This is an introductory guide to Street-Level Youth Media's program offerings. For additional sample program outlines or to set up a meeting with our team, please contact Street-Level Youth Media Director of Education, Marc Furigay at marc@street-level.org.
El motor eléctrico es aquel motor que transforma la energía eléctrica en energía mecánica, por medio de la repulsión que presenta un objeto metálico cargado eléctricamente ante un imán permanente.
Live Usability Lab: See One, Do One & Take One HomeStephanie Brown
Presentation for the Connecticut State Library / Continuing Education, September 11, 2008.
This innovative half-day workshop will provide background on usability and define the user experience (UX). We will offer a "live usability lab" with audience assessment of one library web site and provide time and resources to create usability scenarios for YOUR web resources. Attendees will participate in interactive usability testing to evaluate web-based library resources from the user's perspective. You will also develop questions and methodology to assess usability and the UX @ your library!
Algorithmen, Daten und schwarze Kisten: Zur (Wieder-)Entdeckung der Technik i...Christian Katzenbach
Vortrag auf der Tagung “Digitale Kommunikation: Zum Stand der Forschung". Jahrestagung der DGPuK- Fachgruppe Digitale Kommunikation. 4. - 5. November 2016, Technische Universität Braunschweig.
Dieser Beitrag entwickelt die These, dass sich in den vergangenen Jahren innerhalb der Kommunikationswissenschaft eine Wiederentdeckung der Technik beobachten lässt. Algorithmen, Daten und Infrastrukturen werden zunehmend zu Gegenständen kommunikationswissenschaftlicher Forschung. Sie werden dabei nicht mehr nur als Auslöser oder als Umwelt des eigentlich Interessanten verstanden – seien es journalistische Arbeitsprozesse, Dynamiken öffentlicher Kommunikation oder Strukturen der Medienökonomie - und -politik. Stattdessen geraten ihre eigene Konstruktion und ihre Einbindung in mediales Handeln in den Fokus der Betrachtung (etwa Katzenbach 2013; Gillespie 2014; Heise 2014; Brüggemann et al. 2014). Ihre Ausgestaltung scheint derzeit so relevant für die Analyse kommunikativer Prozesse zu sein, dass sie nicht länger als Black Box verstanden werden können.
Auf der Grundlage einer Durchsicht von Technik-Konzeptionen in der Kommunikationswissenschaft, sowie techniksoziologischen und institutionentheoretischen Arbeiten zum Verhältnis von Technik und Gesellschaft liefert der Beitrag erstens den Versuch einer Erklärung für die gegenwärtige Wiederentdeckung der Technik. Zweitens formuliert der Beitrag Elemente eines kommunikationswissenschaftlichen Vokabulars für die Beschreibung von Technik in Kommunikationsprozessen jenseits des üblichen Entweder-Oder von technikdeterministischen und kulturalistischen Perspektiven. Drittens lassen sich auf dieser Basis Besonderheiten digitaler Technik herausarbeiten.
Dieser Beitrag adressiert damit primär den Aufruf der Tagungsveranstalter, die theoretischen Perspektiven in der Forschung zu digitaler Kommunikation zu reflektieren und weiterzuentwickeln.
El motor eléctrico es aquel motor que transforma la energía eléctrica en energía mecánica, por medio de la repulsión que presenta un objeto metálico cargado eléctricamente ante un imán permanente.
Live Usability Lab: See One, Do One & Take One HomeStephanie Brown
Presentation for the Connecticut State Library / Continuing Education, September 11, 2008.
This innovative half-day workshop will provide background on usability and define the user experience (UX). We will offer a "live usability lab" with audience assessment of one library web site and provide time and resources to create usability scenarios for YOUR web resources. Attendees will participate in interactive usability testing to evaluate web-based library resources from the user's perspective. You will also develop questions and methodology to assess usability and the UX @ your library!
Algorithmen, Daten und schwarze Kisten: Zur (Wieder-)Entdeckung der Technik i...Christian Katzenbach
Vortrag auf der Tagung “Digitale Kommunikation: Zum Stand der Forschung". Jahrestagung der DGPuK- Fachgruppe Digitale Kommunikation. 4. - 5. November 2016, Technische Universität Braunschweig.
