CUP/BXMA City Studies: Asthma in the Bronxprod-images.exhibit-e.com/ · built in Aurasma. Size - 5 x 4.25” Quarter page - 8 pages, 2 doublesided half sheets of letter PRINT Content:

Curriculum draft, 11/8/14

CUP/BXMA City Studies: Asthma in the Bronx Chapter 1: Air Quality (found in Neighborhood)

Nov 18 - Dec 17th, 2014

CUP Teaching Artist: Lindsay Catherine Harris

BXMA Teaching Artist: Kamau Patton

Teaching Assistant: Denise Pascal

OUTLINE [ TUESDAYS & WEDNESDAYS (& FRIDAYS) 4:00 - 6:30p ]

Session 1: Tues Nov 18 Intro to program, CUP, BXMA, Overall issue, prevalence of asthma in BX

Session 2: Wed Nov 19 Interviewing techniques, Street Interviews (@ Distribution site?)

Session 3: Fri Nov 21 Visualize information gathered, process quotes

Session 4: Tues Dec 2 Prep for interview

Session 5: Wed Dec 3 Formal Interview

Session 6: Fri Dec 5 Process Quotes, visualize/ link together key info

Session 7: Tues Dec 9 Intro to Final Product. Visualize, process overall system (Kamau)

Session 8: Wed Dec 10 More processing, image creation

Session 9: Tues Dec 16 Intro to analog/digital design - more visualization (Kamau)

Session 10: Wed Dec 17 Revision to all designs, Final production day

Phase 1: Air Quality (found in Neighborhood)

Explore overall causes of asthma and delve into environmental factors

Explore sites with high concentration of truck traffic, distribution centers, etc.

Main air pollutants - Gas, paint, strong perfumes and soaps, smoke from charcoal grills

Interviewees:

Mychal Johnson, SBU, for

overall issue, distribution centers,

Fresh Direct site

Phase 2: Allergens (found in Home)

Phase 3: Health (causes related to Mind &

Body) and treatment

FINAL PRODUCT NOTES 8 page b/w zine, Augmented reality layer,

built in Aurasma.

Size - 5 x 4.25” Quarter page - 8 pages, 2

doublesided half sheets of letter

PRINT

Content: Issue and overall solutions

Design: Collage/very graphic exploring

paper as visual material - magazine cut out

letters, sharpie outlines, etc.

DIGITAL

Content: Student comments, observations,

additional information relating to key issues

Design: Fun, funky - audio, photos

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DAY 1 | TUES NOV 18 | Intro to Program, intro to causes of asthma in the bronx

Goal: Intro to CUP, BXMA. Get to know each other and begin to explore prevalence of asthma, how it relates to us.

Introduce causes of asthma.

Materials: Past CUP projects (Air it Out, Lunchroom Digest, Lotto Zone), large butcher paper, colored pens/markers,

index cards, painters tape.

Prep: Cut out color coded inflamed bubbles, draw lung tree on butcher paper, print trigger images

Allow up to 10 minutes for students to arrive.

For early students:

On index card (premade with prompts), write down name, age, and what’s your favorite thing about the Bronx and

least favorite thing about the Bronx? (Write answer, draw picture on back)

20 min | Ice Breaker: Name, Adj, Movement

Everyone stands in a circle. We are going to play a fun, silly game to get to know each other. Take a minute to think of an adjective that starts with the first letter of your name. For example, Laughing Lindsay. Everyone go around the room, say your name and adjective. Now, think of a movement to add to it. (Lindsay gives example). Each person is going to go around the room and say, “Hello I’m ____ _____” and do the associated movement. Everyone responds as a group, “Hi ____ ____!” (repeating their adj, name, and movement). After once around, now we will go around and everyone says their own adj, name, movement preceded by the previous person(s) adj, name, movement, until we reach the end of the circle with the last person recounting everyone’s.

5 min | Intro to Teaching Artists, CUP, BXMA

Quick more info about Lindsay - multimedia artist/educator, working with CUP for a couple years. CUP is an org that

works with teens across the city to investigate how the city works and who’s making decisions, and use art and design

to create fun, easy-to-understand teaching tools. They range from postcards to videos. Here are some examples:

Lunchroom Digest, Air it Out, Electricity, etc.

