StudentWorkCuration

Introduction Understandings Context PurposeandProductiveness StartingwithDesign StudentVoiceMatters ProjestDesign

Introduction ASchoolsStory Ilovestories.Storiestoldthroughwords,music,pictures,filmitdoesntmatterwhichmediumaslong asthereisastorytotell.Icouldevenlookatthewallsofourschooltodecipheritsnarrative.The productsfromourartteachersRecycledArtprojectdisplaysourstudentsartistictalentsand creativitywhilealsoconveyingtheenvironmentallyconsciousyoungadultsourschooliscultivating.The studentmadefurnitureplacedthroughoutourbuildingreflectsourschoolsemphasisonallowing studentstousetheirhandsandtodevelopskillsrelevanttotheworldoutsideofhighschool.Cometo thinkofit,everyschoolswallsshouldbeabletotellitsstory.Makingaschoolsstoryandjourney apparenttothecommunityiscriticalforthecommunitytounderstandtheschoolscorevaluesand designprinciples.Whatareparentsandotherguestsgreetedbywhentheywalkontothecampus? Whatcanyouseeonthewallsandtheceiling?Whatarethestudentssurroundedbyonadailybasis? Whatdoestheschoolvalueandhonor?Whatdoeslearninglooklikeatthisplace? AtHighTechHighNorthCounty(HTHNC),alongwiththerestoftheHighTechHighschoolsacross SanDiegoCounty,weboastanenvironmentthatvaluestheworkourstudentsdoandhonorsthework ofcraftsmenandartists.HTHNCisfilledwithproductsofallsortsthatdisplaythelearningandcreating thatallofourstudentsdo.FromthefurnitureImentionedpreviouslytothepostersandartwork,our schoolsnarrativeisthatweareaprojectbasedlearningschoolwhosestudentsarelearningbydoing. Wealsoemphasizethebeautyofthearts,asamajorityoftheproductsthataredisplayedareartisticin nature.Forexample,atTheGaryandJerriAnnJacobsHighTechHigh(HTH)thereisaphysics projectcreatedoutofbicycletiresandgearsthatis,inmyopinion,theepitomeofgreatstudentwork curation.Ibelievethisformultiplereasonsthefirstandforemostissimplythewayinwhichitis displayed.Itisprofessional(nonailorbluetapeisvisible)andaestheticallypleasingwhichdisplaysthe artisticnarrativeoftheschool.Itisinteractiveinthataudiencememberscancrankthepedalandseethe wheelsinaction.Thecomplexityoftheproductshowstherigorofbothcontent,worksmanshipand planning.Itisalsosupportedbytheartistsstatementnexttotheproject.Anyonethatwalksbythis

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pieceofworkcannotdenythatitisinfactinterestingtolookatanditindeeddisplaystheschools narrative. HoweverasIreflectonhowweasastaffdisplayourschoolsnarrativethroughourbuilding,Iwonder iftherearecriticalcomponentsthatarebeingmissed.Indubitablywevalueandhonorourstudentsand theworkthattheydobutisthereanessentialpartofourstorythatweareleavingout?Evenwithinthe seeminglyflawlessphysicsprojectImentionedabovethereseemtobeholesandquestionsleft unansweredabouttheschoolsstory.Whatwastheprocess?Howdidthestudentsplanthisintricate designandconcept?Howlonghasitbeenup?Howlongwillitstayup?WhenIwalkthroughthehalls ofmyownschoolsite,HTHNC,Iamoverwhelmedwithevenmorequestions.Whydosometeachers displaystudentworkconsistentlyandfrequentlywhileothershaveyettouseourschoolbuildingasa galleryspace?Whyareonlysomesubjectsdisplayedwhileothersareleftoutdowevaluecertain subjectsmorethanothers?Nowthesemaybejustsomeofthequestionsourstudents,parentsand communitymembersmaybethinkingastheywalkthroughourhalls.Nottomentionstudentwork curationasatopicisbroad.TosummarizetheareasinwhichIfeelIcansupportHTHNCthemost, thefocusofthisprojectwillbetoanswerthequestion: Howcanweempowerteacherstousestudentledcurationtodisplay ourschoolsstorythroughstudentwork? Howcancurationbesustainable? Iusethetermempowerinhopestokeepthequalityandquantityofthestudentworkthatisdisplayed sustainable.AtHTHNCthereareseveralexhibitionsofstudentworkthroughoutthebuildingbutthere arealsoseveralblankwalls,emptyshelvesor,evenworse,displaysthatareshoddyorunprofessional. ByempoweringteachersandstudentsIfeelthereisabetterchanceofnotonlyincreasingthenumberof studentworkthatisdisplayedbuttoalsoensurethatalloftheworkthatisdisplayedisdonesoina beautifulandprofessionalmanner.ToachievethisgoalImustfirstengagewithmycolleaguesintermsof whattheyfeelisneededandwantedaswellaswiththestudents.IwillfirstconductaNeeds Assessmentwithmycolleaguesinordertobetterunderstandwhattheyfeeltheyneedsupportinwhen itcomestodisplayingstudentwork. ByhavingthisprojectfocusonstudentledcurationIfeelIamsupportingteachersandcreatingan environmentinwhichwhateverpracticesareimplementedaredonesoinasustainableandrealistic manner.Torelievesomeofthetimeandenergythatisrequiredtoimprovethequalityandquantityof studentworkdisplayatHTHNC,Iplantogivemorevoiceandresponsiblitytothestudentbody. Howcanwesupportteachersinalldisciplinesindisplayingstudentwork,bothprocessandfinal product,inabeautiful,professionalandinsightfulmanner?

