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.
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