With the changes in expression project structure this spring 8 students from different bands have grouped together to make models of places in San Francisco! During the brainstorm stage many students suggested building particular dioramas as a possible project. Each student joined the group with a solid idea of what building they wanted to create and the worked as a team to bring their ideas to life.
Students began by sketching the dioramas they wanted to build and coming up with a cohesive group vision and plan. This included deciding how we would put the project all together and what everyone’s role would be. Some students decided to team up for their builds and others decided to plan a solo project. Soleil joined the project with an intention to make a map and the group loved how that element would help bring the structures all together.
Students started their second iterations by noticing how the 3D shape of their building could be made as a flat net that folded into the 3D shape. Students practiced drawing their shapes on graph paper to explore how to ensure that the proportions didn’t change as they shrunk their building into model size. Students also did research to find deatailed plans or maps of their buildings to make sure they fully understood the porportions of their buildings.
Midweek we visited Malcolm Kenter’s studio to observe how the artist used accessible items to make detailed models. He introduced us the the idea of using shrinkydinks to add detailed lettering! We also had the chance to go to scrap and pick up reuse materials for our final builds.
Students started the week by sharing out their second iterations and asking the group a few questions to guide the feedback they felt they needed before their next step. For example, Isaac wanted to know what kinds of details he should focus on for his Palace of Fine Arts build since his building was so detailed.
Now students are hard at work addressing that feedback as they build their final models for expo night. The models are getting even bigger, so students are coming up with strategies to stretch their work to a larger scale. Some students are getting ready to use an overhead projector. Other students are working with larger graph paper and multiplying their lengths.
Next week we will be continuing construction and beginning to add details.
Expression phase is looking a little different this year! With our new home, slight time setback, and adjustment in resources, Blue, Orange, Green, Teal, and members of Amlet decided to take Expression in a different direction, with group projects! In order to form these groups, we had students brainstorm ideas of anything and everything they wanted to do for Expression.
The Brightworks Broadcasting Service (B.B.S.) initially came together as a group of students who wanted to do storytelling for their Expression projects, under the aptly titled group name “Storytelling.” During our first brainstorm, kids shared out the different ways they wanted to tell stories—through a choose-your-own-adventure book, a skit, a nature show, a graphic novel, a series of restaurant-reviews, a show about drawing. As we pieced together these different ideas, we decided to form our own broadcast station modeled after KQED and PBS. We called it BBS—the Brightworks Broadcasting Service! Our goal is to educate our community about fun, interesting and delicious activities and places around us.
We worked on our group declaration and presented to our peers our plans and ideas. As we did for Amlet and the other multi-band expression groups, we were assessed in the areas of:
Weekly Goals: How realistic and clear are the weekly goals presented for this project?
Resources: Does this project have clearly defined, realistic, and enough resources in and out of our current space?
Research: Does this group have specific and relevant books, videos, and other media that can support the project?
Roles and Responsibilities: Are there enough clearly defined roles for all of the individuals in the group throughout the project?
Impact and Audience: Does this project help both creators and the community?
Magic: Does this project have that special something that we all look for in a project?
We received incredibly thoughtful and helpful feedback from Amlet and our friends in the SF Models group…and were approved! Our work was cut out for us with just 6 total weeks left of school and a variety of days out and about, and so, BBS set to work!
Made up of Ramses (Green), Nolan (Orange), Emilio (Orange), Thomes (Teal), Charley (Orange), Apollo (Green), Dash (Blue), Sakira (Green), Amiya (Amber) and Erik (Violet), the BBS crew is creating the following shows for the public’s viewing pleasure:
Bugs and Small Animals with Dash: a nature show that features our smallest friends found all around us
Sketch with Sakira: Sakira will host a drawing tutorial show for the art-lovers in our midst
Apollo’s Bite!: Apollo will sample and review a Tacolicious lunch for our audience’s enjoyment
Charley’s Comedy Corner: Charley’s love of comedy is infectious and will delight audience members of all ages and bands
Reading Rainbow with Thomes: Thomes will read aloud two original stories–a comic co-authored by Emilio and Nolan, and a choose-your-own-adventure story written by Jack Bloodstone
Synesthesia Studies with Erik: Erik will explore the concept of synesthesia, a condition in which one sense (for example, hearing) is simultaneously perceived as if by one or more additional senses (such as sight).
