Project Description
Through the research, design, and creation of Talking Kites, this project will implement STEAM (science, technology, engineering, art and math) principles en route to creating interdivisional, interdisciplinary, and social-practice-based curriculum. This project is designed to promote peace, respect, tolerance, understanding and harmony at Penn Charter and in the greater community.
Contribution to Penn Charter and Beyond
The team’s immediate goal is to come away with a well-planned and tested curriculum that can be implemented into both the Upper School and Lower School in a collaborative manner, allowing students to create tangible works with an immediate effect in the local community. The STEAM-based process will give students a unique modality to bring together a well-rounded mix of disciplines, allowing each individual the possibility to contribute and flourish in multiple areas and understand the connectivity of multiple subjects. The curriculum will account for differences in knowledge and skills between the Upper and Lower School students, ideally allowing US participants to help LS students in some areas, and vice versa.
The product of this project will give students a platform and a voice, empowering individuals by allowing them to express themselves, create tangible work, and take immediate action. This opportunity for expression and community involvement addresses a particular issue that many current students have expressed frustration around: an inability to take immediate impactful actions. The team hopes to be able to implement the project into the curriculum of the Lower School, the proposed US Art and Social Justice course, US Design Studio, and/or an alternative US Visual Art and Design course.
Lastly, the reach of this VITAL project, which is already based on an international initiative, will extend beyond Penn Charter as the team hopes to involve a partner school or organization to fly kites with by the Spring of 2018. The team’s long-term vision includes the continued proliferation of this project at Penn Charter and with a potential external community partner, as well as possibly deepening the math and science aspect of the project by integrating an Upper School physics or geometry class. This would also allow for greater professional development and collaboration among Penn Charter’s faculty.