The Friends School of Atlanta

Bringing forward more than 329 years of excellence in Quaker Education

FSA in the Heights

Friends School of Atlanta seventh and eighth grade students attended the City Springs Theater Company’s production of In the Heights on Thursday, October 27. The musical inspired students and teachers to engage in rich discussions about race, ethnicity, and social class in the United States and about the importance of representation in the arts.

The City Springs Theater website describes In the Heights as telling, “the universal story of a vibrant community in New York’s Washington Heights neighborhood – a place where the windows are always open and the breeze carries the rhythm of three generations of music. It’s a community on the brink of change, full of hopes, dreams, and pressures, where the biggest struggles can be deciding which traditions you take with you, and which ones you leave behind” (https://www.cityspringstheatre.com/shows/upcoming/). Originally performed in 2005, the musical remains relevant in its portrayal of contemporary social problems, such as racism and the struggles of working-class people of color. It also highlights the power of community, family, dreams, and resilience in the face of challenges.

FSA faculty and staff worked hard to ensure that this field trip was a well-executed cultural experience and learning opportunity for all involved. Before attending the musical, faculty researched the casting choices. Yvonne Rodriguez, middle school language arts and Latin teacher and middle school librarian, said, “I said, ‘Wait; tell me what the cast looks like.’ And then Chris [director of arts] took over from there and contacted the people in charge and got confirmation that they weren’t going to whitewash characters.” Chris Willoughby, director of arts, described the importance of representation in casting, saying, “One of the things that we wanted to make sure before we took our kids was that the Latinx [and] Hispanic characters were going to be played by Latinx, Hispanic people. Black characters were played by Black people…We asked, and they said they were going to be, and they sure were. It was incredible because representation really does matter. It would have been really troubling from a representational point if it had been whitewashed.” Once faculty and staff were confident that the casting choices accurately reflected the ethnicities of the characters, tickets were purchased.

In anticipation of the event, Yvonne and I led a class discussion for 7th and 8th grade students about the importance of representation in film and theatre and how In the Heights relates to broader societal conversations around racism and colorism. Yvonne asked students to journal about a piece of media that represents a racial or ethnic minority group well and not just as side characters or comic relief. After journaling, students shared their examples and then transitioned into discussing representation within In the Heights. While acknowledging the importance of In the Heights and its representation of Latinx identity, Yvonne and I also discussed criticism the film received. Specifically, some felt the movie production of In the Heights did not include sufficient representation of Washington Heights’ Afro-Latinx community, especially darker-skinned Afro-Latinx residents. This led to a discussion of colorism. When reflecting on the educational value of the class discussion, Charleigh, an eighth grade student, said: “I learned what colorism was…They compared people’s, the color of their skin and if you were darker than a brown paper bag you couldn’t do certain things…People mostly learn about racism and not colorism, and colorism I feel like is probably a big part to racism.” Lastly, Yvonne prepared students for a scene in the musical production (which was not in the film adaptation) where Kevin Rosario, a Puerto Rican man, opposed his daughter Nina’s relationship with Benny, an African-American man. This led to a conversation about antiblackness.  

On Thursday morning, well-prepared and excited students loaded into cars with parent volunteers and headed toward the theater. Upon arrival, students and faculty were impressed by the venue and set. Jan Burnett, middle school language arts teacher, said, “Before the characters ever came on stage, I was just in awe of the setting and the venue which was a really nice place to be able to take them and for them to experience that.” Yindi, an eighth grade student, was similarly impressed by the set, saying: “I liked the set design and the background, how they were able to use the lights to make it look like it was sunset and sunrise and nighttime.”

Attendees were equally impressed by the performance itself. Sara Perez, exploratory teacher and administrative staff member, said: “I thought it was great. I really enjoyed watching people try and struggle with being outside of a place that felt like home and trying to figure that out.” Chris said, “The play itself was so well done…The actors and actresses were professionals. The orchestra was really amazing.” Stella, an eighth grade student, echoed her teachers’ sentiments, saying, “I thought the execution was just brilliant and the performers were all incredible.”

The next week, Yvonne and I led a follow-up conversation with students. Students analyzed lyrics from the musical’s opening number, looking for messages about social class. We also talked more about interracial dating in relation to the above-mentioned scene involving Nina, Benny, and Kevin. Lastly, we asked students to reflect on how their own experiences are similar to and/or different from the experiences they saw portrayed onstage.

