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Episode 92: The Heartwarming Story of a School’s Kindness Challenge Changing Lives Jun 16, 2021

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When Eastlake Elementary School Principal Kristy Howe issued a “Kindness Challenge” to her entire student body, something started happening that likely changed some lives forever. On this episode of the Supercast, hear the heartwarming story of how students rallied to meet the challenge and succeeded in a way that took kindness to a whole new level at the school. Audio Transcription Anthony Godfrey:Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. Elementary school principals issued a kindness challenge to her entire student body. Something started happening that likely changed lives forever. On this episode of the Supercast, here's the heartwarming story of how students rallied to meet the challenge and succeeded in a way that took kindness to a whole new level at the school. We are here at Eastlake Elementary School with Ms. Staley, to talk about the kindness challenge. Thanks for spending time with us here on the podcast. Ms. Staley:Thank you so much for letting me be here with some of my second graders. It's exciting. Anthony Godfrey:It is exciting. It's always a good day when I get to hang out with some second graders. Tell me a little bit about this project. Ms. Staley:Well, all year long our theme has been Color the World with Kindness. The library had came in one day and said we were having a kindness challenge where they would let the kids write down and nominate different children in the classroom for things that they saw happening where someone was being kind. And so that's where my class and all the other classes were able to do this every week. They could write someone new down. So just kind of like catching someone doing something kind. Anthony Godfrey:And what were the kind of responses that you received? Ms. Staley:Oh, well the library had told me, they said Ms. Staley's class had the most responses. They were amazed at how many people were nominating each other and writing nice things about each other. Anthony Godfrey:And do you think that asking students to engage in this way made them realize how much kindness there is around them that they may have overlooked before? Ms. Staley:Absolutely! The thing that I was noticing were extra acts of kindness being done in my classroom after the kindness challenge started. It's almost like was more on their brain. After they said, "Oh, have I been kind? Oh, who is being kind of me? What am I noticing?" You could see that it was kind of slowly sinking in with the kids in my class. It was amazing. Anthony Godfrey:So it really made everyone a little bit more intentional about being kind. It's about recognizing kindness in others. Ms. Staley:Absolutely. It really did. I know in my classroom, we've read a book. Do you guys want to tell Dr. Godfrey what the book was that we've read in our classroom? Student:It was called "Our Classroom is a Family". Anthony Godfrey:Tell me your name and tell me about that book. Student:It's about how people are a family in a class and how they help each other and to help someone when they're down. Anthony Godfrey:And what's your name? Student:Isabella. Anthony Godfrey:Tell me about reading the book, "Our Classroom is a Family". Student:Well, it kind of helps readers know that it's not nice to hit people or something like that and care for others because they won't help you when you need help. It's kinda like my sister. She doesn't really help me and I try to help her. Anthony Godfrey:And so now that you're thinking about kindness, do you keep trying to help her, even though she doesn't always help you? Student:Yes. Anthony Godfrey:What's your name? Student:Reese, tell me a little bit about what you learned from that book. Student:That even though people aren't in your family, they're still kind of like a family. Anthony Godfrey:So even if they're not in your family at home, they're still someone that you should treat like their family. Student:Yeah. Anthony Godfrey:What are some of the ways that you take care of people in your classroom like they're family? Student:Being kind, helping them if they need help ,and respecting my class friends and my teacher. Anthony Godfrey:I noticed that you all have Stay Kind shirts. Tell me about that. Student:Well today the library teachers said out of our classes, ours is the one who shows the most kindness. And we act like a family, the most family as a class, and we got these from there, and we got some treats from them. Teacher:They let me know that out of all of the classes in the whole school that they felt like my class was winning the Kindness Challenge by being kind to each other and accepting each other. And they said they love to come to my classroom. They said it's their favorite place to come. And they sent me a very, very kind note a week ago. It had been a hard day, you know how teachers have hard days. Anthony Godfrey:Sure. Ms. Staley:And I just cried when I read this note because they were talking about how they noticed my kids and how they have extended their kindness and love, especially to some kids in my classroom that had been struggling this year and they just said how wonderful it was to see them reaching out to this particular student that needed some extra love and some extra care. And they didn't ever make fun of him. They tried to do whatever they could to help him succeed. And to me, that has just made my heart so happy to see these kids rally around this one student that needed this help. Anthony Godfrey:Does your classroom as a whole feel different because of this challenge? Ms. Staley:Absolutely. Everyone has commented on my class this year and what a good group of kids they are and how good they are to each other. And to me, I don't always hear that every year, but this little group, when I had a substitute, they'll write me a note saying, "Wow, you have the best class". And I know that I do. And so that says a lot, you know, when I'm not there, that they're still remembering all the things that we've talked about and practiced in the classroom. From the very beginning of the year, I always teach them to think before they act and to make good choices. And they remember that. And part of this kindness challenge was part of thinking before you do something, how will this makes someone else feel. And they've just totally embraced this, and you can see it in how they treat each other. Anthony Godfrey:You can, I'm impressed that the second graders are able to articulate so well what they've done to be kind, and how they're really being intentional about trying to do that. What are some other things that you've learned? Has this changed how you are at home? Student:I've helped my mom by cleaning up my room. Anthony Godfrey:That's awesome. Student:And I've helped my sister. Anthony Godfrey:Now, when you say clean your room, does that mean shovel everything under the bed so no one can see it? Student:No. Anthony Godfrey:How about you? What have you been doing at home to be kind? Student:I've been not annoying my brother on a weekends. Anthony Godfrey:So let's start with what annoying your brother does look like. What does it look like to annoy your brother? Student:It looks like turning off the X-Box. Anthony Godfrey:Turning off the X-Box in the middle of a game? Student:Yeah. Oh, wow. Anthony Godfrey:Yeah, I did that. You really have annoying your brother down to a science, don't you? Student:Yeah. He's like nine years old. Almost 10. Anthony Godfrey:What else do you do to this 10 year old victim? Student:Sometimes I just put bugs in his bed, like fake bugs in his bed. Anthony Godfrey:Now what you do instead to be kind to him? Student:I clean his room when he needs to go to soccer. Anthony Godfrey:Okay. Wow. So it's more than just not being annoying. It's actually helping him as well. Student:Yeah, he has a messy room. Anthony Godfrey:Oh, so that's a big job. Student:Yeah. It's a nightmare. Anthony Godfrey:Do you know where everything goes? Student:Yeah, sometimes I put his stuff under his bed, sometimes. Anthony Godfrey:You know, you gotta do it sometimes. Student:But sometimes do you clean it all the way? Anthony Godfrey:Yeah, sometimes. Anthony Godfrey:That's good. And how about you? How have you been kind at home? Student:I'm usually with my brother and he has a hard time taking turns. So usually I will let him take the first turn and let him have the longest turn. And with my sister, she usually gets mad at me a lot. She loves cookies, so we have this big basket of cookies and I just give her something. And then that makes her happy. Anthony Godfrey:Well, I love hearing that it has transferred over to home and that you're kind at home and in the classroom and noticing kindness in others. All right. Do you guys have advice for me on how I can be more kind? Student:If someone's getting bullied, you can help them and care for them and help them up. Anthony Godfrey:Okay. We're working on Bullying Programs all the time across the District. So that's a great idea. How about for you? What advice do you have for me? Student:Do you have children at your house? Anthony Godfrey:I have two children. One of them is still at my house? Yes. He's 12. Student:Okay. Oh, well, if he pushes himself too hard on like math, you could like say, "Hey, it's okay. I could help you with some of it", or something like that. Anthony Godfrey:That's great advice. I do that sometimes, but I need to do it more often. That's a really good thought. What advice do you have for me? Student:That if something goes wrong, then you could help fix the problem. Anthony Godfrey:I really try to do that as much as I can. That's great advice. Thank you for the advice that makes me feel better. Those are the things I can work on. Oh yeah. Your teacher gets to tell me how I can be more kind also. Ms. Staley:I just want to say, just keep listening to the teachers. I think you have done a phenomenal job so far as our Superintendent and you're listening to us and you're taking into consideration our needs. So just keep listening. There are a lot of us compared to one of you. Anthony Godfrey:Thank you. I will keep trying to do that as much as I possibly can. I always love to hear from teachers. You guys are wonderful. What a great time for me to stay with us. When we come back, more on the Kindness Challenge that led to unexpected acts of kindness throughout Eastlake Elementary School. Break:Do you simply love learning online? We can't wait to have you join the amazing teachers in our brand new Jordan Virtual Learning Academy. In Jordan Virtual Learning Academy schools, we offer innovative, fun and flexible online learning with daily real-time instruction from teachers. Enrollment is currently open for all K-12 students in Utah. Start on the path to personalized virtual learning success now at http://connect.jordandistrict.org. Anthony Godfrey:We are here at Eastlake Elementary School with Principal Kristy Howe, who has been here all of a couple of months and has already started a Kindness Challenge. Tell us a little bit about that. Principal:Well, we have a great school here that is implementing and nominating their students here to be kind. They fill out a form that they get from their teacher, that they are able to write down a nomination of their peers, whether it be in their class or just a friend that they see on the playground or ride the bus with of how they were kind to each other and how it made them feel. And the students get called down to the office to receive an award and a big congratulations for being such good examples and that is starting to really make a flow through the school of students recognizing everybody being kind and having a positive attitude. Anthony Godfrey:And what are some of the results you've seen in school for having this challenge in place? Principal:The amount of nominations that I get each day brought down to my office and even they have an envelope up in the library, so they have two places to put it. Our abundance of nominations, I've would say, that I get from all grades, kindergarten all the way up to sixth grade, at least 15 to 20 each day. Anthony Godfrey:And what are some of the prizes associated with that? Principal:They receive a t-shirt that goes off of being kind and they get to pick from some treats or some toys that are great prizes. Slime is always one of the favorites. Anthony Godfrey:I did see slime here in your office and a few other jars of trinkets and treats. So any good elementary principal is well-equipped with that sort of thing. Oh, I even see Uno Kitty from the Lego Movie. Wow. Nice collection. So were you surprised by the results that you saw? Principal:I was. I knew that my students would recognize each other for being kind, but I did not realize how much they would go out of their way to ensure that they wrote it down. So their friends get nominated, not so much for themselves, but that their friends are being kind to them. And they wanted to make sure that they were recognized for it. It's amazing. Anthony Godfrey:So the nomination process itself has kind of a kindness that you can do something for someone else, nominate them to win a prize when they've done something, a particularly kind has it, has it added to the positive behavior around the school. Are kids more focused on that as a result? Principal:I feel they are because they really are getting along with each other a lot more. I'm not getting so many students saying coming up to either the playground aides or their teachers or myself saying this student is, was saying mean things about me. It's more so that these papers are coming into my office, just flowing in. And when they get brought down to be recognized at the end of the day. When I call three or four of them down, they want to know who recognized them so they can go and say, thank you and watch them and nominate them for the next day. Anthony Godfrey:I can't stop smiling through this interview because it just so fun to listen to stories about kids, focusing on each other and focusing on being kind. It's a great way to end the school year and send kids into a positive summer. Where did the idea come from? Principal:My librarian saw some extra shirts and prizes and said, why don't we recognize being kind? And just by coincidence, I got a couple emails from parents saying my student came home just a little sad. So you're aware that this child was sad, or my child came home saying that a friend or a peer that was not being so nice to them saying things. And I wanted to make sure that I put a positive twist and help students see each other in a different light rather than having to find it as a negative thing of putting others down. Anthony Godfrey:Thanks a lot for spending time with us and putting in place such a great program to highlight kindness. PrincipalThank you for coming out and highlighting it. So it's recognized across the District as a positive thing, and I hope it does carry over. Anthony Godfrey:Thanks for joining us on the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.

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Episode 91: Simple Tips for Summer Health & Wellness Jun 10, 2021

