Empowered Journeys 

Educator: Colleen Anne Oates-Robesch, Library Media Specialist 

Other Participating Staff: Carol Heredia (HLA) Home Language Arts Teacher  

Cultural Partners: Alina Wilczynski: Light Painting Photographer, Paul Rodriguez: Author and Illustrator 

School:  Bellport High School, Grades 9-12

District:  South Country CSD

Summary

This project was designed to help students utilize library resources to develop and enhance their own stories using the graphic novel format. To discover how developing a story with illustrations and light painting can engage them in deep learning of personal value, community engagement, and civic responsibility. 

Rationale

We worked with the HLA students to help them deal with identity, transition, community and belonging.

What learning goals/standards did this meet?

Arts:

• To help students engage in deep learning of personal value, community engagement, and civic responsibility using the graphic novel format.
• To learn the basics of how cameras capture imagery using the Exposure Triangle, how to create Light Paintings using long exposures (long Shutter Speeds); and how to use the medium for personal expression. In combining the Light Paintings with their hand drawings for their cover image, they can see what’s possible in combining traditional and digital media to create something completely new!

CCCR:

Using library resources, interviews techniques, internet resources, and personal history to create a graphic memoir students developed their skills for work ethic, planning, organizing, prioritizing, decision making, and task completion.

• Students strengthen personal identity as a foundation for developing communication and collaboration skills. 
• Civic Mindset: Demonstrate understanding of self as part of and responsible to larger social society through democratic, interpersonal, intrapersonal, and informed actions for meaningful participation in civic life.
• Living Libraries as a concept — as an inclusive, supportive, enriching and relevant resource for all
• Students come to the library on their own during lunch/study hall…art stations to engage the space
• How can a library be a valuable place to launch a CCCR pathway?

CR-S: 

The hands-on creative components of our graphic memoir project engulfed students in a carefully cultivated safe space where they could explore their individual and community identities. Delving into their history by writing about it and choosing meaningful images to represent themselves and their ancestry engaged them in a process of thoughtful reflection of their past, and consideration of their future. Through their stories they were able to explore their identities, contemplate their thoughts and emotions, and strengthen their self-value. As a result, they developed a deeper understanding of themselves and a stronger sense of empathy and connection with the communities they are a part of.

• Students explore their heritage and discover how their family histories are at the core of the richness of American culture. Each individual bio is an important part of our collective story.
• Inclusive Curriculum & Assessment: Elevates historically marginalized voices by exploring power and privilege, biases and inequities, and decentering dominant ideas and voices.

Outcomes

Students’ learning has expanded as a result of this project because now they…

KNOW… Know the process of creating meaningful art and its value as a way of enhancing their understanding of family and community.

UNDERSTAND… Understand how using library resources can be part of the process of creating meaningful art that enhances their understanding of family and community.

ARE ABLE TO (DO)…Are able to use library resources to explore their identity and create meaningful art that solidifies their connection to the communities they are a part of.