Week Five, Post Fifteen

Today, A block is the first block. During this time, the band has been called down to practice. This means that half of the class is gone today, so I have been working on this journal, and the kids have been working on something school related. The kids have a really interesting assignment that they have been working on. It is based on a contest from the Washington Post. Someone takes a child's song or nursery rhyme and changes it to Shakespearean language. So, the assignment the kids have is to do just that. They split up into groups of two or three and they work on their songs. It is really funny to see them try to write in pentameter, and they seem to be having a lot of fun with it. For the rest of the week, I am thinking that the kids will be continuing to work on the play. I'm excited for this, because I borrowed a tri-pod from Ms. Epp and I am going to try to film a little bit of the kids acting. I might be able to use this in my presentation. The kids really enjoy the play, and I enjoy watching it. I am also glad that I have gotten to know the kids better than I did before. This makes it less awkward talking to them, and I feel like they can talk to me more candidly now. Everything is going well! It is crazy to think that next week is the last week of this.

Week Five, Post Fourteen

Yesterday, the kids had their last day of MCAS testing. The test lasted the first two blocks. After those two, they had C Block which was an exploratory block. Then, we had Quiz Bowl. Quiz Bowl is pretty much a giant game of jeopardy with the entire seventh grade. All of the kids were assigned to teachers, and the teachers had a draft to pick their players. For the first half hour, the kids met with their teachers to go over their game plan and strategy. I was in Ms. Whittredge's class during this with her team, and it was funny to see the strategies that they chose. After lunch, the games began. The entire seventh grade was in the middle school pod. There were eight desks set up for the eight teams, and every desk had a buzzer so the kids could buzz in their answers. Each team was divided into three sub teams: A, B, and C. A team was first up. First, there was the auditory round where the kids listened to questions and buzzed in when they knew the answer. It was cutthroat, and everyone was getting competitive. Eventually, A was subbed for the B team, and then they were subbed for C. After all three teams had competed in one round, everyone took a break and went out to the field, where each team worked together to create a cheer. We gave each team 1-5 points depending on how good their cheer was. Olivia and I had to judge the cheer because we were unbiased. However, the kids all thought the entire thing was rigged based on how we scored their team. It was very chaotic, but it was really fun to watch. After the cheer, everyone returned inside to complete the game. This time, there were visual and written rounds. Everyone barely finished in time to hear who the winner was, but it was hilarious nonetheless. It was a good day.

Week Five, Post Thirteen

This week, the seventh graders will be taking their MCAS tests. Also, tomorrow the band and chorus members will be called down to practice for their concert. This means that classes will be sporadic this week. Wednesday, an MCAS day, will be a Quiz Bowl day after testing is done. Pretty much, this is a big game of Jeopardy between the kids and teachers. It is going to be a lot of fun. MCAS is not fun at all, so hopefully the game will raise everyone's spirits at the end of testing. Today in class, the kids have been working on the questions for the scenes in the play they are on. They're working hard today, which is good to see. In the beginning of the day, we got on the topic of Bollywood. This last class has caught onto the idea of performing a Bollywood scene in the play, which would be awesome to see. Even though the play is by Shakespeare, the themes in his work are universal, so they can be used in different scenarios and cultures. The kids are really excited about getting to choreograph a Bollywood dance and dressing up in bells and everything. I have decided that I am also going to participate in this, even if I'm not a part of the scene. Bollywood dancing all the way. So, class has been pretty great today.

Week Five, Post Twelve

So last Friday in class, Ms. Whittredge was not there. In class, I worked with the substitute teacher. She was really nice, and we talked about college and life.  Luckily for the kids, it was a movie day! Which was lucky for me too, really, because I got to see the movie of A Midsummer Night's Dream. It was a great adaptation of the movie, and though they took some creative liberties with it, I thought that they did a very good job. The kids liked it too. During the very first class, I stopped the movie at the part that coincided with the section in the book at which they stopped reading. So when I stopped the movie, I asked them all how they liked it and what differences they saw. They were very quiet and low energy, and I'm hoping it was just because they were tired and not because I was being awkward. I think they were just tired because during the rest of the classes, the kids had more energy and insightful answers to my questions.
There was one scene that was kind of inappropriate in the movie and we had to fast forward. It was funny to watch the kids, because they could hear what was going on in fast forward, but they had to shut their eyes. They were very confused, and the entire thing was pretty hilarious.
This next week, we will be continuing to work on the play in between MCAS testing; it should be good!

