Context, Content, and Connections

The A.B.L.E. program recently completed its school year program. Over the course of the school year we served a wide-range of students and families. Most importantly, we laid the foundation for an approach to learning that can be defined by the three C's: Context, Content, and Connections.

In all of our program components one of our goals was to ensure that students were aware of the Context in which the learning experience was taking place. Thus, in a city where 'race' is never far from folks minds, it mattered that we created an exhibition called "Black, Brown, and White in the 'Chocolate City: Being an Adolescent in the Nation's Capitol" as a way to examine the social, political, cultural, and economic transformations that are taking place in Washington, D.C. Similarly, we wanted program participants to leave each day with some new Content that they may not have otherwise been exposed to had they elected to spend their time elsewhere. Our ABLE Visions program is a good example of the importance of providing adolescents with new and engaging content. Each Friday for 36 weeks we introduced students to films that they would have otherwise not seen. In the process they got a glimpse of how the world view adolescents and how adolescents view the world. Students often spoke about the impact that the stories and images in the films had on their thinking. Most importantly, however, we aim to help students make a Connection. Over the course of the school year one thing was made plain on a daily basis: the only thing predictable about adolescents is that they are unpredictable. Consequently, the ABLE program was at its best when students could see a Connection between our program and their life. It happen more times than some participants were willing to admit but, it happen enough that we knew we were achieving our goal.

Now as the summer awaits, the ABLE program is preparing to sustain the relationship with students by pushing them beyond the boundaries of their experiences each day from June 29-August 7. If we are successful, all of our program participants this summer will be in a stronger position to have maximum opportunity for success when school begins. We have learned that the best way to have success is to plan for it. In this case, this means keeping the context, content, and connections in mind in everything we plan to do with adolescents.

The 'Boyle-ing" Point

What can you tell about a person by the way they look? This was the questions that A.B.L.E. started with as we waded into the global debate about the look, feel, and voice of Scottish singing sensation Susan Boyle. Why did the crowd initially laugh when she appeared on the stage? Should Ms. Boyle have a makeover? Should people in the words of Washington Post style writer, Robin Givhan, strive to be "the best version of yourself". What do adolescents hear in the conversations about Susan Boyle?

I think that Susan Boyle should just get a makeover. Why, because she really isn't that popular and the one thing that all up-and coming musical star needs is a cool fashion statement. Society puts a lot of emphasis on a women's looks. Probably because the people we call "society" are probably a bunch of guy who work in cubicles and are bored. So they make calculations and statments about women. Yes "we" treat people by the way they look and especially if they are what I call "Ugly". I think I myself and my followers do this because it makes me feel better about myself. I get a kick out of it and it secures me from boredom.

A. J.


Well after watching Susan Boyle, you learn a lot by the way people dress. You learn that you should not judge a person by their looks or how they dress. You never know what people hold on the inside. Susan looked like a normal British woman, but really she was a woman with an extraordinary voice, and a kind heart.

Anonymous

People were laughing because of how she looked. She looked like she could not sing, and a?little ditzy. She also wasn't the most attractive woman. The audience changed their reaction because she had a great voice. I don't think Susan should have a makeover. She should dress how she wants to. Its her style, it's her. Plus we are going to be so blown away by her voice when she starts singing we wont even care what she has on, just like on British Idol.

Anonymous

I don't know why society puts so much importance on a woman's looks. I guess because woman are SUPPOSE to always look good. That's just the image that people, society, and the media say you should look.

If the person is friendly, and we have a connection, we spark a conversation, then ok, im not just gonna talk to them, or not talk to them because their not attractive to me. You know what they say?"One man trash, Is another man treasure.

Anonymous

Susan Boyle shouldn't have a makeover because it will destroy the whole
purpose her fans love and admire her. Society places appearances first for
women because they believe women should always have beauty and sex appeal.
Thats just the way we think. In general i think we as a society treat better
looking people better than people we define as ugly because thats the way
people think. Movie Stars are "beautiful" Models Actors, Talk Show Hosts,
Rich People all look beautiful in our society because of the message they
send to people and the impression they give. When people look "ugly" they
give off the impression that they are a loser, or they have no ambition,
they don't know what they are what they are doing. That is frowned upon in
our society.**

ZZ

At times I can tell people's personality through Their clothes because if they wear bulky clothes, that means that they don't have that much self esteem. If they wear clothes that show off their skin, that means that they have good self esteem. I don't think she should get one if she doesn't want it. I think as long as she can sing, that she doesn't need a makeover. I don't think that people should judge other people by their looks . I think they should judge them by their personality.

K.S.


