1.0 Introduction
A novice, teenaged performer stands confidently in the makeshift staging area of the concrete gym of a juvenile justice facility. She faces a small audience of family members (not her own), social workers, teaching artists, and juvenile justice staff. Her peers watch attentively from seated rows on either side of the staging area as she comes to the end of a solo performance piece, a monologue about her experience as a young woman in the system. She details efforts to navigate life when a parent is incarcerated and nods to the ways systemic injustice plays out differently for her and her racially diverse group of friends. The performance piece includes a powerful critique of the juvenile justice system and her year-long incarceration: âI have a question for the whole juvenile justice system. When are you going to give me the real help I need? When I think about what Iâve done, I am not sure boot camp is it,â she says, looking directly at the audience.
This book invites you to intentionally think through the use of theatre and performance to address issues of gender and racial justice with young people. The school-to-prison pipeline, identity-based violence directed at youth, inequities across employment, income, housing, healthcare, climate change, and education demonstrate that identity-based injustices remain central to the experiences of young people in the US. Media attention to systemic racial and gender violence in the US has resulted in a renewal of youth activism and increased public consciousness around race, gender, police brutality, and gun control, among other issues. As young people organize for social change through walkouts, marches, and social media campaigns, theatre and performance texts need to address how theatre-makers and teaching artists can similarly engage with and respond to current events impacting the lives of young people. To this end, Devising Critically Engaged Theatre with Youth: The Performing Justice Project considers performance-making with youth as part of larger conversations about theatre and society. Drawing on our own theatre work with youth, and informed by our commitment to gender and racial justice, this book presents practical performance actions and a flexible framework for creating original theatre with youthâtheatre that supports young people as they imagine, create, and perform their individual and collective stories, and their vision(s) for more just and equitable communities.
The Performing Justice Project (PJP) is a highly structured performance-making program designed to engage young people in creating original theatre about their lives as a way of moving toward gender and racial justice. The PJP process is one model of engaging the arts to reflect on and dismantle systems of oppression with youth. Through PJP, we offer short-term residency programs and performance-based workshops for groups of young people. Each residency takes place over 12 to 15 sessions and invites young people to examine and name the connections between their individual experiences and systemic (in)justice. In turn, participants then imagine and perform new and more just possibilities for themselves and their communities. PJP directors and teaching artists guide the project, working with youthâwho may or may not have experience with theatre or performanceâin a variety of sites, including schools, juvenile justice facilities, and foster care settings. Each PJP residency culminates in a produced performance in which young people share their points of view about living in a racist, sexist, and patriarchal society, as well as their vision for fair, accessible, and equitable spaces for youth. By lifting up and amplifying the stories of young people, PJP illuminates some of the ways that identity, power and privilege, and systems of oppression significantly shape youthsâ lives and experiences.
As artists, teachers, and scholars, weâMegan and Lynn, the authors of this textâknow that it is essential for young people to have the knowledge and resources to reflect on and name their gendered and racialized experiences. We also understand that society as a whole needs to hear from and reflect on youthâs experiences; young people are critical members of our communities. To this end, PJP directors collaborate with teaching artists, partner sites, and young people to identify and understand intersecting power systems. In this book, we share a collection of what we call performance actions, namely theatre and performance practices and pedagogies designed to engage young people around concepts of personal power and privilege, as well as the ways that systemic and institutional racism and sexism impact every aspect of our lives. By devising original theatre that intentionally examines how our experiences are connected to identities, we aim to build alliances with and among young people and ultimately to foster creative pathways for building systemic change.
Devising Critically Engaged Theatre with Youth: The Performing Justice Project presents a performance-making model that:
1.builds ensemble and fosters a sense of belonging with and among young people;
2.engages young people in addressing critical social justice issues related to their lives and communities;
3.devises and shares original performance work that addresses and imagines gender and racial justice.
Devising Critically Engaged Theatre with Youth includes detailed maps and plans that we use for facilitating, devising, and staging original theatre about gender and racial justice. However, we hope this book encourages theatre directors, facilitators, teaching artists, and groups of youth participants to use and adapt the PJP model to fit their specific context(s). To this end, we organize the book into three major parts, offering a detailed picture of the PJP model and inviting readers to develop their own justice-oriented performance practices, residencies, and program models.
Part One, Performing Justice Project as Critically Engaged Theatre, outlines the purpose and rationale of the book, proposing an urgent need for creative and embodied approaches to addressing identity-based inequities with and among youth. Part One also introduces the PJP model, providing the history and background of the project, as well as the core values, beliefs, and theories that underpin our practice. PJP is part of many ongoing conversations and movements and this part of the book outlines theoretical and practical frameworks, such as storytelling, intersectionality, social justice education, and racial justice, that we draw on and remain in conversation with as we facilitate critically engaged theatre-making.