Show notes

School is out for the summer and that means kids will be having fun with friends, staying up late, sleeping in, taking trips and often enjoying a fun but different diet. On this episode of the Supercast, we sit down with members of the Jordan School District Health and Wellness team to find out how we can keep kids on track – by following a few health and wellness tips for a happier summer with family and friends. Audio Transcription Anthony Godfrey:Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. School is out for the summer, and that means kids will be having fun with friends, staying up late, sleeping in, taking trips and often enjoying some fun foods and a different diet. On this episode of the Supercast, we sit down with members of the Jordan School District Health and Wellness Team to find out how we can keep kids on track by following a few health and wellness tips for a happier summer with family and friends. Anthony Godfrey:We're back in our little studio here in Jordan School District Offices. We haven't been here since the start of the pandemic and it feels really good to be here. What better way to kick things off than to talk with McKinley Withers and Rachel Dangerfield from our Wellness Team and it's summer. We made it to summer 2021, which is very exciting. I recently read an article about a bird called the swift. And a swift, they now have the technology where they can put a little camera and a little altimeter on the bird and they can tell kind of the flight patterns and the swift flies for ten months without landing. Ten straight months without landing, and I think we all feel a little bit like a swift right now. We haven't landed for a long time, so it's good to finally have a summer where we can land and take a little bit of a breather. There is summer school going on, but hopefully everyone can get a little bit of a break. We're here to talk with McKinley and Rachel about how to get the best break possible over the summer. How to really be focused on social, emotional wellness. I think there's going to be a level of freedom that students are experiencing that maybe we haven't had before with the transmission lower in the county than it's been for a very long time, with the mask requirement lifted, and with some opportunity to socialize now returning. Let's talk about some of those tips for social, emotional wellness. You always give us great advice. It's great to have you both here. McKinley:Well, we are so grateful to be here, and as fellow swifts making our way through this. So we are just so thrilled to be here and grateful for the chance that we have to connect with you, and reconnect with the parents that are out there. And one of the things that we've been talking about in our work with students and fellow educators, in the wake of this pandemic, as swifts who have just been kind of surviving and hanging on, just making it through, we want to be very thoughtful about approaching changes with the mindset of working on gains and not recognizing gaps. So what I mean by this is that the little victories are actually really big. We want to just make small bits of progress, rather than acknowledge what big differences or gaps may exist because of this altered lifestyle. Anthony Godfrey:And they certainly do exist. McKinley:They do. Anthony Godfrey:But we tend to focus too much on the losses and not enough on the gains. McKinley:Yes. And so what that looks like when we're trying to identify, is some small opportunities for gains, rather than gaps. There are a lot of strategies we can kind of talk through and hit. But the biggest one is the continued practice of gratitude. So it's okay to acknowledge that times are hard and to get through the difficult times and see those difficult struggles, but it's also okay to recognize and acknowledge the things that are going well or have gone well and creating a practice around that. Anthony Godfrey:When you're talking about in gains, not gaps, give me an example of that. McKinley:Okay. So let's assume maybe your child is feeling like they haven't had a lot of time with friends over the last 10 months. Maybe some social situations, there may be some gaps in their experience or their practice with being with friends, talking with friends, reaching out to friends. And so there may be some social gaps. But what would be focusing on gains would be, well, what could we do today that's very small? So let's just text a friend. Let's focus on reaching out, that's a gain, right? It might not feel like it meets the whole gap, but that's a gain. It's something you can do. It's something that feels manageable. If it's something that feels possible and enough, small gains over time can meet those gaps. But we don't want to feel overwhelmed by what isn't there. Rather, what could we do? What's our next smallest step? Anthony Godfrey:It's always difficult though, because one of the last things a child wants to hear is ,why don't you call a friend. Call Tommy, he'll come. You know, encouraging the social aspect sometimes doesn't sound very fun from a parent. But you're right, a little bit is a little gain. McKinley:And acknowledging and appreciating the little gains rather than seeing the whole gap. So celebrate there's a text back. Maybe the friend didn't come over, but that's exciting. right? And the more we can appreciate, rather than say the next step. I like to use, what's the next smallest step, because it feels much more manageable. Anthony Godfrey:What are some other strategies kids can use to make the most of summer? McKinley:So along the same lines, and it's still kind of under the mindset of gains rather than gaps, is trying a streak. Anthony Godfrey:Now trying a streak may not be exactly what leaps to mind when people hear that term. Tell us about what that means. McKinley:So what it means is you try and maintain a behavior. Your streak is however many days you do that one thing. So a good streak for healthy eating would be... Anthony Godfrey:Four hours, I went without eating Funyuns. And that is a streak. McKinley:I guess, if you're counting your streak as every hour, that would be a streak. But if you are just focused on what's your next "smallest" step, a streak for healthy eating would be, I'm going to see how many days in a row I can eat a vegetable. So just see how many days you can accumulate of eating a vegetable, which for many people that would be a positive change. And rather than shift to some big diet that you give up on, or don't actually enjoy, just try a streak. What's a small behavior that you're up for today. That you'll be up for again tomorrow. So a vegetable every day, see how long your street goes, or if it's exercise or movement, see how many days you can get your set of really minimal, you know, amount of movement, your 15 minutes of walking in the sunshine, how many days in a row can you maintain that? And maybe we could have, you know, many students who have maintained a couple of streaks throughout the summer. And I think you would, you start to see the benefits accumulate over time. Anthony Godfrey:I did read a long time ago about an older gentleman who had been physically fit his whole life. Very strong. Maybe you've heard this done pushups. And he said, somebody asked him, what's the secret to doing so many pushups and staying so fit. And he said doing one push-up every day, because once you've done the one you started, there's the momentum. And I may as well do a couple more and I may as well keep going. And so the cumulative effect of just sending the goal of doing one pushup every day, gave him the start. He needed to really be on a path toward physical fitness. McKinley:That's a perfect example. You know, when we think about students re-adjusting or adjusting to, or creating a lifestyle post pandemic, that one, push-up a day, that one vegetable a day, that five minute thing that you're doing, those are the things that add up over time. And that's how human behavior gets. Anthony Godfrey:Stay with us. When we come back, more tips on health and wellness during the hectic summer. Break:Do you simply love learning online? We can't wait to have you join the amazing teachers in our brand new Jordan Virtual Learning Academy. In Jordan Virtual Learning Academy schools, we offer innovative, fun and flexible online learning with daily real-time instruction from teachers. Enrollment is currently open for all K-12 students in Utah. Start on the path to personalized virtual learning success now at http://connect.jordandistrict.org. Anthony Godfrey:Rachel Dangerfield, some ideas for making the most of the day by structuring it somewhat. Rachel:Yeah. So it's funny because I've heard parents say, "well, my kid thrives better without a routine." And what's funny about that to me is we know that's actually not true. Kids do well in school because they have routines and they know what to expect, right. Especially our anxious kids when they start worrying about what's going to happen today. That's when we see them start to fall apart. So obviously, your whole summer doesn't have to be structured for some of you. It may be, but just routines like what time you're going to bed, what time you're waking up. Routines with brushing your teeth, taking showers, things like that, that we need to do every day. Anthony Godfrey:That's one to be doing that every day. Rachel:I hope so. Anthony Godfrey:Yeah. That I have down. I'm on a really good streak for showering and brushing my teeth that are working. It is true that with my son, showering every day is not a given. If there's a reminder there, especially in the summer, it feels like vacation when you're not showering. Rachel:Yes. And to that, one strategy parents can use that works really well, especially with elementary aged kids is a visual schedule, right. Especially for our friends that like do lists, so do our students and our kids. So when they can check it off and go on a streak was showering. It all just ends up really well. Anthony Godfrey:Yeah. I do agree that a visual representation or chart can really make sure that kids follow through on those routines. And like you said, it doesn't have to be completely structured. The summer probably ought to be a good blend of the two. You get those structured things done. And then you have some free time and you're able to do the things that you want to do, connect with friends and do the other things that you would choose for yourself. McKinley:And I would add to that. It's probably a good idea to add to your routines, some very small strategies for social or emotional wellness. Here's an example. So we were just saying, texting or reaching out to a friend every day, just not even being too concerned about what the response is, but helping our child practice the skill of reaching out, practicing, building friendships. There's one routine that you could do every day. And then the emotional wellness component of that you could add to your routine would be something as simple as as a gratitude practice. So that could be at dinner time. Everyone says one positive thing that happened that day or a journal where they write three things that they're grateful for from that day, or talking, just sharing or writing down. Anthony Godfrey:The social aspect, I really liked the idea of reaching out to a friend and not being so hung up on what the response is. So many kids, and my kids are no exception, over the years have just thought, well, nobody's asked me. They're playing basketball and nobody asked me to play or join in. How about you're the one who starts getting everyone together to play basketball or whatever it may be. And so initiating that social interaction is something that sometimes kids expect others to do for them, but they don't take the thought to initiate that themselves. How do we prepare for the beginning of the school year? There may be some anxiety about returning to school. School is going to be very different from what it has been for the last year and a half. And many students may be returning from virtual learning into school and they haven't been in school for a year and a half. What are some of the things that you have found have been successful in the past when someone is anticipating something like that, that's creating anxiety for them? Rachel:I've had students tour the school and visit the school, across all ages. Elementary, they can meet the teacher beforehand. They can practice walking to their classroom. They can go play on the playground and start to sort of get used to that environment. In secondary, we've also set up tours, special tours because a lot of times, you know, the ninth graders will go to the 10th grade to the high school, but they can go again. And the schools are really, really awesome at working with these kids. They can go meet all of their teachers. They can go practice opening their locker when there's not the pressure of all the kids around and the bell's about to ring. So that's one strategy that I've seen work really well. Anthony Godfrey:Which fits in with the idea of taking on that anxiety a little bit at a time, getting a little bit of exposure stopping by the school. I love the idea of walking through your schedule or walking through the school, playing on the playground depending on your age. And then it starts to become a little more familiar and something that maybe you can picture a little bit more being at that school. And also, you know, there's of course every year there are those students who are going from ninth grade to 10th grade moving into the high school, sixth to seventh. Those are always times of anxiety for all of us where we're nervous about this big shift. There's a, there's a change in, in friend groups. So I like the idea of kind of dipping your toe in the water. Also counselors are there for a good portion of the summer off and on administrators are there and then teachers are there a week before school starts essentially. So there are some opportunities to become familiar. And the locker, I remember the locker is, is such a, I don't know why they have to be so difficult, you know, right left. Right. And you pass it the first two times, but you don't the third time, I don't know who came up with that many years ago, but it's been vexing twelve-year-olds ever since. But th those are some really good ideas to try to just get accustomed to the idea of being back in school after having a what's is hopefully a really restful. Speaker 3:And along with that still continuing to normalize the experience. You know, it a lot of kids may be nervous too. There's a lot of kids are also learning how to use their locker. But if, if I was asking you, Superintendent, twice a day, every day, all summer, are you sure you're going to be okay? Are you nervous? Are you feeling a little bit nervous about this school year? I mean, it is so different, right? How would that make you feel over the course of the summer? What do you think? Anthony Godfrey:Like I was maybe supposed to be nervous to be here. McKinley:Like you were supposed to be nervous. So along with that, I think it's important that we acknowledge the feelings, we accommodate and we allow for children to experience anxiety, but we don't have to cue them for it constantly. Yeah, it may be a little different, but they've done school for a lot of years and they've adapted a…

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Episode 90: Inspiring Words from the Class of 2021 Jun 03, 2021

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It is with great pride that we honor and congratulate the Jordan School District Class of 2021. The graduates have demonstrated strength and perseverance in what has been a challenging and unprecedented year. On this episode of the Supercast, we hear from some members of the Class of 2021 who truly are an inspiration to all. Audio Transcription Anthony Godfrey:Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. I'm very proud to honor and congratulate the Jordan School District Class of 2021. The graduates have demonstrated strength and perseverance in what has been a challenging and unprecedented year. On this episode of the Supercast, we hear from some members of the Class of 2021, who truly are an inspiration to all.We're here at West Jordan High School with Eliani and she's speaking at graduation. And I would love to hear some of your speech. Now I have to say I was in the office and someone said you have to meet Eli. So I've already spoken with you a little bit about everything that's going on with you. You have some exciting things happening in association with graduation. Student:Yeah. A lot of awards that I'm going to be winning soon. Well, but my biggest award would be speaking at graduation. Anthony Godfrey:So speaking at graduation is your biggest award. That's pretty cool. Student:My biggest accomplishment that I've ever done. Anthony Godfrey:Well, it's an exciting day. And like I told you the other day, I'm excited to be there. I get to speak with you, but mine is going to be pretty short and a lot less interesting than yours, that's for sure. Let's hear part of it. Student:Being a teenager has its challenges such as controlling emotions and impulses. But with these challenges come great rewards like having big dreams you can make and your own independent positions. Tomorrow, we wake up as adults and it's your choice to do what's best. Adulthood is a world of responsibility and work, transforming from a teenager to an adult. Might be challenging if you are here graduating today, I know you could make it in the future. Anthony Godfrey:I love that last line. If you're here, graduating today, I know you can make it in the future. You've come this far so you can keep going. What does it mean for you to keep going? What's next for you? Student:Well, for me, I want to continue my education and pursue an Associate's Degree in graphic design. I feel like a lot of people doubt themselves in the beginning and say, "Hey, I can't do this". I know I can't during the beginning of the school year, we were struggling to keep things going online. And in-person, a lot of kids struggle with that and they are here graduating in a couple of days. I know that they can make it in the future because they've been going through all this beforehand. Anthony Godfrey:What would you say to students who are worried about whether they're going to graduate next year or worried about starting high school next year? What would you say to them? Student:Something I would say is that it might be challenging at first, but even if I did it with having a disability, you can do it as well. And honestly, just have fun. Don't take it seriously. Take your grades seriously, of course, but live life a little. I would say go to dances now that the pandemics kind of over. Go to dances, hanging out with your friends late at night, just get a boyfriend. Honestly, just live life. High school is serious at times, but you need to live life. Yeah. Just live life. Anthony Godfrey:I think you're right. There are achievements in a high school and you want to make sure that you're having a good blend of hard work and good fun. Student:Yes. Anthony Godfrey:It's a pleasure meeting you again. I can't wait to share a stage with you and I can't wait to see where you go from here. You have great things ahead of you. Student:Thank you. Student:I like to tell you my story. It all started my first year of high school. It wasn't the place for me. I failed many classes got into bad friend groups that pressured me into doing things that were detrimental to my health and well-being. It felt like everyone gave up on me and I was giving up on myself. My life was on track to get me where I wanted to be ever since I came to Valley. My whole world changed for the better. I've made so many awesome friends and my grades improved immensely. The positive atmosphere at Valley and the unconditional love and support from the faculty and staff helped me achieve my goals. Malaria once said, "It is not only what we do, but also what we do not do for which we are accountable." Valley teachers focus on putting the accountability in the student's hands, which helped me have confidence in making decisions about my future. Anthony Godfrey:I'm speaking now with Rebecca Kelly, who's speaking at Valley High School's graduation. Rebecca tell me, Valley High School sounds like was exactly the right school for you. Student:It definitely was. Like I said, in my speech, I failed many classes and I got into bad friend groups. Yeah, it wasn't the place for me and I didn't fit in. I always sat in the back with no one and I didn't really have many friends. But ever since I came to Valley, my whole thing changed. I'm captain of the year book and like chief editor, and that's helped me get outside of my comfort zone a little bit. And I've made so many more friends. Anthony Godfrey:You're both captain and chief? Student:Yes. Anthony Godfrey:That's pretty exciting. Tell me about some of the students and teachers you met at Valley that made a difference in your life. Student:I don't know. They always tell me to keep on working hard and you'll achieve a lot of things. I've never really been told that before in my life. So hearing that from someone, and hearing it over and over again, it made me feel like it more that I was going to achieve a lot of things. Anthony Godfrey:I think overcoming the challenges that you have and now not just graduating from Valley, but speaking at Valley High. How does that feel right now in this moment? Student:I'm freaking out a little bit. I got tummy tickles already. Anthony Godfrey:The tummy tickles can be a good thing. And I think these are good tummy tickles telling you that great things are happening for you. Student:Yes. Anthony Godfrey:So the Class of 2021 at Valley High School, how would you like them to be remembered? Student:Just how far they've come and how much they've accomplished over the past year and a half. And not just through the COVID year, but before that too, with the struggles in their lives and what they've overcome. So many great things and that they are going to be doing great in the future. Anthony Godfrey:Do you have any words of encouragement for those who may be listening and might be struggling with fitting in at school or accomplishing what they want to? Student:I always kept on telling myself, don't be afraid to be you. I was not myself trying to just fit in, but me being me, it helped me grow. Anthony Godfrey:Some great advice that you can use the rest of your life. Great things are ahead. Thank you for talking with me. We're here. Mountain Ridge High School, talking with Alexander Hill about speaking at graduation. Alexander, let's hear some of your speech. Student:We only have two subjects to speak on, reflection and relationships. We've all been traveling a similar path, but we're about to split 570 different ways. Before that happens, take a moment to reflect on what you have learned here at Mountain Ridge High School. I for one have learned from Mr. Arthur that the solution is far less important than the process. From Mrs. Robertson that everything in life has a deeper meaning if we can find it. And from Ms. Porter that we should each add to the tool belt, trying new things that improve our lives. And from Ms. Barrett, that when we are learning history, we are only learning about ourself. And that's just the beginning. Each and every teacher has made an impact on our lives that perhaps will never be fully recognized. What have you learned here? What principles will you take with you throughout the rest of your life? Now relationships, not the lovey-dovey because I'm not too good at those, but the relationships with your friends and family. We were in the truck one day, so I stopped by the cemetery and took a look around at the rows of graves. I noticed that not one headstone had engraved "Here lies an honor roll recipient, 13 consecutive times." There's not a single one that mentioned if they were student body officers or club presidents, their AP test scores or 1600 meter time. No, rather those headstones are all about relationships, about friends and family and the love that connects them. About the love that those people gave and the love that those people received. As we navigated the next parts of our lives. Remember, it's all about the relationships we have. Anthony Godfrey:How does it feel to be at this point? Student:I never thought I'd get here. Seeing my siblings get here, seeing my friends get here, but here we are. Anthony Godfrey:It always feels like it happens to somebody else, right? Student:Yeah. It's usually a little scary, but mostly excitement to just go to the next chapter of our lives. Anthony Godfrey:And what is that next chapter for you? Student:For me, it's a little bit of everything. I'm at UVU right now, and then I'm going to military training starting in September. I'll be there for nine months. And then I'm going on a two-year church mission. Anthony Godfrey:Let's talk about elementary and middle school. Tell me a favorite memory from elementary or middle school that prepared you as well, because it's a 13 year process really to get you to graduation. Student:That's true. So I went to both Daybreak Elementary and Butterfield Canyon. And I have great memories of both, but I remember Ms. Nixon, my teacher in Daybreak, who's now a principal at Herriman Elementary. We played "Kick the Trash Can" and we would go out on the field and play that each day. And it was a hardcore intense game and there would sometimes be hard feelings, but that was a highlight of my fifth grade experience and I got pretty good. Anthony Godfrey:Well, I run into Ms. Nixon now and then, so I'm going to have to talk with her about your Kick the Trash Can skills. It's funny, the things that stick and the experiences that stay with us. What advice do you have for anyone who may be starting high school and maybe he's a little nervous about that or is a junior concerned about graduation or graduating with the grades they'd like to see next year? Student:Yeah, I think the biggest thing is get involved. You can focus all day on your grades but you will walk out of high school with great grades, but you won't walk out with the soft skills that you need to be a successful person. And a lot of the soft skills I've gained have been through the different parts of been involved with choir and with DECCA, FPLA and with service. I'm serving on the Youth Council, so we get as involved as possible. You'll meet new people and you'll gain new skills. It'll take your life far. Anthony Godfrey:Well, thanks a lot for taking the time. I know it's a busy, exciting week and I wish you the best going forward. Student:Thank you. Appreciate it. Break:Do you simply love learning online? We can't wait to have you join the amazing teachers in our brand new Jordan Virtual Learning Academy. In Jordan Virtual Learning Academy schools, we offer innovative and flexible online learning with daily real-time instruction from teachers. Enrollment is currently open for all K-12 students in Utah. Start on the path to personalized virtual learning success now at http://connect.jordandistrict.org. Anthony Godfrey:I'm in the alumni room at Bingham High School with Jackson Wheeler. Jackson, how does it feel to be graduating? Student:It's kind of surreal. Like I was saying earlier, I first started my freshman year here and we came in and we celebrated a State Championship that we had won. And now I'm a senior and I'm graduating at this crazy. I'm starting out the same way I ended it. The time goes by quickly. The days go by slowly, sometimes the nights when you're up late doing homework or having a good time with friends and all of that. But it's a big milestone. Anthony Godfrey:How does it feel? Looking back? Student:It's hard to put into words exactly what it means as far as this big milestone, because you know, it's the epitome of high school, right? Every student looks forward to the day they graduate and now it's here. And the culmination of these last four years, well, not even four years. The last 13 years of work, right. You've been working since you first started school and you know, here you are, and we're celebrating your education. It's more than anything I could describe and being fortunate enough to speak. I think just being able to embody Bingham High School students. I'm very grateful and very fortunate to have that opportunity. Anthony Godfrey:How would you like the class of 2021 at Bingham High School to be remembered this specific class? Student:I want to be remembered in a way that's different than any other high school class has been remembered, not just in the sense of we're graduating, but we're different. The time has changed, right? We live in a different world, different technology, but the things that we went through as far as being in school and establishing ourselves and who we are. I focus a lot on tradition, especially because the school is built on tradition. It's very historic. And then coming in a year later and having everything taken away and trying to figure out who we were right in between identifying who we are to having COVID hit us the way that it did and being students, specifically our class, because, you know, we had come in, everything was taken away and we had to relearn who we were, right. We're individuals that persist and no matter what, we're going to adapt. That's what makes Miners successful is we're going to get the job done, regardless of the circumstances or whatever. Anthony Godfrey:I like the idea of relearning who you are but at the same time growing and becoming even more. And that's really what we hope that your educational experience, like you said, all 13 years are all about. I'd love to hear part of your speech. Student:Absolutely. So the part that I thought about reading to you is the conclusion of my speech and the entirety of my speech.I kind of wrote down as a metaphor of a pencil. So the whole speech encompasses high school as a pencil. And there's different references and in jokes in here and there that you know, help capture what I felt high school really was. So I'll read this last part here. This is the beginning of the conclusion, and I'll go with this. Sitting here in this final moment ,we will end our chapter as changed characters, better because of the tools that we were equipped with. Henry Bergson once said "To exist is to change to change is to mature, to mature is to go on creating oneself endlessly." But before we jump into the journey ahead of us, we have to take time to reflect on this moment. Right now we are Miners through and through, for the rest of our lives a part of our hearts will always bleed blue. Although this chapter for the Senior Class of 2021 is closing, we…