In addition to this group discussion, some students and faculty reflected on the musical in individual interviews with me. I was particularly interested in what windows and mirrors the play provided for students and teachers. A play can be a window if it provides a glimpse into another’s experiences that are different from one’s own. A play can be a mirror if it allows individuals to see themselves and their own experiences reflected back to them.

For many students, the play served as a window, allowing them to see what life was like for people who differ from them in terms of race, ethnicity, and/or social class. For instance, Eli, a seventh grade student, said: “It’s a really interesting play and also it gives you a lot of information, sort of like a peek into life as like a Latino in the Heights… The way that everybody on the streets knew each other at all the shops and were together, that’s not really a thing I’ve ever really seen. I know my neighbors on either side of me and a couple people who live around me, but that’s about it.” While Eli reflected on how the play was a window into a different ethnic and cultural experience, other students talked about the play as a window into class struggle. Stella said: “I think it’s really important to get a glimpse into how other people’s lives are going…Especially at The Friends School you may not know what it’s like to really be struggling to pay the bills and struggling to… know where your next meal is going to come from. I think that’s why it’s really important to watch this performance.” Yindi described how theatrical windows into others’ experiences can help break negative stereotypes about working-class and poor people of color. She said, “Sometimes students might get the wrong idea of places where people live in that way… like [places that are] not necessarily very rich with a lot of White people. And sometimes people get the wrong idea or they make assumptions…that maybe those people…deserve that or that none of them are intelligent or compassionate, or they might put themselves on a higher ranking than them…It is a musical that is trying to break stereotypes.”

When asked what they hoped students took from this experience, some teachers talked about the importance of windows for exposing students to new perspectives and broadening their worldview. For instance, Kenny, middle school math teacher and director of athletics, said, “This might be the only time they can see a majority minority cast… I was like man this is not your culture but you’re about to appreciate this…Maybe this play isn’t for you, it’s not about you, but, you know what? You’re going to appreciate this…You’re going to sit here and enjoy something that people are putting on for their people, but they want you to take part. And I just felt like they may never see that again.” When asked why it’s important for White children to see a majority minority cast and be exposed to a culture that’s not their own, he said, “I think it’s important because you just gotta have different perspectives. I feel like a lot of times the default experiences they have is just catered to what they know or what their parents know…I think everyone should have a chance to be the minority in the room every once in a while…It’s just good to see other people who don’t look like you doing excellent things.”

While windows are important, so are mirrors. Some students, faculty, and staff discussed how they saw their own identities and experiences reflected in the play and the value of seeing that reflection. Yvonne said, “It’s kind of nice to finally be able to point to something and say, ‘see that’s me.’ Because [the students have] not really had that, you know? …There’s not a lot of media that I can point to and say oh yeah I do this all the time with my family, and now I can reference something, which is nice.” When asked where she saw her experiences reflected in the play, Yvonne talked about the importance of family and community. She also talked about language and food. Other teachers talked about relating to struggles of ethnic and/or national belonging. Sara said, “I felt really seen by [the play] in a way that I didn’t expect… I think [Nina] going to college and not understanding who she was there and having to come home to figure that out resonated with me in ways that are interesting. It’s not a parallel story, but going someplace that made you re-identify with who you were before or your culture is interesting… I have always lived in this place where I’m either not White enough or not Latina enough, so figuring out what that is in different spaces or like how to meld to whatever the majority perception of myself is, and it seems like that is a thing that [Nina] was trying to figure out.” Kenny talked about relating to the story of immigration and belonging. He said, “Usnavi talked about going back home and then not realizing that like he is home. There are times when I’ve felt that way…I’m a [second-generation] immigrant. My mother is from Jamaica. And like everybody’s always like, ‘you’ve got to have pride in where you’re from.’ I’ve always felt like, you know, where do I actually belong? …I also understand the grappling of like where your family’s from, where you originated from, wanting to go back there.”

Some students also found mirrors in the play. Eustacia, a seventh grade student, said: “I could really relate to the girl who went to college and her not wanting to let her family, community and friends down. My family really wants me to go to college and have a good life. That’s like the main reason why we came to America.” Gabriela, an eighth grade student, said, “I really, really connect to In the Heights. So much is similar to my life…This is my comfort movie because it feels familiar.”

When asked what they hoped students took from the play, some teachers talked about the importance of mirrors, the importance of all children in the FSA community having opportunities to see people like them reflected in the arts. Yvonne said, “We have multiple students this year… who are at least partially Latinx and they have that [ability to see themselves in the play], too… We’re not doing the things we say [we do] if we don’t expose people to all the stuff and make sure that everybody feels included.” Similarly, Sara said, “It was very cool to see a predominantly minority cast…to see them [the students], a lot of them represented in that, that there’s space for stories like that.”