I think the reason why they laughed at Susan Boyle because of the way she dress and maybe she looked old. After they heard her sing i think they felt bad because they were talking about her and judging her by her appearance.
i do not think Susan Boyle needs a makeover, but she could use some tips on her hair and what she's wearing. So if she wanted to become a professional singer then she should think about her appearance and her fans.

D.P.

The Hosea Project Conversation

"Our children are suffering for lack of knowledge." (Hosea 4:6)

Each week a group of the young men in the A.B.L.E. Program sit down together for an hour to talk about issues that are impacting their daily lives. Over the course of the school year we have discussed what life is like for young men living in Washington, DC., We discuss students' expecations about school, friendship, and most recently the biggest challenges they are facing and their views on 'Zero Tolerance' policies in schools. Below are two brief reflections about the on-going Hosea Project conversation:

My biggest upcoming challenge is going to be getting ready for the SAT and getting ready to prepare for colleges. Studying for the SAT is going to be a major challenge in my near future because it will determine which colleges I will even have a chance at getting into depending on what I get on it. I am applying to very prestigious colleges so it I will need toe try my best in the upcoming year because it is probably the of the most important years of my high school career. I do believe that boys and girls each respond to conflicts differently because everyone is there own person so they cannot all be the exact same. This in essence says that not even people within there own gender have the same reactions since no one is the same. The "zero tolerance" rules do not work because they are not enforced and I also believe there focus on what they should be enforced on is wrong. I believe that there should be no "zero tolerance" because they7 kids should be punished but while learning what mistake they made so they will not make it again. This alternative is much better because kids may learn their mistakes and they won't forfeit there education that school. These were my answers during our enlightening conversation that took place.

J.C.


The discussion that I had was a great one. We discussed the things that are the biggest challenges in you school right now and I said that the hardest thing was peer presure. Then we talked about how our schools have no tollerance for certian things such as; fighting, drugs, and cursing. When I spoke I said that my school is very strict I also said that my school has no tolerance for anything such as; fighting, cursing, writing on the walls, and drugs. Then we talked about mistakes we have made and things we wish that we could take back and I said that when I was in my last semester in middle school and I didn't do good and I was lazy and I didn't get accepted to the school that I wanted to and i couldn't go there.

R. Short

Growing Pains: A No-Win Situation

My biggest problem in school is that I get physically hurt every day. Being smart is a no-win situation. I feel as though as there is no point in learning if I have to take all this mess getting teased every day. Another problem is when th teacher asks who did what,the girls start acting like they didn't do anything,while the boys start laughing because they make jokes about it, being stupid. Another no-win situation when they blame it on you. If everybody looks at you. Once they look at you, it’s a losing vote when schools have zero tolerance you feel like you are restricted and you want to literally fight back. You question your power,like it’s a weak paper plate. My mom always says I have no power. I feel more and more rebellious,I’m definetely not going to accept having no power.

A. Langston Saunders

Beauty Despite Suffering-Tenesah Hart

the woman i love is very special to me because she gives me food and wakes me up in the morning she is my stepmother. she also is special because she has suffered so much and still looks beautiful. The time that she was most beautiful was the time i saw her when she was getting married to my father in a laced white dress.

She Gives Me What I Need to Succeed-Naeem Wynn

MY MOTHER IS THE WOMEN I LOVE THE MOST.SHE GIVES ME WHAT I NEED TO SUCCED.I HATE TO DISAPOINT HER. SHE BELIEVES IN ME WHEN NOBODY ELSE WILL.THIS MOURNING WHEN I WAS OUT THE HOUSE MY MOTHER HAD HER COAT ON AND WAS READY FOR WORK AND SHE HAD A SPECIAL GLOW ABOUT HER, LIKE WHEN THE MOURNING SUNLIGHT BEAMS THROUGH THE WINDOW. SHE SHOWS SHE LOVES ME ALL THE TIMES BUT, THE ONE TIME I REMEMBER MOST THE IS WHEN SHE TOLD ME NO MATTER WHAT YOU DO, OR SAY I WILL ALWAYS LOVE YOU WITH ALL MY HEART.

We Work Hand and Hand: James Steward

My grandmother is the woman that I love because, she takes care of me and she nurses me. She also helps me with my homework. My grandmother also helps me with my problems just as a mother should. I take care of her when she is down just to show her my appreciation to all of her hard work and consideration to others. She is only nervous to herself and usually can handle things by herself when she needs her space. When I need help with cleaning my room, she’ll help me with that too. Sometimes, when she is distraught, I help her clean her own room. We work hand and hand together. I would have never met her if I had never been burned. Those were the reasons of my love for my grandmother.

