Skip to main content

Roof is on fire- Andrew Moore

1. CONTEXT: What were the circumstances that framed the meaning and process of this project? In this context we are let in to the lives of the youth of inner cities, especially Oakland. Generally we are shown these stories without the context of how the city has been shapen to affect them. There are legal and societal structure in place specifically to make it harder for them to grow out of this way of life.

2. CONTENT: What was the issue, need, idea or opportunity addressed by this project? When working towards the same goal, there is often an invisible double standard to how we treat white and minority students. Our own preconceived notions affect how the outside chooses to motivate both emotionally and with budget (a la crappy public school system.)

3: FORM: What is the medium that was used to address or embody the content? The choice could be to employ a 4th wall and over hear real conversations of inner city youth to further understand the inequity. These conversations allow one to jump into another's shoes by hearing their first person perspective.

4. STAKEHOLDERS: Which are the groups or individuals that invested in the process and outcomes of project? Often times an artist will have to distinguish themselves as an objective third party, much like a reporter, who can interestingly convey messages to a different ear and perspective.

5. AUDIENCE: For whom was this project conceived?  this project seems to focus on gaining the attention of middle aged white people, so as to enlighten them with first person perspective on how they affect others. Less exposing and more revealing.

6. ENGAGEMENT STRATEGIES: How were the stakeholders, audiences, and others engaged/connected to the project?
The ability to listen and relate. And to not inherently become defensive towards other people's point of view. The perspective of everyone together is the broadest one of all.

7. GOAL: What are this project's objectives?
It seems as if they are trying to reveal the emotional value of kindness and equity. Shedding a light on ones weak point, so hopefully the organism at whole will heal and protect it rather than profit.

8. VALUES: What were the project's guiding values or core beliefs? How were they expressed in the project?
The mIn value at play is that the voices of the youth and oppressed should not be ignored and left only to media coverage. This should be a conversation throughout the state and eventually country. Dialogue.

9. RESOURCES: What tangible and intangible resources were used to pursue the project's goals?

Space, actors/performers, props, builders, project manager, audience.

-They recieved around $100,000 in donations

10: OUTCOMES: What were the results of this project? 
There was an increased awareness of the dialogue that is already happening amongst the youth. And rather than keeping the dialogue to the affected, they were able to allow others to peer in at who they are affecting with their choices.

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