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She has had the privilege to work on a diverse array of educational endeavors and is currently a producer for KQED Learning's YouTube series \u003cem>Above the Noise\u003c/em>. Lauren's career has taken her to the deepest parts of the ocean to film deep sea hydrothermal vents for classroom webcasts, into the pool to film synchronized swimmers to teach about the pH scale, and on roller coasters to create a video about activation energy. And, she’s done it all for the sake of education. Lauren loves communicating science! Follow her on twitter @LFarrarAtWork","avatar":"https://secure.gravatar.com/avatar/580c4ece9fa0756ef42202cdcf4146d1?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"lowdown","roles":["editor"]},{"site":"science","roles":["editor"]},{"site":"education","roles":["administrator"]},{"site":"quest","roles":["administrator"]}],"headData":{"title":"Lauren Farrar | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/580c4ece9fa0756ef42202cdcf4146d1?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/580c4ece9fa0756ef42202cdcf4146d1?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/lfarrar"},"almetriavaba":{"type":"authors","id":"9323","meta":{"index":"authors_1591205172","id":"9323","found":true},"name":"Almetria Vaba","firstName":"Almetria","lastName":"Vaba","slug":"almetriavaba","email":"avaba@kqed.org","display_author_email":false,"staff_mastheads":[],"title":"KQED Contributor","bio":"Almetria Vaba is the director for education partnerships and distribution at KQED. In her role, she leads collaborative efforts with education agencies, public media stations and other non profit organizations.","avatar":"https://secure.gravatar.com/avatar/044c2c04aac7cbbacd77c41a4c349cef?s=600&d=blank&r=g","twitter":"metravaba","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["author"]},{"site":"artschool","roles":["editor"]},{"site":"news","roles":["author"]},{"site":"futureofyou","roles":["author"]},{"site":"mindshift","roles":["author"]},{"site":"lowdown","roles":["author"]},{"site":"stateofhealth","roles":["author"]},{"site":"spark","roles":["author"]},{"site":"science","roles":["author"]},{"site":"education","roles":["editor"]},{"site":"quest","roles":["editor"]},{"site":"food","roles":["author"]},{"site":"perspectives","roles":["editor"]}],"headData":{"title":"Almetria Vaba | KQED","description":"KQED Contributor","ogImgSrc":"https://secure.gravatar.com/avatar/044c2c04aac7cbbacd77c41a4c349cef?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/044c2c04aac7cbbacd77c41a4c349cef?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/almetriavaba"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"education","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"education_531698":{"type":"posts","id":"education_531698","meta":{"index":"posts_1591205157","site":"education","id":"531698","score":null,"sort":[1556556453000]},"guestAuthors":[],"slug":"school-dress-codes-when-do-they-go-too-far","title":"School Dress Codes: When Do They Go Too Far?","publishDate":1556556453,"format":"video","headTitle":"School Dress Codes: When Do They Go Too Far? | KQED","labelTerm":{"term":2813,"site":"education"},"content":"\u003cp>With #dresscoded and #Imnotadistraction, school dress codes are coming under fire from students who say these policies can be sexist and racist. But many argue strict dress codes are necessary for a safe learning environment. So, how should schools decide on dress code policies?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Guide your students to practice civil discourse about current topics and get practice writing CER (claim, evidence, reasoning) responses. \u003ca href=\"https://ca.pbslearningmedia.org/resource/school-dress-codes-go-too-far/school-dress-codes-go-too-far/\">Explore lesson supports.\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What are school dress codes?\u003c/strong>\u003c/p>\n\u003cp>School dress codes are policies that mandate how students should dress in school. They vary from school to school, district to district.\u003c/p>\n\u003cp>\u003cstrong>Are school dress codes sexist?\u003c/strong>\u003c/p>\n\u003cp>Many people feel that some school dress code policies unfairly target women since most of the items that are banned are items that women would wear, like certain types of skirts and tops. Many also argue that school dress codes can be unfairly enforced based on body type, where more developed women or heavier women are punished more frequently compared to less developed or thinner women. Critics say that this sends the wrong message to young women about their bodies and contributes to the sexualization of young women.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Are school dress codes racist?\u003c/strong>\u003c/p>\n\u003cp>Many people feel that some school dress code policies unfairly target people of color by banning things that may wear like durags, hair wraps, braids, and dreadlocks. Critics argue this criminalizes culture, and can lead to a system where students of color are getting disciplined more for dress code violations.\u003c/p>\n\u003cp>\u003cstrong>What are advantages of dress codes?\u003c/strong>\u003c/p>\n\u003cp>Many proponents of dress codes feel that dress codes contribute to a safe learning environment. Dress codes that prohibit gang related clothing or clothing that others may find offensive or distracting helps create an environment where students can focus on their education rather than distracting or dangerous clothes. Many also feel that strict dress codes help prepare students for work life after school, since many jobs require employees to dress a certain way.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://pudding.cool/2019/02/dress-code-sexualization/\">Pudding: The sexualized Messages Dress Codes Are Sending to Students\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.vox.com/the-goods/2018/9/13/17847542/students-waging-war-sexist-racist-school-dress-codes\">Vox: Students are waging war on sexist and racist school dress codes — and they’re winning\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edweek.org/ew/articles/2018/09/05/do-school-dress-codes-discrimate-against-girls.html\">Ed Week: Do School Dress Dodes Discriminate Against Girls?\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kappanonline.org/pavlakis-roegman-dress-codes-gender-race-discrimination/\">Phi Delta Kappan: How dress codes criminalize males and sexualize females of color\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/ed/2017/07/17/534448313/when-black-hair-violates-the-dress-code\">NPR: When Black Hair Violates the Dress Code:\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nbcnews.com/news/nbcblk/parents-outraged-over-school-s-discriminatory-racist-dress-code-n759821\">NBC News: Parents Outraged Over School’s ‘Discriminatory,’ ‘Racist’ Dress Code:\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.thedailybeast.com/aclu-naacp-take-on-florida-schools-discriminatory-hair-policy-after-boy-banned-for-having-locs\">The Daily Beast: ‘Discriminatory’: ACLU, NAACP Go After Florida School That Banned Child for Dreadlocks\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nbcnews.com/news/nbcblk/louisiana-girl-sent-home-school-over-braided-hair-extensions-n902811\">NBC News: Louisiana girl sent home from school over braided hair extensions\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sfchronicle.com/bayarea/article/Alameda-schools-new-dress-code-Tube-tops-are-13167331.php\">SF Chronicle: Alameda schools’ new dress code: Tube tops are in, shaming girls is out\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://alamedausd-ca.schoolloop.com/file/1514016404908/1376459767278/4266656840010053803.pdf\">An Introduction to AUSD’s Revised Dress Code:\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704760830,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":453},"headData":{"title":"School Dress Codes: When Do They Go Too Far? | KQED","description":"With #dresscoded and #Imnotadistraction, school dress codes are coming under fire from students who say these policies can be sexist and racist. But many argue strict dress codes are necessary for a safe learning environment. So, how should schools decide on dress code policies? TEACHERS: Guide your students to practice civil discourse about current topics","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"videoEmbed":"https://www.youtube.com/watch?v=e2BmtBjf3VA&t=108s","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/education/531698/school-dress-codes-when-do-they-go-too-far","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>With #dresscoded and #Imnotadistraction, school dress codes are coming under fire from students who say these policies can be sexist and racist. But many argue strict dress codes are necessary for a safe learning environment. So, how should schools decide on dress code policies?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Guide your students to practice civil discourse about current topics and get practice writing CER (claim, evidence, reasoning) responses. \u003ca href=\"https://ca.pbslearningmedia.org/resource/school-dress-codes-go-too-far/school-dress-codes-go-too-far/\">Explore lesson supports.\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What are school dress codes?\u003c/strong>\u003c/p>\n\u003cp>School dress codes are policies that mandate how students should dress in school. They vary from school to school, district to district.\u003c/p>\n\u003cp>\u003cstrong>Are school dress codes sexist?\u003c/strong>\u003c/p>\n\u003cp>Many people feel that some school dress code policies unfairly target women since most of the items that are banned are items that women would wear, like certain types of skirts and tops. Many also argue that school dress codes can be unfairly enforced based on body type, where more developed women or heavier women are punished more frequently compared to less developed or thinner women. Critics say that this sends the wrong message to young women about their bodies and contributes to the sexualization of young women.\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>\u003cstrong>Are school dress codes racist?\u003c/strong>\u003c/p>\n\u003cp>Many people feel that some school dress code policies unfairly target people of color by banning things that may wear like durags, hair wraps, braids, and dreadlocks. Critics argue this criminalizes culture, and can lead to a system where students of color are getting disciplined more for dress code violations.\u003c/p>\n\u003cp>\u003cstrong>What are advantages of dress codes?\u003c/strong>\u003c/p>\n\u003cp>Many proponents of dress codes feel that dress codes contribute to a safe learning environment. Dress codes that prohibit gang related clothing or clothing that others may find offensive or distracting helps create an environment where students can focus on their education rather than distracting or dangerous clothes. Many also feel that strict dress codes help prepare students for work life after school, since many jobs require employees to dress a certain way.