Women We Love Exhibition

Women We Love: Identity, Beauty, and Love through the Eyes of Adolescents
A Multi-Media Portraiture Exhibit

Love’s capacity to create change is demonstrated daily through the words and deeds of people of all races and regions. In some rare and important instances, the force of love has been used to radically transform society—for example, Dr. King changed America forever by persuading citizens that love’s strength can overcome injustice.

Because of the critical importance of love, one of A.B.L.E.’s program components focuses squarely on this vital force: Love Supreme. The name for this component inspired by jazz musician John Coltrane’s seminal album A Love Supreme, in which he argued, through music, that we all experience love as a social, cultural and spiritual force composed of four parts: acknowledgment, pursuance, resolution, and psalm.

Love is not often a word associated with adolescence. We speak of ‘troubled teens,’ ‘at-risk youth,’ and conjure up images of rebelliousness, impudence, or irresponsibility. If we connect adolescents with love at all, it is to equate teenage love with ‘puppy love.’

The sixteen multi-media portraits in this exhibit demonstrate that in fact, adolescents have quite sophisticated ideas about love and can convey those ideas with great clarity. Through photography and digitally-recorded interviews, these young artists have articulated ideas about love and beauty by creating portraits of women close to them that leave little doubt how they feel about their subjects.

A.B.L.E. participants navigated a structured process to develop their ideas about love. Through discussions, journaling exercises, responses to film and musical selections, and other lessons on the theme of love, youth were given multiple opportunities to share their thoughts and experiences, learn from their peers, and confront cultural expectations. At first, participants were cautious about expressing and exploring their ideas about these topics. In the early stages of the Women We Love project, it was not uncommon for students to ask, “What do you mean by love or beauty?” The answer to such queries was simply to remind the questioner: “This project is about who you are becoming, not who the adults have become. It is your answer that is important, not my answer.”

Part of A.B.L.E.’s program philosophy is that traditional, academic literacy can be built through nontraditional, visual literacy. Photography is a key strategy for promoting visual literacy. A photograph is a powerful teaching tool that helps youth connect content and ideas to the context of their own lives. In this instance, the relationship between love, beauty, and identity was the content; and those ideas were brought to life in the process of creating these multimedia portraits. As you view the portraits, listen carefully to the interviews and consider how well the verbal and visual are linked. What I hope you will find is that where there is great love, there are also great and unexpected miracles.

'Whiteness and Being: A Trip Down Connecticut Avenue

Like snow on the first day of spring, the students of went searching for 'whiteness' on Connecticut Avenue. Their task was simple photograph one person, place, and thing that captures your idea of 'whiteness'. Although I was purposefully vague about what I meant by these instructions, it is clear that any exploration of 'whiteness' cannot be easily separated from our ideas race. Here is a sample of what they wrote and witnessed:

The Bike- this is a strange bike with a huge basket attached to it mostly every day I see white people riding their bikes to work, and everywhere else.
The Store- Ms. Tatyana is posing in front of an unusual store with random stuff in it.
The Cross Walk- there are 4 "whities" are crossing the street.

Kennisha Nelson

'White Self/'Brown' Self

As we prepare for the second part of our 'Black, 'Brown' and 'White' in the Chocolate City: Being an Adolescent in the Nation's Capitol, students in our program were asked to imagine themselves as someone of a different race/ethnicity. They were specifically asked to describe their White Self and Brown Self. This exercise was designed to created the intellectual space for students and staff to confront, reflect, and consider how they see others in this transforming Capitol city.

As I listen to the students share their descriptions, I was struck by two contradictory thoughts about how adolescents in our program are thinking about identity in this post-racial world. The first is a mantra I often use: "history is an image-making process." What I mean by this is that too often our first impressions of others who have a different language, 'race', culture-history shapes what we come to believe about an entire group. The second thought is that the old binary notions of racial identity which set the tone for an earlier generation who only saw Black/White sound and feel absurd to this generation of adolescents. Still, the controlling ideas of who 'White people and Latino/Latina people are remain in many instances, deeply troubling.

As the following descriptions make plain I am still wondering does it matter if you are 'Black,' 'White', or 'Brown'?

?????? If I was a white person I would be seen as a smart and preppy school girl that go to a Catholic or private school. I would have a rich family and I would be spoiled rotten. I would be the nicest person you ever met, but at the same time I would be a brat. Of course I would be a lovely brunette! !!!!? I would have one little sister and one older brother who was also smart. My brother would be at an Ivy League school and I would be on my way to the same school.?

