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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/education/files/2012/10/Screen-Shot-2012-10-30-at-1.24.31-PM1-e1351628976808.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-3783\" title=\"Museums Rule\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/10/Screen-Shot-2012-10-30-at-1.24.31-PM1-e13516289768081.png\" alt=\"\" width=\"640\" height=\"379\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/10/Screen-Shot-2012-10-30-at-1.24.31-PM1-e13516289768081.png 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/10/Screen-Shot-2012-10-30-at-1.24.31-PM1-e13516289768081-400x237.png 400w\" sizes=\"auto, (max-width: 640px) 100vw, 640px\" />\u003c/a>\u003c/p>\n\u003cp>Are you taking your students on a museum field trip this year? Today, we are happy to present the perfect piece of media to help prepare students for a visit to an art museum.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr />\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/5axWTjVhOdw?si=11ITOUUiO0OFdJgx\" title=\"YouTube video player\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" 0=\"allowfullscreen\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>This film project was produced in partnership with the de Young Museum and their \u003ca href=\"http://deyoung.famsf.org/education/museum-ambassadors\">teen ambassador program\u003c/a>, and expertly shot and edited by the youth production company at the Bay Area Video Coalition, \u003ca href=\"http://www.bavc.org/factory\">The Factory\u003c/a>.\u003c/p>\n\u003cp>In the Bay Area, there are many arts organizations that welcome student groups and often provide free admission and tours, including the de Young Museum, the Oakland Museum of California, the San Francisco Museum of Modern Art, the Asian Art Museum, the Walt Disney Family Museum, the Cartoon Art Museum, the Asian Art Museum, the Berkeley Art Museum, the de Saisset Museum in Santa Clara, the San Jose Museum of Art, and many more.\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/files/2012/10/Screen-Shot-2012-10-30-at-1.24.31-PM1-e1351628976808.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-3783\" title=\"Museums Rule\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/10/Screen-Shot-2012-10-30-at-1.24.31-PM1-e13516289768081.png\" alt=\"\" width=\"640\" height=\"379\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/10/Screen-Shot-2012-10-30-at-1.24.31-PM1-e13516289768081.png 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/10/Screen-Shot-2012-10-30-at-1.24.31-PM1-e13516289768081-400x237.png 400w\" sizes=\"auto, (max-width: 640px) 100vw, 640px\" />\u003c/a>\u003c/p>\n\u003cp>Are you taking your students on a museum field trip this year? Today, we are happy to present the perfect piece of media to help prepare students for a visit to an art museum.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr />\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/5axWTjVhOdw?si=11ITOUUiO0OFdJgx\" title=\"YouTube video player\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" 0=\"allowfullscreen\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>This film project was produced in partnership with the de Young Museum and their \u003ca href=\"http://deyoung.famsf.org/education/museum-ambassadors\">teen ambassador program\u003c/a>, and expertly shot and edited by the youth production company at the Bay Area Video Coalition, \u003ca href=\"http://www.bavc.org/factory\">The Factory\u003c/a>.\u003c/p>\n\u003cp>In the Bay Area, there are many arts organizations that welcome student groups and often provide free admission and tours, including the de Young Museum, the Oakland Museum of California, the San Francisco Museum of Modern Art, the Asian Art Museum, the Walt Disney Family Museum, the Cartoon Art Museum, the Asian Art Museum, the Berkeley Art Museum, the de Saisset Museum in Santa Clara, the San Jose Museum of Art, and many more.\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/09/MikeShine-truck21.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-3470\" title=\"MikeShine-truck2\" src=\"http://ww2.kqed.org/education/files/2012/09/MikeShine-truck2-1024x717.jpg\" alt=\"\" width=\"640\" height=\"448\">\u003c/a>Mike Shine’s interests range from surfing to carnivals, and his dynamic approach to art making manifests as immersive installations, which he’s created throughout the Bay Area at local museums, galleries, and even at his home in Bolinas, “The Shine Shack.” His artwork is inspired by carnival aesthetics and his own narrative about Dr. Flotsam, a clown character who represents the darker aspects of life, and was inspired by the legend of Faust and the fictional demon, Mephistopheles.\u003c/p>\n\u003cp>Learn more about Mike Shine in our video interview:\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"http://www.youtube.com/embed/fd9mbo1wdq4\" frameborder=\"0\" width=\"640\" height=\"360\">\u003c/iframe>\u003c/p>\n\u003cp>Shine has recently been working on large-scale, multi-layered stencils to create murals in the Tenderloin. We paid a visit to the Shine Shack and asked him to give us a primer on stencil-making, and tell us more about his style, and his history of working with stencils, which are one of the most accessible tools for creating a message and spreading it (or spray painting it) widely.\u003c/p>\n\u003cp>Check out Mike Shine’s tips for stenciling in this video demonstration:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"http://www.youtube.com/embed/G4kUDHaBkUU\" frameborder=\"0\" width=\"640\" height=\"360\">\u003c/iframe>\u003c/p>\n\u003cp>Mike Shine opens a new exhibition at \u003ca href=\"http://www.111minnagallery.com/2012/dr-flotsam-and-the-carny-bastards/\">111 Minna Gallery\u003c/a> this Friday, September 21\u003csup>st\u003c/sup>, 2012. Don’t miss his performance on opening night. The exhibition will be on view through October 13, 2012.