Chicago Girl Talk Curriculum (Volume 1): Film, Resistance, Art with Incarcerated Young Women by Project Nia

GIRL TALK Curriculum: Film, Art & Resistance with Young Women in Detention

Edited by Bunmi Akinnusotu, Laura Cortez, Jessica Estrada, Tasasha Henderson, Ashley Howard, Mariame Kaba, deana lewis, Caryn Moore, & Laurie Schaffner Design and layout by Caitlin Seidler

Table of Contents Section One: Introduction Preface: What is GIRL TALK?......................................................2 GIRL TALK Values.......................................................................7 Suggestions for Facilitators..........................................................8

Section Two: Curriculum Session One: Akeelah and the Bee................................................10 Session Two: Real Women Have Curves.......................................14 Session Three: Whale Rider..........................................................18 Session Four: The Sisterhood of the Traveling Pants..................23 Session Five: Ruby Bridges...........................................................27 Session Six: Quinceañera..............................................................31 Session Seven: Crooklyn...............................................................36 Session Eight: Eve’s Bayou...........................................................40

Section Three: Appendix Program Participant Evaluation Form........................................46 Suggested Empowering Music......................................................47 Acknowledgements........................................................................48 Resources about Incarcerated Youth............................................49

Section I: Introduction

What is GIRL TALK? GIRL TALK is a project designed for young women in detention facilities. It consists of revolving, replicable curriculum of film and art projects that can be offered to young women in secure facilities across the nation. The unique aspect of GIRL TALK is its focus on an anti-oppression framework for addressing the issues faced by young women in conflict with the law. GIRL TALK provides an opportunity for young women to explore ideas about anti-racism, homophobia, and provide social— not simply individual—understandings of challenges young women face growing up in the U.S. today.

Girl Talk Curriculum Guide 2

GIRL TALK Statement Locking up girls is not gender-responsive. Yet, we cannot abandon incarcerated young women.

Introduction Every night, between 25 to 50 girls lay their heads on pillows in 7.5 by 14.5 foot cells at the Cook County Juvenile Temporary Detention Center (JTDC). Many of the young women have prior histories of sexual and physical abuse (Bloom et al 2003); a majority suffer clinical depression (Obeidallah and Earls 1999); many come from lowor no-income families and are disproportionately from racial minority groups (Moore and Padavic 2010); many transgress gender identity norms and are punished for it (Dang 1997); some are battling habits of self-medication; and many are under-educated. These are the young people that society has left behind and wants to erase from our consciousness. The most important thing that advocates can do is to insist that young women in conflict with the law be made visible and that their voices be heard. Across the United States, girls are the fastest growing youth incarceration population. Due to an over-reliance on the criminalization of social problems in the last two decades leading up to the twenty-first century, arrests soared to almost threequarters of a million and resulted in a massive rise in detention rates as well. By 2009, girls comprised 30 percent of all juvenile arrests. Many observers suggest that youth behavior has not changed during this period; it is society’s response to such behavior that has changed. Regardless, the result of our punishing culture is that thousands of young women are shuffled through police stations, detention facilities and probation departments across the nation annually. Until the 1980s, because the vast majority of arrests and detainees were boys, little attention was paid to young women deprived of their liberty. In the 1990s, policymakers, criminal legal system stakeholders, and advocates began to press for what they termed “gender-responsive” or “gender-specific” programming to address some of the unique needs of girls in the system. Later the concept of “gender-responsive” programming was expanded to address the needs of LGBTQ youth in the system and of young men (who were also acknowledged to have gender identities).

A Very Short Overview of Juvenile Gender-Responsive Efforts in Chicago Until the advent of advocacy for a particular anti-prison, pro-peace, multicultural feminist, anti-racist, restorative justice policy approach, the majority of groups who visited juvenile detention facilities (and still do) included evangelical church groups and public health specialists. These groups lecture to detained young women about

Girl Talk Curriculum Guide 3

4 Girl Talk Curriculum Guide sexually transmitted diseases, etiquette, and pregnancy prevention, ignoring the complex issues and circumstances in the young women’s lives. Our project—GIRL TALK—was originally founded in 1993 as a weekly program for girls ages 12–17, locked up at the Cook County Juvenile Temporary Detention Center in Chicago. It was led in its final years by the amazing energy and beautiful spirit of, Wenona Thompson, now deceased. Incarcerated herself as a young woman at the JTDC, Wenona provided first-hand knowledge of life in the JTDC as well as the ability to relate to the girls. GIRL TALK disbanded as an organization in 2005. In 2010, after conversations with staff at the JTDC, a group of us decided to re-launch GIRL TALK as a film screening and art-making program based on work that had been done by Laurie Schaffner and University of Illinois at Chicago students in the summers of 2006 and 2007 at the detention facility. Currently GIRL TALK consists of bi-weekly film screenings accompanied by an art project on Saturday afternoons in the Cook County JTDC. The films we have selected feature a young woman protagonist who faces challenges, learns new things about life, and ultimately triumphs. After the films conclude, the incarcerated girls and GIRL TALK Facilitators work together in small groups to discuss the themes in the movies and work on related art projects. We seek to continually improve the project as we deepen and expand the curriculum.

Key Tenets of Our Work Challenging the Popular Construction of Girls in Conflict With the Law Concern about girls’ aggression and violence has never been higher, due, in part, to the general public’s perceptions that girls’ violence is increasing at a remarkable rate. The media has played a central role in this perception, not only showcasing girls’ violence, but also providing the public with various “explanations” for this perplexing “new” bad girl or “mean” girl phenomenon. Caricatures produced by the corporate media and Hollywood films such as the unwed pregnant teenager, the welfare cheat, the uncaring, crack-addicted mother, the teen girl in need of an abortion, the helpless rape victim, and the abducted innocent trafficked girlchild stimulate civic discourse and outrage. Yet the actual realities, experiences, and opinions of girls in trouble with the law from low-income urban communities are often underrepresented and misrepresented in public policy, academic research, as well as the media. It is the central mission of GIRL TALK to challenge popular mainstream depictions of girls in trouble with the law by insisting that the young women themselves are allowed opportunities to narrate their own experiences in their own voices. It is NOT “gender-responsive” to incarcerate girls GIRL TALK believes that it is impossible to provide “gender-responsive” services and programming within an inherently oppressive system that exerts brutal social control over its charges. What we know for sure is that any contact with the juvenile

Girl Talk Curriculum Guide 5 legal system is bad for girls. We also take issue with typical “gender-responsive” programs that intend to redirect adolescent young women’s socialization processes towards mainstream dominant norms for femininity and conformity. The underlying position of the GIRL TALK curricula is to honor young women and their abilities to grow into strong adults with self-love and purpose. GIRL TALK believes that locating the social problem of girls in conflict with the law as individual “poor choices” that girls make, misses the underlying social forces such as homophobia, violence, racism, sexism, and poverty in which young women live. Gender-specific intervention policies are not necessarily feminist, anti-racist, restorative or critical of the status quo. This is where GIRL TALK enters the policy debates over “what is gender-responsive policy and is it good for girls?” Some genderfocused programs fail to address the obvious racial disparity between those on the inside and those on the outside, as well as neglect to notice the violence that poverty inflicts in the lives of incarcerated girls. In so doing they miss the opportunity to provide places where young women can articulate their own truths and to find inspiring solutions to the very real challenges faced by young women who come to the attention of juvenile legal authorities. Although “gender-specific policy” and “culturally appropriate” approaches to working with youth who have transgressed laws have become buzzwords in official juvenile legal system literatures, very little mention is ever made in juvenile detention facility practice and procedural manuals that pertain specifically to girls’ unique challenges and strengths. Often the only place where girls are mentioned is in outlining specific nutrition needs for those who are pregnant or lactating. Furthermore, criminologists and juvenile delinquency literature authors focus on the individual offender and his/ her (in)ability to make positive choices. Deploying a critical multicultural feminist model to understand youth in trouble broadens our perspective towards seeing youth as being in crisis, rather than youth being the crisis. Thus, our unit of analysis focuses on the juvenile legal system itself, and its punitive approach towards the dire situations in which children find themselves. This shift towards a social justice approach—as opposed to an individual rational choice approach—provides theoretical and analytic room to deepen our understanding of the ways in which unmet social, cultural, educational, economic, physical, mental, and emotional needs of girl children may be linked to later court-involvement. “We Don’t Want to Make Jails Nicer Places to Cage Young Women”: The Paradox of Doing Work in Detention Facilities Many of us (though not all) who are part of the GIRL TALK leadership team are prison abolitionists. We believe that supporting the prison-industrial complex is not the solution to street-level poverty and suffering. We recognize that a dual trend developed in the late 1990s that raised special public concern: a simultaneous rise in arrests of girls for violent crimes such as aggravated assault in tandem with girls coming to the attention of authorities with severe, chronic, and acute psychological and physical health care needs. Close to 100 percent of young women who come to the attention of legal authorities arrive with unhealed harm from having suffered sex-

