Tales of a teenage filmmaker | Zachary Maxwell | TEDxSpokane
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0:20 - 0:21Hello, everybody.
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0:21 - 0:25It's great to be here
on stage at TEDxSpokane. -
0:26 - 0:30(Cheers) (Applause)
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0:31 - 0:33That's encouraging.
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0:35 - 0:37I'm really nervous right now.
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0:39 - 0:43But let me explain by telling you
a little bit about myself and my story. -
0:44 - 0:48I've always considered myself
as having two different identities. -
0:48 - 0:53The first and more natural identity
is a shy and awkward high school freshman. -
0:54 - 0:56I'm not very popular in school,
-
0:56 - 0:59and I try to avoid
drawing attention to myself. -
0:59 - 1:03In fact, nobody at school
even knows that I'm here today. -
1:03 - 1:06They all just think that I'm homesick.
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1:06 - 1:10So let's just keep this whole
TED Talk thing between us, okay? -
1:10 - 1:11(Laughter)
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1:11 - 1:12Great.
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1:12 - 1:14But anyway, I think this persona,
-
1:14 - 1:17the one that you're seeing
on stage right now -
1:17 - 1:19started taking shape
when I was just a little kid. -
1:20 - 1:21As long as I can remember,
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1:21 - 1:23whenever I wasn't in school,
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1:23 - 1:27I was always making
silly home movies with my Dad. -
1:27 - 1:28As time passed,
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1:28 - 1:31we started using video to tell stories.
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1:31 - 1:34And this was back when
Facebook and YouTube -
1:34 - 1:35were just getting started.
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1:35 - 1:39So nobody really knew much
about social media or online video. -
1:39 - 1:43So I started screening
my work in film festivals -
1:43 - 1:45when I was about eight years old.
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1:45 - 1:47When I was in the fourth grade,
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1:47 - 1:48something that was bothering me
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1:48 - 1:51was the lunch being served
at my elementary school. -
1:51 - 1:54I asked my parents
if I could pack my own lunch, -
1:54 - 1:57but they wanted me
to eat the school lunch. -
1:57 - 2:00They saw the monthly menu published
by the Department of Education -
2:00 - 2:03and thought the food sounded amazing.
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2:03 - 2:06I told them that's not
what I was actually being served, -
2:06 - 2:07but, of course, they didn't believe me.
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2:07 - 2:11So I started sneaking a small
video camera into the lunch room, -
2:11 - 2:13and over the next six months,
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2:13 - 2:15I recorded pictures of my school lunch
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2:15 - 2:19and then compared them
to what was being advertised on the menu. -
2:19 - 2:21We turned that footage
into a short film called -
2:21 - 2:25"YUCK! A Fourth Grader's Short
Documentary About School Lunch." -
2:25 - 2:28(Video) Zachary Maxwell:
For this operation, -
2:28 - 2:30I was going to have to go way undercover.
-
2:30 - 2:33I thought I'd use a few small HD cameras
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2:33 - 2:35that I could easily fit into my pocket.
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2:36 - 2:37That way, I could sneak shots
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2:37 - 2:40when the lunch monitors weren't looking.
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2:40 - 2:42I had to keep a low profile
-
2:42 - 2:47because according to the School
Chancellor's Regulation A-640: -
2:47 - 2:51filming in school facilities
during school hours is only allowed -
2:51 - 2:53with the Principal's permission.
-
2:53 - 2:57I really like our principal
but she runs a pretty tight ship, -
2:57 - 2:59and I don't think she's going to approve.
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2:59 - 3:01Needless to say ...
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3:01 - 3:04I could get in big trouble for this.
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3:06 - 3:08(On stage) ZM: Here's what happened.
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3:08 - 3:10The film ran in a bunch of film festivals,
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3:10 - 3:13the New York Times
ran a feature story on the project, -
3:13 - 3:16and that sparked
international media attention. -
3:16 - 3:18The school's Chancellor
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3:18 - 3:21had to make a public statement
about what was going on. -
3:21 - 3:25They created a student feedback committee
to work with the food service managers. -
3:25 - 3:26And my school ...
-
3:26 - 3:28got a salad bar.
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3:28 - 3:31(Laughter)
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3:31 - 3:34(Applause)
-
3:34 - 3:38I'm not huge fan of salad
but that's not the point. -
3:38 - 3:42The point is that the film
raised awareness and caused change. -
3:42 - 3:45And it was at that moment
that my second identity was born. -
3:45 - 3:49Zachary Maxwell: Fearless Kid Filmmaker.