\u003c/p>\n\u003cp>When introducing stenciling to students, it’s important to initiate a discussion about graffiti, street art, and private property. Mike Shine’s murals in the Tenderloin neighborhood and in Clarion Alley are commissioned; the owners of the buildings gave permission for him to paint on their walls. While stencils are an important tool for street artists, students need to understand the legality of various forms of street art, and should be reminded to never paint on buildings or in the streets without permission. As with any art form, it is also important to take proper precautions when using materials such as spray paint. Learn more about art materials and keeping young artists safe on the \u003ca href=\"http://sis.nlm.nih.gov/enviro/arthazards.html\">Health and Human Services Web site\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For lesson plan ideas related to stenciling, check out our \u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/09/ShineEdGuide1.pdf\">Educator Guide on Mike Shine\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"http://www.youtube.com/embed/G4kUDHaBkUU\" frameborder=\"0\" width=\"640\" height=\"360\">\u003c/iframe>\u003c/p>\n\u003cp>Mike Shine opens a new exhibition at \u003ca href=\"http://www.111minnagallery.com/2012/dr-flotsam-and-the-carny-bastards/\">111 Minna Gallery\u003c/a> this Friday, September 21\u003csup>st\u003c/sup>, 2012. Don’t miss his performance on opening night. The exhibition will be on view through October 13, 2012.\u003c/p>\n\u003cp>When introducing stenciling to students, it’s important to initiate a discussion about graffiti, street art, and private property. Mike Shine’s murals in the Tenderloin neighborhood and in Clarion Alley are commissioned; the owners of the buildings gave permission for him to paint on their walls. While stencils are an important tool for street artists, students need to understand the legality of various forms of street art, and should be reminded to never paint on buildings or in the streets without permission. As with any art form, it is also important to take proper precautions when using materials such as spray paint. Learn more about art materials and keeping young artists safe on the \u003ca href=\"http://sis.nlm.nih.gov/enviro/arthazards.html\">Health and Human Services Web site\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For lesson plan ideas related to stenciling, check out our \u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/09/ShineEdGuide1.pdf\">Educator Guide on Mike Shine\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Music & Dance at the East Bay Center for Performing Arts",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/07/IMG_43831.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-2921\" title=\"IMG_4383\" src=\"http://ww2.kqed.org/education/files/2012/07/IMG_4383-1024x764.jpg\" alt=\"\" width=\"640\" height=\"477\">\u003c/a>This summer, KQED Education held a music and dance workshop for educators in partnership with the \u003ca href=\"http://eastbaycenter.org/\">East Bay Center for Performing Arts\u003c/a> in Richmond, a state-of-the-art space with multiple rehearsal rooms, a theater, and a rich history of dedication to youth performers and teaching artists. Focusing on KQED media about musicians such as \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=8440\">Walter Kitundu\u003c/a> and \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=7540\">Stephen Kent\u003c/a>, a band called \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=6543\">Toychestra\u003c/a> and dance company \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=4353\">Diamano Coura\u003c/a>, we explored \u003ca href=\"http://www.kqed.org/spark\">Spark\u003c/a>‘s performing arts resources, and built media collections for use in the classroom. We also discovered new arts videos for teachers in \u003ca href=\"http://www.pbslearningmedia.org/\">PBS Learning Media\u003c/a>.\u003cbr>\n\u003c!--more-->\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/07/IMG_44551.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-2919\" title=\"IMG_4455\" src=\"http://ww2.kqed.org/education/files/2012/07/IMG_4455-1024x764.jpg\" alt=\"\" width=\"640\" height=\"477\">\u003c/a>Stepping away from our screens, we spent three inspiring days working directly with teaching artists in residence at the East Bay Center for Performing Arts. On our first day, we studied improvisational music with Karl Evangelista, \u003ca href=\"http://www.evandermusic.com/\">Phillip Greenlief\u003c/a>, and Randall Wong, and practiced creating our own scores to vintage cartoons from Disney’s 1929 \u003ca href=\"http://www.youtube.com/watch?v=h03QBNVwX8Q\">Silly Symphony\u003c/a> series. The second day was centered around percussion led by master steel drummer and tuner, Joe Kelly, who had us jamming in no time.\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"http://w.soundcloud.com/player/?url=http%3A%2F%2Fapi.soundcloud.com%2Ftracks%2F49518354%3Fsecret_token%3Ds-9hvOt&auto_play=false&show_artwork=false&color=de65cf\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"166\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/07/IMG_44531.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-2918\" title=\"IMG_4453\" src=\"http://ww2.kqed.org/education/files/2012/07/IMG_4453-1024x764.jpg\" alt=\"\" width=\"640\" height=\"477\">\u003c/a>Our last day was celebratory and lively as we studied Ghanian dance, songs, and drumming with Kwesi Anku, who taught us about Ghanian culture, history, and traditions. Did you know that in Ghana, everyone is named after the day of the week they were born? Kwesi means Sunday.\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"http://w.soundcloud.com/player/?url=http%3A%2F%2Fapi.soundcloud.com%2Ftracks%2F49634774%3Fsecret_token%3Ds-LqWvq&auto_play=false&show_artwork=false&color=de65cf\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"166\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/07/IMG_45131.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-2920\" title=\"IMG_4513\" src=\"http://ww2.kqed.org/education/files/2012/07/IMG_4513-1024x764.jpg\" alt=\"\" width=\"640\" height=\"477\">\u003c/a>Teachers developed lesson plans incorporating music, media and dance during the workshop, and we asked them to write reflections on the experience. Here are two glowing reviews from teacher participants, Gretchen and Melissa:\u003cem>\u003c/em>\u003c/p>\n\u003cp>\u003cem>“Over the course of the three days we participated in music and dance activities that explored cultures from around the world. While I learned a great deal, the biggest take away for me was the introduction to the amazing resources KQED and PBS post online and the support and guidance given to us to use the video as an effective and empowering teaching tool.”\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>“When I signed up for the KQED Music and Dance Workshop, I was expecting it would be similar to the slew of other professional development activities offered to teachers – one short hands-on activity forcing uncomfortable interaction with strangers followed by a long day of lectures. The workshop (thankfully) was nothing like I expected, and I got far more out of it than any other institute I have attended. Instead of lectures, the majority of the time was spent creating art, music and dance. To a kinesthetic learner such as me, this was heaven. I learned the to play West African drums, picked up an instrument I haven’t touched in years, experimented with lyrical poetry and sounds, and most importantly I rediscovered my love of both music and learning.”