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Inordertoaccuratelydisplayourschoolsstorythroughstudentwork,Itrulybelievethatthereneedsto besomeeffortindisplayingtheprocessofourstudentsworks.Throughindividualconversationssome teachershavevoicedconcernsofplacingtoomuchemphasisontheendproductratherthancelebrating theprocessofthelearning.AtHTHNC,ourstudentsrelyheavilyoneachothersfeedbackandcritique tofurtherlearnandgrowasanindividualfrequentlyimplementingRonBergersKind,Specific, Helpfulguidelines,ithasbecomecommonHTHjargonamongstourstudentsandstaff.Throughthis projectIhopetoexhibitmoreofthisaspectofourschoolsstorythroughdisplayingstudentwork. Additionally,tofurtherexhibitourschoolsnarrativewemustmakeaconcertedefforttodisplaying workfromallcontentareas,inalldisciplinesusingvariousskillsandtalent.Althoughartisanimportant elementofourschoolscurriculumitshouldbecleartostudents,parentsandothercommunitymembers thatwevalueotherdisciplinessuchasmath,thesciences,literacyaswellasallofthearts. Howcanweempowerteacherstousestudentledcurationtodisplay ourschoolsstorythroughstudentwork?

Understandings Context VisitorstoHTHquicklynoticethatHTHandrestoftheHighTechcampusesarenotyourtypicalpublic schools.AsidefromthedisplayofstudentworkasdescribedintheIntroduction,ourschoolbelievesin aprojectbasedcurriculumthatallowsstudentstothinkanddevelopskillsthatgobeyondhighschool. Becauseourcurriculumandourstoryissounique,itisimperativethatwemakeourschoolsstory visibleandunderstandabletoanyonethatentersourschool.ThroughmyinvestigationIhopetoclarify whetherornotweasaschoolaresuccessfullyportrayingourschoolsnarrativethroughstudentwork curationaswellashowImaybeabletocreatestructurewithinourschooltofurthersupportteachersin studentworkdisplay.Inthissection,Iwillbepresentingresearchregardingotherinstitutionsthatalso incorporatevariationsofstudentworkcuration,howexhibitsshouldbeimplementedandwhystudent workshouldbepubliclydisplayed.Iwillcontinuetopresentvalidationregardingprojectbasedlearning andhowthefinalexhibitionisacriticalandessentialcomponent.Finally,Iwillsharewhyallowing studentstheopportunitytobeinvolvedinthisprocessissoimportantandalsohowwecaneffectively usetheirtalentandknowledge.

PurposeandProductiveness Manyprogressiveinstitutions,regardlessoftheircurriculumanddesignprinciples,understandthe importanceofdisplayingstudentworkasmuchasteacherscan,asoftenastheycan.Takeforexample theHollytreePrimarySchoolinBritainasdescribedbyThomson,HallandRussell,aschoolwhoalso

