How to Get Involved

We encourage you and your students to showcase your classroom projects at a special gallery display at the Performing Arts Showcase, to be held in April 2026. This is an excellent way to for your students to display their work, network with one another, and gain valuable presentation skills.

Topics to Consider

• • • Exploring the role of voice and storytelling in fostering civic engagement and community belonging in Lake County

    • Documenting local stories of advocacy and social change through oral histories, podcasts, or digital storytelling

    • Examining how art, media, and literature give voice to underrepresented or marginalized communities

    • Analyzing Lake County advocacy organizations and their impact on public awareness, policy, or education

    • Creating campaigns or multimedia projects that raise awareness about issues that concern students

    • Examining historical movements for equity and justice in Lake County and their relevance today

    • Exploring youth and student advocacy — how young people shape community conversations and change

    • Using performance, creative writing, or visual art as a form of activism or empowerment

    • Developing public-facing projects (exhibits, websites, community workshops) that highlight local voices

    • Partnering with community organizations to co-create projects that promote dialogue and representation

    • Analyzing media portrayals of Lake County communities and developing counter-narratives

    • Studying the intersection of advocacy and digital culture — social media activism, online communities, and digital storytelling

    • Reflecting on personal or family experiences of advocacy and community involvement in Lake County

Steps to Participate

Step 1: Collect all projects/works to be showcased from your students. Please make sure that you gather the following information:

1. • The title of the project.

   • The full name of the student and their preferred pronouns.

   • The student's email, phone number, and address.

   • Name of course, course number, and instructor name.

   • A 2-3 sentence biography, including the student's name, job title (or major), and a brief description of your background. You may include information such as where you live in Lake County, hobbies/interests, or your artistic philosophy.

   • A brief description of the project – e.g., how it was made (art form/medium), purpose/significance of project, rationale for creating the project, etc.

Step 2: Ask all students/participants to sign the Voices of Lake County liability form to share their work and collect all signed waivers. 

Step 3: Reach out to voices.clc@clcillinois.edu to coordinate the collection of works and waivers.

Please coordinate with us prior to March 15, 2026, or as soon as you have a plan!

Project Ideas

Here are some project ideas related to the Voice & Advocacy theme. Many of these projects overlap various disciplines, so please check out the ideas in disciplines other than your own! You might get inspired.

All Disciplines

• Lake County Voices Digital Archive
  Students collect, curate, and present stories of local residents through interviews, photographs, creative writing, or artwork. The goal is to build a multimedia archive that preserves and amplifies diverse perspectives on community identity, justice, and change.

• Oral History Narrative
  Students interview a Lake County resident whose story reflects advocacy, resilience, or community engagement. They will transcribe, edit, and craft the interview into a narrative essay that preserves the speaker’s authentic voice.

• Community Voices Podcast
  Students script, record, and produce a podcast episode featuring local advocates, artists, or educators. Episodes should explore how individuals use their voices to create change or raise awareness within the community.

• Public Memory and Place Project
  Students investigate a Lake County site (historic landmark, neighborhood, natural area, or public institution) and create a project that explores its cultural or historical significance. Through writing, art, or performance, they reflect on how place shapes identity and how communities advocate to preserve or redefine local spaces.

• Advocacy in Action Campaign
  Working individually or in teams, students identify a local issue and develop a creative campaign that uses humanities-based tools — rhetoric, design, narrative, or performance — to raise awareness or promote understanding. The project emphasizes audience engagement, ethical storytelling, and measurable community impact.

• “Letters to the Future” Community Installation
  Students write letters, essays, or artistic statements envisioning a more just, inclusive, and empowered Lake County ten or twenty years from now. These can be displayed publicly or in a digital gallery, creating an intergenerational dialogue about advocacy, hope, and the power of collective voice.

• Community Collaboration Project
  Students partner with a local organization to create content — such as articles, social media materials, or newsletters — that promotes the group’s advocacy work. The project combines writing, design, and community engagement.

• Voices of the Classroom Exhibit
  Students curate a physical or digital exhibit showcasing written, visual, and audio work around the theme of empowerment. The exhibit invites visitors to experience how storytelling shapes identity and community understanding.

• Advocacy Project
  Students will advocate for desired changes to a particular civic issue (i.e. a social, political, or environmental problem) related to making the world a better place (consequentialist goals).

  1. • Sample Assignment Sheet

• Policy Project
  Students will practice researching policies that affect an issue, prepare and present material to help others understand a policy, and highlight the ways in which each of us can work toward protecting rights and consent (deontological goals).

  1. • Sample Assignment Sheet

Art

• Portraits of Change
  Students create portraits of local individuals who have made a difference in their communities. The project encourages students to research their subjects’ advocacy work and use visual composition to convey character, emotion, and impact.

• Community Murals or Public Art Proposal
  Students design (and optionally execute) a mural or public art concept that represents the diverse voices and cultures of Lake County. The project may involve collaborating with local organizations or neighborhoods to ensure authentic representation and collective vision.

• Visualizing Voices Mixed-Media Collage
  Students collect images, text, and found materials that symbolize empowerment, equity, and community belonging. Through collage or assemblage, they create layered visual narratives that highlight both personal identity and collective advocacy.