\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/07/IMG_45471.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-2922\" title=\"IMG_4547\" src=\"http://ww2.kqed.org/education/files/2012/07/IMG_4547-1024x764.jpg\" alt=\"\" width=\"640\" height=\"477\">\u003c/a>Thank you to all the teachers and EBCPA staff and artists involved in this workshop for their enthusiasm and hard work. Stay tuned to EdSpace to learn about future professional development opportunities with KQED and local artists.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>There are a few spaces left in our next three-day summer arts workshop for educators starting August 6th: \u003ca href=\"http://kqedportraits.eventbrite.com/\">Digital Portraits and Cindy Sherman\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/07/IMG_43831.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-2921\" title=\"IMG_4383\" src=\"http://ww2.kqed.org/education/files/2012/07/IMG_4383-1024x764.jpg\" alt=\"\" width=\"640\" height=\"477\">\u003c/a>This summer, KQED Education held a music and dance workshop for educators in partnership with the \u003ca href=\"http://eastbaycenter.org/\">East Bay Center for Performing Arts\u003c/a> in Richmond, a state-of-the-art space with multiple rehearsal rooms, a theater, and a rich history of dedication to youth performers and teaching artists. Focusing on KQED media about musicians such as \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=8440\">Walter Kitundu\u003c/a> and \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=7540\">Stephen Kent\u003c/a>, a band called \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=6543\">Toychestra\u003c/a> and dance company \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=4353\">Diamano Coura\u003c/a>, we explored \u003ca href=\"http://www.kqed.org/spark\">Spark\u003c/a>‘s performing arts resources, and built media collections for use in the classroom. We also discovered new arts videos for teachers in \u003ca href=\"http://www.pbslearningmedia.org/\">PBS Learning Media\u003c/a>.\u003cbr>\n\u003c!--more-->\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/07/IMG_44551.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-2919\" title=\"IMG_4455\" src=\"http://ww2.kqed.org/education/files/2012/07/IMG_4455-1024x764.jpg\" alt=\"\" width=\"640\" height=\"477\">\u003c/a>Stepping away from our screens, we spent three inspiring days working directly with teaching artists in residence at the East Bay Center for Performing Arts. On our first day, we studied improvisational music with Karl Evangelista, \u003ca href=\"http://www.evandermusic.com/\">Phillip Greenlief\u003c/a>, and Randall Wong, and practiced creating our own scores to vintage cartoons from Disney’s 1929 \u003ca href=\"http://www.youtube.com/watch?v=h03QBNVwX8Q\">Silly Symphony\u003c/a> series. The second day was centered around percussion led by master steel drummer and tuner, Joe Kelly, who had us jamming in no time.\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"http://w.soundcloud.com/player/?url=http%3A%2F%2Fapi.soundcloud.com%2Ftracks%2F49518354%3Fsecret_token%3Ds-9hvOt&auto_play=false&show_artwork=false&color=de65cf\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"166\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/07/IMG_44531.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-2918\" title=\"IMG_4453\" src=\"http://ww2.kqed.org/education/files/2012/07/IMG_4453-1024x764.jpg\" alt=\"\" width=\"640\" height=\"477\">\u003c/a>Our last day was celebratory and lively as we studied Ghanian dance, songs, and drumming with Kwesi Anku, who taught us about Ghanian culture, history, and traditions. Did you know that in Ghana, everyone is named after the day of the week they were born? Kwesi means Sunday.\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"http://w.soundcloud.com/player/?url=http%3A%2F%2Fapi.soundcloud.com%2Ftracks%2F49634774%3Fsecret_token%3Ds-LqWvq&auto_play=false&show_artwork=false&color=de65cf\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"166\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/07/IMG_45131.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-2920\" title=\"IMG_4513\" src=\"http://ww2.kqed.org/education/files/2012/07/IMG_4513-1024x764.jpg\" alt=\"\" width=\"640\" height=\"477\">\u003c/a>Teachers developed lesson plans incorporating music, media and dance during the workshop, and we asked them to write reflections on the experience. Here are two glowing reviews from teacher participants, Gretchen and Melissa:\u003cem>\u003c/em>\u003c/p>\n\u003cp>\u003cem>“Over the course of the three days we participated in music and dance activities that explored cultures from around the world. While I learned a great deal, the biggest take away for me was the introduction to the amazing resources KQED and PBS post online and the support and guidance given to us to use the video as an effective and empowering teaching tool.”\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>“When I signed up for the KQED Music and Dance Workshop, I was expecting it would be similar to the slew of other professional development activities offered to teachers – one short hands-on activity forcing uncomfortable interaction with strangers followed by a long day of lectures. The workshop (thankfully) was nothing like I expected, and I got far more out of it than any other institute I have attended. Instead of lectures, the majority of the time was spent creating art, music and dance. To a kinesthetic learner such as me, this was heaven. I learned the to play West African drums, picked up an instrument I haven’t touched in years, experimented with lyrical poetry and sounds, and most importantly I rediscovered my love of both music and learning.”\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/07/IMG_45471.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-large wp-image-2922\" title=\"IMG_4547\" src=\"http://ww2.kqed.org/education/files/2012/07/IMG_4547-1024x764.jpg\" alt=\"\" width=\"640\" height=\"477\">\u003c/a>Thank you to all the teachers and EBCPA staff and artists involved in this workshop for their enthusiasm and hard work. Stay tuned to EdSpace to learn about future professional development opportunities with KQED and local artists.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>There are a few spaces left in our next three-day summer arts workshop for educators starting August 6th: \u003ca href=\"http://kqedportraits.eventbrite.com/\">Digital Portraits and Cindy Sherman\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "WritersCorps: Mentoring Youth Through Writing",