Week Four, Post Eleven

During the week, I have been working with the kids on their play. The play is going really well, and I can tell that the kids really enjoy it. As the play progresses, I can see that the kids are getting more comfortable with talking in front of people, and they are more willing to be goofy. A good example of this is from Wednesday. There is a scene in the play that focuses on the fairies. Pretty much, a bunch of fairies dance around on stage while two characters are talking. There were about five fairies in the background during this specific class. Two of the boys decided that they were going to wear costumes, and this consisted of tutus, fairy wings, and wands. At first, everyone was painfully awkward. They were supposed to be carefree and fairy-like (if that makes any sense), but instead they were just walking around awkwardly in front of everyone. Then, the two boys in costume got used to the idea and they were incredible. They had no problem milking the entire scene and being ridiculous in front of everyone. These two really masculine boys had no problem being completely goofy in tutus. It was really awesome to see. The best part of it was that everyone was dying laughing, but not at them. It was awesome because everyone realized that to be over the top and goofy doesn't mean that people are laughing at you, it means that they are completely absorbed and buying what you are doing on stage. And people even respected them more because they had the guts to get up there and make the scene was it should be: hilarious. It was an awesome moment.

Week Four, Post Ten

This week, everybody has been continuing work on the play A Midsummer Night's Dream. The kids split up into groups and go over their lines and practice their blocking. Usually, I go out into the hall to work with the kids, but on Tuesday I stayed inside and oversaw what was going on with the group in the room. Ms. Whittredge decided that for this specific scene, she was going to let the kids have full reign on how the scene was blocked, and she didn't want to take over and direct the entire thing. While blocking the scene, the actors couldn't give any input, because the other kids in their group donned the roles of directors. About four or five kids were being the directors. One specific group stuck in my mind from this day.
The work that these kids was incredible. Ms. Whittredge was working on other things while the kids were planning out their scene, and I was observing it and helping out whenever they needed it. I knew that many of the kids hung out with different people outside of class and school, but they worked so well in class. The directors took control of the scene, and the kids worked very patiently with each other. They were laughing and having a really good time. It was a really nice thing to see, and I am really glad that I had the chance to see that.

Week Three, Post Nine

Today, I am excited because I finally finished calculating the data for the quizzes I passed out! What I found out was kind of shocking. There are three types of self-esteem that I was testing for, and that is Performance, Social, and Appearance. After I calculated the averages of every class, I found the averages of the boys and of the girls throughout the entire seventh grade. In my research, I am trying to find out why there has been such a decrease in girl's self-esteem. There are hundreds of books and journals written on the subject of girl's self-esteem, but the information I found was shocking because it showed that from the people I evaluated, the girls actually had a higher self-esteem than the boys. The boys actually had a significantly lower average than the girls. This is very interesting to me, and it has changed the way I am going about writing my paper.
At first, I thought I was just going to be a teacher assistant in class, but I am really doing much more than that. The research I've done is very interesting to me, and I'd like to continue it. I have learned a lot about the causes of low self-esteem and the effects it has on people, specifically girls. I have also gotten to know some of the kids, and it has made the research that much more interesting.Hopefully I can think of a way to incorporate this new information into my paper. I also worked on my paper today, and it was good because I got two pages done so far. I'm actually proud that I have started my paper now and not the night before it is due.

Week Three, Post Eight

Yesterday, I also watched the kids rehearse their lines for A Midsummer Night’s Dream. It is really fun to watch, and it’s interesting to see them come out of their shells to act out their parts. We went down to the auditorium yesterday with one of the classes so the kids could practice a scene on stage. It was interesting to see because the kids ended up not only acting but also directing. They were coming up with ways to block out the scene and ways they could effectively say their lines. Today, the kids will continue to work on their scenes. They seem to really be enjoying it.

On a different note, almost every morning, Ms. Whittredge puts up a quote on the board, and the kids write it in their journals and try to explain what it means. Today, the quote was “be the change you want to see in the world” from Ghandi. The kids learned who Ghandi was and learned about how the quote definitely applied to his life. I find this quote to be really inspirational. The kids and Ms. Whittredge also talked about how it’s one thing for the average person to say this, but it’s another thing completely for Ghandi to have said this, because he truly changed the world and he lived by this quote. Class has been interesting today. Hopefully they will enjoy acting out the play as much as they did yesterday. It really is nice to see them enjoying it so much.

Week Three, Post Seven

This week, I have been working with the kids, and I have also been working with the quizzes that I gave them. Earlier in the week, I continued to collect the permission slips. When I got each permission slip, I highlighted each student’s name in two different lists: a class list and a list of all of the kids in the grade. Then, I put the permission slips in the binder that I am using. By Wednesday, I had received most of the permission slips for all of the classes. However, I only received about half of them from A Block. This is because I passed out their permission slips late, so I am giving them another day to get them in. Today, I will pass out the quizzes to the last half of the class, and will finish compiling the data.