6 Girl Talk Curriculum Guide ual, physical, and emotional abuse (Acoca and Dedel 1998; Alder and Worral 2004). The unique unmet health needs of girls being processed in juvenile corrections has emerged as a national crisis (Bloom et al 2002; Teplin et al 2006; Cauffman et al. 2004). For example, of the 1,300 juvenile detention facilities in the nation, only 37 were accredited by the National Commission on Correctional Health Care (Bell 2003). While GIRL TALK is not designed to directly address this particular crisis among young women who are court-involved, we firmly believe that punishing them by locking them away in secure detention is exactly the wrong method to address the wrongheaded thinking of defunding schools, abandoning a welfare state, and adopting a permanent war economy that derails public funding for services for taxpaying families. The juvenile court system has inherited the results of failed educational, housing, health, economic, and other public systems and is ill-equipped to handle them. As we grow, GIRL TALK is committed to providing girl-positive places where, at minimum, these truths can be acknowledged. However, we remain conflicted by the fact that we are not interested in making jail a “nicer” place for girls to reside.

GIRL TALK Values The GIRL TALK curriculum consists of an 8-week film and art project with the young women in the Cook County Juvenile Detention Center. This program is fostered in a spirit of peace and justice. It is inspired by the founders of the very first juvenile court in the United States, Jane Addams and others, with the idea in mind to provide girls with the opportunity to: Feel

a sense of community with other girls and women;

Develop

their self-awareness, confidence, and leadership skills;

Express

their concerns and receive information about available options in their communities;

Question Craft

societal norms and values regarding young women; and

positive images of themselves.

With these goals in mind, there are certain values that GIRL TALK would like to uphold: Education—Each GIRL TALK Facilitator and young woman participant is respected as both a teacher and a learner. The young women participating are seen as the experts of their own lives who will develop their own solutions to problems as they define them, not as passive participants needing to be “saved” by GIRL TALK Facilitators.

Popular

Anti-Racism/Sexism/Classism/Ageism/Heteronormism/Ableism—GIRL

TALK does not support oppression. GIRL TALK’s curriculum is infused with ideology that recognizes the inherent dignity and equality of every person. No one is considered superior or inferior to others because of race, sex, economic class, age, sexuality, or physical or mental characteristics.

Girl Talk Curriculum Guide 7

Suggestions for Facilitators The goals of facilitation are: To

create a forum for group discussion To educate To articulate and respond to the questions and concerns of group members To clarify and address issues

Facilitating Behaviors Clarifying

Interpreting, clarifying misunderstandings, defining terms

“Tell us what you meant when you said that it was oppressive. We may not all have the same definition of oppressive.” Encouraging Being warm, friendly, responsive, respectful Evaluating

“We’re all learners in this process.” Asking questions that encourage group members to examine an issue from a different perspective.

“How does that comment relate to the way others in the room might feel in a similar situation?” Gatekeeping Managing time and group participation Giving

“Let’s hear from some of the people who haven’t said much today…” Offering facts or personal experiences to clarify a point

Initiating

“That is a relevant observation. In fact, that very thing happened at…” Suggesting new ideas, definitions, approaches

Orienting

“Perhaps if we looked at the issue this way…” Bringing the group back to task

Resolving Conflicts Seeking

“That’s an interesting point. Perhaps we can discuss it further later or during a break because now we really need to get back to what we started.” Conciliating differences, cooperative problem solving “Even though you feel that way, Jason, can you understand what Tina is saying?” Asking for clarification, suggestions, more information

“What has your experience been?” Summarizing Pulling it all together, restating points “What I think I hear you saying is…” and “Let’s review what we just discussed…” From Kaba, 2010, Something is Wrong: Exploring the Roots of Youth Violence curriculum Girl Talk Curriculum Guide 8

Section II: Curriculum

10 Girl Talk Curriculum Guide

 Akeelah and the Bee Film details: 2006, 112 minutes, Color, English, USA, Drama, Rated PG. Directed and written by Doug Atchison, featuring Angela Bassett, Laurence Fishburne, and Keke Palmer. Synopsis: Akeelah is an 11-year-old African American girl living in Los Angeles with her mother, brother, sister, and sister’s baby. A student at Crenshaw High School, Akeelah uses her love of words and awesome spelling skills to compete with youth from across the nation in spelling bees. Themes and Key Words: • Power of words • How words can help us overcome challenges • How words can help express our feelings, joys, loves, and fears • Difficulty of dealing with death in the family

Art Project Suggested: Young women make posters using scrabble letters to honor the importance of letters and words in their lives. They may make poems, choose phrases and words, or arrange the letters in any way they like. Objective: Participants will recognize the power of their words and that speaking out is important, whether through talking, poetry, spoken word, written word, or singing. Materials Needed: Poster board; Markers; Glue sticks; Pre-cut scrabble letters

Session Day Setup: Arrive

at the facility as a group at least one hour early to set up.

Organize

Facilitators into a girl-positive mode.

Girl Talk Curriculum Guide 11 Test Set

DVD player for view and sound.

up the chairs for film screening.

Put

out all of the art materials on tables in the area where the creative activity will take place.

Prepare

snacks for easy distribution before film.

Play

positive, uplift music on a separate “boom-box” as girls enter room (see Appendix for song suggestions).

Introduction: Facilitators

greet the girls as they come in to the room.

−− Smile! Say Hello! Set a friendly tone. Introduction

of program

−− Facilitator or LT Member: Hi everyone! We are from GIRL TALK and we’d like to welcome you to our program. We’ll be coming in every other Saturday and doing things like watching movies and making and doing art. We’ll also do other kinds of workshops you might like, and to just talk about whatever ideas, thoughts, or feelings you had about the film, or whatever is on your mind today. We are very happy to be here and we hope that you’ll have fun with us. Introduction

of Facilitators

−− Each Facilitator should say her first name. −− After everyone says her name, 2–4 Facilitators do the icebreaker “Two Truths and a Lie”: Facilitators say 2 truths about themselves and 1 lie. The young women will try to guess which statement is the lie. Common

Program Rules

−− Facilitator: GIRL TALK is a community program for young women by young women. We are an anti-racist, anti-homophobia, girl-positive group. To ensure that we keep our space positive and supportive, we would like to set up some rules that we will all discuss and agree to follow. −− The Facilitators introduce some ground rules for the session and elicit other rules from the participants that they would like to establish. Important rules to embrace might include Artwork, Respect

statements, or behavior should not advocate cruelty or violence.

each other.

