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| KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Microphone? Check. Headphones? Ready. A story you just can’t stop talking about? Got it!\u003c/p>\n\u003cp>Yup, it’s time again for \u003ca href=\"http://npr.org/studentpodcastchallenge\">NPR’s Student Podcast Challenge\u003c/a>. And we’re here to announce the opening bell of year six of this annual competition.\u003c/p>\n\u003cp>In our first half-decade, we’ve listened to more than 15,000 podcasts, from more than 80,000 young people all over the country. You’ve explored serious issues, like the pandemic lockdown and how it affected learning and mental health; how our changing climate is impacting your lives.\u003c/p>\n\u003cp>Other students, including a number of our winners, have poured into their microphones deeply personal stories, about their families, their hometowns, or their identities. Among the great podcasts that we remember years later are stories about race, gender, disabilities, and the \u003ca href=\"https://www.npr.org/2023/07/13/1187626149/the-sunday-story-the-kids-have-something-to-say\">struggle of being a young person in these troubled times\u003c/a>. And along the way students have, of course, remembered to \u003ca href=\"https://www.wbur.org/hereandnow/2023/06/30/npr-student-podcast-challenge\">bring us the joy and fun and excitement\u003c/a> they see in their lives and their communities.\u003c/p>\n\u003cp>On our end, we’ve listened to your feedback each year – great suggestions that have brought our ongoing College Podcast Challenge, and a special prize last year for the best podcast about mental health.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This year, we’ve got a big new change: Since the beginning, the contest has been open for students in grades five through 12. But each year, we’ve heard from elementary teachers asking, what about my younger kids?\u003c/p>\n\u003cp>This year, in response to that popular demand, from elementary teachers, we are introducing our \u003cstrong>first-ever fourth grade contest! \u003c/strong>So if you teach or work with fourth graders – please consider podcasting with your students and entering our contest!\u003c/p>\n\u003cp>The sixth annual Student Podcast Challenge is now open for entries starting \u003cstrong>Feb. 2, 2024\u003c/strong> and will close on \u003cstrong>May 3, 2024\u003c/strong>. Our judges will choose winners in three categories: \u003cstrong>grade four, grades five through eight, and grades nine through 12\u003c/strong>.\u003c/p>\n\u003cp>As in the past, entries must be submitted by a teacher, educator, or mentor who is 18 years or older. And don’t forget all the tips, advice and lesson plans we’ve compiled over the years – more on that below. \u003cem>\u003cstrong>Especially the rules around the maximum length of eight minutes, and about the use of music\u003c/strong>\u003c/em>\u003cem>.\u003c/em> (\u003ca href=\"https://www.npr.org/2018/11/15/662979069/npr-student-podcast-challenge-official-rules\">You can find the contest rules here.\u003c/a>) After years of listening to student podcasts, we’ve learned that shorter is better.\u003c/p>\n\u003cp>And, for our college podcasters, we’ll be announcing finalists and the winner of the 2023 College Podcast Challenge in the next month. So please keep an eye out! The college edition will return this fall with a $5,000 grand prize and $500 prizes for finalists.\u003c/p>\n\u003cp>The contest rules remain pretty much the same: Students can create a podcast about any topic they wish to explore. To give you an idea, we’ve listened to stories on everything from \u003ca href=\"https://www.npr.org/2022/05/16/1098786005/middle-school-winners-npr-student-podcast-contest\">social media\u003c/a>, \u003ca href=\"https://www.npr.org/2021/10/16/1017879531/dont-judge-these-teens-by-their-tattoos\">tattoos\u003c/a> to even \u003ca href=\"https://soundcloud.com/rodney-west-estell/amelias-storytelling/s-3gS1X9Y0BFO?si=12e97c079c4743eea645e07ffe2a7339&utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing\">fictional tales\u003c/a>. Some themes we’ve seen over and over include \u003ca href=\"https://www.npr.org/2021/08/17/1028353571/who-runs-the-world-kids\">questions on race and identity\u003c/a> and how young people \u003ca href=\"https://www.npr.org/transcripts/704860132\">do, or don’t, fit in\u003c/a>. Your podcast can also be in many different formats: an interview, narrative story or even investigative reporting. You can do it by yourself or with your entire class.\u003c/p>\n\u003cp>To help you get started, we’ve got a slew of podcasting resources on \u003ca href=\"https://www.npr.org/2021/11/13/1055572907/how-to-tell-a-great-story\">how to tell a good story\u003c/a>, \u003ca href=\"https://www.npr.org/2021/11/07/1053294692/warm-up-time\">how to warm up your voice\u003c/a> and \u003ca href=\"https://www.npr.org/2020/02/13/805858075/everything-you-need-to-know-about-using-music-in-your-podcast\">how to use music in your podcast\u003c/a>, among other topics. Even, and we’re serious about this: \u003ca href=\"https://www.npr.org/2020/01/10/794201416/how-a-pillow-fort-can-make-your-podcast-sound-better\">how making a pillow fort \u003c/a>can make you sound better!\u003c/p>\n\u003cp>You can find more tips and tricks on \u003ca href=\"https://www.npr.org/podcasts/510354/the-students-podcast\">The Students’ Podcast\u003c/a>, our podcast on how to make a good podcast. We also encourage you to get a feel for what we’re looking for by listening to last year’s \u003ca href=\"https://www.npr.org/2023/06/21/1181726312/student-podcast-challenge-2023-high-school-winner\">high school winner\u003c/a> and \u003ca href=\"https://www.npr.org/2023/06/21/1182424027/student-podcast-challenge-2023-middle-school-winner\">middle school winners\u003c/a>. And previous years’ winners’ \u003ca href=\"http://npr.org/studentpodcastchallenge\">here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For more tips, advice and the latest updates on this year’s contest, make sure to \u003ca href=\"https://www.npr.org/newsletter/student-podcast-challenge\">sign up for our newsletter\u003c/a>. Students, we can’t wait to hear your stories. Good luck!\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=NPR%27s+Student+Podcast+Challenge+is+back+%E2%80%93+with+a+fourth-grade+edition%21&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The 2024 national podcasting contest for middle and high school students is open for entries. It will close on May 3.","status":"publish","parent":0,"modified":1706925275,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":718},"headData":{"title":"NPR's Student Podcast Challenge is back – with a fourth-grade edition! | KQED","description":"The 2024 national podcasting contest for middle and high school students is open for entries. 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Lee, Steve Drummond","nprImageAgency":"LA Johnson/NPR","nprStoryId":"1228375038","nprApiLink":"http://api.npr.org/query?id=1228375038&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2024/02/02/1228375038/student-podcast-challenge-contest-npr-2024?ft=nprml&f=1228375038","nprRetrievedStory":"1","nprPubDate":"Fri, 02 Feb 2024 06:00:00 -0500","nprStoryDate":"Fri, 02 Feb 2024 06:00:10 -0500","nprLastModifiedDate":"Fri, 02 Feb 2024 06:00:10 -0500","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63079/nprs-student-podcast-challenge-is-back-with-a-fourth-grade-edition","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Microphone? Check. Headphones? Ready. A story you just can’t stop talking about? Got it!\u003c/p>\n\u003cp>Yup, it’s time again for \u003ca href=\"http://npr.org/studentpodcastchallenge\">NPR’s Student Podcast Challenge\u003c/a>. And we’re here to announce the opening bell of year six of this annual competition.\u003c/p>\n\u003cp>In our first half-decade, we’ve listened to more than 15,000 podcasts, from more than 80,000 young people all over the country. You’ve explored serious issues, like the pandemic lockdown and how it affected learning and mental health; how our changing climate is impacting your lives.\u003c/p>\n\u003cp>Other students, including a number of our winners, have poured into their microphones deeply personal stories, about their families, their hometowns, or their identities. Among the great podcasts that we remember years later are stories about race, gender, disabilities, and the \u003ca href=\"https://www.npr.org/2023/07/13/1187626149/the-sunday-story-the-kids-have-something-to-say\">struggle of being a young person in these troubled times\u003c/a>. And along the way students have, of course, remembered to \u003ca href=\"https://www.wbur.org/hereandnow/2023/06/30/npr-student-podcast-challenge\">bring us the joy and fun and excitement\u003c/a> they see in their lives and their communities.\u003c/p>\n\u003cp>On our end, we’ve listened to your feedback each year – great suggestions that have brought our ongoing College Podcast Challenge, and a special prize last year for the best podcast about mental health.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This year, we’ve got a big new change: Since the beginning, the contest has been open for students in grades five through 12. But each year, we’ve heard from elementary teachers asking, what about my younger kids?\u003c/p>\n\u003cp>This year, in response to that popular demand, from elementary teachers, we are introducing our \u003cstrong>first-ever fourth grade contest! \u003c/strong>So if you teach or work with fourth graders – please consider podcasting with your students and entering our contest!\u003c/p>\n\u003cp>The sixth annual Student Podcast Challenge is now open for entries starting \u003cstrong>Feb. 2, 2024\u003c/strong> and will close on \u003cstrong>May 3, 2024\u003c/strong>. Our judges will choose winners in three categories: \u003cstrong>grade four, grades five through eight, and grades nine through 12\u003c/strong>.\u003c/p>\n\u003cp>As in the past, entries must be submitted by a teacher, educator, or mentor who is 18 years or older. And don’t forget all the tips, advice and lesson plans we’ve compiled over the years – more on that below. \u003cem>\u003cstrong>Especially the rules around the maximum length of eight minutes, and about the use of music\u003c/strong>\u003c/em>\u003cem>.\u003c/em> (\u003ca href=\"https://www.npr.org/2018/11/15/662979069/npr-student-podcast-challenge-official-rules\">You can find the contest rules here.\u003c/a>) After years of listening to student podcasts, we’ve learned that shorter is better.\u003c/p>\n\u003cp>And, for our college podcasters, we’ll be announcing finalists and the winner of the 2023 College Podcast Challenge in the next month. So please keep an eye out! The college edition will return this fall with a $5,000 grand prize and $500 prizes for finalists.\u003c/p>\n\u003cp>The contest rules remain pretty much the same: Students can create a podcast about any topic they wish to explore. To give you an idea, we’ve listened to stories on everything from \u003ca href=\"https://www.npr.org/2022/05/16/1098786005/middle-school-winners-npr-student-podcast-contest\">social media\u003c/a>, \u003ca href=\"https://www.npr.org/2021/10/16/1017879531/dont-judge-these-teens-by-their-tattoos\">tattoos\u003c/a> to even \u003ca href=\"https://soundcloud.com/rodney-west-estell/amelias-storytelling/s-3gS1X9Y0BFO?si=12e97c079c4743eea645e07ffe2a7339&utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing\">fictional tales\u003c/a>. Some themes we’ve seen over and over include \u003ca href=\"https://www.npr.org/2021/08/17/1028353571/who-runs-the-world-kids\">questions on race and identity\u003c/a> and how young people \u003ca href=\"https://www.npr.org/transcripts/704860132\">do, or don’t, fit in\u003c/a>. Your podcast can also be in many different formats: an interview, narrative story or even investigative reporting. You can do it by yourself or with your entire class.\u003c/p>\n\u003cp>To help you get started, we’ve got a slew of podcasting resources on \u003ca href=\"https://www.npr.org/2021/11/13/1055572907/how-to-tell-a-great-story\">how to tell a good story\u003c/a>, \u003ca href=\"https://www.npr.org/2021/11/07/1053294692/warm-up-time\">how to warm up your voice\u003c/a> and \u003ca href=\"https://www.npr.org/2020/02/13/805858075/everything-you-need-to-know-about-using-music-in-your-podcast\">how to use music in your podcast\u003c/a>, among other topics. Even, and we’re serious about this: \u003ca href=\"https://www.npr.org/2020/01/10/794201416/how-a-pillow-fort-can-make-your-podcast-sound-better\">how making a pillow fort \u003c/a>can make you sound better!\u003c/p>\n\u003cp>You can find more tips and tricks on \u003ca href=\"https://www.npr.org/podcasts/510354/the-students-podcast\">The Students’ Podcast\u003c/a>, our podcast on how to make a good podcast. We also encourage you to get a feel for what we’re looking for by listening to last year’s \u003ca href=\"https://www.npr.org/2023/06/21/1181726312/student-podcast-challenge-2023-high-school-winner\">high school winner\u003c/a> and \u003ca href=\"https://www.npr.org/2023/06/21/1182424027/student-podcast-challenge-2023-middle-school-winner\">middle school winners\u003c/a>. And previous years’ winners’ \u003ca href=\"http://npr.org/studentpodcastchallenge\">here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For more tips, advice and the latest updates on this year’s contest, make sure to \u003ca href=\"https://www.npr.org/newsletter/student-podcast-challenge\">sign up for our newsletter\u003c/a>. Students, we can’t wait to hear your stories. Good luck!\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=NPR%27s+Student+Podcast+Challenge+is+back+%E2%80%93+with+a+fourth-grade+edition%21&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63079/nprs-student-podcast-challenge-is-back-with-a-fourth-grade-edition","authors":["byline_mindshift_63079"],"categories":["mindshift_20579","mindshift_195"],"tags":["mindshift_21685","mindshift_20779","mindshift_20624"],"featImg":"mindshift_63080","label":"mindshift"},"mindshift_62986":{"type":"posts","id":"mindshift_62986","meta":{"index":"posts_1591205157","site":"mindshift","id":"62986","score":null,"sort":[1706007617000]},"guestAuthors":[],"slug":"demystifying-copyright-for-teachers-and-students","title":"Demystifying Copyright for Teachers and Students","publishDate":1706007617,"format":"standard","headTitle":"Demystifying Copyright for Teachers and Students | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">In 2019, the Houston Independent School District found itself entangled in a legal battle, facing a \u003c/span>\u003ca href=\"https://www.houstonchronicle.com/news/houston-texas/education/article/Federal-jury-HISD-staff-repeatedly-violated-13895634.php\">\u003cspan style=\"font-weight: 400\">verdict of $9.2 million for copyright violations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. School staff had repeatedly photocopied, manipulated and distributed study guides from an educational publishing company. This incident served as a wake-up call for teachers who thought copyright law did not apply to their classrooms. “Teachers either don’t know or don’t want to know that they’re violating copyright,” said \u003c/span>\u003ca href=\"https://www.melissaannpero.com/\">\u003cspan style=\"font-weight: 400\">Melissa-Ann Pero\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former language arts teacher who has also worked with educators on hybrid and online learning practices in Pennsylvania.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.copyright.gov/what-is-copyright/\">\u003cspan style=\"font-weight: 400\">Copyright\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> ensures that creators have exclusive rights to print, publish, perform, film or record their literary, artistic and musical creations – or to authorize others to do so. While many teachers willingly share their instructional materials, even those they have personally crafted, the act of sharing doesn’t negate the need for proper attribution or copyright protection. “I’ve tried to get away from using phrases like ‘I’ve stolen that from somebody,’ because I haven’t. I’ve asked to borrow it, and I give people credit,” said Pero, who now teaches at a career and technical high school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sound copyright practices not only shield teachers from legal complications and safeguard their intellectual property, but also set an example for students. In the digital era, when information can be ambiguously sourced and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47580/media-literacy-five-ways-teachers-are-fighting-fake-news\">\u003cspan style=\"font-weight: 400\">potentially misleading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edutopia.org/article/teaching-rhetorical-analysis-news/\">\u003cspan style=\"font-weight: 400\">teaching students the importance of proper sourcing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> continues to grow in importance. At the International Society for Technology in Education (ISTE) conference last year, Pero and other speakers offered recommendations for how educators can navigate copyright and model digital citizenship for students.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Schools have certain protections. What are they?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, copyright has its own set of rules that provide specific protections. \u003c/span>\u003cspan style=\"font-weight: 400\">Fair use allows limited use of copyrighted work without seeking permission, serving purposes like news reporting, commentary, education, parody and the creation of transformative new works.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the protective umbrella of education is not as impervious as once believed, said Pero.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fa\u003c/span>\u003cspan style=\"font-weight: 400\">ir use isn’t a one-size-fits-all rule, and it is evaluated on a case-by-case basis that considers four key factors: the purpose of use, the nature of the original work, the amount used and the impact on the original’s market value.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Purpose of use:\u003c/b>\u003cspan style=\"font-weight: 400\"> Educators can share materials as long as they’re integral to the course, part of systematic instructional activities, and directly related to the teaching objectives. However, expanding the purpose, like publishing a school project online, might change fair use status. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Nature of the original work: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use status is more likely if the original is informative or factual rather than highly creative. However, creative works can still qualify. For example, watching a taped production of Hamlet during a unit on Shakespeare in an English class is likely to fall under fair use.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Amount used: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use asks that teachers use portions of the original material and only what’s necessary to convey their point. While it’s still possible with entire creative works, like videos or songs, using less increases the likelihood of fair use. Excerpts – typically two pages or less or 10% of longer works – are permissible, along with up to 30 seconds of music. Pero emphasized that many publishing companies are open to working with teachers as long as proper credit is given. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Market impact:\u003c/b>\u003cspan style=\"font-weight: 400\"> If your use undermines the creator’s ability to profit from their work, it’s less likely to be considered fair use.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">For clarification on copyright concerns, Mary Beth Clifton, who teaches about copyright in her role as an instructional technology coordinator in Pennsylvania, recommended that educators use \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/online-training/\">\u003cspan style=\"font-weight: 400\">Copyright and Creativity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an online hub of educator-friendly resources about copyright, including office hours, webinars and \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/infographics/\">\u003cspan style=\"font-weight: 400\">downloadable posters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During pandemic-related distance learning, teachers relied on the 2002 \u003c/span>\u003ca href=\"https://www.copyright.gov/docs/regstat031301.html\">\u003cspan style=\"font-weight: 400\">Technology, Education and Copyright Harmonization (“TEACH”) Act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This act provides exemptions that allow educators to share certain copyright-protected materials online with students without getting permission from copyright holders. Generally, the TEACH Act mandates that distribution of all materials must be limited to students who are currently enrolled in the class for a specific time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Digital citizenship and nurturing respect for copyright\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Citing sources and giving credit are integral components of digital citizenship — how we conduct ourselves responsibly in the online world. Complying with copyright can seem tedious, but it is foundational to many of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/digital-citizenship\">\u003cspan style=\"font-weight: 400\">digital citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> skills teachers hope to instill in students. “We talk about how to be respectful, face-to-face and how to be respectful in a Zoom conference. We also need to talk about how to be respectful in the digital environment,” said Clifton. With\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">\u003cspan style=\"font-weight: 400\"> AI tools on the rise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students’ ability to trace the origins of their sources will become more valuable. When teachers make their own copyright practices visible, they model its importance for students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering students to copyright their work\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help students to become more knowledgeable about copyright is to have them copyright their own work. With students increasingly \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47636/what-writing-wikipedia-entries-can-teach-students-about-digital-literacy\">\u003cspan style=\"font-weight: 400\">creating their own content as opposed to just consuming it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers have an opportunity to introduce them to copyrighting. Clifton suggested students and teachers use \u003c/span>\u003ca href=\"https://creativecommons.org/\">\u003cspan style=\"font-weight: 400\">Creative Commons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> licenses because they are a simple way to communicate how one wants their work to be used. A Creative Commons license is a public use license that allows creators to \u003c/span>\u003ca href=\"https://creativecommons.org/share-your-work/cclicenses/\">\u003cspan style=\"font-weight: 400\">mix and match four conditions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to communicate how they would like the work to be used. For example, a person may choose to allow others to distribute, remix, adapt, and build upon the material for noncommercial purposes only. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students experience the process of protecting their own work, it’s easier to communicate the significance of copyright because it’s more personalized, said Clifton. She prompts students with questions about how they would feel about finding out that their work was used without permission to foster discussions about sharing and respecting creative works.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Practicing mindful image use\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether it’s in a powerpoint or on a poster board, images are often used without permission. To illustrate how images are protected by copyright, Pero used the logo from the Tokyo Olympics in 2020 as an example. When the first Tokyo 2020 logo was presented, a Belgian designer said it was too similar to one of his designs, and the \u003c/span>\u003ca href=\"https://www.bbc.com/news/world-asia-34115750\">\u003cspan style=\"font-weight: 400\">Tokyo Olympics logo was changed.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> In her classes, Pero instructed students to \u003c/span>\u003ca href=\"https://support.google.com/websearch/answer/29508?hl=en&co=GENIE.Platform%3DAndroid\">\u003cspan style=\"font-weight: 400\">use filters on Google image search\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to easily access images that are free to share. Even when using such searches, teachers can set the expectation that students should credit the image creators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Pero oversaw her schools’ yearbook class, and she instructed students to give photo credit for each photo whether they were taken professionally or by peers. “One year, we made a yearbook that mimicked Survivor’s logo,” said Pero. She told students that if they wanted to go through with the idea, “We need to get permission because we’re going to publish like 400 of these.” Student sent an image of the yearbook logo to Survivor’s production team to confirm that it was okay to use. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Inviting students to connect with creators \u003c/b>\u003c/h2>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Pero’s students did independent choice reading, she invited them to give authors a shoutout on social media. As part of the assignment, students identified the author’s social handle and tagged them in a post about what they read. If the student didn’t have a social account she did it from her own account. “They were amazed at the [response] they got,” said Pero. This simple act allowed students to connect with the creators behind the works they engage with, fostering a deeper appreciation for writers and artists. Learning more about the origins of the works they appreciate can empower students and develop their agency. Starting these habits early lays the foundation for a future where acknowledging sources becomes second nature. “Let’s get kids in the habit, students in the habit, adults in the habit of saying, ‘I got this from here. It’s not mine,'” Pero said.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"When teachers model correct copyright use they not only shield themselves from legal complications, but also set a good example for students.","status":"publish","parent":0,"modified":1713291329,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1410},"headData":{"title":"Demystifying Copyright for Teachers and Students | KQED","description":"When teachers model correct copyright use, they not only shield themselves from legal complications, but also set a good example for students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"When teachers model correct copyright use, they not only shield themselves from legal complications, but also set a good example for students.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Demystifying Copyright for Teachers and Students","datePublished":"2024-01-23T11:00:17.000Z","dateModified":"2024-04-16T18:15:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62986/demystifying-copyright-for-teachers-and-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In 2019, the Houston Independent School District found itself entangled in a legal battle, facing a \u003c/span>\u003ca href=\"https://www.houstonchronicle.com/news/houston-texas/education/article/Federal-jury-HISD-staff-repeatedly-violated-13895634.php\">\u003cspan style=\"font-weight: 400\">verdict of $9.2 million for copyright violations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. School staff had repeatedly photocopied, manipulated and distributed study guides from an educational publishing company. This incident served as a wake-up call for teachers who thought copyright law did not apply to their classrooms. “Teachers either don’t know or don’t want to know that they’re violating copyright,” said \u003c/span>\u003ca href=\"https://www.melissaannpero.com/\">\u003cspan style=\"font-weight: 400\">Melissa-Ann Pero\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former language arts teacher who has also worked with educators on hybrid and online learning practices in Pennsylvania.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.copyright.gov/what-is-copyright/\">\u003cspan style=\"font-weight: 400\">Copyright\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> ensures that creators have exclusive rights to print, publish, perform, film or record their literary, artistic and musical creations – or to authorize others to do so. While many teachers willingly share their instructional materials, even those they have personally crafted, the act of sharing doesn’t negate the need for proper attribution or copyright protection. “I’ve tried to get away from using phrases like ‘I’ve stolen that from somebody,’ because I haven’t. I’ve asked to borrow it, and I give people credit,” said Pero, who now teaches at a career and technical high school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sound copyright practices not only shield teachers from legal complications and safeguard their intellectual property, but also set an example for students. In the digital era, when information can be ambiguously sourced and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47580/media-literacy-five-ways-teachers-are-fighting-fake-news\">\u003cspan style=\"font-weight: 400\">potentially misleading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edutopia.org/article/teaching-rhetorical-analysis-news/\">\u003cspan style=\"font-weight: 400\">teaching students the importance of proper sourcing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> continues to grow in importance. At the International Society for Technology in Education (ISTE) conference last year, Pero and other speakers offered recommendations for how educators can navigate copyright and model digital citizenship for students.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Schools have certain protections. What are they?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, copyright has its own set of rules that provide specific protections. \u003c/span>\u003cspan style=\"font-weight: 400\">Fair use allows limited use of copyrighted work without seeking permission, serving purposes like news reporting, commentary, education, parody and the creation of transformative new works.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the protective umbrella of education is not as impervious as once believed, said Pero.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fa\u003c/span>\u003cspan style=\"font-weight: 400\">ir use isn’t a one-size-fits-all rule, and it is evaluated on a case-by-case basis that considers four key factors: the purpose of use, the nature of the original work, the amount used and the impact on the original’s market value.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Purpose of use:\u003c/b>\u003cspan style=\"font-weight: 400\"> Educators can share materials as long as they’re integral to the course, part of systematic instructional activities, and directly related to the teaching objectives. However, expanding the purpose, like publishing a school project online, might change fair use status. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Nature of the original work: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use status is more likely if the original is informative or factual rather than highly creative. However, creative works can still qualify. For example, watching a taped production of Hamlet during a unit on Shakespeare in an English class is likely to fall under fair use.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Amount used: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use asks that teachers use portions of the original material and only what’s necessary to convey their point. While it’s still possible with entire creative works, like videos or songs, using less increases the likelihood of fair use. Excerpts – typically two pages or less or 10% of longer works – are permissible, along with up to 30 seconds of music. Pero emphasized that many publishing companies are open to working with teachers as long as proper credit is given. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Market impact:\u003c/b>\u003cspan style=\"font-weight: 400\"> If your use undermines the creator’s ability to profit from their work, it’s less likely to be considered fair use.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">For clarification on copyright concerns, Mary Beth Clifton, who teaches about copyright in her role as an instructional technology coordinator in Pennsylvania, recommended that educators use \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/online-training/\">\u003cspan style=\"font-weight: 400\">Copyright and Creativity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an online hub of educator-friendly resources about copyright, including office hours, webinars and \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/infographics/\">\u003cspan style=\"font-weight: 400\">downloadable posters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During pandemic-related distance learning, teachers relied on the 2002 \u003c/span>\u003ca href=\"https://www.copyright.gov/docs/regstat031301.html\">\u003cspan style=\"font-weight: 400\">Technology, Education and Copyright Harmonization (“TEACH”) Act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This act provides exemptions that allow educators to share certain copyright-protected materials online with students without getting permission from copyright holders. Generally, the TEACH Act mandates that distribution of all materials must be limited to students who are currently enrolled in the class for a specific time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Digital citizenship and nurturing respect for copyright\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Citing sources and giving credit are integral components of digital citizenship — how we conduct ourselves responsibly in the online world. Complying with copyright can seem tedious, but it is foundational to many of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/digital-citizenship\">\u003cspan style=\"font-weight: 400\">digital citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> skills teachers hope to instill in students. “We talk about how to be respectful, face-to-face and how to be respectful in a Zoom conference. We also need to talk about how to be respectful in the digital environment,” said Clifton. With\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">\u003cspan style=\"font-weight: 400\"> AI tools on the rise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students’ ability to trace the origins of their sources will become more valuable. When teachers make their own copyright practices visible, they model its importance for students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering students to copyright their work\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help students to become more knowledgeable about copyright is to have them copyright their own work. With students increasingly \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47636/what-writing-wikipedia-entries-can-teach-students-about-digital-literacy\">\u003cspan style=\"font-weight: 400\">creating their own content as opposed to just consuming it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers have an opportunity to introduce them to copyrighting. Clifton suggested students and teachers use \u003c/span>\u003ca href=\"https://creativecommons.org/\">\u003cspan style=\"font-weight: 400\">Creative Commons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> licenses because they are a simple way to communicate how one wants their work to be used. A Creative Commons license is a public use license that allows creators to \u003c/span>\u003ca href=\"https://creativecommons.org/share-your-work/cclicenses/\">\u003cspan style=\"font-weight: 400\">mix and match four conditions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to communicate how they would like the work to be used. For example, a person may choose to allow others to distribute, remix, adapt, and build upon the material for noncommercial purposes only. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students experience the process of protecting their own work, it’s easier to communicate the significance of copyright because it’s more personalized, said Clifton. She prompts students with questions about how they would feel about finding out that their work was used without permission to foster discussions about sharing and respecting creative works.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Practicing mindful image use\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether it’s in a powerpoint or on a poster board, images are often used without permission. To illustrate how images are protected by copyright, Pero used the logo from the Tokyo Olympics in 2020 as an example. When the first Tokyo 2020 logo was presented, a Belgian designer said it was too similar to one of his designs, and the \u003c/span>\u003ca href=\"https://www.bbc.com/news/world-asia-34115750\">\u003cspan style=\"font-weight: 400\">Tokyo Olympics logo was changed.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> In her classes, Pero instructed students to \u003c/span>\u003ca href=\"https://support.google.com/websearch/answer/29508?hl=en&co=GENIE.Platform%3DAndroid\">\u003cspan style=\"font-weight: 400\">use filters on Google image search\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to easily access images that are free to share. Even when using such searches, teachers can set the expectation that students should credit the image creators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Pero oversaw her schools’ yearbook class, and she instructed students to give photo credit for each photo whether they were taken professionally or by peers. “One year, we made a yearbook that mimicked Survivor’s logo,” said Pero. She told students that if they wanted to go through with the idea, “We need to get permission because we’re going to publish like 400 of these.” Student sent an image of the yearbook logo to Survivor’s production team to confirm that it was okay to use. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Inviting students to connect with creators \u003c/b>\u003c/h2>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Pero’s students did independent choice reading, she invited them to give authors a shoutout on social media. As part of the assignment, students identified the author’s social handle and tagged them in a post about what they read. If the student didn’t have a social account she did it from her own account. “They were amazed at the [response] they got,” said Pero. This simple act allowed students to connect with the creators behind the works they engage with, fostering a deeper appreciation for writers and artists. Learning more about the origins of the works they appreciate can empower students and develop their agency. Starting these habits early lays the foundation for a future where acknowledging sources becomes second nature. “Let’s get kids in the habit, students in the habit, adults in the habit of saying, ‘I got this from here. It’s not mine,'” Pero said.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62986/demystifying-copyright-for-teachers-and-students","authors":["11721"],"categories":["mindshift_20579","mindshift_195","mindshift_21358","mindshift_193"],"tags":["mindshift_1023","mindshift_528","mindshift_529","mindshift_862","mindshift_822","mindshift_968","mindshift_546"],"featImg":"mindshift_62987","label":"mindshift"},"mindshift_62588":{"type":"posts","id":"mindshift_62588","meta":{"index":"posts_1591205157","site":"mindshift","id":"62588","score":null,"sort":[1698019208000]},"guestAuthors":[],"slug":"how-two-teachers-spark-a-love-of-history-with-their-wardrobes","title":"How Two Teachers Spark a Love of History with Their Wardrobes","publishDate":1698019208,"format":"standard","headTitle":"How Two Teachers Spark a Love of History with Their Wardrobes | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">On a February morning in 2012, \u003c/span>\u003ca href=\"https://www.instagram.com/goodeteaching/\">\u003cspan style=\"font-weight: 400\">Jazzi Goode\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an elementary and middle school STEM educator in North Carolina, was having a hard time getting ready for work. With a closet that seemed devoid of suitable school attire, she surveyed her options: sweatshirts, button downs and lots of jeans. Rather than resigning herself to the ordinary, Goode was struck by an idea that would transform her approach to teaching. “I should dress up as Rosa Parks today,” she thought. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode put on a button down white shirt, a gray skirt and even a makeshift “prison tag” number to step into the persona of the iconic civil rights activist. After seeing how her spontaneous decision delighted her students, who listened attentively as they read books and learned about Parks’ role in history, Goode started to dress up as prominent figures more often. “It became an everyday thing,” said Goode, who transitioned out of the classroom to work at an education nonprofit this year. “I started to put more energy into it the following year and it just kept going.” Some years she dressed up every day for the month of February, while other years she dressed up three times a week. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode eventually inspired third grade teacher \u003c/span>\u003ca href=\"https://www.instagram.com/learningwithlafayette\">\u003cspan style=\"font-weight: 400\">Tracey-Ann Lafayette\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to do the same. “I started [dressing up] because I saw Jazzi do it on Instagram,” said Lafayette, who teaches in Connecticut. She began to dress up once a week so her students could guess who she was and read a relevant book. She continues to dress up for the entirety of Black History and Women’s History Month and use it as a springboard for getting students interested in independent reading and exploring iconic figures in more depth. At the University at Buffalo’s \u003c/span>\u003ca href=\"https://ed.buffalo.edu/black-history-ed/programs/conference.html\">\u003cspan style=\"font-weight: 400\">Teaching Black History Conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> last summer, Goode and Lafayette shared how teachers can use this powerful blend of education and theatricality to make learning come alive for their students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Engage students with current events and books \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Goode and Lafayette, dressing up has been a surefire way to spark their students’ fascination with historical figures. “Third graders are just interested in the fact that I’m at school in an astronaut costume,” said Lafayette about when she dresses up as Mae Jemison, the first Black woman to travel into space. The anticipation of who she’s going to dress up as next and their historical significance excites her students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62625\" class=\"wp-caption alignleft\" style=\"max-width: 206px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62625\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-800x1067.jpeg\" alt=\"\" width=\"206\" height=\"275\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-768x1024.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544.jpeg 1920w\" sizes=\"(max-width: 206px) 100vw, 206px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Jazzi Goode reads \u003cem>When the Beat Was Born: DJ Kool Herc and the Creation of Hip Hop\u003c/em> by Laban Carrick Hill and Theodore Taylor III while dressed as Clive “Herc” Campbell.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Soon after she started, students began putting in requests. Lafayette told them that she couldn’t fulfill every request, but she tried to incorporate more modern luminaries to make learning more relatable. “It doesn’t all need to be people from Martin Luther King’s time and before,” said Lafayette. “As different things popped up throughout the year last year, I would just write down the person’s name.” For example, one year she had a lot of students who were interested in football, so she came to school dressed up as Autumn Lockwood, the first Black woman to \u003ca href=\"https://billypenn.com/2023/02/09/autumn-lockwood-first-black-woman-coach/\">coach in the NFL Super Bowl\u003c/a>. When Goode came to school dressed as Misty Copeland, the first African American female principal dancer with the American Ballet Theatre, a student that she had been struggling to build a relationship with danced with her in the hallway. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coupled with costumes, Goode and Lafayette said books provide more context about the stories and accomplishments of current and historical figures. When Goode dressed as Ann Cole Lowe, the first \u003ca href=\"https://www.newyorker.com/magazine/2021/03/29/ann-lowes-barrier-breaking-mid-century-couture\">noted Black fashion designer\u003c/a>, she read \u003c/span>\u003ca href=\"https://www.simonandschuster.com/books/Fancy-Party-Gowns/Deborah-Blumenthal/9781499802399\">\u003ci>\u003cspan style=\"font-weight: 400\">Fancy Party Gowns\u003c/span>\u003c/i>\u003c/a> \u003cspan style=\"font-weight: 400\">by Deborah Blumenthal and Laura Freeman to her students. \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/722322/all-rise-the-story-of-ketanji-brown-jackson-by-carole-boston-weatherford-illustrated-by-ashley-evans/\">\u003ci>\u003cspan style=\"font-weight: 400\">All Rise: The Story of Ketanji Brown Jackson\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Carole Boston Weatherford and Ashley Evans paired perfectly with Lafayette dressing as the first Black Supreme Court justice last year.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62623\" class=\"wp-caption alignright\" style=\"max-width: 242px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62623\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2-800x800.jpg\" alt=\"Lafayette holds up Patricia's Vision: The Doctor Who Saved Sight while she is dressed as Dr. Patricia Bath, a groundbreaking ophthalmologist who pioneered laser surgery.\" width=\"242\" height=\"242\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2.jpg 1440w\" sizes=\"(max-width: 242px) 100vw, 242px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Tracey-Ann Lafayette displays Patricia’s Vision: The Doctor Who Saved Sight by Michelle Lord and Alleanna Harris while dressed as Dr. Patricia Bath, a groundbreaking ophthalmologist who pioneered laser surgery.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lafayette recommended using anthologies like \u003c/span>\u003ca href=\"https://www.rebelgirls.com/products/good-night-stories-for-rebel-girls\">\u003cspan style=\"font-weight: 400\">\u003cem>Goodnight Stories for Rebel Girls\u003c/em>\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as a source of ideas and a way to quickly share biographies. Additionally, she uses a program called Flip (formerly Flipgrid) to record videos of herself reading picture books about famous figures while dressed up so that students can engage with the stories at home, too.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Keep costs low with planning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode and Lafayette try not to spend too much money putting together their outfits. Goode was able to keep costs low by involving students in creating her outfits, which also increased their engagement. “My students were in the classroom during their lunchtime and recess time, helping me actually physically build and make these costumes,” said Goode. When her students learned about George Crum, who popularized the potato chip, Goode dressed as a chip bag. Her students spent a week collecting chip bags and used them to create a floor length skirt that Goode wore all day. Parents and colleagues, who see how the outfits captivated students, are similarly invested. They lend objects whenever a specific item is needed, such as a tennis racket for Serena Williams or a hot comb to complete a look as Madam C.J. Walker or Annie Turnbo Malone.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62622\" class=\"wp-caption alignright\" style=\"max-width: 184px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62622\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-800x1067.jpeg\" alt=\"\" width=\"184\" height=\"246\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-768x1024.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313.jpeg 1920w\" sizes=\"(max-width: 184px) 100vw, 184px\">\u003cfigcaption class=\"wp-caption-text\">When her students learned about George Crum, who popularized the potato chip, Goode dressed as a chip bag. Her students spent a week collecting chip bags and used them to create a floor length skirt that Goode wore all day.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Goode used an Amazon wishlist so community members, colleagues and friends could help her purchase more expensive items. That’s how she got her Mae Jemison astronaut jumpsuit and her Jackie Robinson jersey. “Now I have them in my trunk at my house for me to be able to use for the future,” she said. Lafayette accepts donations. She got a lab coat from a friend who didn’t need it after she completed a college chemistry class and used it to be Kizzmekia Corbett, a Black immunologist who worked on the coronavirus vaccine.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My outfits a lot of times are things that I just have in my closet that I arrange in very strategic ways,” Lafayette added. For instance, a blazer, button down shirt and a name tag can be used to embody numerous historical men. She uses her Cricut machine to add small flourishes like Autumn Lockwood’s NFL pass. “If I buy something, I make sure it’s something that could be applicable to multiple people and think about all the different ways that I could use a particular item to get the best bang for my buck,” Lafayette said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Start small and stay in your lane\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers who want to engage their students by dressing up, Goode and Lafayette recommended starting small. “The internet, especially ‘teacher-gram,’ can be such an intimidating place for educators, especially new educators,” said Goode, referring to instagram accounts where teachers post about how they are innovating in the classroom. Each teacher has different capacity and different needs in their classroom, she said. “You are the secret sauce to making whatever you want to happen in your classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lafayette advised teachers to set realistic expectations for themselves by dressing up once a month or once a week. Honing in on a specific category can make things easier too. For example, if a teacher wants to focus on STEM they may dress up as inventions or renowned inventors. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62626\" class=\"wp-caption alignleft\" style=\"max-width: 227px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62626\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image0-800x1067.jpg\" alt=\"\" width=\"227\" height=\"303\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-scaled.jpg 1920w\" sizes=\"(max-width: 227px) 100vw, 227px\">\u003cfigcaption class=\"wp-caption-text\">Lafayette dressed as André Leon Talley, a fashion journalist and the first Black male creative director for Vogue magazine.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">They caution against being too reductive or wearing people’s culture as a costume. A good rule of thumb is if a teacher feels any uncertainty, don’t do it. There are ways to highlight diverse people without being offensive. “I’m not going to come to school in a hijab,” said Lafayette. “But I can make those books available for my kids and have conversations with them all throughout the year.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode said wearing t-shirts with figures on them is a low-stress way to introduce certain figures without dressing up. “I had a Tupac shirt. I had a Nina Simone shirt,” said Goode, who wore these when she wasn’t feeling up to creating an entire themed outfit. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Goode and Lafayette, students’ curiosity about historical and current figures continues beyond the days that they dress up. Lafayette typically packs away her outfits after Black History Month and Women’s History Month. “April 1st is the first time, after a solid eight weeks of wearing all these different outfits, that I come to school dressed like myself again,” she said. Students are usually surprised and disappointed to see her more typical garb. Their reactions tell her that they really care about this activity. She often goes into the next month thinking, “This really made an impact on them.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Two teachers demonstrate the impact of dressing up play in the classroom. Explore their creative teaching methods and tips for making learning come alive.","status":"publish","parent":0,"modified":1713291361,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1579},"headData":{"title":"How Two Teachers Spark a Love of History with Their Wardrobes | KQED","description":"For Jazzi Goode and Tracey-Ann Lafayette, dressing up has been a surefire way to spark their students’ fascination with historical figures.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"For Jazzi Goode and Tracey-Ann Lafayette, dressing up has been a surefire way to spark their students’ fascination with historical figures.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Two Teachers Spark a Love of History with Their Wardrobes","datePublished":"2023-10-23T00:00:08.000Z","dateModified":"2024-04-16T18:16:01.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62588/how-two-teachers-spark-a-love-of-history-with-their-wardrobes","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">On a February morning in 2012, \u003c/span>\u003ca href=\"https://www.instagram.com/goodeteaching/\">\u003cspan style=\"font-weight: 400\">Jazzi Goode\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an elementary and middle school STEM educator in North Carolina, was having a hard time getting ready for work. With a closet that seemed devoid of suitable school attire, she surveyed her options: sweatshirts, button downs and lots of jeans. Rather than resigning herself to the ordinary, Goode was struck by an idea that would transform her approach to teaching. “I should dress up as Rosa Parks today,” she thought. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode put on a button down white shirt, a gray skirt and even a makeshift “prison tag” number to step into the persona of the iconic civil rights activist. After seeing how her spontaneous decision delighted her students, who listened attentively as they read books and learned about Parks’ role in history, Goode started to dress up as prominent figures more often. “It became an everyday thing,” said Goode, who transitioned out of the classroom to work at an education nonprofit this year. “I started to put more energy into it the following year and it just kept going.” Some years she dressed up every day for the month of February, while other years she dressed up three times a week. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode eventually inspired third grade teacher \u003c/span>\u003ca href=\"https://www.instagram.com/learningwithlafayette\">\u003cspan style=\"font-weight: 400\">Tracey-Ann Lafayette\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to do the same. “I started [dressing up] because I saw Jazzi do it on Instagram,” said Lafayette, who teaches in Connecticut. She began to dress up once a week so her students could guess who she was and read a relevant book. She continues to dress up for the entirety of Black History and Women’s History Month and use it as a springboard for getting students interested in independent reading and exploring iconic figures in more depth. At the University at Buffalo’s \u003c/span>\u003ca href=\"https://ed.buffalo.edu/black-history-ed/programs/conference.html\">\u003cspan style=\"font-weight: 400\">Teaching Black History Conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> last summer, Goode and Lafayette shared how teachers can use this powerful blend of education and theatricality to make learning come alive for their students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Engage students with current events and books \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Goode and Lafayette, dressing up has been a surefire way to spark their students’ fascination with historical figures. “Third graders are just interested in the fact that I’m at school in an astronaut costume,” said Lafayette about when she dresses up as Mae Jemison, the first Black woman to travel into space. The anticipation of who she’s going to dress up as next and their historical significance excites her students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62625\" class=\"wp-caption alignleft\" style=\"max-width: 206px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62625\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-800x1067.jpeg\" alt=\"\" width=\"206\" height=\"275\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-768x1024.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544.jpeg 1920w\" sizes=\"(max-width: 206px) 100vw, 206px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Jazzi Goode reads \u003cem>When the Beat Was Born: DJ Kool Herc and the Creation of Hip Hop\u003c/em> by Laban Carrick Hill and Theodore Taylor III while dressed as Clive “Herc” Campbell.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Soon after she started, students began putting in requests. Lafayette told them that she couldn’t fulfill every request, but she tried to incorporate more modern luminaries to make learning more relatable. “It doesn’t all need to be people from Martin Luther King’s time and before,” said Lafayette. “As different things popped up throughout the year last year, I would just write down the person’s name.” For example, one year she had a lot of students who were interested in football, so she came to school dressed up as Autumn Lockwood, the first Black woman to \u003ca href=\"https://billypenn.com/2023/02/09/autumn-lockwood-first-black-woman-coach/\">coach in the NFL Super Bowl\u003c/a>. When Goode came to school dressed as Misty Copeland, the first African American female principal dancer with the American Ballet Theatre, a student that she had been struggling to build a relationship with danced with her in the hallway. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coupled with costumes, Goode and Lafayette said books provide more context about the stories and accomplishments of current and historical figures. When Goode dressed as Ann Cole Lowe, the first \u003ca href=\"https://www.newyorker.com/magazine/2021/03/29/ann-lowes-barrier-breaking-mid-century-couture\">noted Black fashion designer\u003c/a>, she read \u003c/span>\u003ca href=\"https://www.simonandschuster.com/books/Fancy-Party-Gowns/Deborah-Blumenthal/9781499802399\">\u003ci>\u003cspan style=\"font-weight: 400\">Fancy Party Gowns\u003c/span>\u003c/i>\u003c/a> \u003cspan style=\"font-weight: 400\">by Deborah Blumenthal and Laura Freeman to her students. \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/722322/all-rise-the-story-of-ketanji-brown-jackson-by-carole-boston-weatherford-illustrated-by-ashley-evans/\">\u003ci>\u003cspan style=\"font-weight: 400\">All Rise: The Story of Ketanji Brown Jackson\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Carole Boston Weatherford and Ashley Evans paired perfectly with Lafayette dressing as the first Black Supreme Court justice last year.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62623\" class=\"wp-caption alignright\" style=\"max-width: 242px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62623\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2-800x800.jpg\" alt=\"Lafayette holds up Patricia's Vision: The Doctor Who Saved Sight while she is dressed as Dr. Patricia Bath, a groundbreaking ophthalmologist who pioneered laser surgery.\" width=\"242\" height=\"242\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2.jpg 1440w\" sizes=\"(max-width: 242px) 100vw, 242px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Tracey-Ann Lafayette displays Patricia’s Vision: The Doctor Who Saved Sight by Michelle Lord and Alleanna Harris while dressed as Dr. Patricia Bath, a groundbreaking ophthalmologist who pioneered laser surgery.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lafayette recommended using anthologies like \u003c/span>\u003ca href=\"https://www.rebelgirls.com/products/good-night-stories-for-rebel-girls\">\u003cspan style=\"font-weight: 400\">\u003cem>Goodnight Stories for Rebel Girls\u003c/em>\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as a source of ideas and a way to quickly share biographies. Additionally, she uses a program called Flip (formerly Flipgrid) to record videos of herself reading picture books about famous figures while dressed up so that students can engage with the stories at home, too.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Keep costs low with planning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode and Lafayette try not to spend too much money putting together their outfits. Goode was able to keep costs low by involving students in creating her outfits, which also increased their engagement. “My students were in the classroom during their lunchtime and recess time, helping me actually physically build and make these costumes,” said Goode. When her students learned about George Crum, who popularized the potato chip, Goode dressed as a chip bag. Her students spent a week collecting chip bags and used them to create a floor length skirt that Goode wore all day. Parents and colleagues, who see how the outfits captivated students, are similarly invested. They lend objects whenever a specific item is needed, such as a tennis racket for Serena Williams or a hot comb to complete a look as Madam C.J. Walker or Annie Turnbo Malone.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62622\" class=\"wp-caption alignright\" style=\"max-width: 184px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62622\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-800x1067.jpeg\" alt=\"\" width=\"184\" height=\"246\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-768x1024.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313.jpeg 1920w\" sizes=\"(max-width: 184px) 100vw, 184px\">\u003cfigcaption class=\"wp-caption-text\">When her students learned about George Crum, who popularized the potato chip, Goode dressed as a chip bag. Her students spent a week collecting chip bags and used them to create a floor length skirt that Goode wore all day.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Goode used an Amazon wishlist so community members, colleagues and friends could help her purchase more expensive items. That’s how she got her Mae Jemison astronaut jumpsuit and her Jackie Robinson jersey. “Now I have them in my trunk at my house for me to be able to use for the future,” she said. Lafayette accepts donations. She got a lab coat from a friend who didn’t need it after she completed a college chemistry class and used it to be Kizzmekia Corbett, a Black immunologist who worked on the coronavirus vaccine.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My outfits a lot of times are things that I just have in my closet that I arrange in very strategic ways,” Lafayette added. For instance, a blazer, button down shirt and a name tag can be used to embody numerous historical men. She uses her Cricut machine to add small flourishes like Autumn Lockwood’s NFL pass. “If I buy something, I make sure it’s something that could be applicable to multiple people and think about all the different ways that I could use a particular item to get the best bang for my buck,” Lafayette said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Start small and stay in your lane\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers who want to engage their students by dressing up, Goode and Lafayette recommended starting small. “The internet, especially ‘teacher-gram,’ can be such an intimidating place for educators, especially new educators,” said Goode, referring to instagram accounts where teachers post about how they are innovating in the classroom. Each teacher has different capacity and different needs in their classroom, she said. “You are the secret sauce to making whatever you want to happen in your classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lafayette advised teachers to set realistic expectations for themselves by dressing up once a month or once a week. Honing in on a specific category can make things easier too. For example, if a teacher wants to focus on STEM they may dress up as inventions or renowned inventors. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62626\" class=\"wp-caption alignleft\" style=\"max-width: 227px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62626\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image0-800x1067.jpg\" alt=\"\" width=\"227\" height=\"303\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-scaled.jpg 1920w\" sizes=\"(max-width: 227px) 100vw, 227px\">\u003cfigcaption class=\"wp-caption-text\">Lafayette dressed as André Leon Talley, a fashion journalist and the first Black male creative director for Vogue magazine.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">They caution against being too reductive or wearing people’s culture as a costume. A good rule of thumb is if a teacher feels any uncertainty, don’t do it. There are ways to highlight diverse people without being offensive. “I’m not going to come to school in a hijab,” said Lafayette. “But I can make those books available for my kids and have conversations with them all throughout the year.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode said wearing t-shirts with figures on them is a low-stress way to introduce certain figures without dressing up. “I had a Tupac shirt. I had a Nina Simone shirt,” said Goode, who wore these when she wasn’t feeling up to creating an entire themed outfit. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Goode and Lafayette, students’ curiosity about historical and current figures continues beyond the days that they dress up. Lafayette typically packs away her outfits after Black History Month and Women’s History Month. “April 1st is the first time, after a solid eight weeks of wearing all these different outfits, that I come to school dressed like myself again,” she said. Students are usually surprised and disappointed to see her more typical garb. Their reactions tell her that they really care about this activity. She often goes into the next month thinking, “This really made an impact on them.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62588/how-two-teachers-spark-a-love-of-history-with-their-wardrobes","authors":["11721"],"categories":["mindshift_21357","mindshift_20579","mindshift_194","mindshift_193"],"tags":["mindshift_21534","mindshift_999","mindshift_21479","mindshift_21371","mindshift_1013","mindshift_21423","mindshift_498","mindshift_20616","mindshift_20557","mindshift_21007"],"featImg":"mindshift_62621","label":"mindshift"},"mindshift_62512":{"type":"posts","id":"mindshift_62512","meta":{"index":"posts_1591205157","site":"mindshift","id":"62512","score":null,"sort":[1696710374000]},"guestAuthors":[],"slug":"meet-the-high-school-sport-that-builds-robots-and-the-next-generation-of-engineers","title":"Meet the high school sport that builds robots — and the next generation of engineers","publishDate":1696710374,"format":"standard","headTitle":"Meet the high school sport that builds robots — and the next generation of engineers | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>On a Thursday night inside a NASA hangar in Mountain View, Calif., a group of teenage girls cluster around two large tables strewn with wires, hex wrenches and laptops. As they work, a machine rises in their midst — a black aluminum frame loaded with advanced tech like high-powered brushless motors and 3D vision systems. Say hello to the Space Cookies, aka \u003cem>FIRST\u003c/em> Robotics Competition Team 1868, a Girl Scout troop that builds tournament robots.\u003c/p>\n\u003cp>Right now, over 3,300 high school and community teams like the Space Cookies are assembling around the world in anticipation of the upcoming season of the \u003cem>FIRST \u003c/em>(For Inspiration and Recognition of Science and Technology) Robotics Competition. This giant non-profit/sport league started in 1989 as a local program to inspire New Hampshire teens in engineering and technology fields. It has grown to encompass more than 83,000 high schoolers in 31 countries.\u003c/p>\n\u003cp>Through the fall, students meet outside the school day to develop skills in areas like component milling, gear ratios and Java coding as tools for problem-solving, gamesmanship and intelligence — both human and artificial. Local engineering and IT professionals volunteer as mentors, but older students also teach their younger teammates.\u003c/p>\n\u003cfigure id=\"attachment_62554\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62554\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1.jpeg\" alt=\"\" width=\"1300\" height=\"971\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1-800x598.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1-1020x762.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1-768x574.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Team 299 Valkyrie Robotics of Cupertino, Calif., tend to their robot in the pit area at the 2023 San Francisco Regional; (left) the workshop for Girl Scout Space Cookies Team 1868 displaying many awards, including a couple of their recent prestigious blue banners. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some teams take over corridors of classrooms, while others meet in neighborhood garages. Some teams are like student-led companies, with separate departments for public outreach and merch. Depending on their goals and expectations, students may participate from a few hours to a few dozen hours a week.\u003c/p>\n\u003cp>They are ramping up for January, when \u003cem>FIRST\u003c/em> will reveal the season’s game rules, kicking off a feverish eight weeks of designing, fabricating and programming fresh machines. Then it’s onto the three-day regional tournaments that serve as qualifiers for April’s world \u003cem>FIRST\u003c/em> Championship in Houston.\u003c/p>\n\u003cfigure id=\"attachment_62556\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62556\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Team 5419 Berkelium team members, from Berkeley High School in Berkeley, Calif., test a prototype system to shoot cones onto poles. Caroline Soffer (second from left), 16, is a competitive gymnast and a designer. “I’m never going to be a pro gymnast, while there’s a very, very good chance that I’m going to end up in engineering or computer science,” she says. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The tournaments are a whirring, banging combination of science fair, Pac-Man and March Madness played by demon-possessed lawnmowers. Robots compete in alliances of 3-vs-3 on a volleyball-sized playing area in two-and-half minute matches. 2023’s season-specific tasks involved gathering up yellow traffic cones and inflatable purple cubes to deposit on poles or in slots at either end. Each match starts with fifteen seconds of autonomous action, when robots are programmed to score points on their own. Then, behind a plexi shield, the humans step up to control their mechanical avatars, and it’s on – speed, power, grace, defense, teamwork, showboating and the occasional collision with bits of plastic and metal flying around. Yes, those safety glasses are necessary.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Robotics competitions are nothing new, but over the last few years, the \u003cem>FIRST\u003c/em> Robotics Competition has evolved from a fascinating after-school activity to having a real impact on the tech and engineering world, and colleges are catching on.\u003c/p>\n\u003cp>“We like to see evidence of project-based learning, working in teams, hands-on experience and that sense of discovery,” says Jennifer Cluett, dean of admissions at Worcester Polytechnic Institute. In 2022, WPI added a custom question to the Common App, asking about students’ experience in competitive robotics. Cluett says 218 of 1365 enrollees in WPI’s freshman class this year have participated in\u003cem> FIRST.\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_62557\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62557\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3.jpeg\" alt=\"\" width=\"1300\" height=\"865\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3-800x532.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3-160x106.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3-768x511.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Spartan Robotics control board and pistol-grip controller from 2022, when robots had to catapult giant tennis balls into a basket and dangle from a chin-up bar. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I was just blown away by these students and their robots, with team logos and t-shirts and buttons, sponsors and cheering sections. It was like Texas high school football,” says Jonathan Hoster, associate admissions director at the Syracuse College of Engineering. Two years after he first saw a tournament in 2014, Syracuse earmarked ten scholarships for \u003cem>FIRST\u003c/em> alumni.\u003c/p>\n\u003cfigure id=\"attachment_62558\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62558\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Ivy Mahncke, 18, who had very little mechanical experience before joining Lowell High School Team 4159 CardinalBotics in San Francisco, Calif., will major in engineering with robotics at Olin College of Engineering. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A who’s-who list of \u003cem>FIRST\u003c/em> sponsors — including Boeing, Dow, Coca Cola, Amazon, FedEx, Johnson & Johnson, Apple, Ford, and Disney — shows how eager big businesses are to prime the pipeline. Demand for workers in fields like automation and connectivity, against recent declines in engineering college graduates, makes a resume showing multiple years of hands-on high school robotics increasingly desirable in corporate America.\u003c/p>\n\u003cp>“Traditionally we would look very heavily at a college GPA. But increasingly companies are looking for more well-rounded employees,” says Jody Howard, vice president of innovation and emerging technology at Caterpillar Inc. “What’s so interesting about \u003cem>FIRST\u003c/em> is that, while they may be coming out with robotic or programming skills, it’s really the teaming and problem-solving that make them stand out.”\u003c/p>\n\u003cfigure id=\"attachment_62559\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62559\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5.jpeg\" alt=\"\" width=\"1300\" height=\"970\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5-800x597.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5-1020x761.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5-160x119.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5-768x573.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">The hand-like effector on Archbishop Mitty High School Team 1351 TKO’s robot (left) telescopes and tilts to handle game pieces. (Right) Team 971 Spartan Robotics are known for their innovative tech. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Howard compares a \u003cem>FIRST\u003c/em> team scrambling to put a damaged robot back into the fray with a Caterpillar on-site service engineer cooperating with a client to rush one of their autonomous mining trucks back on line. “They already have experience going through the process under pressure,” she says.\u003c/p>\n\u003cp>Lara Fernando is a senior leader on Team 971 Spartan Robotics at Mountain View High School, in Mountain View, Calif. — a few miles from the Space Cookies. Two years ago, she was hired as a paid intern at agricultural technology startup FarmX. “I was the youngest person in the building, 15 years old, and the first woman there. From robotics I already had the skills to be there with the college engineering majors — soldering circuit boards, assembling sensors, running 3D printers.”\u003c/p>\n\u003cp>Besides providing capable personnel, high school \u003cem>FIRST\u003c/em> teams may also contribute tech back to the industry, from debugging open source code to coming up with innovative rapid prototyping approaches. At a higher level, engineers who mentor Spartan Robotics say John Deere’s weed-killing agribots now use an AI framework originally created for the team’s 2017 robot to climb ropes and fire Wiffle Balls.\u003c/p>\n\u003cfigure id=\"attachment_62560\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62560\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Kevin Mendoza, 15, a member of Team 8048 Churrobots of East Palo Alto, Calif., cleans dust particles off a gearbox component. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As impressive as these contributions may be, gritty problem-solving is a far more central element of the \u003cem>FIRST\u003c/em> ethos. Anika Zhou, 16, quit basketball to make more time for design and mechanical work with the Space Cookies. She thinks what sets the robotics team apart from school is, “They let us make mistakes.”\u003c/p>\n\u003cp>Celien Bill, 17, technical manager for Team 5419 Berkelium of Berkeley High School in Berkeley, Calif., estimates he spent over 200 hours last season tuning their cone launching system. “Getting it to work the first time was super exhilarating. That feeling lasts about 10 minutes … and then you go back to improving.”\u003c/p>\n\u003cp>“In the long term, winning and losing have about the same benefit — all the benefit is in the process,” says Dirk Wright, lead mentor for Berkelium. “You can’t understate the importance of self-confidence. It opens up a huge amount of opportunities.”\u003c/p>\n\u003cp>Plus, it’s a lot of fun.\u003c/p>\n\u003cfigure id=\"attachment_62561\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62561\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">The 2023 Sacramento Regional at UC Davis involved 46 teams and over 1,000 students. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At competitions, there are team flags, zebra-striped referees, huge video screens, people dressed as vikings and penguins, face paint, singalongs to “Sweet Caroline” and parents in funny hats cheering in the stands. There also are hundreds and thousands of other high schoolers in their team t-shirts, roaming between the pit area and playing field, checking out everybody and every machine.\u003c/p>\n\u003cp>Besides on-field triumph, teams vie for more than 20 other awards, in categories from Rookie All Star to Gracious Professionalism. Only one, the Engineering Inspiration Award, for which sponsor NASA will cover registration fees for the \u003cem>FIRST \u003c/em>Championship in Houston, has any real material value. The prestige prizes are the blue gym banners that tournament victors and major community award winners can hang in their workshops.\u003c/p>\n\u003cfigure id=\"attachment_62562\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62562\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Team 6238 Popcorn Penguins of Santa Clara County, Calif. won the Team Spirit Award at the 2023 Sacramento Regional. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But anybody can take home that warm glow of satisfaction when, in the midst of a big competition, one of their peers walks by, nods and says, “Cool robot.”\u003c/p>\n\u003cfigure id=\"attachment_62563\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62563\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Lara Fernando (upper right corner, black sleeves extended upward) and Spartan Robotics explode the moment they know they have won the 2023 San Francisco Regional and qualified for Houston. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Photos and Reporting by Mark Leong/Redux Pictures\u003c/em>\u003c/p>\n\u003cp>\u003cem>Visual design by LA Johnson\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Edited by LA Johnson and Steve Drummond\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Meet+the+high+school+sport+that+builds+robots+%E2%80%94+and+the+next+generation+of+engineers+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The FIRST Robotics Competition has evolved from a fascinating after-school activity to having an impact on the tech and engineering world, involving tens of thousands of teens across the globe.","status":"publish","parent":0,"modified":1697056275,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1634},"headData":{"title":"Meet the high school sport that builds robots — and the next generation of engineers | KQED","description":"The FIRST Robotics Competition has evolved from a fascinating after-school activity to having an impact on the tech and engineering world, involving tens of thousands of teens across the globe.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"The FIRST Robotics Competition has evolved from a fascinating after-school activity to having an impact on the tech and engineering world, involving tens of thousands of teens across the globe.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Meet the high school sport that builds robots — and the next generation of engineers","datePublished":"2023-10-07T20:26:14.000Z","dateModified":"2023-10-11T20:31:15.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Mark Leong, LA Johnson","nprImageAgency":"Mark Leong for NPR","nprStoryId":"1200615634","nprApiLink":"http://api.npr.org/query?id=1200615634&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/10/07/1200615634/meet-the-high-school-sport-that-builds-robots-and-the-next-generation-of-enginee?ft=nprml&f=1200615634","nprRetrievedStory":"1","nprPubDate":"Sat, 07 Oct 2023 06:01:00 -0400","nprStoryDate":"Sat, 07 Oct 2023 06:01:28 -0400","nprLastModifiedDate":"Sat, 07 Oct 2023 06:01:28 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62512/meet-the-high-school-sport-that-builds-robots-and-the-next-generation-of-engineers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>On a Thursday night inside a NASA hangar in Mountain View, Calif., a group of teenage girls cluster around two large tables strewn with wires, hex wrenches and laptops. As they work, a machine rises in their midst — a black aluminum frame loaded with advanced tech like high-powered brushless motors and 3D vision systems. Say hello to the Space Cookies, aka \u003cem>FIRST\u003c/em> Robotics Competition Team 1868, a Girl Scout troop that builds tournament robots.\u003c/p>\n\u003cp>Right now, over 3,300 high school and community teams like the Space Cookies are assembling around the world in anticipation of the upcoming season of the \u003cem>FIRST \u003c/em>(For Inspiration and Recognition of Science and Technology) Robotics Competition. This giant non-profit/sport league started in 1989 as a local program to inspire New Hampshire teens in engineering and technology fields. It has grown to encompass more than 83,000 high schoolers in 31 countries.\u003c/p>\n\u003cp>Through the fall, students meet outside the school day to develop skills in areas like component milling, gear ratios and Java coding as tools for problem-solving, gamesmanship and intelligence — both human and artificial. Local engineering and IT professionals volunteer as mentors, but older students also teach their younger teammates.\u003c/p>\n\u003cfigure id=\"attachment_62554\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62554\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1.jpeg\" alt=\"\" width=\"1300\" height=\"971\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1-800x598.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1-1020x762.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots1-768x574.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Team 299 Valkyrie Robotics of Cupertino, Calif., tend to their robot in the pit area at the 2023 San Francisco Regional; (left) the workshop for Girl Scout Space Cookies Team 1868 displaying many awards, including a couple of their recent prestigious blue banners. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some teams take over corridors of classrooms, while others meet in neighborhood garages. Some teams are like student-led companies, with separate departments for public outreach and merch. Depending on their goals and expectations, students may participate from a few hours to a few dozen hours a week.\u003c/p>\n\u003cp>They are ramping up for January, when \u003cem>FIRST\u003c/em> will reveal the season’s game rules, kicking off a feverish eight weeks of designing, fabricating and programming fresh machines. Then it’s onto the three-day regional tournaments that serve as qualifiers for April’s world \u003cem>FIRST\u003c/em> Championship in Houston.\u003c/p>\n\u003cfigure id=\"attachment_62556\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62556\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots2-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Team 5419 Berkelium team members, from Berkeley High School in Berkeley, Calif., test a prototype system to shoot cones onto poles. Caroline Soffer (second from left), 16, is a competitive gymnast and a designer. “I’m never going to be a pro gymnast, while there’s a very, very good chance that I’m going to end up in engineering or computer science,” she says. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The tournaments are a whirring, banging combination of science fair, Pac-Man and March Madness played by demon-possessed lawnmowers. Robots compete in alliances of 3-vs-3 on a volleyball-sized playing area in two-and-half minute matches. 2023’s season-specific tasks involved gathering up yellow traffic cones and inflatable purple cubes to deposit on poles or in slots at either end. Each match starts with fifteen seconds of autonomous action, when robots are programmed to score points on their own. Then, behind a plexi shield, the humans step up to control their mechanical avatars, and it’s on – speed, power, grace, defense, teamwork, showboating and the occasional collision with bits of plastic and metal flying around. Yes, those safety glasses are necessary.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Robotics competitions are nothing new, but over the last few years, the \u003cem>FIRST\u003c/em> Robotics Competition has evolved from a fascinating after-school activity to having a real impact on the tech and engineering world, and colleges are catching on.\u003c/p>\n\u003cp>“We like to see evidence of project-based learning, working in teams, hands-on experience and that sense of discovery,” says Jennifer Cluett, dean of admissions at Worcester Polytechnic Institute. In 2022, WPI added a custom question to the Common App, asking about students’ experience in competitive robotics. Cluett says 218 of 1365 enrollees in WPI’s freshman class this year have participated in\u003cem> FIRST.\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_62557\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62557\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3.jpeg\" alt=\"\" width=\"1300\" height=\"865\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3-800x532.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3-160x106.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots3-768x511.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Spartan Robotics control board and pistol-grip controller from 2022, when robots had to catapult giant tennis balls into a basket and dangle from a chin-up bar. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I was just blown away by these students and their robots, with team logos and t-shirts and buttons, sponsors and cheering sections. It was like Texas high school football,” says Jonathan Hoster, associate admissions director at the Syracuse College of Engineering. Two years after he first saw a tournament in 2014, Syracuse earmarked ten scholarships for \u003cem>FIRST\u003c/em> alumni.\u003c/p>\n\u003cfigure id=\"attachment_62558\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62558\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots4-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Ivy Mahncke, 18, who had very little mechanical experience before joining Lowell High School Team 4159 CardinalBotics in San Francisco, Calif., will major in engineering with robotics at Olin College of Engineering. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A who’s-who list of \u003cem>FIRST\u003c/em> sponsors — including Boeing, Dow, Coca Cola, Amazon, FedEx, Johnson & Johnson, Apple, Ford, and Disney — shows how eager big businesses are to prime the pipeline. Demand for workers in fields like automation and connectivity, against recent declines in engineering college graduates, makes a resume showing multiple years of hands-on high school robotics increasingly desirable in corporate America.\u003c/p>\n\u003cp>“Traditionally we would look very heavily at a college GPA. But increasingly companies are looking for more well-rounded employees,” says Jody Howard, vice president of innovation and emerging technology at Caterpillar Inc. “What’s so interesting about \u003cem>FIRST\u003c/em> is that, while they may be coming out with robotic or programming skills, it’s really the teaming and problem-solving that make them stand out.”\u003c/p>\n\u003cfigure id=\"attachment_62559\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62559\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5.jpeg\" alt=\"\" width=\"1300\" height=\"970\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5-800x597.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5-1020x761.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5-160x119.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots5-768x573.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">The hand-like effector on Archbishop Mitty High School Team 1351 TKO’s robot (left) telescopes and tilts to handle game pieces. (Right) Team 971 Spartan Robotics are known for their innovative tech. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Howard compares a \u003cem>FIRST\u003c/em> team scrambling to put a damaged robot back into the fray with a Caterpillar on-site service engineer cooperating with a client to rush one of their autonomous mining trucks back on line. “They already have experience going through the process under pressure,” she says.\u003c/p>\n\u003cp>Lara Fernando is a senior leader on Team 971 Spartan Robotics at Mountain View High School, in Mountain View, Calif. — a few miles from the Space Cookies. Two years ago, she was hired as a paid intern at agricultural technology startup FarmX. “I was the youngest person in the building, 15 years old, and the first woman there. From robotics I already had the skills to be there with the college engineering majors — soldering circuit boards, assembling sensors, running 3D printers.”\u003c/p>\n\u003cp>Besides providing capable personnel, high school \u003cem>FIRST\u003c/em> teams may also contribute tech back to the industry, from debugging open source code to coming up with innovative rapid prototyping approaches. At a higher level, engineers who mentor Spartan Robotics say John Deere’s weed-killing agribots now use an AI framework originally created for the team’s 2017 robot to climb ropes and fire Wiffle Balls.\u003c/p>\n\u003cfigure id=\"attachment_62560\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62560\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots7-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Kevin Mendoza, 15, a member of Team 8048 Churrobots of East Palo Alto, Calif., cleans dust particles off a gearbox component. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As impressive as these contributions may be, gritty problem-solving is a far more central element of the \u003cem>FIRST\u003c/em> ethos. Anika Zhou, 16, quit basketball to make more time for design and mechanical work with the Space Cookies. She thinks what sets the robotics team apart from school is, “They let us make mistakes.”\u003c/p>\n\u003cp>Celien Bill, 17, technical manager for Team 5419 Berkelium of Berkeley High School in Berkeley, Calif., estimates he spent over 200 hours last season tuning their cone launching system. “Getting it to work the first time was super exhilarating. That feeling lasts about 10 minutes … and then you go back to improving.”\u003c/p>\n\u003cp>“In the long term, winning and losing have about the same benefit — all the benefit is in the process,” says Dirk Wright, lead mentor for Berkelium. “You can’t understate the importance of self-confidence. It opens up a huge amount of opportunities.”\u003c/p>\n\u003cp>Plus, it’s a lot of fun.\u003c/p>\n\u003cfigure id=\"attachment_62561\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62561\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots8-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">The 2023 Sacramento Regional at UC Davis involved 46 teams and over 1,000 students. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At competitions, there are team flags, zebra-striped referees, huge video screens, people dressed as vikings and penguins, face paint, singalongs to “Sweet Caroline” and parents in funny hats cheering in the stands. There also are hundreds and thousands of other high schoolers in their team t-shirts, roaming between the pit area and playing field, checking out everybody and every machine.\u003c/p>\n\u003cp>Besides on-field triumph, teams vie for more than 20 other awards, in categories from Rookie All Star to Gracious Professionalism. Only one, the Engineering Inspiration Award, for which sponsor NASA will cover registration fees for the \u003cem>FIRST \u003c/em>Championship in Houston, has any real material value. The prestige prizes are the blue gym banners that tournament victors and major community award winners can hang in their workshops.\u003c/p>\n\u003cfigure id=\"attachment_62562\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62562\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots9-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Team 6238 Popcorn Penguins of Santa Clara County, Calif. won the Team Spirit Award at the 2023 Sacramento Regional. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But anybody can take home that warm glow of satisfaction when, in the midst of a big competition, one of their peers walks by, nods and says, “Cool robot.”\u003c/p>\n\u003cfigure id=\"attachment_62563\" class=\"wp-caption aligncenter\" style=\"max-width: 1300px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62563\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10.jpeg\" alt=\"\" width=\"1300\" height=\"866\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10.jpeg 1300w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robots10-768x512.jpeg 768w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003cfigcaption class=\"wp-caption-text\">Lara Fernando (upper right corner, black sleeves extended upward) and Spartan Robotics explode the moment they know they have won the 2023 San Francisco Regional and qualified for Houston. \u003ccite>(Mark Leong for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Photos and Reporting by Mark Leong/Redux Pictures\u003c/em>\u003c/p>\n\u003cp>\u003cem>Visual design by LA Johnson\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Edited by LA Johnson and Steve Drummond\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Meet+the+high+school+sport+that+builds+robots+%E2%80%94+and+the+next+generation+of+engineers+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62512/meet-the-high-school-sport-that-builds-robots-and-the-next-generation-of-engineers","authors":["byline_mindshift_62512"],"categories":["mindshift_20579","mindshift_20639"],"tags":["mindshift_21188","mindshift_20967","mindshift_21818","mindshift_434","mindshift_20947","mindshift_47","mindshift_21522","mindshift_21817"],"featImg":"mindshift_62513","label":"mindshift"},"mindshift_61877":{"type":"posts","id":"mindshift_61877","meta":{"index":"posts_1591205157","site":"mindshift","id":"61877","score":null,"sort":[1687360824000]},"guestAuthors":[],"slug":"a-mississippi-teens-podcast-unpacks-how-the-jackson-water-crisis-impacts-education","title":"A Mississippi teen's podcast unpacks how the Jackson water crisis impacts education","publishDate":1687360824,"format":"standard","headTitle":"A Mississippi teen’s podcast unpacks how the Jackson water crisis impacts education | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Georgianna McKenny’s \u003ca href=\"https://spotify.link/WdQIKXURdzb\">award-winning podcast\u003c/a> begins, fittingly, with a blaring alarm.\u003c/p>\n\u003cp>It’s an alarm \u003cem>clock\u003c/em>, waking her 17-year-old cousin, Mariah, as she navigates a morning, back in January, when living in Jackson, Miss., meant waking up \u003ca href=\"https://www.npr.org/2022/08/31/1120166328/jackson-mississippi-water-crisis\">without access to clean water\u003c/a>.\u003c/p>\n\u003cp>No showers, no drinkable water out of the tap, and, for a few days, no school.\u003c/p>\n\u003cp>McKenny is the newly-announced high-school winner of NPR’s fifth-annual \u003ca href=\"https://studentpodcastchallenge23.splashthat.com/\">Student Podcast Challenge\u003c/a>. In a year with more than 3,300 entries – from middle- and high-schoolers in 48 states as well as Washington, D.C., and Puerto Rico – McKenny and her winning entry tell the story of the toll Jackson’s water crisis has taken on the city’s \u003cem>students\u003c/em>.\u003c/p>\n\u003ch2>“I don’t listen to podcasts”\u003c/h2>\n\u003cp>Georgianna McKenny attends school two and a half hours northeast of Jackson, in Columbus – at the Mississippi School for Mathematics and Science, a prestigious, public boarding school for academically talented high-schoolers from all over the state.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the school’s sun-filled lobby, summer-school students lower a handmade rope over a balcony. Others watch or conduct experiments of their own around the staircase. Mounted on one classroom door are posters in Russian, one of at least five languages students here can learn.\u003c/p>\n\u003cp>The school is something of a wonder, as is Georgianna.\u003c/p>\n\u003cp>A rising senior, she is soft-spoken, with glasses and hair in braids that hang to the corners of her broad smile. We meet her in the lobby, amidst the chaos, along with her English teacher, Thomas Easterling, who assigned the podcast as part of his composition class.\u003c/p>\n\u003cfigure id=\"attachment_61879\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61879\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-scaled.jpg\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-scaled.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-1536x2048.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Georgianna poses with her English teacher, Thomas Easterling, who assigned the podcast contest as part of his composition class. \u003ccite>(Imani Khayyam for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The idea was, they need to know their hometowns better,” Easterling says of the assignment in his University Composition class. “Since I have students from all over Mississippi, they did research on the parts of their hometown that gave them a sense of place\u003cem>.”\u003c/em>\u003c/p>\n\u003cp>Georgianna grew up south of Jackson and struggled, at first, to settle on a subject. Then she mentioned the water crisis, \u003ca href=\"https://www.npr.org/2022/09/07/1121532579/in-jackson-mississippi-a-water-crisis-decades-in-the-making\">which has troubled Jackson for years\u003c/a>, while texting with a friend from out of state.\u003c/p>\n\u003cp>“She lives in Georgia,” Georgianna remembers. “I texted her, and she was like, ‘What is that?’ Like, she didn’t know about it. I was like, really shocked.”\u003c/p>\n\u003cp>We walk to Easterling’s classroom, where Georgianna heads to her usual desk, in the back corner, and begins explaining how she went about making her podcast.\u003c/p>\n\u003cp>“I kind of had a vision in my head. I spend a lot of time in my head, actually, so it wasn’t that hard,” she says, smiling.\u003c/p>\n\u003cp>That’s Georgianna – disarmingly honest. While most of Easterling’s students worked in pairs – one writing, one producing – Georgianna did both, alone. Though she admits: She didn’t actually know how to \u003cem>make\u003c/em> a podcast.\u003c/p>\n\u003cp>“I don’t listen to podcasts,” she says, “they’re, like, really boring.”\u003c/p>\n\u003cp>But once she settled on the Jackson water crisis, and specifically, on her cousin Mariah’s experience of it, Georgianna had something just as powerful as experience.\u003c/p>\n\u003cp>She had purpose.\u003c/p>\n\u003ch2>“No water comes from the faucet”\u003c/h2>\n\u003cp>NPR judges loved Georgianna’s entry because she took on a major story in her community, conducted in-depth interviews – and made excellent use of sound.