The quizzes are designed to test self-esteem. Each quiz has twenty phrases, such as “I feel confident in my abilities”. Underneath each phrase, there are five choices ranging from 1-5, with the words “Not at All”, “A Little Bit”, “Somewhat”, “Very Much”, and “Extremely” underneath. The kids choose how they feel about each phrase and circle a number with the corresponding response. Each quiz tests three different types of self esteem: Appearance, Performance, and Social. I score each of these categories from each quiz. Then, I divide the class into male and female quizzes and take the averages of the three categories. When I finally get all of the quizzes, I will finish adding them up, and I will take the total average from all of the girls and boys in the grade.

Eleanora: Week Two, Post Six

Today, I am continuing to observe the class. They are starting to work on the play A Midsummer Night's Dream. They are now on Act 1, Scene 1. In class, Ms. Whittredge helps them to decipher the Shakespearean language. They have questions that they work on in class and for homework that relate to the section that they are reading. In class today, they have gone over Act 1, Scene 1 in class and have done the questions together. Other than observe the class, I have also continued to collect permission slips. The majority of the kids have passed them in, which is exciting. From this information, I can determine the general levels of self-esteem in girls and boys before and after theater is introduced in the classroom.
Yesterday, I also interviewed Mr. O'Maley about self-esteem in girl's and his role as a guidance counselor. It seems like he is very invested in the well being of all of the students, and I got the vibe that he really enjoys his job and working with the students. He is in the sixth grade today talking about how kids can come together to raise their self-esteem and reduce bullying. I am going to try to stop by sometime today.
I have also started reading some books on the psychology of teenage girl's brains and how that affects their self-esteem, it is very interesting.

Week Two, Post Five

During my internship with Ms. Whittredge, I have been continuing to observe the class. Yesterday, I focused on getting work done that related to my project. During class, I usually stand in the front by her desk and observe the class. However, yesterday I sat down in the back by the computers to get some work done. During the classes, I finished most of my works cited page, which was helpful. On Monday, I passed out permission slips for the tests that I am going to give to the kids next week. The tests will measure self-esteem, and I will be using that information in my paper and project. Yesterday I continued to collect those permission slips. I also printed out a list of the names of all of the kids in the seventh grade, and I highlighted the names of the kids who passed them in. Then, I organized all of my papers in my binder.
I also set up interviews yesterday with Mr. O'Maley and Ms. Lucas. They are the school guidance counselors/psychologists, so I thought it would be interesting to see their point of view on self-esteem and the possible causes of low self-esteem. Today, I have the interview with Mr. O'Maley, and I have the interview with Ms. Lucas next week.
When I saw Ms. Lucas, she gave me a couple of books to read specifically on self-esteem in girls. These books give interesting insight on my topic, and it was generous of her to let me read them. I will keep reading them to see if it sparks any ideas.

Week Two, Post Four

Yesterday was the first day back from vacation. I continued to work in the class with Ms. Whittredge. The kids have an ongoing assignment called Literature Letters, or Lit Letters for short.They each read different stories and focus on an author or genre study. They write short letters/essays arguing a thesis that they come up with. Yesterday, the focus was on working on their fifth and final lit letter. In previous letters, some of the kids had trouble with the concept of the thesis, though there were many kids who understood how to do it. Instead of repeating what a thesis was, and trying to reteach it again to just the kids who didn't understand it, Ms. Whittredge instead grouped the kids who got how to do it with the kids who were't there yet. While they worked in groups, I walked around and saw how they were doing. It was awesome to see the progress that they were making. In just a short time, the kids who didn't understand it before were starting to understand the concept of the thesis, and their papers were starting to get better. It was interesting to see.

In regards to the psychological standpoint I am taking with this internship, right now I am just focusing on observing the students. I have started to research methods on testing self-esteem levels so I can create pretests and post-tests that the students can take before and after the in-class play A Midsummer Night's Dream. I have found two tests that I think will work well. I already have distributed the permission slips for the testing I'm going to be conducting. I have also emailed a couple of faculty members that I can interview. I am hopeful that the testing will turn out well and that I can prove my thesis.

Week One, Day Three

The last day I saw the kids, they were continuing work on their skits. I did get to see one group perform their skit, which was interesting. Ms. Whittredge was absent for the last two blocks, so I helped run the class with two aids from the middle school. Before they performed, I worked with a group of two on their skit for a little while so they could become more comfortable with what they were performing. They went in front of the class and they did a good job. The rest of the day, I continued to work with everyone on their skits. Out in the hall, a few different groups were working on their skits, and I had the shy group from yesterday perform in front of everyone else and them see everyone else's skits so they could get confidence and possibly get some ideas, too.