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usesstudentworkcurationasameanstoportraytheirnarrativemuchlikeHTH.ThestaffatHollytree emphasizedhowtheworkitselfprovidedstudents,staffandvisitorswithavisualhistoryornarrativeof theschoolourinterpretationisthatcultureconstitutesthesemioticpracticesinaninstitution, producedthroughlocalactionsandinterpretationsofpolicies,andpositionedbyspecificlocalhistories, narratives,andcombinationsofpeopleandcommunities(Thomson,P.,Hall,C.,&RussellL2007). Furthermore,italsoillustratestovisitorsandparentswhatthestudentsatthisschoolaredoingandthat indeed,theyarelearninganddoing. Inordertoachievethegoalofconveyingourschoolsstorytoouraudience,anyprocedureforcuration withinaschoolshouldbepurposefulandintentional.Lackeyquotesexpertsonmuseumdisplays: designingmuseumexhibitionsistheartandscienceoforganizingthevisual,spatial,andmaterial elementsofanenvironmentintoacompositionthatvisitorsmovethrough.Thisisdonetoaccomplish preestablishedgoals.Thepresentationofexhibitionsinmuseumsshouldneverbehaphazardorleftto chance.Ifteachersshouldconsiderschoolhallwayslikemuseumgalleries,thentheytooneedtobe thoughtfulandorganizedwhenexhibitingtheworkofstudents.Everydisplayshouldhaveagoaland shouldbeorganizedinawaythatachievesthatgoal.Shecontinuestosayexhibitionsshouldbedefined asashowingforapurpose,thepurposebeingtoaffecttheviewerinsomepredeterminedway.And, asamediumofcommunication,thepossibilitiesaffordedbyexhibitionsareboundlessencouraging teacherstobecreativeintermsoftheirexhibitionsbutregardlesssettingacleargoalandpurpose (Lackey2010).Ifandonlyiftheexhibitionisorganizedanditsgoalclearcanitthenbeusedasanother meansofstudentsteachingandlearningfromoneanother.AsLackeycontinues,shepointsoutthatthe exhibitisastatementdecpitingthatwhichhasbeencollectivelylearnedaboutatopicaswellasan opportunityfornewlearningmeaningnotonlyarestudentsdisplayingwhattheylearnedtogetherbut anyaudience/viewernowhastheopportunitytolearnfromtheseexhibits(Lackey2010).Furthermore, asInnellidiscussesinherarticle,bycreatingagallerylikespaceteachersaretakingthelearningbeyond thedoorsoftheclassroom.Galleriesarealreadysetuptobeavenuefordisseminatingworksand ideastoacommunityculturewhichiswhatmakesmuseumsandgalleriesanexcellentfieldtrip opportunityforteachers(Innelli2010).Thereforemanyscholarsandexpertsagreethatgalleriesand exhibitsofstudentworkisindeedagreatmediumtotakethelearningoutsideoftheclassroom. Notonlycanstudentworkexhibitsbedesignedinawaythateducatestheaudience,italsobecomesa greatequalizerforstudentsofallbackgroundsandsocioeconomicclass.OnceagaintheHollytreeisa greatexampleofaschoolthatusescurationinthisway.Toputsimply,theschoolbelievesthatthe displaysareameansofequitysinceallofthestudentsworksareup,itprovidesstudentsexampleof whatgoodworkshouldlooklikeandtheworkitselfactsasareferencethatstudentscanrefertofor contentinformation.Itisagreatequilibriumbecauseitoffersallstudentsexcellentexamplesofstudent workinalldisciplines.Goingforward,whetherthisstudentisaveteranornot,he/shehassomewhatof

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anideaoftheexpectationsatthisschooland/orclassnottomentionthecontentinformationthatismost likelydisplayedandexplainedthroughtheproject.Furthermore,thebeautifulandprofessionalaesthetics ofthebuildingwillraisethequalityofthephysicallearningenvironmentwhichwillattractstudentsand parentsfromallsortsofsocioeconomicbackgrounds.Otheraudiencegroupssuchasparents, prospectiveparentsandfunderswillalsobenefitfromtheprofessionalcurationofstudentwork.Withall ofthegreatprojectsthatareondisplaythereisnodoubtthatstudentsarelearningatthisfacilitynotto mentionthewayinwhichthestudentslearnisapparentaswell(Innelli,2010)(Thomson,P.,Hall,C.,& RussellL,2007). Nolan,throughherexperiencewithTheProjectSchoolinIndiana,alsoexpressesthepositivebenefits ofexhibitionsandstudentworkdisplay.Nolanwitnessedfirsthandhowagroupofstudentscanbe motivatedbeyondthegradethroughthepressuresandexcitementofanexhibition.Notonlydidshe knowthatthestudentsunderstoodwhattheylearnedbutshesawthattheywereproudandeagerto sharetheirhardworkwiththeircommunity(Nolan,2011). Thusdisplayingstudentworkisabsolutelycriticaltoapositivedevelopmentofschoolcultureforthe purposesofdisplayingourschoolsnarrative,takinglearningoutsideoftheclassroom,usingcurationas ameansofequityandgenuinelymotivatingourstudentsformeaningfulreasons.

