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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Engineering is about more than just science. It’s about communication. Engineers need to be able to report their findings, convey the evolution of their ideas, and persuade others to invest resources into their designs. Engineers take complex and often technical project plans and distill the most important details relevant to a particular audience. Videos or graphics are especially useful ways to communicate in engineering because of the visual nature of their designs. These media formats allow engineers to tell a story without losing the important technical details of a design solution. \u003c/span>\u003c/p>\n\u003cp>The \u003ca href=\"https://learn.kqed.org/challenges/teachers/engineering?utm_source=kqed-ed&utm_medium=blog&utm_campaign=ymc-e4g\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Youth Media Challenge: Engineering for Good\u003c/a> invites students to engage in the engineering design process to address a problem that matters to them and communicate their solutions with an authentic audience through visual media.\u003c/p>\n\u003ch2>Hands-on, Project-based Learning\u003c/h2>\n\u003cp>In this project, students get to follow their curiosity to deeply understand, define and solve a challenging real world problem. Ciro Aguilar, a 9th grader at Workman High School, described the process of designing his own solution as exciting and meaningful. “My favorite part of this was doing our own invention and explaining how it’s going to work and how it’s going to help our economy.” Throughout the project, students also collaborate to improve their designs with peer feedback and reflect on their process, reinforcing the content and developing a sense of personal agency in their learning.\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>“The project can be adjusted to tackle any real world challenge with ease and flexibility.”\u003c/strong>\u003c/p>\u003c/blockquote>\n\u003ch2>Adaptability\u003c/h2>\n\u003cp>“The project can be adjusted to tackle any real world challenge with ease and flexibility,” says Workman High School science teacher, Merek Chang. The curriculum comes with a range of sample NGSS-aligned prompts to help you address fundamental ideas and science concepts while engaging students in the practices of engineering. Lesson plans and the student workbook are Google docs, so you can adapt everything to your learners’ needs. Mr. Chang noted that he “spent little to no time designing curriculum” and instead got to focus on “sequencing and addressing student needs.”\u003c/p>\n\u003ch2>Access and Audience for Every Student\u003c/h2>\n\u003cp>This isn’t a contest–all student submissions are published on KQED’s online showcase! We know that students value the ability to share their unique perspectives with folks beyond their classroom. Ciro said that for him, what set this project apart from ones he’d done in the past was the \u003cstrong>“chance to show it to the world.”\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.youtube.com/watch?v=wdB_Tp0g-UA&feature=youtu.be\">https://www.youtube.com/watch?v=wdB_Tp0g-UA&feature=youtu.be\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We hope to see your students’ ideas on KQED Learn soon! \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/engineering?utm_source=kqed-ed&utm_medium=blog&utm_campaign=ymc-e4g\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Click here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to learn more about the Engineering for Good Youth Media Challenge, view additional student examples and start using our curriculum.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Engineering is about more than just science. It’s about communication. Engineers need to be able to report their findings, convey the evolution of their ideas, and persuade others to invest resources into their designs. Engineers take complex and often technical project plans and distill the most important details relevant to a particular audience. Videos or graphics are especially useful ways to communicate in engineering because of the visual nature of their designs. These media formats allow engineers to tell a story without losing the important technical details of a design solution. \u003c/span>\u003c/p>\n\u003cp>The \u003ca href=\"https://learn.kqed.org/challenges/teachers/engineering?utm_source=kqed-ed&utm_medium=blog&utm_campaign=ymc-e4g\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Youth Media Challenge: Engineering for Good\u003c/a> invites students to engage in the engineering design process to address a problem that matters to them and communicate their solutions with an authentic audience through visual media.\u003c/p>\n\u003ch2>Hands-on, Project-based Learning\u003c/h2>\n\u003cp>In this project, students get to follow their curiosity to deeply understand, define and solve a challenging real world problem. Ciro Aguilar, a 9th grader at Workman High School, described the process of designing his own solution as exciting and meaningful. “My favorite part of this was doing our own invention and explaining how it’s going to work and how it’s going to help our economy.” Throughout the project, students also collaborate to improve their designs with peer feedback and reflect on their process, reinforcing the content and developing a sense of personal agency in their learning.\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>“The project can be adjusted to tackle any real world challenge with ease and flexibility.”\u003c/strong>\u003c/p>\u003c/blockquote>\n\u003ch2>Adaptability\u003c/h2>\n\u003cp>“The project can be adjusted to tackle any real world challenge with ease and flexibility,” says Workman High School science teacher, Merek Chang. The curriculum comes with a range of sample NGSS-aligned prompts to help you address fundamental ideas and science concepts while engaging students in the practices of engineering. Lesson plans and the student workbook are Google docs, so you can adapt everything to your learners’ needs. Mr. Chang noted that he “spent little to no time designing curriculum” and instead got to focus on “sequencing and addressing student needs.”\u003c/p>\n\u003ch2>Access and Audience for Every Student\u003c/h2>\n\u003cp>This isn’t a contest–all student submissions are published on KQED’s online showcase! We know that students value the ability to share their unique perspectives with folks beyond their classroom. Ciro said that for him, what set this project apart from ones he’d done in the past was the \u003cstrong>“chance to show it to the world.”\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Should students talk politics at school? “Yes,” says Brad Lakritz, an 8th grade social studies teacher at \u003c/span>\u003cspan style=\"font-weight: 400\">James Denman Middle School\u003c/span>\u003cspan style=\"font-weight: 400\"> in San Francisco, “now more than ever.” But debating the issues doesn’t have to mean just gloom and doom. We can also bring humor to the conversation. Lakritz often turns to political cartoons to help students make sense of current events.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now Lakritz’s students and others can create and share their own political cartoons as part of our newest youth media challenge: \u003c/span>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/teachers/political-cartooning\">Political Cartooning With Mark Fiore\u003c/a>.\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“People cannot shy away from politics in America anymore. Teaching political cartoons as a way of summarizing a story makes it easy to digest and understand key issues from one side or another. Lakritz said. “Students feel pride in having their voice and perspective seen. Students learn about the perspectives of their classmates, the greater society, and the world.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">KQED’s Political Cartooning youth media challenge invites students to create one-panel political cartoons on any issue, local or national. Cartoons can be hand-drawn or created using digital tools, but they must be original work. (No memes.) \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_534797\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-534797 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2021/02/Them-Also-Them-_Godfrensen-800x599.png\" alt=\"A political cartoon illustrating the hypocrisy of those who are against abortion and women's reproductive rights using "my body, my choice" language to protest mask wearing.\" width=\"800\" height=\"599\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2021/02/Them-Also-Them-_Godfrensen-800x599.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/02/Them-Also-Them-_Godfrensen-1020x763.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/02/Them-Also-Them-_Godfrensen-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/02/Them-Also-Them-_Godfrensen-768x575.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/02/Them-Also-Them-_Godfrensen.png 1133w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A political cartoon by student Annika G. from James Denman Middle School\u003c/figcaption>\u003c/figure>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Drawing (pun intended!) on art and humor, political cartoons are a more inclusive way to start conversations about tough issues, according to Mark Fiore, KQED’s Pulitzer Prize-winning political cartoonist. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you just write an opinionated sentence that says, “I think this and this is why,” people tend to put up their walls or shut down,” Fiore said. “If you bring them in with humor or a clever drawing, they let their guard down and are more receptive to your message or the story you’re trying to tell.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students like the chance to share their views creatively and explore an issue that matters to them. Lisa Ernst’s 6th grade students at Alice Fong Yu (K-8) School in San Francisco embraced their political cartoon project, even during remote learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The students loved the\u003c/span> \u003cspan style=\"font-weight: 400\">lessons and were totally engaged,” Ernst said. “For some students, their voice is through art, and what better way to do this, then share it through a political cartoon.”