About the YouthDocs project: producing and exchanging student videos.
Groups of students from secondary schools in Greece and Turkey were invited to reflect upon, negotiate, choose, produce/record and exchange audiovisual messages (videos and/or video-recorded dramas) on what they believe should be preserved from their natural, man-made or social environment, as representing important aspects of their own youth culture and identity. The trigger-question was: "which elements of your youth culture would you, as a group, choose to create a short film or drama documentary for another youth group to see and comment on?" Both the videos and the video-recorded dramas had to integrate documents related with the youth culture elements presented (the idea of producing a docu-Video or a video-recorded docu-Drama).

Year 1 approach: "Personal stories leading to common experiences"
 Both the videos and the video-recorded dramas had to be based on students' own personal stories, that were further developed by each group to reflect commonly shared experiences.
Year 2 approach: "using others’ video to initiate new YouthDocs"
Students from both countries watched all 13 videos created during Year 1 and selected some "key points" i.e. key issues that they feel are common to young people of both countries, or issues that surprised them because they were totally different in the two countries. Key points can be things like "a very impressive moment" or "just a little detail that caught the attention" in one of the films from the other country. Key points can even be characteristics in the 'foreign' films that students would like to present in a different way. A face, a human reaction, a situation, a place or an object, in fact, anything can be a "key point", as long as one can show that it comes from a specific moment of a specific film from the other country's YouthDocs.
Students, in groups, made a list of the most interesting "key points”. After discussing them, the group was instructed to choose only one "key point", and to make certain that they could easily indicate the film and the specific moment in this film that their "key point" came from. Students, in groups, used this "key point" as a "point of departure" and started building their own second-year-YouthdDocs!
The new Videodocs or Dramadocs do not necessarily have to be directly related to the original "point of departure". Rather students were free to move as far as their creativity took them but they were expected to remember the point from which they had started and how, and why, they have moved in new directions.