Sunday, January 31, 2016
Tanner Polednak, Week 2
Question Responses
6. Those engaged by Upset! were in a sort of circle of influence. The stake holders educated the community, who then went on to engage the audience using tactics they had learned. While the script was influenced by the stake holders, it was still centered around the sentiments and desicions made by the community actors who, in the show, were the ones speaking the knowledge to a larger public community.
1. The reading from What a Riot was focused around the production Upset! which engaged the youth of east LA as artists and as a voice for civil rights.
2. The play was designed to follow Boalian structures. It started by forming a script based off of dialogue between a group of young people during pedagogical sessions where they chose two historical figures from a list.
3. The teens who worked in conjunction with Mady Schutzman were mostly of Latino descent, which brings up the interesting factor that the people they selected to base the play around were both African Americans who played a part in advancing civil right. This goes to show that the youth can bring more honesty to important issues than an adult bais.
4. This piece seems to have been organized so that a member of any community, especially in Los Angeles, can take away fundamental values of Boal's practice and the ideas of both the production team and those involved.
5. I think that the production had the most benefit to those involved; educating them about oppressive structures in our world, but to its audience it must have had an effect of giving some humanity to stories that they think they are familiar with.
7. It seems that Calarts was the bigges resource that shaped how the final product would come to be since the connections made through CAP, Plaza de la Raza and Redcat are all Calarts associated spaces.
8. While the idea of an Opressor walking into the show at Redcat and leaving having a greater awareness to the situation at hand would be a blessing, the model of this project was not intended for this type of direct change. I see the education of the teens involved about the important topics that they had selected will plant seeds tha t open them up to having a voice for what they believe in.
9. Goals were met in this project as it gave personality to otherwise unknown or heavy cases, reached a public crowd, educated youth and created a piece of theatre that speaks beyond its text.
10. Core beliefs that led the project were civil rights, community engagement and humanizing topics that people are often reluctant to talk about due to their nature.
RE: Week 3- Ten Lenses (Our Projects)
1. For our project, the issue/need is to inform more Cubans and Americans of each other's community and "realities" versus perception. The idea is to use photos that we have received from fellow students in Cuba, that they have taken themselves, and use photos we have taken of the United States and combine them. Once combined we want to use several projections to display all of these photos in fast time over human bodies and the walls. The opportunity that arises from this project comes from the photos personally taken from all of the members involved in the project. It gives a sense of community and shares what different eyes "see" and think, or perceive of one another's cultures.
2. To embody the content,we had a student from Cuba send us pictures he has personally taken himself of Cuba and what he think's best represents it. Then we, ourselves, took pictures of the U.S. and what we think best represents it.
3. To fully envelope this project, we spent a lot of time asking questions about Cuba and what they thought the United States was like. Specifically, what image or images they first thought about when asked that question. Because they were so open, and answered honestly, it allowed us to further our project and ask more questions about why, or what caused them to think/see those images. Also, discussing it in class and reading different articles definitely helped!
4. Anyone that really takes an interest in this issue can help "affect" or spread the word in communities and to other people. And just the same, I think anyone can be affected by this project,whether it be in Cuba or in the United States because we are showing both sides without any bias "thoughts" or "views" being put into the project.
5. This project was originally created by Lucas Rivera-Casanova and I, Madeline Quint. Now also, with the help of Paige McGee stepping in! And it is meant to be see by anyone that wants to learn more about the project and communities! Specifically, those in LA in the gallery and those in Cuba that will be attending the gallery.
6. With the help of the class, Arts and Activism, and with the help of Evelyn (our teacher) we were guided with ideas that would help improve the project and maybe communicate more with the community. After presenting the first few steps of the project to the class, we got the idea to actually involve people in our project instead of just displaying images on the wall.
7. To help this project progress, we rented out projectors that helped display the images.
8. Currently, the projects objectives are to show what some views that the students in Cuba had/thought of the U.S. and vice versa with us and Cuba. Then to also show what is a "reality" and what maybe is not. As the projects continues, I'm sure more objectives will come along.