Dieser Beitrag entwickelt die These, dass sich in den vergangenen Jahren innerhalb der Kommunikationswissenschaft eine Wiederentdeckung der Technik beobachten lässt. Algorithmen, Daten und Infrastrukturen werden zunehmend zu Gegenständen kommunikationswissenschaftlicher Forschung. Sie werden dabei nicht mehr nur als Auslöser oder als Umwelt des eigentlich Interessanten verstanden – seien es journalistische Arbeitsprozesse, Dynamiken öffentlicher Kommunikation oder Strukturen der Medienökonomie - und -politik. Stattdessen geraten ihre eigene Konstruktion und ihre Einbindung in mediales Handeln in den Fokus der Betrachtung (etwa Katzenbach 2013; Gillespie 2014; Heise 2014; Brüggemann et al. 2014). Ihre Ausgestaltung scheint derzeit so relevant für die Analyse kommunikativer Prozesse zu sein, dass sie nicht länger als Black Box verstanden werden können.
Auf der Grundlage einer Durchsicht von Technik-Konzeptionen in der Kommunikationswissenschaft, sowie techniksoziologischen und institutionentheoretischen Arbeiten zum Verhältnis von Technik und Gesellschaft liefert der Beitrag erstens den Versuch einer Erklärung für die gegenwärtige Wiederentdeckung der Technik. Zweitens formuliert der Beitrag Elemente eines kommunikationswissenschaftlichen Vokabulars für die Beschreibung von Technik in Kommunikationsprozessen jenseits des üblichen Entweder-Oder von technikdeterministischen und kulturalistischen Perspektiven. Drittens lassen sich auf dieser Basis Besonderheiten digitaler Technik herausarbeiten.
Dieser Beitrag adressiert damit primär den Aufruf der Tagungsveranstalter, die theoretischen Perspektiven in der Forschung zu digitaler Kommunikation zu reflektieren und weiterzuentwickeln.
Roberto Grassi e Fulvio De Giovanni - Migliorare l’esperienza d’acquisto con ...Meet Magento Italy
The speech provides the audience with the key info about Braintree, which processes millions of transactions annually for m-commerce innovators such as Uber and Airbnb, and how to increase the end to end conversion using the Magento extension for V.Zero.
In particular, it is focused on the Braintree SDK (V.zero) which is engineered to give merchants easy access to new payment methods, advanced features, and security tools as they come on stream.
During the speech are presented check out examples and technical info on how to integrate Braintree.
With great power comes great responsibility. The big data movement gave us tools to gather and process huge amounts of data. Recent incidents show that these opportunities come with a cost. Concentrating heaps of personal information in one place threatens people's privacy. More is not always better - or to be clear: more is sometimes quiet dangerous. This talk explores ways to deal with this situation. The concept of Datensparsamkeit introduces a mindset everybody can take away from this conference into the real world.
Every building is a living being.
In its manifestation can be in harmony or can be harmful.
When we make conscious architecture, heal the site, the project heal, heal the building.
Create to Learn: Advancing Collaboration and CreativityRenee Hobbs
Academic librarians, technologists, and higher education faculty have been actively experimenting with new forms of digital learning during the global pandemic. In the process, they have discovered some valuable strategies and practices that will continue to fuel innovation in teaching, learning, and scholarship for years to come. In this session, we’ll discuss why it’s more important than ever before to have complicated conversations about all the literacies - information, media, news, digital, critical, and those that are yet to be named. How do these competencies get integrated into all programs and courses across the liberal arts and sciences? In this session, we’ll take time to experiment, working in small groups, using create-to-learn pedagogies that can provoke intellectual curiosity by combining play and learning. Then, we’ll reflect on how creative collaboration can offer a liberating way to open up spaces of possibility and adaptation for the stakeholders in our own institutions and communities.
