Balmy Alley: The Desire Path

The Mission District, the historic Latinx neighborhood in San Francisco, is home to officially 99 (but arguably many more) murals. Murals are part of the literal and figurative color of The Mission community. Wednesday morning, joined by Kat’s parents, Phil and Wendy, and sister Liz, Oakland natives and our generous hosts, we began our mural learning with a guided tour. Artist Carla Wojczuk, a Precita Eyes muralist, led us down 24th Street to Balmy Alley, which, Carla says “is the grandmother to the mural alleys in the Mission.”

Precita Eyes Shopfront

Precita Eyes Tour SignBalmy Alley Street Sign

 

 

 

 

 

Carla began by pointing out a blank wall and saying that it all began with the children’s mural, which is now hidden under layers of paint. The story goes that the first mural was painted by kids who came to 24th Street Place, a community center for neighborhood children. The mural that they painted has since been painted over, but that mural, that history, still exists under the new layers of paint. The history is part of the art. Carla’s knowledge of the murals in Balmy Alley and the larger neighborhood refined and directed our process of looking for the day, and probably will for the rest of our study.

Mission Makeover Whole.JPG

The looking can be difficult. How far away is the viewer standing? From which direction does she approach? What does he see first? How does her personal experience inform her viewing?

What We Learned About Looking: Where to Start

Enrique's Journey Whole

Some murals unfold their stories from one end to the other. The mural Enrique’s Journey (2009), painted by Josue Rojas who was assisted by Maria E. Garcia, is read from right to left. It depicts the story of a young boy’s journey from Honduras to the US (also chronicled in a biography/memoir of the same name by Sonia Nazario). At the far right, a train–La Bestia–steams downward through the rolling hills. In the foreground on the right, Enrique stretches his arms out as if he is flying toward the US. La Bestia, otherwise known as el tren de la muerte, is infamous for horrors such as robbery, injury, police encounter, and death that migrants experience on their trip northward. On the left is Enrique’s mother, who he imagines will be waiting for him as soon as he arrives, arms wide open. The heart outlined on Enrique’s mother’s chest is echoed by the heart over the Honduran countryside (top right). Between Enrique and his mother are the very real obstacles labeled “ICE,” “La Migra,” “Fear,” and “Unjust Immigration Policies.”

In contrast, some mural themes radiate from the center. Victorion: El Defensor de la Mision (2007), created by Sirron Norris, does just that. The strength of the transformer-esque figure in the foreground draws the eye first. With each step closer, the viewer uncovers new evil that Victorion (composed of Victorian houses historic to the neighborhood) must guard against. For example, the building at the bottom left appears so overcrowded that arms and legs burst from the windows. Meanwhile, the “Organic, Fair-Trade Condos” above do not have the same problem. On the street corner behind the pink bunny are two stores, The Cornerstore Classroom, advertising beer, wine, candy, pain, revista, lotto, and soda, and Hipster Unique Together. In front of the stores are two newspaper holders labeled “Lies” and “More Lies” and a trash can with an arrow pointing towards it indicating “Blanco Basura.” Carla told us that the man on the skateboard holding the dog is the artist himself, a part of the community. His image, in relation to the people at the bus stop, is huge. Carla reminded us that the choices artists make about scale are all intentional, reflecting the message of the overall mural.

Victorian Whole

Zoom in Skateboard VictorionZoom in Victorion

What We Learned About Looking: Seeing the “Trapdoor” Images

Norris’s mural, located toward the start of Balmy Alley, is one example of the ways in which mural artists communicate an obvious message with many subtle secondary messages embedded in the scape. Often, the viewer needs both context and a good eye to notice these embedded symbols and coded messages.

As we continued down the alley, we talked about the details in these murals that connected to our personal experiences and knowledge. In Carla’s introduction to The Mission: Photographs by Dick Evans, they write “Within each mural, there are myriad ‘trapdoor’ images –hidden visual details that lead the viewer down secret pathways of local and ancestral knowledge.” These conversations made us wonder what other viewers notice when they see these murals, and the intentions of the artists. Who are the details for? Are they for the artists themselves? Are they to affirm the experiences and knowledge of the community members? Are they to shock or humor outsiders? These are questions we will continue to explore along our journey.

