students watching selma

Last week, the Green, Blue, and Indigo bands took advantage of #SelmaforStudents, which encouraged students in middle and high school to head to the movie theater to see Ava DuVernay’s film about Martin Luther King, Jr. and the passing of the Voting Rights Act of 1965. They got free tickets to see the new civil rights movie Selma, which fit perfectly around the MLK holiday.

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Each collaborator led one-on-one discussions with their band – Indigo, Blue, and Green all had different prompts with which to engage. From “What is sacrifice? Has anyone sacrificed for you? How do you sacrifice for others?” and “What was so important about MLK and his progression in Selma?” to “Do you think the current Black Lives Matter protests influenced the making or message in this film?”, each band was equipped with a selection of questions, thoughts, ideas to share.

And share they did. The day after the film, each band split up and spread across the dining room. Rich, Phillip, and Amanda curated their teams so that one member of each band joined together to form groups of three. Each group had copies of all the questions, and they delved into a deeply honest Q&A session. The Indigo band recorded their discussions.

Quinn and Josh and Lucie considered whether or not the president – Lyndon B. Johnson – was a “bad guy’” in the film. Lucie said, “His opinions were influenced by both sides, so he had trouble making a decision.”

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When Grace, Aidan, and Frances were talking about the copyright issue in the movie (since no quotes from Dr. King were used), Aidan said, “Wouldn’t it make a better impression on the racism and white supremacy of the time? There’s still a lot of racism in the U.S….” “– and sexism!” Frances interjected. “And sexism,” Aidan admitted.

Harry, Evan, Kaia, and Khalia talked about how to make the world a better place by treating everyone equally and removing hate from the world. They also discussed what they would sacrifice or even die for. As Kaia put it, “It was hard to say what I would die for. It’s a big thing, dying.”

Zada, Jack, and Audrey extended their civil rights talk to today’s atmosphere, agreeing that the movie was made to “remind us that even though MLK helped with racism, it’s still an issue today. Even though blacks technically have the same rights, we [our society] still don’t treat them right.”

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Isaac, Julian, and Amelia talked very deeply about the social exchange of sacrifice, and how even when someone “gives” something, they usually gain something in return. And so began our deep discussion on altruism – what does it mean? why did it happen, evolutionarily? how does it affect the human race?

Ian, Ally, and JP talked about who, if anyone, they would sacrifice or die for. Their answers included members of their family, people about whom they care deeply. Ally said that before she saw the movie, she didn’t really think of sacrificing. But it was important. And real.

Rich and Phillip and Amanda wrapped up the discussion with a whole group sharing – how do these things affect your life, or affect the future?

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During the whole group discussion, the Brightworks students focused less on the issue of racism and Dr. King, and more on the issues of sacrifice.  A few students shared that they felt that there was no such thing as sacrifice and altruism, and that all humans do for others so that others will do for them.  Isaac followed with the concept of self-fulfillment, and that many people sacrifice in order to attain self fulfillment.  Not all agreed, and thus an interesting discussion erupted about why one would do for others. As the end of the day rushed towards us, we ended the conversation with thoughts on kindness, sacrifice, and doing for others.  Is it all about us?  Or do we do for others, just for the sake of bettering the world?

Whatever the reason, we all had time to reflect on the notion of standing up and working for what one believes is right.  We all hope that our Brightworks students will apply some of the tenacity and perseverance that Dr. King had, and use it to better themselves and the whole human family.

A couple of thoughtful, deep afternoons.

#cometlanding

In the tradition of the school that says yes, when Brightworks heard about the Rosetta space mission coming to an end a couple weeks ago with the lander Philae being launched into space to land on a comet, we figured the best way to celebrate and witness this moment in history was to have a sleepover at the school. Of course!

We went to see the new movie Interstellar in the theater, then returned to the school to talk over oreos and milk about physics, plot and character, the representation of women in the movie, reproductive sciences, and fifth-dimensional beings. Even though it was fiction, the movie really helped contextualize the space of space – and gave us a better idea of the importance of the ten-year Rosetta mission to land on a comet.

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Then it was to the cork floor as the Rosetta released the Philae lander! We got in our pajamas and curled up in a heap with pillows, sleeping bags, and blankets, and watched excited European scientists see another milestone in their mission come to success. We fell asleep with fingers crossed that the lander would make it.

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In the morning – 6am in the morning, to be precise – we woke up to breakfast and a successful landing, despite the harpoons not firing successfully to the comet, and we cheered along with the scientists as witnesses to a moment of excitement and new discoveries about the universe.

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community friday number 1

Today, a group of guest bloggers (Mackenzie, Kaia, Frances, and JP) took these photos during our Community Friday morning activities. We love Community Friday – it’s a morning of exploring different modes of expression, talking to people we don’t usually get to see during school, and a place to show passion and dedication to things you love, and share them with the community.