\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Political Cartooning With Mark Fiore will open for submissions in mid-February.\u003c/strong> \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSdAl5pAx97qGi4CMfebDagDHq_Rgwp81OulNI7kTuNwh6a_LQ/viewform\">\u003cstrong>Sign up to be notified\u003c/strong> \u003c/a>\u003cstrong>when submissions are open and\u003c/strong> \u003ca href=\"https://learn.kqed.org/challenges/curriculum/political-cartooning\">\u003cstrong>preview the curriculum\u003c/strong>\u003c/a> \u003cstrong>to start planning.\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Want hands-on support for this project? Come to our workshop with \u003c/span>\u003cspan style=\"font-weight: 400\">Mark Fiore \u003c/span>\u003cspan style=\"font-weight: 400\">on March 10! \u003c/span>\u003cstrong>\u003ca href=\"https://kqed.zoom.us/meeting/register/tZ0pdO6sqTktH90F_oAROv0iwnWQNYwskB2T\">Register here\u003c/a>.\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Should students talk politics at school? “Yes,” says Brad Lakritz, an 8th grade social studies teacher at \u003c/span>\u003cspan style=\"font-weight: 400\">James Denman Middle School\u003c/span>\u003cspan style=\"font-weight: 400\"> in San Francisco, “now more than ever.” But debating the issues doesn’t have to mean just gloom and doom. We can also bring humor to the conversation. Lakritz often turns to political cartoons to help students make sense of current events.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now Lakritz’s students and others can create and share their own political cartoons as part of our newest youth media challenge: \u003c/span>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/teachers/political-cartooning\">Political Cartooning With Mark Fiore\u003c/a>.\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“People cannot shy away from politics in America anymore. Teaching political cartoons as a way of summarizing a story makes it easy to digest and understand key issues from one side or another. Lakritz said. “Students feel pride in having their voice and perspective seen. Students learn about the perspectives of their classmates, the greater society, and the world.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">KQED’s Political Cartooning youth media challenge invites students to create one-panel political cartoons on any issue, local or national. Cartoons can be hand-drawn or created using digital tools, but they must be original work. (No memes.) \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_534797\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-534797 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2021/02/Them-Also-Them-_Godfrensen-800x599.png\" alt=\"A political cartoon illustrating the hypocrisy of those who are against abortion and women's reproductive rights using "my body, my choice" language to protest mask wearing.\" width=\"800\" height=\"599\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2021/02/Them-Also-Them-_Godfrensen-800x599.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/02/Them-Also-Them-_Godfrensen-1020x763.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/02/Them-Also-Them-_Godfrensen-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/02/Them-Also-Them-_Godfrensen-768x575.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/02/Them-Also-Them-_Godfrensen.png 1133w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A political cartoon by student Annika G. from James Denman Middle School\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Drawing (pun intended!) on art and humor, political cartoons are a more inclusive way to start conversations about tough issues, according to Mark Fiore, KQED’s Pulitzer Prize-winning political cartoonist. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you just write an opinionated sentence that says, “I think this and this is why,” people tend to put up their walls or shut down,” Fiore said. “If you bring them in with humor or a clever drawing, they let their guard down and are more receptive to your message or the story you’re trying to tell.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students like the chance to share their views creatively and explore an issue that matters to them. Lisa Ernst’s 6th grade students at Alice Fong Yu (K-8) School in San Francisco embraced their political cartoon project, even during remote learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The students loved the\u003c/span> \u003cspan style=\"font-weight: 400\">lessons and were totally engaged,” Ernst said. “For some students, their voice is through art, and what better way to do this, then share it through a political cartoon.”\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Political Cartooning With Mark Fiore will open for submissions in mid-February.\u003c/strong> \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSdAl5pAx97qGi4CMfebDagDHq_Rgwp81OulNI7kTuNwh6a_LQ/viewform\">\u003cstrong>Sign up to be notified\u003c/strong> \u003c/a>\u003cstrong>when submissions are open and\u003c/strong> \u003ca href=\"https://learn.kqed.org/challenges/curriculum/political-cartooning\">\u003cstrong>preview the curriculum\u003c/strong>\u003c/a> \u003cstrong>to start planning.\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Want hands-on support for this project? Come to our workshop with \u003c/span>\u003cspan style=\"font-weight: 400\">Mark Fiore \u003c/span>\u003cspan style=\"font-weight: 400\">on March 10! \u003c/span>\u003cstrong>\u003ca href=\"https://kqed.zoom.us/meeting/register/tZ0pdO6sqTktH90F_oAROv0iwnWQNYwskB2T\">Register here\u003c/a>.\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"title": "Students Share Their Creativity Through Dance",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Every school, just like every student, is unique and moves to its own beat. KQED wants to showcase student dance videos and highlight the creativity, purpose and artistry of diverse young dancers, so we launched the Youth Media Challenge \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/dance\">\u003cspan style=\"font-weight: 400\">If Schools Could Dance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Based on the KQED/PBS Digital Studios series \u003c/span>\u003ca href=\"https://www.pbs.org/show/if-cities-could-dance/\">\u003cspan style=\"font-weight: 400\">If Cities Could Dance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which features dancers from around the country, the \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/dance\">\u003cspan style=\"font-weight: 400\">If Schools Could Dance challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> invites students to submit short narrated dance videos of any genre. \u003c/span>\u003cstrong>All videos will be published on KQED Learn’s online showcase, and select pieces will be shared on KQED digital channels throughout the year.\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Arriving on the heels of KQED’s first Youth Media Challenge \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020\">\u003cspan style=\"font-weight: 400\">Let’s Talk About Election 2020\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">–which received over 1200 student video and audio commentaries on election issues important to them–the If Schools Could Dance challenge poses a different kind of question to students: \u003c/span>\u003cstrong>What does dance mean to you and why?\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">This youth media challenge is aligned with National Dance and California Technical Education standards.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even in today’s distance learning context, dance students can practice media creation skills to collaborate, create and perform for an authentic audience. This youth media challenge is aligned with National Dance and California Technical Education standards and provides opportunities for students to practice literacy skills across the curriculum. And this challenge isn’t only for school dance classes! P.E. classes, dance/cheer clubs, and extracurricular programs are welcome to participate too!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The challenge comes complete with a self-paced guide for students and curricular supports for teachers to set classes up for success.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Want inspiration? Students at Notre Dame High School in San Jose created this dance video collaboration that showcases their artistry and provides a context for the importance of dance to young people’s lives. \u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"And Still, We Dance KQED\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/QtwMAY9c7AI?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Their dance teacher, Emily King, shared how the challenge connected her students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003cspan style=\"font-weight: 400\">This opportunity was a wonderful way to showcase the passion that my students have for their sport, as well as a great way for them to come together to create a unique, communal work of art.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jessy Kronenberg, Greater Board Member, of the California Dance Education Association says: \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The If Schools Could Dance Youth Media Challenge is a unique invitation for young movers of all kinds to show us who they are! The arts have a unique way of making us all feel connected. This dance challenge can help young people connect to themselves and their greater communities through meaningful movement.”