What writing, creative expression, or poetry would the Waterways Project of Ten Penny Players find in classrooms set up by Alternative High Schools and Programs to serve youth taken from their homes and young adults living in shelters? In this city with so much misery, could the voice of the hurt communicate to a world of mainstream and traditional values? Would sharing the expression of students’ anxieties, complaints, concerns and joys establish an empathy to bridge the gap between communities isolated within the city
The student wrote to express an inner, often terrified, voice. Writing took form from painful areas -- the death of a friend or the loss of a home. Would writing about their problems help students cope with their lives? Would schools give solace to the students by providing an audience for their poetry?
Publication was a new experience for the alternative high school students in 1980’s. Was their literature the writing of victims? These students were not victims, if they took control, acted, and wrote. They needed to advocate for themselves and articulate their sense of justice.
Beyond discovering the talented writers, Waterways wanted to enable new writers, to gain the trust of the silent students, who had yet to share their writing. Students, who mistrusted the schools, did not come to class with work they wanted to share. Concerned alternative educators reached out to these kids, hoping to change minds and amplify understanding.
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