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What a Riot- Rachael

Thoughts on approach and questions/concerns
-“Creating UPSET! in the mode of the Joker System provided the means to incorporate the teens curiosity, dismay, outrage, confusion, fear and inspiration in relation to the subject matter of the play within the play” (page 6). I love that she wants to do more than create a play about racism, violence and the resistance in the US. She wants to address the youth’s curiosity by involving youth in the conversation.
-This is an amazing way to bring about arts education! The students fuel the educators writing on historical events as they bring upon questions. This isnt your typical, ‘teacher lectures students and students listen’ approach. The students ask questions in a dialogue with the teacher as the teacher writes a play based on historical events and the youth’s input.
-The students were encouraged to ask their families about their experiences with the Rodney King riots which is a great way to understand different perspectives and bring education into the household.
When the class discusses their personal realizations of what their parents went through during these riots and put themselves in someone else’s shoes, it brings a deep compelling side of the story. Especially when they talked about Claudette Colvin and how she was their age, the student’s seemed to have a strong sense of compassion, but also hope and courage that they are just as powerful. This realization seems very raw and authentic from both the students and Schutzman.

-“... the students seemed to intuit that they might get a glimpse in the spirit of their own history by exploring that of others”
-I wish this practice was taught more widely. But not just to glimpse on other’s history but to understand how their own history played a part in someone else’s history. We’re all connected much more than is ever talked about and I think it’s so important to learn, and try to put yourself in someone else’s shoes, to understand why people and our ancestors do the things they do.

-I love how they included the comedic elements; not because this is a funny topic, but to remember who the audience and performers are. It would be different if it wasn't young student performers, but it is, and it’s important to alter each production based on this criteria.

-This approach in general just concerns me that a fight will occur or an ongoing argument with actor and audience member
-I’m also interested in how different it would be if the students solely wrote the script

-I wonder what kind of audience came to the performances; mostly adults? Mostly students? What ethnic background? How did these circumstances affect each performance night?

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