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To be Presented Spring 2006
Grade: 9-12 Subject: Interdisciplinary and Multicultural: Including History (World War II), Reading, Writing, Technology, and the music and dance of the 1940’s, # Students Directly Impacted 130 PROJECT TITLE: Zoot Suits Then and Now Short summary: Students will study the turbulent period of American history when the Zoot Suit Riots broke out in L.A. in the summer of 1943 by reading the play, Zoot Suit by Luis Valdez. After reading the play, the students will re-write the story setting it in 2005-06. Two musical and dramatic productions will be presented before the school student body one set in 1940 and one set in 2006. Students will write a poem expressing their feelings regarding their clothes. A format presented by the DFW International Pablo Neruda Celebration will be used. Project Description: Self-expression can come at a great price. The outrageous clothes worn by Mexican and African American youths leads to discrimination today just as they did in 1943. Telling students is not as effective as having them experience and come up with the ideas on their own. Students will read the play Zoot Suit by Luis Valdez as well as newspaper accounts of the riots and the trial. We anticipate that the social injustice and the emotional impact of the true story will lead to important discussions on the significance of fashion then and now. After studying the play, students will then set the play in the present time. This will require analyzing the zoot suits of today. Two musical and dramatic presentations will be produced by the students one set in 1943 and one set in the present. A swing instructor will assist the dance students in creating the style and mood of the period. Students will also create their own choreography to the production set in 2006. Technical approach and innovative techniques: Brain Based Education and Cognitive Coaching are two of the principal approaches of the project. In brain based learning, emotions are interwoven into the subject matter to produce “deep felt meaning.” In cognitive coaching, the teacher assists students in discussion by asking open ended questions and through the process of active listening. Lecturing by the teacher is avoided. Protocols will be used to structure conversations allowing all students a voice in discussion. Goals and Objectives: Our high school is 89% Hispanic, 8% African American, 1% Anglo, 2% other with 52% considered at risk. When these young people enter the job market and travel outside of the barrio, they will need to be aware of cultural significance of clothes and manners. We want for the students to consider what they wear socially, to job interviews, and to work. The goal of the project is to get young men and women to think about the significance of their ordinary lives. This is the greatest challenge of art and of teaching. Effectiveness: We will know if we are successful by the quality of the discussions generated as a result of reading the play. What the students say, write, and create will be the indicator of our effectiveness. Also of importance will be how the group functions as a community. Of course, we will want to have a slick crowd pleasing presentation as well. Budget: Used books of the play will be purchased instead of new books. The choir, band, drama and dance students will take turns using the books. Several CD’s have been included for the band and choir to get into the style of the music of the period and for the dancers to practice. Sheet music for both band and choir will be purchased. In addition to the enclosed costs on the budget worksheet, the students will raise money to pay for postage, to rent approximately 16 zoot suits for the performance, and to pay for any additional dance instruction necessary.
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