StartingwithDesign Inthecontextofprojectbasedlearning(PBL),thisauthenticaudiencecomponentortheconceptof backwardsdesigniscritical,ifnotvitalforallstudentsandforthepurposesofattainingthebenefitsof PBL.Sometimestheculminatingexhibitionattheendofaprojectorunitisaspecialeventinwhichthe authenticaudienceistheattendeesoftheexhibition.Asdiscussedabovethesetypesofexhibitions providestudentswithauthenticreasonstocreatemeaningfulworkandlearnthetopics.Additionally LarmerandMergendollerpresentstheimpressiveimpactofobservingastudentdiscussthecontent informationaswellasnoticingthatthestudentsreflectionoftheirlearningprocessbeingmuchmore meaningfulthanviewingtheprojectalone.LarmerandMergendollersemphasisonthestudents processoflearningandcreatingremindsmeofitsimportanceanditsrolewithinourowncampus (Nolan,2011)(Larmer&Mergendoller,2010).Regardless,oneconclusionremains:theteacheror designermusthavehadthefinal,culminatingexhibitioninmindthroughouttheprocessoftheprojector unit.Withoutthepredeterminedpurpose,withouttheorganizationandstructuresforasuccessful exhibitandwithoutcommunicatingthefinalexhibitiontothestudentsfromthebeginning,thebenefitsof exhibitionandstudentworkdisplaycannotbereaped. Additionally,Berge,LarmerandPatton,allthreeofwhomareconsideredexperiencedpractitionerin projectbasedlearningandprojectdesignatHTH,agreethateverymeaningfulandeffectiveproject

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mustincludeapublicdisplayofthestudentsworksattheendoftheunit.Bygivingtheprojectan authenticaudienceandanopportunitytobedisplayedpublicly,studentsnowhaveevenmore motivationandambitiontoproducegreatworkthatgoesabovethesuperficialityofreceivingagood grade.Inevitably,withexhibitionbeinganimportantcomponenttoeverygreatproject,theskillof curating,marketing,promoting,publicspeakingandotherskillsbecomeapartoftheprojectitself (Patton&Robin,2012). JeffRobin,anothercurationexpertfromHTH,explainshowstudentworkdisplaysalsoneedtohave symmetry,repetitionandasurpriseinorderforthemtobeeffectiveandeyecatching(Robin).When Robinsayssymmetryhemeansaseriesofanykindthesamesizework,thesamemedium,thesame useoftechnology...oreventhesamesizeframe...symmetryisthekeytoanygreatcuration(Robin). Thisindicatesthatwhenteachersaredesigningaprojecttheyshouldnotonlybeawareofhowthe studentsfinalproductswillbedisplayedbutalsohowalloftheseworkswillbesymmetricalwitheach other.TheconceptofrepeitioninRobinstheoryisverymuchthesameanexhibitcanhavemuch moreofanimpactontheaudienceofthereisaconsistenttheme.Perhapsitisaconsistentcolorscheme orthematerialinwhichtheproductismadeorthetimeperiodthattheclassfocusedonregardlessof whatitistherepetitionshouldbeobviousandshouldmaketheexhibitallthemoreappealing.Lastly, Robinemphasizestheelementofsurprisedinanyexhibitionandthepurposebehindthesurpriseismuch likeanythingelsethatgetstheattentionofpeople.AlthoughRobindoesnotfurtherelaborate,fromthe exampleshepresentsonecanassumethattheelementofsurpriseorgrabbingtheaudiencesattentionis justasimportantastheworkitselfbecausewhatisthepurposeifnoonecaresornotices.AsRobin pointsoutbulletinboardsnoonelooksatthemindicatingthatourstudentsworkshoulddemandthe attentionofvisitorsbecauseitmakesthemcurious. StudentVoiceMatters Iusethewordsustainableinoneofmyquestionsforintentionalreasons.Althoughthecurrently displayedbeautifulstudentcreationsthroughoutourschoolmakemeproudandcreatesalively atmosphere,theblankwallsandemptyspacesconfoundmeevenmore.Thatbroughtmetotothe conclusionthatitwasnotinfactthatourstaffwasincapableorapatheticregardingdisplayingstudent workonthecontrary,ourschoolbuildingprovesthatmanystaffmemberscareverymuchabout studentworkcuration,butratheritwasthatconsistentcurationwassimplynotsustainableatthispoint. Bysupportingandempoweringteacherswithstudentledcuration,Ihopetomakestudentwork curationmoresustainable.Butwhystudents?Whatcanstudentsoffertoteachers?Moreimportantly,is itmoreimportantforthestudentsthemselvesorforteachersthatstudentshavethisresponsibility? InCushmansbookSenttothePrincipal,sheinterviewsseveralstudentsregardingtheseparationg betweentheschool(staff,faculty)andthestudents:

