CAT & CUNY Service Corps: the Partnership Continues

Congratulations to CUNY Service Corps. This is their second year providing work opportunities and experience for CUNY students, and CAT‘s second year of participating in the CUNY Service Corps participant training week launch. Last year we presented an original three-person production on 7 campuses, using 21 actors and 5 directors to inspire students at the beginning of their Service Corps training.

Mfoniso Udofia

Mfoniso Udofia

This year, we have been contracted to write an original one-act play to celebrate and inspire the participants at the end of their training, which will be held at the Tribeca Performing Arts Center at BMCC on Sept 5th; and our very own Mfoniso Udofia has been commissioned to write it.

The play, entitled Global. Service. Alliance., tells the story of an elite group of students tasked with bettering their community. This elite group overcomes personal and team-related obstacles to provide dynamic community service and remind us all that being a superhero is as simple as being truly human.

Mfoniso is a brilliant playwright and I have the honor of directing this production, so I was able to cast some brilliant actors to bring it to life: Priscilla Flores, Temesgen Tocruray, Eric Aviles, Eboni Witcher, Lynda Defuria and Anthony Roman.

"Global.Superhero.Alliance." rehearsal

Global.Superhero.Alliance. rehearsal. L-R: Priscilla Flores, Eboni Witcher, Lynda Defuria, Eric Aviles, Temesgen Tocruray

TPAC is a beautiful theatre holding nearly 1,000 people.  We will be presenting the production in the midst of the CSC culminating program, so while we are not sure of the exact time we will go on, it will definitely be between 10am and 12pm that morning.

CAT had five wonderful CUNY Service Corps students in our office last year, working on everything from marketing to adolescent literacy to HIV prevention, and we are excited to welcome this year’s group.  Congratulations to CUNY Service Corps on the completion of their successful first year and the beginning of their second! We aim to bring the CAT fire once again. Rooaarrrr!!!

Keith JohnstonKeith Johnston
Program Director
College and Adult Program

Growing Up in CAT (Kat edition)

Youth Theatre era Kat

Youth Theatre era Kat

At 35 years old I have spent half of my life as a member of the CAT family. The beginnings of which started with my combat boots roaming the halls of CAT’s NYU corridors of an office in the East Village as a CAT Youth Theatre member. Three years later I found myself no longer a minor with a curiosity about the impact of CAT’s work beyond the walls of the Youth Theatre. With the unwavering guidance and enthusiasm of Helen White & Chris Vine as directors of the CAT Youth Theatre and mentors, I have had the privilege of working with over 20,000 young people, from the Bronx to Staten Island, as a teaching artist for CAT. For 11 years my feet traveled the veins of the City to work with young people, teachers, and administrators to share my passion for using theatre as a tool for social and academic learning.

Kat as Actor/Teacher

Kat as Actor/Teacher

It has been 4 years since I have regularly turned off a 5am alarm, to spend 2 hours commuting to the beautiful faces of the young people of New

York. I miss it terribly. However, I have continued my tenure at CAT as an Associate Program Director and now as a Program Director. Although my new role doesn’t have the daily immediate satisfaction of being in a classroom, it is an opportunity for me to work with other practitioners in building and expanding this work. It has been 15 years since my membership to the Youth Theatre and I still continue to draw upon the subtle and graceful intentionality of the Helen and Chris’s choices and actions in directing the Youth Theatre. Their teaching and training of other folks enveloped my learning for nearly 2 decades. Every aspect of my experience as a CAT Youth Theatre member

Kat as Associate Program Director

Kat as Associate Program Director

prepared me for my work as a teaching artist, activist, artist, friend, and human being. There is electricity in my spine that incites me to ask questions and to think critically*.

To add to a quote that has been traveling the depths of the internet that reads, “What if the cure for cancer is trapped inside the mind of someone who can’t afford an education?” Well, “what if theatre as a tool for learning is one of the keys to freeing that cure?”

*Critical thinking, in my case, was not a natural and instinctual action to take. I was raised to accept my circumstance, get by, and avoid eye-raising activity. Critical action is a privilege that individuals trying to survive on a daily basis do not have easy access to.