Amiya is filling the role of producer for these educational and fun shows, working with each show writer to create and maintain a pre-production and filming schedule, as well as providing general feedback and support.
With our line up set and students excited to get going, we spent our first two weeks preparing for filming days. Show writers considered the intended audience and purpose for their shows before they began writing preliminary scripts, scouted locations, and reached out to experts and the community. Our authors worked on first and second iterations of their stories, writing furiously and voluminously. Preliminary shots were taken and shows were really starting to come together. We just needed a little inspiration and background understanding of just what makes public media so special.
And what better way for our fledgling public television station to prepare for our first broadcast than to visit KQED! BBS took a trip to San Francisco’s venerable radio and television station. We got an exclusive behind the scenes peek at all of the moving parts that go into public media!
Stay tuned for when we air our shows on June 3 and 4! BBS is sure to entertain, inform, and delight!
🌈 has taken us all over in search of color and noticing it at every turn. We made our way to the Exploratorium to play with color and light.
During a most drippy morning we walked our neighborhood looking for a 🌈 of plants and flowers.
We spent a day in Golden Gate park searching for color, making prints, collecting specimens, running through the grass and rolling down hills!
At the Conservatory of Flowers we went on a color hunt and found fronds almost as big as our bodies from plants as high as the ceiling!
At Garden for the Environment we learned about composting, planted a group of peas, and tasted our way around the garden.
We are proud to say we were the first group of chocolate tasters to welcome our new neighbors Dandelion Chocolate to the neighborhood. They taught us all about their process from bean to bar and let us taste everything in between! Did you know cacao pods can be gorgeous reds, yellows, purples, and greens! We tried nibs straight from the roasted bean, liquid chocolate (cacao + sugar), bars made of beans from all around the Earth’s belly, and even mixed our own chocolate!
We continued our exploration of 🌈 in food and made a delicious fruit salad.
Stick around to see how we’ve chosen to show and share what we’ve learned!
Over the first four weeks of the Rainbow Arc, the Greenies have been studying color meaning in different cultures around the world. This exploration was inspired by a conversation that we had as a band on Chinese New Year (during Spark Arc), when I’d come to school wearing a red shirt and “gold” (yellow) pants. Both colors signify good luck and fortune in Chinese culture, and are traditionally worn for the New Year as well as other celebratory occasions, such as weddings. While I explained this to the Greenies, we talked about other color meaning in Chinese culture, and they were surprised to hear that the color white is representative of death and mourning, an association that seems counterintuitive considering Westerners often associate it with purity and blank slates. Once Rainbow started, we decided to take a deeper dive into what these different colors mean in different places and to different people. We kicked this off with a free-association brainstorm of what we think of around different colors.
After collecting our various associations with colors, each student picked one color to be their “focus color.” This would be the color that they study in depth to understand what it means in different parts of the world. We had four main goals and skills to develop during this study: research, note-taking, growing our understanding of different colors, and then presenting that information. Blaise and Ramses picked black, Apollo chose yellow, Soleil studied white, Sadie did red, Tamsen and Sakira picked purple, Isaac chose blue, and Lars did orange. (I modeled by studying green.)
In the Band Space, students read articles, books, and watched videos that talked about the meaning of their color in different places. Using our various sources, the Greenies practiced taking notes based on what style worked best for them, most chose to use bullet points. Some students found that they occasionally learned conflictual information about their color, which made things a little tricker.
This exploration was also one of our most field-trip packed. Out on the field, the Greenies visited three different museums—the Asian Art Museum, the Legion of Honor, and the de Young. We also took a walking tour of 24th street. Our first trip was to the Asian Art Museum, where we looked specifically at the Chinese, Korean and Japanese collection. During our visits to the museum, Greenies were asked to look specifically for their color, and then to compare the way their color was being used in the art piece to the information they had learned through research in the Band Space. For example, I learned that green in China can be a color associated with good luck and happiness, which is part of the reason jade is so popular. At the Asian Art Museum, I found jade jewelry which I believed was probably worn as a way to bring good fortune onto its wearer.