−− Discuss with the young women and agree upon program rules. Film Presentation: Introduction

of film

12 Girl Talk Curriculum Guide −− Facilitator: This film is about a young woman who is struggling with the death of her father. She is an extremely smart girl who is having difficulties in her school because of the ways the school stops her from her expressing herself fully. Akeelah’s love for words and spelling is finally recognized by someone in the school who tries to understand her and her needs. As Akeelah works to become the best speller in California, she has to overcome barriers and find trust in the new relationships she has made. Key

terms and concepts

−− Faciltator: Just to familiarize us with the setting of the movie and some words and concepts that appear, I have a list of terms that should be helpful. Bee:

Akeelah refers to the “bee” a lot throughout the movie. She is referring to a spelling bee which is a competitive spelling contest.

California:

Akeelah’s home is in South Los Angeles, California. LA is similar to Chicago in that it is made up of many different neighborhoods. You might have heard of Watts, Hollywood, Bel Air,etc.

Distribution

of juice and snacks.

−− Girls and Facilitators will go up row by row. −− Participants are permitted to talk among themselves during the movie. Some

Facilitators can collect trash from snacks, as other Facilitators help girls settle down at tables for art project.

Art Project: Start

music again.

Introduction

of art project

−− Facilitator: In the movie, Akeelah used words to express her love, her pain, her happiness and sadness. Today we will do the same by creating posters with words that make us feel happy, strong, beautiful, or empowered, or with phrases we would like to express. We’ll have approximately 1 hour and 15 minutes to do the project. At the end, with your permission, we would like to hang the posters on the walls, or put them on the floor in a circle, or put them around the room so that we can all walk around to look at the wonderful work you have done. As

Girl Talk Curriculum Guide 13 −− What did you think about Akeelah’s relationship with her brother? With her mother? Facilitators

try to be creative with the participants’ response and use them to assist the youth with the art project. Talk with young women about the power of words and how much speaking out matters, in any way—through poetry, letters, even singing songs. −− Youth can choose to write instead—or in addition to—making a poster.

Closing: Begin

Facilitator:

We are giving you an evaluation about today’s projects so that we can hear from you. We need your opinions and ideas. Your impressions are very important to us. Please fill out this form being handed to you. We will collect the forms and pencils when you are finished evaluating us and the program. When you are done with the form and a Facilitator has your form and pencil, go ahead and start forming a circle around the art. −− Facilitators: gather and count CAREFULLY the pencils and evaluations!!

Circle

closing: Form a circle around the art, and as a closing ceremony, invite participants to say one word or phrase that captures what she liked or what she will take with her from this program. Begin with a Facilitator as a model and to break the ice and then invite the young women to speak. −− If a young women wants to start, GREAT! −− If a young women does not want to speak, GREAT!

Make

staff!

Girls All

sure that the Leadership Team member(s) thank the girls, Facilitators, and depart.

Facilitators cleanup.

14 Girl Talk Curriculum Guide

 Real Women Have Curves Film details: 2002, 90 minutes, Color, English, USA, Drama, Rated PG-13. Directed by Patricia Cardoso, written by George LaVoo and Josefina Lopez, featuring America Ferrera, Lupe Ontiveras, Ingrid Oliu, George Lopez, Brian Sites. Synopsis: Ana is an 18 year old who lives in East LA and learning about her different identities as daughter, girlfriend, worker, student. She has to make key decisions as she disagrees with her mother over attending college vs. working in the family’s struggling garment factory. While she makes clothing for large-sized women, she discovers that real women “take chances, have flaws, and, above all, curves!” (from the DVD descriptions). Themes and Key Words: • Choice • Self-empowerment, Self-assuredness • Beauty Standards • Labor Issues, Class Issues

Art Project Suggested: Create collages that show images of different kinds of work women do, OR create collages and Public Service Announcements (PSAs) that show the variety of beauty that girls have, OR create labor protest posters Objective: Give young women an opportunity to think about what opportunities they have and the ways in which they can achieve those goals. Show that overcoming barriers is extremely difficult, but they can find support in many different places. OR Young women will think about what “real beauty” is and challenge some dominant mainstream norms of beauty such as having to look like a movie star to be beautiful. OR Participants will give some thought to different kinds of jobs and work that may be available to them. Materials Needed: Poster boards; Markers; Magazine cut outs; Glitter; Glue; Video recorder/laptop with a camera, CDs or iPods with empowering music.

Girl Talk Curriculum Guide 15

Session Day Setup: Arrive

at the facility as a group at least one hour early to set up.

Organize Test Set

Facilitators into a girl-positive mode.

DVD player for view and sound.

up the chairs for film screening.

Put

out all of the art materials on tables in the area where the creative activity will take place.

Prepare

snacks for easy distribution before film.

Play

positive, uplift music on a separate “boom-box” as girls enter room (see Appendix for song suggestions).

Introduction: Facilitators

greet the girls as they come in to the room.

−− Smile! Say Hello! Set a friendly tone. Introduction

of program

of Facilitators

Program Rules

statements, or behavior should not advocate cruelty or violence.

each other.

−− Discuss with the young women and agree upon program rules.

16 Girl Talk Curriculum Guide Film Presentation: Introduction

of movie

−− Facilitator: Real Women Have Curves is about a young woman who is graduating from high school and feels as though she has to stay at home to take of her mother and work in her sister’s shop although she does not want to. She is a very smart woman and would like to go to college, but money and family barriers seem to prevent her from pursuing that dream. In the movie, Ana not only struggles with realizing her own dreams, but also learning to love the body that she is in. Her struggles are similar to our own. Key

terms and concepts

−− Facilitator: Ana lives in East Los Angeles which is a predominately Hispanic/ Latino area. The stereotype of Los Angeles in general is that the people there are very superficial and concerned with a particular type of look: skinny, blonde, White. Ana struggles with this because she does not fit into these categories and she doesn’t realize yet that she doesn’t have to fit into these categories to be beautiful. As we watch the movie, think about all of the different ways people—women AND men—can be beautiful. Beauty is more than just one person’s definition. Distribution

of juice and snacks.

−− Girls and Facilitators will go up row by row. −− Participants are permitted to talk among themselves during the movie. Some

Facilitators can collect garbage from snacks as other Facilitators help girls settle down at tables for art project.

Art Project: Start

music again.

Introduction

of art project

−− Facilitator: In this film, an 18 year old Latina named Ana tries to figure out whether she can listen to her boyfriend and her teacher and go to college, or if she must stay home and work in the family’s garment factory and help out her sister, mother, and aunts. We thought you might like to make collages about some of the themes from the film, such as different kinds of work women can do, or different ways that women are “beautiful.” As

Girl Talk Curriculum Guide 17 −− What would you have done if you were in her situation? −− Do you think Ana should have gone to college or stayed and helped her mom? −− What other alternatives might there be—like going to a community college part time? −− Ana also had a conflict with her mother about her weight. Ana felt self-conscious about her weight when she began her relationship. What are some ways that we can redefine attractiveness to include all types of beauty? −− What would you want the world to know about real beauty? Facilitator

uses the participants’ response to assist the youth with the art project. Talk with young women about choices that are difficult to make, or about how women have all different sizes and shapes and ways of being “beautiful” besides being skinny and size One. −− Youth can choose to write instead of—or in addition to—doing a collage or poster. −− Youth can take on the role of Director, Editor, Camera-woman, PSA Host, Singer, Rapper, Poet while making their own PSA

Closing: Begin

to wind down about 20–30 minutes before program ending time. (Facilitators—stay on top of the time!) −− Some Facilitators will distribute program evaluations and count out pencils. −− Other Facilitators will arrange the art for the gallery walk or ending circle. −− Facilitator: We are giving you an evaluation about today’s projects so that we can hear from you. We need your opinions and ideas. Your impressions are very important to us. Please fill out this form being handed to you. We will collect the forms and pencils when you are finished evaluating us and the program. When you are done with the form and a Facilitator has your form and pencil, go ahead and start forming a circle around the art. −− Facilitators: gather and count CAREFULLY the pencils and evaluations!!