We are going to be creating a b/w zine with a digital layer. We will talk more about making the final product in the

next couple weeks, but before we think about that, we have to investigate our topic. Our investigation for this

program is Asthma in the Bronx. You are are part of a three-part program here at BXMA, with three different sets of

students, all investigating this overall issue of Asthma in the Bronx. For us, we will look at what’s in the air that might

give people asthma. The other groups will look at different key causes of asthma, like what’s in your house. We’ll all

create our own zines, which will be combined and presented all together in the Spring.

30 min | Intro to Asthma

Here are some overall facts about asthma. (on slideshow or written on newsprint) We all know asthma is bad, but I

just wanted to share some things I dug up to give you a sense of how bad it is…

● Asthma is a disease in which the airways become blocked or narrowed.

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● Asthma affects 20 million Americans. ● This health problem is the reason for nearly 500,000 hospital stays each year. ● Its treatment costs billions of dollars each year.

Here are some stats about high asthma in the Bronx.

● Bronx children are twice as likely to be hospitalized for asthma than other US children, including other

boroughs

● People in the Bronx are 3 times more likely to die from asthma than the rest of the US

Why do you think we have such high asthma rates in the Bronx? Discuss. This is what we are trying to investigate.

Let’s first start with overall causes of asthma:

Using large printed out images of:

trucks, cigarettes, mold, cockroaches, dog, cat, bird, charcoal grill, paint, car, bus, construction site, factory, house

dust mites, pollen, cold air, aspirin, fear, anger, exercise, laughing, hereditary, scented soaps, sinus infection

and large YES and NO baskets drawn on paper on the wall, students will spend 10 min collectively deciding which

images go in the large YES causes/triggers of asthma or NO cause of asthma. One at a time each student picks a

trigger, rest of the group votes on how whether YES or NO.

Discuss.

People are still unsure about exactly what the direct causes are, but these are all known to contribute to causing asthma or triggering attacks. 20 min | Close looking - Air Quality

Pass out CUP’s Air It Out booklet. Take a moment to read it. What does this tell us about things that affect the air

quality? Can you think of any of other factors?

Group 1: Traffic (page 4) - Find out what’s the difference between the impact of cars, buses, and trucks on air quality?

What further questions do you have?

Group 2: Industry, Power Plants (page 5) - Find out how industries and power plants pollute the air.

What further questions do you have?

Group 3: Buildings (page 6/7)- What type of fuel and gases in buildings cause air pollution?

What further questions do we have?

Group 4: Alleviation (page 7) - What elements can reduce the pollution in the air?


Group 5: Alleviation (page 4) - What elements can reduce the pollution in the air?


Each group share their findings. Discuss overall pollutants to air quality, possible alleviation. Develop list.

(10 min break) 5:20 - 5:30 |

5 min | Intro to Making Asthma Connections

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We’ve talked about some overall causes of asthma, and heard a little bit about the rates of asthma in the Bronx. Now,

we want to explore what our own collective connection to the issue might be. For example, I had 3 step brothers

growing up that had pretty severe asthma. Does anyone else know someone with asthma? (depending on responses)

Does anyone want to explain what it might be like to have asthma (either living with someone who has asthma, or

having asthma yourself)

45 min | Visualizing Hereditary Lung & Reflection

On large butcher paper with BRONX asthma stat and lung tree in center

Decorate and stick as many pre-cut out paper bubbles (or other imagery, of different colors) to the Family Lung Tree

to define who we know has asthma. (for example place blue in center if self, place green in second tier if immediate

family, place purple on third tier if friends, place yellow on third tier if extended family, place orange on fourth tier if

coworker, place red on fourth tier if neighbor)

Debrief: What does this tell us about what we already know or think we know? What did we learn about each other?

Now grab a marker, find a spot around the large paper and create a written visual response to the following prompts

(written on the paper):

“ASTHMA IN THE BRONX”

How is this topic personal or connected to your own life? How is it not connected?

Now walk around the table, read through each others’ responses, and take a moment to make a written response or

addition to another person’s response. (this is a more mature prompt, so if most students are in the 9th - 10 grade

range, will need to eliminate or adjust this part of the process)

This was a very collaborative process. Just like you all collaborated on this large reflection, we will be collaborating on

making this booklet.