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Astudentwalkingintothehighschoolseesthebuildingandtheadminstration,theprincipaland sometimesthefaculty,asaseparateentitythatheisopposedto,notonthesametrack.But schoolshouldntbelikeabrainwashcamp,justasolidinstitutionthatthestudentsbutttheir headsagainst.Itsgottabeadynamicentitythatwehaveavestedinterestinmakingbetter,and moreenjoyable,andmoreprofitableforus.(pg.4). Throughthisstudenttestimonyitisapparentthatstudentswanttobeinvolvedintheirschoolandintheir education.Cushmancontinuestodescribehowmostprincipalsandotherschoolleadersjumpto reprimandingstudentsandtakingawayevenmorefreedomandresponsibilitiesinsteadofletting studentsenterthedialogueandsharetheirthoughtsonhowcertainproblemscanberesolvedwithin theirschool.Oncestudentsareprovidedwithopportunitiestoactlikeyoungadultsandmakeimportant decisions,theywillriseuptothechallenge:Inamillionlittleways,yourstudentsarewatchingtosee whetheryouregardthemascitizensorassubjects.Inamillionlittleways,theywillinvestinschool,if theyseeyouasapartnerandIdefinitelyforeseethestudentledCurationClubinvestingintheirown schoolandasaresultempoweringthemselvesandtheirteachers(Cushman,2004). Althoughthebenefitsofincorporatingstudentvoiceandchoiceintoaschoolmaybeobvious,howone implementsthemsuccessfullyisadifferentstory.Fletcherbringsupthisconceptofmeaningfulstudent involvementandhowteachersmayachievethatintheirclassroomorschoolmeaningfulystudent involvementevolvesfromagrowingawarenessamongstudentsandeducatorsthatyoungpeoplecan andshouldplayacrucialroleinthesuccessofschoolimprovement...Researchshowsthatwhen educatorsworkwithstudentsinschoolsasopposedtoworkingforthemschoolimprovementis positiveandmneaingfulforeveryoneinvolved(Fletcher,2005).Fletcherbringsupthisconceptof balancingthisactofvaluingtheopinionsofthestudentsandyetsettingboundariesforaneffective discussionorchange. SohowdoIknowwhetherthestudentstaffpartnershipismeaningfulorsuperficial?Fletcherpresents hisLadderofStudentInvolvementthatbreaksdownthecharacteristicsanddescriptionsoftheway teacherstreatstudentsandwheretheymaybeonthatLadder.Currently,accordingtoFletcher,there wouldbenowayformetoachievealevel7or8(thehighestlevel)becausetheCurationClubwould nothavebeenstudentinitiatedandinsteadithasbeenadultinitiatedasstatedinlevel6whichis descirbedasstudentsareinvolvedindesigningprojects,classes,oractivitiesthatareinitiatedby adults.Manyactivities,includingdecisionmaking,teaching,andevaluation,aresharedwithstudents (Fletcher,2005).Atthesametime,sincethestudentsthatwillbeinthisclubwillbevolunteeringtheir owntimeandenergy,perhapsitcanbeseenasstudentinitiatedoratleasteventuallyturninto somethingthatisverymuchstudentinitiatedandstudentledsothatitmaycontinueregardlessofmy presence.