Circle

Make

staff!

Girls All

sure that the Leadership Team member(s) thank the girls, Facilitators, and depart.

Facilitators cleanup.

18 Girl Talk Curriculum Guide

 Whale Rider Film details: 2002, 101 minutes, Color, English, New Zealand, Drama, Rated PG-13. Directed by Niki Caro, featuring Keisha Castle Hughes. Synopsis: The Whangara people of New Zealand believe their existence in New Zealand dates back over a thousand years to a single ancestor, Paikea. Legend says that Paikea escaped death by riding to the shore on the back of a whale after his canoe capsized. From then on, Whangara chiefs, always the first-born male, have been considered Paikea’s direct ancestors. Pai, an 11-year-old girl in a patriarchal New Zealand tribe, believes she is destined to be the new chief but her grandfather, Koro, is bound by tradition to pick a male leader. Pai loves Koro more than anyone in the world, but she must fight him and a thousand years of tradition to fulfill her destiny (Amazon.com). Themes and Key Words: • Challenging Limiting Circumstances • Power of Dreaming

Art Project Suggested: Inspired by the body art in the film, we offer the making of masks as the art project to accompany this film. Objective: This session focuses on identifying and challenging limiting stereotypes and negative expectations of families and society. This allows the young women to explore their potential beyond what is expected of them, to think about the systems and surroundings in which they are embedded, and to learn to struggle for what they know to be true for themselves. The Whangara people have beautiful tattoos that represent their culture and facial paintings that were used for ceremonies and self defense. Goals: To

introduce and think about ancient (Maori) traditions and their usefulness and meanings today.

demonstrate that girls and women can overcome the traditional limitations and expectations to which they are subject.

Girl Talk Curriculum Guide 19 To

encourage a strong spirit and tenacity in girls and women.

notice that/how girls in other cultures face family and cultural struggles

Materials Needed: The Whale Rider DVD, TV; DVD player, CD of empowering music by women, CD player for music; Non-toxic markers (approximately 10 for every table of 6 girls); Glitter glue; Feathers and ribbon for decorating masks; Glue sticks (approximately 3–5 for every table of 6 girls); Stiff card stock masks (Using a template, cut out masks with eye holes; staple elastic cord to each side of the mask where indicated; allow enough cord to go comfortably around the head. Be sure to have extra for girls who make mistakes and request a new mask); Pre-made masks; Photos of Maori facial tattoos; Evaluation forms and pencils, Agenda (one sheet handout for Facilitators)

Session Day Setup: Arrive

at the facility as a group at least one hour early to set up.

Organize Test Set

Facilitators into a girl-positive mode.

DVD player for view and sound.

up the chairs for film screening.

Put

out all of the art materials on tables in the area where the creative activity will take place.

Prepare

snacks for easy distribution before film.

Play

positive, uplift music on a separate “boom-box” as girls enter room (see Appendix for song suggestions).

Introduction: Facilitators

greet the girls as they come in to the room.

−− Smile! Say Hello! Set a friendly tone. Introduction

of program

of Facilitators

−− Each Facilitator should say her first name.

20 Girl Talk Curriculum Guide −− After everyone says her name, 2–4 Facilitators do the icebreaker “Two Truths and a Lie”: Facilitators say 2 truths about themselves and 1 lie. The young women will try to guess which statement is the lie. Common

Program Rules

statements, or behavior should not advocate cruelty or violence.

each other.

−− Discuss with the young women and agree upon program rules. Film Presentation: Introduction

of movie

−− Facilitator: “This is a film made in New Zealand. New Zealand is an island in the South Pacific Ocean, about the size of the state of Colorado. The original people in New Zealand have a tribal name: Maori. Even though New Zealand was colonized by the British until independence in 1907, the traditions of the original people remain strong. −− Traditions such as language, martial arts, dance, song, dress, rituals, stories, food, and art are the things that all people draw from to stay strong. Life requires us to be strong. On the east coast of New Zealand, the Whangara people believe their presence there dates back a thousand years or more to a single ancestor, Paikea, who escaped death when his canoe capsized by riding to shore on the back of a whale. From then on, Whangara chiefs, always the first-born, always male, have been considered Paikea’s direct descendants. −− But Pai, an 11-year-old girl in a patriarchal New Zealand tribe, believes she is destined to be the new chief. But her grandfather Koro is bound by tradition to pick a male leader. Pai loves Koro more than anyone in the world, but she must fight him and a thousand years of tradition to fulfill her destiny.” −− Facilitator: Here are some words you might like to know: Zealand: An island in the South Pacific Ocean, about the size of Colorado. The original people called Maori have strong traditions such as language, martial arts, dance, song, dress, rituals, stories, food, and art.

New

Patriarchy:

the word for the way MEN try to rule WOMEN.

Girl Talk Curriculum Guide 21 A common seashore species related to lobsters and crabs. They attach themselves to rocks and other hard places like a whale’s skin where they grow. Pai hangs onto barnacles on the whale’s skin when she rides it.

Barnacles:

Distribution

of juice and snacks.

−− Girls and Facilitators will go up row by row. −− Participants are permitted to talk among themselves during the movie. Some

Facilitators can collect trash from snacks, as other Facilitators help girls settle down at tables for art project.

Art Project: Start

music again.

Introduction

of art project

−− Facilitator: This week we use pre-cut cardboard to make masks. We can utilize markers, feathers, curly ribbons, glitter glue and glue sticks to decorate our masks. If you have trouble getting started, let’s talk about what we have seen in the movie and in our own lives to brainstorm. Provide

photos of Maori facial tattoos and sample masks made by Facilitators. Invite young women to create a mask to express some different part of their identity using the supplied masks, markers and decorations. Facilitators can assist girls in brainstorming, creating masks, and discuss the issues from the film if appropriate.

the participants and Facilitators settle at the area set up for the art project, a Facilitator elicits reactions to the film from the participants by asking prompts: −− Girls lives are important and interesting. What did stood out to you most about Pai’s life? −− What did you think? −− Were you surprised when…? −− What would you have done if you were in her situation? −− Koro says to the young boys “Good! Be angry. Anger is part of your battle. But you’ve got to learn to control it!” When is anger important? What are you angry about? −− You can succeed even when the people you love doubt you. In the movie Pai’s grandfather did not believe she should be the chief, but she did not give up. Are there things in your life that others don’t think you can do, but you are sure you can and will? −− Even though bad things happen it does not define your life. Pai’s father was very sad when his wife and son died. He almost gave up on life, but in time things got better and he was able to find happiness.

22 Girl Talk Curriculum Guide Closing: Begin

Facilitator:

Circle

Make

staff!

Girls All

sure that the Leadership Team member(s) thank the girls, Facilitators, and depart.

Facilitators cleanup.

Girl Talk Curriculum Guide 23

 The Sisterhood of the Traveling Pants Film details: 2005, 119 minutes, Color, English, USA, Comedy, Rated PG. Directed by Ken Kwapis, written by Ann Brashares, Delia Ephron, and Elizabeth Chandler, featuring Alexis Bledel, America Ferrera, Amber Tamblyn, and Blake Lively. Synopsis: Four best girlfriends hatch a plan to stay connected with one another as their lives start off in different directions: they pass around a “magic” pair of jeans that fits each of the girls even though they are all different sizes. Themes and Key Words: • Sisterhood and friendship • Loving connection beyond family • Loss and change • Growing up and being brave • Magic and humor

Art Project Suggested: Young women will decorate pairs of jeans or life-size pairs of paper jeans Objectives: Girls will use creativity and imagination to think about friendship and sisterhood. They will recognize that young women make all kinds of friends and alliances, and as they grow up and move away, they sometimes keep in contact in clever and humorous ways. Materials Needed: Blue jeans in a variety of sizes and lengths OR Pre-drawn different kinds and styles of jeans on butcher paper for girls to decorate, Markers, Glitter pens, Buttons, Feathers, Beads, Sequins, Fabric glue, A variety of art supplies for decorations.