Overall, teachers hoped students learned from the experience and took something meaningful away with them when they left the theater. Jan discussed the educational value of the experience, saying, “Learning in the classroom of course is valuable, but going outside of the confines of the classroom and learning in other places is always of tremendous value… [It’s important] to learn how to learn in those kinds of settings, to realize that it’s an opportunity to be intentional about what you’re learning, not just be entertained, which is of value in and of itself. But, the learning beyond that of…what the play was showing the characters going through and the struggles…and being able to relate it to the real world, to think about how realistic, how well it portrayed those struggles… To experience something beyond the more programmed learning in the classroom I think is so valuable.” Kenny discussed the value of the conversations following the play. He said, “As a teacher I realize more and more that kids don’t talk to that many adults outside of their parents. So, they usually get their knowledge on topics from their friends who are older, maybe TV, but they don’t really get to ask really important questions…There’s a lot of knowledge that can be gained from kids just talking with people besides their parents about topics that matter.”

While the play is over and students are back to their regularly scheduled classes, it is my hope that the learning will continue, that parents and teachers will continue to engage in these conversations about representation, about Latinx identity, about Blackness, about class, and race and space because these conversations matter.

Written by Kristen Clayton, Director of Diversity, Equity and Inclusion. 

Noticias!: Celebrating Hispanic Heritage Month

“Noticias! Noticias!” rang out the news carriers on the third floor of FSA as they scurried from room to room.

On any given day, it’s not unusual to hear such enthusiastic footsteps peddling to and fro on the upper levels of the school. In a place where education is always the adventure, hearing chants in another language may be quite the norm.

For the second year, Spanish teacher Brian Ryu has chosen to commemorate Hispanic Heritage Month by charging his eighth graders with the task of creating their own Spanish-language newsletter and delivering it to the rest of the middle school community. This year’s end result is El Mes de Herencia Hispana, an impressive collection of article summaries entirely written and produced by students.

For Brian, teaching involves reinvention and innovation. He is constantly looking for novel pedagogical ideas to not only immerse his students into the Spanish language, but the many cultures of those who speak it. This activity is one that encourages students to discover the rich culture and history of Spanish-speaking countries and the Hispanic community that comprises one of the largest minority groups in the United States.

“There is a certain awareness around Hispanic culture that is more visible to mainstream America, including our students,” Brian said. “But asking them to dig deeper and explore the historical significance and contributions that highlight Hispanic heritage brings their awareness to a whole new level.”

Hispanic Heritage Month is meant to emphasize the important presence of Hispanic and Latino Americans in North America. Beginning as Hispanic Heritage Week in 1968, it became a month-long celebration in 1988. September 15 was chosen as the starting date for the month to acknowledge the anniversary of independence of five Latin American countries—Costa Rica, El Salvador, Guatemala, Honduras and Nicaragua—that were all released from Spanish rule in 1821.

It took the Spanish II class about a week and a half to produce the newsletter. This may seem unbelievable when readers first glance the introduction, a succinct paragraph with one central message: “the thing we need above and beyond a united voice is a diverse voice.”

This need to recognize the diverse voices that make up our many communities is the motivation behind the well-crafted language and attention to detail within the newsletter and its production. And for those in need of noticias but unfamiliar with Spanish, the students provide English translations as well as keywords for enthusiasts in search of learning a new language.

Though an article on chocolate may appear rather unrelated to a newsletter dedicated to  Hispanic Heritage Month, one student writer wanted to point out that the cacao bean from which chocolate is made was actually first used by the ancient Olmecs in what we now know as Mexico. In fact, such probing into the history and importance of chocolate was a topic some of the students previously explored in World Studies with Alex Zinnes.

Another student chose to report on Celia Cruz, the Cuban singer also known as the Queen of Salsa. “I never heard of Cruz,” she said. “Before I didn’t know about Hispanic music. So that was cool to research.”

Although Brian did the copyediting for the newsletter, his students were in charge of everything else, from writing to selecting the accompanying photos. Even that task he would have delegated to his students if they had more time. Because Brian’s curriculum prepares students to speak, read and write in Spanish, his former students report that they often feel ahead when they enroll in high school classes. This is no doubt due to assignments like this one that require students to be attentive and mindful to the social significance of their work.