Katherine Chua Almirañez
Program Director
Adolescent Literacy Initiative

CTEA TAP’s 2nd Annual Success

CTEA-TAP1The High School for Construction, Trade, Engineering and Architecture (CTEA) in Ozone Park, Queens set the stage ablaze with their sophomore show, What Goes Up Must Come Down, on May 30, 2014. The show was a 45 minute piece entirely devised by the ensemble of fourteen high school students and directed by CAT’s own Keith Johnston. Brenda Glasse, the school’s College and Career Administrator is the Theater Arts Program (TAP) coordinator/advisor.

CTEA TAP Cast and Crew

2014 CTEA TAP Cast (with Brenda Glasse (CTEA) and Keith Johston (CAT) on the left)

The topics in What Goes Up spanned adolescence: love, body image, unhealthy substances, suicide, and a teen’s perspective on the world. The opening monologue, written by Allison, brilliantly foreshadowed the entire production as the ensemble brilliantly mimed all the parts of the whole. In the process, the audience of peers, school staff and family, got a glimpse of the teen “world,” “despair,” and “independence.” By the first humorous scene, the audience had already been chewing on some heavy themes. Over all, the play lived up to its title, bringing the audience to comedic heights while also sobering the room with introspective drama There were fifteen scenes in total, addressing everything from bulimia, alcoholism, mental illness and suicide to a commercial for “Zombie-Away” and a hilarious ‘be careful what you wish for’ scene; and, at the finale, the audience gave uproarious applause.

TAP 2013 Alumni

2013 CTEA TAP Alumni

The cast was a healthy mix of veterans from last year and this year’s newcomers, a host of freshman were also in tow and an even number of male and female students this year! At the curtain call, the support of several TAP alumni came on stage to applaud this year’s ensemble. Ms. Glasse then awarded each member with a What Goes Up t-shirt for a job well done. The evening was complimented with a large visual arts display presented in the lobby to accompany the show.

I was able to assist Keith with the show and, during the devising/rehearsal time, I saw these kids develop their voices and gain indestructible confidence. It was evident that the passion they displayed onstage will definitely transfer to whatever they do next. It reminded me how crucial these programs are to youth and community development.

CTEA TAP was created last year by Ms. Glasse and Mr. Johnston in and attempt to deepen the students’ artistic experience within their specialized program. For the past two years, HSCTEA has received arts programming support from the Matisse Foundation, under which the school has engaged CAT to facilitate the theatre component. (On a side note, at least one of last year’s TAP students is now a member of the CAT Youth Theatre!)

Here’s to another successful year!

Jerron-Herman-CAP

Jerron Herman
Administrative Assistant
Actor-Teacher Swing
College/Adult Program
CUNY Creative Arts Team

24 countries in one room

CAT & the Department of State International Visitor Leadership Program: Promoting Social Change Through the Arts

CAT & the Department of State International Visitor Leadership Program: Promoting Social Change Through the Arts

After being lost on the Avenue of the Americas (6th Ave.) for more than 20 minutes, 27 international artists and activists with a commitment to using art for social justice, walked into the Creative Arts Team with bright smiles and shining spirits. Some of the countries represented were South Africa, Nigeria, Cameroon, Mexico, China, Korea, Jordan, Poland, Latvia, India, Pakistan, Dili Timor Leste and the Philippines. To say the least, there was a whole lot of culture and flavor in the room. To say more…there was an amazing amount of experience, creative talent and social consciousness in one room.

A tableau depicting "Unity" resulted in a 24-Country group hug

A tableau depicting “Unity” resulted in a 24-Country group hug

I am so grateful to participate with such a diverse group of artists and activists. I learned that even though we come from diverse cultures and cultural experiences, we were in solidarity to combat oppression in all its many forms by using art and creating relationships with people in the local and greater communities.

