Hello, my name is Jade Perry, and for my capstone, I taught an art mini-course with my friend and classmate Nicholas. Our capstone was created to diversitize and help participants develop their interest in art. In our mini-course, we worked with Traditional & Digital Art by giving tips on our art pieces. My lessons were focused on traditional art. I took a group of nine middle school students and let them draw to their whatever they wanted. The mini-course wasn’t made to feel like an actual class, only gave them a category and let them go from there. I can’t say that the kids will end up becoming a modernized version of Picasso, or if they’ll even remember this course, but I can say that they changed a bit, and I got to know them a lot more than I expected to. When I think about how I helped my community, I think that I simply helped some of the kids develop an interest in it or just gave them a place to sit and do what they enjoy. My goal was never to make them perfect, or turn them into full-time artists, I just wanted to share my interests and give them an outlet, which is something that a lot of schools in our city lack. I want to start these kids off in hopes that they’ll progress and maybe even teach a course themselves later on down the line.
Being a student at this school, I always was curious about what the mascot stood for. I didn’t want to ask anyone cause I felt as if it would’ve been embarrassing if I asked an obvious question. So over the past 4 years while doing school work and sitting in classes the question has always been in the back of my mind. Why is the Rocket the Sla Beeber mascot? The Rocket is a symbol that represents all of the students that have graduated and launched their careers from this school. Whether it’s to university, trade school or right to a job, Sla Beeber community is both the rocket and the rocket is the community. So through many trial and error I wanted to give my own take on what the rocket represents to me using the sills I have learned from SLA Beeber. I brainstormed through many ideas, such as carpentry, mechanics and etc, but I landed on 3d modeling.
Together with Ola and Saif, we created a musical production course that taught kids how to make their own music. Our goal was to produce a visual and audio experience that will appeal to people from various ages and socioeconomic backgrounds. We aimed to motivate the upcoming generation of musicians and artists by imparting our experience and expertise. Not only do we now understand the importance of cooperation but also the importance of curriculums. The experience has been great because of the freedom of breaking out of traditional school schedules and letting kids have some fun in an environment they’d dread.
For my project, I wanted to help kids with autism better communicate and show their emotions. I did this by working at my mom’s job, Helping Hand Family, by working with the children individually. I would observe their behavior and get to learn all the different ways for things. I would also help teach them how to ask for something even if it’s not through speech. Even pointing to what they wanted was acceptable, as long as they communicated without outbursts or angry gestures.
I am Drew Dunham-Snipes and for my capstone, I wrote a guide on being a student-teacher at SLA Beeber. This guide highlights some of the difficulties of student teaching by addressing solutions to the shared struggle. I compiled these student teaching recommendations by asking fellow TAs for their advice to future student teachers. It includes a couple of defining strategies and acts as a resource to help TAs gain a goal or mission. I learned how much work teaching is and have gained experience of being in the classroom from a teacher’s perspective. I wanted to share that perspective and offer solutions to situations that I have handled successfully. Here is the guide:
My capstone project was to establish a weekly pop-up community food distribution to alleviate the food shortage in my neighborhood. My research included scholarly publications, internet reports, and crucial interviews with members of the neighborhood community and charitable groups, especially BunnyHop Philadelphia. The systemic aspect of food shortage, the practicalities of food distribution, and community-specific requirements were all addressed by this multimodal study strategy. I used this information to create a sustainable, scalable business that successfully provided locals with access to reasonably priced, wholesome food alternatives. Weekly pop-ups were held, and they were continually improved based on community input and ongoing reflection on the project’s success. This initiative placed a strong emphasis on teamwork and leadership, and it had a significant influence on my neighborhood by emphasizing the value of a healthy diet and building better community ties. I gained essential knowledge about logistics, community involvement, and the need for ongoing improvement in any endeavor. The initiative illustrated the need for teamwork, planning, and placing an emphasis on good eating while providing practical insights into professions in community involvement, nonprofit administration, and the food and culinary sectors.
In my Capstone project, I took on the role of operating the Ultimate Frisbee Club at the Science Leadership Academy (SLA). The project aimed at nurturing leadership skills and fostering community building through the medium of ultimate frisbee, a sport that uniquely blends athletic skill with principles of fair play and self-officiation. The process involved conducting comprehensive research on leadership theories, team dynamics, and the technicalities of the sport, informed by expert insights, and community-based organizations. Practical execution encompassed regular training sessions, incorporating both frisbee skills and leadership activities, fostering a learning environment that encouraged communication, collective responsibility, and problem-solving. Through this immersive experience, I enhanced my leadership capabilities and gained valuable insights into organizing and managing a community sports club. Additionally, I discovered the power of sports as an effective tool to teach life skills, promote community engagement, and create a supportive and inclusive environment. The project left a positive impact on the SLA community, inspiring students to engage in physical activity while developing leadership skills.
I chose my capstone project easily because I’ve always wanted to create a safe and supportive environment for 9th graders, something I felt was lacking when I was in their shoes at SLA. To achieve this, I initiated a mini course where 9th graders can connect and feel secure around upperclassmen. Through this project, I aim to foster peer learning and instill a positive mindset about their future, emphasizing the importance of each academic year. Additionally, I want 9th graders to have a mentor figure outside of school staff to turn to whenever they need guidance. By creating a positive environment both inside and outside the classroom, we can make a lasting impact. Personally, my capstone experience as a dedicated athlete participating in squash and flag football simultaneously has been a journey of growth, self-discovery, and accomplishment. Balancing both sports, employing effective time management, and overcoming challenges have instilled a sense of pride in my achievements. This experience has reinforced my belief in the power of perseverance, dedication, and excelling in multiple areas. These invaluable lessons will guide me as I face future obstacles. Overall, our project has had numerous benefits for the community. It has provided a nurturing space where students feel comfortable, fostering collaboration, communication, and unity among participants. These positive experiences have extended beyond the project, strengthening the bond among educators, students, and families. Witnessing the excitement and engagement of the students validates the importance of such projects in creating a thriving and inclusive community.
Ola, Brandon, and I developed a capstone project to create a music production course specifically for high school kids. We then went on to real-world FL Studio applications. Through special sessions with guest producers, the course curriculum also introduced students to several musical styles. Our team was able to sustain steady progress in the face of obstacles including equipment failures and schedule constraints thanks to efficient communication and flexible scheduling. We’ve recorded a song and are currently filming a video for its presentation as the Capstone Project comes to a close. We now possess priceless skills like project management, effective communication, and problem-solving thanks to this experience. Despite considerable plan changes, the project’s successful completion highlights our team’s capacity for adaptation.
Our mini-course was designed to provide newcomers and Emerging Multilingual Learners with the abilities they need to succeed academically and thrive in high school. This was created to provide a supportive environment where they can flourish. We recognize that language barriers can present unique challenges, and therefore, we were committed to providing targeted assistance and tutoring in the subjects and classes where students struggle the most. Our goal was to fill up the knowledge and comprehension that new students frequently have when they enroll in high school. Our mini-course is built around giving students the fundamental study skills they need to successfully navigate the high school curriculum. We help students learn essential study skills like time management, note-taking techniques, active reading, and memory improvement. We supported, mentored, and empowered newcomers and emerging multilingual learners to reach their full potential in high school and beyond, and now that our journey has come to an end, our students are prepared for the forthcoming high school years.