Dr. Andreas Bareiss, Filmakademie Baden-Württemberg:
Navigating film schools through conflict & crisis. Some basic reflections on leadership in challenging times through the lens of mindfulness

Abstract:

In times of political, economic, and technological upheaval, film school leaders – like any other leader – face unprecedented challenges. Conflict and crisis can disrupt institutional stability, harm organizations, strain relationships, and cloud decision-making. This keynote explores how core aspects of “mindful” leadership can provide personal guidance to leaders as well as a transformative and strategic framework for engaged (individual and collective) action to navigate organizations, teams, and students through pressures with clarity, optimism, resilience, and ethical integrity.

Perspective:

This keynote embraces and complements all three aspects of current challenges (i.e. the political, technical, and economic perspective) from a more general and –  at the same time – very individual point of view.

Bio:

Dr. Andreas Bareiss is Filmakademie Baden-Württemberg’s designated new director. He is the former head of French film studio Gaumont’s Berlin office, has a background in media management, producing and law and looks back to years of personal Zen and mindfulness practice which guides him also in his professional life and roles.

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Jana Keeble, VSMU, Slovakia
From Visible to Subtle Pressure: Safeguarding Creativity and Freedom in Contemporary Film Education

Abstract:
In the former communist bloc, artistic education faced explicit pressure – censorship, ideological control, and uneven distribution of resources. Yet, creativity and the spirit of freedom thrived, with art schools playing a pivotal role in societal transformation. After 1989, the shift to open international collaboration revealed a technological and pedagogical gap, and the challenges transformed from political pressure to more insidious forms of influence.

Today, artistic schools encounter subtler, yet equally destructive threats: the erosion of values, political chaos, misinformation (hoaxes), commercial pressures, and economic instability. These challenges test the resilience of institutions striving to uphold freedom, creativity, and independent thinking in a rapidly evolving cultural landscape.

This presentation draws parallels between past and present, exploring how film schools can create effective crisis management strategies to preserve the foundational values of artistic education. It also examines the generational shift in leadership and teaching, raising crucial questions: How prepared is the new generation to confront the pressures of misinformation and economic oligarchy? How can we foster an environment of tolerance, freedom of expression, and innovation in the atmosphere of growing uncertainty?

Key Themes/Takeaways:

  • Parallels between historical and contemporary forms of pressure on artistic education.
  • Strategies for effective crisis management to protect core values: freedom, creativity, and tolerance.
  • The role of generational leadership in addressing modern challenges such as misinformation and cultural identity erosion.

Bio:

Jana Keeble is the Vice-Rector for Foreign Relations and Project Activities at the Academy of Performing Arts in Bratislava (VŠMU), Slovakia. She is a member of the Steering Committee of FILMEU – The European University for Film and Media Arts and serves on the Board of GEECT. As an educator, she specializes in grant preparation and implementation, guiding students through the complexities of cultural funding. In addition to her academic role, she is actively involved in civic initiatives, advocating for sustainable arts funding and strengthening institutional resilience in the cultural sector.

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Thomas Brennan, Stockholm University of the Arts, Sweden

Pulling Our Heads Out of the Sand: Educating for Today’s Connected World

In an era marked by political unrest, societal polarisation, and rapid technological change, leadership in arts education must confront the challenges of conflict while remaining commited to global engagement. Nowhere is this more vital than in film education, where the power of storytelling offers a pathway to connect diverse cultures and perspectives. This presentation explores how leaders can inspire teaching teams to move beyond insular thinking, embrace solutions through internationalisation projects, and prepare students to navigate a globalised film industry while addressing the demands of leadership in times of conflict.

Political instability and policy shifts create uncertainty in fostering internationalisation efforts. Immigration restrictions, fluctuating educational funding, and debates over cultural narratives can complicate the integration of global perspectives into curricula. Leaders must act with resilience and foresight, forging robust partnerships with international institutions and advocating for inclusive practices that withstand external pressures. For instance, creating flexible, policy-agnostic frameworks for faculty exchange or student mobility can ensure positive contributions in an unpredictable world.