• Poster Series for Change
  Students design a series of posters that raise awareness about social, cultural, or environmental issues relevant to Lake County. Emphasis is placed on visual rhetoric, typography, and design principles that effectively communicate messages of advocacy to the public.

• Story Through Symbol: Conceptual Art Installation
  Students create an installation piece that uses objects, sound, light, or space to represent an issue of voice, silence, or empowerment. The project invites audiences to experience advocacy emotionally and intellectually through an immersive artistic lens.

Communication Studies

• Advocacy Campaign Project
  Students work in teams to research a local issue and develop a multimedia advocacy campaign, including slogans, visuals, social media messaging, and a short video or press release. The project focuses on strategic communication, persuasive messaging, and ethical representation of community voices.

• Community Interview Podcast or Video Series
  Students produce a short podcast or video series featuring Lake County residents engaged in advocacy, volunteerism, or creative leadership. Emphasis is placed on interviewing techniques, storytelling structure, and using media to amplify underrepresented perspectives.

• Public Speaking for Social Change
  Students write and deliver speeches advocating for issues that matter to them or their communities. The assignment emphasizes rhetorical appeals, audience analysis, and delivery skills to empower students as confident public voices for positive change.

• Media Representation Analysis
  Students analyze how local or national media outlets portray advocacy movements, marginalized groups, or civic issues. The project challenges students to identify biases, assess framing techniques, and consider the ethical responsibilities of communicators in shaping public opinion.

• Community Partnership Communication Plan
  Students collaborate with a local nonprofit, civic group, or cultural organization to assess its communication needs and create a plan for outreach, storytelling, or social media engagement. This experiential project applies public relations and organizational communication principles to real-world advocacy.

• “Speaking Up” Storytelling Event
  Students curate and host a live or virtual event where participants share personal stories of advocacy, identity, or resilience. The class manages event logistics, promotion, and emceeing, developing leadership and interpersonal communication skills while fostering community connection.

Dance

• Movement as Message: Choreographing for Change
  Students create an original dance piece inspired by a social or cultural issue that affects Lake County communities. Through choreography, they explore how gesture, rhythm, and ensemble work can communicate advocacy and emotion without words.

• Community Story Dance Project
  Students collaborate with local residents or organizations to translate real-life stories of empowerment, resilience, or justice into movement-based performance. The final work can be presented as a live or filmed performance accompanied by short narrative introductions.

• Dance Documentary or Performance Film
  Students produce a short dance film combining movement, spoken word, and location-based storytelling that highlights local spaces or voices. The project merges choreography and media to amplify messages of inclusion and empowerment.

• Site-Specific Dance Installation
  Students design and perform a piece in a public or meaningful Lake County space — such as a park, library, or gallery — that responds to its history or community significance. The goal is to invite audiences to experience advocacy through embodied presence and shared space.

Digital Media & Design

• Interactive Advocacy Website or Microsite
  Students design a small website or interactive landing page dedicated to a Lake County advocacy issue or local nonprofit. The project emphasizes user-centered design, accessibility, and visual storytelling to raise awareness and inspire engagement.

• Social Impact Video Campaign
  Students produce a short video or series of digital reels highlighting a community story, event, or issue related to empowerment and voice. They apply principles of cinematography, editing, and branding to craft a compelling message suited for multiple digital platforms.

• Digital Poster or Motion Graphics Series
  Students create a cohesive series of static or animated posters designed for online and social media circulation. The series should use typography, color, and motion design to communicate advocacy messages in visually powerful, shareable formats.

• Community Storytelling Photo Essay
  Students create a digital photo essay featuring portraits and captions that tell the stories of individuals or groups advocating for positive change in Lake County. The project blends visual composition, ethical storytelling, and design layout to humanize advocacy through powerful imagery and concise narrative text.

• Branding for a Cause: Visual Identity Design
  Students partner with (or research) a local nonprofit, activist, or community initiative to design a logo, website, or other brand identity objects. The focus is on how design can strengthen an organization’s voice and increase visibility for advocacy efforts across print and digital media.

English

• Digital Storytelling Project
  Students create a short multimedia story combining personal reflection, narration, and images to highlight a local issue or advocate for a cause. The focus is on using storytelling techniques to evoke empathy and inspire action.

• Advocacy Essay or Op-Ed
  Students write a persuasive essay or editorial that advocates for a specific issue affecting Lake County residents. The project emphasizes rhetorical strategies, audience awareness, and clear, evidence-based argumentation.

• Poetry for Change Anthology
  Students compose a series of poems that reflect personal or collective experiences related to justice, belonging, or empowerment in Lake County. Selected works can be compiled into a class anthology or performed at the spring 2026 Performing Arts Showcase.

• Rhetorical Analysis of Local Media
  Students analyze how local newspapers, magazines, or social media accounts represent different communities and issues. The project asks students to consider whose voices are amplified or overlooked in public discourse.

• Profile Feature Writing
  Students write an in-depth profile of a Lake County individual making a difference, such as a teacher, activist, or artist. The piece will blend research and storytelling to humanize local advocacy efforts.