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"content": "\u003cp> by Melissa Hung\u003c/p>\n\u003cp>As Kendra Allen took the mic, she was the picture of calm. Smiling in a smart orange blazer, she confidently introduced her poem, “Bay Bridge: Tell it Like It Is” to a packed room of more than 100 youth at the San Francisco Main Library. The poem, written from the point of view of the Bay Bridge speaking to its sister, the Golden Gate, opened the reading segment of WordStorm, an annual literary carnival produced by WritersCorps.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003ca href=\"http://www.writerscorps.org\">WritersCorps\u003c/a> is a project of the \u003ca href=\"http://www.sfartscommission.org\">San Francisco Arts Commission\u003c/a> and \u003ca href=\"http://www.sfpl.org\">San Francisco Public Library\u003c/a> that places professional writers in community settings to teach creative writing to youth. \u003ca href=\"http://www.sfartscommission.org/WC/about-writerscorps/staff/\">Six writers\u003c/a> served nearly 1,000 students this academic year, teaching at 6 public schools, 2 libraries, the Juvenile Justice Center, and community organizations.\u003c/p>\n\u003cp>The writers, known as WritersCorps teaching artists, work with the same students every week of the academic year to hone their writing skills and produce a year-end project, such as an anthology. WordStorm, held this year on May 9, is the culminating event where students from the different sites get together to celebrate the publication of their projects. At Downtown High, WritersCorps students produced comic books and a collection of ghost stories. At Mission High, immigrant students made a cookbook featuring recipes from — and poems about — their homelands. At the Main Library, students created one-of-a-kind handmade books. For many young writers, this was their first time being published.\u003c/p>\n\u003cfigure id=\"attachment_2514\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/writerscorps/7179215018/in/set-72157629686269630\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/05/WC21.jpg\" alt=\"\" title=\"Students making buttons\" width=\"640\" height=\"427\" class=\"size-full wp-image-2514\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/05/WC21.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/05/WC21-400x267.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students making buttons\u003c/figcaption>\u003c/figure>\n\u003cp>WordStorm also featured booths of hands-on activities. Teens could make a button, film a clay animation (courtesy of \u003ca href=\"http://creativity.org/\">Children’s Creativity Museum\u003c/a>), hand sew a journal, record their work with a radio professional, or contribute to a mega group poem. The room buzzed with activity as teens went from booth to booth, signed their books for each other, or snacked on pizza and cookies. Young mothers from Hilltop School, a program for pregnant and parenting teens, helped look after each other’s children while they explored the activity booths.\u003c/p>\n\u003cfigure id=\"attachment_2515\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/writerscorps/7179334548/in/set-72157629686269630\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/05/wc31.jpg\" alt=\"\" title=\"Claymation\" width=\"640\" height=\"427\" class=\"size-full wp-image-2515\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/05/wc31.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/05/wc31-400x267.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Claymation\u003c/figcaption>\u003c/figure>\n\u003cp>The evening ended with an hour-long reading where young people shared from their new books. City Librarian Luis Herrera addressed the students and praised them for their work and their boldness in expressing themselves creatively.\u003c/p>\n\u003cfigure id=\"attachment_2516\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/writerscorps/7179073336/in/set-72157629686269630/\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/05/wc41.jpg\" alt=\"\" title=\"Downtown Student\" width=\"640\" height=\"427\" class=\"size-full wp-image-2516\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/05/wc41.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/05/wc41-400x267.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Downtown Student\u003c/figcaption>\u003c/figure>\n\u003cp>Some students also had the opportunity to record their poems in a sound booth, thanks to help from \u003ca href=\"http://www.friendssfpl.org/\">Friends of the San Francisco Public Library\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Here are a few poems we hope you enjoy:\u003c/strong>\u003c/p>\n\u003cp>“The room” by Anna Lei from the WritersCorps Apprentice program\u003cbr>\n“Golden Channel” by Davia Schendel from the WritersCorps Main Library workshop\u003cbr>\n“Because of You” by Vanessa Flores from Hilltop School\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" width=\"100%\" height=\"450\" scrolling=\"no\" frameborder=\"no\" src=\"http://w.soundcloud.com/player/?url=http%3A%2F%2Fapi.soundcloud.com%2Fplaylists%2F2052178&auto_play=false&show_artwork=false&color=ff9400\">\u003c/iframe>\u003c/p>\n\u003cfigure id=\"attachment_2517\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/05/wc51.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/05/wc51.jpg\" alt=\"\" title=\"Vanessa Flores reading “Because of You”\" width=\"640\" height=\"427\" class=\"size-full wp-image-2517\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/05/wc51.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/05/wc51-400x267.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Vanessa Flores reading “Because of You”\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>All photos by J. Astra Brinkmann\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Melissa Hung is a writer, filmmaker, and the program manager of \u003ca href=\"http://www.writerscops.org\">WritersCorps\u003c/a>. She too became interested in writing through the encouragement of teachers.