Documenting the Documenting the Stories of Hurricane Stories of Hurricane

Irene: Irene: An Ethnographic JourneyAn Ethnographic Journey

A Harwood Union Middle School A Harwood Union Middle School Project in Partnership with the Project in Partnership with the

Vermont Folklife CenterVermont Folklife Center

VFC:WhoWeAre

Our Education ProgramOur Education Program

It used to be that we developed materialsIt used to be that we developed materials The last 10 years, we’ve opened up our The last 10 years, we’ve opened up our

process to teach ethnography and media process to teach ethnography and media skills skills

We like to focus onWe like to focus on

Place – based Place – based learninglearning

Service LearningService Learning Student-Centered Student-Centered

ProjectsProjects Civic EngagementCivic Engagement Discovery ResearchDiscovery Research

How we share our skillsHow we share our skills The Summer Institute – The Summer Institute – Discovering Discovering

Community: Students, Place-based Community: Students, Place-based learning, Digital medialearning, Digital media

School OutreachSchool Outreach• Offering support in the conception, design, Offering support in the conception, design,

execution of community-based learning execution of community-based learning projectsprojects

• Leading Interview WorkshopsLeading Interview Workshops• Teaching media skills – photography, audio, Teaching media skills – photography, audio,

video, multimedia editingvideo, multimedia editing

A few examplesA few examples

Understanding SustainabilityUnderstanding Sustainability• Gene Berthiaume – SS Harwood Gene Berthiaume – SS Harwood • Interviewing members of the community who Interviewing members of the community who

have embraced some form of sustainability in have embraced some form of sustainability in their lives. their lives.

Experiences of AdolescenceExperiences of Adolescence• Mt. Abe 8Mt. Abe 8thth graders use audio to explore graders use audio to explore• ““What is is your parents don’t understand What is is your parents don’t understand

about you but you wish they did?”about you but you wish they did?”

Where can it go?Where can it go?

Annual Student Exhibition at the Annual Student Exhibition at the Vision Vision and Voice Galleryand Voice Gallery at the Folklife at the Folklife Center showcases student work from Center showcases student work from across the stateacross the state

Community exhibitions, PRX, web Community exhibitions, PRX, web presence. We can help!presence. We can help!

Scott MillerScott Miller, Student Outreach, Student Outreach

Greg SharrowGreg Sharrow, Director of Education, Director of Education

VFC and Hurricane IreneVFC and Hurricane Irene Irene Storytelling ProjectIrene Storytelling Project

• White River Valley, Mad River Valley, White River Valley, Mad River Valley, Brattleboro, RutlandBrattleboro, Rutland

• We’re offering mentorship, equipment and We’re offering mentorship, equipment and skills trainings as community members skills trainings as community members embark on self-designed projects.embark on self-designed projects.

• Community Meetings, Interview and Editing Community Meetings, Interview and Editing Workshops, Story Circles. Workshops, Story Circles.

One of the first people to approach us One of the first people to approach us and one of the movers and shakers was and one of the movers and shakers was Jacki McCarty Jacki McCarty

Hometown HorrorHometown Horror

McCarty’s Hometown of Wilmington, VT – Shown here on August 28, 2011

Hometown Horror –Part IIHometown Horror –Part II

¼ of HUMS students are from Moretown – shown here on August 28, 2011

SCHOOL OPENING DELAYED . . .SCHOOL OPENING DELAYED . . .

. . . but the kids were still busy!. . . but the kids were still busy!

The First Day of School:The First Day of School:88th th Grade Language Arts ClassGrade Language Arts Class

Free-write on the Free-write on the prompt: REBUILDING prompt: REBUILDING VERMONT. VERMONT. 

Students were invited to write poems, Students were invited to write poems, short stories, anecdotes and vignettes short stories, anecdotes and vignettes about their experiences rebuilding their about their experiences rebuilding their towns of Waitsfield, Warren, Fayston & towns of Waitsfield, Warren, Fayston & Moretown after the flooding. Moretown after the flooding.

STUDENTS WRITE OF THEIR EXPERIENCES . . .STUDENTS WRITE OF THEIR EXPERIENCES . . . When Irene struck, she took a lot with her.  When Irene struck, she took a lot with her. 