We wasted no time. The first question asked of us to stimulate dialogue was: “if there were one problem you could fix in the world, what would it be?”  One person I spoke with said, “To unify North and South Korea.” Others included: “sexual slavery,” “greed,” “the on going war between Pakistan and India,” and from several pairs: “education.”  My personal response was genocide. The common theme between these answers is that, where people are purposefully separated from one another, for whatever reasons, there is violence. Here we were, complete strangers from different cultural backgrounds having dialogue about are passions and why we feel it necessary to fix theses atrocities through art and activism. We were already solving theses problems of separation and war by connecting with one another while discovering our commonalities and sharing our different cultural experiences.

This all happened within the first 15 minutes of our 3-hour session together.

Lively discussions about early learning, adolescent literacy, teen sexual health, and social issues for young adults

Lively discussions about early learning, adolescent literacy, teen sexual health, and social issues for young adults

You are going to have to imagine what happened for the rest of those three hours because I am about to end this blog entry. What I will tell you is… it was an amazing experience to create relationships and explore social issues through the process of participatory drama activities. I am so blessed to gain and hear critical perspectives from the most diverse cultural group I have ever been a part of, and excited for my next opportunity to be part of another diverse group. I invite you to join us and represent your country and cultural roots. Bless up-8+

Andre DimapilisAndre DiMapilis
Actor/Teacher
Early Learning Program
Adolescent Literacy Program
Graduate, CUNY SPS M.A. in Applied Theatre

Gratitude and Immersive Learning in Briarwood, Queens.

kmf221:

Sharing a post by CAT Youth Theatre & MA in Applied Theatre alum, Michael Gargan Curtin, who has been working as an actor/teacher with CAT on and off for years – this time, as an elf. :-)

Originally posted on Culture Faerie:

ThankYouCard.BryarwoodShamilia McBean and I closed out our 12-week drama residency with first and second graders in Briarwood, Queens the Friday before last. The residency confirmed for me the effectiveness of using drama as a means of learning. Sham and I were there as Teaching Artists for the Creative Arts Team to support literacy using drama and role-play. Many times throughout the residency, the students, in role, were motivated by the story (which they drive forward) to use their reading, writing, speaking, and listening skills, as well as provide important critique.

For the final session, we were joined by parents and siblings of the students to celebrate and to bring the story in the drama to a close. By now the students were well accustomed to stepping into their alternate personas as Fix-it Elves and traveling to the Land of Letters, and they were happy to show off their imaginary outfits…

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Growing Up In CAT: Parent Edition

The CAT family prepares to welcome the newest member...

The CAT family prepares to welcome Laz…

When I lay down at night with my almost-6-year-old son Lazarus, I read to him, making sure to infuse each story with life. I give each character a distinct voice and add physicality to each line of dialogue. Sometimes we infer what will happen next by looking at the pictures. When bullying emerges as a theme, we identify where it is happening and what the reasons behind it might be. Sometimes we imagine the back-stories and create possible alternative endings. And yes – you’d best believe – open-ended questions are posed throughout because, more often than not, my son comes up with better answers and possibilities that neither I nor the author could have ever imagined.

I thank my parents first and foremost for planting the seeds that inspire the interactive and liberatory learning that takes place with Lazarus. My parents grew up as children of the 50s and 60s in Hell’s Kitchen, New York City, where children were rarely, if ever, asked what they thought or how they felt. Neither graduated college but both organically, instinctually, and brilliantly infused participant-centered strategies and practices into my education and social-emotional development. Note to academia, you have nothing on my mom and dad.

Lazarus participated in many office meetings...

Lazarus participated in many office meetings…

While my parents laid the roots for the learning that takes place with Lazarus, my 9 years working with The CUNY Creative Arts Team has helped me to grow into the best thinker, educator, and mother that I could possibly be. In spite of my behind-the-scenes role as Director of Operations, I have had countless opportunities to experience the brilliant work that takes place both within our office and out in the field.