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://pudding.cool/2019/02/dress-code-sexualization/\">Pudding: The sexualized Messages Dress Codes Are Sending to Students\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.vox.com/the-goods/2018/9/13/17847542/students-waging-war-sexist-racist-school-dress-codes\">Vox: Students are waging war on sexist and racist school dress codes — and they’re winning\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edweek.org/ew/articles/2018/09/05/do-school-dress-codes-discrimate-against-girls.html\">Ed Week: Do School Dress Dodes Discriminate Against Girls?\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kappanonline.org/pavlakis-roegman-dress-codes-gender-race-discrimination/\">Phi Delta Kappan: How dress codes criminalize males and sexualize females of color\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/ed/2017/07/17/534448313/when-black-hair-violates-the-dress-code\">NPR: When Black Hair Violates the Dress Code:\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nbcnews.com/news/nbcblk/parents-outraged-over-school-s-discriminatory-racist-dress-code-n759821\">NBC News: Parents Outraged Over School’s ‘Discriminatory,’ ‘Racist’ Dress Code:\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.thedailybeast.com/aclu-naacp-take-on-florida-schools-discriminatory-hair-policy-after-boy-banned-for-having-locs\">The Daily Beast: ‘Discriminatory’: ACLU, NAACP Go After Florida School That Banned Child for Dreadlocks\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nbcnews.com/news/nbcblk/louisiana-girl-sent-home-school-over-braided-hair-extensions-n902811\">NBC News: Louisiana girl sent home from school over braided hair extensions\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sfchronicle.com/bayarea/article/Alameda-schools-new-dress-code-Tube-tops-are-13167331.php\">SF Chronicle: Alameda schools’ new dress code: Tube tops are in, shaming girls is out\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://alamedausd-ca.schoolloop.com/file/1514016404908/1376459767278/4266656840010053803.pdf\">An Introduction to AUSD’s Revised Dress Code:\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/531698/school-dress-codes-when-do-they-go-too-far","authors":["6544"],"categories":["education_1"],"tags":["education_2852","education_419","education_581","education_758","education_865","education_2930","education_996"],"collections":["education_2813"],"featImg":"education_531700","label":"education_2813"},"education_529436":{"type":"posts","id":"education_529436","meta":{"index":"posts_1591205157","site":"education","id":"529436","score":null,"sort":[1519867303000]},"guestAuthors":[],"slug":"how-does-being-popular-in-high-school-affect-your-future","title":"How Does Being Popular in High School Affect Your Future?","publishDate":1519867303,"format":"video","headTitle":"How Does Being Popular in High School Affect Your Future? | KQED","labelTerm":{"term":2813,"site":"education"},"content":"\u003cp>When you’re in high school, it can seem like being popular is the most important thing in the world. But what happens to people who are popular in high school after they graduate? What we found out might not be what you would expect.\u003c/p>\n\u003cp>Being popular in high school tends to have adverse outcomes once someone enters early adulthood. But it all depends on what type of popularity someone has because it turns out there are two types. They are status and likability.\u003c/p>\n\u003cp>\u003cstrong>What is status?\u003c/strong>\u003cbr>\nStatus refers to people who have a lot of power and influence over others. People who have status tend to have a lot of admirers and loose friendships. It’s the kind of popularity you have likely seen in classic teen movies like Mean Girls and High School Musical.\u003c/p>\n\u003cp>People who have a lot “status” in high school actually face more social anxiety later in life. They are also more likely to suffer from depression or addiction and have problems with the law.\u003c/p>\n\u003cp>\u003cstrong>What is likability?\u003c/strong>\u003cbr>\nLikability refers to, unsurprisingly, how well liked someone is. People who are likable tend to have a handful of strong, close friendships. It is this type of popularity that tends to serve people well later in life. Psychologists believe that people who have a few strong friendships in high school have the ability to maintain similar patterns in adulthood, which results in a higher sense of self worth and better professional, social, and romantic relationships.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Therefore, it’s not the quantity of your friendships in high school that seems to matter later in life. It’s the quality. So having a few, strong friendships in high school will benefit you more later in life than having a ton of acquaintances.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/28913676\">The Cost of Being Cool: How Adolescent Pseudomature Behavior Maps onto Adult Adjustment\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.scientificamerican.com/article/cracking-the-popularity-code/\">Cracking the Popularity Code\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cnn.com/2017/09/12/health/high-school-friends-health-study/index.html\">A downside to being popular in high school, study says\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sciencedaily.com/releases/2014/06/140612085341.htm\">What happens to ‘cool’ kids? New study sheds light\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.psychologytoday.com/blog/the-athletes-way/201708/high-school-popularity-might-backfire-later-in-life\">High School Popularity Might Backfire Later in Life\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"What happens to people who are popular in high school after they graduate? ","status":"publish","parent":0,"modified":1704761234,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":348},"headData":{"title":"How Does Being Popular in High School Affect Your Future? | KQED","description":"What happens to people who are popular in high school after they graduate? ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"videoEmbed":"https://youtu.be/TGk_gOx8YTQ","sticky":false,"path":"/education/529436/how-does-being-popular-in-high-school-affect-your-future","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When you’re in high school, it can seem like being popular is the most important thing in the world. But what happens to people who are popular in high school after they graduate? What we found out might not be what you would expect.\u003c/p>\n\u003cp>Being popular in high school tends to have adverse outcomes once someone enters early adulthood. But it all depends on what type of popularity someone has because it turns out there are two types. They are status and likability.\u003c/p>\n\u003cp>\u003cstrong>What is status?\u003c/strong>\u003cbr>\nStatus refers to people who have a lot of power and influence over others. People who have status tend to have a lot of admirers and loose friendships. It’s the kind of popularity you have likely seen in classic teen movies like Mean Girls and High School Musical.\u003c/p>\n\u003cp>People who have a lot “status” in high school actually face more social anxiety later in life. They are also more likely to suffer from depression or addiction and have problems with the law.\u003c/p>\n\u003cp>\u003cstrong>What is likability?\u003c/strong>\u003cbr>\nLikability refers to, unsurprisingly, how well liked someone is. People who are likable tend to have a handful of strong, close friendships. It is this type of popularity that tends to serve people well later in life. Psychologists believe that people who have a few strong friendships in high school have the ability to maintain similar patterns in adulthood, which results in a higher sense of self worth and better professional, social, and romantic relationships.\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>Therefore, it’s not the quantity of your friendships in high school that seems to matter later in life. It’s the quality. So having a few, strong friendships in high school will benefit you more later in life than having a ton of acquaintances.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/28913676\">The Cost of Being Cool: How Adolescent Pseudomature Behavior Maps onto Adult Adjustment\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.scientificamerican.com/article/cracking-the-popularity-code/\">Cracking the Popularity Code\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cnn.com/2017/09/12/health/high-school-friends-health-study/index.html\">A downside to being popular in high school, study says\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sciencedaily.com/releases/2014/06/140612085341.htm\">What happens to ‘cool’ kids? New study sheds light\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.psychologytoday.com/blog/the-athletes-way/201708/high-school-popularity-might-backfire-later-in-life\">High School Popularity Might Backfire Later in Life\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/529436/how-does-being-popular-in-high-school-affect-your-future","authors":["1263"],"categories":["education_1"],"tags":["education_5","education_581","education_745"],"collections":["education_2813"],"featImg":"education_529443","label":"education_2813"},"education_5384":{"type":"posts","id":"education_5384","meta":{"index":"posts_1591205157","site":"education","id":"5384","score":null,"sort":[1365518544000]},"guestAuthors":[],"slug":"congressional-art-competition","title":"Congressional Art Competition","publishDate":1365518544,"format":"aside","headTitle":"Congressional Art Competition | KQED","labelTerm":{"site":"education"},"content":"\u003cp>This Friday, April 12, is the deadline for The Artistic Discovery Contest, an art competition initiated by Congressman Eric Swalwell that is open to all high school students in California’s 15th congressional district. Winning artworks will be displayed at the U.S. Capitol in Washington, D.C. For more information and to submit your artwork, visit \u003ca href=\"https://swalwell.house.gov/services/art-competition\">Congressman Swalwell’s web site\u003c/a>. We encourage you to have your students submit works to the competition! Show our nation what Northern California’s brilliant, creative young minds have produced in the classroom and beyond. \u003ca href=\"http://en.wikipedia.org/wiki/California%27s_15th_congressional_district\">The 15th congressional district\u003c/a> covers part of Santa Clara County, including Los Gatos and Cupertino.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"This Friday, April 12, is the deadline for The Artistic Discovery Contest, an art competition initiated by Congressman Eric Swalwell that is open to all high school students in California's 15th congressional district.","status":"publish","parent":0,"modified":1704764907,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":3,"wordCount":113},"headData":{"title":"Congressional Art Competition | KQED","description":"This Friday, April 12, is the deadline for The Artistic Discovery Contest, an art competition initiated by Congressman Eric Swalwell that is open to all high school students in California's 15th congressional district.