Stages TOOLKIT

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3rd Workshop

Workshop 3 –

Aims

To explore the varying means of classification and how this leads to discrimination

 

Learning Outcomes

On completion of the drama workshop participants have knowledge of:

Who is on your side?

What do you want to change?

What is our goal?

What is the point of your involvement?

What are the stereotypes we work off of?

These are the questions asked of the students engaged on this project.

Ideas and thoughts:

Provide blank passports with stamps that are different colours. Each colour represents something. A form of classification.

Some of the ideas that came out of the research was: looking at gender. Monitoring chromosomes, lack of work, insurance, marriage partners, Borders, things that are put on the passport.

Design the passport. Bring UK passport and look at the pages. What pages do we have in ours?

Examples of possible division – social class, related to the questions, left hand/right hand dichotomy etc.

 

Seven scenes in between the stages:

Three stages of classification, symbolization and discrimination through the heading G.E.N.O.C.I.D.E

Scene one – G for gender etc, form filling for stewards role

Stage 1. Hand out passports

Scene 2 – E for election (i.e)

Stage 2. All sit and classification process begins – the rules

Scene 3 – N for ‘Never Again’

Stage 3.

 

Notes:

Making choices – what’s the journey; As Individuals and as a group?

Belonging = identity.

Political issues in UK:

Corbynism – Wind rush – Anti-Semitism – Voting to bomb Syria.

Research tasks

  1. Research the Prevent questions
  2. Research types of citizenship test questions
  3. Research the Windrush fiasco and the home-office
  4. Explore personal narratives of discrimination

 

Warm Up Exercises

Warm-ups with

Put-ups on the back

Each person has a piece of paper stuck to his or her back and the group go around and write something positive (a put-up as opposed to a put-down) on each persons back.  Then they sit in a circle and share what has been written about them and how this makes them feel.

Some questions the instructor could ask are: Is there anything written that surprises you? Anything you don’t believe? Why? Does anything reiterate what you know about yourself?

This exercise is a great way of building trust and team work, as well as providing each participant with an awareness of how they are perceived in a positive way.

Animal farm

The group set out 5 chairs in a horizontal line. Each chair (as opposed to person sitting on the chair) represents an animal with a movement and sound to represent that animal.

Each person sits on a chair and represents their animal (see below). The first person on the Lion chair has to begin the conversation by saying ‘Raaar to … (ie.) Chop Chop’. Then the crocodile has to pass on the converation by saying ‘Chop Chop to ..’ etc. Rules are, no animal can pass the convo to the person beside either side of them and their sound and acions have to correspond to the said animal they are talking to. If they hesitate or get the wrong animal sound or action, or to someone beside them, they are out and the whole group move up a chair and someone new sits on the last chair (usually the bird). Repeat

 

The animals are:

Lion – raise both hands with claws and say ‘raar’

Gorilla – gently pound on chest with both fists and grunt

Snake – use both hands to forms a snake moving and say ‘wiggle wiggle’

Crocodile – use both arms to ac as a crocs mouth and snap the hand together, saying ‘Chop chop’

Bird – use hands as beaks and say ‘snap snap’

 

This is a fun activity that gets participants thinking on their feet and considering stereotypes that begin with animals.

Racist alphabet

Hand out box with racism alphabet. In pairs or two groups they pick out a word and have 10 minutes to research the word then divise the short story about a person living in the situation related to the word. Show the pieces then repeat. Discuss

 

Look at two questions;

number one: what would need to change in the story so racism didn’t occur?

Number two: what would we need to do differently in the world to eradicate racism – and therefore oppression?

 

Classification exercise

What is your favourite music? Does it matter that everyone likes different music? What makes it different? All answers are called characterization – Ways of identifying different types of music.

 

We do the same exploration with some Crisps in packets:

  • Display crisps
  • Discussed differences and similarities
  • Divide into two groups (ie. flavored and unflavored).
  • Then use other different characteristics and divide until only one remains each time
  • Divide group into three groups and provide each group with the sample set of chips
  • Ask each group to devise a test/dichotomous key
  • How can we classify other things?