9. We are yet to have the project completed and shown!
10. No matter what, we were very cautious not to offend anyone or put any propaganda into our project that may display bias views or opinions.
-Madeline Quint
Thursday, January 28, 2016
Shelter: Ideas for Next Steps (from fishbowl discussion)
- site specific visual interventions
- hosting forums/ thoughtful dialogue "design" for multiple groups to participate
- creating brave spaces
- workshop
- CalArts?
- Newhall Community Center
- our class as forum
- work with schools
- small "taste"/ yes, and
- game
- connect with City Manager
- ways of participating
- "priming" audiences in addition to talkback ("talkforward"?)
- digital forum
- go to Walmart in Canyon Country
- local theater teachers
- Newhall Elementary School/ Tammy?
Sophia Pietrkowski- The Roof is on Fire
1. Content: What is the issue, need, idea or opportunity addressed by this project?
Inner city youth of Oakland in high school that don't have the chance to speak about issues that they are directly involved with.
2. Form: What medium and techniques were used to embody the content?
There were cars on a roof that allowed for the audience to walk around. This is a site-specific piece. The cars are a motif of freedom. The kids were in cars and would be allowed to talk about issues of importance between each other. This gave them a chance to directly communicate to one another. The audience had to bend down and listen to their conversations. Their listening was a part of the performance. The audience finally wanted to bend over and listen to eavesdrop on the teenager's conversations.
3. Context: What are the circumstances and setting that frame our understanding of this project?
The teenagers are inner city high school students in the Oakland area. There have been riots that have broken out and the neighborhood is in a cycle of poverty.
4. Stakeholders: Who can affect or be affected by this project?
The students can become more informed and the people that come to the show will gain a respect of the teenager's views on major issues within their community. Getting high school students to talk about issues they deal with will give the outside watchers a new perspective of what is happening first hand within a community they may not be involved with.
5. Audience or communities engaged: For whom and/or with whom was this project created?
This project was created for inner city high school students in Oakland so that they would have a chance to be heard. It was also created for people of different communities to get a chance to really listen to voices that they are unfamiliar with.
6. Engagement strategies: How were the stakeholders, audiences, and community members engaged in this project? How were the goals of the project advanced?
The teenagers really got a chance to debate and share their views on charged subjects. This gave them a chance within their own community to find similarities and differences in views. It also gave them a sense of importance when people of other communities came in to listen to their views. For the audience that listened, it was a challenge to bend over a car and really hear a conversation and point of view from someone you would never think to listen too. The goals were met by giving the students a voice and having communities that have not heard these kid's voices finally listen.
7. Resources: What tangible or intangible resources were used to pursue the project's goals?
A parking garage with many cars made for a site-specific performance. The cars are a theme of liberty and independence. It also created a "gallery of stories" in sorts and really made the audience try hard to listen. This also allowed for multiple conversations to happen at once. This, in turn, created more opportunity for differing content to be involved. The cars were placed sporadically around the top floor of the garage and made the audience pick their own path and which group of kids they wanted to listen too.
8. Goal: What are the project's objectives?
Give the kids a voice and give the people from other surrounding communities a chance to listen.
9. Outcomes: What were the results and the impact of this project? Did they match the goals?
The kids felt that they had a voice and people gained new perspectives of the kids living in that area. The outcome did match the goals.
10. Values: What were this project's guiding values and/or core beliefs?
The kids are capable of talking about issues that concern them. Creating awareness both within and around their communities will end a stigma of the students meeting a generalized stereotype. Give the kids a voice and people to listen.
Paige McGee - What a Riot!
1. Content: What is the issue, need, idea or opportunity addressed by this project? The project addresses discrimination towards one's race throughout history, using unexpected historical figures not taught in school.
2. Form: What medium and techniques were used to embody the content? The "Joker System" is used as a technique—the Joker, the Chorus, and the other characters telling the story—for the audience which creates a surrounding where the audience can feel comfortable to have their own ideas, questions, and to even provoke an after dialogue.
