Mujeres por África supports African cinema


Mujeres por África supports African cinema

Madrid, 11th November, 2012. The President of the Mujeres por África Foundation, Maria Teresa Fernandez de la Vega, yesterday took part in the presentation of the Ugandan film Imani, written and directed by the sisters Agnes and Caroline Kamya. The film was shown in the Berlanga hall in Madrid in collaboration with the Buñuel Institute and the Madrid School of Film and Television.

The sisters Agnes and Caroline Kamya pose with the President of the Mujeres por África Foundation before their film Imani is shown.

During her speech, Fernandez de la Vega stressed the importance of supporting African cinema, especially the kind led by women, and emphasized that it is the best way to discover the true situation on the continent. Supporting African women who write, direct or produce films is one of the aims of Mujeres por África.

After showing the film, which shows a day in the life of three Ugandans, the filmmakers told the audience about their experience in creating the film. They also revealed that they are already working on new projects that will again have their country as their backdrop.

In addition to Maria Teresa Fernandez de la Vega and the Ugandan filmmakers, the director of the Buñuel Institute attended the event, as did the Author Foundation’s president, Ines Paris, who is also a board member of the Mujeres por África Foundation. The director of the Madrid School of Film and Television (ECAM), Gonzalo Salazar Simpson, was also there, as well as the African cinema specialist Guadalupe Arensburg, who gave an interesting introduction to cinema from the continent.

Caroline Kamya was born in Uganda. At four years of age, she moved with her family to London, where she studied Architecture and Urban Design. Attracted by the audiovisual world, she attained a Masters in Television Documentary and worked in television for years. In 1999, she founded her own production company in London, iVAD, with which she made several television programmes.

Today, iVAD International is one of the most important producers in Uganda. In 2007, she was part of the Talent Campus at the Berlinale, after which she returned to Uganda with a renewed resolve to go back to Berlin with a movie. Soon after, she started a non-profit organization to train young Ugandan people in television.
Imani was her first feature film, and also the first one produced in Uganda. It inaugurated the 2010 International Film Festival of Berlin. Since then, the film has travelled all over the world, winning several awards.

Caroline has made two films, Chips and Liver Girls and Fire Fly, and is working on two new projects, with which her sister Agnes will also be collaborating.
Agnes Kamya has a PhD in Social Anthropology from the University of London and wrote the script for the film Imani. She has been living for some months now in Seville, where she has taken up an interest in singing and dancing flamenco. Flamenco is precisely the theme of one of the two upcoming film projects she is to launch with her sister Caroline.
Another project is a feature film starring a young woman, set in Uganda just after independence from Britain.


No child should left behind when it comes to education. Because children learn at different levels and have different interests some students become easily bored with their school studies and fall behind in class. While there are students that do well in every subject others struggle to keep up with assignments and give up on their learning because it can overwhelm them. For subjects like English or Math the basics may be easily understood, but when it comes to the more advanced equations children sometimes need help understanding and using the skills that they are taught.

Educators across the country are faced with the same problem of children in elementary schools that are challenged by their inability to comprehend the tools that they need to understand their mathematical education. Failure of students to understand the fundamentals of mathematics can prohibit their natural progression and prevent them from taking more advanced math classes as they move on to junior high and high school. It seems such a trivial thing for students in elementary school, particularly the lower grades to misunderstand and fall behind in the ability to do some simple math calculations, but the truth is that many students struggle to grasp the basics of addition and subtraction at first.

Rather than labeling children that have a hard time with math as having a disability or being learning challenged or even a difficult student, teachers and parents are looking into math intervention as a way to reach out to the struggling students and help them to get back on track with their educational goals. By working with a student to help them gain mastery over computation, number sense and problem solving teachers and parents can put children back on track by giving them special attention that is designed to help them catch up and keep up with their math curriculum and the other students in the class.

Education is important for every child and learning the basis of mathematics is essential to the foundation of skills that will be used and required throughout a childs life. If a child is struggling with their learning of a new subject or appears to be falling behind in their studies the problem may just be that the child does not understand the assignment and lacks the skills to do the work. Rather than punishing the child or leaving them out of the activities that are too difficult for them to master, teachers and parents should look at the causes of the childs apparent failure and make corrections while the child is still able to catch up.

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