Our trip to the Legion of Honor focused primarily on Western Art, with a lot of Christian imagery, as well as Greek and Roman mythological references. We did a scavenger hunt there, looking for different colors being used in specific symbolic ways, for example images of red as a sign of war or violence. Something else that the students noticed at the Legion was the lack of diversity in many of the subjects. Greenies pointed out that it was almost all white people in the art pieces.
Based on this observation of the lack of representation, we decided to shift our focus for our trip to the de Young. Instead of only looking for our focus colors, the Greenies were also challenged to notice who was featured and who was not in the paintings. (Or perhaps, who was featured in the backgrounds, on the sides, as accessories to the main event?) We watched Titus Kaphar’s TED Talk “Can Art Amend History?” to inspire us. At the de Young, students specifically sought out figures in the art pieces that clearly weren’t intended to be at the center of the painting, and imagine what they might ask or say to those less prominent figures.
As a culmination of our work, the Greenies put together individual slide shows that talked about their focus color, and 3-4 different cultures’ ways of thinking of their color. Students also had to include a picture they personally took (not from the internet!) that represented the color’s symbolism. Students could take pictures of things out on the street, at a restaurant, from our museum collection, or even out of a book. This proved to be pretty tricky, especially for cultures that we do not see as frequently represented in our communities. However, the kids got really creative, and we ended up with some awesome and informative presentations!
🌈 has been a most exciting time in the #brightworksbeehive. We spent our first day of our this arc rainbow spotting at SFMOMA.
Our initial brainstorm inquires about form, color, and of course, treasure.
In #bwxred we are hitting the ground running trying to answer some of our questions such as: Why is a 🌈 called a rainbow? Why do they come up in the sky and not down on the floor? Why does the the 🌈 have to have all of the colors of a rainbow? And Why do the colors of the 🌈 have a certain pattern?
This arc we are using journals to track our exploration. We began by reading Eric Carle and Friends’ What’s Your Favorite Color? Next we entered our favorites into our journals. We then had our first art class with Zina and learned about primary colors and rainbow colors but making our own color wheel. Taking what we had initially hypothesized about rainbows (they get their name from their shape and the rain) and applying what we have previously learned about the Earth, we decided:
A rainbow is a circle of blended colors (red, orange, yellow, green, blue, purple/violet) made from sunlight and rain.
It looks like a bow because of the horizon- where the land meets the sky.
#bwxred, 2019 with help from our moms and dads and the book Rainbows Never End by Laura Lyn DiSiena
This week we explored prisms and how they separate the color spectrum found within white light. We experimented with different lights and prism shapes, then with different materials and properties like plastic, opacity, and iridescence.
We have also explored 🌈 with lots of paint explorations! From the use of red, orange, yellow, green, blue, and purple to create pulled and marbled rainbows. After learning of primary and secondary colors we’ve created our own colors, shared works, and scraped together more colors and patterns. 🌈 has inspired all of us to try on new hats- poet, painter, engineer, gardener, and scientist. I can’t wait to see where it takes us next!
The last two weeks Blue Band has been busy answering two questions. The first question come from one of the kids asking me months ago “in Rainbow Arc are we going to study diversity?” This has lead us to try and answer “how is our community a rainbow?” We have also been looking at another student’s question “why is mixing paint different then mixing light?” Here’s our journey:
This January and Feburary I journaled weekly summaries for a credential clearing program I’m going through. I figured it might be useful to share this documentation for anyone curious about how we do projects in the Blue Band, how I structure projects for all learners, or anyone curious about what we were up to.