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Episode 89: Students Use Creative Writing Skills to Reach for the Stars May 27, 2021

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They are reaching for the stars in Amy Geilman’s creative writing class at West Jordan Middle School. It is part of a lesson in letter writing where students choose a famous person to reach out to with a formal letter. Then, the students wait for a response. On this episode of the Supercast, we talk to students who heard back from celebrities like Chris Pratt and former President Obama, even the Utah Jazz sent letters in return. Find out what they learned from writing and reaching for the stars. Audio Transcription Anthony Godfrey:Hello, and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They're reaching for the stars in Amy Geilman's class at West Jordan Middle School. It's part of a lesson in letter writing where students choose a famous person to reach out to with a formal letter. Then students wait for a response. On this episode of the Supercast, we talk with students who heard back from celebrities like Chris Pratt and former President Obama, even the Utah Jazz sent letters in return. Find out what students learned from writing and reaching for the stars. We're here at West Jordan Middle School to speak with Amy Geilman and some of her students about the project that has been going on for quite a number of years, writing celebrities and famous people for their autograph. Thanks for spending time with us today. Tell me a little bit about this project. Teacher:Sure. So I think we started maybe 15-16 years ago, doing this in an effort to help kids learn to introduce themselves in writing to someone they might not know and be a little more formal as they do. We talk about what makes a good letter, how to communicate, what are appropriate questions to ask or what is appropriate to ask for. We don't let them ask, please send me seven pairs of shoes or something like that. They have to be able to recognize and think about what kinds of questions would be good to get information about. And it's been really fun. We've received responses from lots of people over there. Anthony Godfrey:Now, what gave you the idea initially to start this project in your classes, your language arts teacher? Teacher:Yeah. I wanted the kids to do a piece of writing that would go public, so to speak. Now it was easier to publish something. Because it was a little bit harder to publish things, you know, back when I started doing it. I wanted them to see that writing was a real world activity that could lead to real world things. And I realized that a lot of the kids had not really sent letters to people and that still continues with a lot of students. Sometimes when I give them an envelope, they address the wrong side of it. They just have not done a whole lot of mailing like that. And so I wanted them to see that writing was a real world activity that people did that could lead to results of something. And this was a fun way to do that. And now that we do so much public writing on the internet, this is a good chance for me to talk about what kind of impression you're making through your writing and how you can present yourself in the best light. Anthony Godfrey:Do you think a letter stands out more than it used to when a celebrity receives a letter from a middle school student? Teacher:Yes. I think that because a lot of my students have commented on a YouTube channel or put a comment on a gaming channel that they follow. But they haven't done something formal like this. And actually the longer we've done this, the more of a novelty. The letter part is where they actually get something physical. And I'm sure that the celebrities still receive a lot of physical fan mail, but probably not near as much as they used to. And so I do think it stands out. Anthony Godfrey:Now, where do you find the addresses? How do you discover where to send that? I'm sure that's a little bit of a task. Teacher:That is tricky. Yeah, no kidding. I was just commenting I think if the District checked my Google search history, they'd be thinking, what is her deal? There are a couple of websites that do put fan mail addresses out there, but if the student chooses to write to a particular singer or actor, sometimes I'll look up who their agent is. Or who their agency is if they play for a specific team, I'll send it to the team front office. You just kind of have to be a little creative and a bit of a detective. Occasionally they come back with the wrong address and then I'll try again. And if I can't find it, then I'll tell them student, I couldn't find this one. The letter came back. You can write to some else. Anthony Godfrey:No, I thought you were going to say that if you can't then you look up records in the county office in whatever state they live so that you know what their home residence is so that you can stake it out. Teacher:Well, I haven't gotten quite that far yet. Anthony Godfrey:Yeah. Not quite that far. That's probably best. I do have to say I'm a huge fan of making a connection with celebrities. I have, since I was a kid. I've stood outside many concerts afterward and stood outside the Vampire Weekend Concert when it was opened or when it was over and the guard said, "Oh, they've all left." And then I said, "No, they haven't." And he said, "Yes, they have." And so then an hour later they finally thought, this guy's not leaving. So they walked out and I got their autograph. It would be a lot easier if I'd just done it through the mail. That would have been a lot smarter, but a I'm fascinated by this because I have always wanted to get the picture with the celebrity or get that autograph. Teacher:You talked about how it's nice to be able to connect with someone you admire and to tell them what you admire about them and be able to let them know that they're inspiring you in some way. So then that's cool. Anthony Godfrey:And you're right. I've taken the same kind of approach that you're describing. I'm always polite "Excuse me, Mr. Bono, could I get your autograph please?" You know, and it helps to be very polite and know the right way to approach them. And it sounds like you've really been able to do that over the years. The front office is a way to reach them. The agent is a good way to reach them, that sort of thing, or be creative. Do you mostly have find success with getting the right address at least, where it's not returned? Teacher:Yeah. Most of them don't get returned. Occasionally they come back, but most of them don't get returned. This year, we got fewer responses than I think than we have in the past. But this year's been strange for everybody. But we do get a random sampling of responses and it's really fun for the kids to see when it comes. We address it back to the school so the student's home address has never given out. And then it's fun for the kids to get it in class, in front of all their students and their classmates and say, "Here, you got mail. Let's see what they sent you." And it's really fun. And we get some really good responses. Authors are really good at responding, which is not surprising because they are writers. Actors respond quite often. I was telling the students that Adam Sandler is always really good about sending a postcard back. We've gotten responses from Jim Carrey and other famous people. And then athletes are really good at responding as well. Not so much with the singers. They don't respond quite as often. Sometimes students will write to the governor's office. They're always really good to respond back. And then we've sent some to the White House over the years. Anthony Godfrey:So the singers are the tough group. Teacher:I don't know. They must just get inundated. I don't know. I've sent a lot of letters to various singers over the years and occasionally we get a response, but not as much as you'd think. Anthony Godfrey:What are some of the surprising responses over the years? Teacher:Let's see......Well, the new England Patriots send us a big packet of stuff one year. We get lots of photos with autographs on the bottom, but then lots of times they'll throw in other things: bookmarks or stickers, decals that kids can put on things. It's just fun for the kids to be able to get something in response to what they've sent out. The year that the NBA did their lockout, Jimmer Fredette was just finishing his BYU career and was just starting. He sent a handwritten letter, which was really cool. It was a full page to that student. And then we did get a good response. I'm not sure which coach sent it back, but the year after, or two years after Jordan Leveridge was a player at the West Jordan High School basketball team. Then, a little bit after that this student who knew him and was a fan of his, sent a letter to the Utah Basketball Program, men's basketball, and they sent back a really nice handwritten letter commenting on how great Jordan Leveridge was and how great West Jordan is. And that was really fun too. Anthony Godfrey:That's an exciting project. I'm starting to think of all the people that I need to write now, using your tips and tricks. Let's talk to a few students who have written some athletes and politicians, actors, authors. Here we have Carter, also known as Beast here. And you wrote Chris Pratt. Tell me about that. Student:I didn't really have a choice to write to him. My sister really likes him, so she said I had better write to him because I never got a write to a famous person. So in the letter, if Mrs. Geilman, didn't see, I wrote my sister really likes you too at the end with the wink. I was so embarrassed to put that in there, but she forced me to and then... Anthony Godfrey:Now wait. You talked twice about your sister forcing you to do things. How big is your sister? Student:Lily knows her, but she's probably the scariest person I've ever met. Anthony Godfrey:Okay. So your sister has complete control over you. We've established that you add at the bottom that my sister likes you too, with a wink. How does Chris Pratt respond? Student:He sent me an autograph with no letter back, but it's still really cool. It says, "All your best wishes. Chris Pratt" Anthony Godfrey:That's a really cool picture. Student:Yeah. Anthony Godfrey:Again, I mentioned this before that would be very expensive if you tried to buy that someplace else. And that's really cool. That's a picture it looks like from Guardians of the Galaxy, if I'm not mistaken. Student:Yeah. Anthony Godfrey:And so, did your sister treat you well for at least a day or two after that came in response? Student:Yeah. Every once in a while I have to go track it down because she likes to steal it from me. Anthony Godfrey:She steals it from you. I think you may need to put that in an undisclosed location somewhere or else it could disappear forever. Student:So like a week later, I woke up to find myself on KSL. Anthony Godfrey:Oh yes. I remember seeing that article that you were covered by KSL. What was that like? Did you feel like a little bit of a celebrity yourself being interviewed like that? Student:Yeah, it was amazing I guess. I'm also wearing the same shirt. Anthony Godfrey:So I wasn't going to point that out. But when you go by Beast wearing the shirt that says "Beast" it just makes sense. You know, how did it feel getting a response? Student:Crazy. My sister went crazy of course. More than I did actually, but yeah. Anthony Godfrey:Yeah. Student:It's pretty fun. Then it seemed we just binge watch everything Chris Pratt has ever been in. But she's never seen a movie, actually. She just likes him. Anthony Godfrey:Wow. So she just likes the look of him? Your sister is quite a character. It sounds like she's going to love this. Anthony Godfrey:Yeah, be sure she gets a chance to listen to this. Stay with us. When we come back, hear more about the celebrity responses students receive as part of their letter writing projects. Break:One of the most prestigious academic achievement program available for high school students, and we're proud to say it's coming back to Jordan School District. We're talking about the International Baccalaureate (IB) programs, which will be located at West Jordan High School. The IB programs support personal and academic achievement for students at the very highest level. IB diploma courses take place during a student's junior and senior year in high school. Sophomores are invited to consider the IB program for next year. There are no prerequisites for IB and interested middle school students can start preparing now. Students with the IB diploma have a better chance at getting into some of the most prestigious universities in the world. For more information or to find out if your teen is a good candidate for IB, visit http://ib.jordandistrict.org or call West Jordan High School. Anthony Godfrey:Benjamin. Tell us about writing. You wrote Richard Paul. Student:I decided to write Richard Paul Evans, the author. Anthony Godfrey: And what made you want to write to him? Student:I was reading a lot of books in his series at the time. That's The Lightning Boy series? Anthony Godfrey:What is it again now? Student:No, that's Michael Vey. Anthony Godfrey:Yeah. Yes. Okay. So how did that go? Student:I got a letter back answering all the questions that I asked. Anthony Godfrey:Didn't just ask for an autograph, you asked him some questions. Was it about the Michael Vey character? StudentMore like the series in general? Anthony Godfrey:I just called him lightening boy, because I haven't read the book. Was I anywhere close? Student:Yeah. Anthony Godfrey:Okay. Tell me some of the questions that you asked him. How did he answer? Student:I asked about the covers. They were really interesting to me and so I wanted to know who made them and how. Anthony Godfrey:How did you become a bigger fan after you heard back from him? Student:Yeah. Anthony Godfrey:And did he sign something for you as well? Student:He didn't specifically say anything, but he wrote. Anthony Godfrey:Was it a typed letter? Student:It was a semi-automatic thing. Anthony Godfrey:Yeah. That's pretty cool though. That's great that you heard back from him. Delilah and Evelyn, you wrote the same person. Who did you write? Student:Barack Obama. Anthony Godfrey:And what made you want to write Barack Obama? Student:Well when he was our president, I felt like he was a really good one. I felt like he really helped change the world for the better. So I just wanted to write him and show him how thankful I was to him when he was our president. Anthony Godfrey:That what you told him in the letter? Student:Yeah. Anthony Godfrey:And what did you receive? Any response? Speaker 5:A picture of him and a signed autograph on it. Anthony Godfrey:And Evelyn, what made you want to write former president? Student:Well really, I didn't really know who to write to and the same thing. Delilah said that she thought he was a really good president and that he changed the world. Anthony Godfrey:And what did you receive in reply? The same picture? Student:No. It was a different picture of the whole family in the office and the signed autograph and the envelope with the email address was handwritten. Anthony Godfrey:So what have you done with those photos? You have an autograph that's worth a fair amount I would say. What have you done with that? Student:Hung up in my room by my calendar, right when you walk in my room. Just with some duct tape on each corner, up on the wall. Anthony Godfrey:How about you, Evelyn? Student:I am currentl…

