[This page is in construction - pictures, journal entries and video coming.]

I’m pondering how to evaluate the work we’ve done. I think there are several ways which include both my own process and what I’ve learned and also how I view the students’ process. For my own, I think I’ve definitely improved on ways of collaborating with the youth and allowing awkwardness and silence. I’ve also improved significantly with releasing power, trusting those around me (especially Kieran), and trusting the process. I also now have a curriculum which can be modified and presented to help me get employment post-graduation. 

As for the students, I’ve seen many varying levels of progress. I’ve seen some quiet students who goof off and often don’t offer much more than the minimum take key roles in the play and come to me asking about their costumes, sharing ideas, and holding others accountable. I’ve seen the two main leaders of the class step back and take minor roles and push themselves to explore new pathways of contributing, especially with encouraging their peers. Best of all, I’m seeing so many accomplishments in terms of meeting their desires from their journal entries and discussion at the beginning of the semester. I’m just now re-reading some of their responses and I’m blown away how many of them have been met, without my conscious knowing. For example, one student wanted to work together for a community and give a presentation about issues they’re facing, especially immigration (which is entire premise of this play!). One student said she just wanted to gain interest because she was feeling forced to be in the class. That same student was one of two who came to our Convivio 2 meeting and also someone who has shown a great improvement in terms of leadership. Also, when talking to her privately about plans for college, she said she wanted to help people in some way, maybe people who have experienced depression and hardships like she has (something she opened up about during our body maps exercise). Another student, our visual artist of the group said he wanted to paint walls; he not only designed the flier image but he’s also spray-painting the fence in one of the scenes. One other student, who is very quiet and had the desire to be able to communicate better with others and be less nervous and shy is playing a main role in the play and has taken (although still small) a dramatic leap in participation. I’m really proud of him, considering where he started. 

While reviewing notes on the students’ desires in my field notes journal, I also discovered what my expectation/desire was for the semester. I wrote and shared with the class, on January 14:

For me, success in this class means having a tangible product (which is vague intentionally) that represents the intangible exploration of ourselves, the community and our role as community citizens, our bond, respect and appreciation of ourselves, our creativity, and the power of theatre and art in the world.

I’m feeling quite ecstatic that I believe this desire/expectation was met in perhaps more ways than I imagined. I’m slowly learning that “you can’t reach them all,” particularly in the same way, but even a small noticeable change could be a giant seed cultivating.