• Community Zine or Brochure
  Students collaboratively design a zine or informational brochure that addresses a local concern, such as housing, environmental justice, or mental health. The final product should use accessible language and visuals to reach diverse audiences.

• Public Writing Campaign
  Students compose a series of public-facing texts, such as letters, social media posts, blog entries, or press releases, related to an advocacy issue. The goal is to understand how writing functions as a tool for civic engagement.

• Literature and Social Justice Analysis
  Students select a literary work that amplifies marginalized voices and connect its themes to local contexts in Lake County. The project encourages students to analyze how fiction or poetry can serve as a form of advocacy.

• Literature Project
  Students will select a major social or political issue discussed in a course text. Students will an online educational project such as a blog, video, or website to present their views on this subject. 

  • • Sample Assignment Sheet for Midterm Project

• Take a Stance - Persuasive Project

Students will pick an issue that they care about and take a stance on this issue. They should have a clear opinion (thesis) and support this opinion with     

evidence, including research.  They should make persuasive arguments and address at least one counter argument.

• Sample Assignment Sheet

• Persuading Your Audience
  This project usually follows an ethnography on a subculture in English 122, but could be adapted to another setting. In this project, students will propose a solution to a problem they have already researched and create the following: 1) An online composition in the genre of their choice; 2) A short process paper.

  • • Sample Assignment Sheet for Final Project

Humanities

• Hidden Histories of Lake County Research Project
  Students investigate a lesser-known chapter of Lake County history—such as a local civil rights movement, labor effort, or cultural milestone—and create a research-based presentation or digital exhibit. The project highlights how uncovering marginalized or overlooked histories restores lost voices to the public narrative and connects the past to present advocacy.

• The Power of Public Memory Project
  Students examine how Lake County commemorates (or overlooks) key people and events through monuments, museums, street names, or local storytelling. They then propose new or reimagined ways to represent community memory—through essays, mock exhibits, or creative reinterpretations—that advocate for a more inclusive historical record.

• Stories of Belonging Research Project

Students research how different cultural, linguistic, or immigrant communities in Lake County have expressed belonging and identity over time. They present their findings as a written report, documentary video, or creative project connecting local narratives to broader human rights and cultural themes.

• Community Dialogue Project

Students organize or simulate a structured public dialogue around a contemporary issue affecting Lake County, such as housing, education, or environmental equity. They research diverse viewpoints, create discussion guides, and reflect on how dialogue fosters empathy, understanding, and empowerment.

Music

• The Sound of Protest: Analyzing Music and Social Movements
  Students research and analyze songs that have served as anthems for protest or advocacy movements—both globally and within the U.S. They then connect their analysis to a contemporary issue in Lake County, considering how music continues to inspire action, unity, and social awareness.

• Composing for Change

Students compose an original piece (instrumental or vocal) that reflects a social, cultural, or environmental issue impacting Lake County communities. The     composition may include an accompanying artist statement explaining its advocacy message.

• Musical Biographies of Advocacy
  Students research a musician or composer whose work has been linked to activism or social justice. They create a multimedia presentation or podcast analyzing how the artist used music to influence social change and connect those themes to local advocacy movements.

Philosophy

• Ethics of Voice and Silence Essay
  Students explore the ethical dimensions of speaking up versus remaining silent in the face of injustice. Drawing on philosophers studied in class, they analyze a local or historical example where moral courage — or the lack of it — shaped community outcomes.

• Philosophy of Justice and Community Dialogue
  Students organize or participate in a guided discussion or Socratic seminar on a pressing Lake County issue — such as housing, education, or environmental equity —through the lens of philosophical theories of justice. The goal is to apply abstract ethical principles to concrete local realities and evaluate their practical implications.

• Applied Ethics Case Study Project
  Students identify a current advocacy effort in Lake County and evaluate it using ethical frameworks. They present a case study analyzing the moral reasoning behind the initiative’s goals and methods, reflecting on what “ethical advocacy” looks like in practice.

• Volunteering Project
  Students will volunteer at an organization of choice and write a short, written reflection that connects what they to at least two ethical theories discussed in class.

  • • Sample Assignment Sheet

Theatre

• • Voices from the Community Playwriting Project
    Students write short, original plays inspired by interviews or oral histories with Lake County residents. The plays should reflect themes of identity, resilience, and advocacy, and can be performed as staged readings or recorded for digital sharing.

  • Theatre and Social Justice Research Presentation
    Students research a theatre company, playwright, or movement that uses performance as a tool for social change. They present how these methods could be adapted to address issues relevant to Lake County communities.

  • Performance and Protest Project
    Students devise a short performance piece that draws inspiration from historical or contemporary protest movements. The work can be presented indoors or in public spaces, highlighting how theatre can function as peaceful protest and public dialogue.

  • Advocacy Through Design
    Students in technical theatre or stage design focus on how lighting, costume, sound, and set design can visually communicate themes of empowerment and justice. Each student develops a design concept for a play or performance centered on advocacy, accompanied by an artist statement explaining the symbolic and emotional intent.