Geneva H.
1. CONTEXT: What were the circumstances that framed the meaning and process of this project?
The circumstances that framed this project were the stereotyped representation of teenaged black youths, and the overall discrimination of immigrants, particularly Hispanic immigrants.
2. CONTENT: What was the issue, need, idea or opportunity addressed by this project?
On a general level, this project addressed this community's education on topics such as crime, sex and teenage pregnancy, discrimination/racism, sexism, poverty, and education.
3: FORM: What is the medium that was used to address or embody the content?
The medium used to address this content was a form of theater. I would consider this an example of guerrilla theater since it was situated outdoors and addressed sociopolitical issues, with the intent of educating and bringing awareness to their presence, their ideas, and their values.
4. STAKEHOLDERS: Which are the groups or individuals that were invested in the project?
The project's participants were inner-city high school teens from Oakland with the outside help of some artists.
5. AUDIENCE: For whom was this project conceived?
The project was conceived with the unknowing general population in mind.
6. ENGAGEMENT STRATEGIES: How were the stakeholders, audiences, and others engaged/connected to the project?
They were connected to this project because this is a topic they've all had some sort of perspective on, be it they were the ones feeling misrepresented or they were the audience members being educated on how this community really thinks.
7. GOAL: What are this project's objectives?
The main objective was for the voices of these inner-city kids to be heard for who they are and their own perspective as opposed to what is assumed from portrayals in the media and to hopefully have an effect on those who wouldn't have known this otherwise.
8. VALUES: What were the project's guiding values or core beliefs? How were they expressed in the process?
The core beliefs of this project were that: every person involved has a valuable perspective, everyone deserves to be heard. This was expressed in the process of the project by allowing literally every teen to enter a discourse with their peers throughout the actual project, but also allowing the teens, like Brandy Thomas for example, to contribute their ideas.
9. RESOURCES: What tangible and intangible resources were used to pursue the project's goals?
The tangible and intangible resources were the the cars, the venue, the teens themselves, and their personal histories.
10: OUTCOMES: What were the results of this project?
The results were a better understanding of everyone's own personal perspective within the community itself, the community coming together in a unifying way, the audience members also reaching a better understanding and being effected.
1. CONTEXT: What were the circumstances that framed the meaning and process of this project?
The circumstances that framed this project were the stereotyped representation of teenaged black youths, and the overall discrimination of immigrants, particularly Hispanic immigrants.
2. CONTENT: What was the issue, need, idea or opportunity addressed by this project?
On a general level, this project addressed this community's education on topics such as crime, sex and teenage pregnancy, discrimination/racism, sexism, poverty, and education.
3: FORM: What is the medium that was used to address or embody the content?
The medium used to address this content was a form of theater. I would consider this an example of guerrilla theater since it was situated outdoors and addressed sociopolitical issues, with the intent of educating and bringing awareness to their presence, their ideas, and their values.
4. STAKEHOLDERS: Which are the groups or individuals that were invested in the project?
The project's participants were inner-city high school teens from Oakland with the outside help of some artists.
5. AUDIENCE: For whom was this project conceived?
The project was conceived with the unknowing general population in mind.
6. ENGAGEMENT STRATEGIES: How were the stakeholders, audiences, and others engaged/connected to the project?
They were connected to this project because this is a topic they've all had some sort of perspective on, be it they were the ones feeling misrepresented or they were the audience members being educated on how this community really thinks.
7. GOAL: What are this project's objectives?
The main objective was for the voices of these inner-city kids to be heard for who they are and their own perspective as opposed to what is assumed from portrayals in the media and to hopefully have an effect on those who wouldn't have known this otherwise.
8. VALUES: What were the project's guiding values or core beliefs? How were they expressed in the process?
The core beliefs of this project were that: every person involved has a valuable perspective, everyone deserves to be heard. This was expressed in the process of the project by allowing literally every teen to enter a discourse with their peers throughout the actual project, but also allowing the teens, like Brandy Thomas for example, to contribute their ideas.
9. RESOURCES: What tangible and intangible resources were used to pursue the project's goals?
The tangible and intangible resources were the the cars, the venue, the teens themselves, and their personal histories.
10: OUTCOMES: What were the results of this project?
The results were a better understanding of everyone's own personal perspective within the community itself, the community coming together in a unifying way, the audience members also reaching a better understanding and being effected.
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