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Episode 88: Students Get Their Game Face On With Competitive Esports May 20, 2021

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It is a competitive sport that is taking off around the world with talk of being added to the 2024 Olympic games. We are talking about eSports, competitive video gaming that has high school students across Jordan School District signing up to take on teams from all over the State. On this episode of the Supercast, find out how eSports is taking video gaming to a new level with competitive gameplay, challenging young minds and improving their mental, visual and physical coordination. eSports is even bringing students together in a community where they may find new careers. Audio Transcription Anthony Godfrey:On this episode of the Supercast, find out how eSports is taking video gaming to a new level with competitive game play, challenging young minds and improving their mental, visual and physical coordination. E-sports is even bringing students together in a community where they may find new careers. Let's start by talking to a competitive gamer and his coach. We are here at JATC North to talk about eSports. They have one of the premier eSports teams here in Jordan District. And we're here with a Dithea ,who is on the team and Amber Saffen, who is the coach for the team. The team just started this year and they're going to teach me all about it. Thanks for spending time with me today, guys. Student:Oh, thank you. Happy to be here. Anthony Godfrey:Alright. Tell me the description of what eSports is for those who are listening at home. And they just sat down their controller. They stopped playing Defender and Qbert, and now they want to know about eSports. Student:Alright. So basically for everyone that doesn't know about eSports, eSports is basically just any video game that is played competitively to the level where it's kind of a professional match. Most of you guys know traditional sports, like soccer, football, baseball, that everyone has small leagues. They play in Little Leagues, etc., but eSports is just like that, but with video games. So there are the professional leagues where like the NBA, NFL, for like specific sports. So each different video game is a different sport. So League of Legends, that's a type of different sport than Overwatch. Those are like different sports. Anthony Godfrey:So within Overwatch and League of Legends, there are different levels of play. Is that right? Student:That's completely correct. So basically, in the each game there are different rankings and different levels of play. The higher up you go, the more professional you are, just like that in any other sport. The higher and the better you are, the higher the leagues you'll be playing in. Anthony Godfrey:Alright. Coach Saffen, what level would we be competing in an eSport at the high school level? Coach:So just like you said, there are the different individual games with their individual rankings. Those rankings for an eSport player help determine your eligibility for those more professional leagues. The nice thing about having a District eSports team is that they can get that experience competing, but they're not restricted to that eligibility by ranking. We can have students who have never played a game before, or haven't built up that ranking and they can come and join the team. And we compete on a State level or a Regional level, depending on the eSport, depending on the game, and then those players want to continue to the professional league. Those would be based off their individual game rankings. Anthony Godfrey:So you can compete at the high school level without being ranked beyond that you have to be ranked. Is that correct? Coach:Yeah. So to compete at the professional level, the rankings do determine your eligibility. Anthony Godfrey:Okay. So how does this ranking happen? It's probably not like when I used to be ranked on Dig Dug because I had the highest score of the day and then they unplug it at night. And the next day I can, once again, work to be the highest score at Chuckie Cheese. This is more complex then? Coach:Yeah. That would upset a lot of professional league players, I'm sure. So basically, and you can correct me if I'm wrong since he's a pretty high ranking player himself, the season starts for a particular game and then those games count towards their ranking. So as they compete individually through the company, and that's a big difference between what you would call traditional sports and eSports is that in eSports you have kind of a third player that's the company that owns the game. They themselves determine things like how. Those rankings are all determined by League of Legends, the company's competition. Anthony Godfrey:Tell me about your ranking. Student:Okay. So I typically only play League of Legends. I am a gold player and I've peaked platinum in different seasons. So let me explain what this means. In the rankings, it starts from iron and it goes to bronze, silver, gold, platinum, diamond, masters, grandmasters, challenger. Challengers is top 500. So in each of those rankings, they have divisions to clearly show how skilled you are and how much game knowledge you actually have. And it just kind of shows what you are. So basically, starters would be around iron to bronze to silver. Those are the lower end league, those who just started the game, just getting to know it. Gold to platinum is like, we're just getting better. I know the game a little more and I'm actually getting good. Then platinum to diamond is when I'm almost getting into the higher end where I'm getting really skilled and professional. And then masters to challengers, that's the full-on professional scene, that's where you can start getting into eSports. Anthony Godfrey:The professional level. Now I understand that you're an award-winner. Tell me what happened there. Student:So this was for shout-casting, which is just kind of talking over the game that's being played at an eSports game. So what I did was I color-casted and shout-casted, which is our play-by-play castings, two different types of castings on a specific match played in one of the professional leagues. And I placed for exceeding expectations and doing really well in the shout-casting. Anthony Godfrey:So where does shout-casting versus color-casting? Student:Okay. So color-casting is basically explaining the game and telling why a player did what they did and what's happening in the game. You're kind of the brains of the person. The play-by-play casting is usually telling you what's happening at the time.They're usually the ones that are like screaming, shouting, like kind of building up the hype of the moment of the game. Anthony GodfreySo the color-casting is just describing, now he's going to go to this move because that's the best way to kill an overt in the game. So there's color-casting, and then there is play by play and that's all part of the shout-casting. Do you have to shout it? Student:Um, it depends on your type of style. Some people, they try to make up the hype by raising their voice, or like starting to talk faster or they start wrapping, it's like super speed. Uh, it's really depends on your style. Anthony Godfrey:Exactly. Anthony Godfrey:Stay with us. When we come back, find out how competitive gaming is bringing students together in a supportive community and how the sport could lead to successful careers. Break:Do you simply love learning online? We can't wait to have you join the amazing teachers in our brand new Jordan Virtual Learning Academy. In Jordan Virtual Learning Academy schools, we offer innovative, fun and flexible online learning with daily, real-time instruction from teachers. Enrollment is currently open for all K-12 students in Utah. Start on the path to personalized virtual learning success now at http://connect.jordandistrict.org. Anthony Godfrey:Now you said that you did commentary for some of the professional leagues. Are you watching something that has already taken place or are you doing it live? Student:Uh, for the competition I did, it had already taken place, but usually you do it live, so it's honestly, you don't have time to plan it out. If I were to do a video, I can obviously just look through it, planning out what to say. But when it's live, you don't know what you're trying to say. It's all on the spot. Coach:So we shot the live match between Mountain Ridge and Riverton High. And that was live and the struggles that come with that is if you get a tech issue, you kind of have to stall a sports announcer boy. If suddenly the game went away, they'd have to just talk and all that. Right? So it's that live broadcasting skillset. It's the same thing except with eSports. Anthony Godfrey:Okay. Well, let's get a little sample. Do you mind showing me how this works? Student:All right. Anthony Godfrey:Okay. So describe the setup first of all, before we begin. Student:Okay. So what we have is obviously on one monitor, we have the game running so we can see what's happening. And we also have a mic there so that when we can talk into the mic and see it. And we have another monitor to watch the stream labs. We can take in the voice and record it. So that's basically the usual setup for a shout-caster. Usually all you need is like mic and a monitor to see what's happening in the game. Coach:I think what's going to be really helpful here, just so you know what the game is going to look like, give you a little bit of prep. The first section will be what's called the bans and the picks. So bans and the picks. Each team is going to alternate between picking their character that they're gonna play and banning the other team from picking a character that way. And so this is a very strategic part of the match. So what you can do while this is happening, you can ask a DP about why they're picking and banning these because he knows all the reasons why they would pick or ban, those characters. I'm going to start as halfway through the pixel bands because it can sometimes take a while. So that way you can get in. Do you think you can kind of explain what's going on and then pick up from there? So I'm going to hit record here. Student:So basically, we're in the middle of picks and bans. If I were to be shout-casting right now, I would be telling the people watching, as an entertainer, what they're banning, why they're banning this, what they're picking, why they're picking this and all the stuff like that. So right now, the blue side, which is the one on the left, they are currently banning or they're choosing to ban someone and they're thinking, oh they just banned Lylia, which is just a jungler. The only reason they banned Lylia was because the red side or the other enemy team didn't pick the jungler. They were thinking, so let's band another jungler he doesn't get one. Anthony Godfrey:That's like doing the NFL draft, but being able to tell people who they can't have, and not just picking who you can. Student:Exactly. So now that we got into the game, you can kind of see the lanes here. If you can see, this is top lane over here. This is just a map by the way. Anthony Godfrey:So you know a lot about this. Student:Yes. Anthony Godfrey:Okay. Let's hear a little shout-casting. Student:Okay. So we're three minutes in, and we're looking at the bot lane right now, nothing's happening so far. We're just getting into the game bot lane. Just sound are con going into, sorry, jumping in, getting the cue onto the silver, silver, getting low, but just has to walk away. Leona kind of got tacked on at your son is running away realizing that she has no, each piece is different. Kind of it gets that damage and double flash from bottling killing, uh, Susana. First of all, added to silver. That was a really well played by the juggler are invited from bottling, from flapjack and Wolfie. Now cat was getting attacked by the jungler and ADC. Catlin has to run away realizing that he might die as flush away. Now a gold lead side of the, just one cable lead for two Tulay, uh, not too big of a lead, but thick enough to say that it's going pretty well in the early game. CS wise, a lot of, uh, good CS, four to LA. They're getting a lot of gold and got a lot of experience. And from now on the game will go pretty slow. So Anthony Godfrey:Just for contrast, to show what a nice job you did, I'm going to try shout-casting. Okay. All right. Let's give it a shot. All right. We have the green fairy that's walking along with a cape. It seems to be feathers. She's distracted walking off into the brush. We have lots of minions. They have red hoods. All their hoods are red. They're walking and shooting red dots at the blue guys and the blue guys, boy two on three, they seem to be taking it. Someone's walking in a bubble. Now back to you. Speaker 2:Good job. That was a really good. Anthony Godfrey:I'm going to test you here. I'm going to try to connect to the audience out there. We have a lot of parents that listen, and some of them play Candy cCush. Are you familiar with Candy crush? Student:I've heard of it, but never really played it. Anthony Godfrey:Okay. Well let me explain it. And then I want you to do some color-commentary or some shout-casting of my Candy Crush game. What I'm trying to do is match up candies. When you match them up, they disappear and they do various things on here. Student:Um, so he's moving into the red candy you're going in and getting the three. You're getting popping, everything, getting four in a row, the blue candy getting four on the none, the purple hitting for many, I don't know what's happened with so many candies are bursting everywhere and he's bursting everywhere. So what you're trying to see here, he's just trying to get as many numbers as he can on the board getting so many blocks down and down and getting all this four in the rows, doing so much damage to the board, exploding everywhere. So you know what? Candy crush never seemed so fun. Anthony Godfrey:Good job. All right. Is this something you want to continue after high school? Student:Oh, definitely. II am actually considering doing this as a career, if possible. I know it's really hard to get into, but from all the videos and all the stuff I've watched from other casters, professional casters, they just keep saying to keep following your dream and keep pushing to do it. And the more you do it, the more practice you'll get and the more people will see you. And if more people see you, there'll be say, "Oh, I want this guy to cast for me." Anthony Godfrey:Yeah, that's exciting. That's great. Coach:And I think it's a really great thing that as the District started this up, because we were able, through items have a shout-casting class that students were able to do. And through that, that's one of the ways Dithea got connected to the competition, and connected to some of the coaches at the college level. They teach that pathway to the career. We watched interviews with some professional shout-casters who talked about how to get there. It's really nice that at the high school level, we can now take a student who wants to take this beyond a hobby to something at a professional level and be able to teach them the steps to how to actually do that. Anthony Godfrey:So this really can be a launching pad for a career and for a scholarship and for pursuing this further. Coach:Absolutely. As much as I love video games, just as a consumer and a gamer, it's the eSports aspect of how this can help the students in the future. that really interests me as a tea…

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Episode 87: Rolling Out the Red Carpet as Bingham High Drama Students Star in Shakespeare’s Hamlet May 13, 2021