Getting some CAT love at the company picnic

Getting some CAT love at the company picnic

I have watched little children light up when Program Directors and Teaching Artists have brought a book to life with the aid of a simple costume or prop. I have witnessed the shyest child in a classroom replace one of the Teaching Artist at the height of a dramatic scene, and masterfully encourage the remaining Teaching Artist (in role) to make more informed and healthier decisions. I have watched Teaching Artists develop workshops in which parents are sensitively encouraged to push the theme of Bullying inwards; to identify where they may have been bullied as a child or adult, and when they may have been the aggressor in their role as parent. I have been fortunate to be exposed to the Common Core standards when they first emerged and actively engaged in workshops and activities developed by CAT Program Directors that have helped me navigate Common Core in my own child’s education. I have watched young college students in our adolescent sexual health peer education program tackle some of the hardest, most provocative and important conversations both with their peers and adults.

I have witnessed all of this and have walked away with a tool-kit – or, rather, a grab bag – of strategies, techniques, materials and resources that I weave into my parenting each day. I couldn’t figure out a way to express my gratitude to each of the talented, bright, and loving individuals I am blessed to work with at the Creative Arts Team but hopefully this writing will serve as a small token of my appreciation.

 

Rachel & Laz

Rachel Castillo
Mother of Lazarus
Director of Operations

How Does This Work?  (A CAP Story)

Every Friday, Eboni Witcher, Eric Aviles, Priscilla Flores, and I run around a room of high school seniors yelling “How does this work?” We’re talking about the college admissions process, but we could also be talking about the College/Adult Program’s (CAP) process of engagement and learning.

CAP facilitates several contracts: Department of Corrections/Rikers Island (Skills for Life), STAR/ESI (Science, Technology and Research Early College High School/Expanded Success Initiative) 9th and 10th grade, At Home in College (College Access/Readiness), CTEA/TAP (High School of Construction Trades, Engineering and Architecture/Theater Arts Program), Homes for the Homeless (Supporting Success), Black Male Initiative (Supporting Success/Retention/Work Readiness)—which services practically every CUNY campus—and year round SVP (School Violence Prevention) Parent Workshops. What a mouthful. In each contract we are focused on the transition to and the complexity of adulthood. CAP cares about that spark, the “why”, behind higher education. We challenge other adults to critically think about their access and their spark. How does CAP work? It’s all in the drama.

CAT's CAP Team: L-R: Priscilla Flores (Senior A/T), Keith Johnston (Program Director), Jerron Herman (Administrative Assistant, A/T), Eric Aviles (A/T), Eboni Witcher (A/T)

CAT’s CAP Team: L-R: Priscilla Flores (Senior A/T), Keith Johnston (Program Director), Jerron Herman (Administrative Assistant, A/T), Eric Aviles (A/T), Eboni Witcher (A/T)

The other actor-teachers (A/T) and I search our population for lines and characterizations; they are our script. Take our contract with Rikers Island, for example: five facilities and hundreds of stories. When we first begin a residency we will portray an ex-con dealing with readjustment, but over time we’ll start to develop scenes based on what we’ve actually seen. Senior A/T Priscilla and I were facilitating a workshop at one of the juvenile detention centers and were deep in a conversation about “the Box,” a solitary confinement hold for inmate infractions. Instead of explaining the inner workings of it though, we had a few of the incarcerated students simulate “Box” life. The result was three distinct portrayals of inmate/correction officer relations. The students portrayed COs and themselves with such reality and truth. They even included a percussive beat, an understood signal, which all inmates know to mean “I’m restless.” The discussion afterward was deepened by these concrete scenarios. How does Rikers work? Co-intentionally.

Whether we service the Black Male Initiative programs throughout the CUNY campuses, or finalize a residency with STAR High School, CAP’s presence is set up to affect student and facilitator alike. When the CAP team devises a drama, we leave a bit of room for the unexpected; we learn just as much as they do. Our work is about helping to identify social and personal skills which contribute to strong academic success. Those soft skills can’t always be charted, so we prep and devise for those sparks of understanding. We know we’re effective when we ask the question—How does this work?

Jerron-Herman-CAP

Jerron Herman
Administrative Assistant
Actor-Teacher Swing
College/Adult Program