Skip to main content

LaurenSage: The Roof is on Fire

1. CONTEXT: What were the circumstances that framed the meaning and process of this project?
The fact that teens were spoken about so often in media, without a chance to speak themselves was a jumping off point for this project, also supported by the public association of teens who look and spoke a certain way being "troubled youth" without any other reason.

2. CONTENT: What was the issue, need, idea or opportunity addressed by this project?
The idea was that teens have a voice about society, are directly impacted by society, and our individuals with individual experiences.

3: FORM: What is the medium that was used to address or embody the content?
Non-scripted conversations in cars revolving around a series of questions including sexuality, drugs, and music.

4. STAKEHOLDERS: Which are the groups or individuals that invested in the process and 
outcomes of project?
There was mass media representation, collaborators including Chris Johnson, Suzanne Lacy, and Annice Jacoby. Primarily, the individuals invested in the process and outcomes were the Oakland teens who were creating the work.

5. AUDIENCE: For whom was this project conceived? 
For those who did not understand or listen to teenagers. To people who underestimated or judged teens. 

6. ENGAGEMENT STRATEGIES: How were the stakeholders, audiences, and others engaged/connected to the project?
Through ideation, creation, action, and follow through. Through media representation and live performance.

7. GOAL: What are this project's objectives?
To give teens a space to give their voice to add to the narrative of the teen, and to identify jumping off points for more work in this way.

8. VALUES: What were the project's guiding values or core beliefs? How were they expressed in the process?
Giving the teens agency and space: one way this was done was through not having scripted conversations or traditional performance norms.

9. RESOURCES: What tangible and intangible resources were used to pursue the project's goals?
Use of physical space, use of media interests, cars, and the teenagers in Oakland. 

10: OUTCOMES: What were the results of this project? 
An increased awareness of the issues teens care about, and their verbatim opinions and experiences with those issues added to the narrative. 







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