\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>We’ll begin accepting submissions in February, but you can\u003c/strong>\u003ca href=\"https://learn.kqed.org/challenges/curriculum/dance\"> preview the curricular supports\u003c/a> \u003cstrong>and start planning today. \u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Want hands-on support for this project? We are hosting a workshop in partnership with the California Dance Education Association on February 11. \u003c/span>\u003ca href=\"https://kqed.zoom.us/meeting/register/tZAodu2srzkqGtWNU50G-_ijiKWjKL58-iM_\">\u003cspan style=\"font-weight: 400\">Register here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Every school, just like every student, is unique and moves to its own beat. KQED wants to showcase student dance videos and highlight the creativity, purpose and artistry of diverse young dancers, so we launched the Youth Media Challenge \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/dance\">\u003cspan style=\"font-weight: 400\">If Schools Could Dance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Based on the KQED/PBS Digital Studios series \u003c/span>\u003ca href=\"https://www.pbs.org/show/if-cities-could-dance/\">\u003cspan style=\"font-weight: 400\">If Cities Could Dance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which features dancers from around the country, the \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/dance\">\u003cspan style=\"font-weight: 400\">If Schools Could Dance challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> invites students to submit short narrated dance videos of any genre. \u003c/span>\u003cstrong>All videos will be published on KQED Learn’s online showcase, and select pieces will be shared on KQED digital channels throughout the year.\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Arriving on the heels of KQED’s first Youth Media Challenge \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020\">\u003cspan style=\"font-weight: 400\">Let’s Talk About Election 2020\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">–which received over 1200 student video and audio commentaries on election issues important to them–the If Schools Could Dance challenge poses a different kind of question to students: \u003c/span>\u003cstrong>What does dance mean to you and why?\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">This youth media challenge is aligned with National Dance and California Technical Education standards.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even in today’s distance learning context, dance students can practice media creation skills to collaborate, create and perform for an authentic audience. This youth media challenge is aligned with National Dance and California Technical Education standards and provides opportunities for students to practice literacy skills across the curriculum. And this challenge isn’t only for school dance classes! P.E. classes, dance/cheer clubs, and extracurricular programs are welcome to participate too!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The challenge comes complete with a self-paced guide for students and curricular supports for teachers to set classes up for success.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Want inspiration? Students at Notre Dame High School in San Jose created this dance video collaboration that showcases their artistry and provides a context for the importance of dance to young people’s lives. \u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"And Still, We Dance KQED\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/QtwMAY9c7AI?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Their dance teacher, Emily King, shared how the challenge connected her students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003cspan style=\"font-weight: 400\">This opportunity was a wonderful way to showcase the passion that my students have for their sport, as well as a great way for them to come together to create a unique, communal work of art.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jessy Kronenberg, Greater Board Member, of the California Dance Education Association says: \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The If Schools Could Dance Youth Media Challenge is a unique invitation for young movers of all kinds to show us who they are! The arts have a unique way of making us all feel connected. This dance challenge can help young people connect to themselves and their greater communities through meaningful movement.”\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>We’ll begin accepting submissions in February, but you can\u003c/strong>\u003ca href=\"https://learn.kqed.org/challenges/curriculum/dance\"> preview the curricular supports\u003c/a> \u003cstrong>and start planning today. \u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Want hands-on support for this project? We are hosting a workshop in partnership with the California Dance Education Association on February 11. \u003c/span>\u003ca href=\"https://kqed.zoom.us/meeting/register/tZAodu2srzkqGtWNU50G-_ijiKWjKL58-iM_\">\u003cspan style=\"font-weight: 400\">Register here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Living in the year 2020 was like living in a dystopian society, one in which social and environmental injustices reigned supreme. Being in a world engulfed in so much darkness it’s hard to see the light, or in the case of my generation, be that light of hope for the future. My name is Gabriella Garcia, and through my internship at the California Academy of Sciences my peers and I were able to advocate for an issue we believe in through the \u003ca href=\"https://learn.kqed.org/challenges/election2020?utm_source=kqed-ed&utm_medium=blog&utm_campaign=ymc-e20\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Let’s Talk about Election 2020 Youth Media Challenge\u003c/a>. The internship that I am a part of is the \u003ca href=\"https://www.calacademy.org/careers-in-science-cis-intern-program\" target=\"_blank\" rel=\"noopener noreferrer\">Careers in Science internship program\u003c/a>, which is a multi-year, year-round program that offers amazing opportunities for youth that come from underrepresented communities in San Francisco to immerse themselves in STEM fields.\u003c/p>\n\u003cp>A component of the program is Special Interest Groups (SIGs): project-based teams of interns that focus on environmental civic engagement. After hearing about the KQED Let’s Talk About Election 2020 challenge, my Special Interest Group was eager to participate in this challenge to spread awareness of current issues in our world that we feel personally connected to. Overall, my SIG chose to take part in this KQED challenge to make a positive impact in our communities, hoping that our voices and use of digital media can reach the masses so we could all start to take the necessary steps to strive for a brighter future.\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>The idea that my voice will forever echo in the vast veins of the web seemed so powerful to me.\u003c/strong>\u003c/p>\u003c/blockquote>\n\u003cp>The idea of creating a video for my peers was entrancing to me, as so many ideas flowed in my head as to what I can advocate for, and the idea that my voice will forever echo in the vast veins of the web seemed so powerful to me. Although I had many ideas of what to do, say, and portray on video, I was in dire need of guidance on how I could create a powerful and focused video. This is why at the beginning, my CiS manager, Leah Kalish, and KQED’s Program Manager, Ilana Somasunderam, offered the interns and me tips on how to find reliable sources, how to create an impactful and high-quality video through image composition, and one’s tone of voice. In addition to this advice, Leah and Ilana offered us counsel on how to write a persuasive and compelling script, and how to use digital media such as Adobe Spark.\u003c/p>\n\u003cp>After gaining this strong foundation in knowledge, two groups of three were formed, in which a member of the Leadership Council (LC) of interns would lead each group. My team member was Jordan Huang, and our LC leader was Xaria Lubensky. At first, we began to brainstorm issues that we wanted to raise awareness for, and issues we felt personally connected to. In the beginning, my group and I were passionate about advocating for two issues: racism and environmental justice. From these two imminent issues in our societies, my group and I went back and forth putting out ideas on what subthemes to advocate for. Our subthemes ranged from food deserts in San Francisco, lack of natural spaces in SF communities with a majority of BIPOC residents, and the California wildfires. After many discussions, my group’s shared worry over the apocalyptic orange-skies that fell over the San Francisco skies on September 9, led us to spread awareness on the California fires and how to avoid man-made fires. From there, the more knowledge my team and I accumulated, the richer our script grew, and the more organized our plan for the video became. Our video touches on how society can prevent wildfires by making more eco-friendly habits and choices, and how forming these habits, as a result, can help combat climate change.\u003c/p>\n\u003cblockquote>\u003cp>Thanks to this challenge, I felt that my voice mattered and that it’s going to be heard.\u003c/p>\u003c/blockquote>\n\u003cp>Ultimately, being a part of this challenge allowed me to grow as an advocate, a professional, and an individual. The year 2020 confined us all in one place, unheard, detached, and severed from the world. However, thanks to this challenge I was able to form amazing connections with my fellow interns despite being in a remote environment. Artistically, my abilities expanded as I learned how to use digital media, and how to order, compile and compose images, video, and sound to create a powerful video. Thanks to this challenge, I felt that my voice mattered and that it’s going to be heard. Conclusively, in taking part in this challenge I was able to expand my knowledge of the world, I was able to educate those around me, and I was able to reflect on what I can do to change my actions in order to evolve and help protect our planet.