Renee Hobbs is an expert in digital and media literacy education and she is the author of Mind Over Media: Propaganda Education for a Digital Age, which was awarded the 2021 PROSE Award for Excellence in Social Sciences from the Association of American Publishers. As professor of communication studies and director of the Media Education Lab, she co-directs the Graduate Certificate in Digital Literacy at the University of Rhode Island. She has published 12 books and over 150 scholarly and professional articles and developed multimedia learning resources for elementary, secondary and college teachers.
Using Digital Media for Inquiry-Based Instruction Renee Hobbs
Renee Hobbs offers a workshop to educators at the the Near East South Asia Council of Overseas Schools (NESA) Winter Training Institute in Muscat, Oman
Deepening the Practice of Digital Literacy Renee Hobbs
A Core Conversation with Renee Hobbs at SXSWEdu Austin, Texas, March 10, 2015. Hobbs demonstrates an approach to staff development that enables people to develop a shared vision for digital literacy that is respectful of the many-faceted nature of the concept.
Webinar digitale geletterdheid, de lerarenopleiding en de leraar van de toekomstRenee Hobbs
Digitale geletterdheid in het curriculum: Hoe digitaal geletterd moet de #leraar van de toekomst zijn? En wat vraagt dat van de #lerarenopleidingen? In dit #webinar gaat hoogleraar communicatiewetenschappen @reneehobbs hierop in. Bent u erbij? https://lnkd.in/dANk6Cy
Roberto Grassi e Fulvio De Giovanni - Migliorare l’esperienza d’acquisto con ...Meet Magento Italy
The speech provides the audience with the key info about Braintree, which processes millions of transactions annually for m-commerce innovators such as Uber and Airbnb, and how to increase the end to end conversion using the Magento extension for V.Zero.
In particular, it is focused on the Braintree SDK (V.zero) which is engineered to give merchants easy access to new payment methods, advanced features, and security tools as they come on stream.
During the speech are presented check out examples and technical info on how to integrate Braintree.
With great power comes great responsibility. The big data movement gave us tools to gather and process huge amounts of data. Recent incidents show that these opportunities come with a cost. Concentrating heaps of personal information in one place threatens people's privacy. More is not always better - or to be clear: more is sometimes quiet dangerous. This talk explores ways to deal with this situation. The concept of Datensparsamkeit introduces a mindset everybody can take away from this conference into the real world.
Every building is a living being.
In its manifestation can be in harmony or can be harmful.
When we make conscious architecture, heal the site, the project heal, heal the building.
Create to Learn: Advancing Collaboration and CreativityRenee Hobbs
Academic librarians, technologists, and higher education faculty have been actively experimenting with new forms of digital learning during the global pandemic. In the process, they have discovered some valuable strategies and practices that will continue to fuel innovation in teaching, learning, and scholarship for years to come. In this session, we’ll discuss why it’s more important than ever before to have complicated conversations about all the literacies - information, media, news, digital, critical, and those that are yet to be named. How do these competencies get integrated into all programs and courses across the liberal arts and sciences? In this session, we’ll take time to experiment, working in small groups, using create-to-learn pedagogies that can provoke intellectual curiosity by combining play and learning. Then, we’ll reflect on how creative collaboration can offer a liberating way to open up spaces of possibility and adaptation for the stakeholders in our own institutions and communities.
Renee Hobbs is an expert in digital and media literacy education and she is the author of Mind Over Media: Propaganda Education for a Digital Age, which was awarded the 2021 PROSE Award for Excellence in Social Sciences from the Association of American Publishers. As professor of communication studies and director of the Media Education Lab, she co-directs the Graduate Certificate in Digital Literacy at the University of Rhode Island. She has published 12 books and over 150 scholarly and professional articles and developed multimedia learning resources for elementary, secondary and college teachers.
Using Digital Media for Inquiry-Based Instruction Renee Hobbs
Renee Hobbs offers a workshop to educators at the the Near East South Asia Council of Overseas Schools (NESA) Winter Training Institute in Muscat, Oman
Deepening the Practice of Digital Literacy Renee Hobbs
A Core Conversation with Renee Hobbs at SXSWEdu Austin, Texas, March 10, 2015. Hobbs demonstrates an approach to staff development that enables people to develop a shared vision for digital literacy that is respectful of the many-faceted nature of the concept.
