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.
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:
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.
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.
For our senior capstone, my partners and I derived inspiration from an earlier skit we created in English class the previous year. Since my partners and I genuinely enjoyed the process of writing performances, we didn’t think twice about writing the next school play.Writing a play was no easy task between having writer’s block, lots of revisions, meetings with Ms. Hare for feedback, having deadlines, picking cast, and rehearsals. The part that required the most work was obviously writing our script, but also making sure the characters depicted what we imagined. We came a long way and gained an experience that we’ve never had before. Personally, what I took away from this project is growing as a writer, but the thing that stuck out to me the most was how much work goes in behind the scenes. My specific task for the play was managing the stage crew, and it taught me that you don’t always need to be in the spotlight to do something great. The objective of my capstone was not only to put on a memorable performance, but to also inspire others to take something that they love, and to share it with other people.
For my capstone project, I partnered up with Faith Hauger to create a book review website for the SLAB community called LE LIVRE. Our project seeks to promote a safe space for students to engage in discussions and form connections through their shared love of books. Welcoming students to express their thoughts and opinions freely, leads to an environment of mutual respect and understanding among its users. Encouraging students to build relationships with each other and freely exchange perspectives on the books they read, without fear of judgment. Ultimately, by creating an inclusive space for students to connect and engage, helps promote social and emotional well-being, community building, and fostering a sense of belonging.
In addition to promoting a reading culture, LE LIVRE addresses literacy issues and provides external resources and tools to generate awareness about such matters and promotes effective community engagement. In summary, the website creates a reading culture that promotes lifelong learning, intellectual curiosity, and improvement in literacy skills.
The creation of LE LIVRE along with our book club, has taught us how students interact with a community that encourages them to explore and expand their interests. It taught us the impact and difference that having a community can cause. Which was also our guiding question and main goal for LE LIVRE. We look forward to continuing to foster a love of reading and literature among our peers and we are excited to see how our project will be received by the SLAB community.
The goal of this senior capstone project is to develop a workshop on financial literacy for 10th graders, with a particular emphasis on improving their comprehension of checking and savings accounts as a small aspect of finance. By delivering this fundamental information, we hope to encourage a favorable attitude toward money and close the gap between conventional school curricula and real-world financial knowledge. The workshop aims to equip students with the knowledge and skills they need to make wise financial decisions and form lifelong financial literacy habits through interactive sessions and real-world examples. The project has the potential to have a positive influence on people, families, and communities, ensuring a more promising financial future for everyone involved. Then at the end, students create 2 infographics of the information they for from each session about a checking and saving account.