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Harter, et al. (2007)
1
Transcript
Participatory Performances & Social Reform (Harter, 2007)
Taru Fever
The Bihar State
Theoretical Framework
Description of the Participants and Performances
- Description of the participants
- Ranged from 9-27 years of age
- Exercises for building more skills
- Workshops were facilitated over a 3-day period
- Intended goals of the workshop
Theoretical and Practical Implications of Our
Communication Implications
- In 2003, Taru, an entertainment-education radio broadcast was created to initiate social and political reform.
- Four of the poorest villages in the Muzzaffarpur and Vaishali districts participated.
- Many problems with these villages:
- Illiteracy
- Inequality
- Children not immunized
- Theater of the Oppressed
- Freire and Boal’s beliefs and objectives (consientizacao)
- International movement
- Uses theater as a vehicle
- Boal created a numerous amount of exercises
- Pre-broadcast performances were made to create popularity before Taru was broadcasted
- Radios were given to those who correctly answered quiz questions after the performances
- Listening groups were created among the winners
- Analyzed social themes in Taru and related it to their own lives
- Positive impact
- Adult literacy programs for women
- Schools for underprivileged children
- Narrative theorizing
- Participatory theater
- Social networks
- Multilayered entertainment
Lessons Learned About Communication Activism
Discussion Questions
- What was the overall purpose and outcome of the Taru Folk Performance Theater workshop intervention?
- What was the importance of encouraging women to relax in their bodies during performances and use their bodies for expressions?
- What were the lessons learned and important takeaways for the villagers after this intervention project?
- Respecting local traditions while challenging some of those customs
- Time and logistical constraints
- Historical and culture-bound nature of communication activism
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