Part Two, Preparing Participants and Performing Justice, presents our approach to creating and staging original performance work with young people. We include detailed descriptions of how we work and how we devise. The bulk of Part Two includes a collection of performance actions that we use for devising critically engaged theatre with youth. PJP performance actions introduce embodied approaches to building ensemble, performing and staging small bits of performance, analyzing systemic oppression, and applying theatre as a tool to explore and disrupt patriarchal systems including white supremacy and racism, sexism, and homophobia.
We organize and codify our collection of performance actions based on three core questions that serve as the foundation of PJP:
â˘Who am I?
â˘What is (in)justice and how does it show up in my life?
â˘How do I perform justice?
Using these questions as our organizational framework, we scaffold performance actions in each section to engage participants in PJPâs core questions and build toward performance. The performance actions are laid out as facilitator guides, including step by step instructions for leading the action and supporting participants to name and perform their visions for justice.
Part Three, Producing a Performing Justice Project, considers many of the practical elements and steps we rely on to build and produce a PJP residency, script, and performance. We reflect on the roles and responsibilities of the leadership team, logistical frameworks for producing a public performance, and partnership development and maintenance. This part also offers sample session plans and program outlines that our team has piloted with multiple groups of youth, many of whom were incarcerated, in foster care, or attending under-resourced middle and high schools. We end this part of the book with a reflection on the practice of belonging and accountability, and the ways that that this necessary work requires a commitment to each other, imagination, and above all, action.
Woven throughout the three parts of this text are original essays that we call Doing Justice. These essays were written by PJP resident teaching artists and speak to their experiences of facilitating PJP residencies and address what it means to âdo justiceâ when working with youth participants. The authors of these essays employ autobiographical stories, reflection, and other research to frame their ideas and questions about what this work does, what it requires, and what it leaves behind. The essays dance with other parts of the book, offering insight into and questions about struggles with anti-racism and gender justice, facilitator identity, youth agency, healing, and respectability politics. The authors of these pieces have significantly shaped the PJP model, and the inclusion of their voices in these pages serve as a reminder that this work comes with tensions and questions and that it never happens in isolation.
As you move through this book, you may notice that we share only a few samples of script work, photographs, and stories from the PJP rehearsal room. With these select examples, we try to represent the energy, movement, and aesthetics of PJP. However, representing our work with youth often comes into conflict with institutional efforts to âprotectâ youth identity by restricting research with vulnerable populations and prohibiting the use of any identifying information about the youth participants in our writing. As a result, this book does not include our direct interviews or evaluations conducted with young people. Rather, as we share the PJP model, participantsâ voices are foregrounded through the small bits of performance material that were performed for larger publics, as well as animation, video, and audio recordings of participantsâ work and experiences in PJP. We encourage you to visit the PJP Gallery pages on our website for further visual and audio documentation of this work.1 The performances and stories that are included in this book and on our website are shared with written permission, represent our own experiences in PJP, and/or come from public performances.
Taken together, the three parts of this book invite you to devise original performance work that lifts up youth voices, inspires critical dialogues around identity and justice, and imagines and performs a more just society. As young people experience and witness racialized and gendered oppression in the US, Devising Critically Engaged Theatre with Youth: The Performing Justice Project offers a blueprintâa possibilityâfor creating original, critically engaged theatre with young people in a variety of contexts and settings.
There is not one way to move through this book. If you are interested in the contexts and theoretical framings underpinning PJP, we encourage you to begin by reading Part One first. If you are looking for facilitation strategies and a practical approach to devising, you might begin with Part Two, which explores how to devise with youth and includes our collection of PJP performance actions focused specifically on gender and racial justice. And if you are looking for how to build or produce critically engaged theatre with youth in your context, you might turn to Part Three and the Appendices, both of which address many of the logistical, administrative, and relational practices that help develop a community-engaged performance program and produce a public performance. Megan recommends reading this book from front to back, suggesting that readers will gain a sense of the larger contexts, theories, and content that shape PJP before getting into the details of devising of performance. Lynn prefers to move through this book with a bit more freedom, knowing that readers might begin with Part Two to understand how PJP works in practice before reading Parts One and Three in search of theories on social justice education, autobiographical devising, or samples of PJP script outlines. No matter how you use this book, we hope it will inspire you to do justiceâto support young people in critically engaged devising and to recognize the role that theatre and creative practices can and do play in imagining and performing justice.