Week One, Day Two

Yesterday was the second day that I worked with the kids. Luckily, I am now starting to learn more of their names, though it is going to be difficult; there are a lot of names to learn. In class, the kids continued to work on their short children's stories. A lot of groups have been making really good progress with their stories, and they are working really well together. However, yesterday there was a group that I worked with that was not doing so well. At the beginning of class, I got assigned to work with a group of three kids. They were working on the book The Napping House. When I started working with them, I found out that they had already assigned parts to read, which was good, but they had no idea what they were going to do in regards to blocking their short skit. That would normally be fine, but these kids were so shy they barely spoke. One girl was just shy, one boy seemingly hated being there, and the other boy just seemed bored. I worked with them and had them go over their parts so they could begin to memorize them, but they were not having it. I gave them ideas on how to block their skit and be creative with it, but again, they did not seem like they were having fun. In the end, I guess there is only so much you can do. I didn't get to see their final product, but I hope it turns out alright.

Week One, Day One

For my SCORE project, I am working in the middle school with Ms. Whittredge. I work with the kids and help them if they have questions. For my paper, I am researching the positive effects that theater has on self-esteem, especially in girls. This works out well with the class because soon the kids will be starting A Midsummer Night's Dream by William Shakespeare. For my project, I am going to be creating pretests and post-tests to measure confidence levels before and after the kids work on and perform the play.

The first day of SCORE mostly consisted of getting to know the kids. In class this week, they are working with children's books in groups. With their groups, they work together to act out the book as they were performing to young children. In their presentations of their books, they have focus areas they they will be graded on such as voice inflection, projection, and eye contact. This project helps them become more comfortable with public speaking and presenting in front of a large group.

While they practiced, I went around and got to know the kids. I helped them come up with ideas for their presentations and answered any questions that they had. It was really interesting to see they differences between each class, and how the kids reacted differently to the task that they had to complete. I found that some kids had no problem coming up with ideas and working together. On the other hand, some kids were very shy and nobody in their group wanted to step up to throw out ideas and lead. Their reactions varied, but it was a really interesting experience.

Ellie Mortillaro's Outline

Ellie Mortillaro

SCORE Thesis and Outline

Thesis: In females, confidence is impacted positively by exposure to the arts in early secondary education.

P1: Introduction: The decline in girl’s self- concept and confidence at the middle school age and the effects this has on their futures. The pressures put on girls by the media and society.

P2: The decline in confidence of girls esp. stemming from the middle school age

1. There is a direct correlation between girl’s confidence and the arts in education.

1. Why middle school age is one of the hardest times in any girl’s life
2. Different rates of development
3. Brief description of the decline of confidence in girls
4. Reviving Ophelia as source

P3:  Continued

5. Why is the decline of confidence happening
6. The roles of the media and society as they affect confidence
7. Importance of the early secondary (middle school) phase in a girl’s life to boost confidence

P4: The arts as a medium to boost confidence

1. The definition of  “the arts”
2. The role of the arts in education
3. The funding provided for the arts in school/ budget cuts

P5: How the arts “level the playing field” due to the different rates of development

1. The different types of maturity levels and self-awareness in girls at this age
2. How the different speeds of development affect confidence
3. Girls perceive themselves to be inferior due to different levels of development

P6: Continued

1. How the arts create an even playing field
2. Art as an expression of feeling rather than a measure of skill

P7: The steps that can be taken

1. Promotion for art clubs and extra-curricular activities
2. Art based clubs directed towards girls in middle school with the goal of promoting the arts and boosting confidence

P8: Dangers of cutting programs

1. Outlet of expression is gone
2. Confidence through culture and expression cannot be achieved
3. Academic and athletic based culture without other options

Works Cited

Pipher, Mary B. Reviving Ophelia: Saving the Selves of Adolescent Girls. Northampton, MA:

Media Education Foundation, 1998.

Ornstein, Peggy. Schoolgirls:Young Women, Self-Esteem, and the Confidence Gap. New

York: Random House, 2013.

Schuna, Carly. “How to Boost Self Confidence Through the Arts”. Livestrong. 2 Aug. 2010:

1. Website.

Field AE, Cheung L, Herzog DB, Gortmaker SL, Colditz GA. “Exposure to the mass media

and weight concerns among girls” PubMed. March 1999: 1. Website.

Ideas for Interviews:

• Ms. Edgerton
• Ms. Lucas
• Ms. O’Neil
• Mr. Koughan
• Ms. McGravey

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