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>View \u003ca href=\"https://drive.google.com/file/d/1zxe13Vs-lGjzmsi5EnVZqS95AoG0crv-/view\" target=\"_blank\" rel=\"noopener noreferrer\">Gaby’s video\u003c/a> and all the other student submissions on the \u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions?page=1&search=\" target=\"_blank\" rel=\"noopener noreferrer\">Let’s Talk About Election 2020 online showcase\u003c/a>. The Let’s Talk About Election 20202 challenge is closed for new submissions, but there are plenty of opportunities for your students to share their voices in one of our new \u003ca href=\"https://learn.kqed.org/challenges/teachers/?utm_source=kqed-ed&utm_medium=blog&utm_campaign=ymcs-all\" target=\"_blank\" rel=\"noopener noreferrer\">Youth Media Challenges\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Living in the year 2020 was like living in a dystopian society, one in which social and environmental injustices reigned supreme. Being in a world engulfed in so much darkness it’s hard to see the light, or in the case of my generation, be that light of hope for the future. My name is Gabriella Garcia, and through my internship at the California Academy of Sciences my peers and I were able to advocate for an issue we believe in through the \u003ca href=\"https://learn.kqed.org/challenges/election2020?utm_source=kqed-ed&utm_medium=blog&utm_campaign=ymc-e20\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Let’s Talk about Election 2020 Youth Media Challenge\u003c/a>. The internship that I am a part of is the \u003ca href=\"https://www.calacademy.org/careers-in-science-cis-intern-program\" target=\"_blank\" rel=\"noopener noreferrer\">Careers in Science internship program\u003c/a>, which is a multi-year, year-round program that offers amazing opportunities for youth that come from underrepresented communities in San Francisco to immerse themselves in STEM fields.\u003c/p>\n\u003cp>A component of the program is Special Interest Groups (SIGs): project-based teams of interns that focus on environmental civic engagement. After hearing about the KQED Let’s Talk About Election 2020 challenge, my Special Interest Group was eager to participate in this challenge to spread awareness of current issues in our world that we feel personally connected to. 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Conclusively, in taking part in this challenge I was able to expand my knowledge of the world, I was able to educate those around me, and I was able to reflect on what I can do to change my actions in order to evolve and help protect our planet.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Representation and equity in STEAM matters. In June 2020, Malone Mukwende, a medical student in London, announced a \u003ca href=\"https://www.blackandbrownskin.co.uk/mindthegap\" target=\"_blank\" rel=\"noopener noreferrer\">handbook\u003c/a> he developed for diagnosing conditions in Black and Brown skin. He created it because he couldn’t find examples of darker skin in clinical manuals. The lack of representation of darker skinned people, along with other systemic issues in the medical system and society in general, has contributed to poorer health outcomes for Black and Brown people.\u003c/p>\n\u003cp>Malone’s unique perspective gave way to an innovation that will improve physician training to serve patients with a wider range of skin colors. Spotlighting the brilliance and work of changemakers of color (and other underrepresented groups) in STEAM fields is an important first step towards allowing students to imagine themselves as scientists, engineers and mathematicians.\u003c/p>\n\u003cp>As STEAM educators, we can do this by choosing media that feature people who are from backgrounds traditionally underrepresented in STEAM fields. The \u003ca href=\"https://www.youtube.com/c/physicsgirl\" target=\"_blank\" rel=\"noopener noreferrer\">Physics Girl\u003c/a> series can be used to highlight a woman in the physical sciences. If you’re a biology teacher who is discussing cell division with students, you can supplement your textbook with excerpts from the book or movie, The Immortal Life of Henrietta Lacks, about the young African American woman whose cell line has been used for science research for decades without her or her family’s knowledge. You may use videos that feature a host or producer of color like \u003ca href=\"https://ca.pbslearningmedia.org/search/?q=Above%20the%20noise&selected_facet=subject:8337\" target=\"_blank\" rel=\"noopener noreferrer\">Above the Noise\u003c/a> or \u003ca href=\"http://pbslearningmedia.org/collection/crash-course-physics/\" target=\"_blank\" rel=\"noopener noreferrer\">Crash Course Physics\u003c/a>. In addition to ensuring students see examples of people in STEAM who share some of the same identities, we need to also give young people opportunities to engage in meaningful work in these fields.\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>Our students need to literally see themselves in STEAM, and others need to see them, too.\u003c/strong>\u003c/p>\u003c/blockquote>\n\u003cp>Hands-on project-based learning in school allows students to develop the habits of mind and gain the knowledge, skills and confidence that will build their science identities and give them access to careers in STEAM. To change perceptions on a broader level about who can be a STEAM professional, our students need to literally see themselves in STEAM, and others need to see them, too. Educators can take hands-on learning a step further and give their students the chance to produce videos, audio pieces, graphics and other multi-media that feature themselves as scientists, engineers and mathematicians.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One opportunity for students to share their scientific thinking through creating media for a public audience is with \u003ca href=\"https://learn.kqed.org/challenges/teachers/engineering\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Learn’s Engineering for Good Youth Media Challenge\u003c/a>. This challenge gives middle and high school students the opportunity to show off their creative problem solving skills through the engineering design process, and present their solutions via a media making project. These student media projects are then published on a national online showcase. Collectively, media highlighting young people from diverse backgrounds engaged in STEAM, each with their unique and important perspectives, can push people’s assumptions about who can and should pursue careers in STEAM.\u003c/p>\n\u003cblockquote>\u003cp>Join us at the California STEAM Symposium to learn more about increasing equity in STEAM.\u003c/p>\u003c/blockquote>\n\u003cp>If you want to learn more about the Engineering for Good youth media challenge and about increasing equity in STEAM, join us at the \u003ca href=\"https://cdefoundation.org/cde_programs/steam/\" target=\"_blank\" rel=\"noopener noreferrer\">California STEAM Symposium\u003c/a>, December 11-13. This virtual conference provides excellent peer-led professional learning highlighting ideas, strategies and innovations that work for all students with the goal of advancing STEAM equity in all learning environments. And Dianna Cowern, aka “Physics Girl,” is one of the keynote speakers! Come to one of our sessions and get ideas on how to incorporate media making into your STEAM classroom to support access and equity:\u003c/p>\n\u003cp>Amplify Student Voice Through the Engineering Design Process (Dec. 11 at 3pm PT)\u003cbr>\nCivic Learning in Chemistry: Designing the Local Bus Routes (Dec. 12 at 9:20am PT)\u003cbr>\nShowcase Learning in the STEAM Classroom with Podcasting (Dec. 13 at 10:50am PT)\u003c/p>\n\u003cp>Register and see the full agenda at \u003ca href=\"https://cdefoundation.org/cde_programs/steam/\" target=\"_blank\" rel=\"noopener noreferrer\">steamcalifornia.org\u003c/a>. Use code KQEDFRIEND for $20 off registration.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Representation and equity in STEAM matters. In June 2020, Malone Mukwende, a medical student in London, announced a \u003ca href=\"https://www.blackandbrownskin.co.uk/mindthegap\" target=\"_blank\" rel=\"noopener noreferrer\">handbook\u003c/a> he developed for diagnosing conditions in Black and Brown skin. He created it because he couldn’t find examples of darker skin in clinical manuals. The lack of representation of darker skinned people, along with other systemic issues in the medical system and society in general, has contributed to poorer health outcomes for Black and Brown people.\u003c/p>\n\u003cp>Malone’s unique perspective gave way to an innovation that will improve physician training to serve patients with a wider range of skin colors. Spotlighting the brilliance and work of changemakers of color (and other underrepresented groups) in STEAM fields is an important first step towards allowing students to imagine themselves as scientists, engineers and mathematicians.\u003c/p>\n\u003cp>As STEAM educators, we can do this by choosing media that feature people who are from backgrounds traditionally underrepresented in STEAM fields. The \u003ca href=\"https://www.youtube.com/c/physicsgirl\" target=\"_blank\" rel=\"noopener noreferrer\">Physics Girl\u003c/a> series can be used to highlight a woman in the physical sciences. If you’re a biology teacher who is discussing cell division with students, you can supplement your textbook with excerpts from the book or movie, The Immortal Life of Henrietta Lacks, about the young African American woman whose cell line has been used for science research for decades without her or her family’s knowledge. You may use videos that feature a host or producer of color like \u003ca href=\"https://ca.pbslearningmedia.org/search/?q=Above%20the%20noise&selected_facet=subject:8337\" target=\"_blank\" rel=\"noopener noreferrer\">Above the Noise\u003c/a> or \u003ca href=\"http://pbslearningmedia.org/collection/crash-course-physics/\" target=\"_blank\" rel=\"noopener noreferrer\">Crash Course Physics\u003c/a>. In addition to ensuring students see examples of people in STEAM who share some of the same identities, we need to also give young people opportunities to engage in meaningful work in these fields.\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>Our students need to literally see themselves in STEAM, and others need to see them, too.\u003c/strong>\u003c/p>\u003c/blockquote>\n\u003cp>Hands-on project-based learning in school allows students to develop the habits of mind and gain the knowledge, skills and confidence that will build their science identities and give them access to careers in STEAM. To change perceptions on a broader level about who can be a STEAM professional, our students need to literally see themselves in STEAM, and others need to see them, too. Educators can take hands-on learning a step further and give their students the chance to produce videos, audio pieces, graphics and other multi-media that feature themselves as scientists, engineers and mathematicians.