??????? If I was a latina I would be smart but I would be more caring towards people, especially those who are in need. I would work to help my family out at home but I will also do my best in school. ?

Anonymous

White Self
My hair is long, brown, and full of tight curls that bounce when I walk. My
round eyes are chocolate browns and shaded with dark heavy eyelashes. My
slim frame is elongated with long limbs and my skin is lightly kissed by the
sun, giving me a healthy glow. My friends and I talk on our iphones, and
drive our cars to school, the mall, and parties. My parents work at big law
firms and give me an allowance that is spent on starbucks, Urban Outfitters,
Hollister, PacSUn, Old Navy, ballet flats, and uggs. I am also very fashion
foward and immense myself in vogue magazine, posting magazine clippings on
my walls. The Fallout Boysm Avril Lavene, Rihanna, Beyonce, and Justin
Timberlake rock my world. My private School is pretty big, and my good
grades allow me to participate in the school pom squad, dance ballet and
Jazz, and experiment in hip hop with my cool black friends.

Latina Self
5'4, with golden skinned, heavy, dark, wavy hear, my small stature is
framed by curvy hips with a speech that is colored by the rolling accents of
my latino heritage. My big family is extremely close, and we always seem to
welcome a long lost relative or a newborn baby. My parents support me and my
siblings by working several jobs, and as the oldestm it is my responsibility
to care for my younger siblings. They also stress education because they
want me to have better opportunities for higher paying jobs. I decide to
further my education so my high paying job would soon supprt my family.
Howver, my friends and i always ride the metro and chill at the mall or a
park. A lot of my peers fall victim to gang relations so I avoid it by
working. But anyways, i love reggaeton and all my favorite dances have a
"salsa" attitude.

Miya B.


i would describe myself as a white emo person and i would be a motocross rider amd listen to rock pop metal and techno i would sound tough and would date emo chicks.

Anonymous


White self:I am smart, because I focus on reading. I am intelligent, because
I think hard on everything. I am hardworking,because I am always working. I
am short-fused, because I get aggrivated fast. I am kind,I will always help
those in need.

Latino self: I am nice,my hand is always outstreched to others. I am fast,
waiting inpatienly for others to catch up to my speed. I am cool, cold in
emotion, but soft in words. I am smart, always focused on my studies. I am
amazing, awing others with my skill of reading and writing.I am creative,
wondering about strange and new ideas.

Ashton


If I was white or latina, I would act like I'm black because black people are fun. I would have all black friends and I would do the things black people do. I would hate the way rich white girls would act. I would love to meet new friends.

K. S.

If I were white I would be the same preppy outgoing person. My eyes would be
a deep aqua and my hair a light brown and flowing, straight, and soft. I
would not be so self-conscious of myself and how I look. I would be the same
only my features would change.


Me Latino would be no different than I am now. Outgoing, funny, nice, and
different. My skin lighter, my eyes a hazel brown. I would be bilingual
meaning I would have more secrets but the same amount of friends.

ZZ don't forget

If I were white I would have bright blue eyes with nice soft brown hair. I would also go to a private school and live in a big boring neighborhood in the suburbs. I would be busy with a lot of programs and activites. I


If I were latino I would have nice hair with a lot of grease.

J.G.


If i were a white girl a would have long black hair. I would have freakles on my hands. I would be taller than iam now. I would play basketball and have a squeaky voice. I would write all day and night.

If i were a latina girl my hair would have brown hair and red in it. I would be a cheerleader and play games when i get home.I would do really good in school and have great grades. I would be a great drawer and maybe go to art school.

C. Flowers

If i were white i think i would be a shy girl.My hair would be curly and long.I would be rich having whatever i want and being famous for anything.I think i would have good friends some for good reason and some for bad.

If i were a latino girli think i would act the same as myself but with long hair and like lighter eyes. I would still be shy/funny and have a lot of friends. I think I would just be the same.

I would be the same person if I were Brown or White. This being that i'm mixed with all of these races.

A.Jones

More BBW Part I Photos

Black Brown, and White: Photos

Math with Martin on my Mind

So often when young people are asked to discussed their views, feelings and ideas about Dr. Martin Luther King, jr. they are stumped. What do say about someone who rose to fame before the internet, before CNN and in many cases even before some of their parents were born. So get students beyond the boundaries of the "I Have A Dream" speech, I asked them to describe what they think about MLK as a math equation. This is how they responded we would love to know which equation you think is the best.