Mission Makeover Whole 2.JPG

Mission Makeover Adam and EveWe found this to be particularly true for a mural located a little further down Balmy Alley called Mission Makeover (2012) by Lucia Ippolito and Tirso Araiza. At first glance, the theme of this mural is gentrification; however, a closer look reveals the specific agents responsible for the forced displacement of this Mission residents. Mission Makeover StarsucksAt the top right, the muralist has included logos of Google and Facebook, and a lightly penciled in Twitter logo on the riot gear of the officers forcing Adam and Eve out of Eden. The tech industry has raised the cost of housing in the Bay Area to a level that squeezes long-time locals out of the city or into homelessness. Featured in the lower right panel are logos such as “Starsucks,” Wealth Foods,” and “Trader Foes,” establishments that pop up as neighborhoods gentrify. A white cop and a well-dressed white woman share a cup of coffee, oblivious to the man sleeping on the sidewalk to their left.

Mission Makeover Top LeftIn contrast to the mainly white figures on the right panel of the mural and the signature businesses of gentrification, the left panel features businesses and landmarks native to The Mission, such as Discolandia, papel picado and a piragua cart. The house behind the bus on the left panel reads “Eviction.” A family exit, holding heavy bags and boxes. Most prominent, police hold two young Latino men in handcuffs in the foreground. The officer’s hat has Mickey Mouse ears on it, signifying “Mickey Mouse Cops,” and his nameplate reads “Rentacop.” The cop’s crossed out eyes and the graffiti on the bus were added by members of the community.  An additional piece of political significance in this mural is the bag of Skittles falling from the jacket of the young man on the bench.  This mural was painted right after Trayvon Martin was murdered and the Skittles are a marker of the danger all young men of color face. These details make a viewer stop to look a 4th, 5th, 12th time.

Misson Makeover Mickey Mouse Cop

 

What We Learned About Looking: Finding the Links

Rainbow Connection.jpg

Near the end of the alley, we spent a long time looking at Culture Contains the Seed of Resistance, Which Blossoms into the Flower of Liberation (1984 and 2014) by Miranda Bergman and O’Brien Thiele. We will discuss this mural more in an upcoming post. However it is an example of the awareness these muralists have about the work surrounding their spaces. Featured prominently on the right panel is a sweeping rainbow connecting the hard-won resources in the woman’s basket to the joyful music of the man’s guitarra. Lu_The WandererThe rainbow extends, appearing in the mural directly to the right, called Lu/The Wanderer (2011) and painted by our guide Carla Wojczuk (!!!!) and Julian Roward. Traces of the rainbow can be seen up and down Balmy Alley. The ways in which artists connect their pieces to those of other artists are subtle, but speak loudly of the respect that the artists hold for one another and the power of many united voices.

As we approached the end of Balmy Alley, we heard a camp counselor shouting “If you need to use the bathroom, use it now,” in the park across the street. Carla told us that in the early 1970’s, when kids were making their way to 24th Street Place from the housing projects behind the park, they were often warned that the alley was unsafe. Despite the warnings, kids continued to take the alley as opposed to longer routes. Carla told us architects refer to this phenomenon as the “desire path,” a path created as a consequence of human foot traffic. As the desire path leads to a more responsive architectural layout, the art in Balmy Alley is about embracing and responding to the beauty that is The Mission.

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A HUGE thank you to our guide, Carla Wojczuk. At the end of our tour, Carla told us that the more a community loves a mural, the more likely it will be protected. After spending time with Carla, we can tell how deeply loved and protected these murals are by Precita Eyes and The Mission community.

In solidarity,

Kat + Alice

Using Songwriting in the Classroom

It’s eight in the morning, and every student is singing.

Across the classroom and in the hallways, groups of students are dancing, arguing, laughing. Over the last twenty-four hours, they have practiced at school, at each other’s houses, even over video chat. Soon, they will perform original songs for the class.

What topic inspired such fervor? An unlikely suspect: the Ganges River.

I often bring music into my fifth and sixth grade social studies classes, and I’ve even written a few songs for students. But I rarely asked students to write songs themselves. It’s too unpredictable, I’d thought. Too unstructured and challenging for most kids.  But here we were on a Friday morning, just a few hours away from the students’ performances about a river in India.