Simultaneously, the rapid evolution of technology offers new avenues to overcome barriers to internationalisation, even in times of conflict. Virtual production technologies, online collaborative platforms, and digital storytelling tools enable faculty and students to transcend physical borders, fostering meaningful global connections. Leadership must harness these innovations while ensuring their ethical and equitable application, balancing the transformative potential of technology with the steadfast purpose required for long-term institutional goals.

By “pulling our heads out of the sand” and embracing the real potential of international cooperation, leaders can create resilient institutions that champion global engagement. This approach not only equips students with the cultural awareness and adaptability needed in a complex world but also positions film schools as vital spaces for bridging divides, cultivating empathy, and shaping new generations of storytellers who thrive in a globalised, often turbulent landscape.

Key themes and takeaways

– Embracing Global Perspectives in our classrooms
By fostering a classroom environment that explores diverse cultural narratives and global storytelling techniques, educators can prepare students to thrive in an interconnected world.

– Leadership Resilience Amid Political and Societal Change
Advocacy for global engagement ensures institutions remain adaptable and forward-thinking.

– Harnessing Technology for Internationalisation
Institutions can leverage virtual collaboration tools and digital storytelling platforms to integrate internationalisation without relying on physical travel, ensuring accessibility and inclusivity.

– Creative Problem-Solving Through Artistic Leadership
Encouraging interdisciplinary and experimental approaches allows teams to address challenges with fresh perspectives and collaborative solutions.

– Cultivating Globally Minded Educators and Students
Leadership should inspire teaching teams to look beyond provincial mindsets and engage with the broader world with the goal of empowering both educators and students to see themselves as global citizens and creative leaders.

– Storytelling as a Global Bridge
By encouraging students to engage with global narratives and diverse perspectives, educators can cultivate filmmakers who understand the universal and transformative power of stories in addressing societal challenges.

– Integrating Ethical Practices in a Globalised Film Industry
Leaders can emphasise the importance of cultural sensitivity, equitable representation, and responsible practices in storytelling and production, ensuring students are prepared to navigate the complexities of international collaborations.

– Overcoming Language Barriers in International Film Education                                   Leaders can encourage the use of visual storytelling as a universal language that transcends words, allowing students and educators to connect through shared artistic expression. By promoting patience, active listening, and cultural sensitivity, institutions can transform language barriers into opportunities for deeper understanding and innovation in film education.

Bio:

Thomas Brennan is a Stockholm-based educator, artist, and creative professional whose work bridges the worlds of higher education, film, and the arts. He holds a Master’s in Education with a specialisation in International and Comparative Education from Stockholm University, where he focused on global pedagogical practices and cross-cultural learning. This advanced academic foundation underpins his commitment to fostering international perspectives in education, particularly in the context of artistic disciplines.

As the former Head of the BA Film and Media Program at Stockholm University of the Arts and an adjunct lecturer, Thomas integrates his extensive expertise in postproduction, color grading, and mediated storytelling into his teaching. His artistic career—spanning visual arts, performance, and experimental media—reflects a creative problem-solving ethos that informs his innovative approaches to leadership and pedagogy.

Brennan’s work is driven by a belief in the transformative power of global engagement, ensuring his students are prepared to navigate the complexities of a connected, creative world.

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Sabine Boss, Chantal Haunreiter, Zhdk, Switzerland:  
Navigating Leadership Through Dialogue: How We Apply Nonviolent Communication in Times of Conflic

Abstract: 

In times of growing uncertainty—ranging from political and economic crises to internal tensions within institutions—leaders face the challenge of creating stability while fostering innovation. How can we, as leaders, provide orientation, build trust, and sustainably strengthen our teams without falling into hierarchical or controlling patterns? 

Our leadership approach is based on the principles of Nonviolent Communication (NVC) by Marshall Rosenberg, which we apply as a key method for dialogical and participatory leadership. NVC enables clear, empathetic, and respectful communication—an essential tool for bridging differences, integrating diverse perspectives, and finding sustainable solutions in times of conflict. By consciously avoiding judgment and assumptions, we create an open space for honest dialogue and collective decision-making. 