Webinar digitale geletterdheid, de lerarenopleiding en de leraar van de toekomstRenee Hobbs
Digitale geletterdheid in het curriculum: Hoe digitaal geletterd moet de #leraar van de toekomst zijn? En wat vraagt dat van de #lerarenopleidingen? In dit #webinar gaat hoogleraar communicatiewetenschappen @reneehobbs hierop in. Bent u erbij? https://lnkd.in/dANk6Cy
Slides for a session on Passion-Based Learning at the Lausanne Laptop Institute, 2012. More session info/resources available here: http://pwoessner.wikispaces.com/Passion-Based+Learning
Hobbs Presentation to the Rhode Island School Principals AssociationRenee Hobbs
Hobbs defines digital literacy and offers examples in K-12 education and outlines the approach used to support professional development and cultivate teacher leaders with the Summer Institute in Digital Literacy, the Graduate Certificate Program in Digital Literacy, and customized consulting services.
The Future of Digital and Media Literacy EducationRenee Hobbs
Professor Renee Hobbs returns to the Harvard Graduate School of Education, her alma mater, to speak about digital and media literacy education for the HGSE Language and Literacy and Technology in Education students. She defines digital literacy and shows examples from K-12 and informal learning. Hobbs explains why reflection on teacher motivations is a transformative practice for educator professional development.
Cross-Institutional Partnerships for City Scale Learning Ecologies - Digital ...Rafi Santo
Rob DiRenzo, Alex Molina, Sybil Madison-Boyd, Rafi Santo, Clare Bertrand
Expanded Learning Opportunities are reshaping when, where, and how student learning occurs. A well-designed and well-implemented ELO program can complement in-school learning and support academic growth by combining various ways for students to engage in learning. How do organizations, including schools, districts, and partners, build “expanded learning ecologies” for youth that support connected learning? The goal of this panel is to inform participants about building expanded learning ecologies to scale and across boundaries showcasing successes and challenges by presenting recent examples from Chicago, New York, and Providence, RI. To address the topic of scale, we will share examples of efforts that aim to reach many youth across many programs, beyond a single intervention or setting. To illustrate crossed boundaries, we will explain efforts to connect various nodes in a youths’ learning ecology (e.g., in-school, out-of-school, individual passion, etc.).
Chicago: The first Chicago Summer of Learning was a citywide mayoral initiative designed to expand learning opportunities for youth during the summer of 2013. More than 100 organizations took part in this effort to recognize learning in out-of-school spaces through digital badges. More than 200,000 youth participated in CSOL programs, and more than 100,000 badges were earned by youth of all ages. Chicago took a first, critical step in enacting core principles of connected learning and laying the foundation for a vibrant ecosystem of learning opportunities. As ELOs begin to signify experiences that link to content- and career-specific pathways, we expect to see even greater potential to transform youths’ lives.
New York: The NYC Department of Education’s Digital Ready program is designed to help participating NYC public high schools use technology and student-centered learning to improve their students’ readiness for college and careers. With Digital Ready’s explicit focus on student-centered learning, expanded learning opportunities play an important role in preparing students to explore, engage, and practice their interests. The Digital Ready and Hive Learning Network teams have worked to coordinate a collaborative effort between 10 innovative high schools and 13 groundbreaking Hive NYC organizations to provide students with a range of opportunities that blend in-school and out-of-school learning with experiences that are production-centered and creativity-focused.
Providence: Since its creation in 2004, the Providence After School Alliance has built two citywide expanded learning models in collaboration with the City of Providence, the Providence Public Schools and the local community: the AfterZone for middle school, and The Hub for high school. These models offer Providence youth a coordinated schedule of in-school, after-school summer learning programs for high school credit.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2. Why Partner with Street-Level?
By partnering with us you will:
Increase student engagement with learning
Promote creative expression, media literacy, and
digital technology proficiency
Enhance students’ artistic critical thinking, and
leadership skills
Support their positive social and
emotional development
For nearly 20 years, Street-Level has been bringing quality media
arts programs to low-income students across Chicago.
Our programs include media arts integration projects, after-
school workshops, class electives, and field trips to our
multimedia studio.