Voting, Research, and Planning In order to maximize student interest in the project we did a brainstorming activity to reflect on topics we might want to explore in a project. Then I had students do a quick journal write up proposing their favorite project ideas and quickly defending why their idea should be picked. These activities scaffolded writing for my lowest writers by making a quick exercise where the focus was on brief communication of ideas rather that elaboration. It also let me see where students were in their persuasive writing so I knew how to gage my instruction leading up to presenting project ideas to Liz for approval. I then made a list of these ideas for a vote after lunch that day. Students picked making video games, so I had them pick a topic as a class to make games about. Students agreed that everyone really like animals so we settled on making game to teach a player more about animals. This process helped my students direct the topic while giving me space to make sure the project was manageable and accessible to all learners.
The next day we went to the library. Before going students made a list of books that looked useful to introduce them to using the catalog as a tool to help you find the right books. Students plucked 5 “just right” books about their animal. This let readers truly find books at their level and hone their skill in independently finding books at their level. After getting the books we spent 5 sessions reading and “stop and jotting” (taking notes on post-it’s) while we read. I taught students how to take jots about important details, key words, questions we had while reading, and similarities and differences across texts. This helped students practice informational text reading in the context of a useful purpose.
Students used this research to plan their games. I made a graphic organizer where students sketched out each part of their game, explain how that part would be played, and talked about what the player was learning on that level.
Sylvester and Dash taking notes on post-its about important details in their books
May finishing her plan
Declaration and Introducing Coding
At the beginning of this week students shared the project idea and their specific game plans with the principal. This allowed students to get feedback from someone besides me and use that to direct their progress. Students then got to work familiarizing themselves with scratch.mit.edu, the program we were using the code their games. We spent one lesson playing “mentor” games about animals to get inspiration for ways other games organized their games. We had another 2 lessons where I gave them a checklist of mini challenges to try. These challenges taught them how to use a few resources that scaffolded the coding. This included tutorial videos on the site and a bunch of task cards the site provided. There is a lot of new vocabulary within the code options on the site, so these tools allow students to independently figure out this new vocabulary. I love that scratch uses accessible language because all my readers can use the program to practice reading in context, the actions caused by the code give readers immediate feedback on their decoding (reading). It also provided a meaningful context for practicing reading beyond books. I know for my lowest readers this is going to be a labored process, so I am giving a long time period for this project.
Scratch also uses math concepts in context. I let my students discover these ideas as they explored the program and share out with the group after exploring to help everyone make sense of these ideas. Some of my challenges were to move a character 10 steps up, down, left, and right. This caused students to learn that changing the x caused a character to move left and right and changing the y lead the character to go up and down. We used this to discuss the meaning a the x and y axies and negative numbers as backwards steps. I think this exercise will be useful for my student’s number sense and give them a basic idea of a coordinate grid.
An example of a student using the task cards
Students working together to scaffold the coding for each other
Scaffolding Task Management and Introducing the Coordinate Plane Formally
Now that students are more comfortable with scratch I am going to focus our daily math work on concepts relevant to the project. This week I taught students how the coordinate plane is an invisible grid that helps us describe where an object is. We played battleship to start using this language. Because the game uses positive and negative numbers this game helps students see what the game meant when it used negative numbers. I also taught three mini lessons this week about creating to do lists and breaking down big goals into smaller, clear tasks. This was a big help for students working in teams who were struggling to verbalize how to share the work in their project. Students are starting to lose stamina on these projects and need help re-establishing excitement next week.
Battleship on a Coordinate Plane
Team Big Cats coming up with a plan
Research at Zoo and Finishing Games
This week I intentionally scheduled a break by having the class visit the zoo. This helped students do more research about their animals and feel more motivated to share this information in their games.
I also had students help me make a rubric to clearly articulate their goals for their projects. This took two sittings. I let the students pick the language for the levels their games could be and for the three main goals for their projects.
The students’ rubric
Making Revisions Based on Feedback Students worked to finish their games this week. This included adding a credits and instructions to their project pages on Scratch. I gave mini lessons on the importance of giving credit to sources and making sure not to use other author’s words without giving credit.
Students then played each other’s games and had older students and adults in the community play their games. This let my students see what their games looked like begin played and get suggestions for feedback.