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"path":"/education/5384/congressional-art-competition","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>This Friday, April 12, is the deadline for The Artistic Discovery Contest, an art competition initiated by Congressman Eric Swalwell that is open to all high school students in California’s 15th congressional district. Winning artworks will be displayed at the U.S. Capitol in Washington, D.C. For more information and to submit your artwork, visit \u003ca href=\"https://swalwell.house.gov/services/art-competition\">Congressman Swalwell’s web site\u003c/a>. We encourage you to have your students submit works to the competition! Show our nation what Northern California’s brilliant, creative young minds have produced in the classroom and beyond. \u003ca href=\"http://en.wikipedia.org/wiki/California%27s_15th_congressional_district\">The 15th congressional district\u003c/a> covers part of Santa Clara County, including Los Gatos and Cupertino.\u003c/p>\n\u003cp> \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>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/5384/congressional-art-competition","authors":["5254"],"categories":["education_3"],"tags":["education_2424","education_581","education_1195"],"label":"education"},"education_4479":{"type":"posts","id":"education_4479","meta":{"index":"posts_1591205157","site":"education","id":"4479","score":null,"sort":[1359127463000]},"guestAuthors":[],"slug":"three-innovative-arts-education-resources","title":"Three Innovative Arts Education Resources","publishDate":1359127463,"format":"aside","headTitle":"Three Innovative Arts Education Resources | KQED","labelTerm":{"site":"education"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2013/01/25/three-innovative-arts-education-resources/screen-shot-2013-01-23-at-4-29-53-pm/\" rel=\"attachment wp-att-4480\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-4480 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/01/Screen-Shot-2013-01-23-at-4.29.53-PM1.png\" alt=\"Screen Shot 2013-01-23 at 4.29.53 PM\" width=\"640\" height=\"442\">\u003c/a>Check out three of our favorite resources focused on visual arts in education:\u003c/p>\n\u003cp>\u003ca href=\"http://www.moma.org/interactives/redstudio/\">Red Studio\u003c/a> is the Museum of Modern’s Arts interactive and collaborative project with high school students in New York City. Exploring “issues and questions raised by teens about today’s modern art, working artists, and what goes on behind the scenes at a museum,” the site features interviews with artists and opportunities to make digital art. The image above was creative in Red Studio’s \u003ca href=\"http://www.moma.org/interactives/redstudio/interactives/remix/index_f.html\">REMIX\u003c/a> interactive collage tool.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2013/01/25/three-innovative-arts-education-resources/screen-shot-2013-01-23-at-4-48-30-pm/\" rel=\"attachment wp-att-4481\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-4481\" src=\"http://ww2.kqed.org/education/files/2013/01/Screen-Shot-2013-01-23-at-4.48.30-PM-e1359087811672.png\" alt=\"Screen Shot 2013-01-23 at 4.48.30 PM\" width=\"640\" height=\"450\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.artbabble.org\">Art Babble\u003c/a> is like YouTube for art videos. This site was developed by the Indianapolis Museum of Art, and features videos from partners including KQED, PBS’s Art:21, The San Jose Museum of Art, Yerba Buena Center of the Arts, and many more, including national and international organizations. Videos are organized by medium, location, themes, and time period. There is a special section specifically for educators with classroom-appropriate videos and resources.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2013/01/25/three-innovative-arts-education-resources/screen-shot-2013-01-23-at-4-48-11-pm/\" rel=\"attachment wp-att-4482\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-4482 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/01/Screen-Shot-2013-01-23-at-4.48.11-PM1.png\" alt=\"Screen Shot 2013-01-23 at 4.48.11 PM\" width=\"640\" height=\"538\">\u003c/a>\u003ca href=\"http://arted20.ning.com/\">Art Education 2.0\u003c/a> is a Ning networking web site initiated by professor and educator \u003ca href=\"http://en.wikipedia.org/wiki/Craig_Roland\">Craig Roland\u003c/a>. It hosts a robust collection of resources and offers many opportunities for idea sharing and networking among fellow arts educators. Membership is free, and there are currently over 12,000 active members who upload ideas, videos, and photos to share with their global community of colleagues.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2013/01/25/three-innovative-arts-education-resources/screen-shot-2013-01-23-at-4-42-08-pm/\" rel=\"attachment wp-att-4483\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-4483 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/01/Screen-Shot-2013-01-23-at-4.42.08-PM1.png\" alt=\"Screen Shot 2013-01-23 at 4.42.08 PM\" width=\"640\" height=\"566\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704764975,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":227},"headData":{"title":"Three Innovative Arts Education Resources | KQED","description":"Check out three of our favorite resources focused on visual arts in education: Red Studio is the Museum of Modern’s Arts interactive and collaborative project with high school students in New York City. Exploring “issues and questions raised by teens about today’s modern art, working artists, and what goes on behind the scenes at a","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"path":"/education/4479/three-innovative-arts-education-resources","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2013/01/25/three-innovative-arts-education-resources/screen-shot-2013-01-23-at-4-29-53-pm/\" rel=\"attachment wp-att-4480\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-4480 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/01/Screen-Shot-2013-01-23-at-4.29.53-PM1.png\" alt=\"Screen Shot 2013-01-23 at 4.29.53 PM\" width=\"640\" height=\"442\">\u003c/a>Check out three of our favorite resources focused on visual arts in education:\u003c/p>\n\u003cp>\u003ca href=\"http://www.moma.org/interactives/redstudio/\">Red Studio\u003c/a> is the Museum of Modern’s Arts interactive and collaborative project with high school students in New York City. Exploring “issues and questions raised by teens about today’s modern art, working artists, and what goes on behind the scenes at a museum,” the site features interviews with artists and opportunities to make digital art. The image above was creative in Red Studio’s \u003ca href=\"http://www.moma.org/interactives/redstudio/interactives/remix/index_f.html\">REMIX\u003c/a> interactive collage tool.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2013/01/25/three-innovative-arts-education-resources/screen-shot-2013-01-23-at-4-48-30-pm/\" rel=\"attachment wp-att-4481\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-4481\" src=\"http://ww2.kqed.org/education/files/2013/01/Screen-Shot-2013-01-23-at-4.48.30-PM-e1359087811672.png\" alt=\"Screen Shot 2013-01-23 at 4.48.30 PM\" width=\"640\" height=\"450\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.artbabble.org\">Art Babble\u003c/a> is like YouTube for art videos. This site was developed by the Indianapolis Museum of Art, and features videos from partners including KQED, PBS’s Art:21, The San Jose Museum of Art, Yerba Buena Center of the Arts, and many more, including national and international organizations. Videos are organized by medium, location, themes, and time period. There is a special section specifically for educators with classroom-appropriate videos and resources.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/2013/01/25/three-innovative-arts-education-resources/screen-shot-2013-01-23-at-4-48-11-pm/\" rel=\"attachment wp-att-4482\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-4482 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/01/Screen-Shot-2013-01-23-at-4.48.11-PM1.png\" alt=\"Screen Shot 2013-01-23 at 4.48.11 PM\" width=\"640\" height=\"538\">\u003c/a>\u003ca href=\"http://arted20.ning.com/\">Art Education 2.0\u003c/a> is a Ning networking web site initiated by professor and educator \u003ca href=\"http://en.wikipedia.org/wiki/Craig_Roland\">Craig Roland\u003c/a>. It hosts a robust collection of resources and offers many opportunities for idea sharing and networking among fellow arts educators. Membership is free, and there are currently over 12,000 active members who upload ideas, videos, and photos to share with their global community of colleagues.\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>\u003ca href=\"http://ww2.kqed.org/education/2013/01/25/three-innovative-arts-education-resources/screen-shot-2013-01-23-at-4-42-08-pm/\" rel=\"attachment wp-att-4483\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-4483 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/01/Screen-Shot-2013-01-23-at-4.42.08-PM1.png\" alt=\"Screen Shot 2013-01-23 at 4.42.08 PM\" width=\"640\" height=\"566\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/4479/three-innovative-arts-education-resources","authors":["5254"],"categories":["education_3"],"tags":["education_2424","education_581","education_758","education_1129","education_1184","education_1195","education_3380"],"featImg":"education_4480","label":"education"},"education_2338":{"type":"posts","id":"education_2338","meta":{"index":"posts_1591205157","site":"education","id":"2338","score":null,"sort":[1336413152000]},"guestAuthors":[],"slug":"america-revealed-in-pbs-learningmedia","title":"America Revealed in PBS LearningMedia","publishDate":1336413152,"format":"aside","headTitle":"America Revealed in PBS LearningMedia | KQED","labelTerm":{"term":2838,"site":"education"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/05/AmericaRevealed21.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft size-full wp-image-2341\" title=\"America Revealed on PBS\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/05/AmericaRevealed21.jpg\" alt=\"\" width=\"640\" height=\"400\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/05/AmericaRevealed21.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/05/AmericaRevealed21-400x250.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>The PBS series, \u003ca href=\"www.pbs.org/america-revealed/\">America Revealed\u003c/a>, uses beautiful and breath-taking aerial photography to provide an otherwise unseen view of America. It uses original data visualizations to demonstrate how our systems work.