At our film school, we intentionally use NVC to actively engage employees and students, de-escalate conflicts at an early stage, and strengthen creative teams in the long term. By focusing on observation, feelings, needs, and requests, we are able to provide orientation even in tense situations and encourage shared responsibility. This is particularly valuable in an environment shaped by artistic processes, differing perspectives, and complex group dynamics.

Furthermore, NVC helps us navigate the challenges of digital transformation. Transparent and empathetic communication structures reduce uncertainty and encourage employees to actively participate in change processes. This fosters a culture where innovation and resilience thrive, rather than being overshadowed by fear or resistance.

Our presentation offers practical insights into how Nonviolent Communication serves as the foundation for participatory leadership in a film school setting. We will share our experiences, highlight the ways in which this approach has strengthened our team, and honestly reflect on the challenges and stumbling blocks along the way.

Key Themes/Takeaways:

− How Nonviolent Communication can be used as a leadership tool to de-escalate conflicts

and build trust.

− Practical strategies to actively engage employees and share responsibility.

− Why empathetic communication fosters creativity and resilience.

− Real-world experiences: What works—and where do we face challenges?

Bios:

Sabine Boss is the Artistic Director of the Film Department at Zurich University of the Arts (ZHdK) in Switzerland. A renowned filmmaker and educator, she brings extensive experience in guiding creative teams and fostering artistic excellence. Sabine’s leadership is rooted in empathy, collaboration, and the belief that every voice deserves to be heard. Her innovative approaches to leadership have been pivotal in navigating the complexities of modern film education.

Chantal Haunreiter is the Operational Director of of the Film Department at Zurich University of the Arts (ZHdK) in Switzerland. With a strong background in both the arts and organizational management, she has embedded Nonviolent Communication into the institution’s culture. Drawing on years of experience in communication methodologies, she fosters environments where dialogue, creativity, and collaboration thrive. Her leadership integrates participatory decision-making and experimentation, recognizing trust, innovation, and shared responsibility as foundational elements for institutional resilience.

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Benjamin Freidenberg, JFSF, Israel: 

Fostering Resilience and Unity: Leadership at the Sam Spiegel Film and Television School During Times of Conflict 

Abstract: 

In the wake of the ongoing war in our region and its profound societal impacts, the role of educational leadership has evolved into a mission of fostering resilience, inclusivity, and purpose. As the Executive Director of the Sam Spiegel Film and Television School in Jerusalem, I have sought to lead with vision and empathy, addressing the challenges of our times while empowering the next generation of storytellers.

This presentation will delve into the unique strategies implemented to sustain and strengthen the school during this period of crisis. It will highlight key themes such as:

•           Fostering Dialogue Across Diverse Backgrounds: Cultivating an environment where students from varied cultural and political backgrounds engage in meaningful dialogue, promoting understanding, mutual respect, and collaboration.

•           Scouting and Welcoming Palestinian Talents: The school’s innovative pre-college program in East Jerusalem and Palestinian-populated cities across Israel offers transformative opportunities to young Palestinian talents, some of whom are born raised in refugee camps, providing them with a foundation in film and television and paving the way for inclusion in the broader creative industry.

•           Nourishing Current Palestinian Students: Ensuring a supportive and enriching environment for Palestinian students, fostering their creative expression, and celebrating their unique voices as part of the school’s diverse community.

•           Caring for Displaced Students: Providing vital support to students displaced by conflict and circle of loss, addressing their immediate needs while preserving their ability to continue their creative and academic journeys.

•           Leading the Film and Television Industry Amidst Crisis: Championing freedom of speech and artistic integrity during a time of reduced governmental funding and increasing threats to democratic values. By advocating for alternative funding models and international partnerships, the school has remained a beacon of creative resilience.

