Theater of the Opressed

A concept discussed in my youngest sister's grad class, I am trying it with my seniors tomorrow. The idea is that throughout history, cultures have been without a voice. They cannot speak out in anger, is opposition, in hatred, or even in love. This theater was created to give the "underdogs" a voice, a way to disclose their opinions. Now, 4 decades later, the Theater of the Opressed is used by teachers to engage students in dialogue. In teaching Brave New World, I want my students to understand the satire and to really see how we in our current world all too easily agree with the social and political norm. We stand by without making judgments and without critically thinking about ourselves, our identity, our family, and our beliefs. So tomorrow, we will use this forum to stretch our minds to understand John from the "savage reservation", Linda a transplant from Malpais that has been abondoned on the "reservation"---all in contrast to Bernard and Lenina.

The game, according to the Theater of the Opressed, needs to have clear guidelines. Augusto Boal, Rio de Janeiro 2004 states "The Discipline of our Game is our belief that we that we must re-establish the right of everyone to exist in dignity. We believe that all of us are more, and much better, than what we think we are. We believe in solidarity." How fascinating that the game exists for solidarity and the dystopia that Huxley created is also one of solidarity. How do these 2 ideas contrast? Huxley wants us to hate the idea of solidarity, doesn't he? Or, is there a different message.

See the BNW blog tomorrow to hear the class discussion. I am going to be the scribe while several students are frozen in the middle of the class in positions I create. The rest of the students need to figure out one theme that all these student actions create. I will post the discussion as they discuss their ideas.

Next, we will have a "Hot Seat Discussion"--this is a different version of the fishbowl. I put 5 seats up front with an additional seat at my computer. The computer is projected on the screen behind the students. I give them a question and then students come into the hot seats to discuss their ideas. They can agree, disagree, add to it, etc. The silent seat is the one that students can come add their ideas to the computer. Students in the audience will be able to read the comment and might spark additional comments. I haven't added the hot seat at the computer, so tomorrow will be an interesting trial. Again, you can read the post and comments on the BNW blog.

Nothing Like Starting on the Run!

I'm tired. I'm tired. I'm tired. Ok...wake up and Go! We were truly starting class so cold: no copies, classrooms that were dirty, books from last semester left, and yet, a new semester began. I am tired, but feeling refreshed and ready to forge constructivism in a new way really trying to relate English to my students' lives.

I started with my 9th graders today showing Fisch's Did You Know presentation; apparently many other teachers showed it today, too. However, we had a great conversation and kids then wrote about their ideas, what they wondered, how they will be prepared, etc. I then discussed their research project. Normally, our 9th graders research controversial topics, choose a side and write about it. What I've been thinking about is how to get kids motivated about their future. Freshmen think that graduation is so far off---it's just a mere 7 semesters away. And, many do not know that for the 2 large state schools, they need a 3.4 GPA. Nor have they considered such requirements like 4 years of math to get into an architecture college (yes, many are requiring you to apply for the college of your choice 2nd semester of your freshmen year). So, my students are doing a career research project. I'm wondering if for our students of the 21st century, will they find research that is helpful truly for their future? We won't know immediately, but I hope at the very least, they will be a little more motivated. I would love to have them compile their final analysis in some sort of media presentation. Karl, any ideas?

For seniors, they are creating movies that showcase the World in Which We Live where they capture values and lifestyles of America. All this is to prepare them for satire in Brave New World. I want them to be able to compare and contrast our world, so they first need to do some thinking about their world, their values, their choices. It should be interesting as well.

Here's another thought I'd love feedback on: pay it forward. Anyone seen the movie? Oprah did a segment on this idea last year and I've been mulling it around ever since. I want my students to come up with a pay it forward project to give back to society. My idea is that at the end of the Brave New World unit, after we've discussed how this prophetic novel has come true in ways and is getting too close in others, I want to challenge students to come up with an idea to give back---to find a way to make a small difference, so our world doesn't become the dysfunctional, sex-craved, emotion-less society. Will the kids buy into this? Or, will they just fulfill the assignment for a grade. And...do I even give a grade? Will they do it if I don't? I'd love feedback.