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One opportunity for students to share their scientific thinking through creating media for a public audience is with \u003ca href=\"https://learn.kqed.org/challenges/teachers/engineering\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Learn’s Engineering for Good Youth Media Challenge\u003c/a>. This challenge gives middle and high school students the opportunity to show off their creative problem solving skills through the engineering design process, and present their solutions via a media making project. These student media projects are then published on a national online showcase. Collectively, media highlighting young people from diverse backgrounds engaged in STEAM, each with their unique and important perspectives, can push people’s assumptions about who can and should pursue careers in STEAM.\u003c/p>\n\u003cblockquote>\u003cp>Join us at the California STEAM Symposium to learn more about increasing equity in STEAM.\u003c/p>\u003c/blockquote>\n\u003cp>If you want to learn more about the Engineering for Good youth media challenge and about increasing equity in STEAM, join us at the \u003ca href=\"https://cdefoundation.org/cde_programs/steam/\" target=\"_blank\" rel=\"noopener noreferrer\">California STEAM Symposium\u003c/a>, December 11-13. This virtual conference provides excellent peer-led professional learning highlighting ideas, strategies and innovations that work for all students with the goal of advancing STEAM equity in all learning environments. And Dianna Cowern, aka “Physics Girl,” is one of the keynote speakers! Come to one of our sessions and get ideas on how to incorporate media making into your STEAM classroom to support access and equity:\u003c/p>\n\u003cp>Amplify Student Voice Through the Engineering Design Process (Dec. 11 at 3pm PT)\u003cbr>\nCivic Learning in Chemistry: Designing the Local Bus Routes (Dec. 12 at 9:20am PT)\u003cbr>\nShowcase Learning in the STEAM Classroom with Podcasting (Dec. 13 at 10:50am PT)\u003c/p>\n\u003cp>Register and see the full agenda at \u003ca href=\"https://cdefoundation.org/cde_programs/steam/\" target=\"_blank\" rel=\"noopener noreferrer\">steamcalifornia.org\u003c/a>. Use code KQEDFRIEND for $20 off registration.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/education/534608/berkeley-dual-immersion-middle-school-talks-about-election-2020\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Read this article in English.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>El equipo de educación de KQED le pidió a estudiantes de secundaria y preparatoria alrededor del país que mandaran audios o videos diciendo sus opiniones sobre los problemas electorales que son de más relevancia para ellos. Nuestro reto juvenil \u003ca href=\"https://learn.kqed.org/challenges/election2020\" target=\"_blank\" rel=\"noopener noreferrer\">“Hay que Hablar sobre la Elección del 2020”\u003c/a> recibió más de 500 entradas hasta la fecha, ¡y muchas de ellas en español! No nos sorprende que a la juventud le interese el cambio climático, legislaciones sobre armas de fuego y el precio de las universidades. Los estudiantes de la secundaria Longfellow Arts and Technology en Berkeley, CA–un programa de doble inmersión –mandaron sus opiniones en una gran cantidad de temas que variaba entre la representación de las mujeres en el gobierno hasta brutalidad policial. Vea lo que estos estudiantes de octavo grado tienen que decir.\u003c/p>\n\u003cp>Nicholas S. creó una pieza reflexiva sobre un tema que ha dominado los encabezados en los últimos meses–brutalidad policial\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/662\" target=\"_blank\" rel=\"noopener noreferrer\">Brutalidad Policial por Nicholas S.\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Lol-Be C. se dió cuenta que la representación en el gobierno no es equitativa entre géneros y escribió una profunda crónica.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/653\" target=\"_blank\" rel=\"noopener noreferrer\">Representación Femenina en el Gobierno\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Mientras que la mayoría de los adolescentes no se tienen que preocupar por su seguro médico, Giselle P. se pregunta por qué es tan difícil para algunos estadounidenses el tener acceso a los servicios que necesitan.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/607\" target=\"_blank\" rel=\"noopener noreferrer\">La Ayuda Médica no Debería de Depender del Dinero\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Desde los derechos de las mujeres hasta Black Lives Matter hasta prevención del suicidio, los estudiantes, los estudiantes de la secundaria Longfellow Arts and Technology tienen mucho que decir sobre los temas electorales que son importantes para ellos\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions?school%5BLONGFELLOW%20ARTS%20AND%20TECHNOLOGY%20MIDDLE%5D=1&page=1&search=\" target=\"_blank\" rel=\"noopener noreferrer\">¡Visite las opiniones aquí!\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Mary Patterson es la maestra de historia en español de octavo grado en Longfellow quien guió a los estudiantes en sus proyectos.\u003c/p>\n\u003cp>“Solamente tener un producto terminado que tenga una audiencia lo hace sentir diferente para mi como maestra y para los estudiantes. Las personas no le preguntan a los jóvenes lo que tienen que decir y ellos tienen muchas opiniones. Ellos han sido ignorados porque no votan, pero sufrirán las consecuencias negativas incluso más que los adultos que sí pueden votar”.\u003c/p>\n\u003cp>Patterson estaba interesada en ver que tanto sus estudiantes aprenderán sobre los temas que ellos independientemente investigaron y compartieron su opinión.\u003c/p>\n\u003cp>“No les enseñé nada sobre estos temas…estaba muy ocupada tratando de enseñarles las partes técnicas…lo que me encantó era escuchar sus voces”.\u003c/p>\n\u003cp>En general, ella estaba agradecida por el espacio que KQED creó para las voz juvenil, no solamente en inglés sino también en español.\u003c/p>\n\u003cp>“Pienso en estos jóvenes, esto validó el trabajo adicional que hicieron. Tuvieron que trabajar el doble para producir un video bilingüe. A veces en la escuela hablamos de ser orgulloso de ser bilingüe, y este proyecto de verdad les ayuda a sentir eso”.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Este artículo fue traducido por la periodista, \u003ca href=\"https://www.kqed.org/author/amorga\" target=\"_blank\" rel=\"noopener noreferrer\">Adriana Morga\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/education/534608/berkeley-dual-immersion-middle-school-talks-about-election-2020\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Read this article in English.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>El equipo de educación de KQED le pidió a estudiantes de secundaria y preparatoria alrededor del país que mandaran audios o videos diciendo sus opiniones sobre los problemas electorales que son de más relevancia para ellos. Nuestro reto juvenil \u003ca href=\"https://learn.kqed.org/challenges/election2020\" target=\"_blank\" rel=\"noopener noreferrer\">“Hay que Hablar sobre la Elección del 2020”\u003c/a> recibió más de 500 entradas hasta la fecha, ¡y muchas de ellas en español! No nos sorprende que a la juventud le interese el cambio climático, legislaciones sobre armas de fuego y el precio de las universidades. Los estudiantes de la secundaria Longfellow Arts and Technology en Berkeley, CA–un programa de doble inmersión –mandaron sus opiniones en una gran cantidad de temas que variaba entre la representación de las mujeres en el gobierno hasta brutalidad policial. Vea lo que estos estudiantes de octavo grado tienen que decir.\u003c/p>\n\u003cp>Nicholas S. creó una pieza reflexiva sobre un tema que ha dominado los encabezados en los últimos meses–brutalidad policial\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/662\" target=\"_blank\" rel=\"noopener noreferrer\">Brutalidad Policial por Nicholas S.\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Lol-Be C. se dió cuenta que la representación en el gobierno no es equitativa entre géneros y escribió una profunda crónica.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/653\" target=\"_blank\" rel=\"noopener noreferrer\">Representación Femenina en el Gobierno\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Mientras que la mayoría de los adolescentes no se tienen que preocupar por su seguro médico, Giselle P. se pregunta por qué es tan difícil para algunos estadounidenses el tener acceso a los servicios que necesitan.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/607\" target=\"_blank\" rel=\"noopener noreferrer\">La Ayuda Médica no Debería de Depender del Dinero\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Desde los derechos de las mujeres hasta Black Lives Matter hasta prevención del suicidio, los estudiantes, los estudiantes de la secundaria Longfellow Arts and Technology tienen mucho que decir sobre los temas electorales que son importantes para ellos\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions?school%5BLONGFELLOW%20ARTS%20AND%20TECHNOLOGY%20MIDDLE%5D=1&page=1&search=\" target=\"_blank\" rel=\"noopener noreferrer\">¡Visite las opiniones aquí!\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Mary Patterson es la maestra de historia en español de octavo grado en Longfellow quien guió a los estudiantes en sus proyectos.\u003c/p>\n\u003cp>“Solamente tener un producto terminado que tenga una audiencia lo hace sentir diferente para mi como maestra y para los estudiantes. Las personas no le preguntan a los jóvenes lo que tienen que decir y ellos tienen muchas opiniones. Ellos han sido ignorados porque no votan, pero sufrirán las consecuencias negativas incluso más que los adultos que sí pueden votar”.\u003c/p>\n\u003cp>Patterson estaba interesada en ver que tanto sus estudiantes aprenderán sobre los temas que ellos independientemente investigaron y compartieron su opinión.\u003c/p>\n\u003cp>“No les enseñé nada sobre estos temas…estaba muy ocupada tratando de enseñarles las partes técnicas…lo que me encantó era escuchar sus voces”.\u003c/p>\n\u003cp>En general, ella estaba agradecida por el espacio que KQED creó para las voz juvenil, no solamente en inglés sino también en español.