10 min | Guidelines & Outline

Outline of expectations

Other than some of the basics or arriving on time and prepared, are there any guidelines we want to create to make it

a fun and safe working environment? Seek student response.

● Listen and extract as much as possible from each other.

● There is no right or wrong, consider everything an experiment.

● Have fun!

● Arrive on time and come prepared. If you know you are going to be late or absent, please email/call Denise

● All cell phones should be silent.

Confirm contact info for students & make sure students have Denise/Lindsay/BXMA contact info

Reflection: One word take away.

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Everyone think for a minute about one word that can sum up your impressions/feeling/major take away from our first

day. We’ll go around and one at a time share our word.

Tomorrow we will be going out in the neighborhood to investigate air quality in the Bronx. Make sure to be on time.

DAY 2 | WED NOV 19 | Deeper into Air Quality

Goal: Intro to interviewing techniques and close looking/ research.

Materials: Trigger Finding Worksheets, talk bubbles, name tags, clipboards, pencils, cameras, release forms

Prep: Denise create a blog post from first day with photo and simple tag line; make copies of worksheets,

20 min | Intro to Trigger Finding Mission

We are going to break into two groups and go out into the neighborhood to find more info about air quality.

Review the worksheets, assign tasks.

Split into four groups. (count off)

1s and 3s go to location 1, 2s and 4s to location 2.

Each smaller group of 3-4 students should assign roles:

Person A | Photographer of triggers and of interviewees, Media release

Person B | Interviewer (taking notes) and trigger sketcher

Person C | Counting/Plotting trees, counting trucks, trigger sketcher

Person D | Counting cars, buses, eco cars, trigger sketcher

Each group will have a list of items they need to get:

Community Survey: Ask at least 5 people what they think about the air quality in the Bronx. (fill in worksheet)

Take at least 10 photos of different “Triggers” and any photos of alleviations (review what triggers are broadly, let

them see what they think might be triggers.)

Draw a sketch of a trigger

Count the number of trucks, cars, buses that pass by in 1 min

Count the number of trees on a given block radius

Location 1:

161st (Yankee Stadium)

Location 2:

Jerome Ave and East 167th st

Review release forms (for photos).

Practice asking each other questions, taking notes and taking photos of each other.

Find a partner, ask that student whether they think breakfast should be served for dinner? Practice writing down

responses.

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What makes a good photo? Show example (print out) of two different photos examples. Ask students to identify what

makes for good framing/focus/composition? Discuss.

Take a photo of one object in the room practicing learned skills.

(travel to high traffic site) | 15 min

40 min | IN THE STREETS - Community Survey and Trigger Finding Mission

(travel back to BXMA) | 15 min

(back around 5:30) SNACK BREAK | 10 min

(Denise to work with photographers to upload/print out photos)

20 min | Share out

Each group share out their findings for the others.

Break down the interviewing - how did it go? What worked well about this and what could be improved?

15 min | Quotes

Read through the gathered quotes. In your small groups, transcribe quotes to talk bubbles and tape with

corresponding image. What makes a good quote? In groups, begin to think through which of the 5 quotes in your

group is the best quote. Could we have asked anything differently to get better quotes? Each group shares their best

quote and explains why it’s the best.

10 min | BLOG

http://cupbxmateens.tumblr.com/

We have created a class blog to share your experiences with the future classes and for the future classes to share

their experiences with you. Denise posted a photo and status from Day 1. Can I get two volunteers to write a blog

post about today’s trigger finding mission? Chose 1 photo to upload.

Denise to lead intro to blog. (show blog, ask if anyone has blogged before)

DAY 3 | FRI NOV 21 | Processing Quotes

Goal: Process Info gathered, visualize how it relates to our neighborhood

Materials: Printed photos, quotes pulled, large bronx map

15 min | Icebreaker

Using worksheet, go around the room, try to find someone for each of the items listed. (use to get to know each

other, practice polite approach to asking questions, asking correct spelling of name, etc.) (items on list are stuff like

“someone who lives in an apartment, someone who has been outside of New York state, someone who likes to cook,

someone who takes care of a younger sibling”)

10 min | Review

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Review what we did yesterday. How did that activity go for everyone? What was challenging about it? How can it be

useful for us in this project?

35 min | Process Larger Map

On a couple large maps of the Bronx, students work to place large photos on the large map.