24 Girl Talk Curriculum Guide

Session Day Setup: Arrive

at the facility as a group at least one hour early to set up.

Organize Test Set

Facilitators into a girl-positive mode.

DVD player for view and sound.

up the chairs for film screening.

Put

out all of the art materials on tables in the area where the creative activity will take place.

Prepare

snacks for easy distribution before film.

Play

positive, uplift music on a separate “boom-box” as girls enter room (see Appendix for song suggestions).

Introduction: Facilitators

greet the girls as they come in to the room.

−− Smile! Say Hello! Set a friendly tone. Introduction

of program

of Facilitators

Program Rules

statements, or behavior should not advocate cruelty or violence.

each other.

−− Discuss with the young women and agree upon program rules.

Girl Talk Curriculum Guide 25 Film Presentation: Introduction

of film

−− Facilitator: This is movie about four friends who spend a summer away from each other. In order to stay connected, they pass around a pair of jeans that magically fits them each perfectly. Key

terms and concepts

−− Facilitator: You might notice the different ways that these girls handle change and challenges in their relationships and their lives. Distribution

of juice and snacks.

−− Girls and Facilitators will go up row by row. −− Participants are permitted to talk among themselves during the movie. Some

Facilitators can collect trash from snacks, as other Facilitators help girls settle down at tables for art project.

Art Project: Start

music again.

Introduction

of art project

−− Facilitator: Today we thought we could each decorate our “own pair of jeans” and think about who we would like to share jeans with; what it will mean as we grow up and move away or choose new friends; or to think about how magic and humor have appeared in our lives. Facilitators

play empowering music as the participants work on their art.

the participants finish decorating their jeans, Facilitators ask participants if they want to share what they’ve created with the group.

participants and Facilitators settle at the area set up for the art project, Facilitators at each table might want to elicit the girls’ responses and ideas about the film using such prompts as: −− Girls’ lives are important and interesting. What stood out to you about the girls in the movie? −− What did you think? −− Were you surprised when…? −− Which of the four girls did you relate to the most, if any? −− What would you have done if you were in Lena’s/Tibby’s/Carmen’s/Bridget’s situation? −− Have you ever had a friend or family member go away? How did you stay in contact? −− How could those jeans have fit all those girls of different sizes?!

26 Girl Talk Curriculum Guide Facilitators try to be creative with the participants’ response and use them to assist the youth with the art project. Talk

with young women about the power of being friends with each other.

Ask

young women if they have any friends or family they have known all their lives and how that long-time knowing feels good.

Talk

about how magic and humor can help put our troubles in perspective.

−− Youth can choose to write instead—or in addition to—decorating a jeans poster. Closing: Begin

Facilitator:

We are giving you an evaluation about today’s projects so that we can hear from you. We need your opinions and ideas. Your impressions are very important to us. Please fill out this form being handed to you. We will collect the forms and pencils when you are finished evaluating us, and today’s project. When you are done with the form and a Facilitator has your form and pencil, go ahead and start forming a circle around the art. −− Facilitators: gather and count CAREFULLY the pencils and evaluations!!

Circle

Make

staff!

Girls All

sure that the Leadership Team member(s) thank the girls, Facilitators, and depart.

Facilitators cleanup.

Girl Talk Curriculum Guide 27

 Ruby Bridges Film details: 1998, 96 minutes, Color, English, USA, Drama based on a true story, Not Rated, Walt Disney Home Entertainment for Television. Directed by Euzhan Palcy, Written by Tori Ann Johnson, featuring Chaz Monet, Penelope Ann Miller, Kevin Pollak, Michael Beach, Lela Rochon. Synopsis: The inspiring true story of a brave young African American girl who desegregated her local New Orleans elementary school in the racially-charged 1960s. Ruby faced the racist taunts of white parents, but is supported by the love and encouragement of her parents, teacher and psychiatrist. Themes and Key Words: • Girl power can change the world! • African Americans struggle for the civil rights that are their rights • Social change through social action • Being brave and fighting for what is right • Racism is illegal and inhuman

Art Project Suggested: Crafting protest posters to express situations young women would like to protest against to create social change and justice. Objective: To

give participants an opportunity to express what they perceive as unjust in their lives

Young

women can explore different social issues that they believe affect them

Participants

can experience the power of expression of discontent and indignation through words through art

Materials Needed: Poster board; Markers

28 Girl Talk Curriculum Guide

Session Day Setup: Arrive

at the facility as a group at least one hour early to set up.

Organize Test Set

Facilitators into a girl-positive mode.

DVD player for view and sound.

up the chairs for film screening.

Put

out all of the art materials on tables in the area where the creative activity will take place.

Prepare

snacks for easy distribution before film.

Play

positive, uplift music on a separate “boom-box” as girls enter room (see Appendix for song suggestions).

Introduction: Facilitators

greet the girls as they come in to the room.

−− Smile! Say Hello! Set a friendly tone. Introduction

of program

Facilitator

or LT Member: Hi everyone! We are from GIRL TALK and we’d like to welcome you to our program. We’ll be coming in every other Saturday and doing things like watching movies and making and doing art. We’ll also do other kinds of workshops you might like, and to just talk about whatever ideas, thoughts, or feelings you had about the film, or whatever is on your mind today. We are very happy to be here and we hope that you’ll have fun with us.

Introduction

of Facilitators

Program Rules

statements, or behavior should not advocate cruelty or violence.

each other.

−− Discuss with the young women and agree upon program rules.

Girl Talk Curriculum Guide 29 Film Presentation: Introduction

of film

−− Facilitator: Ruby Bridges is a true story. It takes place in the 1960s, which were a tough time for people of color. All over the country there were laws that were meant to limit or take away the rights of people of color strictly because of their race and skin color. Key

Terms or Phrases

−− Facilitator: Here are some words you should know as we watch the movie: Segregation:

In this film, segregation is keeping people apart based on race in schools, neighborhoods, and public spaces like theatres

Racism:

systemic and systematic oppression of people of color

Integration: Civil

Bringing people together

Rights: Basic rights that all humans should have.

Distribution

of juice and snacks.

−− Girls and Facilitators will go up row by row. −− Participants are permitted to talk among themselves during the movie. Some

Facilitators can collect trash from snacks, as other Facilitators help girls settle down at tables for art project.

Art Project Start

music again.

Introduction

of art project

−− Facilitator: Today we thought we could each make our own “protest posters” that express our outrage at an issue or social problem we would like to protest. You are encouraged to choose any topics you like, and express your feelings in powerful and creative ways. Remember that we agreed not to advocate violence during our time here together in GIRL TALK. Other than that, please express yourselves and decorate your posters however you would like! Facilitators

play empowering music as the participants work on their art.

the participants finish designing their protest posters, Facilitators ask participants if they want to share what they’ve created with the group.

30 Girl Talk Curriculum Guide −− What would you have done if you were in her situation? −− What did you think about the angry Whites against integration? −− Have you ever seen examples of that in your lifetime? −− What other social issues such as immigration or war would you like to protest? −− Have you ever been to a demonstration or mass protest? Facilitators try to be creative with the participants’ response and use them to assist the youth with the art project. Talk

with young women about the power of expressing our outrage against injustice and racism.

Ask

young women if they have ever seen examples of protests or demonstrations on television or YouTube.

Talk

about how speaking out against violence and racism can be a very healing and powerful thing to do. −− Youth can choose to write instead—or in addition to—designing a poster.

Closing: Begin

Facilitator:

We are giving you an evaluation about today’s projects so that we can hear from you. We need your opinions and ideas. Your impressions are very important to us. Please fill out this form being handed to you. We will collect the forms and pencils when you are finished evaluating us, and today’s project. When you are done with the form and a Facilitator has your form and pencil, go ahead and start forming a circle around the art. −− Facilitators: gather and count CAREFULLY the pencils and evaluations!!