3. Context: What are the circumstances and setting that frame our understanding of this project? The Latin youth created the project from Plaza de La Raza, who can mostly connect with the issues discussed in their work.
4. Stakeholders: Who can affect or be affected by this project? The students who were apart of the project, writers who helped work on the project with the students, everyone who went to see the show, their family and friends, anyone apart of the community.
5. Audience or communities engaged: For whom and/or with whom was this project created? Through the CAP program the project was created for Plaza de la Raza Community mostly Latin teens participated ranging from ages 13-17. It was also for the surrounding communities in LA who can relate to their stories and or issues.
6. Engagement strategies: How were the stakeholders, audiences, and community members engaged in this project? How were the goals of the project advanced?Using the Joker the youth were directly involving the community in a dialogue allowing for a more interested and involved community.
7. Resources: What tangible or intangible resources were used to pursue the project's goals? The use of Historical Figures acted as a powerful resource, as well as their own personal stories. The affiliation to CalArts through the CAP program was another great tool.
8. Goal: What are the project's objectives? The objective was to pick two historical figures and tell their stories.
9. Outcomes: What were the results and the impact of this project? Did they match the goals?They matched their goals of sparking a conversation amongst the youth, achieving it with their participation, their voices, and stories. Then spreading that conversation out into the community through the performers and audiences dialogue.
10. Values: What were this project's guiding values and/or core beliefs? Give youth the space and the key to the conversation. Ask questions!
Wednesday, January 27, 2016
Melis Nur Yoruk
- Content: What is the issue, need, idea or opportunity addressed by this project? Racism and Resistance in Us History and today.
2. Form: What medium and techniques were used to embody the content? One she used young children as actors and used there voices to spread the message and she used TO as her medium. Specifically The Joker System by Augosto Boal. Joker system is a spectacular discussion or even trial, where different ideas and feelings about historical characters or events can be presented and debated.
3. Context: What are the circumstances and setting that frame our understanding of this project? The circumstances are CAP which is to teach younger kids by cal arts and other students and teachers. The plaza de la raza and Red Cat. The biggest frame of this project is that they have to make a play with young kids and teenagers and thats there circumstance.
4. Stakeholders: Who can affect or be affected by this project?
This project can affect people who have either had been exposed to racism in their life. The people who could get affected by this project in my opinion could be privileged white people who especially don't know what their privilege means.
5. Audience or communities engaged: For whom and/or with whom was this project created?
6. Engagement strategies: How were the stakeholders, audiences, and community members engaged in this project? How were the goals of the project advanced?
7. Resources: What tangible or intangible resources were used to pursue the project's goals? They used the voice of the children and also history.
8. Goal: What are the project's objectives?
The projects objective was to let the kids voice be heard but overall have the audience engaged and let all kids play the so called "bad role" and "good role"
9. Outcomes: What were the results and the impact of this project? Did they match the goals?
Yes they did Ive noticed from the children atleast
10. Values: What were this project's guiding values and/or core beliefs? There core beliefs were to incorporate The joker into a play written and having the children speak there mind into it as well so its more engaging where they don't just play a character in a play but we engaged in the play.
WHAT A RIOT - Josh Rivas
Art And Community Engagement.
TEN LENSES:
- Content: What is the issue, need, idea or opportunity addressed by this project? The project addresses multiple things. First off the play itself address the lack of knowledge students have on influential people of the past specifically minorities that were influential in causes. But the process in which the project is created allows the students to exposed to a more complex form of theatre. Many students might not have been able to fully comprehend the complete underworking and complexity of the piece, however this piece did begin their unconscious mind to think in a direction of complex and potent theatre for social change.
2. Form: What medium and techniques were used to embody the content?
The joker was a technique that was used in addition to the chorus to interview characters, provide space for the audience to breathe after intense scenes.
3. Context: What are the circumstances and setting that frame our understanding of this project?
Plaza de Raza with CalArts hired Mady Schutzman to create a project with the community at Plaza de Raza. 13-17 yr old Latin Americans who met three times a week and the project went to Redcat Afterward.
