Hive Digital Media Learning Fund Cohort Hangout January 8, 2014

Brooklyn Haunts

June 2013 – November 2013

Brooklyn Public Library

What is Brooklyn Haunts?

Who took part?

What technology did we use?

What was our timeline?

Creation and Design

Part I Fundamentals

Creation and Design

Part II The design

Creation and Design

Part III Does it work?

The Final Trek!

Lessons Learned

The Best Part of the Project:

these guys!

G o a l   f o r   G i r l s   W r i t e   N o w ’ s   D i g i t a l   M e d i a   M e n t o r i n g   P r o g r a m   “ D o r k s h o p s ” :      

C r e a > v e l y   i n s p i r e   y o u n g   w om e n   w r i t e r s   t o   u s e   d i g i t a l   m e d i a   t o   t h i n k  c r i > c a l l y   a b o u t   t h e i r   w o r k .  

S h e   w a n t s   t o   b e   a  w r i t e r   a n d   l o v e s  t a k i n g   p i c t u r e s .  

S h e   i s   a  p h o t o g r a p h e r   a n d  s c r e e n p l a y   w r i t e r .  

F u t u r e   GWN   d i g i t a l   m e n t o r / m e n t e e   p a i r .  

D o r k s h o p   1 :   A u d i o   J o u r n a l i s m  

D o r k s h o p   1 :   A u d i o   J o u r n a l i s m  

N am e :   F i n d i n g   T r u e   C h a r a c t e r    D i g i t a l   S k i l l :   I n t e r f a c e   g e o g r a p h y ,   r e c o r d i n g ,   u p l o a d i n g      Wr i 0 n g   S k i l l :   C h a r a c t e r   B u i l d i n g    G o a l :   1 -­‐ 5   m i n u t e   j o u r n a l i s m   a u d i o   i n t e r v i e w ,   u p l o a d e d ,   e x p o r t e d    

Wo r k s h o p   2 :   A u d i o   M u s i c   M em o i r  

Wo r k s h o p   2 :   A u d i o   M u s i c   M em o i r  

N am e :   S o u n d t r a c k   t o   M y   L i f e    D i g i t a l   S k i l l :  Mu l > -­‐ t r a c k   e d i > n g ,   l a y e r i n g / e d i > n g   a u d i o   t o   c r e a t e  a t m o s p h e r e   w i t h   s o u n d .    Wr i 0 n g   S k i l l :   S eS n g    G o a l :   P r o d u c e   a   p i e c e   o f   s c r i p t e d   a u d i o   t h a t   u s e s   m u s i c   a s   a n  i m p o r t a n t   e l e m e n t   i n   m em o r y   a n d   s eS n g .  

Wo r k s h o p   3 :   A u d i o   S l a m   P o e t r y  

Wo r k s h o p   3 :   A u d i o   S l a m   P o e t r y  

N am e :   R h y t hm   a n d   V o i c e    D i g i t a l   S k i l l :   A u d i o   c l e a n i n g ,   p u b l i s h i n g   t o   W o r d p r e s s   a n d   S o u n d C l o u d .    Wr i 0 n g   S k i l l :   R h y t hm    G o a l :   T o   w r i t e ,   p e r f o r m   a n d   r e c o r d   p a r t   o f   a   s p o k e n   w o r k   p o em .  

Wh a t   w o r k e d :  G i v i n g   y o u t h   o p > o n s   f o r   w h a t   t h e y   c o u l d   c r e a t e .  

Wh a t   w o r k e d :  G i v i n g   y o u t h   o p > o n s   f o r   w h a t   t h e y   c o u l d   c r e a t e .  

C h a l l e n g e :  T o o   m u c h   m a t e r i a l ,   n o t   e n o u g h   t e a c h i n g   > m e .  

Wh a t   w o r k e d :  G i v i n g   y o u t h   o p > o n s   f o r   w h a t   t h e y   c o u l d   c r e a t e .  

S o l u 0 o n :  S h o r t   t e r m :   l a b   h o u r s  

L o n g   t e r m :   l a b   h o u r s   a s   t e a c h i n g   s e s s i o n s  

C h a l l e n g e :  T o o   m u c h   m a t e r i a l ,   n o t   e n o u g h   t e a c h i n g   > m e .  

S o l u 0 o n :  S h o r t   t e r m :   b a c k e n d   p o r W o l i o   p a g e s   o n   W o r d P r e s s   ( p r i v a t e )  L o n g   t e r m :   D i g i t a l   E x h i b i > o n ,   o t h e r   p u b l i c   p o r W o l i o   i d e a s ?  

C h a l l e n g e   2 :  S h a r i n g   o u r   w o r k   w i t h i n   t h e   GWN   w e b s i t e .  

L i n k s !    

B l o g   P o s t s :  A u d i o   S l a m   P o e t r y  

A u d i o   M u s i c   M em o i r   ( a n d   o n   F l i c k r )  O r i e n t a 0 o n  

M e n t o r   T r a i n i n g    

TFI/The Lamp Rikers Island Media Lab

2014 Classroom Work

The following represents sample curricula and some of the work created during the fall 2013 Rikers Island Media Lab. The students initially listened to and examined the music and lyrics to three different versions to “If I Ruled the World” as performed by Tony Benett, Kool Herc, and Nas. They then created their own versions of “If I Ruled the World” the results of which are below.

Three versions of If I ruled the world: (30 min)

What does it mean to “rule the world”? We will examine this concept by listening to and deconstructing the following three songs:

Tony Bennett (1965) http://www.youtube.com/watch?v=5NewYCbpfbw

DJ Kool Herc (1980’s) http://www.youtube.com/watch?v=xq-jANkqpQo&list=PL0548970E7F66BC4E&index=3

Nas (1996) http://www.youtube.com/watch?v=NW55FRXlPEs

As you listen to the songs, consider the following and jot down anything that comes to mind:

· What is the song about?

· What is the singer trying to say through his lyrics?

· What kind of world does each singer live in?

· Why do you think they choose to perform these particular songs?

· How does listening to the song make you feel?

Group discussion and feedback (10 min)

Body/Mind Map: (30 min)

Using the Body/Mind Mapping handout, consider the past experiences that have influenced you and impacted your life. In looking toward the future, how do you think these experiences will influence the way you view the world? How will they shape what you ultimately want for yourself, for your community?

Once you have completed the handout, we will all share ours with the rest of the class.

Share out (10 min)

If we ruled the world… (30 min)

Taking a cue from the previous class discussion, and your mapping handout, consider the following:

· What would you do if you ruled the world?

· What would you change? Why?

· How would things be different, better?

· How would your neighborhood and your community be improved/different?

Take 10 – 15 minutes to write your own version of the song. You are free to experiment with the form and create a poem, rap, free write, list, etc.

https://soundcloud.com/ftelegra/if-i-ruled-the-world-precious

https://soundcloud.com/ftelegra/if-i-ruled-the-world-brandi