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27 January 2022 | Story Leonie Bolleurs | Photo Supplied
Director and co-producer Mpendulo Myeni believes when it comes to making it in the film industry, one should use all the resources and opportunities you have at your disposal.

A single, unemployed mother; institutional corruption, blackmail, and the powerful players behind it. These are all ingredients for a 29-minute short film, Leshano, currently available on Showmax. 

Mpendulo Myeni, director and co-producer of the production that was filmed between Bloemfontein and Bothshabelo last year, says he was initially attracted to the script by writer and executive producer, Anton Fisher (a former Director of Strategic Communications at the UFS). “Hearing his creative ideas, I fell deeper into the storyline, wanting to explore the story and tell it with my own voice.”

Besides Myeni’s involvement with Leshano (The Lie), which was filmed in Sesotho with English subtitles, a number of other Free State artists contributed to the film. Napo Masheane, who grew up in Qwaqwa, was cast in the lead role. He is supported by Maria de Koker, Vincent Tsoametsi, Seipati Mpotoane, Pesa Pheko, Ntsiki Ndzume, and Shayne Nketsi. 

Aspiring filmmakers in the province also had the opportunity to be part of this success story, whether as make-up artists, wardrobe assistants, or location scouts. 

Myeni says Bloemfontein artists and spectators are excited to see that a film shot locally has been accepted by the streaming service, Showmax. “The story has been welcomed and has had an overwhelming response on social media by the Free State audiences. Dignitaries in the Free State Provincial Department of Sports, Arts, Culture and Recreation also positively commented on social media.”

“The Free State audience has embraced our creative expression. Many have requested for the story to be turned into a series,” he says.

Creative at heart

Myeni, a creative at heart, studied Drama and Theatre Arts, as well as Film and Visual Media up to honours level at the UFS. He also had the opportunity to study as exchange student at the University of Groningen in their film master's programme.

The international experience ignited his passion for filming and got him fired up and ready to create. He was involved in the production of several films. “I co-wrote and directed Eyelash (2020), which won a jury award, iamAFRICA, at the Pan African Film Festival in Los Angeles. This led me to create the critically acclaimed lockdown film, called Let Me Out. This film was praised by notable film critic Robyn Sassen as ‘a coronavirus gem’, like Vincent Mantsoe’s dance piece, Cut … to materialise on the cultural sphere, and it deserves as much attention as it can garner.” Another recent creation from Myeni is Amanzi, a short film yet to be released. “I also directed The Lie and collaborated with amazing creatives during the venture,” he elaborates. 

The complete Eyelash experience, winning the iamAFRICA award at the Pan African Film Festival in Los Angeles, might have been one of those life-changing moments for Myeni. He confirms: “Going to America was definitely an out-of-this-world experience, especially being such a big accomplishment – winning an internationally recognised film award from a distinguished film festival. I also got to meet and talk to the director of YouTube originals, as well as other filmmaking creatives.”

Firm foundations

Besides being an UFS alumnus and award-winning filmmaker, Myeni, who on a previous occasion received the Richard Miles award in the Faculty of the Humanities, is now working as an assistant officer in the Department of Architecture at the UFS. “I largely work with research and the creative outputs of postgraduate students. Furthermore, I manage the research hub and library and I also run the visual media aspect within the department.”

In addition, Myeni is also completing his master’s degree in Film and Visual Media at the university. “The academia and higher learning are very important to me; you can say that I am motivated by the academic avenues and learning opportunities that my position affords me,” he says. 

He believes that any lived experience will give insight into your character and abilities. “This experience in the film industry will carry me through to give more of myself in my current position, both academically and creatively.”

“I will never stop creating; my future holds more films, with me involved in producing and directing them.” In five years’ time, I see myself having been the creator of at least three other short films, and one feature film,” concludes Myeni.

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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