\u003c/p>\n\u003cp>“Pienso en estos jóvenes, esto validó el trabajo adicional que hicieron. Tuvieron que trabajar el doble para producir un video bilingüe. A veces en la escuela hablamos de ser orgulloso de ser bilingüe, y este proyecto de verdad les ayuda a sentir eso”.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Este artículo fue traducido por la periodista, \u003ca href=\"https://www.kqed.org/author/amorga\" target=\"_blank\" rel=\"noopener noreferrer\">Adriana Morga\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/education/534613/secundaria-bilingue-de-berkeley-habla-sobre-la-eleccion-del-2020\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Lee este artículo en español.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003ci>This is part four of our Election 2020 student content blog series. See \u003c/i>\u003ca href=\"https://www.kqed.org/education/534403/teens-are-talking-about-election-2020-add-your-students-voices-to-the-conversation\">\u003ci>part one\u003c/i>\u003c/a>\u003ci>, \u003c/i>\u003ca href=\"https://www.kqed.org/education/534497/student-voices-on-why-the-election-matters-to-them\">\u003ci>part two \u003c/i>\u003c/a>\u003ci>and \u003ca href=\"https://www.kqed.org/education/534532/hear-from-students-on-crucial-election-2020-issues\">part three\u003c/a>.\u003c/i>\u003c/p>\n\u003cp>KQED Education asked middle and high school students from all around the country to submit audio or video commentaries about election issues that matter most to them. \u003ca href=\"https://learn.kqed.org/challenges/election2020\" target=\"_blank\" rel=\"noopener noreferrer\">The Let’s Talk About Election 2020 Youth Media Challenge\u003c/a> received over 500 submissions so far, and many of them in Spanish! It’s no surprise that young people are interested in climate change, gun legislation, and college affordability. The students from Longfellow Arts and Technology Middle School in Berkeley, CA—a dual-immersion program—submitted commentaries on a vast array of topics that span from female representation in government to police brutality. See what these 8th graders have to say.\u003c/p>\n\u003cp>Nicholas S. created this thoughtful piece on an issue that’s been dominating the headlines in recent months — police brutality.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/662\" target=\"_blank\" rel=\"noopener noreferrer\">Police Brutality by Nicholas S.\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Lol-Be C. noticed that representation in government is not equitable according to gender lines and wrote this insightful commentary.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/653\" target=\"_blank\" rel=\"noopener noreferrer\">Female Representation in Government\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While most teens don’t have to worry about where they get their medical care, Giselle P. questions why it’s so difficult for some Americans to access the healthcare they need.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/607\" target=\"_blank\" rel=\"noopener noreferrer\">Medical Care Should Not Depend on Money\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>From women’s rights to Black Lives Matter to suicide prevention, the students at Longfellow Arts and Technology Middle School have tons to say about election issues that are important to them.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions?school%5BLONGFELLOW%20ARTS%20AND%20TECHNOLOGY%20MIDDLE%5D=1&page=1&search=\" target=\"_blank\" rel=\"noopener noreferrer\">Check out the rest of the commentaries here!\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Mary Patterson is the 8th grade Spanish-language history teacher at Longfellow who guided students through the project.\u003c/p>\n\u003cp>“Just having an end product that would have a public audience made it feel really different for me as a teacher and for the kids. People don’t ask kids what they have to say and they have a lot to say. They get overlooked a lot because they don’t vote, but they will suffer from negative consequences even more than voting adults.”\u003c/p>\n\u003cp>Patterson was interested to see how much the students learned about the issues they independently researched and commented on.\u003c/p>\n\u003cp>“I didn’t teach them anything about the issues… My hands were full trying to teach them the more technical parts… What I loved was hearing their voices.”\u003c/p>\n\u003cp>Overall, she was appreciative of the space KQED created for youth voice, not only in English but in Spanish as well.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I think for these kids, it validated the extra work they are doing. They had to work twice as hard to produce this bilingual video. Sometimes at school, we talk about orgulloso de ser bilingue, and this project really helped students feel that.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/education/534613/secundaria-bilingue-de-berkeley-habla-sobre-la-eleccion-del-2020\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Lee este artículo en español.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003ci>This is part four of our Election 2020 student content blog series. See \u003c/i>\u003ca href=\"https://www.kqed.org/education/534403/teens-are-talking-about-election-2020-add-your-students-voices-to-the-conversation\">\u003ci>part one\u003c/i>\u003c/a>\u003ci>, \u003c/i>\u003ca href=\"https://www.kqed.org/education/534497/student-voices-on-why-the-election-matters-to-them\">\u003ci>part two \u003c/i>\u003c/a>\u003ci>and \u003ca href=\"https://www.kqed.org/education/534532/hear-from-students-on-crucial-election-2020-issues\">part three\u003c/a>.\u003c/i>\u003c/p>\n\u003cp>KQED Education asked middle and high school students from all around the country to submit audio or video commentaries about election issues that matter most to them. \u003ca href=\"https://learn.kqed.org/challenges/election2020\" target=\"_blank\" rel=\"noopener noreferrer\">The Let’s Talk About Election 2020 Youth Media Challenge\u003c/a> received over 500 submissions so far, and many of them in Spanish! It’s no surprise that young people are interested in climate change, gun legislation, and college affordability. The students from Longfellow Arts and Technology Middle School in Berkeley, CA—a dual-immersion program—submitted commentaries on a vast array of topics that span from female representation in government to police brutality. See what these 8th graders have to say.\u003c/p>\n\u003cp>Nicholas S. created this thoughtful piece on an issue that’s been dominating the headlines in recent months — police brutality.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/662\" target=\"_blank\" rel=\"noopener noreferrer\">Police Brutality by Nicholas S.\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Lol-Be C. noticed that representation in government is not equitable according to gender lines and wrote this insightful commentary.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/653\" target=\"_blank\" rel=\"noopener noreferrer\">Female Representation in Government\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While most teens don’t have to worry about where they get their medical care, Giselle P. questions why it’s so difficult for some Americans to access the healthcare they need.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/607\" target=\"_blank\" rel=\"noopener noreferrer\">Medical Care Should Not Depend on Money\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>From women’s rights to Black Lives Matter to suicide prevention, the students at Longfellow Arts and Technology Middle School have tons to say about election issues that are important to them.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions?school%5BLONGFELLOW%20ARTS%20AND%20TECHNOLOGY%20MIDDLE%5D=1&page=1&search=\" target=\"_blank\" rel=\"noopener noreferrer\">Check out the rest of the commentaries here!\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Mary Patterson is the 8th grade Spanish-language history teacher at Longfellow who guided students through the project.\u003c/p>\n\u003cp>“Just having an end product that would have a public audience made it feel really different for me as a teacher and for the kids. People don’t ask kids what they have to say and they have a lot to say. They get overlooked a lot because they don’t vote, but they will suffer from negative consequences even more than voting adults.”\u003c/p>\n\u003cp>Patterson was interested to see how much the students learned about the issues they independently researched and commented on.\u003c/p>\n\u003cp>“I didn’t teach them anything about the issues… My hands were full trying to teach them the more technical parts… What I loved was hearing their voices.”\u003c/p>\n\u003cp>Overall, she was appreciative of the space KQED created for youth voice, not only in English but in Spanish as well.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I think for these kids, it validated the extra work they are doing. They had to work twice as hard to produce this bilingual video. Sometimes at school, we talk about orgulloso de ser bilingue, and this project really helped students feel that.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"headTitle": "Creative Agency, Deep Learning and Real Outcomes for Students | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">When students have greater ownership of the creative process through media making, learning becomes more immediate, relevant and engaging. This creative agency supports the development of critical skills and literacies needed for full engagement in our increasingly digital world, and it creates awesome opportunities to practice and demonstrate achievement of academic standards. Not to mention, making and sharing digital media is the natural communication medium for this generation of students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m not the first to assert that media making belongs in the classroom. As a high school teacher for 20 years, I saw how empowering it was firsthand with my students. As Managing Director of KQED Education, I’ve seen this play out in classrooms around the country. I’ve also seen how impactful it can be when teachers give themselves the time and permission to build these media literacy skills. While I’ve seen many benefits come out of media literacy teaching, here are three important reasons to bring media literacy to your classroom.