Many homes were destroyed and lots of Many homes were destroyed and lots of people were left not knowing what to do people were left not knowing what to do next.  But with the help of neighbors and next.  But with the help of neighbors and friends, people started to take on the friends, people started to take on the projects at hand.  Throughout the following projects at hand.  Throughout the following week, everyone was chipping in.  We as the week, everyone was chipping in.  We as the towns were brought together, and have towns were brought together, and have shown that you never know what you have shown that you never know what you have until it is gone.  The past week I helped the until it is gone.  The past week I helped the victims of Irene.  My friend (Emily Dow) and victims of Irene.  My friend (Emily Dow) and I stayed outside the drugstore and I stayed outside the drugstore and Mehuron’s and collected money and Mehuron’s and collected money and supplies for people who needed it the supplies for people who needed it the most.  We collected 5 carloads of supplies, most.  We collected 5 carloads of supplies, and $1,200.00.  In the long run it’s not and $1,200.00.  In the long run it’s not much, but it was who it was for that made much, but it was who it was for that made us go out there everyday.  us go out there everyday. 

– – Chloe EmlerChloe Emler

Last week, to support the people of Last week, to support the people of Vermont who the flood had hit, some Vermont who the flood had hit, some friends and I had a carwash at the Big friends and I had a carwash at the Big Picture Theater.  It was a success!  We Picture Theater.  It was a success!  We made over $100.00 to bring back to made over $100.00 to bring back to Headquarters, even though our car washing Headquarters, even though our car washing skills could use some work . . . skills could use some work . . . I also went into Moretown to help with the I also went into Moretown to help with the clean-up.  I helped to rinse, wash, and clean-up.  I helped to rinse, wash, and bleach everyday household items for the bleach everyday household items for the entire afternoon with two of my friends.  entire afternoon with two of my friends.  Part of our road was washed out, but luckily Part of our road was washed out, but luckily we were prepared.we were prepared.

- Aurora - Aurora CunninghamCunningham

Last Friday I spent the majority of the Last Friday I spent the majority of the day crouched under The Green Cup.  day crouched under The Green Cup.  My mother and I volunteered to shovel My mother and I volunteered to shovel muck out from The Green Cup’s muck out from The Green Cup’s foundation.  It was pretty painful for foundation.  It was pretty painful for my back, but it paid off in the long my back, but it paid off in the long run.  My dad had gone to volunteer in run.  My dad had gone to volunteer in Waterbury so I felt that I should do Waterbury so I felt that I should do something, too.  I worked really hard, something, too.  I worked really hard, along side of other members of my along side of other members of my community.  It was actually fun community.  It was actually fun because it felt good to do.  because it felt good to do. 

– – Eli LepplaEli Leppla

I walk or drive down the road and see I walk or drive down the road and see silt and debris everywhere.  Neighbors silt and debris everywhere.  Neighbors are helping neighbors.  It is a tragedy; are helping neighbors.  It is a tragedy; people’s lives went down stream.  people’s lives went down stream.  Some stranded – others alone.  What Some stranded – others alone.  What will the do – they can’t live like this.  It will the do – they can’t live like this.  It is sad seeing this, but we are is sad seeing this, but we are VERMONT.  A little hurricane named VERMONT.  A little hurricane named Irene will not kill us – it will only make Irene will not kill us – it will only make us stronger.  us stronger. 

- Monica Van - Monica Van SchaickSchaick

An Ethnography Project is Born!An Ethnography Project is Born!

Students had the chance to share about their Students had the chance to share about their volunteer experiences . . . and they did! I volunteer experiences . . . and they did! I published their work in the local newspaper, and published their work in the local newspaper, and shared with my exceptional colleague, social shared with my exceptional colleague, social studies teacher Sarah Ibson. We both knew what studies teacher Sarah Ibson. We both knew what we needed to do . . . call Greg Sharrow and get we needed to do . . . call Greg Sharrow and get the Vermont Folklife Center on board for an the Vermont Folklife Center on board for an interdisciplinary project! interdisciplinary project!

Greg was there in a matter of days, launching our Greg was there in a matter of days, launching our project with a phenomenal workshop on project with a phenomenal workshop on interviewing; finding stories to document that interviewing; finding stories to document that captured the authentic experience.captured the authentic experience.

OUR FOCUSOUR FOCUSfor the Irene Ethnography Projectfor the Irene Ethnography Project

Essential Question:Essential Question: How can we preserve your stories How can we preserve your stories about the flood so that future generations can bear witness about the flood so that future generations can bear witness to the devastation and remarkable recovery? to the devastation and remarkable recovery?

• What evidence do you think there is to tell us about that What evidence do you think there is to tell us about that event? event?

• How did people’s experiences get recorded?How did people’s experiences get recorded? • How has technology changed the ways in which we can How has technology changed the ways in which we can

document history? document history?

