It all went by so fast. And because of that, I didn't notice the bonds forming between the CCA tutors and O'Connell students. Perhaps it's because we were all so immersed in the project, in making sure the students had the essays completed in time, that we didn't realize how comfortable the tutors and students were becoming with each other. That final class, when the CCA tutors helped the high school students write their biographies, allowed that opportunity. This last class period felt less pressurized than the previous ones, because the essays had already been submitted. On this day, the CCA tutors helped with biographies and also coaxed the students into taking their pictures for the book. There was more leisure time for chit chat and long goodbyes. Near the end of the class session, the 826 staff took class pictures of both the students and tutors. It was a beautiful moment in the light-filled atrium. The CCA students had worked so hard on this project and I'm very proud of them.
But our semester isn't over. Now is the time we get to turn look at all their work and time, and see what it all means. What did they learn from working week to week with the O'Connell students? What did this show them about urban education in San Francisco? How can they, as artists, designers and writers, contribute their talents and skills to the community?
Aimee, I felt lucky to be there on this last day when mentors and students seemed very at ease with one another and proud of their work together. I too loved that group photo moment. I hope you'll encourage your students to go to the book release party at O'Connell in June to reconnect with the students and congratulate them on a daring and engaging project. Sounds like some of them really engaged and persisted throughout the writing process!
ReplyDeleteI hope you'll keep us posted as the class continues on the questions you posed: What did they learn from working week to week with the O'Connell students? What did this show them about urban education in San Francisco? How can they, as artists, designers and writers, contribute their talents and skills to the community? Look forward
ReplyDeleteto hearing more about how the CCA students thinking evolves in relationship to these questions.
Hi, Aimee,
ReplyDeleteWhat a great way for the CCA students to begin (or continue) teaching, by jumping right into a relationship with a HS student around making something (the book/essay) together. I can't wait to see the final product!
The real learning for the CCA students will most likely emerge as they analysize what happened, linking that to categories. What is each memory and example OF?
If you do this for each Studio Habit, you'll be able to look closely at what the students did/learned in each, and then what the CCA mentors did to nurture that, what they could do more of another time to nurture that more, and what they wouldn't do another time if their intention was to nurture that. Ask them to think about skill, inclination (drive or need or motivation) and alertness (what do they pay attention to to know WHEN and WHERE to use their skills?) for each habit. That'll generate a great list for thinking about the quality of their actions and interactions with the students and keep the focus on learning and support.
Can't wait to see what the students say about their learning after the course ends. Are you going to document the CCA students' learning?
Looking forward.
Lois