If it wasn’t already apparent, Brian’s approach to teaching is always led by the philosophy that students are the bearers of knowledge. In this instance, these future journalists proved themselves to be skilled in more areas than previously thought. And that, too, is quite the norm.

Click here to view El Mes de Herencia Hispana Newsletter 2017

 

By Malcolm Tariq

Thinking Caps

This year in fifth grade Bridges class, we used the book Seedfolks by Paul Fleischman to learn about our own learning. The story, which is set in a run-down neighborhood in Cleveland, Ohio, is told in pieces by 13 different characters. Each character is from a unique background and has a different perspective on the events taking place in the community, all of which center around the creation of a community garden. The garden, the neighborhood, and the people are gradually transformed as the story takes root and the members of the community begin to have more reasons to interact with and care about each other.

As we made our way through each new chapter (and character), we practiced noticing which kinds of thinking we were doing in order to fully understand the story. We began with three Thinking Skills, gradually introducing new ones until we were working with eight specific skills. Over time, students began to notice that they used these kinds of thinking everywhere.

Main Idea: We are separating essential information from extraneous details almost anytime we take in information, even in conversations. We also use it when we share information, when we make decisions about which thoughts or other pieces of information are the most relevant to include.

Visualizing: Very often, we make pictures in our minds as we listen, think, talk, or read. Sometimes, we can try to do this in an intentional way to build stronger associations or memories.

Sequencing: Any time we put events, materials, or information in order or perceive a sequence or order, we are using this type of thinking. Schedules, timelines, math operations, story structure, recipes, instructions, portfolios, and many other situations call on our sequencing skills all the time.

Perspective: At times, it can be difficult to imagine things from a perspective different from our own. It can also be incredibly useful to practice doing this, and to consider what makes our perspectives different. We use this skill when reading, watching movies or TV shows, interpreting history and current events, interacting with others, and in order to better understand ourselves.  

Making Connections: When we notice the ways our experiences and thoughts are connected across different parts of our lives, we are building bridges of understanding. For example, we might hear a news story about a wildfire producing lots of smoke that reminds us of our studies of air quality in Science class. When we notice ourselves making those connections, we can start to look for them in less obvious places, where they may actually be hiding out in abundance!

Figurative Language: We use language in almost all areas of life, and understanding and using that language effectively often requires us to discern (and use) nonliteral (or figurative) language. Noticing when and how we interpret language strengthens our metalinguistic abilities (our awareness and interpretation of how and why we use language) as well as our metacognition, comprehension, and expression skills.

Making Inferences: In order to understand much of what goes on around us, we piece together information and fill in any missing pieces with our own prior knowledge. Much of our real-world and academic knowledge may come to us through inference, rather than relying on every single piece of information to be directly stated in full detail. We also depend on others to make inferences on our behalf, to read our cues. We do it so much that it can be difficult to notice!

Predicting: We make predictions in order to plan ahead. We might also find ourselves predicting the outcome of a choice or behavior, the winner of a game, the ending of a book or movie. Thinking in this way, and noticing ourselves doing it, and doing it on purpose, can help us be more engaged with information and more anticipatory or strategic in our thinking.

Not only did students notice themselves using these skills in multiple settings, they also began to notice that they often use multiple types of thinking simultaneously. This was especially evident when we were reading together from Seedfolks. As each new Thinking Skill was introduced, students made a visual representation of that skill on an index card. As we read the book, they would hold up the cards that represented the Thinking Skills they noticed themselves using throughout the chapter. As you’ll see from the photos, they were using many of them in a constant way, so they got creative with how they displayed them. By the end of the school year, they literally had their thinking caps on!  

We began to document some of the ways we were using our thinking skills both in and out of the classroom, and to keep a tally. This way, we could set challenges to notice the ones that weren’t as easy or as obvious, like making inferences. In doing this with the class, I realized my own metacognitive routines could use some reinforcement, and I am now watching out for my own inferences. I look forward to reporting one back to the class soon!

Which Thinking Skills do you notice yourself using more often? Which ones are the hardest to notice? How do you know when you are making an inference, or using another skill? Even thinking about that question is great metacognitive practice. If you need some pointers on metacognition, let the fifth (soon to be sixth) grade lead the way!

By Kerrie Lynn, Middle School Learning Specialist and general learning enthusiast.

The Learning Groove

By Fatimah Hinds, Middle School Teacher

We are well into the groove of the school year. Students have routines and procedures, which they follow without much prompting. Once all of the organizational stuff of the new year was done, we were able to get down to the business of learning.  

