ART/ACT: EDUCATE - Water is Everywhere

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11/17/2023 Added

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[00:00:00.000](light music)
[00:00:05.909](light music)
[00:00:19.979](upbeat music)
[00:00:24.270]For my students' projects, they did some research,
[00:00:27.270]they picked a topic related to water
[00:00:28.680]that they were interested in.
[00:00:29.670]And for my class, they did the framing of,
[00:00:33.030]we kind of looked at it under three main questions
[00:00:35.040]of what do you do if there's too much water,
[00:00:36.750]what do you do if there's not enough water,
[00:00:38.340]and then, who is in control of like,
[00:00:40.080]the water resources that we do have?
[00:00:41.970]So under that umbrella,
[00:00:42.900]students got to kind of choose their own topic
[00:00:45.420]that fell in that category, did some class brainstorming.
[00:00:48.090]They wrote an artist statement
[00:00:49.140]kind of based on the research that they did,
[00:00:50.790]and then they made working water fountains
[00:00:52.980]inspired by their research.
[00:00:54.330]So it was kind of a two-part project.
[00:00:55.980]It was cool to see when I really asked them
[00:00:58.200]to kind of dive more deeply into something,
[00:01:00.270]like, most of them were really willing to
[00:01:01.980]and really had a lot of cool and interesting opinions
[00:01:04.950]For the water fountain project,
[00:01:07.440]I tried my best to make a golden globe
[00:01:10.830]saying the world is yours to just show that like,
[00:01:13.500]the world is ours, and we can do something
[00:01:15.540]like, to change our current situation about water.
[00:01:19.410]I'm just, I now I have more knowledge,
[00:01:21.810]you know, about water, and you know, as a topic,
[00:01:25.447]you know, related to environmental change,
[00:01:28.220](upbeat music)
[00:01:32.850]My students were studying
[00:01:36.840]how and why sea levels are changing around the planet,
[00:01:40.110]and then specifically how it's going to affect
[00:01:44.400]the San Francisco Bay Area.
[00:01:46.440]I think they learned a lot of science about climate change,
[00:01:49.950]about why climate change is occurring,
[00:01:52.290]and what are the ramifications of that.
[00:01:56.640]And I think that they also,
[00:01:58.410]I hope that they took away also a sense of the possibility
[00:02:01.770]of in terms of the solutions that they can apply
[00:02:05.100]to a local, their own local level.
[00:02:08.039](upbeat music)
[00:02:11.910]The prompt was obviously all focused around water,
[00:02:14.610]why it's important, and what would happen
[00:02:17.460]if we didn't have enough water,
[00:02:18.750]what would happen if we treated it better.
[00:02:21.510]And so the kids really came up
[00:02:23.670]with an array of different projects and focuses,
[00:02:27.870]their directions, I suppose.
[00:02:31.530]I think they became a little more familiar
[00:02:33.240]with just the controversies
[00:02:36.360]and the importance of how we treat our water as humanity.
[00:02:41.250]In doing the project, I've paid more attention to like,
[00:02:44.910]the things around me, and since my thing was a jellyfish,
[00:02:49.680]I mean like, I pay more attention to like,
[00:02:51.000]the things that go into the ocean and everything.
[00:02:52.980]I've become more appreciative of the environment,
[00:02:55.860]I would say.
[00:02:57.568](light music)
[00:03:00.540]I think my students learned how to create
[00:03:03.060]research-based artwork about an issue
[00:03:06.300]that is hopefully now important to them.
[00:03:09.960]They maybe have not have thought about the importance
[00:03:12.420]of water in their lives and the impact that it can have.
[00:03:15.870]Definitely as a result, I have incorporated research
[00:03:18.163]kind of throughout all of the art-making process.
[00:03:21.450]Whether it's just like, researching different,
[00:03:24.300]like, processes and then experimenting with them,
[00:03:27.600]to doing like, full-blown research-based artwork.
[00:03:30.330]My project, it's like, you know, you have a truck.
[00:03:34.620]Don't lead the trust into someone else's lake.