How did it go? You can see for yourself:

Something about writing songs resonated with the students in a way that essays and study guides can’t match. For this reason, I believe songwriting in the classroom is worth exploring, particularly for honoring the strengths and needs of English language learners and students with disabilities.

Writing SAM Songs

The method I have developed and used for teaching songwriting is called “SAM Songs.” The graphic organizer for students is below:

SAM Songs Student Organizer

The project will take at least three class periods: two for writing and one for performances.

Class One:

  1. To introduce the project, ask your students to share their favorite songs. After hearing from your students, tell them, believe it or not, they have the chance to sing these songs in class. Explain that you are trying something new: students will be writing songs to learn, and they will perform these songs for one another. Help students envision the project with an example. For instance, you might show students the “No Taxation Without Representation” clip from the above video (3:44 to 6:03) or “Dump It Off” below:
  1. Introduce the guiding question for the project. This is what students will answer with their songs. The question, like an essay prompt, should require research and critical thinking. For example:
  • What were the causes and effects of the Boston Tea Party?
  • When should a person use estimation?
  • What are the major sources of renewable energy, and how do they work?
  • How does daily exercise affect the body?
  • In what ways can an author establish mood in a text?
  1. Tell your students to include relevant vocabulary (“Say”), take perspectives (“Act”), and use motions to reinforce vocabulary (“Move”) in their songs. If you plan to grade the songs, introduce the rubric.
  2. Allow students to form groups of three to four and begin researching. From my experience, letting students choose their groups keeps students invested in the project and happy with their teammates.

During the songwriting process, students will be loud. They will move around. Some groups will follow the process faithfully, while others will excitedly start picking a song to parody. My advice: embrace the energy, and have faith in your students. The creative process will look different for everyone, and I’m always impressed by what my students accomplish. Students will sometimes ask for help when they are searching for just the right words or trying to explain a concept clearly. With some exceptions, I tell them, “That sounds challenging. I know you can figure it out.” Sure enough, most students do.

Class Two:

Students create motions to reinforce the meanings of words.
Students create motions to reinforce the meanings of words.

Students continue writing and rehearsing. During this time, look over students’ lyrics, ask students to show you motions for particular words, and challenge students to incorporate relevant vocabulary into their songs. If students finish, they can practice and give other groups feedback. Before class ends, encourage groups to make plans for practicing outside of school.

Class Three – The Performances:

While students rehearse for five minutes, make a stage area and prepare any music tracks on your computer or phone. Assign one student to start music tracks and another to film performances.  After each performance, take a few audience shout-outs before moving on to the next performance. Later, you can show videos of the performances. Students love watching these, and it’s a great way to wrap up the project.

Benefits for ELLs and SWDs

From my experience, songwriting has three clear benefits for English language learners and students with disabilities:

Combines speaking, listening, reading, writing, and moving

When songwriting, students speak, listen, read, write and move, and in a way that comes naturally to the activity. If I’m writing a song about the Himalayas, I’m writing the word Himalayas, saying it, reading it, hearing students around me say it, and doing a motion that relates to the word.  I also repeat the word many times because I am practicing for my performance. For an ELL or SWD, what could be more immersive than this?

Makes misconceptions visible

When students use motions in their songs, you can see students’ understanding, or lack thereof. For instance, for the Ganges River project, one group was singing about Indians praying in the river. As they sang, the students made a cross with their fingers, despite having learned that most Indians are Hindu, not Christian. It signaled to me that something was misunderstood: Hinduism, praying, or the meaning of the cross symbol. This misconception was unlikely to appear in ordinary writing.

Supports engagement

Perhaps the most important benefit of songwriting for ELLs and SWDs is how engaging it can be for these students.  Students who have trouble sitting still are out of their seats, singing and dancing. English language learners are explaining ideas and using vocabulary without fixating on grammar and syntax. And songwriting is challenging for all students. When ELLs and SWDs see that they aren’t alone in the struggle, they feel up to the challenge.

I was at the copy machine one afternoon, the day before students performed their songs. One of my students, a former ELL, ran up to me in the hallway.