4. “The arts must be considered an
essential element of education...
They are tools for living life
reflectively, joyfully and with the
ability to shape the future.”
-Shirley Trusty Corey
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5. Street-Level Core Competencies
Street-Level’s programs prioritize engagement that leads to creative expression, emotional maturity,
and social responsibility. Our focus on media literacy helps youth develop essential critical thinking
skills; our use of digital tools helps youth develop technical skills essential to the 21st century
workplace; and our focus on social responsibility helps youth develop healthy attitudes and life skills
essential to success.
Academic Standards
Our programs meet some or all of the following Common Core Standards:
CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make
logical inferences from it, cite specific textual evidence when writing or speaking to support
conclusions drawn from the text; CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of
a text and analyze their development; summarize the key supporting details and ideas; CCSS.ELA-
Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the
course of a text; CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza)
relate to each other and the whole; CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or
purpose shapes the content and style of a text; CCSS. ELA-Literacy.CCRA.R.7 Integrate and evaluate
content presented in diverse media and formats, including visually and quantitatively, as well as
in words; CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes
or topics in order to build knowledge or to compare the approaches the authors take; CCSS.ELA-
Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently
and proficiently
Our programs meet some or all of the following Illinois Fine Arts Standards:
25.A.4 Analyze and evaluate the effective use of elements, principles and expressive qualities in
a composition/ performance in dance, drama, music and visual arts; 25.A.3e Analyze how the
elements and principles can be organized to convey meaning through a variety of media and
technology;
25.B.5 Understand how different art forms combine to create an interdisciplinary work; 26.A.5
Analyze and evaluate how the choice of media, tools, technologies and processes support and
influence the communication of ideas; 26.B.5 Create and perform a complex work of art using a
variety of techniques, technologies and resources and independent decision making; 27.B.5 Analyze
how the arts shape and reflect ideas, issues or themes in a particular culture or historical period
25.A.5 Analyze and evaluate student and professional works for how aesthetic qualities are used
to convey intent, expressive ideas and/or meaning. 26.A.3e Describe how the choices of tools/
technologies and processes are used to create specific effects in the arts. 26.A.4e Analyze and
evaluate how tools/technologies and processes combine to convey meaning. 26.A.5 Common for all
four arts: Analyze and evaluate how the choice of media, tools, technologies and processes support
and influence the communication of ideas. 26.B.5 Common for all four arts: Create and perform a
complex work of art using a variety of techniques, technologies and resources and independent
decision making.
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6. elfexpression #communication #socialchange #chicago #antichiraq #antiviolence #giveback #socialjustice #activism
tion #equality #leadership #community #2030now #advocacy #changemakers #notforprofit #socialgood #mentor
nce #giveback #socialjustice #activism #volunteer #youthmedia #digitalarts #whypoetrymatters #whymusicmatters
Program Types
Media Arts Integration
Street-Level develops media arts integration curriculum to enhance your in-
classroom teaching of core subjects for grades 6 through 12. These programs
run between 6 to 12 weeks, with 1-2 sessions per week, and usually include field
trips to Street-Level’s multimedia studio.
Electives
We work with partnering schools to offer media arts classes for school credit.
We help define specific curriculum goals and implement the instructional
strategies needed to achieve them. Our electives bring the intensive focus of
after school workshops into the school day, helping schools meet competitive
educational demands.
After-School (OST) Workshops
Our workshops target youth ages 12-18 and may last 8-12 weeks, with 1-3
sessions per week. These workshops may be student driven or a variation on
one of our existing programs. In both cases, students learn media production
while building conscientious community.
Field Trips
These 1-3 day sessions hosted at our multimedia studio are a great option for
schools that do not have the time or resources to work with us year-round,
but are interested in exposing students to media arts or integrating media
production into some component of their regular classwork.
Do It Together - Custom Programming
Whatever your budget or timeframe, you can expose your students to hands-
on media arts production. Whether your students are working with digital tools
for the first time, or you have an intermediate to advanced group that needs
some advanced instruction for a special project, contact us for a synergic
planning session.
