METHODOLOGY

Because of their influence, those who watch, observe, analyse and explain meaning to the masses are considered a kind of elite; however if this elite use faulty methodology or have impure intentions, it can lead to disastrous consequences. We, the founders of FAMA, the first independent multi-media company in the former Yugoslavia, were fully aware of the sensitivity of the area in which we chose to invest. From the very beginning of the disintegration of Yugoslavia, we knew that documentation, of all types and forms, would play a vital role in the fate of current and future generations. In keeping with our own personal principles, our methods rely on fact, oral history and recorded documentation (documented documents). It is through our unique insight and gift of foresight that we have been able to develop a step by step methodology that 'makes the obvious visible'.

Phase 1
Gaining insight. This involves watching events attentively with an open mind as an observer rather than a participant, in order to note significant elements of the observed phenomenon; then putting these elements together to identify early signs of any emerging dominant trends that might launch a new process of cause and effect.

Phase 2
Continuing research through oral history. Those who participated in an observed event talk about their own experience of it, without commenting on other participants. These elements are recorded in photo/video format.

Phase 3
Structuring the research. Putting first hand facts and documented documents of a particular event, period or phenomenon into a structure that transfers this knowledge in a form acceptable to an audience, devoid of any indicators that would point to a conclusion. Readers, viewers, students, researchers draw their own conclusions on the basis of the given format.

Phase 4
Converting the structure. This phase involves producing a format suitable for mass production (maps, albums, films, encyclopedias).

Phase 5
Creating a study pack. We have created an educational pack consisting of different sections that can be used for different levels of education, as our unique contribution to the interpretation of the period 1991-1999.