“Yes?” I asked, surprised.

The student, out of breath, replied, “What’s the place where Hindus pray?”

Earlier that afternoon, I asked my students how songwriting made them feel. One student who has a  disability gave this answer:

“Like I woke up. Like I’m covered with lava!”

(I checked with the student later, who assured me that this is a good thing.)

These are the kinds of moments we all hope for as teachers. Through songwriting, we have the potential to engage all of our students – ELLs, SWDs, and their general education peers. Imagine what is possible when all our students “wake up.”

Ben Leddy teaches fifth and sixth grade Social Studies in Boston. Ben presented at 2015 Boston EdTalks, where he introduced the SAM songwriting method for using songs in the classroom. For more information or inquiries, visit www.benleddy.com, or email Ben at benjamin.leddy@gmail.com.

Creative Commons License
“Using Songwriting In the Classroom” by Ben Leddy is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Building Vocabulary: Using Project-Based Learning to Understand Organelles and Their Functions

Introducing students to the invisible world of microscopic life has always been one of my favorite scientific investigations. Students broaden their understanding of the surrounding world by examining tangible evidence of scientific concepts that cannot be proven with standard empirical observation. For example, students are taught that all plants are made up of multiple cells, but this concept is not made real until they see the layers of green bricks that construct a small portion of a leaf they found outside. The deeper they look, the broader the scope of science becomes, and with that depth comes an array of new terms and concepts that must be acquired. In this investigation, students had to stretch their understanding beyond the magnification of the microscope, and demonstrate knowledge of new invisible structures that made up cells: organelles.

As I began to develop my lesson plans, I found myself staring into the unknown as my curricula no longer served as a map to our final destination. According to the Massachusetts science standards, students must learn to identify the structure and function of organelles in a cell, but the district-provided curricula does not offer a way for students to meet this standard. In order to prepare my lessons, I needed to independently research the content and create instructional materials for this

This is a sketch I found on the classroom floor while cleaning after school. Polysemous words like
This is a sketch I found on the classroom floor while cleaning after school. Polysemous words like “cell” are challenging for many ELLs, and I was proud to see the spontaneous use of creativity and humor to display a complex concept.

portion of the unit. Students not only had to master novel scientific language, but they needed to use this language to describe how organelles interact to create the smallest unit of life. I knew that students needed a creative approach to mastering these novel terms, one that would help them demonstrate their mastery both using oral and written language. After conducting research and consulting colleagues, I decided that the best way to accomplish this task would be to have the students work on a project in which they either would build a cell model or create a poster that demonstrates how organelles are analogous to other systems.

This project-based learning approach proved to be an engaging strategy that allowed students to actively synthesize information, rather than just practice rote memorization of cell parts. At the center of this project was a two-fold writing process. As students constructed their project, I asked them to to write about the function of each organelle in order to learn about the cell. Later, I required that they demonstrate their knowledge by completing a writing assignment that asked high order thinking questions around organelles in plant and animal cells. This powerful process gave me insight into my students’ learning and helped me to better understand the ways in which I can support the English Language Learners and Students with Special Needs in the classroom.

The Project

I was nervous during the onset of this project, as I had never attempted an artistic, open ended assignment like this in my class. My supplies were limited, and it required a great deal of imagination and effort from each student to complete construction of cell model. Students needed to bring in materials from home to complete the task and had to rely on their own understanding of cell structure to complete the project.  I was afraid that, while students were able to construct a model or build a poster, they would get caught up in the creative process and not internalize the names and functions of the cell. These fears subsided soon after the project began.

Early in the lesson planning process, I realized that the key to a successful project would be in providing a clear objective. I developed a rubric that ensured all students were able to write about specific organelles and allowed students to either focus on a model of a cell, or create a poster that served as an analogy of the functions of the organelles. This level of choice provided an opportunity for students to select their own accommodations, and this freedom ultimately resulted in a higher level of engagement. In fact, some students decided to go beyond the assignment and merged the two projects by constructing cell analogies in a model form.

