Skip to main content
1. CONTEXT: What were the circumstances that framed the meaning and process of this project?
Teenagers frustration with being heard by the public 

2. CONTENT: What was the issue, need, idea or opportunity addressed by this project?
How adequate teenagers are in explaining and voicing their opinions on situations that are prevalent within their age bracket. 

3: FORM: What is the medium that was used to address or embody the content?
Performance art, unscripted, raw dialogue between teenagers being HEARD and not interrupted by adults of various occupations.

4. STAKEHOLDERS: Which are the groups or individuals that invested in the process and outcomes of project? Adults, young adults, teachers, media publications, etc...

5. AUDIENCE: For whom was this project conceived? 
The general public who have mislabeled and undermined teenagers, robbing them of their voice.

6. ENGAGEMENT STRATEGIES: How were the stakeholders, audiences, and others engaged/connected to the project?
In this case, the quality of conversation is the engagement. It is the way in which these teenagers are voicing their beliefs and thoughts on social issues that is grabbing attention.

7. GOAL: What are this project's objectives?
To reclaim their voice has young adults, giving them a platform to speak up and out about areas they have felt less heard, to release the stigma that minority teams are uncivilized and uneducated. They are more then just a self fulfilling prophecy.

8. VALUES: What were the project's guiding values or core beliefs? How were they expressed in the process?
"They are more than a self fulfilling prophecy" they are defeating those type of stereotypes with educated and civilized passionate conversation. 

9. RESOURCES: What tangible and intangible resources were used to pursue the project's goals?
Public space where conversation is frequently held, media attention, the future affect on younger adults. 

10: OUTCOMES: What were the results of this project? 
Open dialogue started and heard, barriers being broken, biases being confronted. Media attention.

Comments

Post a Comment

Popular posts from this blog

CalArts Garden

The reason why I choose this topic is that I know a lot of students are complaining that CalArts is too plain. It is just one main building with a small campus. I would like to design a space for the CalArts campus where students and teachers can work together as a community and taking care of the plants. The community can hold a farmers market, season food festival or food-related artwork competition.    Few things I read about the benefits of school garden:   -  Gardens create opportunities for students to work cooperatively and to take on responsibilities.  - Gardens provide unique opportunities for cross-generational connections.  - Students learn to focus and patience, cooperation, teamwork, and social skills.  -Combining language arts and gardening activities brings a hands-on element to a subject normally taught lecture-style, providing inspiration and motivation for students who struggle to focus in traditional cl...
Post a Comment
Read more

Katharine Means What a Riot! Response

In 2005 Mady Shutzman was invited by CalArts CAP to write a play for the teenage participants Plaza de la Raza arts center in East Los Angeles to perform. At first I was intrigued by this, as my limited knowledge of Boal and Theatre of the Oppressed techniques has been around the participatory games, activities, and techniques used to build community. I know some about Forum and Legislative Theatre, but had little conception of what a TO play would look like. Shutzman's piece, UPSET! , was modeled using Boal's Joker System. There is a character called the Joker who probes the characters and audience during the play with the "ultimate goal to raise questions, offer multiple points of view, and encourage dialogue". Shutzman used this form as a "means to incorporate the teens curiosity, dismay, outrage, confusion, fear, and inspiration in relation to the subject matter of the play within the play." The teens decided upon Rodney King and Claudette Colvin (a youn...
Post a Comment
Read more

What a Riot!

What strategies did she employ in her process of making in play with the youth? Some of the strategies Mady Schutzman employed in her process of making a play with the youth were, utilizing the Joker System, presenting exercises to create a “safe” space by opening the floor and space to the youth to speak, reflect, and share their stories. What approaches resonated with you? Many of the approaches that were used were very intriguing and interesting, but there was one approach that resonated with me. Particularly, the questions that came out of one of the approaches. In the vein of the Joker System, it was designed to ,”promote social inquiry and personal agency by asking questions (How do I know what I know? Who authored the historical narratives we reiterate? Are those stories relevant to me and my community? Who do they privilege and who do they marginalize?” Mandy shared. These questions resonated with me because they are questions I have been asking myself this...
Post a Comment
Read more