For my capstone, I have realized this year a bunch of high school students including myself have been really stressed with the transition of a shorter school year, the college process, benchmarks/projects, work, SAT/ACT, and etc. I wanted to find a better way for us to relieve that stress and what is not a better way than Playful therapy. A playful therapy allows people who are stress to express their thoughts without having to speak while they are having fun. The goal of my capstone was finding the best ways for teens to distress and understanding why we stress.

For my process, I have interviewed people who were really stress to people who don’t even stress that often to see what they do to cool down the stress level and if that really worked. After that, I started to research for the best of the best ways teens can maintain their stress level and why teens stress so often. From the research, I have made my events: making slime day to yoga to walking outside and lastly to playing games with your friends. I was really surprise that the students who came to the events enjoyed it and said that it have helped them a lot and they will do this more often. Since the events have helped my clients, I wanted to also make a website for anyone can go to distress while having fun.

Here is the link my website:

https://cvto1021.wixsite.com/cynthia2capstone2019

Here is the Link the Annotated Bibliography: https://docs.google.com/document/d/1M9wLrE4fEJDOO39LVmv6yyA2g5OZzopIp_JY9fFUqnk/edit?usp=sharing

In SLA I have seen teacher in  almost every class find a way to use film in the curriculum. Film can serve as a way to make a concept more accessible and fun to engage in for students. I took this as inspiration and decided to design an 8 week mini course called “Netflix and Learn” where I showed different types of media that taught about certain sorts of history. I pulled from some of my favorite pieces of art like  Billy Joel's “We Didn’t Start to Fire” and “The Untouchables”. I was able to assess what the kids already knew about the topics by giving them a mini quiz before we watched and then asking them the same questions after we were done. I really took for granted how much the students knew a about certain subject and I feel like they really learned from the classes. So often student get a bird eyes view of how world events affected countries but these movies and tv shows showed them from a regular person's perspective. The fact that the media also had some elements of comedy and drama,  the students were able to stay engaged in the content. The last skill that I wanted to teach them was how to fact check these movies that we watch because some of them dramatized certain events for hollywood appeal but were then factually incorrect. I think that I sufficiently passed in making them well rounded critical thinkers when is comes to historical media.

Annotated Bibliography

1. Crockett , Ross. “Movies in the Classroom: Teaching History With Film.” Global Digital Citizen Foundation, Global Digital Citizen Foundation, 26 June 2018, globaldigitalcitizen.org/teaching-history-with-film.

This source was written by a teacher who wanted to show that scientifically is has been proven that student retain more information when they were presented in the form of a movie. She also talks about how much she has learned as a teacher. She stated, “Watching the films did clearly help the students learn more, but only when the information was the same in both text and film…But when the information in the film and the reading were contradictory — that is, when the film was inaccurate — the students were more likely to recall the film’s distorted version.” So in contrary to other articles she says that is it actually ok when movies have historical inaccuracies because it makes the students ask more questions and think deeper.

2. Everding, Gerry. “Historical Movies Help Students Learn, but Separating Fact from Fiction Can Be Challenge | The Source | Washington University in St. Louis.” The Source, 13 Jan. 2016, source.wustl.edu/2009/08/historical-movies-help-students-learn-but-separating-fact-from-fiction-can-be-challenge/.

1. This source is a educational article written by a professor at Washington University in St. Louis, Gerry Everding. This was published in 2009 and it chronicles his experience in trying to teach student to use movies to learn historical event. He thought that this way of learning would be fool proof but then he saw the children were not retaining information. He said, “In contrast, when information in the film directly contradicted the text, people often falsely recalled the misinformation portrayed in the film, sometimes as much as 50 percent of the time.” This means that there need to be a more comprehensive way to separate fact from fiction so that student know what information is true and what they should remember.

3. Hughes-Warrington, Marnie. History Goes to the Movies: Studying History on Film. Routledge, 2009.

1. “Can films be used as historical evidence? Do historical films make good or bad history? Are documentaries more useful to historians than historical drama?” These are the essential driving question that Hughes-Warrington wanted to answer in her book History Goes to the Movies. The ting satta makes this citation different from the other ones that I have used is that she tried to take an intereantil view on this query. Movies from other countries on their own countries and how they portray themselves and how American pre trays other countries and their history. This makes me question some of the pieces of media that I have chosen for my project because I only have American perspectives from the late 20th century. I may need to proden the counties or even the eras that I will use.

4. Masterman, Len. Teaching the Media . 1985.

1. This source was a book written by a man who felt at there needed to be more guidelines for comprehensive medei that can teach people things like history and science. The chapter that I read focused privatization of information. He stated that many companies and organization are starting to move more quietly there fore less and less content about them will be coming to light. It is now up to us to do the hard research and compile accurate information and then put it into form or media that children can understand and that will be most beneficial to them.