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp> by Melissa Hung\u003c/p>\n\u003cp>As Kendra Allen took the mic, she was the picture of calm. Smiling in a smart orange blazer, she confidently introduced her poem, “Bay Bridge: Tell it Like It Is” to a packed room of more than 100 youth at the San Francisco Main Library. The poem, written from the point of view of the Bay Bridge speaking to its sister, the Golden Gate, opened the reading segment of WordStorm, an annual literary carnival produced by WritersCorps.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003ca href=\"http://www.writerscorps.org\">WritersCorps\u003c/a> is a project of the \u003ca href=\"http://www.sfartscommission.org\">San Francisco Arts Commission\u003c/a> and \u003ca href=\"http://www.sfpl.org\">San Francisco Public Library\u003c/a> that places professional writers in community settings to teach creative writing to youth. \u003ca href=\"http://www.sfartscommission.org/WC/about-writerscorps/staff/\">Six writers\u003c/a> served nearly 1,000 students this academic year, teaching at 6 public schools, 2 libraries, the Juvenile Justice Center, and community organizations.\u003c/p>\n\u003cp>The writers, known as WritersCorps teaching artists, work with the same students every week of the academic year to hone their writing skills and produce a year-end project, such as an anthology. WordStorm, held this year on May 9, is the culminating event where students from the different sites get together to celebrate the publication of their projects. At Downtown High, WritersCorps students produced comic books and a collection of ghost stories. At Mission High, immigrant students made a cookbook featuring recipes from — and poems about — their homelands. At the Main Library, students created one-of-a-kind handmade books. For many young writers, this was their first time being published.\u003c/p>\n\u003cfigure id=\"attachment_2514\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/writerscorps/7179215018/in/set-72157629686269630\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/05/WC21.jpg\" alt=\"\" title=\"Students making buttons\" width=\"640\" height=\"427\" class=\"size-full wp-image-2514\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/05/WC21.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/05/WC21-400x267.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students making buttons\u003c/figcaption>\u003c/figure>\n\u003cp>WordStorm also featured booths of hands-on activities. Teens could make a button, film a clay animation (courtesy of \u003ca href=\"http://creativity.org/\">Children’s Creativity Museum\u003c/a>), hand sew a journal, record their work with a radio professional, or contribute to a mega group poem. The room buzzed with activity as teens went from booth to booth, signed their books for each other, or snacked on pizza and cookies. Young mothers from Hilltop School, a program for pregnant and parenting teens, helped look after each other’s children while they explored the activity booths.\u003c/p>\n\u003cfigure id=\"attachment_2515\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/writerscorps/7179334548/in/set-72157629686269630\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/05/wc31.jpg\" alt=\"\" title=\"Claymation\" width=\"640\" height=\"427\" class=\"size-full wp-image-2515\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/05/wc31.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/05/wc31-400x267.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Claymation\u003c/figcaption>\u003c/figure>\n\u003cp>The evening ended with an hour-long reading where young people shared from their new books. City Librarian Luis Herrera addressed the students and praised them for their work and their boldness in expressing themselves creatively.\u003c/p>\n\u003cfigure id=\"attachment_2516\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/writerscorps/7179073336/in/set-72157629686269630/\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/05/wc41.jpg\" alt=\"\" title=\"Downtown Student\" width=\"640\" height=\"427\" class=\"size-full wp-image-2516\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/05/wc41.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/05/wc41-400x267.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Downtown Student\u003c/figcaption>\u003c/figure>\n\u003cp>Some students also had the opportunity to record their poems in a sound booth, thanks to help from \u003ca href=\"http://www.friendssfpl.org/\">Friends of the San Francisco Public Library\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Here are a few poems we hope you enjoy:\u003c/strong>\u003c/p>\n\u003cp>“The room” by Anna Lei from the WritersCorps Apprentice program\u003cbr>\n“Golden Channel” by Davia Schendel from the WritersCorps Main Library workshop\u003cbr>\n“Because of You” by Vanessa Flores from Hilltop School\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" width=\"100%\" height=\"450\" scrolling=\"no\" frameborder=\"no\" src=\"http://w.soundcloud.com/player/?url=http%3A%2F%2Fapi.soundcloud.com%2Fplaylists%2F2052178&auto_play=false&show_artwork=false&color=ff9400\">\u003c/iframe>\u003c/p>\n\u003cfigure id=\"attachment_2517\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/05/wc51.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/05/wc51.jpg\" alt=\"\" title=\"Vanessa Flores reading “Because of You”\" width=\"640\" height=\"427\" class=\"size-full wp-image-2517\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/05/wc51.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/05/wc51-400x267.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Vanessa Flores reading “Because of You”\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>All photos by J. Astra Brinkmann\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Melissa Hung is a writer, filmmaker, and the program manager of \u003ca href=\"http://www.writerscops.org\">WritersCorps\u003c/a>. She too became interested in writing through the encouragement of teachers.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>MythBusters host \u003ca href=\"http://www.youtube.com/watch?v=d-XbjFn3aqE&feature=youtube_gdata_player\">Adam Savage\u003c/a> has a thing or two to say about the importance of tinkering — even if that means it gets messy.\u003c/p>\n\u003cp>[youtube=http://www.youtube.com/watch?v=NrRNwLJHxhQ]\u003c/p>\n\u003cp>“If you don’t get a chance to fail, if you don’t get a chance to try things and not get them right the first time, and you keep on doing it until you do get that specific kind of success, then you become so risk-averse that you in fact get an allergy to trying new things. And that is the worst thing we can do to kids.”