\u003c/p>\n\u003cp>Enhance your English, social studies, math, health, science, and environmental studies curriculum with \u003ca href=\"http://ca.pbslearningmedia.org/content/#grade_levels=13%252B&q=%2522america+revealed%2522&page=1&per_page=20\">video clips\u003c/a> and supporting classroom materials in PBS LearningMedia from this thought provoking series.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Based upon the BBC’s award-winning \u003cem>Britain From Above\u003c/em>, America Revealed is a unique look at what makes America tick. It shows what it takes to keep the biggest food machine in the world going and keep our supermarkets stocked with groceries and fast food restaurants supplied with fries. It asks such questions as: \u003cem>How do we keep America moving with its vast and complex transport systems? How do we propel ourselves through energy? What maintains the constant supply of fuel and electricity to our homes and businesses? How we keep up with the ever changing world, the import and export infrastructure that shapes our manufacturing industry? \u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Engage students with any one of \u003ca href=\"http://ca.pbslearningmedia.org/content/#grade_levels=13%252B&q=%2522america+revealed%2522&page=1&per_page=20\">10 resources\u003c/a> including: \u003c/strong>\u003cbr>\n\u003ca href=\"http://ca.pbslearningmedia.org/content/930d15c4-5137-46f3-a9d8-39b8cd8d27f9/\">Waste Deep\u003c/a>, which features a landfill in South Jersey and examines the state of food waste in America today. Then, use the accompanying lesson plan, “Making Mountains Out of Landfills: Telling a Visual Story of Waste,” to prepare students to visually track and document different kinds of trash in their community.\u003c/p>\n\u003cp style=\"font-size: 11px;font-family: Arial, Helvetica, sans-serif;color: #808080;margin-top: 5px;background: transparent;text-align: center;width: 512px\">Watch \u003ca href=\"http://video.pbs.org/video/2196205891\" target=\"_blank\" rel=\"noopener\">Waste Deep\u003c/a> on PBS. See more from \u003ca href=\"http://www.pbs.org/america-revealed/\" target=\"_blank\" rel=\"noopener\">America Revealed.\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Find resources for using \u003ca href=\"http://ca.pbslearningmedia.org/content/#grade_levels=13%252B&q=%2522america+revealed%2522&page=1&per_page=20\">America Revealed\u003c/a> and more in \u003ca title=\"PBS LearningMedia\" href=\"http://pbslearningmedia.org\">PBS LearningMedia\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704765324,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":252},"headData":{"title":"America Revealed in PBS LearningMedia | KQED","description":"The PBS series, America Revealed, uses beautiful and breath-taking aerial photography to provide an otherwise unseen view of America. It uses original data visualizations to demonstrate how our systems work. Enhance your English, social studies, math, health, science, and environmental studies curriculum with video clips and supporting classroom materials in PBS LearningMedia from this thought","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"path":"/education/2338/america-revealed-in-pbs-learningmedia","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/05/AmericaRevealed21.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft size-full wp-image-2341\" title=\"America Revealed on PBS\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/05/AmericaRevealed21.jpg\" alt=\"\" width=\"640\" height=\"400\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/05/AmericaRevealed21.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/05/AmericaRevealed21-400x250.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>The PBS series, \u003ca href=\"www.pbs.org/america-revealed/\">America Revealed\u003c/a>, uses beautiful and breath-taking aerial photography to provide an otherwise unseen view of America. It uses original data visualizations to demonstrate how our systems work.\u003c/p>\n\u003cp>Enhance your English, social studies, math, health, science, and environmental studies curriculum with \u003ca href=\"http://ca.pbslearningmedia.org/content/#grade_levels=13%252B&q=%2522america+revealed%2522&page=1&per_page=20\">video clips\u003c/a> and supporting classroom materials in PBS LearningMedia from this thought provoking series.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Based upon the BBC’s award-winning \u003cem>Britain From Above\u003c/em>, America Revealed is a unique look at what makes America tick. It shows what it takes to keep the biggest food machine in the world going and keep our supermarkets stocked with groceries and fast food restaurants supplied with fries. It asks such questions as: \u003cem>How do we keep America moving with its vast and complex transport systems? How do we propel ourselves through energy? What maintains the constant supply of fuel and electricity to our homes and businesses? How we keep up with the ever changing world, the import and export infrastructure that shapes our manufacturing industry? \u003c/em>\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>\u003cstrong>Engage students with any one of \u003ca href=\"http://ca.pbslearningmedia.org/content/#grade_levels=13%252B&q=%2522america+revealed%2522&page=1&per_page=20\">10 resources\u003c/a> including: \u003c/strong>\u003cbr>\n\u003ca href=\"http://ca.pbslearningmedia.org/content/930d15c4-5137-46f3-a9d8-39b8cd8d27f9/\">Waste Deep\u003c/a>, which features a landfill in South Jersey and examines the state of food waste in America today. Then, use the accompanying lesson plan, “Making Mountains Out of Landfills: Telling a Visual Story of Waste,” to prepare students to visually track and document different kinds of trash in their community.\u003c/p>\n\u003cp style=\"font-size: 11px;font-family: Arial, Helvetica, sans-serif;color: #808080;margin-top: 5px;background: transparent;text-align: center;width: 512px\">Watch \u003ca href=\"http://video.pbs.org/video/2196205891\" target=\"_blank\" rel=\"noopener\">Waste Deep\u003c/a> on PBS. See more from \u003ca href=\"http://www.pbs.org/america-revealed/\" target=\"_blank\" rel=\"noopener\">America Revealed.\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Find resources for using \u003ca href=\"http://ca.pbslearningmedia.org/content/#grade_levels=13%252B&q=%2522america+revealed%2522&page=1&per_page=20\">America Revealed\u003c/a> and more in \u003ca title=\"PBS LearningMedia\" href=\"http://pbslearningmedia.org\">PBS LearningMedia\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/2338/america-revealed-in-pbs-learningmedia","authors":["9323"],"series":["education_2838"],"categories":["education_1"],"tags":["education_573","education_581","education_734","education_2428"],"collections":["education_2405"],"featImg":"education_2341","label":"education_2838"},"education_2042":{"type":"posts","id":"education_2042","meta":{"index":"posts_1591205157","site":"education","id":"2042","score":null,"sort":[1333569199000]},"guestAuthors":[],"slug":"music-production-in-the-classroom","title":"Music Production in the Classroom","publishDate":1333569199,"format":"aside","headTitle":"Music Production in the Classroom | KQED","labelTerm":{"site":"education"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/kids1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-2058\" title=\"OLYMPUS DIGITAL CAMERA\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/kids1.jpg\" alt=\"\" width=\"640\" height=\"420\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/04/kids1.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/04/kids1-400x263.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>Please welcome digital media teacher Matt Koons to EdSpace. We met at a KQED Education event last fall, and I wanted to hear more about his students’ music production projects, which reminded me of our inspiring KQED Spark videos about young music-makers such as the students from they \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=8964\">Bay Area Unity Music Project\u003c/a>, and singer/songwriter \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=4585\">Lauren Shera\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>Matt Koons:\u003c/strong>Here at Sonoma Academy in Santa Rosa, students have a break between the first half and second half of the school year called “Intersession.” During Intersession students sign up for classes that run from 9:00 am to 3:00 pm everyday for almost 2 weeks. My class was called “Music Production” at the Dream Box Studio. I wanted to give students the chance to create and learn how to record their own music. The equipment was donated by Leo Laporte (a.k.a. The Tech Guy) and I turned a library space into a recording studio with a few office panels to use as isolation booths. The school bought a large conference table at Habitat for Humanity’s “ReStore” to hold some equipment.”\u003c/p>\n\u003cp style=\"text-align: left\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/kids421.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-2053\" title=\"kids42\" src=\"http://ww2.kqed.org/education/files/2012/04/kids42-768x1024.jpg\" alt=\"\" width=\"518\" height=\"687\">\u003c/a>I anticipated having maybe 12 students and I got 23, with more wanting to sign up. There are so many students that can play an instrument and/or sing nowadays that I underestimated the turnout. Our school is small so we don’t have marching bands or school bands for the students to play in. The music production class had students create their own group or band, or they could work alone. Most of what we ended up recording was original work, others used backtracks, and some played covers of familiar songs.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"http://w.soundcloud.com/player/?url=http%3A%2F%2Fapi.soundcloud.com%2Ftracks%2F41961696&auto_play=false&show_artwork=false&color=8e88fc\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"166\">\u003c/iframe>\u003c/p>\n\u003cp>The format for the day was for everyone to meet at 9:00 in a classroom and organize the day. I was lucky to have the help of Florence (French Teacher) & Colin (Humanities); together we would make waffles, pancakes, crepes, and hot chocolate almost every morning to get the students ready to go. The students would decide on a time slot that they would come to the studio and record. On the board I had a chart with 45 minute slots and the students would work it out for themselves, as long as I got everyone to record every day. We had rooms open for them to practice, sort out ideas, write songs, and so on. The theater was open for the larger, louder groups, and they could sit outside if they were quiet. The other condition for the class was that the students had to produce at least one song, and be musicians for others. I wanted them to act like studio musicians and help out other bands or individuals when they needed it. A list was posted with students and the instruments they played. This way they would circulate & mix it up a little bit. If they didn’t mix it up, then I would assign the students into groups of 3 that I made up, and have them produce a 15-30 second jingle about the Dream Box Studio.