\u003c/p>\n\u003cp>After being awakened by that blaring alarm clock, “Mariah starts her day by going to the bathroom, to check if her water pressure is working before getting ready for school,” Georgianna narrates at the beginning of her podcast. “No water comes from the faucet.”\u003c/p>\n\u003cp>When Mariah looks for a bottle of water, she finds none. Welcome to Jackson in January, 2023.\u003c/p>\n\u003cp>Georgianna’s podcast is about a few tough days in January, when low water pressure across the city hit families and schools hard.\u003c/p>\n\u003cfigure id=\"attachment_61880\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61880\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0599-copy_custom-c26ac42f8fc190780afa84af805130bb86486155.jpg\" alt=\"\" width=\"200\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0599-copy_custom-c26ac42f8fc190780afa84af805130bb86486155.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0599-copy_custom-c26ac42f8fc190780afa84af805130bb86486155-160x240.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Georgianna McKenny wins the high school award in NPR’s fifth-annual Student Podcast Challenge. \u003ccite>(Imani Khayyam for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For two days early in the month, all Jackson Public Schools went virtual because little to no water pressure in schools made it difficult to prepare meals and flush toilets, Georgianna reports. Even after students returned for in-person learning, low water pressure remained a challenge.\u003c/p>\n\u003cp>“Something so simple as using the bathroom has become difficult,” Georgianna narrates, under the sound of a flushing toilet.\u003c/p>\n\u003cp>“They ended up shutting down some of the bathrooms” because the toilets could no longer be flushed, says Mariah, Georgianna’s cousin, who remembers one particularly uncomfortable day.\u003c/p>\n\u003cp>“Class was not my main focus,” Mariah says. “I couldn’t do anything else besides \u003cem>hold it\u003c/em>.”\u003c/p>\n\u003cp>Georgianna also interviewed an administrator with Jackson Public Schools, who agreed to discuss the crisis as long as Georgianna promised not to use her name.\u003c/p>\n\u003cp>Because water pressure continued to vary from school to school, instead of returning to virtual learning, the district sometimes sent students from one school to another.\u003c/p>\n\u003cp>“There were times when some other high schools relocated a grade level to our campus, which also made for extra adjustment to the classrooms,” the administrator says in the podcast. “Teachers weren’t able to be in the classrooms they’re usually assigned to. Students weren’t reporting to the area where they were assigned. So it just made for a very unpredictable circumstance.”\u003c/p>\n\u003cp>Mariah tells NPR, in a follow-up interview in downtown Jackson, that her school was one of those that ended up hosting a lot more students. “Sometimes the classroom would be packed. And just imagine the lunchroom, because our lunchroom is really not that big.”\u003c/p>\n\u003cp>The school administrator told Georgianna, the water problems even affected what students were given to eat. If there was enough water pressure, the cafeteria could prepare full, hot meals. If not: sack lunches.\u003c/p>\n\u003cp>Mariah, Georgianna’s cousin, was not a fan. “Imagine getting turkey and ham-and-cheese sandwiches for seven days straight. It felt like we were in prison.”\u003c/p>\n\u003cp>The good news is, this was back in January. Jackson Public Schools tells NPR, with the exception of a few boil-water notices and one high school having to return to virtual learning again in February, the district’s schools operated largely as usual for the rest of the school year.\u003c/p>\n\u003cp>As for Georgianna, she admits one of the hardest things about creating her podcast wasn’t the reporting itself; it was listening to the sound of her own voice.\u003c/p>\n\u003cp>The day Easterling played her assignment for the class, Georgianna remembers, “I requested, ‘Can I please leave the classroom when you play it?’ Because I couldn’t stand it.”\u003c/p>\n\u003cp>Easterling agreed, as long as she agreed to come back for her classmates’ critique.\u003c/p>\n\u003cp>Now, in winning NPR’s Student Podcast Challenge, Georgianna McKenny is getting exactly what she wanted: A platform to sound the alarm on behalf of the kids of Jackson.\u003c/p>\n\u003cp>To listen to Georgianna’s podcast, click \u003ca href=\"https://open.spotify.com/episode/5dISmtTl8ti6MAMBiM3hOQ\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Visual design and development by: LA Johnson\u003cbr>\nAudio story produced by: Lauren Migaki & Janet Woojeong Lee\u003cbr>\nAudio and digital story edited by: Steve Drummond\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Mississippi+teen+unpacks+how+the+Jackson+water+crisis+impacts+education&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"17-year-old Georgianna McKenny is the high school grand prize winner in NPR's fifth annual Student Podcast Challenge.","status":"publish","parent":0,"modified":1690807817,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":1284},"headData":{"title":"A Mississippi teen's podcast unpacks how the Jackson water crisis impacts education | KQED","description":"17-year-old Georgianna McKenny is the high school grand prize winner in NPR's fifth annual Student Podcast Challenge.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"17-year-old Georgianna McKenny is the high school grand prize winner in NPR's fifth annual Student Podcast Challenge.","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Mississippi teen's podcast unpacks how the Jackson water crisis impacts education","datePublished":"2023-06-21T15:20:24.000Z","dateModified":"2023-07-31T12:50:17.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Cory Turner, Lauren Migaki, Janet W. Lee","nprImageAgency":"Imani Khayyam for NPR","nprStoryId":"1181726312","nprApiLink":"http://api.npr.org/query?id=1181726312&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/06/21/1181726312/student-podcast-challenge-2023-high-school-winner?ft=nprml&f=1181726312","nprRetrievedStory":"1","nprPubDate":"Wed, 21 Jun 2023 10:34:00 -0400","nprStoryDate":"Wed, 21 Jun 2023 10:33:00 -0400","nprLastModifiedDate":"Wed, 21 Jun 2023 10:34:05 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61877/a-mississippi-teens-podcast-unpacks-how-the-jackson-water-crisis-impacts-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Georgianna McKenny’s \u003ca href=\"https://spotify.link/WdQIKXURdzb\">award-winning podcast\u003c/a> begins, fittingly, with a blaring alarm.\u003c/p>\n\u003cp>It’s an alarm \u003cem>clock\u003c/em>, waking her 17-year-old cousin, Mariah, as she navigates a morning, back in January, when living in Jackson, Miss., meant waking up \u003ca href=\"https://www.npr.org/2022/08/31/1120166328/jackson-mississippi-water-crisis\">without access to clean water\u003c/a>.\u003c/p>\n\u003cp>No showers, no drinkable water out of the tap, and, for a few days, no school.\u003c/p>\n\u003cp>McKenny is the newly-announced high-school winner of NPR’s fifth-annual \u003ca href=\"https://studentpodcastchallenge23.splashthat.com/\">Student Podcast Challenge\u003c/a>. In a year with more than 3,300 entries – from middle- and high-schoolers in 48 states as well as Washington, D.C., and Puerto Rico – McKenny and her winning entry tell the story of the toll Jackson’s water crisis has taken on the city’s \u003cem>students\u003c/em>.\u003c/p>\n\u003ch2>“I don’t listen to podcasts”\u003c/h2>\n\u003cp>Georgianna McKenny attends school two and a half hours northeast of Jackson, in Columbus – at the Mississippi School for Mathematics and Science, a prestigious, public boarding school for academically talented high-schoolers from all over the state.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the school’s sun-filled lobby, summer-school students lower a handmade rope over a balcony. Others watch or conduct experiments of their own around the staircase. Mounted on one classroom door are posters in Russian, one of at least five languages students here can learn.\u003c/p>\n\u003cp>The school is something of a wonder, as is Georgianna.\u003c/p>\n\u003cp>A rising senior, she is soft-spoken, with glasses and hair in braids that hang to the corners of her broad smile. We meet her in the lobby, amidst the chaos, along with her English teacher, Thomas Easterling, who assigned the podcast as part of his composition class.\u003c/p>\n\u003cfigure id=\"attachment_61879\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61879\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-scaled.jpg\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-scaled.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-1536x2048.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Georgianna poses with her English teacher, Thomas Easterling, who assigned the podcast contest as part of his composition class. \u003ccite>(Imani Khayyam for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The idea was, they need to know their hometowns better,” Easterling says of the assignment in his University Composition class. “Since I have students from all over Mississippi, they did research on the parts of their hometown that gave them a sense of place\u003cem>.”\u003c/em>\u003c/p>\n\u003cp>Georgianna grew up south of Jackson and struggled, at first, to settle on a subject. Then she mentioned the water crisis, \u003ca href=\"https://www.npr.org/2022/09/07/1121532579/in-jackson-mississippi-a-water-crisis-decades-in-the-making\">which has troubled Jackson for years\u003c/a>, while texting with a friend from out of state.\u003c/p>\n\u003cp>“She lives in Georgia,” Georgianna remembers. “I texted her, and she was like, ‘What is that?’ Like, she didn’t know about it. I was like, really shocked.”\u003c/p>\n\u003cp>We walk to Easterling’s classroom, where Georgianna heads to her usual desk, in the back corner, and begins explaining how she went about making her podcast.\u003c/p>\n\u003cp>“I kind of had a vision in my head. I spend a lot of time in my head, actually, so it wasn’t that hard,” she says, smiling.\u003c/p>\n\u003cp>That’s Georgianna – disarmingly honest. While most of Easterling’s students worked in pairs – one writing, one producing – Georgianna did both, alone. Though she admits: She didn’t actually know how to \u003cem>make\u003c/em> a podcast.\u003c/p>\n\u003cp>“I don’t listen to podcasts,” she says, “they’re, like, really boring.”\u003c/p>\n\u003cp>But once she settled on the Jackson water crisis, and specifically, on her cousin Mariah’s experience of it, Georgianna had something just as powerful as experience.\u003c/p>\n\u003cp>She had purpose.\u003c/p>\n\u003ch2>“No water comes from the faucet”\u003c/h2>\n\u003cp>NPR judges loved Georgianna’s entry because she took on a major story in her community, conducted in-depth interviews – and made excellent use of sound.\u003c/p>\n\u003cp>After being awakened by that blaring alarm clock, “Mariah starts her day by going to the bathroom, to check if her water pressure is working before getting ready for school,” Georgianna narrates at the beginning of her podcast. “No water comes from the faucet.”\u003c/p>\n\u003cp>When Mariah looks for a bottle of water, she finds none. Welcome to Jackson in January, 2023.\u003c/p>\n\u003cp>Georgianna’s podcast is about a few tough days in January, when low water pressure across the city hit families and schools hard.\u003c/p>\n\u003cfigure id=\"attachment_61880\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61880\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0599-copy_custom-c26ac42f8fc190780afa84af805130bb86486155.jpg\" alt=\"\" width=\"200\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0599-copy_custom-c26ac42f8fc190780afa84af805130bb86486155.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0599-copy_custom-c26ac42f8fc190780afa84af805130bb86486155-160x240.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Georgianna McKenny wins the high school award in NPR’s fifth-annual Student Podcast Challenge. \u003ccite>(Imani Khayyam for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For two days early in the month, all Jackson Public Schools went virtual because little to no water pressure in schools made it difficult to prepare meals and flush toilets, Georgianna reports. Even after students returned for in-person learning, low water pressure remained a challenge.\u003c/p>\n\u003cp>“Something so simple as using the bathroom has become difficult,” Georgianna narrates, under the sound of a flushing toilet.\u003c/p>\n\u003cp>“They ended up shutting down some of the bathrooms” because the toilets could no longer be flushed, says Mariah, Georgianna’s cousin, who remembers one particularly uncomfortable day.\u003c/p>\n\u003cp>“Class was not my main focus,” Mariah says. “I couldn’t do anything else besides \u003cem>hold it\u003c/em>.”\u003c/p>\n\u003cp>Georgianna also interviewed an administrator with Jackson Public Schools, who agreed to discuss the crisis as long as Georgianna promised not to use her name.\u003c/p>\n\u003cp>Because water pressure continued to vary from school to school, instead of returning to virtual learning, the district sometimes sent students from one school to another.\u003c/p>\n\u003cp>“There were times when some other high schools relocated a grade level to our campus, which also made for extra adjustment to the classrooms,” the administrator says in the podcast. “Teachers weren’t able to be in the classrooms they’re usually assigned to. Students weren’t reporting to the area where they were assigned. So it just made for a very unpredictable circumstance.”\u003c/p>\n\u003cp>Mariah tells NPR, in a follow-up interview in downtown Jackson, that her school was one of those that ended up hosting a lot more students. “Sometimes the classroom would be packed. And just imagine the lunchroom, because our lunchroom is really not that big.”\u003c/p>\n\u003cp>The school administrator told Georgianna, the water problems even affected what students were given to eat. If there was enough water pressure, the cafeteria could prepare full, hot meals. If not: sack lunches.\u003c/p>\n\u003cp>Mariah, Georgianna’s cousin, was not a fan. “Imagine getting turkey and ham-and-cheese sandwiches for seven days straight. It felt like we were in prison.”\u003c/p>\n\u003cp>The good news is, this was back in January. Jackson Public Schools tells NPR, with the exception of a few boil-water notices and one high school having to return to virtual learning again in February, the district’s schools operated largely as usual for the rest of the school year.\u003c/p>\n\u003cp>As for Georgianna, she admits one of the hardest things about creating her podcast wasn’t the reporting itself; it was listening to the sound of her own voice.\u003c/p>\n\u003cp>The day Easterling played her assignment for the class, Georgianna remembers, “I requested, ‘Can I please leave the classroom when you play it?’ Because I couldn’t stand it.”\u003c/p>\n\u003cp>Easterling agreed, as long as she agreed to come back for her classmates’ critique.\u003c/p>\n\u003cp>Now, in winning NPR’s Student Podcast Challenge, Georgianna McKenny is getting exactly what she wanted: A platform to sound the alarm on behalf of the kids of Jackson.\u003c/p>\n\u003cp>To listen to Georgianna’s podcast, click \u003ca href=\"https://open.spotify.com/episode/5dISmtTl8ti6MAMBiM3hOQ\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Visual design and development by: LA Johnson\u003cbr>\nAudio story produced by: Lauren Migaki & Janet Woojeong Lee\u003cbr>\nAudio and digital story edited by: Steve Drummond\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Mississippi+teen+unpacks+how+the+Jackson+water+crisis+impacts+education&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61877/a-mississippi-teens-podcast-unpacks-how-the-jackson-water-crisis-impacts-education","authors":["byline_mindshift_61877"],"categories":["mindshift_21445","mindshift_21508","mindshift_20579","mindshift_195","mindshift_20874"],"tags":["mindshift_21124","mindshift_146","mindshift_21683","mindshift_21575","mindshift_74","mindshift_21685","mindshift_21684"],"featImg":"mindshift_61878","label":"mindshift"},"mindshift_61868":{"type":"posts","id":"mindshift_61868","meta":{"index":"posts_1591205157","site":"mindshift","id":"61868","score":null,"sort":[1687357042000]},"guestAuthors":[],"slug":"student-podcasters-share-the-dark-realities-of-middle-school-in-america","title":"Student podcasters share the dark realities of middle school in America","publishDate":1687357042,"format":"standard","headTitle":"Student podcasters share the dark realities of middle school in America | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>School shootings, social media, beauty standards and fast-changing fashion trends – say that five times fast.\u003c/p>\n\u003cp>Adolescence has always been tough, but the acceleration of modern forces makes it more stressful than ever. In the words of two San Francisco best friends – the middle school winners of this year’s \u003ca href=\"https://studentpodcastchallenge23.splashthat.com/\">NPR Student Podcast Challenge\u003c/a> – welcome to \u003ca href=\"https://soundcloud.com/nwey/middle-schools-now\">\u003cem>Middle School Now\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>In a classroom at Presidio Middle School, not far from the Golden Gate Bridge, 13-year-olds Erika Young and Norah Weiner sat down to tell us about their podcast. It is one of two Grand Prize winners chosen by our judges from \u003ca href=\"https://www.npr.org/2023/06/16/1182801008/student-podcast-challenge-2023-finalists\">more than 3,300 submissions\u003c/a> from 48 states, as well as the District of Columbia and Puerto Rico.\u003c/p>\n\u003cp>The two friends just finished the seventh grade, but haven’t been separated yet — they have seen each other every day since school let out. Norah shows up to our interview wearing boots that she borrowed from Erika for the special occasion. Their giddy laughter fills the empty school, their energy fueled by the knowledge that, in just a few days, they’re off to summer camp together.\u003c/p>\n\u003cp>While our high school winner this year tackled a big local news story, with reporting from students and educators, Erika and Norah took on a more universal experience – the ups and downs of being a middle-schooler today.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Gun violence, social media and mental health are literally shaping middle school,” Erika says in their podcast.\u003c/p>\n\u003cp>They walk listeners through their day-to-day lives – everything from school lockdowns to TikTok dances in the bathroom – and how life in middle school today is different from when their English teacher, Jenny Chio, was a student.\u003c/p>\n\u003cp>“I went through it, and you guys are going through it,” says Chio, comparing her youth with the experience of today’s students. “I think it’s the same amount of pressure, but just amplified.”\u003c/p>\n\u003cp>One thing our judges loved about this podcast is the way the students wove in national trends with what’s happening in their own school and community. They interviewed their classmates and teachers about heavy topics that are, unfortunately, also a part of their daily lives.\u003c/p>\n\u003cp>Like lockdown drills.\u003c/p>\n\u003cp>\u003cstrong>A grim reality for middle school students and teachers\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_61870\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61870 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.50-am_vert-cc12674c0313a0fb012d672c04596b900c0d524e-160x213.png\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.50-am_vert-cc12674c0313a0fb012d672c04596b900c0d524e-160x213.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.50-am_vert-cc12674c0313a0fb012d672c04596b900c0d524e.png 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Norah Weiner \u003ccite>(Talia Herman for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Erika and Norah say they’ve had lockdown drills since early elementary school, but recently, their middle school had one that wasn’t just a drill – prompted by an unknown event nearby. Although everyone was fine, the experience still made the girls think differently about their relationship to school shootings.\u003c/p>\n\u003cp>“I can promise you that every child in our sixth- through eighth-grade school has imagined who they’d be in a shooting,” Norah says in the podcast. “Would they run? Would they hide?”\u003c/p>\n\u003cp>In interviews, their classmates share what they think they’d do in a school shooting: “I would run home and call the police”; “Find somewhere to hide and then just stay there”; “I’d try to text my parents and tell them, if anything bad happened, I love them.”\u003c/p>\n\u003cfigure id=\"attachment_61871\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61871 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.28-am_vert-dd6b4d86d2b8db6acd87fc0323afeee7ca4d3c25-160x213.png\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.28-am_vert-dd6b4d86d2b8db6acd87fc0323afeee7ca4d3c25-160x213.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.28-am_vert-dd6b4d86d2b8db6acd87fc0323afeee7ca4d3c25.png 383w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Erika Young \u003ccite>(Talia Herman for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Chio, on the other hand, can’t remember ever having an active shooter drill when she was in middle or high school. The only emergency drills back then revolved around natural disasters: earthquakes or hurricanes. But she’s all too familiar with lockdowns these days.\u003c/p>\n\u003cp>The student journalists asked her to show them the emergency kit in her classroom, which among other items, has one surprising ingredient: cat litter. Chio says that if a lockdown lasted for several hours, she could use it, along with other toiletries, to create a DIY bathroom.\u003c/p>\n\u003cp>\u003cstrong>TikTok as middle-school trend-setter \u003c/strong>\u003c/p>\n\u003cp>Luckily, there \u003cem>is\u003c/em> more to middle school than lockdowns. One force that dominates both their virtual and in-person world? TikTok.\u003c/p>\n\u003cp>“Nowadays, when walking to school, you’ll see girls literally surrounding the building who are dancing,” Norah says in the podcast. “The dances look kind of weird because they’ve likely come from TikTok.”\u003c/p>\n\u003cp>Erika adds, “You can’t hear the music. And so you just see kids, like, moving their arms over their heads and like just dancing around. They look like jellyfish, and it’s really funny.”\u003c/p>\n\u003cfigure id=\"attachment_61872\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61872\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1920\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-1920x1440.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Winners of NPR’s Student Podcast Challenge Norah Weiner (left) and Erika Young (center)) with their teacher Jenny Chio (left) at Presidio Middle School, San Francisco, California, June 9th, 2023. \u003ccite>(Talia Herman for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But TikTok’s influence goes beyond their viral dances. “Trends like baggy pants, crop corset tops, curtain bangs, ripped jeans are all instigated from this app,” Erika says in their podcast.\u003c/p>\n\u003cp>These rapidly shifting, and far-reaching trends are an inevitable part of the middle school experience, especially since the return to the classroom after the pandemic.\u003c/p>\n\u003cp>“I’ve been to different states, and people there dress exactly the same as they do here, kids my age and it’s really weird,” Erika says. “Because I thought different places had different things that were popular.”\u003c/p>\n\u003cp>Chio remembers well that feeling of trying to keep up with the latest trends, and failing. She and her students bonded over that losing battle to be “cool” in middle school.\u003c/p>\n\u003cp>“It’s like I’m going to be uncool no matter what,” Norah laughs, “so maybe I should just stick with what I’m doing right now.”\u003c/p>\n\u003cp>But luckily, the friends have each other to make it through. And what they are doing right now, making a podcast and amplifying their classmates’ voices, is still pretty cool.\u003c/p>\n\u003cp>To listen to Erika and Norah’s podcast, click \u003ca href=\"https://soundcloud.com/nwey/middle-schools-now\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Visual design and development by: LA Johnson\u003cbr>\nAudio story produced by: Janet Woojeong Lee & Lauren Migaki\u003cbr>\nAudio and digital story edited by: Steve Drummond\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Student+podcasters+share+the+dark+realities+of+middle+school+in+America&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"School shootings, social media, beauty standards. 13-year-olds Erika Young and Norah Weiner delve into what middle school looks like today in their award-winning podcast.","status":"publish","parent":0,"modified":1687357208,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1040},"headData":{"title":"Student podcasters share the dark realities of middle school in America | KQED","description":"School shootings, social media, beauty standards. 13-year-olds Erika Young and Norah Weiner delve into what middle school looks like today in their award-winning podcast.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"School shootings, social media, beauty standards. 13-year-olds Erika Young and Norah Weiner delve into what middle school looks like today in their award-winning podcast.