\u003c/p>\n\u003cp>At \u003ca href=\"http://makerfaire.com/\">Maker Faire\u003c/a> last weekend, Savage spoke about how the “maker culture” is the engine that will fuel kids’ love for — and excelling in — math and science.\u003c/p>\n\u003cp>Here’s to that maker spirit!\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Produced by Joanne Elgart Jennings and Matthew Williams. Photos in the video by Patrick Giblin.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>MythBusters host \u003ca href=\"http://www.youtube.com/watch?v=d-XbjFn3aqE&feature=youtube_gdata_player\">Adam Savage\u003c/a> has a thing or two to say about the importance of tinkering — even if that means it gets messy.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/NrRNwLJHxhQ'\n title='//www.youtube.com/embed/NrRNwLJHxhQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“If you don’t get a chance to fail, if you don’t get a chance to try things and not get them right the first time, and you keep on doing it until you do get that specific kind of success, then you become so risk-averse that you in fact get an allergy to trying new things. And that is the worst thing we can do to kids.”\u003c/p>\n\u003cp>At \u003ca href=\"http://makerfaire.com/\">Maker Faire\u003c/a> last weekend, Savage spoke about how the “maker culture” is the engine that will fuel kids’ love for — and excelling in — math and science.\u003c/p>\n\u003cp>Here’s to that maker spirit!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>For the 75th anniversary of the Golden Gate Bridge, Spark-featured artist \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=22692\">Stephanie Syjuco\u003c/a> created an expansive shop of souvenirs produced in a monochrome palette: the memorable orange hue of the Golden Gate Bridge. Working with the same paint used to keep the bridge looking fresh, Syjuco’s installation features all things reddish-orange: teacups, jewelry, postcards and tchotchkes that are surprisingly not for sale, but presented together as a conceptual art installation. This project contributes to the artist’s oeuvre, which instigates dialogue about consumerism and our natural desire for objects and mementos.\u003c/p>\n\u003cp>[youtube=http://www.youtube.com/watch?v=OwTFKjU6S2c]\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>We interviewed Syjuco about her \u003ca href=\"http://www.international-orange.org/\">International Orange\u003c/a> project and got a behind-the-scenes look at her collaborative process. Her project is part of several artworks commissioned by the For-Site Foundation to be installed at \u003ca href=\"http://www.nps.gov/fopo/index.htm\">Fort Point\u003c/a> in celebration of the Bridge’s milestone birthday.\u003c/p>\n\u003cp>Explore Stephanie’s work on \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=22692\">Spark\u003c/a> and in our new video, discuss her ideas with your students, and follow-up with our lesson plan ideas in the \u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/05/SyjucoInternationalOrng11.pdf\">International Orange Educator guide\u003c/a>. And be sure to discover KQED’s wide-ranging coverage of the bridge’s anniversary on \u003ca href=\"http://www.kqed.org/science/ggbridge75/\">KQED.org/ggbridge75\u003c/a>, featuring interviews with other International Orange artists and historical stories about the building of the great Golden Gate.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Bake a cake and throw a party! It’s time to celebrate the world’s most famous, iconic orange landmark.\u003c/p>\n\u003cp>\u003cstrong>Related Resources\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=22692\">Stephanie Syjuco Spark Educator Guide and Video: Counterfeit Crochet\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.kqed.org/science/ggbridge75/\">Golden Gate Bridge 75th Anniversary Coverage on KQED.org\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For the 75th anniversary of the Golden Gate Bridge, Spark-featured artist \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=22692\">Stephanie Syjuco\u003c/a> created an expansive shop of souvenirs produced in a monochrome palette: the memorable orange hue of the Golden Gate Bridge. Working with the same paint used to keep the bridge looking fresh, Syjuco’s installation features all things reddish-orange: teacups, jewelry, postcards and tchotchkes that are surprisingly not for sale, but presented together as a conceptual art installation. This project contributes to the artist’s oeuvre, which instigates dialogue about consumerism and our natural desire for objects and mementos.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/OwTFKjU6S2c'\n title='//www.youtube.com/embed/OwTFKjU6S2c'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>We interviewed Syjuco about her \u003ca href=\"http://www.international-orange.org/\">International Orange\u003c/a> project and got a behind-the-scenes look at her collaborative process. Her project is part of several artworks commissioned by the For-Site Foundation to be installed at \u003ca href=\"http://www.nps.gov/fopo/index.htm\">Fort Point\u003c/a> in celebration of the Bridge’s milestone birthday.\u003c/p>\n\u003cp>Explore Stephanie’s work on \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=22692\">Spark\u003c/a> and in our new video, discuss her ideas with your students, and follow-up with our lesson plan ideas in the \u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/05/SyjucoInternationalOrng11.pdf\">International Orange Educator guide\u003c/a>. And be sure to discover KQED’s wide-ranging coverage of the bridge’s anniversary on \u003ca href=\"http://www.kqed.org/science/ggbridge75/\">KQED.org/ggbridge75\u003c/a>, featuring interviews with other International Orange artists and historical stories about the building of the great Golden Gate.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "History Through Art & Film: Salsa Music & Dance",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/salsa11.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/salsa11.jpg\" alt=\"\" title=\"salsa\" width=\"640\" height=\"431\" class=\"alignleft size-full wp-image-2171\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/04/salsa11.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/04/salsa11-400x269.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>Please welcome arts educator Laura Echegaray to EdSpace. She recently participated in a KQED Education workshop where we spent a day at \u003ca href=\"http://moadsf.org/\">MoAD\u003c/a> learning about historical representation through art and film, and later created short films at KQED about missing voices or stories in history. Laura created a film about the history of Salsa music and dance, with a focus on her home country of Puerto Rico.