4. Stakeholders: Who can affect or be affected by this project?
The actors that participated in the process and the author. Also the audience and anyone else in the company experienced this project. Family and friends of all these people as well.
5. Audience or communities engaged: For whom and/or with whom was this project created?
This project was created for the Downtown Los Angeles Communities and it was created by teenagers between the ages of 13-17 from around the area and predominately Latin teens.
6. Engagement strategies: How were the stakeholders, audiences, and community members engaged in this project? How were the goals of the project advanced?
The stakeholders were specifically involved because they used this project of exploring a community not directly related to their own and found the relations between different periods of times and communities. This has made all stakeholders involved question themselves. Their identity and their involvement in the community in which they call their own.
7. Resources: What tangible or intangible resources were used to pursue the project's goals?
The minds of the actors who came to rehearsal and played with the author creating moments. The author's mind. The space at Raza. The title and privileges of CalArts and Redcat.
8. Goal: What are the project's objectives?
To share two histories or multiple histories and to question those histories and their importance and relevance to todays world and issues.
9. Outcomes: What were the results and the impact of this project? Did they match the goals?
It seems as if most of the intense themes were not realized by all of the actors however through the process of creating the script and piece many questions were being asked that will push the minds of these teens in the direction of trying to comprehend the complexities of race and class in todays culture.
10. Values: What were this project's guiding values and/or core beliefs?
To ask questions and be curious about our past and present.
Tuesday, January 26, 2016
Ten Lenses - WHAT A RIOT! /// Mariah George
1. Content: What is the issue, need, idea or opportunity addressed by this project?
a) The project addresses the complexities of racial injustice, police brutality and the stories of movers and shakers of the civil rights movement and their place in both US history and present day America.
2. Form: What medium and techniques were used to embody the content?
b) The play is modeled, stylistically, after Boal's Joker System, which includes a Joker and a chorus in addition to the characters to tell the story. It creates a environment where different ideas relating to the subject matter of the play can be presented and debated. "The ultimate goal is to raise questions, offer multiple points of view and encourage dialogue." The group also tackled this difficult material by borrowing from popular theater "in the fashion of San Francisco Mime Troupe and Teatro Campesino.
3. Context: What are the circumstances and setting that frame our understanding of this project?
c) The students that helped create this work were young Latin Americans in the Los Angeles community who could relate to the oppression and racial injustice that their play was discussing. They used their own understanding of historical figures and events in conjunction with their own perspectives and reactions to those people and events to create a bridge between historical injustices and oppressions people face and how they directly relate to the same oppressions people face today.
4. Stakeholders: Who can affect or be affected by this project?
d) I imagine anyone could feel affected by this work. As human beings I believe we all have some instinctive empathy toward our fellow humans when faced with the realities of the racism, brutality and hate minorities face today and have faced in the past. The people who could really affect the work could be children of other races and socio-economic background who could offer their personal experiences with racism, etc. Another group of people who could REALLY affect this play and its message are racists. They could contribute an entirely different perspective as the oppressors themselves and offer a glimpse into racism through the eyes and opinions of a racist.
5. Audience or communities engaged: For whom and/or with whom was this project created?
e) This project was intended to engage the young Latino students (who helped develop and perform the piece) in discussion and analysis of the racial issues that inspired the work and help them draw connections between the racism in the past and present. The greater Los Angeles community is relevant to the work as well.
6. Engagement strategies: How were the stakeholders, audiences, and community members engaged in this project? How were the goals of the project advanced?
f) Through research, personal story sharing and group discussions facilitated by a mentor/playwright, students and performers engaged very closely with the subject matter. Thanks to the Joker System of playwriting, the piece lent itself to questioning, offering several points of view and encouraging dialogue amongst spectators and the student community who helped Mady develop the piece. The goals of the project were advanced through collaboration and open communication and exploration of the historical characters and events.
7. Resources: What tangible or intangible resources were used to pursue the project's goals?
g) The group used historical figures & their stories, historical events and personal stories as the framework for their piece in addition to the Boalian Joker System and some popular theater techniques.