\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"http://w.soundcloud.com/player/?url=http%3A%2F%2Fapi.soundcloud.com%2Ftracks%2F41961861&auto_play=false&show_artwork=false&color=f488fc\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"166\">\u003c/iframe>\u003c/p>\n\u003cp>This class was so much fun, it amazed me. We ended up with 15 songs, and a bunch of jingles. The students said it was more exciting than they had expected. They were surprised at how fast the time went by, they met new friends, they were comfortable in the studio and were eager to get back and record some more. They learned how to record themselves, edit, and got a sense of the whole process of producing a song. Now that the Intersession is over, I have students coming in whenever they have a free moment just to play or tinker with a song. They bring their friends and help others discover the studio too. I hope to do this again next year, it was the best class in the world.\u003c/p>\n\u003cp>\u003cem>Thanks, Matt, for taking the time to share this story and your students’ music! We’re big fans. Teachers, have you taught music production at your school? Leave a comment or link to your students’ music below.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Photos by Matt Koons\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704765337,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":700},"headData":{"title":"Music Production in the Classroom | KQED","description":"Please welcome digital media teacher Matt Koons to EdSpace. We met at a KQED Education event last fall, and I wanted to hear more about his students’ music production projects, which reminded me of our inspiring KQED Spark videos about young music-makers such as the students from they Bay Area Unity Music Project, and singer/songwriter","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"path":"/education/2042/music-production-in-the-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/kids1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-2058\" title=\"OLYMPUS DIGITAL CAMERA\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/kids1.jpg\" alt=\"\" width=\"640\" height=\"420\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/04/kids1.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/04/kids1-400x263.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>Please welcome digital media teacher Matt Koons to EdSpace. We met at a KQED Education event last fall, and I wanted to hear more about his students’ music production projects, which reminded me of our inspiring KQED Spark videos about young music-makers such as the students from they \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=8964\">Bay Area Unity Music Project\u003c/a>, and singer/songwriter \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=4585\">Lauren Shera\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>Matt Koons:\u003c/strong>Here at Sonoma Academy in Santa Rosa, students have a break between the first half and second half of the school year called “Intersession.” During Intersession students sign up for classes that run from 9:00 am to 3:00 pm everyday for almost 2 weeks. My class was called “Music Production” at the Dream Box Studio. I wanted to give students the chance to create and learn how to record their own music. The equipment was donated by Leo Laporte (a.k.a. The Tech Guy) and I turned a library space into a recording studio with a few office panels to use as isolation booths. The school bought a large conference table at Habitat for Humanity’s “ReStore” to hold some equipment.”\u003c/p>\n\u003cp style=\"text-align: left\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/kids421.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-2053\" title=\"kids42\" src=\"http://ww2.kqed.org/education/files/2012/04/kids42-768x1024.jpg\" alt=\"\" width=\"518\" height=\"687\">\u003c/a>I anticipated having maybe 12 students and I got 23, with more wanting to sign up. There are so many students that can play an instrument and/or sing nowadays that I underestimated the turnout. Our school is small so we don’t have marching bands or school bands for the students to play in. The music production class had students create their own group or band, or they could work alone. Most of what we ended up recording was original work, others used backtracks, and some played covers of familiar songs.\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>\u003ciframe loading=\"lazy\" src=\"http://w.soundcloud.com/player/?url=http%3A%2F%2Fapi.soundcloud.com%2Ftracks%2F41961696&auto_play=false&show_artwork=false&color=8e88fc\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"166\">\u003c/iframe>\u003c/p>\n\u003cp>The format for the day was for everyone to meet at 9:00 in a classroom and organize the day. I was lucky to have the help of Florence (French Teacher) & Colin (Humanities); together we would make waffles, pancakes, crepes, and hot chocolate almost every morning to get the students ready to go. The students would decide on a time slot that they would come to the studio and record. On the board I had a chart with 45 minute slots and the students would work it out for themselves, as long as I got everyone to record every day. We had rooms open for them to practice, sort out ideas, write songs, and so on. The theater was open for the larger, louder groups, and they could sit outside if they were quiet. The other condition for the class was that the students had to produce at least one song, and be musicians for others. I wanted them to act like studio musicians and help out other bands or individuals when they needed it. A list was posted with students and the instruments they played. This way they would circulate & mix it up a little bit. If they didn’t mix it up, then I would assign the students into groups of 3 that I made up, and have them produce a 15-30 second jingle about the Dream Box Studio.\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"http://w.soundcloud.com/player/?url=http%3A%2F%2Fapi.soundcloud.com%2Ftracks%2F41961861&auto_play=false&show_artwork=false&color=f488fc\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"166\">\u003c/iframe>\u003c/p>\n\u003cp>This class was so much fun, it amazed me. We ended up with 15 songs, and a bunch of jingles. The students said it was more exciting than they had expected. They were surprised at how fast the time went by, they met new friends, they were comfortable in the studio and were eager to get back and record some more. They learned how to record themselves, edit, and got a sense of the whole process of producing a song. Now that the Intersession is over, I have students coming in whenever they have a free moment just to play or tinker with a song. They bring their friends and help others discover the studio too. I hope to do this again next year, it was the best class in the world.\u003c/p>\n\u003cp>\u003cem>Thanks, Matt, for taking the time to share this story and your students’ music! We’re big fans. Teachers, have you taught music production at your school? Leave a comment or link to your students’ music below.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Photos by Matt Koons\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/2042/music-production-in-the-classroom","authors":["5254"],"categories":["education_3"],"tags":["education_581","education_784","education_877","education_3380"],"featImg":"education_2058","label":"education"},"education_1884":{"type":"posts","id":"education_1884","meta":{"index":"posts_1591205157","site":"education","id":"1884","score":null,"sort":[1331777265000]},"guestAuthors":[],"slug":"weve-got-a-crisis-here-teachers-weigh-in-on-high-school-dropouts","title":"We've Got A Crisis Here: Teachers Weigh in on High School Dropouts","publishDate":1331777265,"format":"aside","headTitle":"We’ve Got A Crisis Here: Teachers Weigh in on High School Dropouts | KQED","labelTerm":{"site":"education"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/03/AmGrad1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-1890\" title=\"American Graduate Teacher Town Hall - Oakland, CA\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/03/AmGrad1.jpg\" alt=\"\" width=\"640\" height=\"400\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/03/AmGrad1.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/03/AmGrad1-400x250.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>Let’s begin with some numbers:\u003c/p>\n\u003cblockquote>\n\u003cul>\n\u003cli>Every year, roughly \u003ca href=\"http://www.pbs.org/newshour/rundown/2012/02/why-i-go-to-school-on-pinterest.html\" target=\"_blank\" rel=\"noopener\">1.3 million students\u003c/a> in the U.S. drop out of high school. That’s 7,000 students each day.\u003c/li>\n\u003cli>More than 20 percent of California high school students drop out of school before graduation*\u003c/li>\n\u003cli>More than one third of California’s African American public high school students didn’t graduate*\u003c/li>\n\u003cli>Roughly 27 percent of California’s Hispanic students don’t graduate from high school*\u003c/li>\n\u003cli>In the City of Oakland, almost 40 percent of students don’t graduate*\u003c/li>\n\u003cli>California ranked 46th in the nation in K-12 per pupil spending (almost $3,000/student below the national average).**\u003c/li>\n\u003cli>In contrast, California spends an average of $47,000 per year per inmate***\u003c/li>\n\u003cli>Nationwide, California ranks dead last in the number of K-12 students per teacher**\u003c/li>\n\u003c/ul>\n\u003c/blockquote>\n\u003cp>*\u003ca href=\"http://dq.cde.ca.gov/dataquest/\" target=\"_blank\" rel=\"noopener\">Based on 2009 California Department of Education data \u003c/a>\u003cbr>\n**\u003ca href=\"http://www.cbp.org/pdfs/2011/111012_Decade_of_Disinvestment_%20SFF.pdf\" target=\"_blank\" rel=\"noopener\">Based on 2010-11 data compiled by the California Budget Project\u003cbr>\n\u003c/a>***\u003ca href=\"http://www.lao.ca.gov/laoapp/laomenus/sections/crim_justice/6_cj_inmatecost.aspx?catid=3\" target=\"_blank\" rel=\"noopener\">Based on 2008-9 data from the Legislative Analyst’s Office\u003c/a>\u003c/p>\n\u003cp>Not the most uplifting way to start a blog post, huh? It’s all true, though. And few people are more aware of it than the teachers and students on the front lines.\u003c/p>\n\u003cp>On March 13, teachers, education advocates, and a number of students filled the theater at Laney College in Oakland to address the problem, ask important questions, and share thoughts on how best to tackle this ongoing crisis in American education. The forum was part of \u003ca href=\"http://www.americangraduate.org/\" target=\"_blank\" rel=\"noopener\">American Graduate: Let’s Make It Happen\u003c/a>, an initiative spearheaded by the Corporation for Public Broadcasting (CPB), in partnership with America’s Promise Alliance and the Bill and Melinda Gates Foundation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Local public radio and television stations (including KQED) in 20 impacted “hub markets” where the high school dropout crisis is most acute, are convening teacher town hall events to raise awareness of, and bring attention to, the issue.