Circle

Make

staff!

Girls All

sure that the Leadership Team member(s) thank the girls, Facilitators, and depart.

Facilitators cleanup.

Girl Talk Curriculum Guide 31

 Quinceañera Film details: 2006, 90 minutes, Color, English, USA, Drama, Rated R. Written and Directed by Richard Glatzer and Wash Westmoreland. Featuring Emily Rios, Jessie Garcia and Chalo Gonzalez. Synopsis: As Magdalena’s 15th birthday approaches, her simple, blissful life is complicated by the discovery that she is pregnant. Kicked out of her house, she finds a new family with her great-granduncle and gay cousin. Themes and Key Words: • Family and generational differences • Teen pregnancy • Heterosexuality and homosexuality • Rites of passage and coming of age ceremonies

Art Project Suggested: Participants create Life Maps with milestones that have impacted them significantly. The Life Map may take the form of a timeline or collage that represents how the participants see themselves currently and where they see themselves in the future. Objective: To identify and prepare for life’s difficulties that could delay or prevent them from reaching their potential. Materials Needed: Pre-cut images from magazines, glue, poster boards, markers, CD player and CD with empowering music

Session Day Setup: Arrive

at the facility as a group at least one hour early to set up.

Organize Test Set

Facilitators into a girl-positive mode.

DVD player for view and sound.

up the chairs for film screening.

32 Girl Talk Curriculum Guide Put

out all of the art materials on tables in the area where the creative activity will take place.

Prepare

snacks for easy distribution before film.

Play

positive, uplift music on a separate “boom-box” as girls enter room (see Appendix for song suggestions).

Introduction: Facilitators

greet the girls as they come in to the room.

−− Smile! Say Hello! Set a friendly tone. Introduction

of program

of Facilitators

Program Rules

statements, or behavior should not advocate cruelty or violence.

each other.

−− Discuss with the young women and agree upon program rules. Film Presentation: Introduction

of film

−− Facilitator: This film is about Latina girls in LA who are preparing for their 15th birthday parties, which are large festivals where the girls are presented as “young women” to their communities. In this film, there is one cousin who is

Girl Talk Curriculum Guide 33 wealthier, so her poorer cousin “gets” to inherit her dress. But problems arise as they have to keep altering the dress because, it becomes evident, one of the young women is pregnant. Other interesting pieces in this film include a very accepting uncle, a gay Latino cousin, and the way they become a family. Key

words or concepts

−− Facilitator: Here are some important things to know before we start the film: “Quinceañera”

is the Spanish word for “15th birthday celebration.” It is a particularly important and exciting lavish event for the daughters in many Latino families.

Notice

the importance of the garden and the altar that the elderly uncle has built over the years. Nature often brings simple joy and calm to people.

Notice

how (relatively) comfortable the family is with the homosexuality of the young man cousin.

Notice

the portrayal of the socioeconomic status (class) of the yuppie gay couple who move into the front house.

Distribution Girls

of juice and snacks.

and Facilitators will go up row by row.

Participants

are permitted to talk among themselves during the movie.

Some

Facilitators can collect trash from snacks, as other Facilitators help girls settle down at tables for art project.

Art Project Start

music again.

Introduction

of art project

−− Facilitator: Today, we thought we would make Life Maps so you can notice important moments in your lives. Your Life Map may take the form of a timeline or collage that represents how the you see yourself now and where you see yourself in the future. Facilitators

play empowering music as the participants work on their art.

the participants finish designing their Life Maps, Facilitators ask participants if they want to share what they’ve created with the group.

participants and Facilitators settle at the area set up for the art project, Facilitators at each table might want to elicit the girls’ responses and ideas about the film using such prompts as: −− Girls’ lives are important and interesting. What did you think about Magdalena and her dilemma over her pregnancy and her party? −− What did you think? −− Were you surprised when…?

34 Girl Talk Curriculum Guide −− What would you have done if you were in her situation? −− What did you think about the different ways the families responded? −− What did you think about the whole “immaculate conception” storyline? −− Does your religion or culture have specific rites of passage parties when youth reach a certain age? Facilitators

try to be creative with the participants’ response and use them to assist the youth with the art project.

The

Facilitator uses the participants’ response to transition to the art project. The Facilitator explains the art project and emphasizes that the participants have the opportunity to think about milestones and struggles that have occurred in their lives.

Facilitators

can start the conversation by saying, “In life, there are good and difficult moments that can impact us very deeply. Sometimes there are circumstances that we don’t necessarily have power over, and sometimes there are circumstances that we ourselves create and control. Here is your chance to create a timeline/collage/any other visual representation of how your major life moments have impacted you.”

Facilitators

will encourage the participants to also consider the future events that they want to happen in their lives. Facilitators can say something like this: “After you’ve created something that represents the major events that have occurred in your life so far, try to express what things you want to happen in your life over the next 1 year, 5, years, 20 years…”

Possible

questions to spark conversation are:

−− Where were you born? −− Name one positive experience you had in school. −− Think about a turning point in your life. Who helped you through it? −− What opportunities do you want to take advantage of in your life? −− When you’re gone, how do you want to be remembered? Facilitators

remind the participants that there is no right or wrong answer, and they should be creative in the process.

Facilitators

gather everyone back together in a circle and explain that each person has a chance to present their Life Map. −− Youth can choose to write instead—or in addition to—designing a poster.

Closing: Begin

Girl Talk Curriculum Guide 35 Facilitator:

We are giving you an evaluation about today’s projects so that we can hear from you. We need your opinions and ideas. Your impressions are very important to us. Please fill out this form being handed to you. We will collect the forms and pencils when you are finished evaluating us, and today’s project. When you are done with the form and a Facilitator has your form and pencil, go ahead and start forming a circle around the art. −− Facilitators: gather and count CAREFULLY the pencils and evaluations!!

Circle

Make

staff!

Girls All

sure that the Leadership Team member(s) thank the girls, Facilitators, and depart.

Facilitators cleanup.

36 Girl Talk Curriculum Guide

 Crooklyn Film details: 1994, 115 minutes, Color, English, USA, Comedy, Rated PG. Written and directed by Spike Lee, Joie Lee, and Cinque Lee. Featuring Alfre Woodard, Delroy Lindo, Zelda Harris. Synopsis: This story focuses on a family living in Brooklyn in the 1970s. Troy, her four brothers, mother and father live in a racially diverse neighborhood surrounded by people with interesting and colorful personalities. Themes and Key Words: This film highlights how family trees are not just based in blood relations.

Art Project Suggested: Create a family tree using pre-cut tree. Alternative Project: Create a collage of or draw the connections to the people who have been supportive in our lives. Objective: To identify the supportive people in our lives; To reflect on the relationships we have built and how they have helped us; To show that there is no ideal family; To introduce other ways of defining family and relationships. Materials Needed: Copy of the DVD; TV; DVD player; Snacks and juice boxes for young women, guards, Facilitators; Garbage bags; CD of empowering music by women; CD player for music; Felt trees; Non-toxic markers (approximately 10 for every table of 6 girls); Glue pens; Glitter pens; Colored pens; Poster board; Glue; Magazine pictures and words; Girls’ Evaluation forms and pencils

Session Day Setup: Arrive

at the facility as a group at least one hour early to set up.

Organize Test Set

Facilitators into a girl-positive mode.

DVD player for view and sound.

up the chairs for film screening.

Girl Talk Curriculum Guide 37 Put

out all of the art materials on tables in the area where the creative activity will take place.

Prepare

snacks for easy distribution before film.

Play

positive, uplift music on a separate “boom-box” as girls enter room (see Appendix for song suggestions).

Introduction: Facilitators

greet the girls as they come in to the room.

