Skip to main content

Samantha Brounstein-Roof Is On Fire

Roof Is on Fire
1. CONTEXT: What were the circumstances that framed the meaning and process of this project?
-These are the point of views of young people of color. They are overlooked and often silenced by older people in society. But the teens were viewed through a lens created by older artists in conversation with students.

2. CONTENT: What was the issue, need, idea or opportunity addressed by this project?
-Young minorities  are expected to exceed "white expectations" when they aren't given the same tools that younger white people are given, they are also introduced to more challenging obstacles that again, they are expected to succeed in spite of. There are a lot of ideals that are passed down that the students are trying to shed light on and eventually destabilize. 

3: FORM: What is the medium that was used to address or embody the content?
-An art project focusing on young people of color having conversations in cars on a rooftop in Oakland while being eves-dropped on by strangers/overlookers as they were discussing "teenage stereotypes".

4. STAKEHOLDERS: Which are the groups or individuals that invested in the process and outcomes of project?
-The artists, the people that came to see the project, as well as the teens in the cars and those who are able to witness the record of the performance. 

5. AUDIENCE: For whom was this project conceived? 
-The project was for middle class white baby-boomers as well as other teens and anyone who was not aware of minority and age-defied issues. 

6. ENGAGEMENT STRATEGIES: How were the stakeholders, audiences, and others engaged/connected to the project?
-The students were engaged in conversation but more importantly, there was a lot of listening. The over-lookers were not able to respond so the idea is not to listen to respond, they had no choice but to finally take in what the teenagers spoke about. 

7. GOAL: What are this project's objectives?
-The goal is shed light on teenage minorities and the stereotypes that are attached to them without any choice. The idea that natural resourcefulness of youth is condensed in once central location to get as much insight into a group of people that are not portrayed by the media in an accurate, widespread way. 

8. VALUES: What were the project's guiding values or core beliefs? How were they expressed in the process?
-"If teenagers talk on a rooftop, do they make a sound if the media doesn't cover it"?(21:07) 
They will not be silences, they will exceed stereotypes and work towards dismantling them. It was a time for self-revolution.

9. RESOURCES: What tangible and intangible resources were used to pursue the project's goals?
-Cars
-Students
-Rooftop/Performance Space
-Cameras/media equipment
-Media Interest
-Student Experiences/Their histories
-They also recieved around $100,000 in donations

10: OUTCOMES: What were the results of this project? 
-There was a raised awareness of issues that plague young adult lives and how societal perceptive norms impact the choices they're presented with and how they navigate that throughout their lives, piggybacking into their lifestyles.

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

Tuition meeting

Speaking point: We have spent over 60 thousand dollars on this school so far, we have tolerated the raise each year. At some point we do not have more money to give and we are pushed out along with all of our debt including interest. With this false start we lack the motivation to attend another school in the future, therefore leaving us uneducated and in debt. Other than the knowledge gained, this would be a waste of two years of my life and in fact sets me back in my career.
Post a Comment
Read more

Rachel Tibbetts - What a Riot

Schutzman starts off this reflection with an excerpt from the play she created. The opening lines serve to give recognition and context to the subject matter by immediately dedicating the show to Rosa Parks. This is an extremely effective strategy to introduce the tone and subject matter of the piece. The addition of Claudette at the end was the “icing on the cake” to the introductory excerpt. Raising questions and therefore instantly opening up a dialogue. Schutzman approached the students by asking questions while also letting them choose the person/people they wanted to learn about and also depict in the play. I think entering a school with something to teach is the idealistic approach to interacting with students; when students are in class they are expecting to be taught and ask questions. This is the exact approach Shutzman used. This allowed her to familiarize herself with the student community and find their interests, question...
Post a Comment
Read more