• What do we want future generations to know about this flood? What do we want future generations to know about this flood?

Ethnography Workshop with Greg Sharrow & Aylie Bakerof Vermont Folk Life Center, Middlebury, VT

Monday, September 12, 2011

        AGENDAAGENDA

*prior to start – hand out note forms for *prior to start – hand out note forms for students to take notes on the following info:students to take notes on the following info:

1.  Introduce Greg, Aylie & Folk Life Center 1.  Introduce Greg, Aylie & Folk Life Center (should we pull up the website) & Explain (should we pull up the website) & Explain Purpose Purpose

2.  Explain or brainstorm difference between 2.  Explain or brainstorm difference between information and a story/ interview vs. information and a story/ interview vs. ethnography  – interviewer must “create ethnography  – interviewer must “create space” for the interviewee to tell their story.space” for the interviewee to tell their story.

3.  Model Interview – with Greg & a volunteer 3.  Model Interview – with Greg & a volunteer student – then kids pick up Greg’s student – then kids pick up Greg’s conversation in a Circulating question panel.conversation in a Circulating question panel.

4.  During the interview onlookers will make 4.  During the interview onlookers will make observations about what worked in the observations about what worked in the interview – write these observations on the interview – write these observations on the note form.note form.

5. GROUP INTERVIEW 1) someone willing to 5. GROUP INTERVIEW 1) someone willing to be interviewed 2)someone to record be interviewed 2)someone to record 3)several student volunteers to conduct the 3)several student volunteers to conduct the interview with Greg and Aylie’s guidance. interview with Greg and Aylie’s guidance.

During the interview, REMEMBER:During the interview, REMEMBER:

As the interviewer you are “witness to As the interviewer you are “witness to someone’s story”someone’s story”

Wait for the interviewee to say what is Wait for the interviewee to say what is important to themimportant to them

OPEN ENDED QUESTIONS to ask during OPEN ENDED QUESTIONS to ask during interview:interview:• Tell me about . . .Tell me about . . .• What was that like?What was that like?• Describe that experience. Ask about the 5 Describe that experience. Ask about the 5

senses: What did it smell, taste, look, sound, or senses: What did it smell, taste, look, sound, or feel like? feel like?

Ethnography Workshop Notes: Ethnography Workshop Notes: HOW TO CREATE “SPACE” FOR HOW TO CREATE “SPACE” FOR

STORIES TO BE TOLD:STORIES TO BE TOLD:

Build a rapport – make the interviewee Build a rapport – make the interviewee feel like you are on “their side”feel like you are on “their side”

Make Connections – relate to what they Make Connections – relate to what they are sayingare saying

LISTEN CAREFULLYLISTEN CAREFULLY Show empathy – respond to emotionsShow empathy – respond to emotions Respect the person you are interviewingRespect the person you are interviewing Pay attention – practice active listening:Pay attention – practice active listening:

• Make Eye ContactMake Eye Contact• Nod Your HeadNod Your Head

ACCOUNTABILITY: Parent NotificationACCOUNTABILITY: Parent Notification                                                                                 September 13, 2011September 13, 2011

Dear Parents of 8th Graders,Dear Parents of 8th Graders,

Welcome to the 2011-12 school year!  We wanted to take the opportunity to tell you about our first interdisciplinary project of the year:  The Hurricane Welcome to the 2011-12 school year!  We wanted to take the opportunity to tell you about our first interdisciplinary project of the year:  The Hurricane Irene Flood Project:  An Ethnography of Our Experiences.  In lieu of the units we were going to start the year with, we have decided to begin with the Irene Flood Project:  An Ethnography of Our Experiences.  In lieu of the units we were going to start the year with, we have decided to begin with the important work of letting students share and document their recent experiences.important work of letting students share and document their recent experiences.

The most influential work that we, as teachers, can do is to capitalize on what can be called “teachable moments.”  These are events that occur in every The most influential work that we, as teachers, can do is to capitalize on what can be called “teachable moments.”  These are events that occur in every day life which we can help young people analyze and process to create their own understanding of current events, and to help them process similar day life which we can help young people analyze and process to create their own understanding of current events, and to help them process similar events in the future.  The practice of taking advantage of these “teachable moments” provides an opportunity for students to think critically, and reflect events in the future.  The practice of taking advantage of these “teachable moments” provides an opportunity for students to think critically, and reflect in a way that leads to deeper understanding on a topic that is naturally of high interest to them.  In this vein, all 8th grade students will be participating in a way that leads to deeper understanding on a topic that is naturally of high interest to them.  In this vein, all 8th grade students will be participating in a Social Studies/Language Arts project called the Hurricane Irene Flood Project: An Ethnography of Our Experiences.  The project aims to answer the in a Social Studies/Language Arts project called the Hurricane Irene Flood Project: An Ethnography of Our Experiences.  The project aims to answer the  Essential Question: How can we preserve stories about the flood so that future generations can bare witness to the devastation and remarkable  Essential Question: How can we preserve stories about the flood so that future generations can bare witness to the devastation and remarkable recovery?recovery?