−− Smile! Say Hello! Set a friendly tone. Introduction

of program

of Facilitators

Program Rules

statements, or behavior should not advocate cruelty or violence.

each other.

−− Discuss with the young women and agree upon program rules. Film Presentation: Introduction

of film

−− Facilitator: This film is set in Brooklyn, where the director Spike Lee grew up. It presents a rich portrayal of family life in the neighborhood. Troy learns a lot from her friends, the streets, her family, and her brothers, although not all of it is so funny. She had complicated relationships with her siblings and friends.

38 Girl Talk Curriculum Guide Key

words or concepts

−− Facilitator: Sibling relationships are important in this movie. Watch how Troy’s family interacts throughout the movie. −− Growing up in urban settings where people, youth, families sit outside and talk and play Distribution

of juice and snacks for film.

−− Girls and Facilitators will go up row by row. −− Participants are encouraged to talk among themselves during the movie. Some

Facilitators can collect trash from snacks, as other Facilitators help girls settle down at tables for art project.

Art Project Introduction

of art project:

−− Facilitator: We will be making family trees today. These trees do not necessarily have to represent your biological family. The leaves of the tree can represent the people who are supportive of you and who you would consider family. the movie, play more music. Facilitators, at least one per table, should assist girls in brainstorming, creating different kinds of art, and discuss the issues from the film. The music is inspirational and sets a fun, friendly vibe.

After

Themes

to Discuss From the Film:

−− Girls’ lives are important and interesting. What are some of the feelings that Troy experienced? How did she express them? −− What was interesting about the film to you? −− What did you notice about the relationships Troy had with other people in her life? −− What do you think Troy will be doing in the future? Closing: Begin

Facilitator:

We are giving you an evaluation about today’s projects so that we can hear from you. We need your opinions and ideas. Your impressions are very important to us. Please fill out this form being handed to you. We will collect the forms and pencils when you are finished evaluating us, and today’s project. When you are done with the form and a Facilitator has your form and pencil, go ahead and start forming a circle around the art.

Girl Talk Curriculum Guide 39 −− Facilitators: gather and count CAREFULLY the pencils and evaluations!! art on the wall/floor in such a way that everyone can do gallery walking and seeing all the beautiful art.

Place Circle

Make

staff!

Girls All

sure that the Leadership Team member(s) thank the girls, Facilitators, and depart.

Facilitators cleanup.

40 Girl Talk Curriculum Guide

 Eve’s Bayou Film details: 1997, 109 minutes, Color, English, USA, Rated R. Written and directed by Kasi Lemmons. Featuring Jurnee Smollett; Debbi Morgan; Diahann Carroll; Lisa Nicole Carson; Lynn Whitfield; Meagan Good; Roger Guenveur Smith, and Samuel L. Jackson. Synopsis: This haunting movie begins with the lines, “Memory is a selection of images, some elusive, others printed indelibly on the brain. The summer I killed my father, I was 10 years old.” Spoken by Eve, the youngest daughter of one of Louisiana’s most sophisticated and prosperous families, she forewarns of the turmoil to follow. Her father Louis, is the town’s highly respected doctor, a man known for his ability to “fix” things—everything except his own family problems and philandering lifestyle. Her mother Roz is a southern woman with an affinity for the traditions of Creole heritage. But Eve is most like her Aunt Mozelle— impulsive, intuitive, a touch supernatural and possessing the need to know the truth about everything. Over one explosive summer, this young girl uncovers some of her family’s most frightening hidden truths, and then tries to bind them together against the tide of tragedy. This is a story of a girl growing up in a special, interesting, powerful, beautiful place and time in the United States. Themes and Key Words: • Family dynamics and turmoil; • The power of memory; • Is our destiny pre-determined or ours to make? • The power of secrets to harm or help; • Sex and sexuality in the family—Eve witnesses her father having sex with other women not her mother; father’s relationship with Cisely • How do we overcome tragedy? • The beauty of nature • Rich history in spiritualism and various forms of “voodoo”

Girl Talk Curriculum Guide 41

Art Project Suggested: Young women will create bottle trees OR string the glass beads into an intricate pattern to create a sun catcher which will have the same effect as a bottle tree. By hanging the decoration somewhere visible it will help “ward off” negative or challenging forces. Invite girls to string the glass beads into an intricate pattern to create a sun catcher. By hanging the decoration somewhere visible it will help “ward off” negative or challenging forces. Objectives: Young women will talk about the negative forces that are in their lives. In addition to making the sun catchers to protect themselves from negative influences, they will consider what actions they can take in their own lives to counter these forces. Materials Needed: Wooden blocks with wire form “trees” attached; Glass beads; Pre-cut fishing line; Glass beads; Hanging rig

Session Day Setup: Arrive

at the facility as a group at least one hour early to set up.

Organize Test Set

Facilitators into a girl-positive mode.

DVD player for view and sound.

up the chairs for film screening.

Put

out all of the art materials on tables in the area where the creative activity will take place.

Prepare

snacks for easy distribution before film.

Play

positive, uplift music on a separate “boom-box” as girls enter room (see Appendix for song suggestions).

Introduction: Facilitators

greet the girls as they come in to the room.

−− Smile! Say Hello! Set a friendly tone. Introduction

of program

42 Girl Talk Curriculum Guide thoughts, or feelings you had about the film, or whatever is on your mind today. We are very happy to be here and we hope that you’ll have fun with us. Introduction

of Facilitators

Program Rules

statements, or behavior should not advocate cruelty or violence.

each other.

−− Discuss with the young women and agree upon program rules. Film Presentation: Introduction

of film

−− Facilitator: This is kind of a haunting story about growing up in a special time and place—the Louisiana bayou in the 1950s. Key

words and concepts

−− Louisiana Creole people traditionally are descended from French and Spanish colonial settlers in Louisiana. “Creoles of color,” a 19th-century term, came to refer to mixed-race people of African and European ancestry. Some Creoles of color may also have Native American heritage. Most modern Creoles have family ties to Louisiana, particularly New Orleans. They are mostly Catholic in religion and through the nineteenth century, most spoke French and have had a major impact on the state’s culture. −− Louisiana Creole is a French Creole language spoken by the Louisiana Creole people. The language consists of elements of French, Native American, Spanish, and West African roots. −− Louisiana Voodoo describes a set of underground religious practices which originated from the traditions of the Africa. It is a cultural form of the Afro-American religions which developed within the French, Spanish, and Creole speaking African American population of the U.S. state of Louisiana. It is a combination of Catholicism and French speaking culture of south Louisiana as a result of the slave trade.

Girl Talk Curriculum Guide 43 Distribution

of juice and snacks.

−− Girls and Facilitators will go up row by row. −− Participants are encouraged to talk among themselves during the movie. Some

Facilitators can collect trash from snacks, as other Facilitators help girls settle down at tables for art project.

Art Project Start

music again.

Introduction

of art project

−− Facilitator: The origin of the bottle tree can be traced back to Africa. Evidently, it was believed that shiny objects placed around the home would attract evil spirits away from the family. With the tragedy of the slave trade, the tradition found its way to North America and continued to evolve into the hanging of bottles in trees to “trap” the evil spirits. This art form is still largely practiced in the South, however most owners no longer believe in the supernatural element of these trees. −− Facilitator: Think of a negative or challenging force in your lives. Each bead that you place on the tree should be a positive action to “protect” or “ward off” the difficult aspects. the movie, play more music. Facilitators, at least one per table, should assist girls in brainstorming, creating different kinds of art, and discuss the issues from the film. The music is inspirational and sets a fun, friendly vibe.