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Student podcasters share the dark realities of middle school in America","datePublished":"2023-06-21T14:17:22.000Z","dateModified":"2023-06-21T14:20:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":" Sequoia Carrillo, Janet W. Lee","nprImageAgency":"Talia Herman for NPR","nprStoryId":"1182424027","nprApiLink":"http://api.npr.org/query?id=1182424027&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/06/21/1182424027/student-podcast-challenge-2023-middle-school-winner?ft=nprml&f=1182424027","nprRetrievedStory":"1","nprPubDate":"Wed, 21 Jun 2023 09:19:00 -0400","nprStoryDate":"Wed, 21 Jun 2023 05:22:00 -0400","nprLastModifiedDate":"Wed, 21 Jun 2023 05:22:08 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2023/06/20230621_me_student_podcasters_share_the_dark_realities_of_middle_school_in_america.mp3?orgId=1&topicId=1013&aggIds=662609200&d=363&p=3&story=1182424027&ft=nprml&f=1182424027","nprAudioM3u":"http://api.npr.org/m3u/11183408503-8c696e.m3u?orgId=1&topicId=1013&aggIds=662609200&d=363&p=3&story=1182424027&ft=nprml&f=1182424027","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61868/student-podcasters-share-the-dark-realities-of-middle-school-in-america","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2023/06/20230621_me_student_podcasters_share_the_dark_realities_of_middle_school_in_america.mp3?orgId=1&topicId=1013&aggIds=662609200&d=363&p=3&story=1182424027&ft=nprml&f=1182424027","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>School shootings, social media, beauty standards and fast-changing fashion trends – say that five times fast.\u003c/p>\n\u003cp>Adolescence has always been tough, but the acceleration of modern forces makes it more stressful than ever. In the words of two San Francisco best friends – the middle school winners of this year’s \u003ca href=\"https://studentpodcastchallenge23.splashthat.com/\">NPR Student Podcast Challenge\u003c/a> – welcome to \u003ca href=\"https://soundcloud.com/nwey/middle-schools-now\">\u003cem>Middle School Now\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>In a classroom at Presidio Middle School, not far from the Golden Gate Bridge, 13-year-olds Erika Young and Norah Weiner sat down to tell us about their podcast. It is one of two Grand Prize winners chosen by our judges from \u003ca href=\"https://www.npr.org/2023/06/16/1182801008/student-podcast-challenge-2023-finalists\">more than 3,300 submissions\u003c/a> from 48 states, as well as the District of Columbia and Puerto Rico.\u003c/p>\n\u003cp>The two friends just finished the seventh grade, but haven’t been separated yet — they have seen each other every day since school let out. Norah shows up to our interview wearing boots that she borrowed from Erika for the special occasion. Their giddy laughter fills the empty school, their energy fueled by the knowledge that, in just a few days, they’re off to summer camp together.\u003c/p>\n\u003cp>While our high school winner this year tackled a big local news story, with reporting from students and educators, Erika and Norah took on a more universal experience – the ups and downs of being a middle-schooler today.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Gun violence, social media and mental health are literally shaping middle school,” Erika says in their podcast.\u003c/p>\n\u003cp>They walk listeners through their day-to-day lives – everything from school lockdowns to TikTok dances in the bathroom – and how life in middle school today is different from when their English teacher, Jenny Chio, was a student.\u003c/p>\n\u003cp>“I went through it, and you guys are going through it,” says Chio, comparing her youth with the experience of today’s students. “I think it’s the same amount of pressure, but just amplified.”\u003c/p>\n\u003cp>One thing our judges loved about this podcast is the way the students wove in national trends with what’s happening in their own school and community. They interviewed their classmates and teachers about heavy topics that are, unfortunately, also a part of their daily lives.\u003c/p>\n\u003cp>Like lockdown drills.\u003c/p>\n\u003cp>\u003cstrong>A grim reality for middle school students and teachers\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_61870\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61870 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.50-am_vert-cc12674c0313a0fb012d672c04596b900c0d524e-160x213.png\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.50-am_vert-cc12674c0313a0fb012d672c04596b900c0d524e-160x213.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.50-am_vert-cc12674c0313a0fb012d672c04596b900c0d524e.png 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Norah Weiner \u003ccite>(Talia Herman for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Erika and Norah say they’ve had lockdown drills since early elementary school, but recently, their middle school had one that wasn’t just a drill – prompted by an unknown event nearby. Although everyone was fine, the experience still made the girls think differently about their relationship to school shootings.\u003c/p>\n\u003cp>“I can promise you that every child in our sixth- through eighth-grade school has imagined who they’d be in a shooting,” Norah says in the podcast. “Would they run? Would they hide?”\u003c/p>\n\u003cp>In interviews, their classmates share what they think they’d do in a school shooting: “I would run home and call the police”; “Find somewhere to hide and then just stay there”; “I’d try to text my parents and tell them, if anything bad happened, I love them.”\u003c/p>\n\u003cfigure id=\"attachment_61871\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61871 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.28-am_vert-dd6b4d86d2b8db6acd87fc0323afeee7ca4d3c25-160x213.png\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.28-am_vert-dd6b4d86d2b8db6acd87fc0323afeee7ca4d3c25-160x213.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.28-am_vert-dd6b4d86d2b8db6acd87fc0323afeee7ca4d3c25.png 383w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Erika Young \u003ccite>(Talia Herman for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Chio, on the other hand, can’t remember ever having an active shooter drill when she was in middle or high school. The only emergency drills back then revolved around natural disasters: earthquakes or hurricanes. But she’s all too familiar with lockdowns these days.\u003c/p>\n\u003cp>The student journalists asked her to show them the emergency kit in her classroom, which among other items, has one surprising ingredient: cat litter. Chio says that if a lockdown lasted for several hours, she could use it, along with other toiletries, to create a DIY bathroom.\u003c/p>\n\u003cp>\u003cstrong>TikTok as middle-school trend-setter \u003c/strong>\u003c/p>\n\u003cp>Luckily, there \u003cem>is\u003c/em> more to middle school than lockdowns. One force that dominates both their virtual and in-person world? TikTok.\u003c/p>\n\u003cp>“Nowadays, when walking to school, you’ll see girls literally surrounding the building who are dancing,” Norah says in the podcast. “The dances look kind of weird because they’ve likely come from TikTok.”\u003c/p>\n\u003cp>Erika adds, “You can’t hear the music. And so you just see kids, like, moving their arms over their heads and like just dancing around. They look like jellyfish, and it’s really funny.”\u003c/p>\n\u003cfigure id=\"attachment_61872\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61872\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1920\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-1920x1440.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Winners of NPR’s Student Podcast Challenge Norah Weiner (left) and Erika Young (center)) with their teacher Jenny Chio (left) at Presidio Middle School, San Francisco, California, June 9th, 2023. \u003ccite>(Talia Herman for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But TikTok’s influence goes beyond their viral dances. “Trends like baggy pants, crop corset tops, curtain bangs, ripped jeans are all instigated from this app,” Erika says in their podcast.\u003c/p>\n\u003cp>These rapidly shifting, and far-reaching trends are an inevitable part of the middle school experience, especially since the return to the classroom after the pandemic.\u003c/p>\n\u003cp>“I’ve been to different states, and people there dress exactly the same as they do here, kids my age and it’s really weird,” Erika says. “Because I thought different places had different things that were popular.”\u003c/p>\n\u003cp>Chio remembers well that feeling of trying to keep up with the latest trends, and failing. She and her students bonded over that losing battle to be “cool” in middle school.\u003c/p>\n\u003cp>“It’s like I’m going to be uncool no matter what,” Norah laughs, “so maybe I should just stick with what I’m doing right now.”\u003c/p>\n\u003cp>But luckily, the friends have each other to make it through. And what they are doing right now, making a podcast and amplifying their classmates’ voices, is still pretty cool.\u003c/p>\n\u003cp>To listen to Erika and Norah’s podcast, click \u003ca href=\"https://soundcloud.com/nwey/middle-schools-now\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Visual design and development by: LA Johnson\u003cbr>\nAudio story produced by: Janet Woojeong Lee & Lauren Migaki\u003cbr>\nAudio and digital story edited by: Steve Drummond\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Student+podcasters+share+the+dark+realities+of+middle+school+in+America&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61868/student-podcasters-share-the-dark-realities-of-middle-school-in-america","authors":["byline_mindshift_61868"],"categories":["mindshift_20579","mindshift_195","mindshift_21604"],"tags":["mindshift_21473","mindshift_21682","mindshift_21681","mindshift_145","mindshift_74","mindshift_21467","mindshift_20624","mindshift_21531","mindshift_21680"],"featImg":"mindshift_61869","label":"mindshift"},"mindshift_61372":{"type":"posts","id":"mindshift_61372","meta":{"index":"posts_1591205157","site":"mindshift","id":"61372","score":null,"sort":[1683084613000]},"guestAuthors":[],"slug":"how-arts-education-builds-better-brains-and-better-lives","title":"How arts education builds better brains and better lives","publishDate":1683084613,"format":"standard","headTitle":"How arts education builds better brains and better lives | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>From the book \u003ca href=\"https://www.penguinrandomhouse.com/books/697351/your-brain-on-art-by-susan-magsamen-and-ivy-ross/\" target=\"_blank\" rel=\"noopener\">“Your Brain on Art”\u003c/a> by Susan Magsamen and Ivy Ross. Copyright © 2023 by Susan Magsamen and Ivy Ross. Reprinted by arrangement with \u003ca href=\"https://www.penguinrandomhouse.com/\" target=\"_blank\" rel=\"noopener\">Random House, a division of Penguin Random House LLC\u003c/a>. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>Think of how much is learned in the early years of a life: crawling, walking, talking. These learned skills are sculpting the circuitry of the brain though plasticity. As you get a little older and begin to practice skills, neurons connect and those activities become easier. Practice a song, and soon you know it “by heart,” which, technically speaking, is “by brain.” Learn a dance, and soon you can perform its steps without consciously thinking because the neurons connect to dendrites and over time that builds a habit.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61419 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/your-brain-on-art-160x243.jpeg\" alt=\"\" width=\"160\" height=\"243\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/your-brain-on-art-160x243.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/your-brain-on-art.jpeg 296w\" sizes=\"(max-width: 160px) 100vw, 160px\">Your unique life circumstances and surroundings also help to form your brain connections. The brains of humans are born immature for a reason. By delaying the maturation and growth of brain circuits, initial learning about the environment and the world around us can influence the developing brain in ways that support more complex learning. This is why the environment, and engagement from the moment you are born, is so critical. A more enriched environment contributes to better neural connections — as evidenced by research from \u003ca href=\"https://video.kqed.org/video/cjrqud-my-love-affair-brain-life-and-science-dr-marian-diamond/\" target=\"_blank\" rel=\"noopener\">Marian Diamond\u003c/a> and many others since. Impoverished environments too often result in reduced synaptic circuitry.\u003c/p>\n\u003cp>There’s been a lot of interest in \u003ca href=\"https://www.kqed.org/mindshift/tag/arts\" target=\"_blank\" rel=\"noopener\">how the arts specifically enhance learning\u003c/a> through plasticity. One \u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0013225\">study\u003c/a> from 2010 looked at the adult brains of professional musicians, and the findings offer insights into childhood brain development. Researchers saw that musical expertise had an effect on the structural plasticity of the brain in the hippocampus. The hippocampus is an area of the brain that facilitates the storage and retrieval of information. The ability to learn and play music is very complex, and it marshals the hippocampus and its many connections to other brain areas. When compared with nonmusicians, the musicians had formed more neural connections and gray matter.\u003c/p>\n\u003cp>Originally, neuroscientists hypothesized that the hippocampi of musicians had more gray matter than nonmusicians because they were born that way, already equipped with the tools they needed to learn and play music. But now neuroscientists hypothesize the opposite: Because they practiced their instrument and mastered their art over the years, musicians built more robust synaptic connections in their brain.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Art enhances the ability of the hippocampus and the other areas of your brain to perform the tasks that they were designed to do by increasing the synaptic circuits. This helps not only in the playing of music but in any life activity where learning and memory are needed.\u003c/p>\n\u003cp>In other words: Practicing music increases synapses and gray matter. The results of the study correlate with the findings in the \u003ca href=\"https://www.laphil.com/press/releases/1672\">YOLA study\u003c/a> in Los Angeles. The researcher found that children receiving music instruction had changes in the size of the brain regions that are engaged in processing sound. It got bigger. And “the young musicians also showed a stronger connectivity in the corpus callosum, an area that allows communication between the two hemispheres of the brain,” according to the findings.\u003c/p>\n\u003cp>These neurological benefits extend beyond music. The National Endowment for the Arts, NEA, has been studying and supporting studies that examine the effect that the arts have on young brains for decades, offering insight into how the arts support emotional resilience in children and adolescents as they learn.\u003c/p>\n\u003cp>In 2015, Melissa Menzer, a program analyst in the Office of Research and Analysis at the NEA, performed a literature review focused on the \u003ca href=\"https://www.arts.gov/sites/default/files/arts-in-early-childhood-dec2015-rev.pdf\" target=\"_blank\" rel=\"noopener\">social and emotional benefits of arts participation during early childhood\u003c/a>. A literature review is when an investigator gathers and synthesizes the published studies and data from other researchers in order to identify what can be gleaned from the full body of work.\u003c/p>\n\u003cp>Menzer was specifically interested in studies focused on the social and emotional benefits of arts participation in early childhood, including music-based activities like singing, playing musical instruments, dancing, drama/theatre, and the visual arts and crafts.\u003c/p>\n\u003cp>Included in that literature review was a reference to a 2011 NEA report indicating that “in study after study, arts participation and arts education have been associated with improved cognitive, social, and behavioral outcomes in individuals across the lifespan, in early childhood, in adolescence and young adulthood, and in later years.”\u003c/p>\n\u003cp>Children who regularly participated in dance classes had increased those mood-boosting neurochemicals we’ve mentioned, which resulted in social-emotional, physiological, and cognitive development, but it also offered a path for safe exploration and expression of feelings and emotions. It also helps to build strong spatial cognition in children, which has been associated with increased skills in math, science, and technology later in life. And perhaps most vital for childhood development, Menzer found a research study indicating that children who regularly attend a dance group develop stronger prosocial behavior, like cooperation, while overcoming anxious and aggressive behaviors, when compared with kids who didn’t dance.\u003c/p>\n\u003cp>The 2015 NEA literature review also found that when kids are engaged in the arts in the pivotal age range of 0–8, they were better able to collaborate with peers and communicate with parents and teachers. \u003ca href=\"https://www.laphil.com/press/releases/1672\">The studies cited\u003c/a> in the literature review reflect similar results that other researchers are finding when studying El Sistema students.\u003c/p>\n\u003cp>Other studies of arts in education over the years have proven that students involved in arts are good academically. Students with access to arts education are five times less likely to drop out of school and four times more likely to be recognized for high achievement. They score higher on the SAT, and on proficiency tests of literacy, writing, and English skills. They are also less likely to have disciplinary infractions. And when arts education is equitable so that all kids have equal access, the learning gap between low- and high-income students begins to shrink.\u003c/p>\n\u003cp>One word you’ll often hear in research and education circles is “transfer.” It refers to the way that one skill — learning an instrument, for instance, or engaging in the act of painting or drawing — transfers over into other aspects of our lives.\u003c/p>\n\u003cp>In 2007, psychologist Ellen Winner and professor Lois Hetland, chair of art education at Massachusetts College of Art and Design and a senior research affiliate in the Harvard Graduate School of Education, were two of the first to \u003ca href=\"https://pz.harvard.edu/projects/the-studio-thinking-project\" target=\"_blank\" rel=\"noopener\">study the ways in which learning an art translates into other life skills\u003c/a>. Hetland and Winner developed a qualitative ethnographic meta-analysis of skills being learned, specifically through the visual arts. Beyond improving the skill of the art form being taught, they wanted to quantify what else individuals were learning in the process.\u003c/p>\n\u003cp>They concluded in their book, \u003ca href=\"https://pz.harvard.edu/resources/studio-thinking-2-the-real-benefits-of-visual-arts-education\" target=\"_blank\" rel=\"noopener\">Studio Thinking: The Real Benefits of Visual Arts Education\u003c/a>, that, through the visual arts, individuals were taught to observe and see with acuity; to envision by creating mental images and using their imagination; to express themselves and find their individual voice; to reflect about decisions and make critical and evaluative judgments; to engage and persist, by working even through frustration; and to explore and take risks and profit from their mistakes.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-61373 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-800x1120.jpg\" alt=\"Ivy Ross author photo\" width=\"157\" height=\"220\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1920x2688.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-scaled.jpg 1829w\" sizes=\"(max-width: 157px) 100vw, 157px\">\u003ca href=\"https://www.ivyarts.org/\" target=\"_blank\" rel=\"noopener\">Ivy Ross\u003c/a> is the Vice President of Design for Hardware Products at Google, where she leads a team that has created over 50 products, winning over 225 design awards. An artist with work in over 10 international museums, Ivy is also a National Endowment for Arts grant recipient and was ninth on Fast Company’s list of the 100 most creative people in business in 2019.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-61374 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-800x1120.jpg\" alt=\"Susan Magsamen author photo\" width=\"154\" height=\"215\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1920x2688.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-scaled.jpg 1829w\" sizes=\"(max-width: 154px) 100vw, 154px\">\u003ca href=\"https://twitter.com/susanmagsamen\" target=\"_blank\" rel=\"noopener\">Susan Magsamen\u003c/a> is the Founder and Director of the International Arts +\u003c/em>\u003cem> Mind Lab Center for Applied Neuroaesthetics at the Pedersen Brain Science Institute of the Johns Hopkins University School of Medicine, where she is a faculty member in the department of neurology. She is also the Co-Director of the NeuroArts Blueprint with Aspen Institute.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"“Your Brain on Art” by Susan Magsamen and Ivy Ross explores how arts education can enhance the plasticity of the brain and improve cognitive, social and emotional development in children.","status":"publish","parent":0,"modified":1683086002,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1340},"headData":{"title":"How arts education builds better brains and better lives | KQED","description":"“Your Brain on Art” by Susan Magsamen and Ivy Ross explores how arts education can enhance the plasticity of the brain and improve cognitive, social and emotional development in children.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How arts education builds better brains and better lives","datePublished":"2023-05-03T03:30:13.000Z","dateModified":"2023-05-03T03:53:22.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61372/how-arts-education-builds-better-brains-and-better-lives","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>From the book \u003ca href=\"https://www.penguinrandomhouse.com/books/697351/your-brain-on-art-by-susan-magsamen-and-ivy-ross/\" target=\"_blank\" rel=\"noopener\">“Your Brain on Art”\u003c/a> by Susan Magsamen and Ivy Ross. Copyright © 2023 by Susan Magsamen and Ivy Ross. Reprinted by arrangement with \u003ca href=\"https://www.penguinrandomhouse.com/\" target=\"_blank\" rel=\"noopener\">Random House, a division of Penguin Random House LLC\u003c/a>. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>Think of how much is learned in the early years of a life: crawling, walking, talking. These learned skills are sculpting the circuitry of the brain though plasticity. As you get a little older and begin to practice skills, neurons connect and those activities become easier. Practice a song, and soon you know it “by heart,” which, technically speaking, is “by brain.” Learn a dance, and soon you can perform its steps without consciously thinking because the neurons connect to dendrites and over time that builds a habit.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61419 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/your-brain-on-art-160x243.jpeg\" alt=\"\" width=\"160\" height=\"243\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/your-brain-on-art-160x243.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/your-brain-on-art.jpeg 296w\" sizes=\"(max-width: 160px) 100vw, 160px\">Your unique life circumstances and surroundings also help to form your brain connections. The brains of humans are born immature for a reason. By delaying the maturation and growth of brain circuits, initial learning about the environment and the world around us can influence the developing brain in ways that support more complex learning. This is why the environment, and engagement from the moment you are born, is so critical. A more enriched environment contributes to better neural connections — as evidenced by research from \u003ca href=\"https://video.kqed.org/video/cjrqud-my-love-affair-brain-life-and-science-dr-marian-diamond/\" target=\"_blank\" rel=\"noopener\">Marian Diamond\u003c/a> and many others since. Impoverished environments too often result in reduced synaptic circuitry.\u003c/p>\n\u003cp>There’s been a lot of interest in \u003ca href=\"https://www.kqed.org/mindshift/tag/arts\" target=\"_blank\" rel=\"noopener\">how the arts specifically enhance learning\u003c/a> through plasticity. One \u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0013225\">study\u003c/a> from 2010 looked at the adult brains of professional musicians, and the findings offer insights into childhood brain development. Researchers saw that musical expertise had an effect on the structural plasticity of the brain in the hippocampus. The hippocampus is an area of the brain that facilitates the storage and retrieval of information. The ability to learn and play music is very complex, and it marshals the hippocampus and its many connections to other brain areas. When compared with nonmusicians, the musicians had formed more neural connections and gray matter.