\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Media making requires a complex collection of cognitive and physical skills that enhance opportunities to be awesome.\u003c/b>\u003cspan style=\"font-weight: 400\"> Instead of academic work that favors certain learning styles over others, well-designed media projects ask students to, among other things, read, write, choreograph, design, rehearse, refine, perform, record, edit and publish. It is almost certain that you will discover talents in your classroom you never would have seen otherwise \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> talents you can celebrate and encourage in ways that more fully connect students to their learning and that lead to growth in other areas. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Storytelling has never been more in style.\u003c/b>\u003cspan style=\"font-weight: 400\"> People tell stories \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> lots of stories about lots of things. Instead of learning something simply for a grade, storytelling with media allows the added opportunity to make change, influence others, or even bring joy to the world. We tend to think of storytellers as artists and certainly many of them are. However, we are more and more aware of the role storytelling plays both in \u003c/span>\u003ca href=\"https://www.careerbuilder.com/advice/why-storytelling-is-a-musthave-career-skill\">\u003cspan style=\"font-weight: 400\">future careers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and in \u003c/span>\u003ca href=\"https://www.wired.com/insights/2014/01/power-community-storytelling/\">\u003cspan style=\"font-weight: 400\">ensuring healthy communities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. While the stories we heard were previously limited to the relative few with access to the tools of production and distribution, we know that providing young people with the opportunity to share their story provides \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/empowering-students-through-multimedia-storytelling-michael-hernandez\">\u003cspan style=\"font-weight: 400\">immense benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And stories are told in all subject areas, in all professions, in all walks of life. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Real and relevant audiences lead to better learning. \u003c/b>\u003cspan style=\"font-weight: 400\">Consideration of audience is the single most important aspect of media project design. When designing a media project for your students, ask yourself, “Who will care about this? Who will want to see it when it’s done?” If the answer is no one besides you, reevaluate your plans. Simply put, if a media project is worth the effort required to make it great, it deserves to be seen beyond the classroom. And, in my experience, an authentic, real audience encourages students to produce better work than they would for me alone. Audiences might include peers, families, local leaders or policy makers \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> whoever has a stake in the stories your students will tell. Instead of an audience of one, media making encourages an audience of many and can act to connect the classroom to the culture of its families and communities in profound ways.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">In our inaugural Youth Media Challenge, Let’s Talk About Election 2020, we saw evidence of all of these things in the amazing content that was shared by students from around the country. The intelligence, passion and commitment shone brightly throughout the hundreds of responses submitted, showing students grappling with the same critical issues that impact us all as we consider the future of our country. The power of their voices provides strong evidence that when young people are given the platform to speak their truths with an opportunity to influence others, they consistently shine. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=l6rGxC9pr6w&t\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This Fall, KQED is launching \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/\">\u003cb>five new Youth Media Challenges\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> designed to get your students writing, producing and sharing media with peers from around the country \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> and, in some cases, on KQED or other public media stations. These new challenges offer a diverse set of media making experiences across a variety of topics, all aligned to national standards. And, of course, they are also built around the principles outlined above, with storytelling for audiences beyond your classroom at their center. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/challenges/teachers/engineering\">\u003cb>Engineering for Good\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">is a challenge that, as the title implies, asks students to use the \u003c/span>\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/39/2017/04/Engineering-Design-Process-1.png\">\u003cspan style=\"font-weight: 400\">engineering design process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to develop and propose solutions to problems in their community. By connecting engineering to local problems and encouraging students to share their solutions with others from around the country, we can begin to develop the habits of solution sharing and collaboration around common problems that will support students throughout their lives. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/challenges/teachers/dance\">\u003cb>If Schools Could Dance\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a companion project to KQED’s award winning series\u003c/span>\u003ca href=\"https://www.kqed.org/if-cities-could-dance\">\u003cspan style=\"font-weight: 400\"> If Cities Could Dance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. If you’ve watched any TikTok at all, you know \u003c/span>\u003ca href=\"https://vm.tiktok.com/ZMJaMg8DS/\">\u003cspan style=\"font-weight: 400\">dance isn’t just for the studio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and everyone’s doing it. How might movement inspire learning in your classroom?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/perspectives\">\u003cb>Perspectives\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> challenge is based on our long running KQED show, um… \u003c/span>\u003ca href=\"https://www.kqed.org/perspectives\">\u003cspan style=\"font-weight: 400\">Perspectives\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This project is all about developing voice and skill as a storyteller. The \u003c/span>\u003ca href=\"https://soundcloud.com/user-909991770/skateboarding-nate-dolan\">\u003cspan style=\"font-weight: 400\">results are often amazing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and provide avenues for students to explore and communicate their passions. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/challenges/teachers/podcasting\">\u003cb>Podcasting With the California Report\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> asks students to create and produce audio feature stories following the editorial guidelines of the award-winning \u003c/span>\u003ca href=\"https://www.kqed.org/californiareport\">\u003cspan style=\"font-weight: 400\">California Report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This project creates a great opportunity to explore deeper forms of storytelling that include interviews, ambient sounds and more complex narratives. The prompt is open-ended and allows students to \u003c/span>\u003ca href=\"https://www.kqed.org/news/11744167/period-poverty-raising-awareness-about-an-overlooked-global-issue\">\u003cspan style=\"font-weight: 400\">explore topics that matter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to them. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Political Cartooning With Mark Fiore \u003c/b>\u003cspan style=\"font-weight: 400\">will use the teachings of our long-time KQED and Pulitzer Prize-winning political cartoonist, \u003c/span>\u003ca href=\"https://www.kqed.org/mark-fiore-drawn-to-the-bay\">\u003cspan style=\"font-weight: 400\">Mark Fiore\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, to support students in the creation of their own opinions. This is your chance to enhance an assignment you might already do with guidance from an expert. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">At KQED, we believe that by providing an opportunity for students to develop and express their voice, both the student and those who hear them are enriched from the experience. It is our intent to get youth voice in front of audiences that matter to them. I encourage you to \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/\">\u003cspan style=\"font-weight: 400\">explore our new challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to see how we might support you in bringing these meaningful media making opportunities to your classroom.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When students have greater ownership of the creative process through media making, learning becomes more immediate, relevant and engaging. This creative agency supports the development of critical skills and literacies needed for full engagement in our increasingly digital world, and it creates awesome opportunities to practice and demonstrate achievement of academic standards. Not to mention, making and sharing digital media is the natural communication medium for this generation of students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m not the first to assert that media making belongs in the classroom. As a high school teacher for 20 years, I saw how empowering it was firsthand with my students. As Managing Director of KQED Education, I’ve seen this play out in classrooms around the country. I’ve also seen how impactful it can be when teachers give themselves the time and permission to build these media literacy skills. While I’ve seen many benefits come out of media literacy teaching, here are three important reasons to bring media literacy to your classroom.\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Media making requires a complex collection of cognitive and physical skills that enhance opportunities to be awesome.