After

Themes

to Discuss From the Film:

−− Girls’ lives are important and interesting. What are some of the feelings that Eve experienced? How did she express them? −− What was interesting about the film to you? What did you notice about the relationships Eve had with other people in her life? −− What was Eve’s relationship with her siblings like? −− What were Eve’s relationships with the adults in her family like? −− What was the role of beauty in the film? The trees, the birds, the crickets, the heat, the water? What kinds of beauty do you notice around you here in Chicago? How does it make you feel? −− The southern part of the United States is very special powerful place. Do you have family there? −− How do you think things have changed since Hurricane Katrina for families there? Closing: Begin

to wind down about 20–30 minutes before program ending time. (Facilitators—stay on top of the time!)

44 Girl Talk Curriculum Guide −− Some Facilitators will distribute program evaluations and count out pencils. −− Other Facilitators will arrange the art for the gallery walk or ending circle. Facilitator:

We are giving you an evaluation about today’s projects so that we can hear from you. We need your opinions and ideas. Your impressions are very important to us. Please fill out this form being handed to you. We will collect the forms and pencils when you are finished evaluating us, and today’s project. When you are done with the form and a Facilitator has your form and pencil, go ahead and start forming a circle around the art. −− Facilitators: gather and count CAREFULLY the pencils and evaluations!!

Circle

Make

staff!

Girls All

sure that the Leadership Team member(s) thank the girls, Facilitators, and depart.

Facilitators cleanup.

Section III: Appendix

Program Participant Evaluation Form

Girl Talk Curriculum Guideâ&#x20AC;&#x192; 46

Suggested Empowering Music Alice Smith, “Woodstock”, For Loves, Dreamers & Me, 2006. Amel Larrieux, “Get Up”, Infinite Possibilities, 2000. Athena Cage, “All or Nothing”, Save the Last Dance Soundtrack, 2001. Beyonce, “Upgrade U”, B’Day, 2006. Chrisette Michele, “Be OK”, I Am, 2007. Christina Aguilera, “Fighter”, Stripped, 2002. Christina Milian, “Say I”, So Amazin’, 2006. Eve, “Who’s That Girl”, Scorpion, 2001. Flobots, “Stand Up”, Fight With Tools, 2007. Flobots, “We Are Winning”, Fight With Tools, 2007. Flobots, “Rise”, Fight With Tools, 2007. Floetry, “Floetic”, Floetic, 2002. Floetry, “Supastar”, Flo’Ology, 2005. Gary Go, “Wonderful”, Wonderful-Single, 2009. Gwen Stefani, “What You Waiting For?”, Love.Angel.Music.Baby, 2004. Idina Menzel & Kristen Chenoweth, “Defying Gravity”, Wicked the Soundtrack, 2003. India.Arie, “I Am Not My Hair”, Testimony: Vol. 1, Life &Relationship, 2006. Jay-Z, “Empire State of Mind”, The Blueprint 3, 2009. Joy Denalane, “Change”, Change-Single, 2006. Katy Perry, “Firework”, Teenage Dream, 2010. Keri Hilson, “Pretty Girl Rock”, No Boys Allowed, 2010. Lauryn Hill, “Doo Wop (That Thing)”, The Miseducation of Lauryn Hill, 1998. Lupe Fiasco, “Coming Up”, Lasers, 2011. Lupe Fiasco, “I’m Beamin”, Lasers, 2011. Lupe Fiasco, “The Show Goes On”, Lasers, 2011. Mackelmore, “Hold Your Head Up”, The Language of My World, 2005. Madonna, “Jump”, Confessions on a Dance Floor, 2005. Natasha Bedingfield, “Unwritten”, Unwritten, 2004. *NSYNC, “Do Your Thing”, Celebrity, 2001. Santigold, “Unstoppable”, Santigold, 2008. Willow Smith, “Whip My Hair”, Whip My Hair-Single, 2010. Girl Talk Curriculum Guide 47

Acknowledgements As of this printing, June 2011, Chicago GIRL TALK is gratefully indebted to the original sister founders and especially to the dearly departed Wenona Thompson. GIRL TALK has been incubated, developed, and supported tirelessly by Project Nia, a grassroots organization that works to dramatically decrease the number of children and youth in Chicago who are arrested, detained, and incarcerated. GIRL TALK received a 2011 grant from the University of Illinois at Chicago’s Institute on Research on Race and Public Policy. We have been co-sponsored by the University of Illinois’ Department of Sociology and the Gender and Women’s Studies Program. In April 2011, Girl Talk was the recipient of a very special and beautiful benefit event at Q4 Multi-Kulti Gallery thanks to the People’s DJ Collective and Shiren Belle Rattigan and Emily Williams. We are also grateful to the donors who participated in our April 20, 2011 GIRL TALK Dinner and Dialogue event at UIC. Special thanks to Caitlin Seidler for creating a terrific design and layout for this guide. Special thanks to all of the Girl Talk program facilitators and also to the members of the Girl Talk Leadership Team that includes: Bunmi Akinnusotu Laura Cortez Jessica Estrada Tasasha Henderson Ashley Howard Mariame Kaba deana lewis Caryn Moore Laurie Schaffner

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More Resources about Incarcerated Youth Project Nia

www.project-nia.org

Cradle 2 Prison

http://cradle2prison.com/

Chicago GIRL TALK

http://chicagogirltalk.wordpress.com/

Real Juvenile Justice

http://realjuvenilejustice.com/

Suspension Stories

http://www.suspensionstories.com/

References Acoca, Leslie and Kelly Dedel. 1998. No Place to Hide: Understanding and Meeting the Needs of Girls in the California Juvenile Justice System. San Francisco, CA: National Council on Crime and Delinquency. Alder, Christine and Anne Worral. 2004. Girls’ Violence: Myths and Realties. NY: SUNY Press. Bell, Carl C. 2003. “Racial Disparities and Health: Impact on Girls,” Healing Girls in the Juvenile Justice System: The Challenge to Our Community, Proceedings of the July 2003 Conference, Chicago IL: Health and Medicine Policy Research Group, 8–25. Bloom, Barbara, Barbara Owen, Elizabeth Deschenes, and Jill Rosenbaum. 2002. “Moving toward Justice for Female Offenders in the New Millenium: Modeling Gender-Specific Policies and Programs,” Journal of Contemporary Criminal Justice 18:37–56. Bloom, Barbara, Barbara Owen, and Stephanie Covington. 2003. “Gender-Responsive Strategies: Research, Practice, and Guiding Principles for Women Offenders.” Washington, DC: U.S. Department of Justice, National Institute of Corrections. Cauffman, Elizabeth. 2004. “A Statewide Screening of Mental Health Symptoms Among Juvenile Offenders in Detention,” Journal of the American Academy of Child and Adolescent Psychiatry 43(4):430–439. Dang, Quang H. “Investigation into the Needs of Lesbian, Gay, Bisexual, Transgender, Queer, and Questioning Youth.” A Report by the Human Rights Commission City and County of San Francisco. July 12, 1997. Kaba, Mariame, Matthew, Cyriac, and Nathan Haines (2010). Something Is Wrong: Exploring the Roots of Violence (A Curriculum Guide).

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50 Girl Talk Curriculum Guide Moore, Lori and Irene Padavic. 2010. “Racial and Ethnic Disparities in Girls’ Sentencing in the Juvenile Justice System,” Feminist Criminology 5: 263. Obeidallah, Dawn and Felton Earls. 1999. Moore, Lori and Irene Padavic. 2010. “Racial and Ethnic Disparities in Girls’ Sentencing in the Juvenile Justice System,” Feminist Criminology 5: 263. Puzzanchara, Charles. 2009. “Juvenile Arrests 2008,” Juvenile Justice Bulletin Office of Juvenile Justice and Delinquency Prevention, Washington DC: Department of Justice Teplin, Linda, Abram, K., McClelland, G., Dulcan, M., Mericle, A. and Jason Washburn. 2006. “Psychiatric Disorders in Youth in Detention.” OJJDP Juvenile Justice Bulletin, Washington DC, 15 pages.