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3:50 - 3:52Meanwhile, right around this time,
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3:52 - 3:56my other self was learning about
how government was supposed to work. -
3:57 - 3:58What I was being taught
-
3:58 - 4:01was that government is supposed
to work for the people, -
4:01 - 4:03and regular people are supposed
to have the power -
4:03 - 4:06to tell the government what to do.
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4:06 - 4:09If you were a concerned citizen,
the solution was simple. -
4:09 - 4:11Just like we learned
in "School House Rock," -
4:11 - 4:13you would call your elected official,
-
4:13 - 4:17they would listen to your problem,
and then they would make a law. -
4:17 - 4:20But it seems to me
that somewhere along the way -
4:20 - 4:22that simple process became broken.
-
4:22 - 4:25Because today, I think most politicians
-
4:25 - 4:29only listen to rich and powerful donors
or special interest groups. -
4:29 - 4:31So I started wondering
if there was a better way -
4:31 - 4:34to get the attention of elected officials
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4:34 - 4:37and make them aware of the problems
that were important to me - -
4:37 - 4:40a regular shy and awkward
kid from Brooklyn. -
4:41 - 4:44For example, I want to tell you
about a problem that I had -
4:44 - 4:46when I was in the sixth grade.
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4:47 - 4:50Sometimes in New York City,
we get very brutal winters. -
4:50 - 4:54We get pounded with snow,
dangerous temperatures, -
4:54 - 4:57and pretty much
the entire city has to shut down. -
4:58 - 5:02Everything except, of course,
New York City Public Schools. -
5:02 - 5:04Nope. We never close.
-
5:04 - 5:07Not even when the Governor
declares a state of emergency. -
5:08 - 5:10Well, I wanted to figure out why.
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5:10 - 5:12So enter my second identity.
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5:12 - 5:15I started writing letters, sending emails,
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5:15 - 5:18and making short video messages
to the people in charge. -
5:18 - 5:22And I did this for months
but nobody would respond to me. -
5:22 - 5:24They all thought
I was some crazy sixth grader. -
5:24 - 5:25And you know what?
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5:25 - 5:28They were right!
And I kept coming at them. -
5:30 - 5:33(Video starts) (Phone ringing)
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5:38 - 5:41Phone voice: Press Office. Hello?
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5:41 - 5:45ZM: Hello, my name is Zachary Maxwell
and I'm a documentary filmmaker. -
5:45 - 5:48Right now, I'm working on
a project about snow days, -
5:48 - 5:52and I've sent a number
of letters and emails -
5:52 - 5:57requesting an on-camera interview
with the Chancellor. -
5:58 - 6:01PV: Okay.
When did you send these letters? -
6:01 - 6:03ZM: Like, for the last three months.
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6:03 - 6:04PV: Three months? Alright.
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6:04 - 6:08Let me check and see
if she's received them -
6:08 - 6:11and someone's looking into that for you.
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6:11 - 6:12ZM: Thank you so much.
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6:12 - 6:14PV: Thank you, Zach. No problem.
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6:16 - 6:17ZM: Bye.
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6:20 - 6:23(On stage) ZM: And here's what happened.
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6:23 - 6:25I finally started bothering
the right people, -
6:25 - 6:27and they helped me
get meetings with officials -
6:27 - 6:31in charge of both city sanitation
and emergency management. -
6:31 - 6:33And believe it or not,
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6:33 - 6:35I was eventually invited to City Hall
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6:35 - 6:39for a one-on-one sit-down interview
with the Mayor of New York City -
6:39 - 6:42where I grilled him
on his decision-making process. -
6:42 - 6:44(Laughter)
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6:44 - 6:48Later that year, the resulting film
"Anatomy of a Snow Day" -
6:48 - 6:51premiered in the country's
largest documentary film festival, -
6:51 - 6:54and it's also drawn
a lot of positive attention. -
6:54 - 6:56But more importantly,
-
6:56 - 6:59the film raised awareness
about how our city works. -
7:00 - 7:04We all hear about how technology
today is so advanced, -
7:04 - 7:06and just about anybody can make a film
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7:06 - 7:10as long as they have a cell phone
and a modest computer. -
7:10 - 7:12Well, unfortunately,
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7:12 - 7:14what I've been seeing
is that most kids my age -
7:14 - 7:18are just wasting this opportunity
and only using this technology -
7:18 - 7:21to do things like record themselves
playing video games -
7:21 - 7:23or babbling about their life.