Ronin giving feedback to another student
Beckett getting feedback form a Violet Band Student
Documenting Process and Giving a Presentation
Now that students have finished and revised their projects it’s time to document and share. I let students decide if the wanted to work by themselves or in groups to write about the different steps we took in our project. Each group got a stack of photos from the different steps in our project and had to describe what is going on in the photo and what we learned during that step. I used this writing in our presentation script. Students also wrote a story of their own projects by describing what they made, why they made it, and how they made it in a way that is written for their presentation audience. The student did this by asking questions, telling stories, and/or weaving in explicit details. This also went into the presentation script.
We practiced the presentation 4 times as a group and students had multiple opportunities to practice to a buddy or stuffed animal. After all that practice they presented their project to their families and school mates.
Calvin is writing about the research phase of our project
Atticus is talking about the challenges we faced in our project
Who are the change-makers we look up to? What are the changes these inspirational people have sparked in the world? Orange Banders dug deep into their stores of history and knowledge and identified an individual who has sparked change in the world to research and celebrate. Using the artwork of Kehinde Wiley as a model, kiddos created mixed media collage portraits of their Change-Maker to accompany a write up. ⚡
Albert Einstein is considered one of the most important scientist of the 1900’s . Einstein was born on Friday, March 14th, 1879 and grew up in Germany. He went to the school Luitpold Gymnasium, although he did not like school because his teachers would not let him think and daydream. Later on in his life he said after he got married he famously said, “My first love is thinking.” and that never changed. Albert Einstein is known for helping explain how gravity works and how the planets move around the sun. albert got sick on Sunday, April 17th, 1955 with abdominal aortic aneurysm. Einstein refused any treatment. “I want to go when I want, I have done my share and it is time to go,” said Einstein. He died the next morning, Monday, April 18th, 1955 at age 76. I choose Albert Einstein as my person who sparked change because he was an amazing scientist.
By Lola Pizzato-Smith
Dwight D. Eisenhower
Dwight D. Eisenhower was an army general and a really awesome guy I like. Without him we would have not won World War II and we would have lost the space race. He was born on October 14, 1890, in Denison, Texas and went to West Point Army Academy and then GRADUATED. He was the 34th president of the U.S. and said, “don’t join the book burners.” He was referring to the Nazis who ravaged Europe from 1939 to 1945. Their leader was Adolf Hitler who was alive from 1898-1945. Dwight D was the supreme commander of the Allied forces in Europe and his GIs captured Wernher Von Braun who was a German who made a big Nazi terror weapon that killed a lot of people. This weapon was also called a wonder weapon by Hitler it was actually called V2 rocket. This was the first rocket to actually go past the stratosphere. Dwight D created NASA (National Space and Aeronautics Agency.) NASA used Wernher Von Braun’s knowledge of sending things to space to make the Saturn 5 – the spaceship that sent the US to the moon. Dwight D did get to see the success of NASA but from a hospital bed because of heart failure. He died on March 28, 1969, the same year Saturn 5 was actually launched. I think he is important because without him we wouldn’t have won World War II or the Space Race.
By Emilio Demartines
The history of Michael Faraday: he was born on 22/September/1791 in south London. In 1812 faraday sent a note to Humphry Davy, a famous scientist at the royal institution to be an assistant for Davy. sadly Davy turned him down but in 1813 he got a job as chemical assistant. A year later he was allowed to go on a trip with Davy and his wife on a European tour to France, Switzerland, Italy and Belgium meeting influential scientists. Michael faraday returned in 1815 and Faraday still worked at the royal institution helping other scientists with their experiments. Some years later in 1831 michael faraday made a groundbreaking discovery! He made a electromagnet motor showing the elements of electromagnetism. in the 1840s faraday’s health began to deplete. He saferd with memory loss and he began to not do as much working. He died on august/25/1867 at Hampton court. I love michael faraday because my school is having a spark ark and michael faraday was a electromagnetic scientist. I also love the way he worked and I love how he sparked change.
From the creator of this paragraph about Michael Faraday,
Devlin Diehl Hefti.
Supreme Court Hero
Maybe a necklace is just a necklace. Maybe a necklace is an awesome necklace. Maybe your necklace is a wedding gift. But for Ruth Bader Ginsburg, her necklace is a message. A lesson. A fortune.