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7. #mentorship #access #purpose #selfexpression #communication #socialchange #chicago #antichiraq #antiviolence
sicmatters #whynewsmatters #education #equality #leadership #community #2030now #advocacy #changemakers
change #chicago #antichiraq #antiviolence #giveback #socialjustice #activism #volunteer #youthmedia #digitalarts
“We encourage youth to explore
their interests, take creative
risks, learn new things, and learn
to learn —perhaps the most
important skill we can give them.”
-Manwah Lee, Street-Level Executive Director
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8. elfexpression #communication #socialchange #chicago #antichiraq #antiviolence #giveback #socialjustice #activism
tion #equality #leadership #community #2030now #advocacy #changemakers #notforprofit #socialgood #mentor
nce #giveback #socialjustice #activism #volunteer #youthmedia #digitalarts #whypoetrymatters #whymusicmatters
Sample Program Overviews
Anime
Students apply multimedia techniques to create
and distribute their own Japanese cartoon
and animated characters, stories, and manga.
They also work within small groups to create
collaborative pieces.
Gender in Media
Students analyze portrayals of gender in
popular culture. Through multimedia projects,
they express how they view themselves in
relationship to media and work towards
developing their own identity.
Multimedia Journalism
The voice of the new generation is often lost,
but with digital media tools and internet savvy
skills, students learn how to articulate and
publish what they consider newsworthy, and
learn how they can reach a wider audience.
Graphic Design and
Photography
Students gain skills in personal and politial
communication through graphic arts and
photography. Participants collaborate and
problem solve within small groups.
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9. #mentorship #access #purpose #selfexpression #communication #socialchange #chicago #antichiraq #antiviolence
sicmatters #whynewsmatters #education #equality #leadership #community #2030now #advocacy #changemakers
change #chicago #antichiraq #antiviolence #giveback #socialjustice #activism #volunteer #youthmedia #digitalarts
Multimedia
Antiviolence Project
Chicago is one of the most violent cities in the
country. This project teaches students to use a
variety of digital art tools to identify causes and
solutions to violence while promoting peace.
Music Video
Building on the foundation of music that
students create or enjoy, participants learn
concept development, storyboarding, studio
and location shooting, and editing to produce
original music videos.
Musicology
While exploring both the fundamentals and the
advanced sides of musical artistry, students
learn beat making, composition, lyric writing,
and audio engineering to produce
original songs.
Stop-Motion Animation
Students learn basic camera technique, lighting,
and animation software to create and distribute
stop-motion animated videos of their own
stories and concepts.
Sample Program Overviews Cont.
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10. elfexpression #communication #socialchange #chicago #antichiraq #antiviolence #giveback #socialjustice #activism
tion #equality #leadership #community #2030now #advocacy #changemakers #notforprofit #socialgood #mentor
nce #giveback #socialjustice #activism #volunteer #youthmedia #digitalarts #whypoetrymatters #whymusicmatters
Sample Program Outline
Gender in Media 20 / 30 / 40 hours
SUMMARY
Students develop a stronger, healthier sense of self by critiquing how art and
mass media and art have historically portrayed gender. Students learn to use
photography, video, and/or music to express themselves and develop positive
gender identities.
OUTCOMES
• Reflect on self-image and gender beliefs
• Identify and critique stereotypes in mass media
• Uncover and deconstruct the beauty myth
• Critique mass media for objectification
• Identify strong and healthy role models
• Develop a healthy understanding of beauty
• Create photo, video, and or music projects that explore gender identity
ILlINOIS FINE
ARTS STANDARDS
25.A.3e
25.A.4
25.A.5
26.A.3e
26.A.4e
26.A.5
26.B.5
COMMON CORE
STANDARDS
CCSS.ELA-Literacy.CCRA.R.1
CCSS.ELA-Literacy.CCRA.R.6
CCSS. ELA-Literacy.CCRA.R.7
CCSS.ELA-Literacy.CCRA.R.10
10
11. #mentorship #access #purpose #selfexpression #communication #socialchange #chicago #antichiraq #antiviolence
sicmatters #whynewsmatters #education #equality #leadership #community #2030now #advocacy #changemakers
change #chicago #antichiraq #antiviolence #giveback #socialjustice #activism #volunteer #youthmedia #digitalarts
Sample Program Outline
Gender in Media 20 / 30 / 40 hours
STEPS: CENTRAL QUESTIONS
1. Establish group identity: who are we and why are we here?
2. Examine mass media and artistic representations: how has gender
been portrayed?
