved to attempt to manage the possible impact of power interruptions on teaching and learning proactively. Our greatest challenge is to adapt to what we cannot control at present and, as far as possible, refrain from compromising the quality of teaching and learning at the UFS.

First the following realities are important:

  • There is no clarity regarding the period of disruption. It is possible that it may last for a few months to approximately five years.
  • At present Eskom (as well as Centlec) is not giving any guarantees that the scheduled interruptions will be adhered to. It comes down to this that the power supply may be interrupted without notice, but can also be switched back on in an unpredictable manner.
  • Certain scheduled teaching-learning activities/classes, etc. may (initially) be affected very negatively, as the UFS is working according to a scheduled weekly module timetable at present.
  • During the day certain venues with natural lighting and ventilation may remain suitable for contact sessions, while towards evening venues will no longer be suitable for the presentation of classes.
  • Lecturers will have to fall back on tried and tested presentation methods not linked to electricity, without neglecting innovative technology-linked presentation methods, or will have to schedule alternative teaching-learning activities for lost teaching-learning time.

Against the background of the above-mentioned realities, we secondly request you to comply with the following guidelines as far as possible:

  1.  In addition to your module work programme, develop an alternative programme (which can, for example, among others, consist of additional lectures or a more rapid work rate) in which provision is made for a loss of at least two weeks’ class/contact time during the semester. Consult Centlec’s schedule of foreseen power interruptions for this planning.
  2. Should it appear that your class(es) will probably be disrupted seriously by the scheduled power interruptions, you should contact your dean for possible rescheduling of your timeslot and a supplementary timetable. A prescheduled supplementary timetable for Friday afternoons and Saturdays and/or other suitable times will be compiled for this purpose in co-operation with faculties.
  3. The principle of equivalent educational treatment of day and evening lectures must be maintained at all times. Great sensitivity must be shown by, for instance, not only rescheduling the lectures of evening students - given specifically the sensitivity regarding language and the distribution of day and evening lectures.
  4. In the case of full-time undergraduate courses, no lectures should be cancelled beforehand, even when a power interruption is announced, as power interruptions sometimes do not take place or are of shorter duration than announced. If the power supply is interrupted, it should not be accepted that it will remain off and that subsequent lectures will not take place. Should a power interruption occur in a venue, lecturers and students must wait for at least ten minutes before the lecture is cancelled. Should natural lighting and ventilation make it possible to continue with the lecture, it should be done.
  5. Our point of departure is that no student must be able to use the power interruptions and non-presentation/cancellation of lectures as an argument for having failed modules, for poor academic performance or to negotiate for a change of examination scheduling.

Thirdly we wish to make suggestions regarding teaching and learning strategies (which can be especially useful in case of a power interruption).

  • Emphasise a greater measure of self-activity (self-initiative) on the part of students in this unpredictable environment right from the start.
  • Also emphasise the completion of assessment assignments in good time, so that students cannot use power interruptions as an excuse for late submission. Flexibility will, however, have to be maintained.
  • Place your PowerPoint presentations and any other supplementary learning materials on the web.
  • Use the opportunity to stimulate buzz groups, group work, panel discussions and peer evaluation.

Please also feel free to consult Dr Saretha Brussow, Head: Teaching, Learning and Assessment Division at the Centre for Higher Education Studies and Development, about alternative teaching, learning and assessment strategies. Phone extension x2448 or send an email to sbrussow.rd@ufs.ac.za .

Thank you for your friendly co-operation!

Prof. D. Hay
 

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