\u003c/p>\n\u003cp>Moderated by Snap Judgement host Glynn Washington, Tuesday’s event centered around a panel of seasoned Oakland educators who spoke passionately about the extent of the crisis from their unique perspectives. While specific opinions and suggested courses of action varied widely, all participants were united in their insistence that a whole generation of young people are being left behind, and that urgent change is desperately needed.\u003c/p>\n\u003cp>Below are some of the overarching themes that shaped the discussion:\u003c/p>\n\u003cul>\n\u003cli>Strong student/teacher relationships are crucial\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Students need to know that teachers care; that they know them; that they listen to them\u003c/li>\n\u003cli>Teachers must create support systems for their most vulnerable students, and provide lasting mentorship\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Teachers need to encourage creativity/critical thinking among their students\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>It’s the role of educators to spark students’ minds, help create change\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Much of today’s conventional educational approaches focus too much on basic skills, and not nearly enough on creative skills and real-world job skills\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Teachers are critical to student success, but there is often too much responsibility placed on them. The community support factor can’t be ignored.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>There is a serious lack of stability in the teaching force, and this directly impacts the stability of students; teacher dropouts encourage student dropouts\u003c/li>\n\u003cli>Teachers have questionable access to basic resources, which affects the length of their teaching commitment\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>There is a lack of consistency in the educational system; a constant flux in procedures, goals and approaches makes it harder on everyone\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>For many students entering high school, success is predetermined (there is still an unofficial form of tracking at play)\u003c/li>\n\u003cli>In many cases, students need to be taught “how” to be in school and “how” to learn; it shouldn’t simply be assumed that this is inherent knowledge\u003c/li>\n\u003cli>There is a lack of relevance/meaning in most standardized curriculum; this results in a lack of student engagement and retention\u003c/li>\n\u003cli>Too often ignored in the education debate are the crucial impact of poverty, nutritional health, and basic resources on educational achievement\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704765351,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":679},"headData":{"title":"We've Got A Crisis Here: Teachers Weigh in on High School Dropouts | KQED","description":"Let’s begin with some numbers: Every year, roughly 1.3 million students in the U.S. drop out of high school. That’s 7,000 students each day. More than 20 percent of California high school students drop out of school before graduation* More than one third of California’s African American public high school students didn’t graduate* Roughly 27","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"path":"/education/1884/weve-got-a-crisis-here-teachers-weigh-in-on-high-school-dropouts","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/03/AmGrad1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-1890\" title=\"American Graduate Teacher Town Hall - Oakland, CA\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/03/AmGrad1.jpg\" alt=\"\" width=\"640\" height=\"400\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/03/AmGrad1.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/03/AmGrad1-400x250.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>Let’s begin with some numbers:\u003c/p>\n\u003cblockquote>\n\u003cul>\n\u003cli>Every year, roughly \u003ca href=\"http://www.pbs.org/newshour/rundown/2012/02/why-i-go-to-school-on-pinterest.html\" target=\"_blank\" rel=\"noopener\">1.3 million students\u003c/a> in the U.S. drop out of high school. That’s 7,000 students each day.\u003c/li>\n\u003cli>More than 20 percent of California high school students drop out of school before graduation*\u003c/li>\n\u003cli>More than one third of California’s African American public high school students didn’t graduate*\u003c/li>\n\u003cli>Roughly 27 percent of California’s Hispanic students don’t graduate from high school*\u003c/li>\n\u003cli>In the City of Oakland, almost 40 percent of students don’t graduate*\u003c/li>\n\u003cli>California ranked 46th in the nation in K-12 per pupil spending (almost $3,000/student below the national average).**\u003c/li>\n\u003cli>In contrast, California spends an average of $47,000 per year per inmate***\u003c/li>\n\u003cli>Nationwide, California ranks dead last in the number of K-12 students per teacher**\u003c/li>\n\u003c/ul>\n\u003c/blockquote>\n\u003cp>*\u003ca href=\"http://dq.cde.ca.gov/dataquest/\" target=\"_blank\" rel=\"noopener\">Based on 2009 California Department of Education data \u003c/a>\u003cbr>\n**\u003ca href=\"http://www.cbp.org/pdfs/2011/111012_Decade_of_Disinvestment_%20SFF.pdf\" target=\"_blank\" rel=\"noopener\">Based on 2010-11 data compiled by the California Budget Project\u003cbr>\n\u003c/a>***\u003ca href=\"http://www.lao.ca.gov/laoapp/laomenus/sections/crim_justice/6_cj_inmatecost.aspx?catid=3\" target=\"_blank\" rel=\"noopener\">Based on 2008-9 data from the Legislative Analyst’s Office\u003c/a>\u003c/p>\n\u003cp>Not the most uplifting way to start a blog post, huh? It’s all true, though. And few people are more aware of it than the teachers and students on the front lines.\u003c/p>\n\u003cp>On March 13, teachers, education advocates, and a number of students filled the theater at Laney College in Oakland to address the problem, ask important questions, and share thoughts on how best to tackle this ongoing crisis in American education. The forum was part of \u003ca href=\"http://www.americangraduate.org/\" target=\"_blank\" rel=\"noopener\">American Graduate: Let’s Make It Happen\u003c/a>, an initiative spearheaded by the Corporation for Public Broadcasting (CPB), in partnership with America’s Promise Alliance and the Bill and Melinda Gates Foundation.\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>Local public radio and television stations (including KQED) in 20 impacted “hub markets” where the high school dropout crisis is most acute, are convening teacher town hall events to raise awareness of, and bring attention to, the issue.\u003c/p>\n\u003cp>Moderated by Snap Judgement host Glynn Washington, Tuesday’s event centered around a panel of seasoned Oakland educators who spoke passionately about the extent of the crisis from their unique perspectives. While specific opinions and suggested courses of action varied widely, all participants were united in their insistence that a whole generation of young people are being left behind, and that urgent change is desperately needed.\u003c/p>\n\u003cp>Below are some of the overarching themes that shaped the discussion:\u003c/p>\n\u003cul>\n\u003cli>Strong student/teacher relationships are crucial\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Students need to know that teachers care; that they know them; that they listen to them\u003c/li>\n\u003cli>Teachers must create support systems for their most vulnerable students, and provide lasting mentorship\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Teachers need to encourage creativity/critical thinking among their students\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>It’s the role of educators to spark students’ minds, help create change\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Much of today’s conventional educational approaches focus too much on basic skills, and not nearly enough on creative skills and real-world job skills\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Teachers are critical to student success, but there is often too much responsibility placed on them. The community support factor can’t be ignored.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>There is a serious lack of stability in the teaching force, and this directly impacts the stability of students; teacher dropouts encourage student dropouts\u003c/li>\n\u003cli>Teachers have questionable access to basic resources, which affects the length of their teaching commitment\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>There is a lack of consistency in the educational system; a constant flux in procedures, goals and approaches makes it harder on everyone\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>For many students entering high school, success is predetermined (there is still an unofficial form of tracking at play)\u003c/li>\n\u003cli>In many cases, students need to be taught “how” to be in school and “how” to learn; it shouldn’t simply be assumed that this is inherent knowledge\u003c/li>\n\u003cli>There is a lack of relevance/meaning in most standardized curriculum; this results in a lack of student engagement and retention\u003c/li>\n\u003cli>Too often ignored in the education debate are the crucial impact of poverty, nutritional health, and basic resources on educational achievement\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/1884/weve-got-a-crisis-here-teachers-weigh-in-on-high-school-dropouts","authors":["1263"],"categories":["education_50"],"tags":["education_581","education_758","education_1098","education_3380"],"featImg":"education_1890","label":"education"},"education_1708":{"type":"posts","id":"education_1708","meta":{"index":"posts_1591205157","site":"education","id":"1708","score":null,"sort":[1330130608000]},"guestAuthors":[],"slug":"kqed-science-youth-media-festival","title":"KQED Science Youth Media Festival","publishDate":1330130608,"format":"aside","headTitle":"KQED Science Youth Media Festival | KQED","labelTerm":{"site":"education"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/KQED_EdNet_Science_bBABE2B1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/KQED_EdNet_Science_bBABE2B1.jpg\" alt=\"\" title=\"KQED_EdNet_Science_b#BABE2B\" width=\"640\" height=\"288\" class=\"alignnone size-full wp-image-1714\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/02/KQED_EdNet_Science_bBABE2B1.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/02/KQED_EdNet_Science_bBABE2B1-400x180.