Note

Importance of Classification/Dichotomous Keys

Classification is important in understanding the natural world. All of the information known about living species is used to organize them into a sort of family tree, which helps us to see the similarities and differences that exist in the living things all around us. A dichotomous key is a guide for classification and identification, somewhat like a map through a classification system that was developed previously. Dichotomous comes from the Greek root dich-, meaning “two” and temnein meaning “to cut”. By asking a series of questions to which there are only two possible answers with respect to the object to be identified, the key leads users toward the proper identification. Many parts of the natural world that have been classified, categorized and grouped can be identified using a dichotomous key. Dichotomous keys can be developed to identify anything in any sort of classification.

(https://wow.osu.edu/experiments/Plants/Classification:%20How%20to%20Make%20Your%2 0Own%20Dichotomous%20Key)

Classification questions

List of distinctions in humans that we could identify as a form of classification:

  • Race,
  • Language,
  • Religion,
  • Class,
  • Age,
  • Gender,
  • Locations

 

Use some of these categories to devise questions for the Stage 1 of the performance. Create a list of classification and justify the status. Rehearse how you ask the questions.

 

Objective – inarguable

Subjective – stereotypes

Letters of classification

Devise a scene based on the genocide words (see  Ideas and Thoughts) – before we board the plane. For example, if the word in G is ‘gender’ devise a scene that is based at the airport and deals with gender classification. Share.

 

Conclusion

Recap on research; 5 to 10 minutes per person – synopsize your research and share with group.

 

Discuss next stage

Random thoughts and Ideas based on workshops conducted so far

  • Use of sound – possibly use blindfolds on audience?
  • Use of Voiceover – Maybe with verbatim on victims of genocide or Propaganda material
  • Sounds of incidents – powerful physical depictions and frozen image. Some titles where scenes are devised:

Truth.

Driving while black.

 

  • The ideal world is based on discrimination

 

  • Measured scale – categorization of a superior race.
  • How much on Sapiens – Race of a species?
  • Do you use blue or black biro – scientific distinction that separates the ‘good’ from the ‘bad’

 

  • Doing job interviews we wear different masks, different faces.
  • Languages – one of the scenes touch on the languages.

 

  • Time ticking sound affects, repeated acts.

 

  • Stuck in consumerism. Slavery

 

  • Look at people not obeying the rules.
  • Who are the flight attendants?
  • Do they obey the system?
  • Are they slave to the system?
  • What is home to them?
  • Stamps counters before audience gets onto the plane. Category determines your red or blue status.
  • Three set scripts (lines) for the stewards
  • Audience needs to see their own choices.
  • What is the experience that will make us see our biases? Choices, assumptions to reflect on.
  • Create division and therefore ‘others’

 

The point is to make the audience aware of their role in discrimination. We must give audience opportunity to act!

Help or not help, do or don’t do

 

A group gets less water; it’s rationed.

Milk and sugar rush and fatigue.

Some get tea and coffee sometime.

 

What is the name of the show?

Identify different types of identity – age, ethnicity, mental health, race

 

Games and quizzes? Tickles, pains

Divide the group and give them agency to make choices based on science.

Propaganda on group level – scientific facts, why tea is better than coffee for example.

What impact does this have on society?

Maybe include sugar tax. Diabetes. Economic route.

Factors within the performance;

Biological determinism

Propaganda at group level

Structural racism

Address

– classification

– discrimination

– polarization

Audience agency privilege/ non privilege

Segregation via questions

Games

 

The game could be a citizen ship test that works over three stages.

 

First stage consists of random questions that classify arbitrarily

 

Stage two can’t talk – voiceless. Maybe work on language to.

 

Stage three new rules introduced ie. (Windrush) Must have documentation to remain in UK.

 

Crowds are given question and asked a series of questions to determine which binary group they belong to.

 

The questions may or may not have relevance to the selection process. It’s like jury service

 

Once in the selection group they consist of a panel on immigration.

 

They must choose which of the two candidates are allowed to get a visa for UK.

 

Group advocate the person they are either allocated to or select

 

Where do the facts and figures come in?

Is it the voting aspect that is the mass coercion?

Why are single identity factors highlighted and not the person as a whole?

What is the final outcome?

What are the points about?

 

Stages and countries: Homework – pick one country which is in a stage of genocide and research the justification of the genocide

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