5. Murray, Kathleen. “Introduction: Gender and Genre: The Woman Detective and the Diffusion of Generic Voices.” Feminism in Women's Detective Fiction, 1995, p. 41. George Mason University , doi:10.3138/9781442623088-002.

1. This source is an essay that was written by a woman named Kathleen Murray in order to inform people about how media portrays women and what need to change about it. I specifically focused on reading a section that she wrote called “Woman’s Picture: The romance and the weepie”. In this she talks about the stereotypes that are put on women in various movies like Fargo and other horror movies. She states, The way that looking is thematized in the horror film and the relationship between the hunter and the hunted makes it critical to understanding the investigating woman. The shift from active investigator to object of investigation, from the one who looks to the one who is looked upon is always threatening the female detective.” I saw this as an opportunity to think that not only can film be used to show history events, but that it can be a commentary on how people of certain gender, races, and classes are portrayed and how those parties are taking action against this.

6. National Film Study Standards, National Film Study Standard , www.storyofmovies.org/national-film-study-standards.

1. This website it a teaching resource published by the National Film Study Standards Association. The are an organization that you have to be a registered member of and they show teachers how to pick out important parts of movies to show students. What makes this source so good it that they have their information broken up into three categories, Basiuc, Intermediate, and Advanced. It tells teachers what to ask for from different level of student by the time that get to the college level that should have immense knowledge of information like film vovoplay, allegorical messages, and author and viewer bias. One example is how to connect film and history to culture. In the first level ,basic, student should be able to identify what time period the movies was made in and explain how it is different from today. In the last level, Advanced, student should be able to identify what propagande gods and marketing technique were popular then and ho that could affect the movies telling.

7. Sdifilmfest. “How to Analyze a Movie: A Step-by-Step Guide.” San Diego International Film Festival, 22 July 2015, sdfilmfest.com/how-to-analyze-a-movie-step-by-step-guide-to-reviewing-films-from-a-screeners-point-of-view/.

1. This source has definitive steps on how to watch a movies as a critical thinker. The first step is to try to come into the movie with no biases. Try to put yourself in the mind of the time period and view it at face value. The next step is to take notes about what interest you and shocks you during the viewing. The third step is to analyze objects luke tone and cinematography and how it played a part in the film. The last step is to try to condense your feelings in to a comprehensive review that they can understand and want to learn.

8. “Teaching Tutorials .” The Story of Movies , www.storyofmovies.org/teaching-strategies.

1. This source was cited from a presentation from the company called The Story of Movies. In the presentation that document steps on how to effective leach Cibem Literacy. It states that in order to do this in the correct format you have to know lot of information about Film Study and Visual Literacy and then you must combine them. The method that they have “perfected” is known as the SOM Method. This method focuses on Composition, Pace and Continuity, Cinematography, and Soundtrack. It also states that teacher must acknowledge to students that films are combination of History, Literature, Art, Music, and STEM.

9. Gerald Lesser (1972) Learning, Teaching, and Television Production for Children: The Experience of Sesame Street. Harvard Educational Review: July 1972, Vol. 42, No. 2, pp. 232-272.

1. This source is a essay that was written by a man named Dr .Gerald Lesser who wanted to show how shows like Sesame Street has efficiently found the formula to teach kids important information that they retain. He served as chairman of the National Board of Advisors to the Children's Television Workshop. In this he talks about experimental tool that Sesame Street used in its beginning stages such as narrow focusing and cross model reinforcement. He also talks about how humor has played a big role in how children process the show and its success. The show uses sound clues that spike children's attention and allows them to recall letter that they have associated with these sounds.

10. Zukas , Alex. “DIFFERENT DRUMMERS: USING MUSIC TO TEACH HISTORY.” Historian.org, 1 Sept. 1996,

1. This website is resource for educators and socially music teachers. This specific article shows teacher how to use music to teach musical history. It asked the reader to try and imagine the world without music and how it has influenced history. Zukas makes an example of how things like Jazz can be used as an introduction into the lives and history of Louisiana and how certain types of Rock n Roll music can be credited towards England and the time period that they were going through. I will try to use some of the tactic that he has employed when Introduce “We Didn’t Start the Fire” by Billy Joel to the kids in my mini course.

Summary

The senior capstone was stressful, exciting and went well. My original plan for my capstone was creating my personal capstone but since our ultimate team had a lot of tournament. It was an option that opened up and I was allowed to become a director of an ultimate tournament. I had to spend lunch and after time with Mr. Lehmann. Overall, we spend a lot of time figuring out how to get the following items like trophies, food, and water Jugs. We had ask a lot of favors from Pada ultimate organization. There were 18 teams from D1 to D3 and Girl, the boy division. The tournament raised 2,000 dollars for SLA ultimate community and the teams had a lot of fun. The varsity boy had a very successful weekend with making the finals. The capstone was a great learning experience for sports management which would be my major in college. I want to give thanks to all teams that participated in the tournament and also Mr. Lehmann and Jereme Mason

Annotated Bibliography

USA Ultimate: “USA Ultimate.” About Spirit of the Game, www.usaultimate.org/resources/sanctioning/tournament_requirements.aspx.