8. Goal: What are the project's objectives?
h) The project's objectives were to create a dialogue relating to racism in the US - historically and in present day using the Joker System of playing. They wanted to tell the stories of unsung African American heroes, while also incorporating their own "curiosity, dismay, outrage, confusion, fear and inspiration" evoked by this difficult subject matter.
9. Outcomes: What were the results and the impact of this project? Did they match the goals?
i) I believe the group's goals were met – the students were given the opportunity to explore their own opinions and confusions regarding race issues, and began asking profound questions like the example given in the text… if faced with the same reality as Claudettte Colvin, a student named José asks "If I were on that bus, where would I have to sit?" The historical figures and events they researched got them asking critical questions in regards to the complexities of racism and how it affects them as humans in today's world of oppression.
10. Values: What were this project's guiding values and/or core beliefs?
j) They were aiming to discuss matters of racial equality within a historical and present day context. They wanted to approach the subject matter from several different perspectives and with the intention to use the play as a catalyst of open dialogue and opinion sharing in a controlled environment.
Monique Wilmoth – Ten Lenses: What a Riot!
- Content: What is the issue, need, idea or opportunity addressed by this project?
Give a historical overview of the civil rights movement by zooming in specific colored people, Rodney King & Claudette Colvin to guide the narrative. - Form: What medium and techniques were used to embody the content?
The character of the Joker and the chorus involve the audience in the telling of the story allowing for discussion and more excitement by allowing audience members to voice themselves. - Context: What are the circumstances and setting that frame our understanding of this project?
Again, both the Joker and chorus really set the context for the play by intervening with questions and context clues for the audience. - Stakeholders: Who can affect or be affected by this project?
The participants of the play and their peers. They are presented with an opportunity to really analyze their role in this production and be engaged. Also, anyone who is an audience member in the community. - Audience or communities engaged: For whom and/or with whom was this project created?
Since it was a production by CAP at Plaza de la Raza, it was created for the surrounding community and the youth. - Engagement strategies: How were the stakeholders, audiences, and community members engaged in this project? How were the goals of the project advanced?
Getting the community involved and invested – get them participating in the discussion. - Resources: What tangible or intangible resources were used to pursue the project's goals?
The use of historical figures and trying to encapsulate the backgrounds of the participants in the production. - Goal: What are the project's objectives?
To create an educational and participatory event by striking the attention of the youth by inspiring them with stories and a production about the civil rights movement – facilitate a dialogue between play participants + audience. - Outcomes: What were the results and the impact of this project? Did they match the goals?
With the participation of the students and their engagement + involvement in the project, I think the project met the projected goals by giving the youth the opportunity and the place to voice their opinions in this important dialogue. - Values: What were this project's guiding values and/or core beliefs?
As said above – give students a place to voice themselves.
Camila Ascencio: Ten Lenses: What a Riot!
TEN LENSES:
1. Content: What is the issue, need, idea or opportunity addressed by this project?
Exploring historical figures that aren't typically taught in schools through the CAP program. Particularly Rodney King and Claudette Colvin letting the youth explore social, racial and class issues through the narratives of these civil rights figures.
2. Form: What medium and techniques were used to embody the content?
The joker format was derived from Agusto Boal's Theater of the oppressed forum theater technique. They also used many games and exercises from Boal's practice. She also had them ask themselves many questions and started a discourse among them so that they would have ownership in the story as well.
3. Context: What are the circumstances and setting that frame our understanding of this project?
The youth were primarily from lower income latin households and the parallels that they may have felt between their own stories and those of the historical figures they were being introduced to.
4. Stakeholders: Who can affect or be affected by this project?
The youth involved have a way of learning and having a medium in which to form an opinion and have that be heard. The leader of the project gets to witness this and take part in the narrative that is being created and facilitate the process. The audience as well gets to hear a perspective that is not often heard.
5. Audience or communities engaged: For whom and/or with whom was this project created?
It was created through CAP at Plaza de la Raza which works with youth, primarily of latin descent.
6. Engagement strategies: How were the stakeholders, audiences, and community members engaged in this project? How were the goals of the project advanced?
The youth were directly involved in a dialogue with the audience through the joker. They were able to engage in a discussion that is extremely important for marginalized youth to be a part of. This helped them to understand a system that directly effects them on a daily basis. One of the goals is to connect them to figures that they can more strongly identify with and converse about racism and marginalization. Furthermore, they were able to engage the audience in this discussion with them.
7. Resources: What tangible or intangible resources were used to pursue the project's goals?
Boal's techniques were a resource that were used to format the play, and the historical figures were definitely resources and that information was used to create and aid in a larger dialogue with the youth in which their own experiences and ideas became the most important resources.
8. Goal: What are the project's objectives?
To find historical figures that would empower them and give them the space and voice through which they could express their own thoughts about issues that are prevalent to them. They got to question things in a way that standard education does not allow them to, they were given voices and with that, power.
9. Outcomes: What were the results and the impact of this project? Did they match the goals?
The actors had to find the humanity in all characters, which made them learn a lot about humanity, and they got to form this project which was a educational experience for them. It was neither successful nor unsuccessful- but I think it definitely created room for discourse.
10. Values: What were this project's guiding values and/or core beliefs?
To grant marginalized youth a space to discuss and learn and create and then share that work.
What a Riot-- Mina Shoaib
- Content: What is the issue, need, idea or opportunity addressed by this project?
Racism and resistance in the history of the US, and the idea that some events have made it into pop culture and media whereas others go unnoticed— even if they are voicing the same reason.
2. Form: What medium and techniques were used to embody the content?
Joker system (Augusto Boal system of Brazilian theatre), the goal was to have students be heard.
3. Context: What are the circumstances and setting that frame our understanding of this project?
The Chorus and Joker are used as a voice of reason. They help set the context, and also ask questions that people would have/do have for these victims. The general background information such as conversations between Pooh and Rodney King help make it seem more realistic and something that people will be able to relate to.
4. Stakeholders: Who can affect or be affected by this project?
The black community, especially teenagers— around the page of those who stories these are about. This can also affect law enforcement to help them see the other side of the story that they seem to be lacking knowledge of.
5. Audience or communities engaged: For whom and/or with whom was this project created?
Created for teens and young adults, and anyone who is involved in this community in anyway — parents, police offers, friends. Anyone that can relate in a small manner will be changed by this project.
6. Engagement strategies: How were the stakeholders, audiences, and community members engaged in this project? How were the goals of the project advanced?
Using pop culture as an engagement tactic — for example the Wheel of Fortune ideas.
7. Resources: What tangible or intangible resources were used to pursue the project's goals?
The resourceable history we have, where we can pull from these instances to bring them apart of our culture. This will help people realize what is happening. The work of these teens who are using these issues, that for many might hit close to home.
8. Goal: What are the project's objectives?
Talk about the history of riots in LA's history. Big or small. And inform people of the wrong doings that these have caused and bring light to the fact that we are still in many ways bringing up our nation in the same aspect.
9. Outcomes: What were the results and the impact of this project? Did they match the goals?
The idea was to voice the opinions of those voices that become unheard. I do believe that this matched the goals— even if not for a big audience, getting your voice heard by a feel is still seen as someone regarding you. These teens that put on this play will have this moment in their life that they were heard for opinions they had and this will help discover their voice to have more potential.
10. Values: What were this project's guiding values and/or core beliefs?
The core beliefs was the idea of who to trust, that there are so many different views out there how are we to know who to trust, what information to acknowledge. It brings about the ambiguity of the news that we receive.
Week 2-Close Reading Strategies
1. The issue, need, idea, or opportunity addressed by this project is to make communities aware of the L.A. riots and share how the past was and is still. Also, this project gives students the opportunities/ability to express their frustrations and know that they are supported the entire time. Not all students will fully understand but its about the process and learning to make a piece and ask questions etc.
2. Some mediums and techniques used to embody the content were...informing the student or actor about propaganda and who did it, what they were saying etc. Another technique used was simply asking questions to one another and themselves; "who do we trust in moments of crisis? How do I make choices amidst all of the contrary information?" So on and so forth.