Ethnography is the study and systematic recording of human cultures. It is also a descriptive work produced from such research (Merriam-Webster.com). Ethnography is the study and systematic recording of human cultures. It is also a descriptive work produced from such research (Merriam-Webster.com). Ethnography, as method, seeks to answer central anthropological questions concerning the ways of life of living human beings (University of Ethnography, as method, seeks to answer central anthropological questions concerning the ways of life of living human beings (University of Pennslyvania).Pennslyvania).

As you know, many of our students were directly effected by the flooding, and all of them were affected in some way, so we turned to the experts at the As you know, many of our students were directly effected by the flooding, and all of them were affected in some way, so we turned to the experts at the Vermont Folk Life Center in Middlebury to give students the opportunity to prepare professional-grade ethnographies.  Master Ethnographer Greg Vermont Folk Life Center in Middlebury to give students the opportunity to prepare professional-grade ethnographies.  Master Ethnographer Greg Sharrow of the Vermont Folk Life Center, and his apprentice - Aylie Baker - joined the 8th grade class on Monday, September 12th to conduct a workshop Sharrow of the Vermont Folk Life Center, and his apprentice - Aylie Baker - joined the 8th grade class on Monday, September 12th to conduct a workshop on Ethnography.  Sharrow and Baker explained the difference between a traditional interview and an ethnographical interview, and facilitated a group on Ethnography.  Sharrow and Baker explained the difference between a traditional interview and an ethnographical interview, and facilitated a group interview with a student volunteer who told of their experiences during the flooding.  Students took notes on the interviewing tips and strategies Sharrow interview with a student volunteer who told of their experiences during the flooding.  Students took notes on the interviewing tips and strategies Sharrow and Baker shared, in preparation for conducting and documenting their own interviews over the next week or so.and Baker shared, in preparation for conducting and documenting their own interviews over the next week or so.

The flooding that happened here has been compared to the flood of 1927. Students are encouraged to think about what was archived or preserved from The flooding that happened here has been compared to the flood of 1927. Students are encouraged to think about what was archived or preserved from that event. What evidence do you think there is to tell us about that event? How did people’s experiences get recorded? How has technology changed that event. What evidence do you think there is to tell us about that event? How did people’s experiences get recorded? How has technology changed the ways in which we can document history? What do we wantthe ways in which we can document history? What do we wantfuture generations to know about this flood?future generations to know about this flood?

The central goal of this project is to use the experiences of students and their families to create and archive of memories, stories, and history from the The central goal of this project is to use the experiences of students and their families to create and archive of memories, stories, and history from the flood of 2011. Students will interview each other, look at pictures, videos and social media outlets and read news stories to gather information that can flood of 2011. Students will interview each other, look at pictures, videos and social media outlets and read news stories to gather information that can be used for this project.  The final project will be a movie with sound bytes from students about what they learned and understand about the flood, its be used for this project.  The final project will be a movie with sound bytes from students about what they learned and understand about the flood, its effects on local families and how community support and outreach have helped to heal the Valley towns.  With assistance from high school mentors who effects on local families and how community support and outreach have helped to heal the Valley towns.  With assistance from high school mentors who have been identified as “experts” in audio and video editing, 8th graders will create their own documentaries to tell the stories of their experiences have been identified as “experts” in audio and video editing, 8th graders will create their own documentaries to tell the stories of their experiences during this unfortunate natural disaster.  The project will culminate in a showcase of these collections, and they will be shared an archived at the during this unfortunate natural disaster.  The project will culminate in a showcase of these collections, and they will be shared an archived at the Vermont Folk Life Center in Middlebury as well.  In addition, student writings about the flooding will be shared on the Folk Life Center’s website blog (with Vermont Folk Life Center in Middlebury as well.  In addition, student writings about the flooding will be shared on the Folk Life Center’s website blog (with student permission) to broaden the audience students are writing to, and expose readers to stories of inspiration at a time when we all need it most.student permission) to broaden the audience students are writing to, and expose readers to stories of inspiration at a time when we all need it most.