These are the requirement of each team need to host the ultimate frisbee tournament. Also, helps with SLA ultimate show the USA ultimate their improvement.  

Jereme Mason: Jereme@pada.org

Gather information from one of the heads of PADA ultimate organization who orgzaine summer ultimate team and even host  . He helped with getting field space and steps which would make the process is easier.

Chris Lehmann: clehmann@scienceleadership.org

Mentor and a follow coach how would help with organzied the project. As well gather information on how to break the pools for the team be set up to play for first place.

Kristi Wolf: Kwolf@montcopa.org

She had a lot of information about the fields. I email her about the field and she sent back a doc for a permit which is used to have the clear for the field. She will help me updates with tournaments and space.

“UltiPlanning.” UltiPlanning, www.ultiplanning.com/.

This website that helps with information which east gather and personality help on planing an ultimate event. If you create an account and email them and ask them a question they will email feedbacks.

“Ultimate I Registration I Ultimate Frisbee College & Youth Tournaments.” Ultimate I Ultimate Frisbee Tournaments I College Ultimate I Play, www.ultiment.org/registration.

This a google form that has been sent out and helpful on how to organize the teams and gathering information. I was kinda confused on how could I create a form that fit the tournament to be sent out to invite teams.

“USA Ultimate.” About Spirit of the Game,b www.usaultimate.org/rules/.

This website gives the details of an understanding of what is Ultimate frisbee and how you could understand the full rule and how it's cool you could be self-ref and being fair.

“Home.” Philadelphia High School Ultimate Education League, phuel.ultimatecentral.com/.

Phuel is another organization of Ultimate and they have been huge on how to plan the huge tournament. The Phuel has a lot to do with youth ultimate and how they make the qualification to states.

“PHUEL Teams - Coach/Captain Access.” Google Docs, Google, docs.google.com/spreadsheets/d/1u5k5ogdJfG-1TpVk6px8Bfq0Y9Am1C0SH63nB6tA2Jo/edit#gid=0.

I gather information about contacts from all the head coaches and captain in the Ultimate community. This will be very useful because I will use to create the forms help people to understand.

“YCC U20.” US Open, usopen.usaultimate.org/ycc-u20/.

This summer travel group which I usually attend has a website putting every player and have info about how a player from any ages are having hard fought ultimate.

For my capstone, I wanted to explore how music had an impact on the lives of people in Philadelphia. I knew that for this question, I wanted to somehow document the connections that residents of Philadelphia had to music or the industry. I conducted many interviews with aspiring musicians, songwriters, or people who wanted to be in the production part of music. At first, I thought I wanted it to be anecdotal and just small blurbs. But transcribing a full interview was much more insightful. In order to present these interviews, I made a website titled “Music of Philly” where people could sign up and read the articles. I also made an instagram page for the site to promote the articles more and I posted on snapchat every time there was an update. For me, working on my capstone has been an exuberant process and overall I’m proud of the work that I have put in. You can visit the website here.

Annotated Bibliography

1. Xu Bing: Square Word Calligraphy Classroom - The Miriam and Ira D. Wallach Art Gallery, Columbia University. Libraries. Digital Program Division, www.columbia.edu/itc/journalism/isaacs/edit/MencherIntv1.html.

This source is from Columbia University. I will use to think of ways to prepare for my interview, such as writing my questions out beforehand and trying to get the person that I am interviewing to tell a story, while still staying on topic. However, if I know the person I should try to familiarize myself with their background as much as possible. I can do this by listening to their music before meeting them. This can also open up a conversational atmosphere. The source also talks about how you should try to read the person you are interviewing body language to try and see if they are open or more secretive, that way you know what questions to ask without being too evasive.

2. Employment, Small Business and Training. “Creating a Website.” Business Queensland, CorporateName=The State of Queensland; 2 Jan. 2019, www.business.qld.gov.au/starting-business/internet-start-ups/online-basics/creating-websites.

This source is reliable because it is from a government site. The source explains that before you finalize your site, you should organize your content in a way that is designed easily to navigate through but also stands out to people. I want people to be able to know what content I'm posting and how to find it quickly. It suggests that you should have a professional make your site, however, I'm going to be the professional in this case and structure the content myself. The source also talks about finances, explaining that most companies that let you make a website make you pay a monthly fee. I will try to find one that is free, however I don't mind paying a fee.