•           Film as Communal Healing: doing what we do best, shortly after the start of the war our students and alumni got into gear and set up traveling cinema for the benefit of displaced families. With over 40 screenings around the country, we showed dozens of movies for all ages at hotels, community centers, car parks and anywhere where people were feeling the strain.

While we confronted pivotal questions about the role of our filmmaking and creative community in this painful reality it is through these initiatives that the Sam Spiegel Film and Television School has become a model for leading educational institutions in times of conflict, demonstrating how leadership can inspire unity, empower marginalized communities, and safeguard artistic freedom. This presentation will share actionable insights and strategies for navigating leadership during challenging times, contributing to a collective vision of resilient future.

Bio:

Benjamin Freidenberg is a film director and film studies scholar at the Hebrew University of Jerusalem. He is the Head of Study Programs for Palestinians and a lecturer at the Sam Spiegel Film & Television School, where he graduated. Benjamin holds bachelor’s and master’s degrees in linguistics and is currently completing his PhD at the Department of Italian and French Studies. His research focuses on film language, targeting the linkage between historical linguistics, the development of film craft and cinematographic theories. In 2016, he founded the Jerusalem Filmmakers Guild (NGO), representing Jerusalem-based filmmakers, including Palestinians of East Jerusalem. In 2019, he co-founded the Jerusalem International Women’s Film Festival. Previously, Benjamin was a content writer and researcher in the Jerusalem Cinematheque film archives, Israel Broadcast Authority, and Harvard University Images Collections.    

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Manuel Damasio, Lusofona Univ., Portugal: 
What To Do When ThereI No Need To Educate Creators Anymore

Abstract:

In face of AI driven disruptions the future of film education might entail moving from a craft oriented educational model focused on the education of highly skilled artists to the education of curators able to master and orchestrate multiple agentic ai systems that actually carry out the creative process per se. The discussion on ai’s ability to transcend the limits of our cognitive process in artistic creation is one that converges with the more specific debate on the type of educational models’ film schools should favor in a context where only open-ended genuine creativity seems to remain “safe” from the influence of ai systems. Although this might sound to speculative, the fact is that already our schools are being challenged by new solutions that might lead us to become redundant. That is the purpose of this talk – what can film schools do and what should we change in our educational models not to become redundant! 

The key themes or takeaways from your presentation.

Creativity and Ai; Educational and pedagogical models

Bio:

Manuel José Damásio holds a Ph.D in Media studies by the Universidade Nova de Lisboa and a tenure by Universidade do Minho. He is an Associate Professor and the Head of the Film and Media Arts Department at Lusófona University. He holds a vast experience in consulting and production concerning several areas of the field of audiovisual and multimedia production. He is the author of several papers and chapters in international peer-reviewed publications and was the principal investigator in numerous international R&D projects. He is the President of CILECT – International association of film and media schools. He is the coordinator of FilmEU.

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Hrafnkell Stefansson, Icelandic Film School: 
The School in Constant Crisis 

Abstract:

For the past 15 years, the Icelandic Film School has been in what feels like a permanent state of crisis—sometimes it really does seem never-ending—mostly due to the political whims we’ve had to deal with. If there’s a curveball to be thrown, we’ve learned to expect it.

Early on, we discovered that the best way to handle each new upheaval wasn’t to wait for outside help but to strengthen ourselves from within. Instead of chasing stability from external forces, we focused on our own programs, our curriculum, and our commitment to quality education. That internal focus became our anchor when everything else felt unstable.

During these crises, we’ve often been forced to make changes, but we always tried to approach them in a way that would improve the school. Each challenge became an opportunity to reassess and adapt, ensuring that we came out of each situation stronger, even if just a little bit.

In this presentation, we’ll share some of the specific lessons and adjustments we’ve made as a result of these crises—and maybe a few that didn’t quite pan out. Overall, we’ll show how adversity can spark fresh ideas and push an institution to do better.

We’ll approach this from the theme: Political Perspective: How do political instability, policy shifts, and societal changes shape leadership and institutional resilience?