We appreciate your support for this project, and if you have any questions please do not hesitate to contact us:  We appreciate your support for this project, and if you have any questions please do not hesitate to contact us:   ibsons@harwood.org or or mccartyj@harwood.org..

Sincerely,Sincerely,

Sarah Ibson & Jacki McCartySarah Ibson & Jacki McCarty8th grade SS/LA Instructors 8th grade SS/LA Instructors

From Workshop to ProjectFrom Workshop to Project

Greg and Aylie from the Folklife Center Greg and Aylie from the Folklife Center worked with Sarah and Jacki of Harwood worked with Sarah and Jacki of Harwood Union Middle School to develop a scope Union Middle School to develop a scope and sequence for the project.and sequence for the project.

Final products would be four (one per Final products would be four (one per class) short films documenting the class) short films documenting the flooding from Hurricane Irene and the flooding from Hurricane Irene and the clean up efforts of the towns effected.clean up efforts of the towns effected.

PROJECT SCOPE & SEQUENCEPROJECT SCOPE & SEQUENCE In small groups, students interview each otherIn small groups, students interview each other Discussion of Sound Bytes with examplesDiscussion of Sound Bytes with examples In interview groups, students screen audio and choose sound In interview groups, students screen audio and choose sound

bytes from the interview for the documentarybytes from the interview for the documentary Students organize their sound bytes into a rough story boardStudents organize their sound bytes into a rough story board Using the sound bytes as a guide, choose photos and video clips Using the sound bytes as a guide, choose photos and video clips

that go with the stories being told in the interviewsthat go with the stories being told in the interviews

Create PRODUCTION GROUPS responsible for different aspects of Create PRODUCTION GROUPS responsible for different aspects of each documentary:each documentary:• Audio Tech Group (2-3 students)Audio Tech Group (2-3 students)• Images and Video Group – decide on order of visuals in documentaryImages and Video Group – decide on order of visuals in documentary• Narration group – write and narrate the documentary and transitions Narration group – write and narrate the documentary and transitions

for the documentaryfor the documentary• Fact Finders – look at news stories and pull out facts that will fit into Fact Finders – look at news stories and pull out facts that will fit into

the story boardthe story board• Final Cut Team – film and audio editorsFinal Cut Team – film and audio editors• PR Group – plan and execute the event to showcase the moviesPR Group – plan and execute the event to showcase the movies

OUR FIRST DOCUMENTARYOUR FIRST DOCUMENTARY The “Final Cut” teams are The “Final Cut” teams are

working during lunches and working during lunches and study halls to finish the study halls to finish the editing of four additional editing of four additional documentaries. 2 films are documentaries. 2 films are overseen by McCarty, 2 by overseen by McCarty, 2 by Ibson (who finished one first!) Ibson (who finished one first!) The “PR” team is on standby, The “PR” team is on standby, waiting to plan our movie waiting to plan our movie premiere. We are also premiere. We are also creating a documentary of the creating a documentary of the Moretown Pig Roast Story Moretown Pig Roast Story Corner, which HUMS students Corner, which HUMS students ran for that fundraiser in ran for that fundraiser in October.October.

AND here, DRUMROLL AND here, DRUMROLL PLEASE, is our first completed PLEASE, is our first completed documentary . . . documentary . . .

IN THE PRESSIN THE PRESS

REFLECTION & RESPONSEREFLECTION & RESPONSE With a person sitting near you, discuss the With a person sitting near you, discuss the

following and be ready to share with the large following and be ready to share with the large group:group:

• What happened in your community during and after What happened in your community during and after Tropical Storm Irene?Tropical Storm Irene?

• What challenges do you foresee in trying to implement a What challenges do you foresee in trying to implement a project like this one at your school?project like this one at your school?

• What aspects of this project, if any, excite you?What aspects of this project, if any, excite you?• Do you have any other questions about the project, its Do you have any other questions about the project, its

inception, or the scope and sequence?inception, or the scope and sequence?

NEXT STEPSNEXT STEPS

Contact Us:Contact Us:• Jacki McCarty, Harwood M.SJacki McCarty, Harwood M.S• Greg Sharrow, VFC EDU Director Greg Sharrow, VFC EDU Director • Scott Miller, VFC School OutreachScott Miller, VFC School Outreach• Aylie Baker, VFC Irene OutreachAylie Baker, VFC Irene Outreach

Resources:Resources:

DOWN THE PIKEDOWN THE PIKE

Hurricane Irene Digital Memory Hurricane Irene Digital Memory ProjectProject