Grp 1 - One map: cut out and outline with marker the trigger images. Paste them on the map where you found them.

Grp 2 - One map: cut out and outline with marker the people you interviewed with quotes (from previous session.

Grp 3 - One map: place the # of trucks and trees on the map.

Share out:

Students will share their findings, including quotes. Begin discussion on what makes good air quality, what makes bad

air quality.

30 min | Process Air Pollution and Particulate matter

How can things in the air lead to asthma? Facts presented below. To be simplified greatly for student use

Air is made up of

A mixture of invisible gases, particles, and water

Mostly nitrogen (78%) and oxygen (21%)

Other elements, such as

- Water vapor

- Particulate matter

- Carbon dioxide

- Ozone

- Argon

PARTICLES

particulate matter can form in the air in a range of sizes.

Using 4 different sized balls. One is a grain of sand, a hair follicle, a Particulate matter coarse, Particulate matter fine

First discuss which one represents which ball.

Let’s think through just how small that is. Here are some tubes that represent your airways. Try to stuff as many

particles in the tubes as you can.

Smaller particles are more dangerous b/c they can easily go deep into your lungs.

TREES To be simplified greatly for student use

Trees can lower temperatures in cities. Reduced air temperature due to trees

can improve air quality because the emission of many pollutants and/or ozone-forming chemicals are

temperature dependent. Decreased air temperature can also reduce ozone formation.

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Trees can remove air pollutants by absorbing some particles into the tree, or intercepting particles, which sit on the

plant surface. In 1994, trees in New York City removed an estimated 1,821 metric tons of air pollution at an

estimated value to society of $9.5 million. In urban areas with 100% tree cover (i.e.,

contiguous forest stands), short-term improvements in air quality (one hour) from pollution removal by

trees were as high as 15% for ozone, 14% for sulfur dioxide, 13% for particulate matter, 8% for

nitrogen dioxide, and 0.05% for carbon monoxideh

Trees can emit Volatile Organic Compounds (VOCs): Emissions of volatile organic compounds by

trees can contribute to the formation of ozone and carbon monoxide. However, most trees remove more air

pollutants than they emit. And some species emit much less VOCs than others.

Trees can reduce building energy use by lowering temperatures and shading buildings during the summer, and

blocking winds in winter.

.

Getting at overall issue, what makes good air quality versus bad air quality? Write down ideas on post it notes and

place on two columns of large paper.

(10 min break)

50 min | Creative thinking - what does a world without asthma look like? Break into 4 groups, count off. On large

pieces of paper:

1. Ask 2 groups (half of students) to draw/collage ideal world without asthma. What would that look like, what

would be in your neighborhood that isn’t there now? What would be excluded?

2. Ask 2 groups (other half of students) to draw asthma ridden world. What would that look like, what would

be in your neighborhood that isn’t there now? What would be excluded?

Guiding question: What is happening physically that makes a world without asthma?

Share out and reflection.

DAY 4 | TUES DEC 2 | Processing Key Info & Interview Prep

Goal: Prep for interview

Materials:

15 min | Ice Breaker

Something fun and silly, to refresh us after the Thanksgiving break

10 min | What did we do last week?

Ask for refresher on our last classes.

15 min | Continuous line still life

To loosen drawing skills, everyone draw an object without lifting pen, in one continuous line tracing contour lines.

15 min | Practice visual note taking

Lindsay tells a story or reads an informational text, while students are prompted to pull out key words and sketch the

overall concepts. Note taking can involve writing words as well as sketching ideas.

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45 min | Interviewing Skills prep

What did we learn about interviewing from our street interviews? What makes a good interview v bad interview?

Show example, develop list.

If we are filming an interview, how do we want to film it? Interview framing and shot composition examples. Camera

set up demo.

Mock interview.

Here are 3 previously developed questions for someone affected by asthma (developed by Lindsay before hand) The

interviewer is responsible for asking these and at least one follow up question. What is a follow up question?

Split into two groups. Count off. Each group will conduct a mock interview with fellow student about their day at

school (Or we can use this as opportunity to interview a student who has asthma).

Each group should decide on role: interviewee, interviewer, photographer, videographer, audio recorder, note taker,

and sketcher. Conduct a quick interview with that student. Then switch roles. Students practice using the equipment

and conducting a formal interview.