Show notes

They will be rolling out the red carpet at Bingham High School as drama students star in Shakespeare’s Hamlet. Because of COVID, a stage version of the play was replaced by students filming all the scenes for a big screen production. On this episode of the Supercast, we find out what it was like for students filming Shakespeare and trading a live stage for the big screen. We caught up with the cast of Hamlet as they were filming a scene in the greenhouse at Bingham High. Audio Transcription Anthony Godfrey:Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They will be rolling out the red carpet at Bingham High School as drama students star in Shakespeare's Hamlet. Because of COVID, a stage version of the play was replaced by students filming all the scenes for a big screen production. On this episode of the Supercast, we find out what it was like for students filming Shakespeare and trading a live stage for the big screen. We caught up with the cast as they were filming a scene in the greenhouse at Bingham High. "Grating so harshly all his days of quiet with turbulent, dangerous lunacy? He does confess he feels himself distracted. But from what cause he will by no means speak. Nor do we find him forward to be sounded, but with a crafty madness, keeps aloof when we would bring him on to some confession of his state. Did he receive you well? Most like a gentlemen. But with much forcing of his disposition. 'Tis most true, and he beseeched me to entreat your Majesties to hear and see the matter. With all my heart, and it doth much content me to hear him so inclined. Good gentlemen, give him a further edge and drive his purpose into these delights." Anthony Godfrey:We're here outside the green house at Bingham High School to talk with Mr. Purdy about a project he's doing with his theater students. Mr. Purdy, thanks for joining us. Teacher:Yeah, absolutely. Anthony Godfrey:Tell us a little bit about what you're working on. Teacher:So we are taking Shakespeare's Hamlet and turning it into a film. So the students help out the production assistant, camera stuff, lighting and then just all the theater students are auditioned and they got in the film and it's just a new experience for them. Film acting. It's a completely different thing than theater. Anthony Godfrey:So is this a film adaptation in order to kind of cope with the impact that the pandemic has on your ability to perform live? Teacher:Yes, exactly. That was the whole thought behind it is. How can we do something creatively and in a new way, still give the students a really good experience, having them learn something new. Anthony Godfrey:Now you said that film acting and stage acting are different. What are the different approaches that students have to learn when they are acting on film as opposed to on stage? Teacher:Well, first of all, on stage they have to be huge all the time. Just really big, big facial expressions, big movement. The closer the camera is, the more you have to get rid of that. It's all about honesty and subtlety and just being real. So the big stuff doesn't work unless the camera's really, really far away. The big thing though, that's changed for them is that they get very little rehearsal time because we have to shoot. We have to rehearse a little bit and shoot every week and edit as we go along. So they don't get very much rehearsal and they have to memorize way, way faster. So it's a big learning curve, but they're doing an amazing job Anthony Godfrey:And memorizing Shakespeare presents a special challenge. But it's also very valuable to do that level of work. Why Hamlet? Teacher:Well, my favorite thing to direct is Shakespeare. I'm super passionate about Shakespeare and Hamlet. I don't know, for one thing, Hamlet just something I've always been afraid to do. But since I was throwing so much on the kids, I've always wanted to do Hamlet, I thought, let's just really go for it and do the big one, right? The vague Hamlet. That's, I just feel like it, there's some themes and such that are helpful maybe as you consider at this time. Anthony Godfrey:Shakespeare, I love Hamlet and actually, I'm here to audition for the part of Yorick. You think I could get that? Teacher:Do you want me to give you the real answer? Anthony Godfrey:Yeah. Teacher:Yeah. I think you, I think you could pull it off but not because you look like a skull. Anthony Godfrey:Okay. Teachers:I just think you've got it. Anthony Godfrey:I just thaught if I went for Yorick, maybe I can get there. Maybe that can happen for me. It's, you know, there are no small parts, right? Just small actors and I don't intend to be a small actor. I intend to make the most of Yorick's part. Teacher:Okay. You got it. From what I can see so far, you've got the role. Anthony Godfrey:See, I love this. This feels very validating. Okay, now tell me, you said that Shakespeare is one of the things you most like to direct. What is it that you like about directing Shakespeare? Teacher:Well, I love the language and the poetry. But probably the thing I love the most is that you can take these amazing stories, you can set them anywhere. You can do anything with them. For one thing, they are public domain, so you can kind of change it up, shake it up and Shakespeare can't do anything about it. But also I think that he would love the fact that his work continues on and on and on for so many years because you can do so much with it. For example, this one, we're setting it modern in our world. Our own modern world with Shakespeare's Hamlet as a documentary filmmaker. And he decides to use that skill and the camera to document what's going on in order to avenge his father and things like that. So I just love the possibilities with Shakespeare. Anthony Godfrey:Have you always wanted to layer a new challenge with additional challenges? Being new to the school, a pandemic, let's put the play into a video form and make a film instead, and let's adapt a Hamlet for the modern day. I mean you're taking on a lot of layers of challenges. And I really admire that. Is that just part of the package? Teacher:Sometimes I probably get myself into trouble by doing that, but in the end it all works out. And in the end I learned a ton. My students learned a ton because you can't really grow without those challenges. So, yeah, that's just kind of how I am. Anthony Godfrey:I hear a crow, and because we're talking about Shakespeare, everything feels like an omen. I feel like something awful that happened to me. Teacher:Do we need to knock on wood or what are we doing? Anthony Godfrey:I don't know, is there anything we can do? I think we just turn ourselves over the fate. We'll see what happens. You heard it here first. Tell me what are the outcomes that you hope for from this experience for students? Teacher:Well, I want them to gain a new skill, for one thing. There are so many opportunities in film for careers. And so I've felt like that's just another tool in their belt. My goal for Shakespeare all the time is that the students are going to come away with a greater appreciation for the past and that language and that history, because there's so much history. And when you do a Shakespeare piece, I just feel like they're going to be more well-rounded and hopefully they'll gain some maturity through all the challenges, right? And they'll come at their work in their futures, in their acting work, a little bit more mature, a little bit more disciplined. So it's all about growth for me in watching the students gain new skills. Anthony Godfrey:They will be more versatile, and there'll be ready for any challenge. If you can do modern day Hamlet on film as a high school student, there are a lot of skills that are going to transfer to other projects. We pulled you out of the greenhouse where the filming is taking place. So tell me why in a greenhouse, why this setting? Teacher:Well, these are the garden scenes. There are four or five gardens scenes to be at the shoot this weekend. And we came in this location and it's really cool. It's old. And it's got a really cool lighting. But this is the scene where Hamlet, well the scene we're doing tomorrow, this one leads into that and it's "to be, or not to be". But the big "to be or not to be" scene and "get thee to a nunnery" scene. And so that's all happening in the greenhouse. So it's a new way to do that scene. It's exciting. Anthony Godfrey:Well, I do love a Hamlet. I love Shakespeare. Ethan Hawke did a Shakespeare in Manhattan, the modern day, didn't he? And yeah, there are a lot of different adaptations. So I look forward to seeing yours. Teacher:Thank you. Anthony Godfrey:Thank you for being with us. When we come back, "To be or not to be, that is the question"< more on Bingham High's film adaptation of Hamlet and when you can see these students on the big screen. Break:If you're ready to start your child on the path to personalized learning, we are ready to help the Jordan Virtual Learning Academy. It's coming to Jordan School District in the 2021-22 school year. Three new schools will be opening as part of the Academy: Rocky Peak Virtual Elementary School, Kelsey Peak Virtual Middle School and Kings Peak High School. Each school will have their own principal and teachers, and each will give students a choice in their own learning. The schools will offer synchronous learning, which is teachers providing real time, live online instruction and asynchronous learning, where teachers provide videotape instruction for learning on a student's schedule. To register your student in the Jordan Virtual Learning Academy, visit http://connect.jordandistrict.org. Anthony Godfrey:All right. We're here with the young man playing Hamlet here in Bingham High School film production of the play. Tell me your name please. Student:Hi, I'm Jason Thompson. Anthony Godfrey:You auditioned for the part of Hamlet, of course. And are you excited to be doing it on film as opposed to stage? Student:Honestly, doing it in film, it's a new experience for me and for many of the other actors, and it's just, it's so cool. I've never had this experience and I'm having so much fun with it. And thank you to Mr. Purdy for setting this up, so we're able to do this. I am excited about it, yes. Anthony Godfrey:No, it was really clear that he was willing to take risks and do some maybe uncomfortable things, to be sure, that this worked out and that you had this opportunity. What does that mean to you to have him do that? Student:So he is a new teacher this year. So I haven't really known him for very long, but him being able to take risks for us to be able to pursue our passion in a time that is just kind of sucky. Like, it would be really hard for people to pursue art right now in the way that we portray it. Him going out there and saying that he is willing to take these risks and do these things. It just means a lot to me. Anthony Godfrey:I know the impact. I was in productions in high school and you make friends and you stay really close because you spent a lot of time together. Are you finding that with film production like you have with stage production? Student:Yeah, I would say so. There's some people that I have worked with before and making friends is part of the whole experience. And these people, we've just become closer and tighter as a group. And I'm so thankful for them as well. Anthony Godfrey:What is it about Hamlet that interests you as a character? Student:Ooh, it's really complicated. I've never played a crazy character and there's so many different details throughout the script that are really dynamic. He's just such a weird character. Learning how to do this character has been really tough. Anthony Godfrey:What is it that's challenging about the Shakespearian language? Student:Ooh, so it's an older dialect and that makes it harder because we don't normally speak that way and they use different words that we don't usually use. I was just going through my script yesterday finding the hard words and learning what they mean. I didn't know this before, but apparently, aught means anything at all because one of my lines is "No, not I. I never gave you aught". And what that's saying is no, I didn't ever give you anything. Anthony Godfrey:Does that mean that you kind of slipped into this now in common conversation and your mom might say you left all this on the floor and you say I left aught on the floor mother? Student:I can't say I've slipped into it, but it's definitely coming easier to me now. Anthony Godfrey:Okay. Well, I think, I think that might happen. I think you never know. You could start speaking in soliloquies. Maybe iambic pentameter will just become irresistible to you. Student:I'm excited for that. I think that'd be really funny. Anthony Godfrey:What does, what other involvement have you had in theater? Student:So I've been doing theater since 2013. I was 10 years old. That's a long time ago. I've done musicals all the way up and this is my first straight play. I've been in one acts and those aren't musicals, not usually, but doing a play is a different experience and doing it like this, it's an even different experience than I ever even imagined. But here at Bingham specifically, I've been in both musicals that have been done during my time here. So Singing in the Rain and Children of Eden. I've been in both of those. I've auditioned for the plays, but haven't made it in until this year and I'm Hamlet now. So that's pretty cool, I guess. Anthony:Hamlet is pretty cool. It's a big role. Do you feel the weight of responsibility to play Hamlet when so many greats have played him in the past? Student:Definitely. Anthony Godfrey:Not until I asked that question. Student:No, I really have. I've never been the main part, right? t's a huge responsibility and I want to take it. I want to make this play the best I can make it and do my part so that I can make my fellow actors look good. I don't want to be the reason that the whole show flops. Anthony Godfrey:Well, you make a good point that they call it the lead for a reason because the way that you devote yourself to it really will be reflected throughout the production. Student:Oh, how so. I would like to say that it's not going to be bad. It's going to be fantastic. Anthony Godfrey:I have no doubt that it will be fantastic. Well I just have a bit of advice. "To thine own self be true." I'm just saying that, you know. I heard that somewhere. Although you're used to musicals, this is at least lyrical. Student:Yeah. Oh, I have noticed that I've been. I be going through my lines and you know, with iambic pentameter, you can feel the beats in some of the lines. Sometimes you want to go with it, but other times you want to break it, you know, because you still want it to come out naturally. And sometimes iambic pentameter doesn't sound very natural. Anthony Godfrey:No, we can become a little sing songy, but anyone with a heartbeat can connect with iambic pentameter. Anthony Godfrey:Yeah. That is a good way to say it. Like you can connect to the lines easier. Let's Hear your "To be or not to be". Student:Okay. The pressure's on. "To be, or not to be? That is the question. Whether 'tis nobler in the mind to suffer the slings and arrows of outrageous fortune or t…

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Episode 86: Students from Hong Kong and Spain Talk About Their Foreign Exchange Experience May 07, 2021

