Skip to main content

The Roof is on Fire - Takalay Hamill


1. CONTEXT: What were the circumstances that framed the meaning and process of this project?

Teenagers’ lack of being heard by the general public, while they are instead a direct reflection of our society. They behave and react the strongest to social issues and changes. 

2. CONTENT: What was the issue, need, idea or opportunity addressed by this project?
Giving the youth a voice and an identity in a place where they currently don’t have one. Their opinion matters more than they are given credit for. This is an issue because they are the next generation of adults and the future of this country. Addressing the stereotyping issues of young teens.

3: FORM: What is the medium that was used to address or embody the content?
A parking garage filled with cars that all have teens who are talking about current social issues.

4. STAKEHOLDERS: Which are the groups or individuals that invested in the process and outcomes of project?
Teachers, mass media representation, young adults and many people who were interested in bringing out and cleaning the label that was put on teenagers.

5. AUDIENCE: For whom was this project conceived?
For adults and people who didn’t have a second thought about teens being well-rounded human beings that can have a place in our society. 

6. ENGAGEMENT STRATEGIES: How were the stakeholders, audiences, and others engaged/connected to the project?
Media representation, meetings, and talking about different ideas to format this project for the mass public.

7. GOAL: What are this project's objectives?
To give teens a voice and an identity in a society that stereotypes and puts them down as individuals.

8. VALUES: What were the project's guiding values or core beliefs? How were they expressed in the process?
Allowing teens to have an open space for discussion in a performance setting, so that the audience could only listen and not respond.

9. RESOURCES: What tangible and intangible resources were used to pursue the project's goals?
Open space free to the public, cars (an intimate space where conversation is usually held), and the young adults of Oakland, CA.

10: OUTCOMES: What were the results of this project?
An increased awareness from the general media and older generations that the youth’s opinion matters a lot more than they are given credit for; further, the basis of understanding that teens are good human beings too.

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