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003ch2>\u003cstrong>Applications are now open for the 1st Annual KQED Science Youth Media Festival, hosted at California Academy of Sciences on June 10, 2012, 3-5pm. \n\u003cp>Deadline for submission: April 15, 2012\u003cbr>\n\u003c/p>\u003c/strong>\u003c/h2>\n\u003cp>The theme for this year’s festival is \u003cstrong>Nature and Environmental Science\u003c/strong>. We are looking for videos produced by youth who are either in middle school or high school about the following topics:\u003c/p>\n\u003cul>\nwildlife\u003cbr>\nwater use\u003cbr>\noceans\u003cbr>\npollution\u003cbr>\ncultural connections\u003cbr>\nrestoration\u003cbr>\nsustainability\u003cbr>\nenvironmental justice\u003c/ul>\n\u003cp>We are accepting submissions from youth who have made digital media projects either in school, an after-school program, summer program, or independently. The project format must be self-contained and able to stand alone. Presentations such as PowerPoint, Prezi, etc. will not be accepted. The projects must be published on a video hosting site like YouTube, SchoolTube, or Vimeo. The length of the projects cannot exceed 15 minutes and they must have been produced AFTER April 15, 2010.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/KQEDSYMF_rubric1.pdf\">\u003cstrong>Download our criteria for accepting entries to the 1st Annual KQED Science Youth Media Festival\u003c/strong>\u003c/a>.\u003c/p>\n\u003cp>Youth whose entries are accepted to the festival will receive iTunes gift cards. Grand prizes include the possibility of the showcasing the winning videos on KQED QUEST, a two-day internship with QUEST’s production team, and Apple mobile devices.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>SUBMISSION\u003c/strong>\u003c/p>\n\u003cp>Before submitting your project, be sure to post the video on a video hosting site like YouTube, SchoolTube or Vimeo, and make sure that your video is public (we will not be able to view or judge a project that is set to private). To submit your project, fill out our online entry form \u003cstrong>below\u003c/strong>. Be sure to read the guidelines before filling out the form. You can download a copy of the entry form \u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/KQEDScienceYouth-MediaFestival_entryform1.pdf\">HERE\u003c/a> to review it.\u003c/p>\n\u003cp>\u003cstrong>Submission Guidelines:\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>KQED Science Youth Media Festival is to showcase the work of middle school and high school students (ages 13-18). If you are younger than 13, please have a parent, teacher or instructor submit your project. All communication will be sent to the email listed in the form so please be sure it is active and checked often.\u003c/li>\n\u003cli>Teachers: For classroom projects, please submit only the “best” one or two to the KQED Science Media Festival for consideration. In other words, if your students are creating similar projects on air pollution, please submit only one or two projects to the Festival.\u003c/li>\n\u003cli>Create and keep a complete, high-resolution copy of your project, as this is required for all winning projects.\u003c/li>\n\u003cli>Entries must be received by 11:59pm PST, April 15, 2012.\u003c/li>\n\u003cli>Entries must represent work that was completed after April 15, 2010.\u003c/li>\n\u003cli>Please note that a completed materials/appearance release will be required for entries accepted to the KQED Science Youth Media Festival. This form must be printed and signed by the youth and his/her parent or guardian.\u003c/li>\n\u003cli>All entries must be submitted online using a preferred web hosting partner or other media hosting provider (e.g. SchoolTube, YouTube, Vimeo, etc.). All entries MUST have a valid, public URL that our judges can access.\u003c/li>\n\u003cli>If your project includes copyrighted material, please follow the \u003ca href=\"http://www.centerforsocialmedia.org/fair-use/related-materials/codes/code-best-practices-fair-use-media-literacy-education\">Center for Social Media guidelines for Fair Use\u003c/a> or \u003ca href=\"http://ww2.kqed.org/education/2012/01/25/can-i-use-this-in-my-media-project/\">view the post\u003c/a> on KQED Edspace and be sure to cite your sources in the end credits.\u003c/li>\n\u003c/ol>\n\u003cp>Please contact mwilliams@kqed.org with submission questions, or if you need an alternate submission option.\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"https://docs.google.com/spreadsheet/embeddedform?formkey=dEhlSnRWcFBLOGpSeFlXMEFzc2lyN2c6MQ\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" width=\"640\" height=\"420\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Partners of the KQED Science Youth Media Festival include:\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.kqed.org/education\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/KQED_Education_logo1.jpg\" alt=\"\" title=\"KQED Education\" width=\"82\" height=\"50\" class=\"alignleft size-full wp-image-1763\">\u003c/a>\u003ca href=\"http://www.calacademy.org\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/CAS-logo1.jpg\" alt=\"\" title=\"Cal Academy of Sciences\" width=\"147\" height=\"50\" class=\"alignleft size-full wp-image-1719\">\u003c/a>\u003ca href=\"http://www.parksconservancy.org/our-work/crissy/\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/GGNPC_Hdr_CFC1.png\" alt=\"\" title=\"Crissy Field Center\" width=\"229\" height=\"50\" class=\"alignleft size-full wp-image-1720\">\u003c/a>\u003ca href=\"http://www.girlscoutsnorcal.org/\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/GS_NorCal-big1.jpg\" alt=\"\" title=\"Girl Scouts\" width=\"129\" height=\"50\" class=\"alignleft size-full wp-image-1729\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/02/GS_NorCal-big1.jpg 129w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/02/GS_NorCal-big1-128x50.jpg 128w\" sizes=\"(max-width: 129px) 100vw, 129px\">\u003c/a>\u003ca href=\"http://www.baymn.org\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/BAYMN_LOGO1.jpg\" alt=\"\" title=\"Bay Area Youth Media Network\" width=\"81\" height=\"50\" class=\"alignleft size-full wp-image-1764\">\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704765365,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["https://docs.google.com/spreadsheet/embeddedform"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":573},"headData":{"title":"KQED Science Youth Media Festival | KQED","description":"Applications are now open for the 1st Annual KQED Science Youth Media Festival, hosted at California Academy of Sciences on June 10, 2012, 3-5pm. Deadline for submission: April 15, 2012 The theme for this year’s festival is Nature and Environmental Science. We are looking for videos produced by youth who are either in middle school","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"path":"/education/1708/kqed-science-youth-media-festival","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/KQED_EdNet_Science_bBABE2B1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/KQED_EdNet_Science_bBABE2B1.jpg\" alt=\"\" title=\"KQED_EdNet_Science_b#BABE2B\" width=\"640\" height=\"288\" class=\"alignnone size-full wp-image-1714\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/02/KQED_EdNet_Science_bBABE2B1.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/02/KQED_EdNet_Science_bBABE2B1-400x180.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003ch2>\u003cstrong>Applications are now open for the 1st Annual KQED Science Youth Media Festival, hosted at California Academy of Sciences on June 10, 2012, 3-5pm. \n\u003cp>Deadline for submission: April 15, 2012\u003cbr>\n\u003c/p>\u003c/strong>\u003c/h2>\n\u003cp>The theme for this year’s festival is \u003cstrong>Nature and Environmental Science\u003c/strong>. We are looking for videos produced by youth who are either in middle school or high school about the following topics:\u003c/p>\n\u003cul>\nwildlife\u003cbr>\nwater use\u003cbr>\noceans\u003cbr>\npollution\u003cbr>\ncultural connections\u003cbr>\nrestoration\u003cbr>\nsustainability\u003cbr>\nenvironmental justice\u003c/ul>\n\u003cp>We are accepting submissions from youth who have made digital media projects either in school, an after-school program, summer program, or independently. The project format must be self-contained and able to stand alone. Presentations such as PowerPoint, Prezi, etc. will not be accepted. The projects must be published on a video hosting site like YouTube, SchoolTube, or Vimeo. The length of the projects cannot exceed 15 minutes and they must have been produced AFTER April 15, 2010.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/KQEDSYMF_rubric1.pdf\">\u003cstrong>Download our criteria for accepting entries to the 1st Annual KQED Science Youth Media Festival\u003c/strong>\u003c/a>.\u003c/p>\n\u003cp>Youth whose entries are accepted to the festival will receive iTunes gift cards. Grand prizes include the possibility of the showcasing the winning videos on KQED QUEST, a two-day internship with QUEST’s production team, and Apple mobile devices.\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>\u003cstrong>SUBMISSION\u003c/strong>\u003c/p>\n\u003cp>Before submitting your project, be sure to post the video on a video hosting site like YouTube, SchoolTube or Vimeo, and make sure that your video is public (we will not be able to view or judge a project that is set to private). To submit your project, fill out our online entry form \u003cstrong>below\u003c/strong>. Be sure to read the guidelines before filling out the form. You can download a copy of the entry form \u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/KQEDScienceYouth-MediaFestival_entryform1.pdf\">HERE\u003c/a> to review it.\u003c/p>\n\u003cp>\u003cstrong>Submission Guidelines:\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>KQED Science Youth Media Festival is to showcase the work of middle school and high school students (ages 13-18). If you are younger than 13, please have a parent, teacher or instructor submit your project. All communication will be sent to the email listed in the form so please be sure it is active and checked often.\u003c/li>\n\u003cli>Teachers: For classroom projects, please submit only the “best” one or two to the KQED Science Media Festival for consideration. In other words, if your students are creating similar projects on air pollution, please submit only one or two projects to the Festival.\u003c/li>\n\u003cli>Create and keep a complete, high-resolution copy of your project, as this is required for all winning projects.\u003c/li>\n\u003cli>Entries must be received by 11:59pm PST, April 15, 2012.\u003c/li>\n\u003cli>Entries must represent work that was completed after April 15, 2010.\u003c/li>\n\u003cli>Please note that a completed materials/appearance release will be required for entries accepted to the KQED Science Youth Media Festival. This form must be printed and signed by the youth and his/her parent or guardian.\u003c/li>\n\u003cli>All entries must be submitted online using a preferred web hosting partner or other media hosting provider (e.g. SchoolTube, YouTube, Vimeo, etc.). All entries MUST have a valid, public URL that our judges can access.