Joan Ruth Bader was born on March, 15 1933. She had kicked A LOT, so her older sister nicknamed her Kiki. Her first name, Joan, seemed very ordinary for the 1930’s, so they started calling her by her middle name. She was just like any other ordinary baby. One day, after she turned one, going close on 2, her older sister died.
When she turned 17, at cornell university, she met martin david ginsburg, who’s room neighbored her’s. They got married in 1954. Her mother gave ruth bader good advice. “it sometimes helps to be a little deaf.” They moved to oklahoma. There, ruth’s husband went into war after ROTC. One day, she was taking a chemistry test at cornell university. because he was uncertain about her ability, her instructor said, “i’ll give you a practice exam.” So the next day the test was the practice exam, and she knew what he wanted in return.
She had her first child when she was 21, and was working in the social security office, but got demoted that job, for being a mother. Ruth and her husband went together to Harvard law school. At Harvard the law school dean tried to embarrass her once, by asking her, in front of other students, how she could “’justify’ taking a spot from a qualified man?” She was embarrassed, but said “my husband is a 2nd year law student, and it’s important to understand my husband’s work.” She made the law review at Harvard, and transferred to columbia when her husband got a job in new york. She made the law review there too. Ruth graduated near the top of her law school class, but tried hard to get a job, largely due to sextual discrimination.
Ruth bader ginsburg got paid less for being married. Sadly, she lost her husband in 2010.
By Nolan McCormick
I’m talking about Gandhi. He was born on October 2, 1869 in Porbandar, India. And Gandhi died January 30, 1948 in New Delhi, India. He best known for organizing non-violent civil rights protests. He was the 1930 Time Magazine Man of the Year. He was nominated for a Nobel Peace Prize 5 times.Gandhi sparked change because He Helped made India not part of the UK. I chose Gandhi because I watched a movie about him and he seems like a really good guy
By Solin Visci
Warning! This is about Isaac Newton who stood on the shoulders of …
Isaac Newton was born on January 4, 1643. He went to school in England. One of his quotes is: “If i have seen further than others, it is by standing upon the shoulders of giants”. He is trying to say that he understood a lot of things because he built off the ideas of the scientists before him. When he was in his garden he saw an apple fall to the ground. Later he wondered if it was the tree or gravity that made the apple fall. In 1687 newton published the laws of gravitation. Isaac helped understand gravity. Gravity is the force that pulls things down. There are laws of motion named after him. Say you kick a ball. the same force you put on the ball came from your foot. He died in 1727 at age 83. I choose Isaac because I was curious about him.
By Reyahn Bantia
August 14, 1945 was when Steve was born and this is the start of Steve Martin’s short story. He was important because he made everyone laugh and now let’s begin. Steve was born in Waco Texas. He did not know a lot of comedy yet! His first job was at Disneyland. That’s how he got gigs. Also that was how he knew the lasso in the 3 Amigos. That is one of his famous films. After that he was a Smothers Brother and he won the Dating Game. After that hole jerney he was a comedian and actor. He made everyone laugh even the people who never laughed before! That’s a short story of Steve Martin
This is a quote from Steve Martin himself:
I’m tired of wasting letters when punctuation will do, period.
I chose this because I wanted to show you how funny he was, period.
The #brightworksbeehive has been in full swing this arc. Twice a week the kids rotate through arc-specific centers. During ⚡ we focused on light by exploring the building blocks of all things- atoms, bioluminescence in nature, and ⚡s in outer space with our closest star, the sun. In preparation for switching our gears from exploration to expression the #brightworksbeehive took a trip downtown to explore LMNL, an immersive and interactive art exhibit.
Upon our return we reflected on all of the ideas and concepts we learned about during exploration and our favorite aspects of the LMNL experience. We were able to identify and connect what we had learned with what we saw to design two ⚡ experiences for our expression projects: a water room and an outer space room.
With help from the Yellow band, we outlined the project process for the Red band. Next we split into two groups to prepare our plans. This week we will get to work and are excited to share how our ideas come to life. Stay tuned!