3. To help us understand this project the author included pieces from the play to give us a better understanding. They also explained who the characters were and what type of personalities they had. And then how they would go about creating this show and what challenges they would face or expected to face along the way.
4. Anyone can be affected by this project no matter who you are. I think it hits a little sore spot in everyone's eyes. And although teens were chosen to affect people with this show I also think anyone could affect another person simply with the words written in this play.
5. This project was created for the Plaza de la Raza Youth Theater Program for teens in all different art "groups." Working along side them are students and faculty members from CalArts.
6. To get community members and other people involved in this project they wanted to create a series of questions, offer multiple points of view and encourage dialogue. And the goals of this project were advanced by hiring a professional playwright and asking and listening to people's stories and videos of different encounters they've had. This helped to draw people in and get more support for the project.
7. For recourses they asked many different people about their experiences, read articles, watched new clips and segments and then talked about their own encounters and frustrations.
8.The projects objective was to incorporate the Joker system and to recognize the value of the plays and students, and for their opinions and voice's to be heard in it as well.
9. The results was neither a "pass" or "fail" as stated in the reading, because it is something that should be and will be rehearsed over and over again and discussed over and over again. But the students did get very involved and spent a long time discussing their views and what they would do for different scenarios, so in that case I think they met their goals.
10. The projects guiding values and core beliefs were to inform the actors and students about what they are saying, who said it first, and why they said it/are saying it. Then it is to stick to the politics while also being careful to not offend anyone. And to alleviate concerns and make the audience feel comfortable.
Josh Lowenstein - Ten Lenses: What A Riot!
1. Content: What is the issue, need, idea or opportunity addressed by this project?
The particular people discussed were Rodney King and Claudette Colvin. The different characters interact with one another to cover the general history of the civil rights movement.
2. Form: What medium and techniques were used to embody the content?
This is a play that uses the "Joker System," which basically means that there is a character that directly addresses the audience and debates various issues that involve a particular historical event. In addition, the lesser known Claudette Colvin ends up being a more important character to argue that Rodney King was actually a less significant figure in the civil rights movement.
3. Context: What are the circumstances and setting that frame our understanding of this project?
The kids who are working on this project primarily come from low-income, Latin American house holds. Many of these children have witnessed racial oppression and can relate to the historical and social context of the play.
4. Stakeholders: Who can affect or be affected by this project?
This project is primarily put on by young members of the community. In addition, adults who help guide the children helped put on the production and learned from the children's reactions to learning about these historical issues.
5. Audience or communities engaged: For whom and/or with whom was this project created?
The play is shown to all members of the community who see the play.
6. Engagement strategies: How were the stakeholders, audiences, and community members engaged in this project? How were the goals of the project advanced?
During the preparation period of this play, the youth got to talk with one another to discuss how fear and rage develop through racial violence. During the actual show, the audience is involved by getting to think about the questions posed by the joker and think about the meaning of race on all scales of communities.
7. Resources: What tangible or intangible resources were used to pursue the project's goals?
The children's personal experiences helped develop a significant portion of the content. They each did a fair amount of research on their characters and used conversation during the production development to exchange their ideas and opinions to develop a captivating story to present.
8. Goal: What are the project's objectives?
The point of this project was for the youth to pick two historical figures whom the children wanted to learn more about. Then, the young community members work with a playwright to develop a play. The children should learn a lot about the characters they portrayed.
9. Outcomes: What were the results and the impact of this project? Did they match the goals?
The Rodney King example made a strong impact by relating this story to modern problems of racism and violence in our country. In addition, the youth joined together to brainstorm and help write a story about these issues. There were some challenges regarding the fact that most of these kids were confused by the fact that one actor was playing a different character throughout the play.
10. Values: What were this project's guiding values and/or core beliefs?
This project gave the children the opportunity to express their own feelings about widespread social topics such as racism and racial violence through the art of performance. They wanted to deal with deep and somewhat horrifying issues and felt that the kids were mature enough to handle the content.
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