Malcolm X + MLK+ President Obama (Alexis Jones)

Peace X Freedom+ MLK ((Dionni Michaels)

Freedom + Justice+ MLK (Richard Short)

MLK+ Speech X Freedom X Justice (Andre Johnson)

Freedom X Freedom= MLK (Jeremiah Grier)

Peace/Justice + Happiness/Freedom X Power+ MLK (Kheilah)

Speech + Freedom + Obama=MLK (Shaniqua Baker)

Unity x Equality x=MLK (Erica Buckhanan)

Nonviolence x Justice/Freedom of Speech x Unity x Peace = MLK (China Flowers)

Racism + Freedom/Hatred-Anger+ Freedom Riders x Love + Human Rights-Segreation= MLK (Ashton Saunders)

Justice/Injustice=MLK (Anonomous)

Non-violence x Marching + Freedom= MLK

Black, Brown and White in the Chocolate City: Part I

“Black, Brown and White in the Chocolate City:
Being an Adolescent in the Nation’s Capital.”
Part I
Local and national discussions about education have long underscored the need for
improved literacy. More recently, visual literacy has been highlighted as one of the forms
of literacy that students must master to ensure their academic success. In a society
flooded with images from the mass media, it’s critical that youth build their
understanding of how images ‘work.’ Likewise, because images are so appealing and
pervasive, it makes sense to use visual literacy to build traditional literacies—reading,
writing, speaking, and listening. The A.B.L.E. Program has taken up the cause of visual
literacy with an ambitious year-long examination of youth: “Black, Brown and White in
the ‘Chocolate City’: Being an Adolescent in the Nation’s Capitol”.
Black, Brown, and White (BBW) is modeled along the lines of the Literacy through
Photography curriculum developed first by award-winning photographer Wendy Ewald.
Ewald designed her curriculum originally for elementary school children in Durham,
North Carolina. Kristian Whipple and I have elected to draw on the LTP method to work
with the middle school and high school students that participate in A.B.L.E. Our program
is designed to enhance students’ visual literacy by creating the opportunity for them to
translate words into images. To guide the students we gave assigned them several themes
to explore: family, community, dreams, symbols, and self.
This method is powerful because it turns up the volume on students’ voices. Throughout
the first half of the year, students heard the mantra from us: everything you say, do or
think matters. We want you to express yourself fully and completely.
It is our hope that this first BBW show allows the audience to better appreciate the
incredible work of a group of young and developing photographers/writers/artists.
Students have come to a broader understanding of how visual literacy can be a valuable
learning experience. Most importantly, they have created amazing photographs that
reveal as much about the subject as they do about the photographer.

The Meaning of Freedom

The Meaning of Freedom
Curated by Kheilah Short (age 12)

Freedom is letting people do what they want to do. It is not forcing them to do what they don’t want to do. Freedom is the right to say what you want, and do what you want, and be what you want.
Slaves were forced to be slaves and couldn’t do what they wanted to do. They weren’t treated like they were supposed to be-- with respect, with kindness, and fairness. They had to do work and care for other people and they had to care for themselves too.
Now we’re free. We can care for ourselves. We can be who we want to be, say what we want to say, and do what we want to do as long as we make the right decisions.

In the summer and fall of 2008, some of us from ABLE took some pictures in Cincinnati and Washington, DC. The purpose was to teach them about our history and how hard it was for slaves. They learned more than they thought they would. They are very grateful because people took time out of their lives to set slaves free. Your life would be so hard if you had to work for other people for the rest of your life.
I hope that through these photos, you will learn more about slaves and how they used to live, and how you should be grateful for what you have now, like not wanting more expensive things. I want you to know that we teens actually care about our history.
I chose these photos because I think they represent freedom and unity. I got the quotes from other pictures that students took. How I matched them to the photos is because the pictures seem to represent what the quotes

Citizen King

As the country turned it attention to the inauguration of Barack Obama, ABLE students pay some respect to the legacy and memory of the last person of African descent that inspired America to hope anew: Dr. Martin Luther King, jr. Students were asked a simple question: when you think of Dr. King what are the thoughts and ideas that come to mind? Using their own words, students then created a (non) poem that captured King's memory and legacy. Below are a sample of what students wrote The (non) poems together are entitled "Citizen KIng".

Non-violence,
Peace,
Justice, Freedom
Think Why
Change
Do Something
Life

Kheilah Short


Think:
Freedom
Dream
Speech
Think:
Blacks
Whites
Think
Think
Trust

Ayanna Coard


Think Change
Man
Towards history
Everyone thinking
Loved
Cared
Perserverance

Ashton L. Sauders and James Stewart

Think freedom
Peace
Equailty
Think enemies
Think everybody
Coming together
Staying apart
Think everybody
Judged
Same color

Andre Johnson