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Week 5 Overview

  • Class Schedule/Activities

    • Week five sessions begin with an overview of required readings.
    • Apex card participation points will be collected and uploaded.
    • A video will be watched in class, approximately 15-20 minutes long.

  • Video Assignments

    • Students have completed several required videos.
    • This week, students will watch the Royal Chicano Air Force video on their own, connected to this week's discussions.
    • The previous week's video preparation is crucial for the upcoming midterm next week.
    • Personal curiosity assignment involves watching Los Medidos during class today.

  • Personal Curiosity Assignment

    • Students will take notes on an index card during video presentations, to be submitted for points.
    • Assignment due tomorrow involves choosing one moment from the videos that resonates with a character or scene, framing it as a question or thoughtful reflection.

  • Mosaic Town Number Four

    • Scheduled for Thursday this week.

  • Art Reflection Assignment

    • This week’s assignment only includes two parts instead of the usual three (parts a, b, and c).
    • Students may reflect on either the RCAF video (not shown in class) or today’s video, with specific guided questions provided.

Today's Discussion: Theater and Movement

  • Thematic Exploration

    • Focus on themes related to theater and movement, highlighting the five races of oppression existing in society and corresponding counter forces wherein communities resist domination.

  • Historical Context

    • Emphasis on examining historical moments in correlation with relevant art movements.
    • Special attention on humor as a means of resistance, with reference to Luis Valdez and El Teatro Campesino.

  • Luis Valdez

    • Renowned as the director of La Bamba and founder of El Teatro Campesino, where he emphasizes the intersection of art and activism.
    • Recognition of the role of theater in elevating the voices of marginalized populations through humor, storytelling, and performance.

Power and Privilege Wheel

  • Wheel of Power and Privilege

    • Discussed concept of a graphical wheel showcasing dynamics of power and privilege within societal structures.
    • Characteristics depicted in the wheel include:
    • Gender
    • Language
    • Wealth Status
    • Housing Status
    • Body Size
    • Mental Health
    • Individuals closer to the center of the wheel hold more power and privilege, whereas those marginalized lack representation and face various forms of discrimination.

  • Implications of Power Awareness

    • The realization that lack of daily awareness regarding power dynamics indicates an identity closer to the center of privilege.
    • Example:
    • Being able-bodied means less consideration for accessibility (e.g., ramps, services) because of proximity to power.

Young's Five Faces of Oppression

  • Young's Framework
    • Introduced Young's five faces of oppression, stating there exists an unequal power dynamic in society.
    • Marginalized individuals face discrimination and often lack representation due to characteristics influencing their distance from societal power.

Yosso's Community Cultural Wealth Theory

  • Overview of the Theory

    • Developed by Yosso to reframe the narrative around marginalized communities from one of deficit to one of cultural wealth.
    • Emphasizes the abundant knowledge and histories within these communities that contribute positively both socially and educationally.

  • Wealth Forms

    • Key types of capital identified within marginalized communities:
    • Aspirational Capital: Capacity to maintain hopes and dreams despite barriers.
    • Familial Capital: Cultural knowledge gained through family connections.
    • Linguistic Capital: Benefits of being multilingual and how language shapes worldviews.
    • Resistant Capital: Skills developed through challenging inequality.
    • Navigational Capital: Skills for maneuvering institutions (schools, systems) despite inherent challenges.

  • Resisting Discrimination

    • Examples of resistance through creativity and solidarity, showcasing humor, protests, and other forms of activism as responses to oppression.

Introduction to El Teatro Campesino

  • Founding and History

    • Founded in 1965 by Luis Valdez in Delano, California in association with the United Farm Workers Union to raise awareness and support through theater.
    • Initially a grassroots movement, it has evolved into an internationally recognized organization that continues to be active today.

  • Focus on Humor in Theater

    • Importance of humor in the face of oppression, using theater as a transformative tool to build awareness and unity among communities.

  • Video Presentation

    • Viewing of a short video featuring Luis Valdez and a skit from El Teatro Campesino designed to illustrate the discussed themes.

Discussion on Current Issues

  • Luis Valdez's Perspective on Social Justice
    • Valdez spoke on the continual fight for social justice, comparing systemic injustice to weeds that regrow in a garden: a constant battle that requires vigilance.
    • Reflection on the impact of creative storytelling in healing societal wounds, emphasizing that storytelling can catalyze understanding and unity in the face of deep-rooted issues.

Film Discussion and Conclusion

  • Film Watch: The Sellouts

    • The film leverages exaggeration and humor to dissect and mock stereotypes regarding Mexican Americans, addressing the dominant societal expectations placed upon marginalized groups.
    • Students encouraged to reflect on the question of which stereotypes are being mocked and how this aligns with the themes of power and privilege.

  • Final Thoughts and Questions

    • Collective reflection encouraged among students about the themes raised during both the video and class discussions.
    • Discussion of the importance of arts within the realm of activism.