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"http://www.youtube.com/embed/w6TpxItVlaE\" frameborder=\"0\" width=\"640\" height=\"360\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>From Laura Echegaray\u003c/strong>: We started the workshop at the Museum of the African Diaspora (MOAD). We walked with the friendly docents and as they began to tell the story of the Diaspora, we all agreed that somehow we were a part of it. Diaspora is another word for migration. As they proceeded with the story, I found myself jumping to answer the questions. A little voice inside me said, “I can tell you where else in America the Africans went to live! I knew it not only because I studied it in school, but because I lived most of my life there.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Now, my skin is not dark, but that doesn’t really make a difference, because I was born in Puerto Rico. You see, we have a saying that goes, “Whomever doesn’t have (ancestry) from Dingas, has it from Mandingas,” meaning, after 500 years of blending, African genes and culture are a living part of every Puerto Rican experience. That’s why those historical photos of people along the staircase at MoAD felt so close. I could almost hear their voices.\u003c/p>\n\u003cp>I realized I have been spending too much energy trying to blend in to my new surroundings and culture, pushing my Caribbean identity to the basement. Memories of this archived life began to pop open like blooms in the spring.\u003c/p>\n\u003cp>We then went look at the \u003cem>Stories of Acquisition and Reclamation\u003c/em> exhibition, where it became apparent how important is to keep history authentic, I remember thinking that time not only yellows the paper, but also blurs the facts and how much I wished those images were explained by the voices of those who lived through it. It all made me want to dig into my personal experience of migration to tell a clarifying tale.\u003c/p>\n\u003cp>Having moved to USA in 1996, I found listening and dancing to Caribbean rhythms helped relieve my home sickness, so I collected images to describe Salsa’ music beginnings and development. During our visit at MoAD, we also watched excerpts from the 1958 film, \u003cem>St. Louis Blues\u003c/em>, about the life of legendary bluesman W.C. Handy. I didn’t know it then, but once I started doing research for my project, I found him again in, of all places, Cuba. Turns out that blues and Cuban \u003cem>Son\u003c/em> music both began with African people, and developed in very close neighborhoods, influencing each other along the way.\u003c/p>\n\u003cp>I regularly use a personal computer and have very limited knowledge of Macintosh systems, so I wasn’t sure I could learn quickly enough to operate the iMovie program successfully. Fortunately, the KQED workshop staff was very understanding and incredibly patient with me. I had extra time to work on my project at the station, and I have now completed and published a 5-minute video. Seeing how easy and quickly one can produce a reasonable quality video makes me want to produce many more. I have many more ideas, and I see plenty of applications for this technique. Here are some ways I plan to use my video as a teaching tool in the future:\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>As an introduction to a salsa dancing class,\u003c/strong> so the prospective dancers gain a deeper understanding of the genre. Canyon School is having a Family Salsa Night fundraising event in May 2012. Participants will get an introductory class to Salsa dancing. This video will be presented to the audience as part of an educational effort to dispel myths about the genre. After a brief introduction of myself and why I am presenting this information, I will play the video and ask the participants for questions. There will be a 15-20 minute open discussion and then I will:\u003c/p>\n\u003cul>\n\u003cli>Introduce the clave, maracas and guiro as small percussion instruments\u003c/li>\n\u003cli>Play music to recognize the sound of clave and maracas\u003c/li>\n\u003cli>Explain the technique of playing clave and maracas\u003c/li>\n\u003cli>Play more music so participants can practice\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>As an aid in prevention of prejudice and violence prevention.\u003c/strong> I know a 12-year-old student who just started to learn salsa at \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=12300\">Destiny Arts Center\u003c/a> in Oakland. I am going to offer the video to the class for viewing and discussion. Destiny Arts is committed to prevent isolation, prejudice and violence among young people. Salsa music is a perfect example of how the Africa, African American and Latino elements have combined in a product that has become universal.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>As a feature for Black History Month\u003c/strong>: Classroom or music teachers can use the video to highlight the contribution of African people to Cuban music, Jazz, Blues and many other celebrated contemporary genres.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>As a feature for Cesar Chavez day:\u003c/strong> Teachers can use the video to illustrate the contributions of Latino immigrants and the benefit of cultural exchange.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Thank you to the amazing Laura Echegaray for her testimony and wonderful video. Let’s Salsa! \u003c/strong>\u003c/p>\n\n",
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"description": "Please welcome arts educator Laura Echegaray to EdSpace. She recently participated in a KQED Education workshop where we spent a day at MoAD learning about historical representation through art and film, and later created short films at KQED about missing voices or stories in history. Laura created a film about the history of Salsa music",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/salsa11.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/04/salsa11.jpg\" alt=\"\" title=\"salsa\" width=\"640\" height=\"431\" class=\"alignleft size-full wp-image-2171\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/04/salsa11.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/04/salsa11-400x269.