3. Examine the problem of stereotypes: what are stereotypes and how do
they work?
4. People: dignified vs. objectified: what does it mean to objectify someone?
5. The beauty myth and gender extremes: what is the beauty myth?
6. Fight insecurities: what are my insecurities and where do they come from?
7. Finding your strength: who are some great role models?
8. Challenging cultural norms: how can we influence change?
9. Positive gender identity in mass media: what does it look like in art,
fashion, and music?
10. Showcase and distribute final project: what did we get out of this program,
and how can we showcase and distirbute our work?
SAMPLE DELIVERABLES
• Signed pact (1 per 10 hours)
• Personal feature (1 per 10 hours)
• Peer portrait (1 per 10 hours)
• Self portrait (1 per 10 hours)
• Video diary (1 per 10 hours)
• Slideshow (1 per 10 hours)
• Student survey (1)
11
12. elfexpression #communication #socialchange #chicago #antichiraq #antiviolence #giveback #socialjustice #activism
tion #equality #leadership #community #2030now #advocacy #changemakers #notforprofit #socialgood #mentor
nce #giveback #socialjustice #activism #volunteer #youthmedia #digitalarts #whypoetrymatters #whymusicmatters
Sample Program Outline
Stop-Motion Animation 20 / 30 / 40 hours
SUMMARY
Students explore various types of animation and produce simple original stop-
motion videos. They learn basic camera technique, lighting, and animation
software, as well as how to storyboard, set design, script and voice act original
narratives. They also produce audio elements vital to creating settings and
soundtracks (music, voice overs, sound effects, etc.) and upload content to
the internet.
OUTCOMES
• Construct visual elements (characters, backgrounds, titles, etc.)
• Identify shot elements and composition
• Create storyboards and scripts
• Use digital cameras to take well-composed pictures and / or capture
video footage
• Use a variety of shots and angles to create effects and convey meaning
• Upload content to the internet
• Work collaboratively
• Give and receive constructive feedback
ILLINOIS FINE
ARTS STANDARDS
25.A.4
25.A.3e
25.B.5
26.A.5
26.B.5
27.B.5
COMMON CORE
STANDARDS
CCSS.ELA-Literacy.CCRA.R.2
CCSS.ELA-Literacy.CCRA.R.3
CCSS.ELA-Literacy.CCRA.R.5
CCSS.ELA-Literacy.CCRA.R.6
CCSS. ELA-Literacy.CCRA.R.7
CCSS.ELA-Literacy.CCRA.R.9
12
13. #mentorship #access #purpose #selfexpression #communication #socialchange #chicago #antichiraq #antiviolence
sicmatters #whynewsmatters #education #equality #leadership #community #2030now #advocacy #changemakers
change #chicago #antichiraq #antiviolence #giveback #socialjustice #activism #volunteer #youthmedia #digitalarts
Sample Program Outline
Stop-Motion Animation 20 / 30 / 40 hours
STEPS: CENTRAL QUESTIONS
1. Intro to stop-motion animation: what is stop-motion animation?
2. Explore and experiment: what can we animate and how do we do it?
3. Brainstorm, outline, and create story elements: who are the characters, what
are the settings, plots, and themes?
4. Storyboard, script, and continue creating story elements: how do we map out
our animation?
5. Film: how do we produce an animation scene?
6. Film: how do make our scenes into a story?
7. Edit: how do we edit content?
8. Share and critique: how can we improve our work?
9. Revise: how can we improve our work?
10. Showcase and upload to internet: how can we distribute our work?
SAMPLE DELIVERABLES
• Peer portraits (1 per 10 hours)
• Self portraits (1 per 10 hours)
• Other characters (2 per 10 hours)
• Landscapes (2 per 10 hours)
• Storyboard (1)
• Script (1)
• Polished manga (1)
• Student surveys (1)
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