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                                        Major concerns of the framework?
                         Major problems for which it is presented as a solution?
                                                          hmm...
 “Chaos theory. . .gives meaning and substance to the language of disequilibrium, reflective intuition, surprise, puzzlement, confusion, zones of uncertainty, non-rationality, and metaphoric analysis.”  “Metaphoric analysis is hardly possible within a model structured around behavioral objectives, competency based performance, accountability, mastery learning, and effective teaching” (Slattery 229).

                  CHAOS THEORY

                      STUDENT < - > TEACHER
     Each individual in the classroom functions as both teacher and student, sharing recognition of patterns and learning from the recognition of others.  The individual traditionally referred to as The Teacher is an intelligent, thinking member of the group.
     It is the responsibility of the educator to introduce chaos theory to the group and provide opportunities to experience it.  In addition to creating opportunities to find patterns in chaos, the educator must re-teach the students how to play.  The educator is not just a fly on the wall and may jump in and give voice to missed opportunities, but must also be ready for the group to go off in another direction.  It is the educator’s responsibility to contribute, not to continually lead.
                     Avenues to gaining knowledge?
         Possibilities!
                                 Beginning - - 3 attractors   Theme - Oppression
                                       MASK    ORANGE      MAGAZINE
    A conversation may begin with a discussion regarding the way these things are revealed in layers and the differences between the exterior and interior.  We may then move on to a look at masks in society and theatre, and the way individuals hide aspects of their lives in order to be accepted, respected, and successful.  This might lead us into a discussion on the way theatre perpetuates heteronormativity.  We may conduct a series of improvisational skits demonstrating different ways people are oppressed because of their sexual preference by their families, the government, society, at work, and the realm of film and theatre.
     The initial conversation may turn to a look of the ethnic qualities in the mask, the lack of models and actors of color, the plight of immigrant citrus workers.  We may discuss stereotypic images of various ethnic groups.  This might lead to a look at the ways different sign systems: lights, costume, space, surroundings, etc... define an individual’s or character’s societal position.  We could create masks that symbolize who we are, or we might create a tableaux expressing various forms of racial oppression, or collectively write a play combining prejudices, personal experiences, issues of acceptance, and so on.  The group could choose to go out into the community, interview people, take photographs, and have experiences from a different cultural perspective.  This could develop into an interactive showcase, or hands-on theatrical experience with an audience of spect-actors.
     A member of the group may bring attractors that create a conversation regarding the oppression of women in mass media.  We will look at the patterns between the original attractors and the new editions.   The conversation might at some point provide a feminist deconstruction of an advertisement revealing its oppressive qualities or, depending on the experience of the group, we may use horizontal and vertical semiotic analysis to deconstruct a play or film and then re-present it, (as a play, a short, a dialogue, a pantomime, etc...) from the margins in order to reveal layers of oppression.
     The group will be encouraged to bring in new attractors and the activities are virtually limitless.  We will be operating under the theme of oppression, but the paths taken will be decided by the group.  Students actively create the knowledge and determine direction.  All knowledge is valued when we recognize patterns in chaos; a pattern may be random, but it is still a pattern.
 Ideally, time will be determined by the natural progression of each session within the group.  Students are not restricted to the classroom and may choose to conduct sessions in various locations.  The attractors may be, but are not limited to, personal items.  If attractors that are permanently fixed are chosen, every attempt will be made to view them in their surroundings.
                                  Evaluation.....?
                                                            Group Reflection!
                                                                                                            Developed by S.R.