-
7:23 - 7:26When I think we can
be using this technology -
7:26 - 7:28to flex our creative muscles
-
7:28 - 7:30and highlight real issues
in our community. -
7:30 - 7:34Because what I've started learning
with the stuff that I've been doing is -
7:34 - 7:37if you work really hard to create
something interesting and unique, -
7:37 - 7:39people pay attention.
-
7:39 - 7:42And when enough people
begin to pay attention to an issue, -
7:42 - 7:44elected officials pay attention.
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7:44 - 7:47And when that begins to happen,
change can happen. -
7:49 - 7:51I want to give you just one more example.
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7:52 - 7:53This is my little brother Lucas.
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7:53 - 7:57He goes to the same
elementary school that I went to. -
7:57 - 7:59The lunches are much better now.
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7:59 - 8:01You're welcome, Lucas.
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8:02 - 8:05But anyways, he was scared of the traffic
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8:05 - 8:08at a dangerous intersection
near his school. -
8:08 - 8:10So earlier this year,
I helped him make a video -
8:10 - 8:14to send to the Commissioner
of Transportation for New York City. -
8:14 - 8:15Now, look.
-
8:15 - 8:18When you're going after somebody
very busy and important, -
8:18 - 8:19you have to grab their attention
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8:19 - 8:23with a concise, yet compelling
title for your video. -
8:23 - 8:25So we decided to title this one ...
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8:25 - 8:28"Dear Polly Trottenberg:
Urgent Imminent Death." -
8:28 - 8:30(Laughter)
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8:30 - 8:33(Video) Lucas: When I leave school
with my friends and family, -
8:33 - 8:36sometimes we have to walk
to the downtown six train. -
8:37 - 8:40To get there, we walk north
on Centre Street, -
8:40 - 8:44then we go west on Kenmare Street
to Lafayette Street. -
8:44 - 8:45Or as I like to call it ...
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8:45 - 8:48The "Corner of Death."
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8:48 - 8:50(Children screaming)
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8:50 - 8:52Okay. There's a big problem
at this corner. -
8:53 - 8:57When westbound vehicles
on Kenmare get to Lafayette, -
8:57 - 8:59they have to merge left.
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8:59 - 9:01But when they get to the intersection,
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9:01 - 9:05all they see is a green light
and a big sign that says "all traffic." -
9:05 - 9:08So when they make the turn,
they don't even realize -
9:08 - 9:12that kids with the walk sign
are trying to cross Lafayette. -
9:12 - 9:16And since they drive real fast
and there are two lanes, -
9:16 - 9:20sometimes, they don't even see us
until it's too late. -
9:21 - 9:24(Singing) La la la la la.
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9:24 - 9:26(Screeching tires)
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9:29 - 9:30(Gasp!)
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9:30 - 9:32Kid: Oh no! They killed Lucas!
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9:32 - 9:36Lucas: Ugh. Uh. I'm not dead
but I'm hurt really bad. -
9:36 - 9:38(Sirening)
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9:38 - 9:40It's okay, everybody. I'm fine.
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9:40 - 9:43But it could have been a lot worse.
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9:43 - 9:47(Groans) Ugh. Uh.
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9:48 - 9:52Oh the pain! Oh the pain!
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9:52 - 9:54Go away from the light.
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9:54 - 9:57Agghh. Go away from the light. Aggh.
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9:58 - 10:00(Laughter)
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10:00 - 10:03(On stage) ZM: I think you
already know where this is heading, -
10:03 - 10:05but let me tell you what happened.
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10:05 - 10:08The video drew a lot of attention.
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10:08 - 10:12The City Council got involved
and the Dep. of Transportation responded. -
10:12 - 10:15The Commissioner invited Lucas
to a press conference -
10:15 - 10:18where she announced
all kinds of new changes to the corner, -
10:18 - 10:21including new traffic lights,
new crosswalk markings, -
10:21 - 10:25and a 12-second head-start signal
for pedestrians. -
10:25 - 10:27Lucas was a hero for 15 minutes,
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10:27 - 10:29but most importantly,
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10:29 - 10:34that corner is now infinitely safer
for millions of pedestrians. -
10:35 - 10:38(Applause)
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10:40 - 10:42You have the power to do this too.
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10:42 - 10:44Even if you're just a kid,
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10:44 - 10:46you have the ability
to make meaningful change -
10:46 - 10:48in your community.