I have the pleasure of teaching two different subjects to two different grades which means my days have varied content, objectives, and activities. We fill their days with learning, reading, laughing, outside time, and technology. There’s never a dull moment around here.

In 7th grade Astronomy we have used a combination of hands-on activities, our textbook, classical music and a sprinkle of Curious George to introduce the students to the universe in which we live. The students use technology to research topics, to word process, and to create presentations; all skills that will be of use as they continue their educational journey and into their working lives. These various resources and opportunities to interact with the material has prompted some great discussions about the future of the planet (What happens if the sun explodes?!), questions about how scientific discoveries change what we learn and consider to be fact (Why is Pluto a dwarf planet now?), and what’s next for space exploration (How and when can we visit Mars?).  The kids are thoughtful, funny, and engaged.

In my section of 7th grade Algebra we began with learning the history of math. We do so much with math and numbers in our everyday life that it made sense to do a deep investigation of where it all began. This lesson was a great opportunity to connect with other subjects. Students got to combine their knowledge of culture from social studies and map reading from geography with various math advances from around the world.

We began with the simple act of counting, to how numbers were written, and continued on to when the addition sign was first used (around 1600 CE in case you are wondering). We got to see how math is a competition for some cultures, the basis for most business endeavors, how numbers were not always universal and how that impacts us today, and even how math can be translated into beautiful works of art. The students have seen math in a new light and that was amazing to watch.

Lastly, in my section of 8th grade Algebra we like to have fun!  There are so many ways to convey the same information and we’ve taken this time to explore several of them.  Students put their critical thinking skills to work by solving complex algebra puzzles where they must find the value of pictures based on their arrangement in an equation.

Afterwards they created colorful puzzles of their own which we shared with the other math teachers. From there we’ve used graphing, modeling, and tables to solve real world problems like ‘How much will it cost to make fruit salad based on the different prices of the fruits?’ and ‘How many months will it take a small business to turn a profit after all of it’s start up costs are paid?’ These questions give the students space to be creative but also to connect their school work to their everyday lives and their families lives. I love to hear what they come up with and see how they think outside the box.

My goal when I am teaching is help students learn to approach a problem with the concept of ‘right or wrong’ being secondary. After getting to know each other we’ve built trust such that we are a community of learners who exchange ideas and theories. My classroom is a space to make mistakes (me too), ask questions, and do our best work.  All of these experiences lead to a robust discourse and deeper understanding of the world around us.

Pam Upchurch: Building a Community of Learners

Visit The Friends School of Atlanta on Friday mornings, and you’ll witness a memorable sight: a group of schoolchildren sitting in complete silence, contemplating. This isn’t detention; no one misbehaved. This is Silent Meeting. Sitting in the the front of the meeting room, as she has for nearly 25 years, is Pam Upchurch. And next to her sits her class, silent, gazing, drinking in the new experience. Most experiences are new for them—being only four or five years old.

Pam has been with the school from the beginning. As a parent, I recall taking my daughter on a tour, meeting Pam, and sensing something almost immediately: Her calm demeanor connects with those around her, and with young children most of all.

“I think I was born to teach, especially younger people,” she told me earnestly, without a hint of egotism.  “Teaching always energized me.”

It’s hard to imagine that Pam initially wanted to be an accountant. It wasn’t until she landed a substitute teaching job at a preschool near Atlanta that she realized she had a calling. She would almost become giddy when she got the call from the regular teacher. “And after spending a day with the kids, I would just feel so energized–noticing their similarities, their differences. It was just amazing to me.”

During the first six weeks of class at The Friends School, Pam and her colleagues foster what they call a “community of learners.”. They talk to the children. They listen. They get to know one another and build a foundation for the years to follow.

“We don’t just talk to them,” Pam said. “We allow their voices to be heard. And we make them curious about peace and respect in the classroom. When they know the expectation is to be respectful to others, it plays out that they become more in tune to what the needs of others are.”

This complements the school’s longstanding Buddy Program in which eighth graders pair up with the youngest children. “They feel cared for,” she said, “and that instills their desire to care for others.”

Those eighth graders often sit with their buddies during Silent Meeting. Sure, some wiggle and get a little impatient. These are preschoolers, after all. But for the most part, they’re thinking not just about themselves, but about their buddy, their class, and their school. In children so young, it’s really something to see.

By Tim Heston

Tim Heston has written for business magazines since 1996. He’s won some awards here and there, but his greatest achievement is being the proud parent of an FSA fourth grader.