In the end, four types of projects emerged:

The Cell Analogy Model

A small group of students had their heart set on building a model, but wanted to go beyond constructing a replica of a cell. This resulted in these students creating PhotoGrid_1432689212260their own “Hybrid Project” in which they took elements from the Cell Analogy poster, and combined it with the 3-D model aspects of the cell model project. Two groups built a Cell City, where different city structures represent parts of the cell, while another student worked independently to show how a cell is like a family inside their home. In all cases the students that took on this ambitious project were my top performing students, and they had no problem demonstrating they had mastered the material, orally and in written form.

Cell Analogy Poster

Not very many students chose to create a cell poster, but those who did gained and in-depth understanding of the cell functions. Students that had a better understanding of different organelles gravitated to this project, and the results were impressive. Students were able to personalize the project and allowed for a different type of creativity than building a 3D model. In one particular project, a group of English Language Learners was able to match the attributes of their favorite futbol players to organelles in the cell. I knew nothing about these different players, and they took pride in being able to teach me about the player’s strengths and relating all their knowledge back to how organelles function in a cell. My favorite analogy was their comparison of mitochondria to Eden Hazard who serves as the “power house” of the team.PhotoGrid_1432688608468

Poster AD

When asked what they meant by “power house” they said that he gave his teammates energy on the field, just like mitochondria in a cell. Overall these students did an excellent job of orally explaining the cell functions, and the formative written assignments were thorough. The summative assessment showed that 4 out of 5 of the students who completed this project demonstrated knowledge of organelle functions, while all of the students could write about the differences between plant and animal cell organelles.

Cell Model

A vast majority of students decided to build a 3D model of a cell out of household items and recycled trash. Working in pairs forced students to use the technical language as they discussed the materials they would use to build each part. One of the most inspiring moments was listening to a group of intermediate ELL students debate over what should be used to construct a vacuole in their plant cell. They ultimately decided on a water bottle as it was the right size and actually held water as it would in the cell. Overall, students scored very well on the oral assessment PhotoGrid_1432776640536(with the exception of the only homogenous ELL group), as well as the formative written assessment. In the oral assessment, I found that the majority of students were able to correctly identify and pronounce the names of various organelles, and explain their function in the cell. This process was done without the aid of any written content. The homogenous ELL group however, struggled with recalling the names of the different organelles hindering their ability to correctly identify the organelle functions. During the formative writing assignment, every student was able to create an explanation of each organelle function and match that function to the proper organelle.

Pre-made Cell Cut Out

The fourth type of project was one that had all the organelles of a plant cell and an animal cell already prepared with labels and explanations. The students had to cutPhotoGrid_1432776322030 out the organelles, place them in the correct cell, and explain their function to me in the oral assessment. This project was created to help two of my students with more intensive special needs overcome the executive functioning demand that is associated with managing a vast array of materials. This simple accommodation proved to be valuable, and allowed those students to work independently on accomplishing the same objective as the rest of the class.

Conclusion

Planning this assignment was not easy, but after the initial heavy lift, I found it to be worthwhile. The writing component that accompanied the project demonstrated student understanding of each organelle and their function, and the oral component offered deeper insight into aspects of the assignment that challenged students.

One week after the project was complete I gave a written assessment in which the students had to identify the function of different organelles and write about 3 differences between an animal and a plant cell. While grading this test, I immediately identify a crucial mistake in planning the project: I did not provide a pre-test by which I could accurately measure growth.

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This is a writing sample from one of my top performing general education students. This student decided to construct a 3-D cell model.
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This is a sample from a English Language Learner who is also on an Individual Education Plan. While he did not score high on the oral portion of the exam, he did very well with recalling vocabulary and key differences between plant and animal cells.

While I was pleased with how well the class did overall, I could still see a gap between my ELLs and other students. A pretest however would help put this gap into perspective, as I would be able assess the gains of each individual student after the project was completed. It would be naive of me to believe that one project-based learning assignment would erase the gap, but this experience has shown me the value of project-based learning.

These few days were filled with qualitative and quantitative data that amounted to tangle learning in my classroom. The hours of engagement, the rich level of content-based discussion, and the higher order thinking exhibited during this project serve as strong evidence that combination of writing techniques and project-based assignments will result in measurable learning for all students.

Below you can find the Rubrics used in this Project:

Cell Anology Poster Rubric

Cell Model Rubric