Skills:
- Application of knowledge to address real-world issues
- Writing scientific literature
- Presenting findings
- Interpersonal communication and coordination of individual efforts into a group activity
- Developing proposals for future research
Skills:
- Identify appropriate ways to solve problems
- Communicate mathematical ideas through models, writing, and speaking
- Analyze scientific data and systems through a mathematical lens
Skills:
- Familiarity and facility with environmental art terms and vocabulary
- Using art as a tool and visual langauge for: self-expression, establishing a sense of place, and for effecting change
- Documentation and discussion of ephemeral art through phtography and/or writing
- Exploring and understanding a variety of traditional and non-traditional art mediums and materials
Using the entire semester as a reference, students were tasked with choosing a new subject that they feel passionately about that pertains to their Island School experience, and express it visually in any medium they want. Students were encouraged to take creative risks for this over-arching assignment, and to perhaps try a medium that they hadn't had experience with up to this point.
Students documented a personal adventure that they have had in the first 15 days of school. They showed this experience through 3 to 6 photos, accompanied by captions, the elements and principles of art/design they utilized, and a written reflection.
Students studied the pioneering environmental artists, with emphasis on Andy Goldsworthy. The culmination of this unit was in groups of 2 or 3, students created their very own land-based art pieces, that could be ephemeral in nature. They used natural elements, and a natural outdoor setting in which to create their works. On September 30th each group presented their SSS's in a class-critique setting. They were encouraged to show their piece through photos, video, or stop-motion/time lapse. A few groups chose to physically take the entire class to their piece.
Again using photographic techniques, and elements and principles of art and design, students individually compiled three photographs that exemplify juxtaposition of human impact found in the natural world. Students studied environmental photographers such as Edward Burtynsky, Chris Jordan, and Alejandro Duran to deepen their knowledge on this topic. Along with their photographs, students submitted an artist statement that illustrated their intentions and processes.
Students were taught the techniques of both watercolour painting, and inking. They then used these techniques to illustrate either a head, torso, or tail portion of an aquatic creature of their choice (organism has to be native to Eleutheran waters). These creature portions were then combined with pre-assigned group members' pieces, making up the EQ (Exquisite Corpse) area of the the project. Students could then broaden their piece by making a wood-transfer version of it on casuarina.
Having roughly a 60 foot segment of fence to work with in the farm, students created their very own decorated fence posts that acted to beautify, and inspire passersby with inspirational messages, tips, or paintings. The fenceposts were then protected with varnish to ensure that they would stand the test of time. This was the fall 2016 students' legacy project for art.
Skills:
- Practice and be more comfortable with ethnographic fieldwork
- Develop and hone interview techniques
- Identify lens, bias, and perspective
- Empathizing with a variety of perspectives
- Synthesize multiple sources to create coherent narratives
- Critically self-reflect on how they create, interpret, and synthesize stories
Students are asked to begin to hone their interview skills. This assignment is due before students are taught how to interview properly. The hopes is to have students identify the challenges and success that come with the interview process.
Students are tasked with continuing to develop their interview skills by interviewing a staff member. Their goal is to focus on the semi-structured interview method and begin learning about their new home.
Students begin to explore “the lens through which they see world”. This assignment forces students to begin to acknowledge their implicit biases and how that affects the way they interpret history.
This assignment is the key stone project of the first Unit. Students spend 3 consecutive weekends in a local settlement gathering information about the place. It fits into the pillar of developing a sense of place. Students are tasked with asking a question that will shed light on the history of the settlement and the greater Bahamas (Overarching theme: How the micro sheds light on the macro). The final project is a short video where students explore their findings.
This assignment asks students to explore their own beliefs on race. Like the Worldview paper, this is an introspective piece. Based off of NPR’s this I believe… The piece is an audio essay.
Skills:
- Take personal ownership of learning
- Collaborate in order to critically analyze complicated texts and draw inter-textual connections
- Read and write in order to cultivate sense of place and engage in personal reflection
- Intentional communication and active, engaged listening
- Draw connections between multiple texts and contemporary Caribbean life
- Cultivate identity as a writer through developing skill and voice
Skills:
- Recognizing the principles and importance of science and scientific language
- Exploring naturalist writing as a tool for conservation
- Observing and identifying structures and functions of marine ecosystems
- Recognizing the ecological niche of marine species
- Associating marine threats to marine ecology
- Critical self-reflection of one's role within and responsibility to the global ecosystem
- Utilizing SCUBA and snorkel to promote ocean inquiry
Concepts of ecology./ Observing and identifying structures and functions of marine ecosystems./ Exploring naturalist writing as a tool for conservation./ Recognizing the principles and importance of science and scientific language./ Critical self-reflection of one’s role within and responsibility to the global ecosystem.
Concepts: Interdependent dynamics of marine ecosystems, Biodiversity, Local and global threats to marine ecosystems, Marine ecosystem structure, function and development
Skills: Observing and identifying structures and functions of marine ecosystems./ Observing and identifying structures and functions of marine ecosystems./ Exploring naturalist writing as a tool for conservation./ Recognizing the principles and importance of science and scientific language./ Associating marine threats to marine ecology.
Concepts: Interdependent dynamics of marine ecosystems, Biodiversity, Local and global threats to marine ecosystems, Marine ecosystem structure, function and development
Skills: Observing and identifying structures and functions of marine ecosystems./ Observing and identifying structures and functions of marine ecosystems./ Exploring naturalist writing as a tool for conservation./ Recognizing the principles and importance of science and scientific language./ Associating marine threats to marine ecology./ Critical self-reflection of one’s role within and responsibility to the global ecosystem.
Concepts: · Species adaptation, Marine ecosystem structure, function and development
Skills: Observing and identifying structures and functions of marine ecosystems./ Observing and identifying structures and functions of marine ecosystems./ Exploring naturalist writing as a tool for conservation./ Recognizing the principles and importance of science and scientific language.
Concepts: Ecosystem services, Economic evaluation, Interdependent dynamics of marine, ecosystems, Local and global threats to marine ecosystems, Marine ecosystem structure, function and development
Skills: Observing and identifying structures and functions of marine ecosystems./ Observing and identifying structures and functions of marine ecosystems./ Exploring naturalist writing as a tool for conservation./ Recognizing the principles and importance of science and scientific language./ Associating marine threats to marine ecology.
Concepts:Marine ecosystem structure, function and development
Skills: Observing and identifying structures and functions of marine ecosystems./ Observing and identifying structures and functions of marine ecosystems./ Exploring naturalist writing as a tool for conservation./ Recognizing the principles and importance of science and scientific language.
Skills: Observing and identifying structures and functions of marine ecosystems./ Exploring naturalist writing as a tool for conservation.
Skills:
- Meaning making through reflection
- Project management, goal setting, and tracking
- Integrity-driven collaboration
- Cross-cultural understanding and communication
- Community service through partnership
- Visual story-telling
- Investing constituents through crisp communication
- Drawing connections between interdisciplinary studies
