Girl be heard Curriculum


The Girl Be Heard curriculum aims to foster an ensemble of healthy, confident, self-aware, socially conscious young women, activists, artists, engaged and encouraged to be positive agents of change in their schools and communities.

Through theatre exercises, writing prompts, the art of play, and researching social justice issues impacting girls, GBH members actively question themselves and their role in society. We use critical reflection and creative expression to connect and perform about various social issues. Through these acts our participants gain the ability and confidence to create art that has the power to put local and global issues impacting our communities center stage. 

— Gbh Values



Through the Girl Be Heard curriculum, we aim to:

  • Strengthen young peoples' voices and self-expression through ensemble-based theatre, spoken word, writing, and other artistic forms

  • Develop girls’ critical thinking skills, individual creative talents, artistry, teamwork
    capabilities, self-awareness, and knowledge of the movements for women’s liberation

  • Foster the development of activist artists by connecting individual struggles to larger systemic problems

  • Provide tools to both think globally and take action locally

  • Develop socially conscious young people who are able to digest and dissect social issues through art

  • Create a safe community where participants can connect with one another and with themselves

  • Examine systems of oppression

The Girl Be Heard Curriculum aims to foster an ensemble of healthy, confident, self-aware, socially conscious young women as activist artists, engaged and encouraged to be positive agents of change in their schools and communities. The key component of this process is curriculum development that centers our youth and is adaptable to their passions, interests, and experiences. As such, the session structure for GBH lesson plans (like the entire curriculum) is designed to be flexible, consisting of moving parts that still create a cohesive whole.

Key Areas of Development

GBH curriculum will have a positive impact in the development of different skills:

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Framing Topics are the “big picture” concepts that the GBH curriculum is built on, inspired by an intersectional women’s liberation awareness. These topics are required. Each framing topic may be covered in one or multiple sessions, depending on class flow, group dynamics, current events, and the interests of the participants. It is the job of the Teaching Artists (facilitators) to gauge the collective, listen, trust their participants, trust their instincts, and figure out how to make the curriculum work best for the group being served. These topics open the unit and close the unit.

Floating Topics are more specific concepts and themes that we’ve frequently seen surface when exploring social justice issues. These floating topic lesson guides are for topics that organically come up in the session depending on the unique circumstances of the group, time, and space. The Teaching Artists will listen to the group and make the appropriate decision in choosing which topics are most aligned with that specific collective’s interests and passions. The floating topic lessons will fill in the space between the framing topic bookends.

 Unplugged, 2017

Unplugged, 2017

We engage participants through a series of writing prompts, readings, theatre exercises and discussions. Through our foundational curriculum, participants develop awareness of themselves and the importance of gender-equity in three units.

The program culminates with an original performance that raises awareness of domestic and global issues affecting youth.

Some topics we’ve addressed include:

  • Identity (race, class, sexual orientation, ability, etc.)

  • Body Image, Suicide, Teen Pregnancy, Substance Abuse

  • Gun Violence, Sex Trafficking, Forced Child Marriage

  • Violence Against Women and Girls

  • Civil and Human Rights