3. Green, Taylor K. “Interview with Sofian Zapf.” 8 Feb. 2019.

Although this interview hasn't happened yet it is planned for the future. Sofian Zapf has an extensive musical background and has been in a few different bands over the years. Not only does he create music, but he has experience with playing shows in front of a vast number of people and his music has accumulated a good following on Spotify and Bandcamp. He is currently trying to plan a small tour with his band. He will be one of the first interviews that I include on the website and this will give me experience on conducting interviews and what I can do differently in the future.

4. Green, Taylor K. “Interview with Isaiah Vargas.” 26 Jan. 2019.

Although this interview hasn’t happened, yet I will use it on my website in the future. Isaiah Vargas is a Senior who attends Benjamin Rush High School, which is a public magnet school that specializes in the arts. Vargas has been playing drums for over seven years and he wants to pursue a musical career when he is older. For school, he has to complete projects that correlate to his major (music). I will use this interview to write a column on Vargas and include how going to an art school helps him pursue what he wants to do in the future, which is become a music producer and the difficulties that come along with it sometimes.

5. “How Does Music Affect Your Brain?” Ashford University, 7 June 2017, www.ashford.edu/online-degrees/student-lifestyle/how-does-music-affect-your-brain.

This source was posted by Ashford University. It explains how music impacts humans, most importantly our brain. Whenever we listen to music, we become happy because our brains are releasing dopamine. The source also included information about how music is good for your health, saying that music is an effective treatment for many conditions ranging from premature birth to Parkinson's Disease. Music even plays a key role in the early development of the brain. Musicians have improvement in memory, learning, and auditory processing. The source also provides good ways to find new music or even instruments for people to buy. Maybe I can use this advice to find new music to review.

6. “How to Create a Website.” Free Website Builder, Wix Photography Blog, www.wix.com/how-to/make-a-website.

This is Wix. It is one of the sources that I can use in the future to create my website. It also includes tips and advice if this is your first time making a website like this. It got me thinking about what I could potentially use the website for. It also got me thinking much about the design. Since I'm writing about something that's art and entertainment I should try to use an eye-catching website template. In the "Get in Touch" section of the source, they talk about how you should include social media icons so that people can get in contact with you. I thought about doing this for the people that I interview and maybe even including a link to their work/music.

7. Jacke, Christoph, et al. “Editorial Introduction Music Journalism.” IASPM @ Journal , Journal of the International Association for the Study of Popular Music, 2014, www.iaspmjournal.net/index.php/IASPM_Journal/article/viewFile/737/pdf_5.

This research paper talks about how music-based journalism tends to be an "unexplored" part of the profession. It talks about the initial emerge of music journalism over 100 years ago and how it's almost become a separate form of writing and organization. Over time, magazines such as Rolling Stone has globalized music based journalism and has made it more of a norm. This source uses information from books such as "Inventing Pop Culture" and "Popular Music in Theory", and it talks about the impact of music on culture and culture's impact on music. These sources explain that the relationship that links together industry and audiences are based in consumerism. I will take this research paper into consideration when not only writing articles, but when it comes to interviewing people as well.

8. Negus, Keith. Popular Music in Theory: An Introduction. Polity Press, 2012.

This book was written by Keith Negus, someone who has a higher education and experience in the musical field, having played the guitar and keyboard in a variety of different bands over the past few years. Throughout the book, he is explaining the theoretical components that make popular music "popular". He talks about the history of music not only in the United States but the UK as well, and the emergence of "popular music" begins with the creation of rock and roll in the 1950s. This source is important to my research and the way I will conduct my interviews because it provides insight on what music people tend to enjoy more. This will affect who I interview and how I will go about interviewing them.

9. Spencer, Megan. “How to Interview an Artist || Learn: Storytelling.” ABC Open, ABC Online Services, 1 July 2015, open.abc.net.au/explore/95656.

Although this source is similar to a blog post, it is from a network organization, meaning that it is reliable. The creator of this source has a background in freelance writing, broadcasting and is a critic and media arts professional. She offers a lot of advice and interview techniques that I'll take into consideration, such as being polite and being yourself. You can be honest with the person that you are interviewing and if you're feeling nervous about the interview, you can tell them that. Sometimes people lose track of what they're talking about, so you might have to prompt them to speak on a certain topic more throughout the interview.

10. Varriale, Simone. “Music, Journalism, and the Study of Cultural Change.” Warwick.ac.uk, University of Warwick, 2012, warwick.ac.uk/fac/soc/sociology/staff/syrkaf/publications/music_journalism_and_the_study_of_cultur.pdf.

This source is a paper from a student from the University of Warwick who is describing the impact of music journalism and criticism over the decades and how it affects culture. Criticism provides useful data to study cultural processes, such as the tie between arts and pop culture. This got me thinking about how the music that I'm going to be listening to and reviewing is going to have a cultural impact, and that I should take that into consideration as I am writing. The source also uses an example of one of Sam Rivers' works/performances and the political engagement that it has.