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One student traveled more than 7,000 miles from Hong Kong and another 5,400 miles from Spain to have the experience of a lifetime, living in Utah and going to school in Jordan School District. On this episode of the Supercast, we hear the fascinating stories of two Bingham High School students participating in the Foreign Exchange Program. Find out how the experience has changed their lives and what they grew to love about Utah and their time in the United States. Audio Transcription Anthony Godfrey:Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. One student traveled more than 7,000 miles from Hong Kong and another 5,400 miles from Spain to have the experience of a lifetime living in Utah and going to school in Jordan School District. On this episode of the Supercast, we hear the fascinating stories of two Bingham High School students participating in the Foreign Exchange Program. Find out how the experience has changed their lives and what they grew to love about Utah and their time in the United States. We are here in the Alumni Room at Bingham High School to speak with two of our foreign exchange students here in Jordan School District. Jordan School District supported a large number of students who had been scheduled to come here and attend school with us. And despite the pandemic, we were able to make things work. There were some cuts in funding at the State level, but we were excited to still offer a spot for some students to live here and learn here. So we're excited to get to know them and I'll let them introduce themselves. Let's start with you, Kenny. Student:My name is Kenny and I'm from Hong Kong. I'm 16. Student:My name is Sophia and I'm from Spain and I'm also 16 years old. Anthony Godfrey:And then we have Heather Ellis here from Bingham High School. Tell us a little bit about yourself. Teacher:Hi, I'm Heather. I teach German and Spanish here and I was an exchange student myself in Spain, Chile and Germany throughout the years. So that's why I teach foreign languages and like to be involved with exchange students. Anthony Godfrey:And as I said, I'm Anthony Godfrey, the Superintendent. And I actually lived in France for a year. It wasn't a foreign exchange thing, but my dad taught French here and we exchanged homes and jobs with an English teacher in France. So I lived in France when I was in sixth grade and my whole family moved over there. So we've all had an experience like this. Tell me what surprised you most about school when you got here. Student:Americans in Spain, we just stayed in the same class and the teachers are the ones that came to your class. So you're always with the same people. So my class, my friends in school, I have been with them for like 9-10 years, maybe 12. I don't know. But you got super close because you spend the whole day with them. But it's so fun that here you change classes every hour and you have eight different classes with completely different people and you get to know a lot of people. Also, in Spain, the schools are more studies and then you get out and then you go do whatever you like. But here you can do both. You can study and then if you like playing soccer, you play soccer in the school team. And it's all this team work or spirit. That is something I think is really cool. I really like it. Anthony Godfrey:It sounds like you've had a great experience here at Bingham. Student:Yeah. Anthony Godfrey:Okay. How about for you, Kenny? What surprised you most about school here in the States? Student:What surprised me most is no uniform. In Hong Kong, we have to wear a uniform everywhere at school, but here we just have to wear your casual clothes. Also in Hong Kong, we can't change. We can't choose our class. We can choose our subject, but here we can just take any subjects. They have a lot of subjects I can choose from. And same as Sophia said, I can be in different classes and I can see different people in classes in here. Anthony Godfrey:What surprised you about Utah itself when you got here? Student:So when they told me I was coming to Utah, I heard about it, but I didn't even know where that is. And then I came here and now I'm in love with Utah. I love Utah. I would live here. When I'm older, I would love, love to live here. And the people in here are super nice. I love Utah. Everything is so cool in here. Anthony Godfrey:Great! Kenny, you can be honest with me. Student:I like Utah here and before I came here, I know Utah because I always watch NBA games, Utah Jazz. I get to watch Utah Jazz later this weekend. So I'm excited. Anthony Godfrey:Are you going to a game? Student:Yeah. Anthony Godfrey:Oh, that's fantastic. Student:Yeah. Anthony Godfrey:So for an NBA fan to be in Utah and get to go to a game is great! I see, for those listening at home, you're wearing a Jazz hoodie. So actually you have adopted the uniform of the high school student in Utah with a Jazz hoodie. So to be a Jazz fan and get to come to Utah, that's pretty exciting. Student:Yeah. Yeah. It's really exciting. And here, all of the people are so good and so nice. And the weather here, it's a little bit dry for me and that's strange for me. It's a little bit dry and it's so cold. Winter in Hong Kong, we don't like have a super cold winter, but here with 30 degrees , I'm like, oh my, I don't know. Anthony Godfrey:Just so everyone knows, after Kenny said the word cold, he put his hands up in his sleeves and then he rubbed them together because he instantly got cold just thinking about it. So at least things will be warmer and more humid for you when you go back to Hong Kong. All right. Now tell me what you're going to miss about America when you return home. Student:I will miss my friends and my host family, because I've had a really good experience. I made good memories with them. Anthony Godfrey:How about you? Student:I would say also my friends that I made here. The basketball team here, and then the high school is so different to Spain. I love coming to school here. Every morning when my host brothers say, Oh yeah, we have like a wake up. I'm like, no, I want to go to school. And they're like, you're so weird. It's so fun. You have to come. And it's not even as hard as Spain. You still learn a lot, but the methods they use in Spain are harder. You can hear and it's like fun. And you get to do the fun stuff at the high school. And then my basketball team, my friends, and then my host family. I'm really, really close to the mom. I'm super close to her. And then everyone in the family is so nice. I'm going to miss them a lot. Anthony Godfrey:You both talked about missing your host family and the friends that you've made here. Do you have plans on keeping in touch with them? Student:So I really wanted to stay another year here because I'm a sophomore. I wanted to come back for junior year, but then I talked with my family in Spain and they also miss me a lot. So they said, I think it's better if you just come here for junior year and then maybe we can see if you can go back for senior year. And I talked with the family and they said we asked them. So if I come back, I will go with back with them. And then I also told my friends and they said I should come back for junior year. But my family misses me, so they said, well then, senior year. So I will just Facetime them all the time on, keep in touch with social media and all that stuff. Anthony Godfrey:There are a lot of good methods for keeping in touch. Are you planning on having them come to Spain perhaps? Student:Well, yeah, I also said that they were coming to spend some time, so they better. Anthony Godfrey:Okay. I would say so too. How about you, Kenny? What plans do you have? Student:Oh, I don't have any sense yet. My host family is telling me that they will like come to Hong Kong sometimes and I will come to you sometimes. Anthony Godfrey:What are some of the things that you've missed since you've been here in the States about Hong Kong? Student:For example, is there food, noodles, rice noodles and our Hong Kong food . Anthony Godfrey:Kenny, is there any place here that has rice noodles that you would endorse that you say are worth eating that have maybe felt a little bit like home? Student:Never been into a real Chinese restaurant. But I think I have been to, I forgot the name. Panda Express. Anthony Godfrey:So you're endorsing Panda Express right now as a little taste of home. Is that right? Student:Yeah. Yeah. Anthony Godfrey:All right. Kenny, you're full of surprises here. I'm going to grab myself some orange chicken on the way home. That sounds good. Sophia. How about you? What do you miss for about Spain? Student:I mostly miss my family, my little sister and my brother. I also miss my friends, but when you're living here, it's just like you don't get to actually realize, so you don't miss them as bad as you will think you miss them. I mean, you still miss them and it's hard sometimes. On some days I wish I was in a Spain right now, but I don't know. I really miss my family and my friends. And then food probably. Anthony Godfrey:I'm going to ask you the same question I asked Kenny and you're not going to tell me some restaurant that I've normally eaten at. Speaker 2:Okay, thank you. And your restaurant, like with actual Spanish food. One time I tried to made a Spanish meal here and it didn't go really well either. So I really miss it. Anthony Godfrey:Okay. So tell me about that experience a little bit. Student:So there's a typical meal and a Spain named frittata. And it's kind of like potatoes on eggs, but it's all together. And I tried to do it one time, but it didn't really work. It didn't taste really good. I mean, it was okay, but it wasn't the best. Anthony Godfrey:The potatoes need to be grown in Spain for it really to work. Is that right? Okay. So food and family and friends, that's pretty much what you guys are missing. Is that right? Students:Yeah. Anthony Godfrey:Now you miss food from Hong Kong and Spain. What food are you going to miss from America? Corn dogs, fry sauce, Cafe Rio. What are you going to miss? Student"That's hard to choose. Anthony Godfrey:Come on Kenny. We great food here. Something you're going to miss. Probably ham. Anthony Godfrey:Ham? So is ham not a part of the scene in Hong Kong? Student:No, we eat ham in Hong Kong like that. Anthony Godfrey:Okay. You liked the bone in the ham, like the big time holiday ham? Student:Yeah. Yeah. Anthony Godfrey:Okay. Are you going to have lots of spiral cut honey baked before you go? Student:Yeah. I'll ask my host family to do that. Anthony Godfrey:That's a really good idea. Okay. Sophia, how about you? Student:Well, I'm probably going to be sweets because we don't have those kind places in Spain. My family loves sweets. So I'll miss that. And then also my host mom cooks really good. So I'm going to miss that. Anthony Godfrey:You're just going to miss that home cooking. Student:I love Chick-fil-A and we don't have Chick-fil-A in Spain. It's like probably my favorite one. And then In and Out probably. Anthony Godfrey:Wow. You are listing off some good stuff. I'm getting very hungry talking with you guys right now. Kenny, are you? I saw you shake your head. Are you a Chick-fil-A, In and Out fan? Student"Yeah. I like Chick-Fil-A. Anthony Godfrey:There's something special about that peanut oil, isn't it? Oh, you guys can be entrepreneurs. You could start your first Chick-Fil-A in Spain. Kenny, you could get that ham rolling. Just throwing ham sandwiches at lunchtime. You guys will be millionaires.Okay. So let's talk with Ms. Ellis about her experience. You lived in Spain as a foreign exchange student? Teacher:My junior year of high school in Spain. Anthony Godfrey:And tell me about that experience, how what impacted your life? Teacher:Goodness gracious. It was the thing that most changed my entire life direction. I feel after spending a year in Spain, I knew I wanted to continue learning foreign languages. At that point I knew that I would continue seeing the world, which I have done for the rest of my life. I felt so inspired too by my experience that I wanted to share it with others. And largely, that's why I became a foreign language teacher. Anthony Godfrey:And you teach Spanish and German. That's quite a combination. Teacher:Yeah. I teach both. As part of my master's program, I actually had to choose a second language in which to become fluent. And I wanted something that was vastly different from Spanish because I wanted to know if I really had a knack for learning a language or if it was just Spanish. So I chose German, largely because my ancestry is very Germanic. And so I went and worked and lived over in Germany and came back and started teaching it. Anthony Godfrey:How fortunate to spend significant time in three different countries. I've come to understand that learning a third language, your second language interferes more with that learning than your first language sometimes. Was that your experience, you compare the German to Spanish a lot as you're learning? Teacher:Yes. Luckily I don't do that anymore at all, but yes I did. And I do like, we try to go, except for COVID, obviously, to Germany and Spain every year. So usually we spend about a month, every summer over there. Anthony Godfrey:Okay. That's fantastic. So that type of dedication, then it gets refreshed. I went to France a couple of years ago. And even though I lived there, it fades. And then when you get there, it sharpens right back up. So Sophia, I think your Spanish will come back to you quickly. Student:You feel like you've lost a little bit of it. Yeah. And then also, I'm from the North. So I speak Basque because I live in the Basque country and I'm going to be lost next year. Anthony Godfrey:Teach me some Basque slang. Student:Eskerrik asko. That means thank you. Yeah, that's pretty good. Yeah. Anthony Godfrey:And that has a nice ring to it. I like that. My favorite word in, I have two favorite words in French. They're both names are fruits. One is pamplemousse, which is grapefruit and l'ananas, which is pineapple. Student:Yeah. I also know a little bit of French, a little bit. Anthony Godfrey:Do you? Kenny, teach me a favorite word of yours. Student:Cantonese? Do1 Ze6, that's mean thank you. Anthony GodfreyOkay. Yeah. Did I do okay? Student:Yeah. Gotcha. Anthony Godfrey:So this turned into a career for you. Teacher:Yeah, it did. Honestly I was planning on going to law school and I was studying for the LSAT and at the time the principal contacted my university, and asked who the best masters candidate was to come and start teaching. And the Dean gave them my name. And I said, okay, I'll come do it for a year. And I've been here ever since. Anthony Godfrey:It's really amazing how these experiences, when you look back, you don't realize what a crossroads it is at the time, and you look back and it's a life changing moment. And do you think that living in another country and learning another language helps you empathize with others and maybe connect with people in a different way? Teacher:Absolutely. On every level. I don't think you can furthermore, truly understand the culture or people truly, unless you speak the language, you can understand a portion, a depth, but not that profound of a depth, unless you are fluent in the language. But that can start now. I mean, the immersion programs that we have…

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Episode 85: Student Creativity Comes Alive Through the Arts Apr 29, 2021

Show notes

They have talent beyond their years and student artists are getting the opportunity to display their works of art during a Districtwide Art Show through the end of May. On this episode of the Supercast, we take you inside the West Jordan City Library where the Art Show is taking place. There you will find some incredible middle and high school student artwork featuring everything from paintings and drawings to sculptures and photography. The pieces are unique and colorful, all created by our very own Jordan School District student artists. The works of art will be on display in the lobby of the library. April 19-30 - High School Art Show May 10-21 - Middle School Art Show Audio Transcription Anthony Godfrey:Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They have talents beyond their years and these student artists are getting the opportunity to display their works of art during a districtwide art show. On this episode of the Supercast, we take you inside the West Jordan City Library, where the art show was taking place. There you will find some incredible middle and high school student artwork featuring everything from paintings and drawings to sculptures and photography. The pieces are unique and colorful, all created by our very own Jordan School District student artists. Anthony Godfrey:We're here at the Viridian at the West Jordan Library with Norm Emerson, the Fine Arts Consultant for Jordan School District. And we're here among many great works of art from Jordan School District students. Tell me about this. Norm Emerson:Well, all year long, these students have been preparing. We talked to the teachers at the very beginning of the school year about the dates and the different categories that we have for the show. We have a 2d, a 3d and a photography category. And so throughout the school year, these students are just working hard and producing these works of art. And then each school has given an allocation of how many entries they can submit for the art show. And so, really what's represented here is really the cream of the crop. And so the teacher submit these items and then we bring into professional artists to judge. And they do so and they select a Best in Show in the three categories in 2d, 3d, and photography, and then a number of Awards of Merit and Honorable Mention. So altogether we've had close to 80 entries. Anthony Godfrey:It's exciting to be able to showcase student artwork like this. Norm Emerson:Yes, for sure. And not only is it exciting for us. As we've been setting up the art show, and I've had it up for a few days, we've seen many members of the community come over and spend a lot of time really enjoying these works of art and reading the students statements that they've written. Each work has a label where the students have had a chance to write an artist statement. And I think it's a good thing for us, you know, for the opportunity for the students. I think it's a good thing for the library and the community as well. And we appreciate the library for hosting it. Anthony Godfrey:I've always looked forward to these shows and I'm always amazed at the level of creativity. But even more than that, the level of skill that students have. It's really remarkable to be a teenager and to have this level of ability. Norm Emerson:Well, exactly. I think that's a tribute to the amazing, really just dedicated, skilled teachers that we have. And then of course, the hard work and dedication of these students, many of whom are, or even thinking of having a career in the arts at this point. A lot of these students have entered their work in the Springville Arts Museum Show, which is a very prestigious show through the Springville Arts Museum and have had their work recognized there. And so, what we're hoping for is that these students will truly recognize their talents and whether or not they go on to a career in the arts, or just have it as a way to enrich their lives. We're just really pretty amazed by the work that they do. Anthony Godfrey:A great career, a great hobby, whatever they choose. There's a lot to be gained from having an artistic and creative aspect to life. Norm Emerson:Well, that's right. I think it's been interesting over the last year. I know a lot of friends and family members personally that throughout the course of the shutdown and the time that we were all in quarantine, many of them turned to the arts throughout that time. And many of them turned to the visual arts. And so I think that they do have a really critically important role in our lives. And yes, think it's important what they're involved in. Anthony Godfrey:All right. Well, thank you very much for everything you do to support students. You're right. We have tremendous teachers who spark that creativity and help provide those skills and, and students were working really hard and I'm excited to talk with them and see their works of art. So thanks again for all you do to help support them. Norm Emerson:Thanks for coming and thanks for supporting the program and supporting these credit kids. Anthony Godfrey:Before we talk about individual pieces of art, we're here with the five students from Jordan School District, just to talk with them about art. And then we'll take a look at each of their individual pieces. How many of you are considering a career in the arts? All right. A couple of you. Student:I would definitely love to pursue a career in art. I just have not decided exactly what art career I'd be doing, if that be concept art or fine art. But yes, I would definitely like to be able to try it, especially with the success I've had recently. I think it would be really good for me. Student:Yes, definitely something that I want to do. A dream job, National Geographic, of course, the photo journalist, but that's definitely far down the line. Anthony Godfrey:For those of you who don't view it as a career, is it a hobby that you think you'll continue throughout your life? Student:Yeah, absolutely. My dad recently built a shop in our backyard, and I think that I want to buy myself a kiln, buy myself a wheel too, to keep working on my ceramics. Student:I'm definitely going to continue painting or drawing or doing whatever artistically, no matter where I am or how old I get. I do want to consider minoring in art or visual arts in college. B ut for sure, I'm going to keep doing it as a hobby. It's just something that I can do to relax or get my mind off of other stuff. And I can just make something that other people would also like appreciate and just have fun seeing. Anthony Godfrey:How about you? Student:I see this more as a lifestyle choice. I hope one day to open up a pottery studio so I can share my interests and hobbies with other people who would be interested in learning how to create these ceramic pieces. Anthony Godfrey:Great. Does anyone have a family member that kind of inspired you to get involved in art? Student:I actually have an older sister who majored in illustration and she's taught me a lot about like fine art and digital art. So she has kind of introduced me to lots of parts of the art world, I guess. Anthony Godfrey:Great. Stay with us when we come back, more with our student artists and the information about how you can see some of this artwork for yourself. Break:It is one of the most prestigious academic achievement programs available for high school students. And we're proud to say it's coming back to Jordan School District. We're talking about the International Baccalaureate (IB) Program, which will be located at West Jordan High School. The IB Program supports personal and academic achievement for students at the very highest level. IB diploma courses take place during a student's junior and senior year in high school. All sophomores are invited to consider the IB program for next year. There are no prerequisites for IB and interested middle school students can start preparing now. Students with the IB diploma have a better chance at getting into some of the most prestigious universities in the world. For more information, or to find out if your team is a good candidate for IB, visit http://ib.jordandistrict.org, or call West Jordan High School. Anthony Godfrey:Let's start with you. Let's go to your piece of art and then we'll I'll track each down. You guys are awesome. Tell me your name. Student:My name is Annie Lee. Anthony Godfrey:Alright. And can you describe for those listening, what I'm looking at? This is really stunning. It's really incredible. The level of skill is really something. Tell me about this painting. Student:So the inspiration for this came from my art teacher. She gave us a prompt with a music sheet and it had some lyrics and in it was dessert. So I went with an ice cream and I want it to have some kind of abstract, unrealistic background with it. So it's just all like cotton candy, dessert, things that will give you diabetes if you eat too much of it, theme. But I did this because we have to have a sustained investigation or a question you're trying to answer. So mine is, what happens when two different perspectives collide. So basically if you look at the painting, the ice cream is a very, I wouldn't say hyper-realistic, but it's pretty realistic. And then there's little creatures on it that are 2d, like sticker. So it's just a contrast of when someone's perspective and another one's perspective collide, and they're just different. And you can either choose to embrace it and make it better than it was before, or you can clash and make it bad. It also had a lot of implications on current events like COVID. If you want me to explain, that's like another whole spiel. Anthony Godfrey:Well, there, there are obviously a lot of layers to the work. This looks great. And I really love the green, one of my favorites. I love the surrealists and this is there's a lot that's surreal about this. The glistening ice cream is really incredible. It really draws you in. It's a berry ice cream and a huge waffle cone. There's chocolate syrup everywhere, cotton candy clouds, a very disturbing moon with a pig jumping over it, plus the 2d stickers you described. I also love the pink and the brown colors. The composition it's just, it's really stunning. Student:Thank you. Anthony Godfrey:Tell me your name. Student:My name is Amber. Anthony Godfrey:Amber. Tell me about this piece of art here. Student:So it is an interactive piece. It's supposed to be a self portrait of me. But I made it in a way where the face can split into three different parts with a series of pole strips. Since I've been working with pop-up kind of art, I just integrated that in the art that I'm doing now and underneath the face is a brain made of cogs and wires. And it's got a bunch of veiny lines going through it to represent the brain passageways and a drug. Anthony Godfrey:This this is very compelling. Is this graphite on paper? Student:Yeah. So the face is made of graphite and then the brain with the gears and stuff, and it is just all ink. Anthony Godfrey:And what inspired you to make this particular piece? Student:In my AP class, I have a driving inquiry and it's about technology and how it affects the mind and body. That's kind of what it is. It's playing with the idea that technology has a drug and it parallels with addiction and normal drugs that people use too. Anthony Godfrey::Okay. That's a fascinating theme and you've captured it extremely well. Inside the head, all the gears and the technology, and that really pulls you in, but then there's also this biological thread through it, this red vein or tissue. And now I can pull on this tab at the bottom? Am I supposed to be able to move this? Oh wow, it looks fantastic, and the award of excellence is well-deserved. Student:Thank you very much. Anthony Godfrey:Thank you. What's your name? Student:My name is Fisher Darton. Anthony Godfrey:Okay, Fisher, tell me about this piece. Student:Okay. Well, first, I just started out with a cylinder and then I started to just shape it to whatever my mind could come up with. And then after I finished shaping it, I decided a lid would look nice on it. So this piece ,I wish I could take it out to let you feel, but it's super textured and it feels like rough but smooth at the same time. And it almost feels bubbly and it's thicker on the bottom and then it thins out at the top into a kind of like a bottle. Then it's got a triangular lid with a triangle top on it. And I carved lines into the body, little grooves that you can feel. And then I matched that same design on the lid. Anthony Godfrey:It really has an ancient feel to it, like it's been unearthed after many, many years. Is that a look you were going for? Student:Yeah, that's exactly what I was going for. I was hoping that the green would turn out more evergreen rather than the seaweed green that it looks, and that the blacks turned out blacker, but this was the look that I was initially going for. Anthony Godfrey:As it is, it's a lidded vase, and it looks like a deep purple as opposed to a black and a sage green. And I think it all goes together very well. And like I said, it looks weathered, it looks ancient. And for that reason it looks compelling. Like it holds some sort of secret or something mystical. I think it's really cool. Student:Yeah. It definitely looks like it's holding one of my ancestors ashes in it. Anthony Godfrey:Yeah, for sure. It could hold the ashes of a powerful ancestor I would say, very neatly. What inspired you to do this? Student:Really, just my own creative mind. I named this The Outset and it's kind of the outset of my career. This was the first phase where I really pushed myself to try something new. I tried to make the walls as thin as possible, and I tried to just make it look neat. Make it look old, like you said, and I really just wanted to make this one look good. Anthony Godfrey:All right. Thank you very much. Tell me your name. Student:Bailey Johnson. Anthony Godfrey:Bailey. Tell us about the piece of art that we're looking at here. Student:So it's a turtle teapot. We were assigned to make a functioning teapot that had a stopper on the inside, so when you pour it, it has a stopper and the lid won't fall off. I made mine into a green turtle and the tea pours out the mouth. It has little feet on the bottom so that the turtle floats up. Then there's the feet on the sides too. So it has eight feet. It doesn't look like it has eight feet, but it really does it. Anthony Godfrey:I think it's really cool. It does look like it's floating and it's head is kind of turned up. It's a pale green, like a seafoam green and the mouth is open. What is going through the turtle's little brain right now? Student:There's tea coming out of my mouth. I don't know. Anthony Godfrey:Why is hot tea coming out of my mouth? That's a good thing for him to be worried about. And I see the ribbon for Best in Show 3d. That's gotta feel pretty good. Student:I didn't think I would win really, my art teacher just said, Hey, I'm going to put this in the art show. And I said, okay, whatever. She basically did everything else, but I was really proud of myself when I won. I was so excited and I called my mom to say, Guess what! Anthony GodfreyWell, you should be proud. I think it looks really great. And it's going to look great on the shelf for years to come. Thank you very much. Student:Thank you. Anthony Godfrey:All right. Tell me your name. Student…