Back during the Heart Arc, the Green and Orange bands visited the de Young Museum for the Weapons of Mass Seduction: The Art of Propaganda exhibit, which displayed propaganda art from WWI and WWII. Semi-inspired by this trip, Green and Orange decided to embark on a deeper exploration of what sparked the United States to get involved with World War II. From there, we took an even closer look at the question of what sparked the U.S.’s decision to intern hundreds of thousands of Japanese-Americans for several years during the War, an event that strongly impacted the West Coast of the United States, but is often not the focus in WWII discussions.
Because California was and continues to be one of the most densely populated states for Asian-Americans in the U.S., our Bands were very lucky to be able to attend so many field trips which specifically documented and paid tribute to the people and places affected by Japanese Internment. To kick off our study, we went to the Japanese American Museum of San Jose, where students learned not only about internment, but also about the history of Japanese immigration to the United States and even the specific history of Japanese people in San Jose. One of our docents, Yoshiko Kanazawa, was interned as a child, and so students were able to directly ask her questions about her experience. From Yoshiko, we heard not only about the lack of privacy at camp, which she considered to be one of the most challenging aspects, but also the variety of attitudes Japanese-Americans had towards being interned. For Yoshiko, her family encouraged her and her siblings to maintain a positive attitude and trust that they would only get stronger from their time in camp. She explained that other people at the camp were much angrier at the U.S. and felt that their imprisonment was hugely unjust and wanted to fight back, which lead to disagreements and resentment amongst the Japanese Americans.
The Green and Orange bands also attended the EXCLUSION: The Presidio’s Role in World War II Japanese American Incarceration exhibit in the Presidio, which gave students the opportunity to examine primary sources and artifacts related to our study. For example, the exhibit contained replicas of the first order issued by the Western Defense Command and Fourth Army Wartime Civil Control Administration to people of Japanese ancestry instructing them on their evacuation. These documents were published in the Presidio, and students engaged in an activity where they had to reflect on what it would feel like to see such a poster that may target their own ethnicity or background.
Back in the Band Space, Green and Orange drew from a number of different sources on the events of Japanese-American internment in order to broaden and expand our understanding of these historical circumstances. We read My Dog Teny by Yoshito Wayne Osaki—a story about a young boy who had to leave his family dog behind when relocated to a camp, analyzed excerpts from A Young People’s History of the United States by Howard Zinn which looked at the events leading up to WWII with a critical eye, watched historical videos that presented a more objective perspective, watched a Ted Talk by George Takei who was interned as a young child, and even listened to a song by Fort Minor which described the artist’s grandfather’s tragic experience in Manzanar. Perhaps our favorite source throughout the study was the historical-fiction graphic novel, Gaijin: American Prisoner of War by Matt Faulkner.
Gaijin told and illustrated the story of a young half-Japanese, half-white boy named Koji from San Francisco who is interned with his white mother at the Alameda Downs. Due to his biracial heritage, Koji is seen as an outsider, or “gaijin,” by people both inside and outside of the camp. While dealing with the hardships of being interned—including being bullied, missing his father, and feeling untrusting towards his mother, Koji struggles to find his identity. Through our reading of Gaijin, Greenies analyzed the book’s themes, images, language and characters, allowing us to further understand that, like Yoshiko had mentioned at the museum, every Japanese-American who was interned by the U.S. had their own individual experiences and responses to the events.
Our culminating field trip for our Japanese Internment exploration was our three-day journey to Lone Pine, CA, where we had the unique opportunity to visit Manzanar, one of the few camps (now a National Historic site) located in California. Driving roughly 10 hours, the brave students, collaborators and volunteer-parents stayed two nights in the town of Lone Pine, located in the Owens Valley, and spent one full day visiting Manzanar. At the Historical Site in Independence, CA, toured by Park Ranger Alisa, the students of Green and Orange were able to not only see the actual location of the camp, which was a dusty desert surrounded by the stunning and colossal mountains of the Sierra Nevadas, but also go inside the restructured barracks, latrine, and even have lunch in the original mess hall. In the visitor’s center, students learned about different individuals who were kept at Manzanar, and the struggles, tragedies, joys and successes they experienced during their time interned.