Bio:


  Hrafnkell earned his master’s degree in Screenwriting from the London Film School and has been an active screenwriter since 2009. That same year, he began teaching at the Icelandic Film School, taking over the Screenwriting and Directing department in 2011. In 2017, he accepted the position of Head of Studies. His most notable film credits include Polite People, City State, and Brave Men’s Blood. 

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Shauni de Gussem, RITSC & LUCA, Belgium: 
Bridging the Inclusion Gap in Film Education: Practical Experiences and Strategic Interventions 

Abstract:

As a member of the academic board of the hyper diverse Erasmus Mundus Joint Master in Film and Animation program, I have experienced firsthand how the ideals of inclusion and diversity are frequently challenged by structural barriers. In this presentation, I will share concrete examples and case studies drawn from my work within an intercultural and multidisciplinary team. Here, the pursuit of equal opportunities often clashes with traditional decision-making processes, rigid admissions procedures, varying national educational standards, and financial constraints; thus creating an uneven playing field that limits access and opportunity. diversity are frequently challenged by structural barriers. In this presentation, I will share concrete examples and case studies drawn from my work within an intercultural and multidisciplinary team. Here, the pursuit of equal opportunities often clashes with traditional decision-making processes, rigid admissions procedures, varying national educational standards, and financial constraints; thus creating an uneven playing field that limits access and opportunity. These subtle inequalities, ranging from institutional biases in for example choice of communication language to limiting network structures restricting the flow of new ideas, undermine the true potential of inclusive policies. I will analyze how these dynamics shape film education and propose strategic interventions that empower leaders and institutions to foster genuine inclusion. Additionally, I will explore how conflict – whether arising from systemic resistance to change or from competing institutional priorities – can be navigated productively to drive meaningful transformation.

By offering a roadmap for structural change with actionable strategies, my aim is to transform inclusion rhetoric into tangible practice; thus ensuring that diverse voices are not only welcomed but fully integrated into the educational framework. This session invites a constructive dialogue and inter-institutional collaboration on best practices and shared responsibilities, ultimately moving from aspirational ideals toward an authentically inclusive and resilient film education environment.

Keywords: Inclusion, Diversity, Film Education, Structural Barriers, Strategic Interventions

Bio:

Shauni De Gussem is artistic researcher at RITCS School of Arts (BE), film lecturer at LUCA School of Arts (BE), and freelance screenwriter. At LUCA School of Arts she’s also expertise team lead Contextualized Creation and Academic Board member of the Erasmus Mundus Joint Master in Film and Animation. She also writes cultural criticism for various publications and gives public lectures on film, visual and narrative culture, creative writing, psychoanalysis, and literature.

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Anna Huth, Kieślowski Film School, Poland:

Organizing National Level Film Initiatives in a Divided Academic Landscape

Abstract:

Drawing from personal experience with projects like Węgiel Film Festival – Student Film Market, film:lab and team4set this presentation will explore the complexities of creating events that cross the boundaries between individual schools in Poland. From administrative, financing and organizational challenges to navigating political sensitivities—such as the struggle over institutional ownership and recognition—this talk will provide a look at the obstacles and opportunities of building cross-institutional partnerships.

Key topics include:

* Insights from the Student Film Market on fostering national-level collaboration.

* Strategies for ensuring sustainability and broader impact in cross-school initiatives.

* Developing student-focused, scalable models for workshops and festivals.

Takeaways from my presentation:

* how to navigate cross-school initiatives (administration, funding, organization)

* our scalable model for workshops and cross-school events

Bio:

Dr. Anna Huth, has been associated with the Kieślowski Film School, where she works as an assistant professor since 2011. She is an expert of Creative Europe MEDIA in various film development and film production programs. With the support of the Polish Film Institute and Ministry of Culture and National Heritage, she develops projects aimed at supporting students and graduates of film and artistic schools in entering the film market. Her current projects include the Student Film Market (since 2022), BTL training initiative called film:lab (since 2022), and an online platform for emerging filmmakers – team4set (since 2023).