\u003c/b>\u003cspan style=\"font-weight: 400\"> Instead of academic work that favors certain learning styles over others, well-designed media projects ask students to, among other things, read, write, choreograph, design, rehearse, refine, perform, record, edit and publish. It is almost certain that you will discover talents in your classroom you never would have seen otherwise \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> talents you can celebrate and encourage in ways that more fully connect students to their learning and that lead to growth in other areas. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Storytelling has never been more in style.\u003c/b>\u003cspan style=\"font-weight: 400\"> People tell stories \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> lots of stories about lots of things. Instead of learning something simply for a grade, storytelling with media allows the added opportunity to make change, influence others, or even bring joy to the world. We tend to think of storytellers as artists and certainly many of them are. However, we are more and more aware of the role storytelling plays both in \u003c/span>\u003ca href=\"https://www.careerbuilder.com/advice/why-storytelling-is-a-musthave-career-skill\">\u003cspan style=\"font-weight: 400\">future careers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and in \u003c/span>\u003ca href=\"https://www.wired.com/insights/2014/01/power-community-storytelling/\">\u003cspan style=\"font-weight: 400\">ensuring healthy communities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. While the stories we heard were previously limited to the relative few with access to the tools of production and distribution, we know that providing young people with the opportunity to share their story provides \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/empowering-students-through-multimedia-storytelling-michael-hernandez\">\u003cspan style=\"font-weight: 400\">immense benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And stories are told in all subject areas, in all professions, in all walks of life. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Real and relevant audiences lead to better learning. \u003c/b>\u003cspan style=\"font-weight: 400\">Consideration of audience is the single most important aspect of media project design. When designing a media project for your students, ask yourself, “Who will care about this? Who will want to see it when it’s done?” If the answer is no one besides you, reevaluate your plans. Simply put, if a media project is worth the effort required to make it great, it deserves to be seen beyond the classroom. And, in my experience, an authentic, real audience encourages students to produce better work than they would for me alone. Audiences might include peers, families, local leaders or policy makers \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> whoever has a stake in the stories your students will tell. Instead of an audience of one, media making encourages an audience of many and can act to connect the classroom to the culture of its families and communities in profound ways.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">In our inaugural Youth Media Challenge, Let’s Talk About Election 2020, we saw evidence of all of these things in the amazing content that was shared by students from around the country. The intelligence, passion and commitment shone brightly throughout the hundreds of responses submitted, showing students grappling with the same critical issues that impact us all as we consider the future of our country. The power of their voices provides strong evidence that when young people are given the platform to speak their truths with an opportunity to influence others, they consistently shine. \u003c/span>\u003c/p>\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/l6rGxC9pr6w'\n title='//www.youtube.com/embed/l6rGxC9pr6w'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">This Fall, KQED is launching \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/\">\u003cb>five new Youth Media Challenges\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> designed to get your students writing, producing and sharing media with peers from around the country \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> and, in some cases, on KQED or other public media stations. These new challenges offer a diverse set of media making experiences across a variety of topics, all aligned to national standards. And, of course, they are also built around the principles outlined above, with storytelling for audiences beyond your classroom at their center. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/challenges/teachers/engineering\">\u003cb>Engineering for Good\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">is a challenge that, as the title implies, asks students to use the \u003c/span>\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/39/2017/04/Engineering-Design-Process-1.png\">\u003cspan style=\"font-weight: 400\">engineering design process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to develop and propose solutions to problems in their community. By connecting engineering to local problems and encouraging students to share their solutions with others from around the country, we can begin to develop the habits of solution sharing and collaboration around common problems that will support students throughout their lives. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/challenges/teachers/dance\">\u003cb>If Schools Could Dance\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a companion project to KQED’s award winning series\u003c/span>\u003ca href=\"https://www.kqed.org/if-cities-could-dance\">\u003cspan style=\"font-weight: 400\"> If Cities Could Dance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. If you’ve watched any TikTok at all, you know \u003c/span>\u003ca href=\"https://vm.tiktok.com/ZMJaMg8DS/\">\u003cspan style=\"font-weight: 400\">dance isn’t just for the studio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and everyone’s doing it. How might movement inspire learning in your classroom?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/perspectives\">\u003cb>Perspectives\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> challenge is based on our long running KQED show, um… \u003c/span>\u003ca href=\"https://www.kqed.org/perspectives\">\u003cspan style=\"font-weight: 400\">Perspectives\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This project is all about developing voice and skill as a storyteller. The \u003c/span>\u003ca href=\"https://soundcloud.com/user-909991770/skateboarding-nate-dolan\">\u003cspan style=\"font-weight: 400\">results are often amazing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and provide avenues for students to explore and communicate their passions. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/challenges/teachers/podcasting\">\u003cb>Podcasting With the California Report\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> asks students to create and produce audio feature stories following the editorial guidelines of the award-winning \u003c/span>\u003ca href=\"https://www.kqed.org/californiareport\">\u003cspan style=\"font-weight: 400\">California Report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This project creates a great opportunity to explore deeper forms of storytelling that include interviews, ambient sounds and more complex narratives. The prompt is open-ended and allows students to \u003c/span>\u003ca href=\"https://www.kqed.org/news/11744167/period-poverty-raising-awareness-about-an-overlooked-global-issue\">\u003cspan style=\"font-weight: 400\">explore topics that matter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to them. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Political Cartooning With Mark Fiore \u003c/b>\u003cspan style=\"font-weight: 400\">will use the teachings of our long-time KQED and Pulitzer Prize-winning political cartoonist, \u003c/span>\u003ca href=\"https://www.kqed.org/mark-fiore-drawn-to-the-bay\">\u003cspan style=\"font-weight: 400\">Mark Fiore\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, to support students in the creation of their own opinions. This is your chance to enhance an assignment you might already do with guidance from an expert. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">At KQED, we believe that by providing an opportunity for students to develop and express their voice, both the student and those who hear them are enriched from the experience. It is our intent to get youth voice in front of audiences that matter to them. I encourage you to \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/\">\u003cspan style=\"font-weight: 400\">explore our new challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to see how we might support you in bringing these meaningful media making opportunities to your classroom.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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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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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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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.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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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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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"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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"perspectives": {
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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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},
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},
"pri-the-world": {
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"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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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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"link": "/radio/program/reveal",
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"rss": "http://feeds.revealradio.org/revealpodcast"
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