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10:48 - 10:52Think about something in your hometown
right now that's always bothered you. -
10:52 - 10:54Do the cars drive too fast?
-
10:54 - 10:57Is there too much litter?
-
10:57 - 11:01Should lightsaber dueling
be a varsity sport at your high school? -
11:01 - 11:03Yes. Yes, it should.
-
11:04 - 11:09Then find a creative and interesting way
to tell the story of that problem. -
11:10 - 11:12I make films, but maybe
that's not your thing. -
11:12 - 11:15You can write a poem, compose a song,
-
11:15 - 11:18take some pictures, paint your canvas.
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11:18 - 11:20It doesn't matter
how you express yourself, -
11:20 - 11:22just that you do it with passion,
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11:22 - 11:24and that it's in your own unique voice,
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11:24 - 11:26in a way that only you can say it.
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11:26 - 11:28And once you're done
with your masterpiece, -
11:28 - 11:30share it with the world.
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11:30 - 11:31Post it online.
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11:31 - 11:34Generate buzz through social media.
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11:34 - 11:37Send it to your TV station
or the local newspaper. -
11:37 - 11:39You have to make some noise.
-
11:39 - 11:41But most importantly,
-
11:41 - 11:45go directly after the people
that hold the power. -
11:45 - 11:47Don't be afraid to call somebody out.
-
11:47 - 11:48Name names.
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11:48 - 11:51Shine the spotlight on the issue
and the people in charge, -
11:51 - 11:54and I promise you they will pay attention.
-
11:54 - 11:57Because the fact is, we're no longer
living in the simple days -
11:57 - 11:58of just sitting back
-
11:58 - 12:01and hoping that our government
is going to work for us. -
12:01 - 12:03You need to make it happen.
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12:03 - 12:06So even if you're shy and quiet like me,
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12:06 - 12:08find that other side of you.
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12:08 - 12:10Be bold.
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12:10 - 12:11Be creative.
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12:11 - 12:13Be fearless.
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12:13 - 12:17Channel your inner badass
and make change. -
12:17 - 12:21(Applause) (Cheers)
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12:37 - 12:39Thanks. Thanks, everyone.
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12:39 - 12:40And with that,
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12:40 - 12:44I guess I'm going to head back home now
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12:44 - 12:47and resume my other life
as a shy and awkward ninth grader. -
12:47 - 12:49(Laughter)
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12:49 - 12:50Thanks again.
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12:50 - 12:53(Applause) (Cheers)
- Title:
- Tales of a teenage filmmaker | Zachary Maxwell | TEDxSpokane
- Description:
-
If you are looking to make a change in your community, you can learn a lot from this talk. This teenage filmmaker can give you insight on how to make a significant change from behind the lens of a camera.
Zachary Maxwell is a fourteen-year-old documentary filmmaker from New York City. His award-winning films “Yuck!” and “Anatomy of a Snow Day” have drawn international media coverage. His films and workshops encourage young people to use creativity as a method of civic engagement and a way to spark meaningful change in one’s community.
This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at http://ted.com/tedx
- Video Language:
- English
- Team:
- closed TED
- Project:
- TEDxTalks
- Duration:
- 12:58
Peter van de Ven approved English subtitles for Tales of a teenage filmmaker | Zachary Maxwell | TEDxSpokane | ||
Peter van de Ven edited English subtitles for Tales of a teenage filmmaker | Zachary Maxwell | TEDxSpokane | ||
Peter van de Ven edited English subtitles for Tales of a teenage filmmaker | Zachary Maxwell | TEDxSpokane | ||
Retired user accepted English subtitles for Tales of a teenage filmmaker | Zachary Maxwell | TEDxSpokane | ||
Retired user edited English subtitles for Tales of a teenage filmmaker | Zachary Maxwell | TEDxSpokane | ||
CJ Maxwell edited English subtitles for Tales of a teenage filmmaker | Zachary Maxwell | TEDxSpokane | ||
CJ Maxwell edited English subtitles for Tales of a teenage filmmaker | Zachary Maxwell | TEDxSpokane | ||
CJ Maxwell edited English subtitles for Tales of a teenage filmmaker | Zachary Maxwell | TEDxSpokane |
CJ Maxwell
I hope somebody will please review this so it can move forward. Thank you.
Retired user
The original transcriber: CJ Maxwell,
who added this talk on Amara eight months ago, and then joined the TED team five months ago.
There is inverted sequence in the process.
CJ Maxwell
Revision 11 complete.