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Indeeditwilltaketimeandefforttogetstudentsproperlytrainedinassistingteacherswithcurating. HoweveroncethatisdoneIbelievethesestudentscanbeapowerfulexampleofhowstudentsare takingleadershiproleswithintheirschool.Innellipointsthisoutaswell:studentscantaketheleadin developingexhibitsandcurriculumwithappropriatetraining.Thus,studentscouldhelpconstruct knowledgeinthemuseumaspartofcommunityservicethatwouldservetheirlearning,theirpeers,and thepublic(Innelli2010).AlthoughInnelliisdiscussingstudentsvolunteeringatanactualmuseum,the sameideasapply. ProjestDesign EssentialQuestion:Howcanweempowerteacherstousestudentledcurationtodisplayourschools storythroughstudentwork? Date June Description Data

NeedsAssessment:Feedbackregardingwhat Checklist:Inwhatwayscanwe supportthestaffneedsinregardstostudentwork improveonhowwedisplay display. studentworkatHTHNC? HTHVisitoryFollowUpSurvey20122013

August

ProfessionalDevelopment#1:Projectplanning time(retreat) ProjectideabrainstormPostits GalleryWalkcommentwithProject Plannerinhand FilloutProjectPlanner/typeoutproject description ExitCard PlanCurationCrewMeetings,recruitstudents ScissorLiftTraining??

ExitCardSurvey:Onascaleof 15howhelpfuldidyoufindthis PD?Howelsecanyoube supportedintermsofproject planning/designing?

ExitCard:Whydidyoujoin? Whatdoyouhopetogetoutof thisclub?Ideas?

September

BacktoSchoolNight9/12:WhiteBoardSurvey VisitorSurvey:Whatstrikes forparents/students/visitors. youaboutthestudentworkand howitisdisplayed? XBlock:CurationClubMeetingbegins ExitCard?: ProfessionalDevelopment#2:PD#1Followup ExitCardSurvey: (NCStaffDay) Whenwouldan Journal:projectreflection/statusupdate installationworkshopbe PairShare helpful?ASAP23 Presentationoncuration? monthsafterexhibition Smallgroups:Volunteeredteacherspresent Onascaleof15how

October

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finalproductofproject,ingroupsroam schoolandfindahomeforfinalproducts, brainstormmethods/materialsfor installation Fieldtrip:museum?gallery?withacurator

helpfuldidyoufindthis PD? Howelsecanyoube supportedintermsof project planning/designing/curati on?

November CurationClubFieldTripvisitotherschoolsites StudentInterviews thatimplementcuration December CurationClubassupportduringExhibitionMonth ExitCard:Howhelpfulwasthe CCduringexhibitionsetup? ProfessionalDevelopment#3:CurationClubs ExitCardSurvey: Workshops Onascaleof15how Installing2Dwork helpfuldidyoufindthis Installing3Dwork PD? Murals Howelsecanyoube supportedintermsof project planning/designing/curati on? CurationClubCalendar Date September Description BuildingScavengerHuntWhatdowesee?Whatwouldweliketosee? Whyisstudentworkcurationsoimportant?HowcanHTHNC improve?Howcanyouhelp?Whatdoweneed?Whatdoteachers need? SafetyTrainingladderuse,toolsafetyanduse,facilitiesworkshop? Researchmuseums,galleries,schools,etc.thatwewouldliketovisit BacktoSchoolNightPrepWhatdopeoplewanttosee?PrepareGraffitti WallActivityforguests CollegeDayHowdouniversities/collegesutilizestudentworkcuration? Whatpurposesdotheyserve,ifany? PrepforPD#2and#3Howcanstudentscollaboratewithandempowerthe staff? FieldTriptomuseum,gallery,school,etc.

October November

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10

December January

ExhibitionMonthSupportstaffandotherstudentsinworkdisplay Assignstudentsgalleryspace Gallery9(9thgradecommons&hall) Gallery12(12thgradecommonsandhall) Gallery10(10thgradecommonsandhall) Gallery11(11thgradecommonsandhall) GalleryL(HTHNCLobby) GalleryC(MainCommons&hall) Makeconnectionswithteachersdiscusspossibilities,vision,etc. Workonasignedgalleryspace Takepicturesdaily Checkinwithproductsteacher(s) ConductschoolsurveyHowcanstudentworkdisplayatHTHNCimprove?

February

March

FinalProduct:Website&Photos Purpose Provideteacherswithexamplesofhowtheymaydisplaytheprojectafteritsdone Provideteacherswithinstructions/ideasonhowtophysicallygoaboutdisplayingtheproduct Provideteacherswithareferencetogetideas,askquestions,etc. Ideassofar Visual,photographicexamplesofstudentworkdisplayscategorizedbyproducttype Insightandphotosofthehowsi.e.Whatmaterialsdidtheteacherusetohangthis?What toolsarenecessary? Forumwhereteacherscanpresentfurtherideasorevenquestionsaboutcuratingaspecific project/product.