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|Project Title: ||Stories Project|
|School Year: ||2007|
|School - District:||Sharon High - Sharon|
|Contact Name:||Contact ESE for more information|
|Content-Area(s):||Science & Technology|
|Grades:||10, 11, 12|
|Community Need:||Human Needs|
|Brief Description of SL Project: |
Inspired by National Public Radio’s Story Corps project, 38 Sharon High TV Media students
interviewed and recorded 16 elders. Students edited each segment for length, added titles, credits and music, and designed a DVD to compile all the interviews into one project. The project was shared with the community at: two opening night receptions for all participants, airing on Sharon Community Television and a workshop presentation at the annual Massachusetts Department of Education Community Service Learning Conference.
|The Community Need the Project is Meeting:|
According to Norma Simons Fitzgerald, Director of Sharon Council on Aging, intergenerational CSL programs benefit the community in the following ways:
-There is an exchange of learning between elders and students.
-Elders acquire new skills, some related to technology, from the younger generation.
-The young people learn values from the older generation.
-Joint participation enriches the lives of participants.
-Participants increase sensitivity and empathy building connections with other generations.
-Elders feel increased sense of purpose because what they have to say and teach has value
The teacher worked with the community and the CSL Liaison to identify and prioritize the need to be addressed.
|Service Component: |
See Community Need. Students interviewed 16 elders for 1 hour each and spent 20 hours
editing each segment for length, adding titles, credits and music, and designing a DVD to compile all the interviews into one project. Elders and their families, the community at large, and participants in the DOE CSL Conference workshop learned about and/or were benefited by the project
|Connections with Massachusetts Curriculum Frameworks: |
As part of the Newsroom and Television Production Workshop curriculum classes, the students are expected to design and produce high quality video projects.
To promote understanding of shared values and respect for individuals in all stages of life
To develop an appreciation for and share our rich cultural heritage, traditions and stories
To demonstrate communication and interaction with adult community members
To demonstrate positive interaction and cooperation between older citizens and high school students, breaking down stereotypes associated with each group
To demonstrate interviewing techniques (the 5 W’s)
To create a video product that can be shared with, and shown to, parents and other adult members of the community
To demonstrate video recording skills (lighting, microphone placement, shot composition, etc.)
To demonstrate video editing skill
Rubrics were developed for Pre-Activities, Event Activities, and Post-Event Activities. In addition, A Stories Project Interview Evaluation Sheet, and a Stories project Evaluation-Edited Project and Opening Night Presentation were used.
|How Youth Voice Helps Shape Project:|
Once the student was assigned an elder to interview, they had to engage in some research that related to either: the time period, the particular topic or specific factor particular to the subject.
After researching the time period, the particular topic or specific factor particular to the subject being interviewed students determined which questions to ask the subject. This background research step increased the preparedness and professionalism with which the students conducted the interview. The elders noted this on several occasions. Students also made decisions re
editing each segment for length, adding titles, credits and music, and designing a DVD to compile all the interviews into one project. Each student group presented their interview segment at the Opening night. In addition, several students presented a workshop re the project at the MA DOE Annual CSL Conference. Students decided that a shorter DVD was needed for the conference, created it, and donated DVD’s to be distributed.
|Student Reflection Component: |
Students did a written reflection after the entire project was over. Some comments the students made include:
It made me think about what would be my own history
We helped them record memories that may otherwise be lost
At first I was not excited about the project but when I saw the smiles on their faces when they watched their interviews I was really happy that I did it. My parents loved it too.
|Community Partners Involved: |
The teacher, CSL and Sharon Council on Aging worked closely together closely throughout the project. All partners prepared and presented at the DOE Conference.
|Demonstration/Celebration of Students' Work: |
The project was introduced to the community through efforts to recruit volunteers to be interviewed. Once the DVD was completed, students and their parents, elders and their families, COA board members, as well as Sharon school administrators were invited to the Opening Night celebration where they enjoyed refreshments and received a copy of the DVD. The local newspaper wrote an article about the project (see above), and Sharon Community Television aired the Stories Project DVD. Students, teachers and adult participants presented a workshop at the Massachusetts Annual CSL Conference where they distributed copies of the Stories Project DVD and an informational packet, which would enable others to implement the project themselves. In addition the COA held their own morning showing, with refreshments, at the town’s housing facility for elders.
|Evaluation of Project's Impact:|
Students observed that the tape session, the final presentation, and the CSL Conference Workshop impacted the elders in a positive way. One girl, observing the elders socialize before their interviews, said, “It looks like a party out there.” Another student asked it we could do a “follow-up” interview because he said there was so much “good stuff” to tape. Several elders stated that they were impressed with the professionalism of the students, as they conducted the interviews and with the excellence of the finished product. One elder who presented at the conference commented that this was an exciting and positive experience.
|Challenges/Solutions Identified by District:|
Scheduling and transporting elders and students were challenging. Several days before the spring interviews were scheduled 2 elders needed to cancel their interviews. At the last minute COA, and CSL recruited 2 new elders. Also, in the spring interview session, one man came who was not scheduled. The teacher and students accommodated him and truly enjoyed the experience. Transporting students to the DOE Conference was very challenging. A van was available, but a driver was not. Several days before the conference a driver was found.
* NOTE: This project summary was written by the district/community. Any text in italics was added or modified by the Department (ESE). Most of these projects were supported with Learn & Serve America funds distributed through the ESE.