[00:03:38.192]You know, that's like, that's like Indigenous land,
[00:03:42.420]Indigenous people land, you know,
[00:03:44.160]where they turn the like a clean water
[00:03:46.620]into like, an acid for humans to swim.
[00:03:49.590]My thing was about flooding,
[00:03:51.360]so I'm showing like, anger in the water,
[00:03:54.450]and then there's like, fists of water too,
[00:03:57.150]kind of destroying the house,
[00:03:58.890]and then kind of a tsunami over the house.
[00:04:03.030]Basically just showing how like,
[00:04:04.140]water can be good and bad, and destructive.
[00:04:08.460]It just showed me like,
[00:04:09.390]we need to hurry before things get worse.
[00:04:12.480]I made a fish, but like, the fish is kinda 3D,
[00:04:16.620]and it's like attached to some strings,
[00:04:20.370]so it kinda gives it the illusion
[00:04:22.050]that it's floating mid-air.
[00:04:24.000]I had to do some research on the anatomy of fishes,
[00:04:29.220]and then I did some research
[00:04:31.050]on how fishes are being affected by all this.
[00:04:35.580]I'd say climate change and how the sea level
[00:04:38.490]really affects fishes and stuff.
[00:04:40.973](light music)
[00:04:44.550]We did a 3D model of the North Platte area.
[00:04:50.040]Kinda, growing up, I had like,
[00:04:51.639]a dad that was interested in doing train dioramas,
[00:04:55.170]and models, and things like that,
[00:04:56.970]so I used that as kind of an entryway
[00:05:00.330]in how to get started with the project,
[00:05:02.310]but it was showing locally-based phenomenon
[00:05:06.930]that kids see every day and tying it back to water.
[00:05:10.050]The feedback I got from my kids was, "This is so much fun,
[00:05:13.320]we need to do more stuff like this in science,"
[00:05:15.390]and so it was a really, really cool experience.
[00:05:17.790](light music)
[00:05:22.260]This is a really cool project
[00:05:23.370]just because a lot of us in this classroom
[00:05:25.710]kind of live in the flatlands of Oakland,
[00:05:28.830]or kind of like near the water,
[00:05:30.570]but we really don't ever really get to experience it.
[00:05:32.670]And so it's just something that get to dream about
[00:05:35.940]like, what could be, you know,
[00:05:37.876]if we actually all got together and put our heads together
[00:05:42.364]with the science we have now, with the technology,
[00:05:44.700]with the knowing the history,
[00:05:46.410]the true history which is not really talked about a lot,
[00:05:48.930]about kinda like how we got to this stage where we have,
[00:05:53.262]you know, where our bay is polluted.
[00:05:54.980](light music)
[00:05:59.070]Doing this project
[00:06:00.210]was bigger than any of us could imagine.
[00:06:03.480]Like, the Governor invited our class,
[00:06:05.820]and he doesn't invite a lot of public school kids
[00:06:08.160]to his office, and the kids' gonna sit down with him
[00:06:10.913]and interview him.
[00:06:12.231]And the community involvement in this project would not be,
[00:06:17.700]the NRDs, we've had people from research centers
[00:06:21.150]like, reaching out to us after reading the paper
[00:06:23.760]and wanting to help.
[00:06:24.840]I had a principal come in
[00:06:25.830]and ask if he could buy us a drone.
[00:06:27.836](audience laughing)
[00:06:29.280]Like, "Is this for that California deal?"
[00:06:31.606]Yes.
[00:06:32.439](audience laughing)
[00:06:33.272]So we've had all the support,
[00:06:35.040]and it's really brought our school together
[00:06:37.560]in ways I couldn't have imagined.
[00:06:39.450]I think I'm most proud of just the product in general,
[00:06:42.630]'cause it was a thing that was made by
[00:06:45.660]like, 10 high school students.
[00:06:48.450]So just to see of like, just to hear the feedback of it
[00:06:52.497]and how, like, the good feedback from it.
[00:06:55.980]Well, I learned that
[00:06:56.813]there was a water compact to begin with,
[00:06:58.800]and I learned about how much water
[00:07:00.930]actually affects like, everybody.
[00:07:03.690]Like, how from the suburbs, to the urban areas,
[00:07:07.380]and even the agriculture.
[00:07:08.730]I didn't know it made such a big impact everywhere.
[00:07:11.196](light music)

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