(10 min break) | 5:40 - 5:50

30 min | Develop Questions for interview with Mychal Johnson

Hand out bio, develop list of questions together

Assign roles

Include two questions related to points of access for average folks

10 min | Debrief

DAY 5 | WED DEC 3 | Interview

Prep for interview, review questions, roles

Interview with Mychal Johnson

DAY 6 | FRI DEC 5 | Processing Quotes

Prep: Transcribe, Pull out/process key information from interview

15 min | Review last session

How did the interview go?

15 min | Word map to identify key issues, ideas that came out of interview

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With notes displayed,

Develop word map based on some key ideas that came out of the interview.

45 min | Imagined conversation

Imagine a conversation between Mychal Johnson and either a family affected by asthma, a city planner, or a

distribution site owner. (Every student to pick one, or count off)

What would he tell them? What questions or arguments would they have for him? Using a comic book template,

write and draw out the conversation.

(Lead to understanding MJ’s perspective and developing a list of things average folks can do to incite change in air

quality.)

Share out.

(10 min break)

Introduce any last “facts” that may be needed to understand causes.

40 min | Create an Instruction Manual

Develop list of things average folks can do to incite change in air quality. What can businesses, city, state, do to

change air quality? Will that lower asthma rates?

Create an IKEA instruction manual for business, city, state, or average person (again, each student pick one or count

off) telling them what they can do to lower pollution in air quality. which may lower prevalence of asthma.

Share and debrief

10 min | Intro to final production

10 min | Blog

DAY 7 | TUES DEC 9 | Intro to Final Product

(bottom zine production)

10 min | Ice Breaker

10 min | Review

Review previous day, intro to final production planning

40 min | Final product

Review layout of zine. Intro to organizational structure

Collage, pulling out key imagery - trucks, engines,

Such as using mag letters to create overall key words.

Using paper to create map of Bronx

Using paper to create trucks, etc.

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Break

20 min | Intro to Aurasma (Kamau)

Workshop 1 (Lead by Kamau)

Activity 1:

1) Write down the first two words that come to mind.

2) Trade one of your two words with another student in your class.

3) Build a word tree with each of your words. To build a word tree, start with a word and see what other words it

stimulates. Each word extends the words that precede it. Try incorporating: synonyms, antonyms, rhyming words,

etc.

Example: subway → dancers → music → crowd → party → food → friends → family

Terms:

Extend: to expand the influence of.

The wheel is an extension of the foot

The book is an extension of the eye

Clothing is an extension of the skin

Electric circuitry is an extension of the central nervous system

The computer is an extension of the mind

Augment: to make (something) greater by adding to it; increase.

Images are extensions of words. Images augment experience

1) Pick two words from your word trees and use them as Google image search terms. Find 10 images that relate to

your words. Create and save PDF of your images in Preview software. View your PDF in two-page full screen view.

Closing: Discuss how images communicate when placed in sequence.

DAY 8 | WED DEC 10 | Visualizing Factors

(bottom zine production)

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Students will create more visuals.

Students complete augmented reality worksheet

DAY 9 | TUES DEC 16 | Piecing Together

Kamau intro to Aurasma with student content

Workshop 2 (Lead by Kamau)

Activity: Present examples of how Augmented Reality platform has been used.

Examples:

1) Marvel AR, Augmented dollar bill, GQ Magazine cover.

2) Show Examples of what is possible to execute for current project using student images from previous

workshops.

3) Bridge social justice aspect through sharing examples of contemporary and historical PSA images (TBD)

Revisit Terminology: Extend, Augment

Brainstorm ideas for final project

Closing: What are the goals/ desired outcomes, intentions that drive this project. How do we imagine technology

informs these goals outcomes and intentions?

Students will create more visuals. Test out layers. Pull apart key visual layers for print and for digital

(digital layer & bottom zine production)

DAY 10 | WED DEC 17 | Final

Revise, finish any last production, record any audio needed, etc.

Post-evaluations

Blog

(digital layer production)

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Documents

CUP/BXMA City Studies: Asthma in the Bronxprod-images.exhibit-e.com/ · built in Aurasma. Size - 5 x 4.25” Quarter page - 8 pages, 2 doublesided half sheets of letter PRINT Content: