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.