\u003c/p>\n\u003cp>Originally, neuroscientists hypothesized that the hippocampi of musicians had more gray matter than nonmusicians because they were born that way, already equipped with the tools they needed to learn and play music. But now neuroscientists hypothesize the opposite: Because they practiced their instrument and mastered their art over the years, musicians built more robust synaptic connections in their brain.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Art enhances the ability of the hippocampus and the other areas of your brain to perform the tasks that they were designed to do by increasing the synaptic circuits. This helps not only in the playing of music but in any life activity where learning and memory are needed.\u003c/p>\n\u003cp>In other words: Practicing music increases synapses and gray matter. The results of the study correlate with the findings in the \u003ca href=\"https://www.laphil.com/press/releases/1672\">YOLA study\u003c/a> in Los Angeles. The researcher found that children receiving music instruction had changes in the size of the brain regions that are engaged in processing sound. It got bigger. And “the young musicians also showed a stronger connectivity in the corpus callosum, an area that allows communication between the two hemispheres of the brain,” according to the findings.\u003c/p>\n\u003cp>These neurological benefits extend beyond music. The National Endowment for the Arts, NEA, has been studying and supporting studies that examine the effect that the arts have on young brains for decades, offering insight into how the arts support emotional resilience in children and adolescents as they learn.\u003c/p>\n\u003cp>In 2015, Melissa Menzer, a program analyst in the Office of Research and Analysis at the NEA, performed a literature review focused on the \u003ca href=\"https://www.arts.gov/sites/default/files/arts-in-early-childhood-dec2015-rev.pdf\" target=\"_blank\" rel=\"noopener\">social and emotional benefits of arts participation during early childhood\u003c/a>. A literature review is when an investigator gathers and synthesizes the published studies and data from other researchers in order to identify what can be gleaned from the full body of work.\u003c/p>\n\u003cp>Menzer was specifically interested in studies focused on the social and emotional benefits of arts participation in early childhood, including music-based activities like singing, playing musical instruments, dancing, drama/theatre, and the visual arts and crafts.\u003c/p>\n\u003cp>Included in that literature review was a reference to a 2011 NEA report indicating that “in study after study, arts participation and arts education have been associated with improved cognitive, social, and behavioral outcomes in individuals across the lifespan, in early childhood, in adolescence and young adulthood, and in later years.”\u003c/p>\n\u003cp>Children who regularly participated in dance classes had increased those mood-boosting neurochemicals we’ve mentioned, which resulted in social-emotional, physiological, and cognitive development, but it also offered a path for safe exploration and expression of feelings and emotions. It also helps to build strong spatial cognition in children, which has been associated with increased skills in math, science, and technology later in life. And perhaps most vital for childhood development, Menzer found a research study indicating that children who regularly attend a dance group develop stronger prosocial behavior, like cooperation, while overcoming anxious and aggressive behaviors, when compared with kids who didn’t dance.\u003c/p>\n\u003cp>The 2015 NEA literature review also found that when kids are engaged in the arts in the pivotal age range of 0–8, they were better able to collaborate with peers and communicate with parents and teachers. \u003ca href=\"https://www.laphil.com/press/releases/1672\">The studies cited\u003c/a> in the literature review reflect similar results that other researchers are finding when studying El Sistema students.\u003c/p>\n\u003cp>Other studies of arts in education over the years have proven that students involved in arts are good academically. Students with access to arts education are five times less likely to drop out of school and four times more likely to be recognized for high achievement. They score higher on the SAT, and on proficiency tests of literacy, writing, and English skills. They are also less likely to have disciplinary infractions. And when arts education is equitable so that all kids have equal access, the learning gap between low- and high-income students begins to shrink.\u003c/p>\n\u003cp>One word you’ll often hear in research and education circles is “transfer.” It refers to the way that one skill — learning an instrument, for instance, or engaging in the act of painting or drawing — transfers over into other aspects of our lives.\u003c/p>\n\u003cp>In 2007, psychologist Ellen Winner and professor Lois Hetland, chair of art education at Massachusetts College of Art and Design and a senior research affiliate in the Harvard Graduate School of Education, were two of the first to \u003ca href=\"https://pz.harvard.edu/projects/the-studio-thinking-project\" target=\"_blank\" rel=\"noopener\">study the ways in which learning an art translates into other life skills\u003c/a>. Hetland and Winner developed a qualitative ethnographic meta-analysis of skills being learned, specifically through the visual arts. Beyond improving the skill of the art form being taught, they wanted to quantify what else individuals were learning in the process.\u003c/p>\n\u003cp>They concluded in their book, \u003ca href=\"https://pz.harvard.edu/resources/studio-thinking-2-the-real-benefits-of-visual-arts-education\" target=\"_blank\" rel=\"noopener\">Studio Thinking: The Real Benefits of Visual Arts Education\u003c/a>, that, through the visual arts, individuals were taught to observe and see with acuity; to envision by creating mental images and using their imagination; to express themselves and find their individual voice; to reflect about decisions and make critical and evaluative judgments; to engage and persist, by working even through frustration; and to explore and take risks and profit from their mistakes.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-61373 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-800x1120.jpg\" alt=\"Ivy Ross author photo\" width=\"157\" height=\"220\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1920x2688.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-scaled.jpg 1829w\" sizes=\"(max-width: 157px) 100vw, 157px\">\u003ca href=\"https://www.ivyarts.org/\" target=\"_blank\" rel=\"noopener\">Ivy Ross\u003c/a> is the Vice President of Design for Hardware Products at Google, where she leads a team that has created over 50 products, winning over 225 design awards. An artist with work in over 10 international museums, Ivy is also a National Endowment for Arts grant recipient and was ninth on Fast Company’s list of the 100 most creative people in business in 2019.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-61374 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-800x1120.jpg\" alt=\"Susan Magsamen author photo\" width=\"154\" height=\"215\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1920x2688.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-scaled.jpg 1829w\" sizes=\"(max-width: 154px) 100vw, 154px\">\u003ca href=\"https://twitter.com/susanmagsamen\" target=\"_blank\" rel=\"noopener\">Susan Magsamen\u003c/a> is the Founder and Director of the International Arts +\u003c/em>\u003cem> Mind Lab Center for Applied Neuroaesthetics at the Pedersen Brain Science Institute of the Johns Hopkins University School of Medicine, where she is a faculty member in the department of neurology. She is also the Co-Director of the NeuroArts Blueprint with Aspen Institute.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61372/how-arts-education-builds-better-brains-and-better-lives","authors":["4354"],"categories":["mindshift_20579","mindshift_21504"],"tags":["mindshift_1036","mindshift_20854","mindshift_950","mindshift_21018","mindshift_21036","mindshift_46","mindshift_21038","mindshift_943","mindshift_20616"],"featImg":"mindshift_61569","label":"mindshift"},"mindshift_59984":{"type":"posts","id":"mindshift_59984","meta":{"index":"posts_1591205157","site":"mindshift","id":"59984","score":null,"sort":[1665298639000]},"guestAuthors":[],"slug":"real-world-problems-are-no-match-for-this-new-crop-of-latina-superheroes","title":"Real-world problems are no match for this new crop of Latina superheroes","publishDate":1665298639,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In the multiverse of superheroes, some comic book and graphic novel creators are using Latina characters to challenge real-life issues.\u003c/p>\n\u003cp>New Yorker Edgardo Miranda-Rodriguez created \u003ca href=\"https://www.la-borinquena.com/\">\u003cem>La Borinqueña,\u003c/em>\u003c/a> a Puerto Rican superhero who crusades for issues affecting the Caribbean island – including climate change, economic displacement, renewable energy and Black Lives Matter.\u003c/p>\n\u003cp>In 2015, while writing stories for Marvel, Miranda learned that Puerto Rico had amassed an $80 billion debt. He decided to write his first graphic novel (which is independently published) to raise awareness and raise money for grassroots non-profit organizations in Puerto Rico.\u003c/p>\n\u003cp>\"\u003cem>La Borinqueña\u003c/em> is unapologetically an Afro-Boricua, a Black superhero of Puerto Rican descent who is also an activist,\" says Miranda.\u003c/p>\n\u003cp>In her first adventure, \"\u003cem>La Borinqueña\u003c/em> didn't fight a supervillain; she dealt with a massive hurricane that left the island in a complete blackout. The book was published months before Hurricane Maria devastated Puerto Rico in 2017, killing more than 3000 people and destroying homes.\u003c/p>\n\u003cfigure id=\"attachment_59986\" class=\"wp-caption alignnone\" style=\"max-width: 760px\">\u003cimg class=\"size-full wp-image-59986\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/la-borinquena_custom-f3e9cbe32ddbc9bbaf92d49a8f9a4fb886be9238.jpe\" alt=\"\" width=\"760\" height=\"1092\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/la-borinquena_custom-f3e9cbe32ddbc9bbaf92d49a8f9a4fb886be9238.jpe 760w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/la-borinquena_custom-f3e9cbe32ddbc9bbaf92d49a8f9a4fb886be9238-160x230.jpe 160w\" sizes=\"(max-width: 760px) 100vw, 760px\">\u003cfigcaption class=\"wp-caption-text\">La Borinqueña saves the day in Puerto Rico. \u003ccite>(Edgardo Miranda- Rodriguez)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The \u003ca href=\"https://www.nrdc.org/media/2022/220915\">latest issue of \u003cem>La Borinqueña \u003c/em>\u003c/a>commemorates the fifth anniversary of Hurricane Maria and comes at a time when Puerto Ricans are dealing with the aftermath of Hurricane Fiona, with no electricity or running water. It talks about the importance of climate-resilient reconstruction to reduce future impacts of natural disasters. Miranda partnered with the Natural Resources Defense Council to publish the special edition issue featuring celebrity activist Rosario Dawson.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"It was important for us to reflect on the power and resiliency of Puerto Ricans as they continue to sustainably rebuild from the disasters brought on by Hurricane Maria,\" Miranda wrote in a statement. \"At the same time, we must hold local and mainland U.S. leaders accountable for the harmful delays in distributing promised resources and services to the island in the aftermath. Puerto Rico, the island itself, and especially the people who call it home–deserve more.\"\u003c/p>\n\u003cp>\u003cem>La Borinqueña\u003c/em> is now a part of the collection by the Smithsonian and has been featured at the Puerto Rican Day Parade in New York and art exhibitions around the world. Actresses Dawson and Zoe Saldana have voiced \u003cem>La Borinqueña\u003c/em> for \u003ca href=\"https://www.youtube.com/watch?v=oEb90OfFLdI\">public service announcements \u003c/a>urging Latinos to register to vote.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=mVnXoWOMzCQ\u003c/p>\n\u003cp>A portion of the sales of the first line of \u003cem>La Borinqueña\u003c/em> action figures will be dedicated to \u003ca href=\"https://www.la-borinquena.com/la-borinquena-grants-program\">continued philanthropic work in Puerto Rico\u003c/a>. One of the newest ventures is a music video collaboration with Stretch and Bobbito + The M19's, featuring Eddie Palmieri.\u003c/p>\n\u003cp>Kayden Phoenix is a third-generation Chicana from L.A.'s Boyle Heights neighborhood. Her team of comic book superheroes, called \u003ca href=\"https://latinasuperheroes.com/\">\u003cem>A La Brava\u003c/em>\u003c/a>, are social justice crusaders who tackle femicide, teen suicide, gun control in schools, child trafficking and domestic violence.\u003c/p>\n\u003cp>\"I had to make superheroes that actually have grounded superpowers,\" she says.\u003c/p>\n\u003cp>Phoenix says she wants to go beyond the usual superhero stories. \"How many times you can save Metropolis or Gotham or Central Park or the world? If the team wants to save the world or the planet, you think of the \u003cem>Avengers\u003c/em> or the \u003cem>Guardians of the Galaxy\u003c/em>,\" she says. \"But who's going to save a real girl?\"\u003c/p>\n\u003cp>Her \u003cem>A La Brava\u003c/em> team includes:\u003c/p>\n\u003cp>\"\u003ca href=\"https://latinasuperheroes.com/jalisco\">Jalisco\u003c/a>,\" a Mexican Folklorico dancer with blades on the edges of her dresses. She takes on femicide in Mexico.\u003c/p>\n\u003cp>\"\u003ca href=\"https://latinasuperheroes.com/santa\">Santa\u003c/a>,\" from the Texas-Mexico border, has divine strength. \"She's my brawler and she has deja vu,\" says Phoenix. Santa faces off against a corrupt politician called \"Ice.\" \"He's symbolic of ICE and all the detention centers and everything that comes with that.\"\u003c/p>\n\u003cp>\"\u003ca href=\"https://latinasuperheroes.com/loquita\">Loquita\u003c/a>,\" a Boricua-Cubana from Miami, balances high school life with being a supernatural detective.\u003c/p>\n\u003cp>\"\u003ca href=\"https://latinasuperheroes.com/ruca\">Ruca\u003c/a>,\" a Chicana from East L.A. has \"instant karma, so whatever, whatever you do to her, she can throw back right at you.\"\u003c/p>\n\u003cp>\"\u003ca href=\"https://latinasuperheroes.com/bandita\">Bandida\u003c/a>, a Dominican gunslinger in New York. \"Bullets ricochet off of her,\" says Phoenix. \"She infiltrates a Broadway theater group and ends up taking it down for abusing the females.\"\u003c/p>\n\u003cfigure id=\"attachment_59988\" class=\"wp-caption alignnone\" style=\"max-width: 1280px\">\u003cimg class=\"size-full wp-image-59988\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/alb-full-page-2_custom-33f40acf1e7eaff88f9eeb9f07d21aed2af2f02f.jpg\" alt=\"Fighting scene of Kayden Phoenix's A La Brava team\" width=\"1280\" height=\"1905\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/alb-full-page-2_custom-33f40acf1e7eaff88f9eeb9f07d21aed2af2f02f.jpg 1280w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/alb-full-page-2_custom-33f40acf1e7eaff88f9eeb9f07d21aed2af2f02f-800x1191.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/alb-full-page-2_custom-33f40acf1e7eaff88f9eeb9f07d21aed2af2f02f-1020x1518.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/alb-full-page-2_custom-33f40acf1e7eaff88f9eeb9f07d21aed2af2f02f-160x238.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/alb-full-page-2_custom-33f40acf1e7eaff88f9eeb9f07d21aed2af2f02f-768x1143.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/alb-full-page-2_custom-33f40acf1e7eaff88f9eeb9f07d21aed2af2f02f-1032x1536.jpg 1032w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003cfigcaption class=\"wp-caption-text\">Kayden Phoenix's A La Brava team fights back. \u003ccite>(A La Brava comics)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>As more \u003ca href=\"https://www.npr.org/2022/09/27/1124084114/latino-superheroes-are-saving-the-day-in-hollywood\">Latino superheroes\u003c/a> are featured in movies and on TV, these two comix creators hope their characters make it to the screen someday, too. And they'll be armed with powers to take on real-world problems.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Real-world+problems+are+no+match+for+this+new+crop+of+Latina+superheroes&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"\u003cem>La Borinqueña\u003c/em> and the \u003cem>A La Brava\u003c/em> are new superheroes whose creators hope will influence change.","status":"publish","parent":0,"modified":1665558537,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":758},"headData":{"title":"Real-world problems are no match for this new crop of Latina superheroes - MindShift","description":"La Borinqueña and the A La Brava are new superheroes whose creators hope will influence change.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Real-world problems are no match for this new crop of Latina superheroes","datePublished":"2022-10-09T06:57:19.000Z","dateModified":"2022-10-12T07:08:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"59984 https://ww2.kqed.org/mindshift/?p=59984","disqusUrl":"https://ww2.kqed.org/mindshift/2022/10/08/real-world-problems-are-no-match-for-this-new-crop-of-latina-superheroes/","disqusTitle":"Real-world problems are no match for this new crop of Latina superheroes","nprByline":"Mandalit del Barco","nprImageAgency":"A La Brava comics","nprStoryId":"1126024106","nprApiLink":"http://api.npr.org/query?id=1126024106&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2022/10/08/1126024106/real-world-problems-are-no-match-for-this-new-crop-of-latina-superheroes?ft=nprml&f=1126024106","nprRetrievedStory":"1","nprPubDate":"Sat, 08 Oct 2022 05:00:00 -0400","nprStoryDate":"Sat, 08 Oct 2022 05:00:38 -0400","nprLastModifiedDate":"Sat, 08 Oct 2022 05:00:38 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59984/real-world-problems-are-no-match-for-this-new-crop-of-latina-superheroes","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the multiverse of superheroes, some comic book and graphic novel creators are using Latina characters to challenge real-life issues.\u003c/p>\n\u003cp>New Yorker Edgardo Miranda-Rodriguez created \u003ca href=\"https://www.la-borinquena.com/\">\u003cem>La Borinqueña,\u003c/em>\u003c/a> a Puerto Rican superhero who crusades for issues affecting the Caribbean island – including climate change, economic displacement, renewable energy and Black Lives Matter.\u003c/p>\n\u003cp>In 2015, while writing stories for Marvel, Miranda learned that Puerto Rico had amassed an $80 billion debt. He decided to write his first graphic novel (which is independently published) to raise awareness and raise money for grassroots non-profit organizations in Puerto Rico.\u003c/p>\n\u003cp>\"\u003cem>La Borinqueña\u003c/em> is unapologetically an Afro-Boricua, a Black superhero of Puerto Rican descent who is also an activist,\" says Miranda.\u003c/p>\n\u003cp>In her first adventure, \"\u003cem>La Borinqueña\u003c/em> didn't fight a supervillain; she dealt with a massive hurricane that left the island in a complete blackout. The book was published months before Hurricane Maria devastated Puerto Rico in 2017, killing more than 3000 people and destroying homes.\u003c/p>\n\u003cfigure id=\"attachment_59986\" class=\"wp-caption alignnone\" style=\"max-width: 760px\">\u003cimg class=\"size-full wp-image-59986\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/la-borinquena_custom-f3e9cbe32ddbc9bbaf92d49a8f9a4fb886be9238.jpe\" alt=\"\" width=\"760\" height=\"1092\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/la-borinquena_custom-f3e9cbe32ddbc9bbaf92d49a8f9a4fb886be9238.jpe 760w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/la-borinquena_custom-f3e9cbe32ddbc9bbaf92d49a8f9a4fb886be9238-160x230.jpe 160w\" sizes=\"(max-width: 760px) 100vw, 760px\">\u003cfigcaption class=\"wp-caption-text\">La Borinqueña saves the day in Puerto Rico. \u003ccite>(Edgardo Miranda- Rodriguez)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The \u003ca href=\"https://www.nrdc.org/media/2022/220915\">latest issue of \u003cem>La Borinqueña \u003c/em>\u003c/a>commemorates the fifth anniversary of Hurricane Maria and comes at a time when Puerto Ricans are dealing with the aftermath of Hurricane Fiona, with no electricity or running water. It talks about the importance of climate-resilient reconstruction to reduce future impacts of natural disasters. Miranda partnered with the Natural Resources Defense Council to publish the special edition issue featuring celebrity activist Rosario Dawson.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"It was important for us to reflect on the power and resiliency of Puerto Ricans as they continue to sustainably rebuild from the disasters brought on by Hurricane Maria,\" Miranda wrote in a statement. \"At the same time, we must hold local and mainland U.S. leaders accountable for the harmful delays in distributing promised resources and services to the island in the aftermath. Puerto Rico, the island itself, and especially the people who call it home–deserve more.\"\u003c/p>\n\u003cp>\u003cem>La Borinqueña\u003c/em> is now a part of the collection by the Smithsonian and has been featured at the Puerto Rican Day Parade in New York and art exhibitions around the world. Actresses Dawson and Zoe Saldana have voiced \u003cem>La Borinqueña\u003c/em> for \u003ca href=\"https://www.youtube.com/watch?v=oEb90OfFLdI\">public service announcements \u003c/a>urging Latinos to register to vote.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/mVnXoWOMzCQ'\n title='//www.youtube.com/embed/mVnXoWOMzCQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>A portion of the sales of the first line of \u003cem>La Borinqueña\u003c/em> action figures will be dedicated to \u003ca href=\"https://www.la-borinquena.com/la-borinquena-grants-program\">continued philanthropic work in Puerto Rico\u003c/a>. One of the newest ventures is a music video collaboration with Stretch and Bobbito + The M19's, featuring Eddie Palmieri.\u003c/p>\n\u003cp>Kayden Phoenix is a third-generation Chicana from L.A.'s Boyle Heights neighborhood. Her team of comic book superheroes, called \u003ca href=\"https://latinasuperheroes.com/\">\u003cem>A La Brava\u003c/em>\u003c/a>, are social justice crusaders who tackle femicide, teen suicide, gun control in schools, child trafficking and domestic violence.\u003c/p>\n\u003cp>\"I had to make superheroes that actually have grounded superpowers,\" she says.\u003c/p>\n\u003cp>Phoenix says she wants to go beyond the usual superhero stories. \"How many times you can save Metropolis or Gotham or Central Park or the world? If the team wants to save the world or the planet, you think of the \u003cem>Avengers\u003c/em> or the \u003cem>Guardians of the Galaxy\u003c/em>,\" she says. \"But who's going to save a real girl?\"\u003c/p>\n\u003cp>Her \u003cem>A La Brava\u003c/em> team includes:\u003c/p>\n\u003cp>\"\u003ca href=\"https://latinasuperheroes.com/jalisco\">Jalisco\u003c/a>,\" a Mexican Folklorico dancer with blades on the edges of her dresses. She takes on femicide in Mexico.\u003c/p>\n\u003cp>\"\u003ca href=\"https://latinasuperheroes.com/santa\">Santa\u003c/a>,\" from the Texas-Mexico border, has divine strength. \"She's my brawler and she has deja vu,\" says Phoenix. Santa faces off against a corrupt politician called \"Ice.\" \"He's symbolic of ICE and all the detention centers and everything that comes with that.\"\u003c/p>\n\u003cp>\"\u003ca href=\"https://latinasuperheroes.com/loquita\">Loquita\u003c/a>,\" a Boricua-Cubana from Miami, balances high school life with being a supernatural detective.\u003c/p>\n\u003cp>\"\u003ca href=\"https://latinasuperheroes.com/ruca\">Ruca\u003c/a>,\" a Chicana from East L.A. has \"instant karma, so whatever, whatever you do to her, she can throw back right at you.\"\u003c/p>\n\u003cp>\"\u003ca href=\"https://latinasuperheroes.com/bandita\">Bandida\u003c/a>, a Dominican gunslinger in New York. \"Bullets ricochet off of her,\" says Phoenix. \"She infiltrates a Broadway theater group and ends up taking it down for abusing the females.\"\u003c/p>\n\u003cfigure id=\"attachment_59988\" class=\"wp-caption alignnone\" style=\"max-width: 1280px\">\u003cimg class=\"size-full wp-image-59988\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/alb-full-page-2_custom-33f40acf1e7eaff88f9eeb9f07d21aed2af2f02f.jpg\" alt=\"Fighting scene of Kayden Phoenix's A La Brava team\" width=\"1280\" height=\"1905\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/alb-full-page-2_custom-33f40acf1e7eaff88f9eeb9f07d21aed2af2f02f.jpg 1280w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/alb-full-page-2_custom-33f40acf1e7eaff88f9eeb9f07d21aed2af2f02f-800x1191.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/alb-full-page-2_custom-33f40acf1e7eaff88f9eeb9f07d21aed2af2f02f-1020x1518.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/alb-full-page-2_custom-33f40acf1e7eaff88f9eeb9f07d21aed2af2f02f-160x238.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/alb-full-page-2_custom-33f40acf1e7eaff88f9eeb9f07d21aed2af2f02f-768x1143.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/alb-full-page-2_custom-33f40acf1e7eaff88f9eeb9f07d21aed2af2f02f-1032x1536.jpg 1032w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003cfigcaption class=\"wp-caption-text\">Kayden Phoenix's A La Brava team fights back. \u003ccite>(A La Brava comics)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>As more \u003ca href=\"https://www.npr.org/2022/09/27/1124084114/latino-superheroes-are-saving-the-day-in-hollywood\">Latino superheroes\u003c/a> are featured in movies and on TV, these two comix creators hope their characters make it to the screen someday, too. And they'll be armed with powers to take on real-world problems.