Awakening the Dreamer, Pursuing the Dream

Dreamers Awake

Nice Work on the Presentations!

Happy Halloween from Greenwich Village -

Hi everyone. I've been working really hard in the teacher training here. Believe it or not, our homework for tonight was to go to the massive Halloween parade in Greenwich village and get a taste of the chaos. Wow! I've never seen so many goregeous, sick, intense, delightful dreams before my eyes in my whole life. Here are a couple of photos to give you a taste. Jung would be proud.

Hope your own creative juices are flowing with your performative pieces.

Namaste -

Cynthia

PERFORMATIVE RESPONSE

Because the Performing Arts allow us such powerful ways to interact symbolically, we are asking that students create a collaborative piece that responds to the materials studied so far in the class. This piece will be presented in an expressive and performative mode on Thursday of Week 6. The presentations must include performance components, but they can also make use of 2-D and 3-D visual art, poetry, graphics, and media-based content. The faculty will supply any playback systems needed for your presentation (i.e. video projection, CD playback, etc.), provided that we are notified in advance. Students will form groups of 5-6 members, usually the combination of two peer study groups, in order to develop theses original works. The pieces must be related to the program materials and, hopefully, they will help the viewers to better understand those materials.

It would be wise to select your group members and the focus of your response as soon as possible. DO NOT try to make these lasting masterworks of epic proportion. Read further for examples.

Example One: An enactment of The King's Horseman as he prepares to leave the marketplace. The students work out costumes, additional dialog, perhaps dances that were being done or songs that might have been sung. Comments are made that reflect information that was found in the "Landmarks" and Jung texts.

Example Two: Six students recreate their impressions of village life in Mali and its contrast with modern Western life . One person is responsible for learning about Malian healing ceremonies, another analyzes seasonal weather changes and speculates about how the crop cycle would effect village rituals. The other students create a dialogue and enact a scene during which they discuss their hopes and intentions about what life in the West will bring them when they leave their ancestral home, then they do a second scene that takes place after they have been living in New York for 5 years. The first two students simultaneously display and explain their findings in such a way that the voices are coordinated into an intelligible and informative montage of Human character, historical facts, visual aids, and grounded speculations about life in these two contexts.

Remember, try to interpret and extend what the books have presented. Explain your choices as part of the presentation if they are not apparent.

These are to be no longer than 12 Minutes MIXIMUM length (Remember your radio plays!).

GET IT ?????? SURE !!!!!!!!!