\u003c/li>\n\u003cli>If your project includes copyrighted material, please follow the \u003ca href=\"http://www.centerforsocialmedia.org/fair-use/related-materials/codes/code-best-practices-fair-use-media-literacy-education\">Center for Social Media guidelines for Fair Use\u003c/a> or \u003ca href=\"http://ww2.kqed.org/education/2012/01/25/can-i-use-this-in-my-media-project/\">view the post\u003c/a> on KQED Edspace and be sure to cite your sources in the end credits.\u003c/li>\n\u003c/ol>\n\u003cp>Please contact mwilliams@kqed.org with submission questions, or if you need an alternate submission option.\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"https://docs.google.com/spreadsheet/embeddedform?formkey=dEhlSnRWcFBLOGpSeFlXMEFzc2lyN2c6MQ\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" width=\"640\" height=\"420\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Partners of the KQED Science Youth Media Festival include:\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.kqed.org/education\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/KQED_Education_logo1.jpg\" alt=\"\" title=\"KQED Education\" width=\"82\" height=\"50\" class=\"alignleft size-full wp-image-1763\">\u003c/a>\u003ca href=\"http://www.calacademy.org\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/CAS-logo1.jpg\" alt=\"\" title=\"Cal Academy of Sciences\" width=\"147\" height=\"50\" class=\"alignleft size-full wp-image-1719\">\u003c/a>\u003ca href=\"http://www.parksconservancy.org/our-work/crissy/\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/GGNPC_Hdr_CFC1.png\" alt=\"\" title=\"Crissy Field Center\" width=\"229\" height=\"50\" class=\"alignleft size-full wp-image-1720\">\u003c/a>\u003ca href=\"http://www.girlscoutsnorcal.org/\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/GS_NorCal-big1.jpg\" alt=\"\" title=\"Girl Scouts\" width=\"129\" height=\"50\" class=\"alignleft size-full wp-image-1729\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/02/GS_NorCal-big1.jpg 129w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/02/GS_NorCal-big1-128x50.jpg 128w\" sizes=\"(max-width: 129px) 100vw, 129px\">\u003c/a>\u003ca href=\"http://www.baymn.org\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/02/BAYMN_LOGO1.jpg\" alt=\"\" title=\"Bay Area Youth Media Network\" width=\"81\" height=\"50\" class=\"alignleft size-full wp-image-1764\">\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/1708/kqed-science-youth-media-festival","authors":["5232"],"categories":["education_1","education_49"],"tags":["education_452","education_3369","education_581","education_758","education_3381","education_1098","education_3380","education_1242"],"featImg":"education_1714","label":"education"},"education_360":{"type":"posts","id":"education_360","meta":{"index":"posts_1591205157","site":"education","id":"360","score":null,"sort":[1314829209000]},"guestAuthors":[],"slug":"project-voicescapes-we-need-help","title":"Project VoiceScape's We Need Help","publishDate":1314829209,"format":"aside","headTitle":"Project VoiceScape’s We Need Help | KQED","labelTerm":{"site":"education"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2011/08/weneedhelp1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2011/08/weneedhelp1.jpg\" alt=\"\" title=\"we need help\" width=\"640\" height=\"324\" class=\"aligncenter size-full wp-image-361\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2011/08/weneedhelp1.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2011/08/weneedhelp1-400x203.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>To Shaq, it was not an ordinary chemistry class at San Francisco’s Burton High School. That cold spring morning, he had a plan. He was going to film a drug scene in the middle of the lesson. He had his props ready – a small mirror, a dollar bill, and powdered sugar. He sat there prepping the scene on his desk while the teacher posted material on the chalkboard, unaware of the shenanigans occurring in the back of the class. Shaq then took out his flip video camera and began filming without any disruption.\u003c/p>\n\u003cp>When presenting the footage to his Peer Resources class the following week, it was obvious that the teacher had no clue what was going on. It could have been the real deal. And this aligned perfectly to Shaq’s point in his film \u003cem>We Need Help\u003c/em> that he co-produced with his classmate Stephanny. The film is about the lack of support high schools have for at-risk youth. To Shaq and Stephanny, most teachers do not know how to read the signs for help from youth who are in need of some kind of intervention. Or maybe the signs are clear, but there are a lack of resources or methods put in place. In any case, the film explores this critical issue through the lens of two fictional characters. One is a drug addict; the other is a pregnant teen. \u003c/p>\n\u003cp>This is one of twelve student films that were produced at Philip and Sala Burton High School in Bayview. These films were part of \u003ca href=\"http://www.pbs.org/pov/filmmakers/voicescape.php\">Project VoiceScape\u003c/a>, a partnership with Adobe Youth Voices, PBS, and POV that is aimed at encouraging middle and high school students nationwide to use digital media tools in creating compelling stories about issues and concerns important to them. At Burton, the students all picked the theme of college access as a focus for their films. The concept references financial struggles, immigration issues, lack of support, fears and anxieties. \u003c/p>\n\u003cp>KQED Education also worked with students from James Lick Middle School. All of the work was done in partnership with the \u003ca href=\"http://www.sfedfund.org/programs/se_peer_resources.php\">San Francisco Ed Fund’s Peer Resources program\u003c/a>. They explored topics like depression, immigration, graffiti, video game addiction, domestic violence, and race and discrimination. Students produced incredibly poignant films about social issues that personally affect them. Through this personal lens, these films aim to express issues subjectively and do not attempt to hold any sort of objective journalistic integrity. These films also do not represent the opinions of any of the partnering organizations. \u003c/p>\n\u003cp>And without further ado, here’s the film \u003cem>We Need Help\u003c/em>, produced by Shaqur Hill and Stephanny Castellanos.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" width=\"640\" height=\"510\" src=\"http://www.youtube.com/embed/LKnVUvcWHxo\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Stay tuned for some more highlights and examples of students’ films.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704765431,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":458},"headData":{"title":"Project VoiceScape's We Need Help | KQED","description":"To Shaq, it was not an ordinary chemistry class at San Francisco’s Burton High School. That cold spring morning, he had a plan. He was going to film a drug scene in the middle of the lesson. He had his props ready – a small mirror, a dollar bill, and powdered sugar. He sat there","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"path":"/education/360/project-voicescapes-we-need-help","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2011/08/weneedhelp1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2011/08/weneedhelp1.jpg\" alt=\"\" title=\"we need help\" width=\"640\" height=\"324\" class=\"aligncenter size-full wp-image-361\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2011/08/weneedhelp1.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2011/08/weneedhelp1-400x203.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>To Shaq, it was not an ordinary chemistry class at San Francisco’s Burton High School. That cold spring morning, he had a plan. He was going to film a drug scene in the middle of the lesson. He had his props ready – a small mirror, a dollar bill, and powdered sugar. He sat there prepping the scene on his desk while the teacher posted material on the chalkboard, unaware of the shenanigans occurring in the back of the class. Shaq then took out his flip video camera and began filming without any disruption.\u003c/p>\n\u003cp>When presenting the footage to his Peer Resources class the following week, it was obvious that the teacher had no clue what was going on. It could have been the real deal. And this aligned perfectly to Shaq’s point in his film \u003cem>We Need Help\u003c/em> that he co-produced with his classmate Stephanny. The film is about the lack of support high schools have for at-risk youth. To Shaq and Stephanny, most teachers do not know how to read the signs for help from youth who are in need of some kind of intervention. Or maybe the signs are clear, but there are a lack of resources or methods put in place. In any case, the film explores this critical issue through the lens of two fictional characters. One is a drug addict; the other is a pregnant teen. \u003c/p>\n\u003cp>This is one of twelve student films that were produced at Philip and Sala Burton High School in Bayview. These films were part of \u003ca href=\"http://www.pbs.org/pov/filmmakers/voicescape.php\">Project VoiceScape\u003c/a>, a partnership with Adobe Youth Voices, PBS, and POV that is aimed at encouraging middle and high school students nationwide to use digital media tools in creating compelling stories about issues and concerns important to them. At Burton, the students all picked the theme of college access as a focus for their films. The concept references financial struggles, immigration issues, lack of support, fears and anxieties. \u003c/p>\n\u003cp>KQED Education also worked with students from James Lick Middle School. All of the work was done in partnership with the \u003ca href=\"http://www.sfedfund.org/programs/se_peer_resources.php\">San Francisco Ed Fund’s Peer Resources program\u003c/a>. They explored topics like depression, immigration, graffiti, video game addiction, domestic violence, and race and discrimination. Students produced incredibly poignant films about social issues that personally affect them. Through this personal lens, these films aim to express issues subjectively and do not attempt to hold any sort of objective journalistic integrity. These films also do not represent the opinions of any of the partnering organizations. \u003c/p>\n\u003cp>And without further ado, here’s the film \u003cem>We Need Help\u003c/em>, produced by Shaqur Hill and Stephanny Castellanos.\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>\u003ciframe loading=\"lazy\" width=\"640\" height=\"510\" src=\"http://www.youtube.com/embed/LKnVUvcWHxo\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Stay tuned for some more highlights and examples of students’ films.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/360/project-voicescapes-we-need-help","authors":["5232"],"categories":["education_1","education_50"],"tags":["education_276","education_375","education_581","education_3376"],"featImg":"education_361","label":"education"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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