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Episode 84: Carving Out Successful Futures for Students in Woodworking Class Apr 22, 2021

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He has been helping students carve out successful futures in a skilled trade for more than 30 years in Jordan School District. On this episode of the Supercast, we go inside Rick Minor’s Woodworking classroom at Mountain Ridge High School. It is where students are learning a valuable skill crafting everything from beds and chairs to chess sets, wooden spoons and pens. Audio Transcription Anthony Godfrey:Welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. He has been helping students carve out successful futures in a skilled trade for more than 30 years in Jordan School District. On this episode of the Supercast, we go inside Rick Minor's Woodworking classroom at Mountain Ridge High School, where students are learning a valuable skill, crafting everything from beds and chairs to chess sets, wooden spoons and pens. Hi guys, how are you? This looks a little different from the last time I was here and it's full of great projects. Teacher:Yeah. These, these kids would like to show you some of these very cool projects that we've got going on. But this, first of all, this is my most advanced class. I call this my Woods III class. These students will almost certainly go into this for an occupation, or they will at least use this to get them to their occupation. Anthony Godfrey:They will go out and work in this field while they're getting to their occupation? I see a lot of heads nodding. So I'm going to want to talk with them about that. So glad you're here. Teacher:I'm so glad I'm here too. Anthony Godfrey:This is awesome. And it smells good in here. Teacher:It does. I was going to say that's me, but it's not. Anthony Godfrey:What type of wood do you work with? Teacher:We work with all types. We work with the oak and alder and cherry and maple and walnut. We just got done shaping up some walnut a few minutes ago, which I think Landon's going to show you. Guys, show him the projects. Let's start there. Anthony Godfrey:Yeah, let's check it out. Tell me your name. Student:Tony. Anthony Godfrey:And tell me what we have here. Student:These are pens that I turned on a lathe. Anthony Godfrey:Wow. What are some of the materials you use to make these pens? Student:Well, the resin. Anthony Godfrey:Oh yeah. The colorful ones are the resin. Student:Yep. Anthony Godfrey:That's really something. Wow. So you have obviously different shapes that you do. Student:Yeah. Anthony Godfrey:Different thickness. Student:Yep. Anthony Godfrey:Wow. That's amazing. Student:I always keep a few from myself. Anthony Godfrey:You keep a few for yourself? That's always a good policy. Is that a favorite? Student:Yes. Anthony Godfrey:Do you have people start to request them once they see that you make things? Student:Every once in awhile, but not often. Anthony Godfrey:Yeah. That's awesome. Great job. Whoa, everywhere I turn. There's something else. This is like a Lord of the Rings spoon. Something that was built by Miles right there. Oh, Miles come tell me about this spoon. You could beat back orcs with that spoon I think. Student:So it's a five foot spoon, roughly. And I built it out of cherry. I just carved it out and now I'm kind of in the process of sanding it. Anthony Godfrey:Yeah, this, this cherry spoon. Are you in a large family? Because what I picture is maybe you use this five foot spoon to get a serving of whatever meal is on the table before your brothers and sisters can get to it. Student:That is an excellent idea. Anthony Godfrey:That is really something. What made you think, you know what, I'm going to make a five foot spoon today? Student:You know, I saw everybody build one foot spoons or something like that. It just kind of popped in my mind. What if I build like a five foot spoon from cherry or walnut? And I asked Minor and he approved of the project. I cut it on with the band saw and started carving it with the tools over there on that chair that is set up. Teacher:But first you had to plan it using the software. Anthony Godfrey:So this involves some software. Teacher:Yes. So you can cut this out on the same scene, the bowl of the spoon is cut out on the scene. See, so it's creates a perfect bowl. Anthony Godfrey:This is really something. That's really good. This is like an optical illusion cutting board. Who made the heart here? Student:I did. Anthony Godfrey:Tell me about this one. What's your name? Student:I'm Landon Leveridge. Anthony Godfrey:Landon, told me about this heart shaped cutting board. It has all these blocks. It looks like, well, the eighties reference would be kind of a Cubert board with all the 3D squares covering it. That's really something. Student:They call it a 3D tumbling pattern and it's made out of walnut, cherry and maple. And it's not a hard cutting board. It's just, you got to wrap your brain around the pattern of it. Anthony Godfrey:That's incredible. How did you put this together? Student:It's a lot of cuts on the table saw on certain degrees and then you kind of glue it all up and it looks like that. Anthony Godfrey:Fantastic. So will you actually use it as a cutting board? Student:That one would definitely just display. I made two of them. Anthony Godfrey:I would hate to cut this one up. This one looks really, really nice. Student:My mom wanted a heart. Anthony Godfrey:Yeah. That's really nice. So you made it for your mom. Mother's Day gifts for days, right guys? You're ready with that project every time. So you had to cut each individual piece of wood here from three different types of wood. Then you glue it all together or how does that come in? Student:You can glue it into strips. And then you glue it together. Anthony Godfrey:I didn't see the strip till you pointed it out. It's so nicely done. What's a favorite project that you've ever done? Student:My favorite project is probably the bed I'm making. Anthony Godfrey:You're making a bed. Well, I made my bed, but not for a few days. A huge headboard. This looks fantastic. Student:So this is a full bed. I should have done a queen, but I moved down to the size of my room. So I'm doing a full and I've just made it out of maple and walnut. Anthony Godfrey:I would think a man could sleep really well in a bed he made himself. Student:Yeah. You get a nice satisfaction from sleeping in it. Anthony Godfrey:Yeah. That's really fantastic. Is this the biggest project you've made? Student:Yes. Anthony Godfrey:Okay. Tell me your name. Student:Bryce Reeser. The project I'm working on right now is one of the rocking chairs. I've made it into a double rocker. So it's like for two people, a double rocker. I've taken one of these chairs and I've doubled the size of it so two people will be able to sit in that. Anthony Godfrey:And did you have anyone in particular in mind? Student:Yeah, my my mom wanted a bench for our backyard. And so I started looking for benches and then I told her about these rocking chairs and she was like, oh, it'd be kinda cool to have one that could rock. I was like, okay. So I went and talked to Minor and he thought it was a really cool idea to make a double rocker. Anthony Godfrey:Do you think this pattern that when people bring ideas to Minor, he helps make that happen? What's the hardest part of making a rocker? Student:I would think kinda like the seat pieces, I think has been the hardest part. Anthony Godfrey:How would you describe this, all separate pieces that are lined up parallel to each other to create that seat? Student:Yeah. Anthony Godfrey:So tell me about this table. First of all, tell me your name. Student:I'm Camden Gibbs. Anthony Godfrey:Camden. Tell me about this table. Student:My first goal was just to make a chess board so I could play chess at home. And then when Minor said look on Pinterest, we found a cool looking Rook like this. And then we were like, I think I could build that. So then we tried, and so far it's working, Anthony Godfrey:It looks fantastic. So you've cut different pieces of wood for the various squares on the board. And the board itself wraps around to create a Rook. Student:Play when you're ready, have all your pieces, when I'm done with the shelves, there'll be the pieces on the shelf. Anthony Godfrey:I think you're going to win every time when you play on a board you made yourself. Isn't that how it works? Student:I hope so. Teacher:Miles would like to show you how to use this machine. We're actually going to cut out a front leg and kind of have you push the button and let this go. We've already programmed in all the stuff they're going to show you. Lets you put the piece in there. You guys let him do that with a hammer. Show them how to do that. And then we'll knock that out and then we have something else we have going to show you over here. Anthony Godfrey:Okay, fantastic. Let's try it out. Student:All right. So the CNC is a big part of making the rocking chair. I think around 50% of it is used on the CNC. And so today we're going to just carve a front leg out of it. Anthony Godfrey:What kind of wood is this? Student:This is oak, two inch. Anthony Godfrey:Feels dense. Okay. So this machine is like the size of a van. Student:Yes, it's huge. So if you want to just lock and load it into here. Anthony Godfrey:Okay. You're going to have to give me a little more information than lock and load. Student:So make sure the X is up towards this thing, and then just behind this block here. Anthony Godfrey:X is behind the block up like that? Student:Just like that, put it up against it and hold it tight. Anthony Godfrey:Right? That feel a sense of accomplishment now kind of like I've done something today. Student:Next thing that we are going to do is to secure in place, using these wooden blocks and a hammer. Anthony Godfrey:Okay. Student:And so what you'll do is just take one piece, just kind of slide it in there. If you want to slide it over, down the back, this will kind of wedge it up against the edge. So it cuts it. Anthony Godfrey:Am I supposed to? I'm left-handed. So I can hold it or do I just kind of hold it and bang it in there? Banging in there. Do we know when to stop? Student:Okay. And then do it. Anthony Godfrey:I feel like I'm doing real work. Email does not give this satisfaction. Student:So then the next thing is just to make sure it's all nice and squares. We usually take a kind of a piece of scrap and you just put it over the top and then we just kind of use the hammer kind of bang on it. Anthony Godfrey:So that it's square in every direction or wash rather. Student:Alrighty. So then if you want to come over here, then just press this play button, press play. Anthony Godfrey:Just press play and we'll start working. All right. Student:Yep. We'll do like six or eight passes passes just to cut all the way through the board. And this piece probably around five, ten minutes to do. Anthony Godfrey:How does it feel to have access to a machine like this? Student:It feels great. It definitely relieves a lot of pain and hard work using different machines, making sure it's all right. And human error is a big thing. Of course it eliminates that. Anthony Godfrey:How would you have done this without the machine? Student:Without this machine? I probably would have used a drill press using a circular bit to cut the two ends out and then used a chisel and carved the rest of it out. Student:Now you are done, what we'll do if you just want to press this X button and hold it. Anthony Godfrey:That one? Student:Yep. Hold it. Anthony Godfrey:Hold it? Student:And so we'll move it down and out of the way. That's good. Anthony Godfrey:Okay. Student:So then after that, usually we'll take the vacuum. Anthony Godfrey:Stay with us. When we come back, students rock my world with a big surprise, something I was not expecting. Find out what it is. Break:If you're ready to start your child on the path to personalized learning, we are ready to help. The Jordan Virtual Learning Academy is coming to Jordan School District in the 2012-22 school year. Three new schools will be opening as part of the Academy, Rocky Peak Virtual Elementary School, Kelsey Peak Virtual Middle School and Kings Peak High School. Each school will have their own principal and teachers and each will give students a choice in their own learning. The schools will offer synchronous learning, which is teachers providing real time, live online instruction and asynchronous learning where teachers provide videotaped instruction for learning on a student's schedule. To register your students in the Jordan Virtual Learning Academy, visit connect.jordandistrict.org. Teacher:Last month, the month of February was CTE month. Anthony Godfrey:Yeah. Teacher:And this class, we celebrated that and we all kind of collaborated on a project. We'd like to show you that project right now. Could you guys kind of head over there and maybe show that down? Anthony Godfrey:Let's check it out. Teacher:So everyone here actually participated in the bid, the construction of this, everybody took part of that. Parker would go ahead and pull that off? Anthony Godfrey:Wow. Teacher:These students built you a rocking chair and we want you to take that home or use it in your office. And we'll actually pull that down. We won't make you get in to it while it's on the table, but we'll pull it down on the floor and let you sit on that. Anthony Godfrey:So I don't know what to say. I'm so thrilled. Thank you guys so much. I have nothing like this at all. I will use that every day. That is fantastic. Thank you so much. That means so much to me. This is the first time students have made a project for me. So thank you so much. Teacher:Take that down and let him set in that. Anthony Godfrey:High School Woodworking III students, 2021. Thank you for being super. Oh, thank you so much. You guys, this means the world. Wow. Okay. I'm going to sit in it. Oh, that's awesome. My inbox just went completely out of my head. Teacher:Is there any way you could sit in that chair and we could take a picture with you with all these students around it? Anthony Godfrey:Oh absolutely, I'd love to do that. Thank you guys so much. That is so kind. Wow. Yeah. Anthony Godfrey:Tell me about the making of my rocking chair. Student:So the making, it was a whole month project. All of us have participated in some way using the CNC. As I said earlier, as a big part of it, around 50%. Sanding is another big thing, making sure all the edges, all the flat surface contact surfaces are soft. Nice to sit in, nice to touch. And then just making sure once again, mathematics, everything is at the correct width. Nothing's out of square and everything is normal. Anthony Godfrey:It's so sturdy. It's beautiful. The wood is absolutely gorgeous and I couldn't be happier. It's hard for me to be speechless and I'm speechless. This will go to great use, I promise you that. Wow. Thank you. Teacher:I don't know if you have a front porch or if you have a front porch that will go great on your front porch. Anthony Godfrey:I just moved and I have no, I have no furniture on my front porch and I was even shopping for something that rocks the other day. I'm not even kidding you. So this is where I'm going to work from home. And I do a lot of that. And this is going to be the chair. I'm going to be thinking of you guys a lot. So thank you so much. I can't think of a nicer gift I've ever received. Thank you. How do you feel getting to work in this shop with this teacher? Student:It's a privilege. It…