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>Please welcome arts educator Laura Echegaray to EdSpace. She recently participated in a KQED Education workshop where we spent a day at \u003ca href=\"http://moadsf.org/\">MoAD\u003c/a> learning about historical representation through art and film, and later created short films at KQED about missing voices or stories in history. Laura created a film about the history of Salsa music and dance, with a focus on her home country of Puerto Rico.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"http://www.youtube.com/embed/w6TpxItVlaE\" frameborder=\"0\" width=\"640\" height=\"360\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>From Laura Echegaray\u003c/strong>: We started the workshop at the Museum of the African Diaspora (MOAD). We walked with the friendly docents and as they began to tell the story of the Diaspora, we all agreed that somehow we were a part of it. Diaspora is another word for migration. As they proceeded with the story, I found myself jumping to answer the questions. A little voice inside me said, “I can tell you where else in America the Africans went to live! I knew it not only because I studied it in school, but because I lived most of my life there.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Now, my skin is not dark, but that doesn’t really make a difference, because I was born in Puerto Rico. You see, we have a saying that goes, “Whomever doesn’t have (ancestry) from Dingas, has it from Mandingas,” meaning, after 500 years of blending, African genes and culture are a living part of every Puerto Rican experience. That’s why those historical photos of people along the staircase at MoAD felt so close. I could almost hear their voices.\u003c/p>\n\u003cp>I realized I have been spending too much energy trying to blend in to my new surroundings and culture, pushing my Caribbean identity to the basement. Memories of this archived life began to pop open like blooms in the spring.\u003c/p>\n\u003cp>We then went look at the \u003cem>Stories of Acquisition and Reclamation\u003c/em> exhibition, where it became apparent how important is to keep history authentic, I remember thinking that time not only yellows the paper, but also blurs the facts and how much I wished those images were explained by the voices of those who lived through it. It all made me want to dig into my personal experience of migration to tell a clarifying tale.\u003c/p>\n\u003cp>Having moved to USA in 1996, I found listening and dancing to Caribbean rhythms helped relieve my home sickness, so I collected images to describe Salsa’ music beginnings and development. During our visit at MoAD, we also watched excerpts from the 1958 film, \u003cem>St. Louis Blues\u003c/em>, about the life of legendary bluesman W.C. Handy. I didn’t know it then, but once I started doing research for my project, I found him again in, of all places, Cuba. Turns out that blues and Cuban \u003cem>Son\u003c/em> music both began with African people, and developed in very close neighborhoods, influencing each other along the way.\u003c/p>\n\u003cp>I regularly use a personal computer and have very limited knowledge of Macintosh systems, so I wasn’t sure I could learn quickly enough to operate the iMovie program successfully. Fortunately, the KQED workshop staff was very understanding and incredibly patient with me. I had extra time to work on my project at the station, and I have now completed and published a 5-minute video. Seeing how easy and quickly one can produce a reasonable quality video makes me want to produce many more. I have many more ideas, and I see plenty of applications for this technique. Here are some ways I plan to use my video as a teaching tool in the future:\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>As an introduction to a salsa dancing class,\u003c/strong> so the prospective dancers gain a deeper understanding of the genre. Canyon School is having a Family Salsa Night fundraising event in May 2012. Participants will get an introductory class to Salsa dancing. This video will be presented to the audience as part of an educational effort to dispel myths about the genre. After a brief introduction of myself and why I am presenting this information, I will play the video and ask the participants for questions. There will be a 15-20 minute open discussion and then I will:\u003c/p>\n\u003cul>\n\u003cli>Introduce the clave, maracas and guiro as small percussion instruments\u003c/li>\n\u003cli>Play music to recognize the sound of clave and maracas\u003c/li>\n\u003cli>Explain the technique of playing clave and maracas\u003c/li>\n\u003cli>Play more music so participants can practice\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>As an aid in prevention of prejudice and violence prevention.\u003c/strong> I know a 12-year-old student who just started to learn salsa at \u003ca href=\"http://www.kqed.org/arts/programs/spark/profile.jsp?essid=12300\">Destiny Arts Center\u003c/a> in Oakland. I am going to offer the video to the class for viewing and discussion. Destiny Arts is committed to prevent isolation, prejudice and violence among young people. Salsa music is a perfect example of how the Africa, African American and Latino elements have combined in a product that has become universal.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>As a feature for Black History Month\u003c/strong>: Classroom or music teachers can use the video to highlight the contribution of African people to Cuban music, Jazz, Blues and many other celebrated contemporary genres.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>As a feature for Cesar Chavez day:\u003c/strong> Teachers can use the video to illustrate the contributions of Latino immigrants and the benefit of cultural exchange.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Thank you to the amazing Laura Echegaray for her testimony and wonderful video. Let’s Salsa! \u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
"perspectives": {
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"order": 14
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
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"view": "LANDING_VIEW"
},
"error": null
},
"youthMediaReducer": {},
"checkPleaseReducer": {
"filterData": {
"region": {
"key": "Restaurant Region",
"filters": [
"Any Region"
]
},
"cuisine": {
"key": "Restaurant Cuisine",
"filters": [
"Any Cuisine"
]
}
},
"restaurantDataById": {},
"restaurantIdsSorted": [],
"error": null
},
"userAgentReducer": {
"userAgent": "Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)",
"isBot": true
},
"requestOutcomesReducer": {
"notFound": []
},
"navPromosReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": true,
"promos": {
"news": {},
"podcasts-radio": {},
"video-tv": {},
"events": {},
"support": {}
}
}
}