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Real-world+problems+are+no+match+for+this+new+crop+of+Latina+superheroes&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59984/real-world-problems-are-no-match-for-this-new-crop-of-latina-superheroes","authors":["byline_mindshift_59984"],"categories":["mindshift_20579"],"tags":["mindshift_687","mindshift_21392","mindshift_21483"],"featImg":"mindshift_59985","label":"mindshift"},"mindshift_57500":{"type":"posts","id":"mindshift_57500","meta":{"index":"posts_1591205157","site":"mindshift","id":"57500","score":null,"sort":[1616396104000]},"guestAuthors":[],"slug":"how-sketchnoting-can-help-with-zoom-fatigue-student-agency-and-building-relationships","title":"How Sketchnoting Can Help with ‘Zoom Fatigue,’ Student Agency and Building Relationships","publishDate":1616396104,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">While “Zoom fatigue” is still a relatively new concept, students are experiencing it in a very real way. Signing into classes on video conferencing platforms for long remote learning days, clicking through cluttered Google classrooms and being dispatched to breakout rooms can leave many students burnt-out and exhausted. Bleary-eyed learners may find the relief they need from staring at screens in an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">\u003cspan style=\"font-weight: 400\">illustrative note taking method called sketchnoting.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s creating a vocabulary of symbols and arrows that you can use to represent ideas,” says\u003c/span> \u003ca href=\"https://www.theartdontstop.com/\">\u003cspan style=\"font-weight: 400\">Bay Area-based artist and educator Todd Berman\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003cspan style=\"font-weight: 400\"> He says it’s much more than allowing students to doodle in the margins of their notebooks. “You have this whole vocabulary of little drawings that can help you as a shorthand, but also make the notes much more pleasing to look at.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sketchnoting gives students a reason to rest their eyes on something other than their computers. They’re actively listening and creating a visual representation of what they're learning while continuing to stay engaged in class. “It can give us a lot more durability on camera,” says Berman. “Spending time using Zoom causes real wear, and we can give ourselves permission to look away from the screen.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Where doodling meets visual language\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sketchnoting doesn’t just lead to gains in keeping students’ attention, it’s a useful way for learners to \u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">organize and retain\u003c/a> information. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While classic note taking usually has a more rigid structure of lines and lines of text – and can border on the edge of transcription – sketchnoting is non-linear, creating different opportunities to identify connections between topics and themes. Students can use spacing, symbols and text size to create a hierarchy of information that might be harder to capture in linear text. “It becomes an intuitive process of feeling like, ‘As I get this information, where do these words go? What words stand out? I can draw them bigger,’” explains Berman.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57514\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-57514\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Astronomy-800x1067.jpg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Astronomy-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Astronomy-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Astronomy-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Astronomy-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Astronomy-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Astronomy-1536x2048.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Astronomy-scaled.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Visual notes from a student in Wendi Pillar's astronomy class\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This process of conceptualizing and prioritizing ideas gives students more insight into what they are learning and how they are learning it. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You've got multiple things happening in your brain at once,” says \u003c/span>\u003ca href=\"https://sketchmorethinkmore.com/\">\u003cspan style=\"font-weight: 400\">visual note taker and educator Wendi Pillars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “You’re not just taking words and writing them down because you also have to hold what you want to write and draw while you're listening.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>How to get started with sketchnoting\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like all new skills, using sketchnoting as a tool to actively engage with classroom information takes a bit of practice for teachers and students alike. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I always love to start with scribbling. That's the groundwork for students,” says Berman who likes to focus on how art can access students' emotions. He uses the scribbling exercise as a way to check in with students at the beginning of his classes, often having students scribble for the duration of a song and inviting them to put their creations up to the camera when they’re finished.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers who are new to visual thinking, Pillars recommends that they identify ten key words or concepts in their lesson plans or week-long unit. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Take those ten\u003c/span>\u003cspan style=\"font-weight: 400\"> words and create your little visual library. And then, instead of a bullet point or maybe even at the top of your notes for that week, you have one icon or one little sketch,” she says. “It’ll already look different.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers don’t need to come up with a visual library on their own either. They can crowdsource the class’s insights by putting students into groups and asking them to come up with drawings that represent main concepts. “It gets their juices flowing,” says Pillars. “And then you have a co-created visual vocabulary that everybody can refer to when they take their own notes during that session of the unit.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To get students more comfortable with sketchnoting, Pillars starts with audio. For example, she uses a scaffolding exercise to encourage students to translate what they hear into cohesive visual notes. First, she has the class listen only to the audio of a video (about ten minutes long) and write down ten key words without illustrating at all. Then, she’ll play the audio again, this time allowing students to add visuals and connect their ideas. Lastly, she’ll have the students watch the full video, so students can compare any images they may have drawn with the visuals they see the speaker used in their presentation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The number one skill is listening,” says Pillars. “It’s being able to focus and listen in a different way when you don't have those physical cues of letters and highlighted information. You're listening first and then from there you have to distinguish, ‘OK, well, what's important and why do I think that?’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After her students have become more comfortable with visual note taking, it’s common for Pillars and her class to take notes simultaneously with Pillars piecing together sheets of paper on the whiteboard or beneath her overhead camera during distance learning and students creating their own individual notes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“As we take the notes together, I will ask students, ‘How would you represent it?’ And they’ll shout out ideas like, ‘You could draw this or this!’ And sometimes I tell them ‘I can't draw that! You want to come on up here and show them?’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"embed-youtube\" style=\"text-align:center; display: block;\">\u003ciframe class=\"youtube-player\" type=\"text/html\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/QNHbGl_QSfQ?version=3&rel=1&fs=1&autohide=2&showsearch=0&showinfo=1&iv_load_policy=1&wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\">\u003c/iframe>\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Sketchnotes can be a “stealth check-in”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching over Zoom makes it difficult to know whether students are really paying attention. In lieu of walking around the classroom to look over students’ shoulders, teachers with remote learners can ask students to hold up their sketchnotes to the camera to get insight into whether they are understanding new concepts. Pillars refers to this as a “stealth check-in” because students who tend to keep their videos off often feel more comfortable turning on their cameras periodically to show their sketchnotes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the benefits is having everybody on the same page, literally and figuratively,” says Pillars.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Alternatively, students can also create sketchnotes collaboratively with their peers to help each other understand new material. “There are days where I'll have kids go into breakout rooms and one person has to create a visual for the group. That way they're talking about it,” says Pillars. “They can come back with their synthesis of the information.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57513\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-57513\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Atmospheric-Heating-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Atmospheric-Heating-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Atmospheric-Heating-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Atmospheric-Heating-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Atmospheric-Heating-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Atmospheric-Heating-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Atmospheric-Heating-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Atmospheric-Heating-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Visual notes from a student in Wendi Pillar's earth science class\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cb>Permission to think differently \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sketchnoting allows both teachers and students to see the nuances in how people process the same information. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If I give you instructions or if I give you information, I'm going to assume that everybody heard it the same way. And one of the most magical outcomes of creating visual notes is that everybody has the same exact input and everybody's output looks so different,” Pillars explains.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Inviting students to interpret key concepts and make different connections gives\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56946/how-can-teachers-nurture-meaningful-student-agency\">\u003cspan style=\"font-weight: 400\"> students more agency over their learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. With sketchnoting, there’s more freedom to explore note taking techniques that work for their specific learning needs. Pillars notes that when learners see their decisions leading to better recall and retention of information it builds their confidence. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s giving them permission to say, ‘You know what? Here's the key concept. Here's the key information.’” she says. “And knowing that, ‘OK, if I get the basic information right, however I express it or make those connections is what's important.’”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And hopefully, they do that with a little less Zoom fatigue.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Sketchoting can help give students a break from staring at a computer monitor and help make connections that they might otherwise miss in more traditional note taking. ","status":"publish","parent":0,"modified":1616396104,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1365},"headData":{"title":"How Sketchnoting Can Help with ‘Zoom Fatigue,’ Student Agency and Building Relationships - MindShift","description":"Got Zoom fatigue? Sketchoting can help give students a break from staring at a computer monitor and help make connections that they might otherwise miss in more traditional note taking.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Sketchnoting Can Help with ‘Zoom Fatigue,’ Student Agency and Building Relationships","datePublished":"2021-03-22T06:55:04.000Z","dateModified":"2021-03-22T06:55:04.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57500 https://ww2.kqed.org/mindshift/?p=57500","disqusUrl":"https://ww2.kqed.org/mindshift/2021/03/21/how-sketchnoting-can-help-with-zoom-fatigue-student-agency-and-building-relationships/","disqusTitle":"How Sketchnoting Can Help with ‘Zoom Fatigue,’ Student Agency and Building Relationships","path":"/mindshift/57500/how-sketchnoting-can-help-with-zoom-fatigue-student-agency-and-building-relationships","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">While “Zoom fatigue” is still a relatively new concept, students are experiencing it in a very real way. Signing into classes on video conferencing platforms for long remote learning days, clicking through cluttered Google classrooms and being dispatched to breakout rooms can leave many students burnt-out and exhausted. Bleary-eyed learners may find the relief they need from staring at screens in an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">\u003cspan style=\"font-weight: 400\">illustrative note taking method called sketchnoting.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s creating a vocabulary of symbols and arrows that you can use to represent ideas,” says\u003c/span> \u003ca href=\"https://www.theartdontstop.com/\">\u003cspan style=\"font-weight: 400\">Bay Area-based artist and educator Todd Berman\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003cspan style=\"font-weight: 400\"> He says it’s much more than allowing students to doodle in the margins of their notebooks. “You have this whole vocabulary of little drawings that can help you as a shorthand, but also make the notes much more pleasing to look at.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sketchnoting gives students a reason to rest their eyes on something other than their computers. They’re actively listening and creating a visual representation of what they're learning while continuing to stay engaged in class. “It can give us a lot more durability on camera,” says Berman. “Spending time using Zoom causes real wear, and we can give ourselves permission to look away from the screen.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Where doodling meets visual language\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sketchnoting doesn’t just lead to gains in keeping students’ attention, it’s a useful way for learners to \u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">organize and retain\u003c/a> information. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While classic note taking usually has a more rigid structure of lines and lines of text – and can border on the edge of transcription – sketchnoting is non-linear, creating different opportunities to identify connections between topics and themes. Students can use spacing, symbols and text size to create a hierarchy of information that might be harder to capture in linear text. “It becomes an intuitive process of feeling like, ‘As I get this information, where do these words go? What words stand out? I can draw them bigger,’” explains Berman.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57514\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-57514\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Astronomy-800x1067.jpg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Astronomy-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Astronomy-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Astronomy-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Astronomy-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Astronomy-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Astronomy-1536x2048.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Astronomy-scaled.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Visual notes from a student in Wendi Pillar's astronomy class\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This process of conceptualizing and prioritizing ideas gives students more insight into what they are learning and how they are learning it. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You've got multiple things happening in your brain at once,” says \u003c/span>\u003ca href=\"https://sketchmorethinkmore.com/\">\u003cspan style=\"font-weight: 400\">visual note taker and educator Wendi Pillars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “You’re not just taking words and writing them down because you also have to hold what you want to write and draw while you're listening.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>How to get started with sketchnoting\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like all new skills, using sketchnoting as a tool to actively engage with classroom information takes a bit of practice for teachers and students alike. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I always love to start with scribbling. That's the groundwork for students,” says Berman who likes to focus on how art can access students' emotions. He uses the scribbling exercise as a way to check in with students at the beginning of his classes, often having students scribble for the duration of a song and inviting them to put their creations up to the camera when they’re finished.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers who are new to visual thinking, Pillars recommends that they identify ten key words or concepts in their lesson plans or week-long unit. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Take those ten\u003c/span>\u003cspan style=\"font-weight: 400\"> words and create your little visual library. And then, instead of a bullet point or maybe even at the top of your notes for that week, you have one icon or one little sketch,” she says. “It’ll already look different.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers don’t need to come up with a visual library on their own either. They can crowdsource the class’s insights by putting students into groups and asking them to come up with drawings that represent main concepts. “It gets their juices flowing,” says Pillars. “And then you have a co-created visual vocabulary that everybody can refer to when they take their own notes during that session of the unit.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To get students more comfortable with sketchnoting, Pillars starts with audio. For example, she uses a scaffolding exercise to encourage students to translate what they hear into cohesive visual notes. First, she has the class listen only to the audio of a video (about ten minutes long) and write down ten key words without illustrating at all. Then, she’ll play the audio again, this time allowing students to add visuals and connect their ideas. Lastly, she’ll have the students watch the full video, so students can compare any images they may have drawn with the visuals they see the speaker used in their presentation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The number one skill is listening,” says Pillars. “It’s being able to focus and listen in a different way when you don't have those physical cues of letters and highlighted information. You're listening first and then from there you have to distinguish, ‘OK, well, what's important and why do I think that?’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After her students have become more comfortable with visual note taking, it’s common for Pillars and her class to take notes simultaneously with Pillars piecing together sheets of paper on the whiteboard or beneath her overhead camera during distance learning and students creating their own individual notes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“As we take the notes together, I will ask students, ‘How would you represent it?’ And they’ll shout out ideas like, ‘You could draw this or this!’ And sometimes I tell them ‘I can't draw that! You want to come on up here and show them?’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"embed-youtube\" style=\"text-align:center; display: block;\">\u003ciframe class=\"youtube-player\" type=\"text/html\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/QNHbGl_QSfQ?version=3&rel=1&fs=1&autohide=2&showsearch=0&showinfo=1&iv_load_policy=1&wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\">\u003c/iframe>\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Sketchnotes can be a “stealth check-in”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching over Zoom makes it difficult to know whether students are really paying attention. In lieu of walking around the classroom to look over students’ shoulders, teachers with remote learners can ask students to hold up their sketchnotes to the camera to get insight into whether they are understanding new concepts. Pillars refers to this as a “stealth check-in” because students who tend to keep their videos off often feel more comfortable turning on their cameras periodically to show their sketchnotes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the benefits is having everybody on the same page, literally and figuratively,” says Pillars.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Alternatively, students can also create sketchnotes collaboratively with their peers to help each other understand new material. “There are days where I'll have kids go into breakout rooms and one person has to create a visual for the group. That way they're talking about it,” says Pillars. “They can come back with their synthesis of the information.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57513\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-57513\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Atmospheric-Heating-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Atmospheric-Heating-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Atmospheric-Heating-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Atmospheric-Heating-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Atmospheric-Heating-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Atmospheric-Heating-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Atmospheric-Heating-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Atmospheric-Heating-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Visual notes from a student in Wendi Pillar's earth science class\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cb>Permission to think differently \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sketchnoting allows both teachers and students to see the nuances in how people process the same information. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If I give you instructions or if I give you information, I'm going to assume that everybody heard it the same way. And one of the most magical outcomes of creating visual notes is that everybody has the same exact input and everybody's output looks so different,” Pillars explains.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Inviting students to interpret key concepts and make different connections gives\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56946/how-can-teachers-nurture-meaningful-student-agency\">\u003cspan style=\"font-weight: 400\"> students more agency over their learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. With sketchnoting, there’s more freedom to explore note taking techniques that work for their specific learning needs. Pillars notes that when learners see their decisions leading to better recall and retention of information it builds their confidence. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s giving them permission to say, ‘You know what? Here's the key concept. Here's the key information.’” she says. “And knowing that, ‘OK, if I get the basic information right, however I express it or make those connections is what's important.’”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And hopefully, they do that with a little less Zoom fatigue.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57500/how-sketchnoting-can-help-with-zoom-fatigue-student-agency-and-building-relationships","authors":["11721"],"categories":["mindshift_20579","mindshift_193"],"tags":["mindshift_21303","mindshift_20790","mindshift_20837","mindshift_21395","mindshift_21302","mindshift_21383"],"featImg":"mindshift_57515","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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