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Episode 83: Inside the New Majestic Elementary Arts Academy Apr 16, 2021

Show notes

It is music to the ears of students who have a passion for instrumental and visual arts. The brand new Majestic Elementary Arts Academy is opening in Jordan School District for the 2021-22 school year. On this episode of the Supercast, we take you inside the new school where elementary aged artists and young musicians are extremely excited about having arts integrated into daily classroom instruction in the coming year. Audio Transcription Anthony Godfrey:Hello, and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It is music to the ears of students who have a passion for instrumental and visual arts. The brand new Majestic Elementary Arts Academy is opening in Jordan School District for the 2021-22 school year. On this episode of the Supercast, we go inside the new school where elementary aged artists and young musicians are extremely excited about having arts integrated into daily classroom instruction. As part of the Arts Academy, let's start by talking to some teachers. The students are getting pretty creative in classrooms where music and the arts are already coming alive. You're here at Majestic Elementary School with Ishel and Lisa to talk about next year and the way that we're going to integrate art and music into learning all day every day. And we're really excited about that. Let's start talking about art first. I know you're the art teacher because you have your starry night mask on. Van Gogh would be very proud, although he would only be able to hang it on one side of his face. He wouldn't be able to wear the mask the way you are. Let's talk about art next year at Majestic. What's that going to look like? Teacher:It's going to look similar to how we're doing it here. This year, every single one of our students gets to have at least 45 minutes of art time. For our younger and older grades, they have art twice a week. So every other day, I'm in their classrooms, working with them on our current or upcoming projects. Anthony Godfrey:And tell me, how does art integrating into the rest of the learning that they're doing? Teacher:When I come in during our 45 minutes of art time, sometimes we integrate some of the core curriculum into our art session. I've taught the water cycle with my students. We've integrated culture. During that time, the other teachers can integrate arts during their own time. I just walked into sixth graders who were literally drawing and sketching out the solar system, by scale. So they were shading, coloring different planets. They were already integrating art into their science time. And then when I came in, it was time for it. Anthony Godfrey:When you think about it, it just seems obvious that when students are engaged like this, they're going to learn at a deeper level and they're going to have better levels of retention. I believe that 100%. Teacher:Absolutely. So when students, usually in art class, I have about 90 to 100% engagement. Every student is listening. Every student, their hands are working on their projects, whether it's clay, a pencil drawing, painting, or weaving, Currently, we are doing weaving. They are integrating art into their normal day to day. Science core curriculum, I see so much more engagement and teachers do as well. For example, if some teachers wanted to integrate the water cycle into their science session of the day, if they had kids draw out each - precipitation, condensation, evaporation, when you have students draw it out visually, I think it reaches a lot more than just having them listen to a lecture Anthony Godfrey:Well, even just taking notes by hand has been shown to keep things in your head. When you're drawing pictures and you're engaged with art, it's really a new method for accessing knowledge and holding on to that knowledge. Speaking of active learning, being involved in music is a great way to be actively involved. Tell me about how music is a part of the day. Teacher:Right. Music's going to be a part of the day for these students every day. They're going to receive a 45 minute block of instruction, and this is going to be all grades, kindergarten through sixth grade. It's going to look a little different from the lower grades to upper grades. The lower grades, kindergarten through third grade, are going to be doing what we call a music foundations, where they are working with some instruments. They're learning how to read music. They're learning rhythms, and they're getting some hands on with some different things. They might get to be singing some things also. And what's going to look different in the upper grades is grades four through six. The kids are actually going to be involved in band. So every student in the elementary school will be playing a band instrument, whether it be flute, clarinet, um, trumpet, trombone, or percussion. And this is a rather unique experience. I don't know of any other school in the state. That's got this opportunity for kids. Some, some schools it's two or three times a week, but we're gonna, these students are going to get it every single day. Anthony Godfrey:So not only will that be just a part of learning every day, but there'll be performing. There'll be part of a school-wide group. I do think that's unique. I can't think of anyone else that's doing that. Anthony Godfrey:Let's talk about what you want parents to know. If parents are considering having their students come to Majestic, what would you tell them about next year and what would be in store for them? Teacher:So, let's see. I would want parents to know that their student is going to get, um, a lot of exposure to the arts in music, as well as the visual arts. I would want parents to know that students will be able to name and recognize different art styles, different artists. We're going to be talking about art history. Your child will be able to use clay work with weaving paint, draw, uh, maybe even pursue a little bit in photography as well. We are really trying, we really expecting to have a very wide exposure to all types of different visual arts Anthony Godfrey:It's for your kids. And there's a level of creativity that goes with that. That is going to have the Synopsys firing in the brain, working in ways that it just doesn't when you're learning in a more passive way or in a way that isn't as engaging. What if a student doesn't feel like an artist or feel like they're good at art? Teacher:That is a great and totally valid question. I have seen different students, when I come into their classroom immediately shut down because they're afraid to pick up a pencil and start drawing. They're a little embarrassed about their level, or they just aren't interested in painting or clay. But I know that there is creativity and artistic potential in all of us, whether that is through the visual arts or music, dance theater, it blends into everything. I have had experiences with students who definitely say, I'm not an artist. I can't even draw a stick figure, and they really pushed back. But then once I show them that there are so many different kinds of art, like photography, graffiti art album covers art graphic design. Once they start to see that there's different ways they can pursue the art, other than just drawing with a pencil and paper, then their creativity starts to flow and they can really see themselves as an artist. Anthony Godfrey:And I would imagine that the visual arts and performing arts really can build a student's confidence. Teacher:One other thing I'd like to add to what we've talked about here is with the music. In music, there's multiple studies out there that only show the benefits that music has to a kid's education. I think one of the key areas is when you're playing a musical instrument, your brain is thinking about so many things at the same time. It' a multi-discipline thing. You're reading music. I could sit down and I could read a book and I'm going to read a book and I'm going to see those visual images in my mind as I'm reading. When I'm reading music, I'm reading expressions and how it's supposed to sound and the feeling I'm supposed to put into it. I'm also having to engage other things I'm having to do. How does my face make this instrument make a sound or my hands or my arms, and I've got to count and I've got to keep a steady pulse. There's just so many multi-discipline things that happened at once that really engage a student and really open up other areas of the brain. And I think that's one thing that really aids with opening their minds up for other parts. Anthony Godfrey:Yeah. Music really allows you to focus and to open up all at the same time. And a lot does run through your mind when you're playing an instrument. What would you say to someone who says, I'm not musical? I don't have access to a musical instrument. This isn't for me. Teacher:That's great because we are providing the instruments for the kids. The school owns the instruments. They're all stacked up here behind us. We've got all the instruments that'll be offered to the kids. We teach them how to take care of them and how they're going to be able to play them. Anthony Godfrey:These look like these are going to be really fun boxes to open. They look awesome. And I should describe. We've got long hollow tubes of various colors. We've got all kinds of cases and instruments. And the Board has really invested a lot of money in getting this up and running to provide this unique opportunity for any elementary age student who wants to sign up. Every kid should deserves this. Teacher:Absolutely. I think I totally agree with that. I think parents should know this is an opportunity for their students, that they're not going to be able to find anywhere else. And if they want a full experience for their kids, it's not only going to be like we're in class learning, but we get the opportunity to get out and perform and show everybody what it is that we're learning here at Majestic Elementary Arts Academy. Anthony Godfrey:What I like about what you've described is that this is everybody together. It's not, I'm one of the orchestra kids, or I'm an artist. Everybody's an artist, everyone's a musician. Everyone's a learner together. We're here with Kathe Riding, Principal at Majestic. Music had a big impact on you when you were a student. Didn't it? Principal:Yes. Anthony Godfrey:Tell me about that. Principal:I was a Title I student and the school I was at incorporated orchestra into our school. So for four years I played the violin. And that's the only thing I got for Christmas one year. I wanted that instrument so bad because it meant so much to me. It was something I was learning to do and I was good at. Anthony Godfrey:So when you got that violin, what did that mean to you? What impact did that have on your life, learning the violin? Principal:It meant that I had a talent and before that, I didn't know if I did. And it meant that I could do things I didn't know I could do. And so it gave me confidence to try things that I was told I might not be able to do or that, uh, somebody else might have not believed I could do. Anthony Godfrey:And based on your own experience, what do you see happening to students who are at Majestic already that will get to enjoy this or any student who chooses to come to Majestic for this program? Principal:I think every student needs to have a talent that's recognized and a place to start. And I think this is a good springboard for them. Whether it's music or art, or if it's some other talent, it's going to build their confidence to go out and try stuff. And it's going to spill over into their education because music and education and art and education are tied so closely together that we're going to see them be more successful in all areas of their life. I think they're going to be extremely well prepared for the next grade, for the next adventure, for the next level and for everything beyond, because of the confidence that they get here, that they can try things they've done and discover talents. Anthony Godfrey:I love the way you put that. Thanks everybody for spending time. I's sure been great meeting you and the staff any student who comes here is really lucky. Thank you so much for your interview. Principal:Thank you. We're excited. Anthony Godfrey:This is a great opportunity. Thank you. Teacher:When you hold the instrument, I'm going to have you just pull it right now. Hold it around with your left hand right there. Okay. See if you can give a sound. Anthony Godfrey:When we come back more on the new Majestic Arts Academy and how to get your child enrolled. Break:It is one of the most prestigious academic achievement programs available for high school? We're proud to say it's coming back to Jordan School District. We're talking about the International Baccalaureate (IB) Program, which will be located at West Jordan High School. The IB Program supports academic achievement for students at the very highest level diploma. This program takes place during a student's junior and senior year in high school. For more information, or to find out if your teen is a good candidate for IB visit jordandistrict.org or call West Jordan High School. Anthony Godfrey:We're at Majestic Elementary School with Branson and Archer. And how are you doing? Students:Good. Anthony Godfrey:What grade are you in Branson? Student:Third grade here at Majestic. Anthony Godfrey:And are you excited for next year? What makes you excited for next year? Student:I love music and art, so I'm very excited for that. Anthony Godfrey:Which do you like best, music or art? Student:Definitely art. Anthony Godfrey:Okay. What type of art do you like to do? Student:Sometimes I go crazy or I just think about something in general. Anthony Godfrey:Oh, so you like to draw it? Where is it? What are some of the sorts of things that you'd like to draw? Student:Cars. Anthony Godfrey:Cars, any particular car, pacer, gremlin? Student:Race cars. Anthony Godfrey:Okay. Well, that's what I was listing off. That sounds awesome. And I understand that you're a singer as well. Student:Yes. I have been in choir a couple of times and I love to sing. Anthony Godfrey:Do you think that music and art are going to be good ways for you to learn next year? Student:Yes, definitely. Anthony Godfrey:Okay. Tell me a little bit about music. What do you like to play? Student:A lot of my favorite songs. Once I listened to them enough, I'll memorize them and sing them. Anthony Godfrey:Do you have one memorized that you could sing for me now? Speaker 2:Imagine Dragons "Believer". Anthony Godfrey:Your Imagine Dragons fan. All right. Let's hear it. Student:First things first. Let's say the words inside my head. I'm fired up and tired of the way that things have been. Uh, the way that things have been. Ooh. Second things second. Stuff you tell me what you think that I can be. I'm, the one, I'm the master.... Anthony Godfrey:That's really great. Yeah. You know, I've seen them in concert. I'm a big fan. I even bought an autograph poster of theirs. It's pretty exciting. Student:That's great. Anthony Godfrey:I love Imagine Dragons. Good job. Do you feel the words a little bit more? Does it mean more to you when you sing as opposed to just listening to it? Student:Yeah, definitely. Yeah. Feel it in a differe…

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