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Amanda, Grace, Kaia, Ally, Lucy and Julian under took a sewing project to decorate the green bandspace!

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Sadie in Action

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  Lucy, Nolan, Ally and Shawna are in the art studio sewing fabric for pillows and forts.

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Amelia helping prepare lunch!

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Isaac, Sakira, Zada, Natasha, and Isaac joined Lili in the art room making collage creatures.

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Oscar and Travis played Magic the Gathering

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day one of year four

It’s always a beautiful sight to see the kids arriving at school on the first day, seeing them exploring the changes, greeting friends and making new ones, and walking around dewy-eyed with excitement at their new home away from home.

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Morning circle.

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Red Band.

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Blue Band.

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Green Band.

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Indigo Band.

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Yellow Band.

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Orange Band.

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back to school

Brightworks is back in session for our fourth school year! We’ve arrived with style and a foundation of great spontaneous curriculum, solid collaborators, staff, parents, and students who are jazzed to get back in and get started. The place was humming this morning as new and returning students and their families checked out the changes to the space, said hello, and got acquainted with our staff. But before today was a summer of hard work and planning, particularly in the whirlwind of these last two weeks before school started. The space went through some major changes and between staff working long hours and parents volunteering during the long weekend, we got everything in place. Here’s a look at the work in process:

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year four arc topics

Next year’s arc topics are:

PHOTOGRAPH

BOOK

MOVIE


The photograph is an instant captured with a mixture of electrical, mechanical, optical, and chemical technology. The light that it captures cannot be seen until it is bathed in chemicals or processed by a computer, yet the image that is revealed can only truly be understood, appreciated, made sense of, by a person. Each frozen moment, a slice of time, reveals hints of what happened before and carries implications of what comes after – a story told in a single frame. Photographers have captured the best and worst of humanity, created infamous hoaxes, and revealed the biggest mysteries. Though there may come a day when face and object recognition algorithms will be able to project and extrapolate from a single frame the way that we do, and the connection that we make with a powerful image is personal and unique to each of us.

​The book is a collection of pages bound together. In essence; a physical representation of the thoughts of a human being, the tangible implementation of telepathy, words arranged in a specific sequence designed to put an idea into a strangers mind.​ The revolution of moveable type revolution, started in China almost 1000 years ago and later adapted by Gütenberg, accelerated the rapid spread of ideas and narratives (locally and globally). Books have proved remarkably long-lasting as artifacts, and centuries of their effectiveness can be seen in the hundreds of examples of history changing manifestos and tomes. Books have been banned, embraced, and banned again. They have been esteemed and reviled; pages filled with words arranged in such a way to move the heart and mind.

The movie is a sequence of still frames played in sequence to simulate motion – it combines the technology of the photograph and structure of the book to create something altogether new. It is a story told in scenes and moments, visual by nature and emotional in delivery. An on-rushing train drove audiences from their seats in the earliest experiments and when talkies were first introduced, audiences would argue with the characters on screen – reality suddenly became mutable on a massive scale. The spectacle and the intimate drama both became popular. Movies defined culture in countries around the world.

What ties these things together is the simple idea of story. Where would you start if you set out to explore the idea of a photograph? With Louis Daguerre in the 1840’s with his incredibly toxic chemical processes that involved chlorine, bromine, and, to fix the image, bathing the plate in mercury vapors? Or perhaps you would consider that the act of composing a photograph might be analogous to writing a book or movie and that cropping, dodging, burning, and the pantheon of darkroom and desktop effects are likewise analogous to editing? Or that the pages of a book could each be works of art and that taken together they are like frames in a movie? Or…?

What also ties each of these topics together is that they each deserve a lifetime of exploration. While that could certainly be said for any of the recent topics (salt, fairness, clock, mirror, etc), these are particularly expansive and each present a soaring and sometimes treacherous mountain with no obvious or singular approach. So we come to the crux of the challenge of 2014/15; for each of the collaborators to find a path that makes sense of the mountains. We chose story as the connective thread because it unifies the three without dwelling on the technologies or the minutia, which, in the same way that measurement tied 2013/14 together, is not meant to exclude deep dives and rich digressions but rather to act as a touchpoint and easy place to call home.

year three at brightworks

Every year I’ve tried to sum up the whole of the parts that make up a year at Brightworks, and I’ve discovered that it’s actually mostly impossible. What I do know how to say is that this year, we made progress in defining who we are and what we do in a more supportive environment than we’ve ever had. The kids grew in their self confidence and ability to question, we put systems in place that lasted the whole year, students developed greater trust in each other and their collaborators – and we are more Brightworks than ever. We are made up of the sum of the parts – kids, staff, parents, siblings, friends, supporters – and are solidly and wholly a community and a family.

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