Rivers, Roads, & Rails

Valuing Reflections

Reflections on the Oral History Interviews: Friday morning, June 20

We give time to what we value.  I value leading teachers in reflection, and I budget time for reflecting. Each morning of the residential week of RRR Summer Institute begins with a reflection of what we have done the day before.  I believe in every-member-written reflection.  Sometimes we share the reflections aloud, and other times, I just collect the cards and type a summation.  I have compiled these reflections word-for-word.  Jann

Being on the outside—cutting the fruit, preparing coffee, and running for water---the best part was watching as the interviewers and the interviewees came from the interviews laughing and enjoying themselves.  I enjoyed listening to the highlights and the growth moments of everyone.

I made a giant moose that terrified a guy in a canoe (stamping thank you cards).  Wow! Bocce ball court with Steve and Josh.  I was humbled and honored to hear so many inspiring stories of people who want to—and have changed our landscape for the better.  I had a great time with you, Jann, touching your head and your computer screen…working on the computer with you.  Loved…and am still eager to work with Roni.  I was honored to be in Jeff’s company with all that he is going through.  I felt incredibly interconnected with our communiteeeee.  I contributed lovingly.  I laughed authentically.  I cried honestly.  I learned enthusiastically.  I journeyed joyfully.  I ate tremendously.  I walked constantly.  I dreamed intuitively.  I played childfully.  I mediated presently.

Yesterday was an amazing day…not only for the RRR participants, but also for the people who were interviewed.  Everyone was thrilled with the process.  During the day I witnessed the thrill of victory and the agony of technology defeat…ultimately VICTORY!

Stretching and growing are not comfortable.  They are not easy.  When you are challenged in ways that are not the usual way that you would do things, there is a REAL learning curve.  That is growth—stretching and learning.  Understanding the importance of long-term consequences of settlement and construction is important enough to be worked into the consciousness of citizens—young or old—learn its effects on the long-term future.  The value of seeing and working with dedicated, passionate educators is beyond description.  The synergy that is developed grows along with the respect for the individuals as well as their work.  This has been an unqualified, excellent experience.

Interviewing—the people we interviewed were just as nervous as I.  It was so wonderful to hear how dedicated Ron S was to his cause—West Creek.  It was a great learning experience, and I now feel more comfortable to do the interviews next week.

Hearing first-hand about the experiences of the individuals involved in making a difference in the West Creek project…making history…was a magical experience.  You could not help but get excited for them when you heard the excitement in their voices.  You could feel the emotion.

I really felt anxious going into the interview, knowing my person is an “icon” in local conservation.  Upon listening, I realized that he is a regular person, living almost two separate lives.  I am most intrigued by the fact that he is an industry man by day and a conservationist by night.  This interview also gave me confidence to take an oral history from the “high profile” subjects.  P.S.  I felt really good about myself that I helped a few RRR’s during the week that I had not interacted much with previously.

At the beginning of the day I was very unsure of how the interviews would go.  But ever since the interview, I’ve been amazed at how fun and interesting it was.  You hear of all the things people accomplish in these projects…but what you don’t hear is each individual’s struggle and everything they have to battle.  It makes you realize that amazing things don’t come easy.  Of course the card stamping was a great time and watching bocce ball and having Steve’s expertise was good, as well.

Teaching is so much more valuable to children when the teacher understands their inner self.  This past week was delightfully filled with the collegial validation of enhancing our inner selves through visual reflections of our history and the history of the environment.  I personally place so much value on experiences such as this.  I love the exhilarating growing experience.  WOW can’t come close to putting it in words.  I have at 61 years again really stretched and grown and I can’t wait to impact a new class of students.  I will so miss the WOW of this collegial group.

It’s hard for me to listen to someone and not verbally respond to what they’re saying.  The interview taught me how to just listen.  I liked the way the interviewer felt nervous at first and then slowly became empowered by the fact that someone was interested in their story and viewpoints.  I could see the person work through their answer in their head as their story unfolded.  Oral history is a treasure chest of memories that will never be buried or lost again.

Great job with working equipment (handouts especially helpful).  Fabulous job by Rich (on the Doan Brook tour).  I would have liked to see West Creek in Parma.  Interview—learned a lot!  They all love and admire Dave Vasarhelyi.  I felt well prepared.

I enjoyed the experience of the whole process from doing the technical equipment to doing the interview.  I was definitely nervous at first when I was conducting the interview, but once I started talking with my interviewee, I felt at ease.  I thought I came up with enough questions, but I think for my next interview, I will write more—just in case my interviewee answers with short precise comments.

What an incredible day.  With the tools you gave us that we sharpened and refined during the week, we had the opportunity to step into the life of an individual, walk beside him for a moment and learn about all of his passions.  What a privilege!  Thank You!

Fear Anxiety!  Apprehension!  That was the beginning of my day.  There is nothing like having to spend an hour with someone you don’t know, but put two peers in the room watching you, and the stress mounts.  “Smiles, relaxation, confidence” was the end of the day.  Stamping…as I always told my kids, you don’t need drugs or alcohol to feel good.  The best feeling you have come from getting high in life’s simple moments.

My magic moment was meeting our interviewees informally as they gathered.  I was struck by their enthusiasm…no, more…their passion to make a difference on the landscape of a watershed where people, natural world and commerce come together.

Prepare:  Research the project area to gain “gut” knowledge.  Start with the questions from our training.  Pre-call interviewee helped, but not something to dwell on if no connect is made.  During:  LISTEN.  Work to get “comfortable friend-to-friend conversation.”  Relax.

I really learned from the oral history interview.  Both interviews in the group went very well.  Our team worked very well together as we are a driven and directed team.  I was MOST disappointed that after one interview that I was the “taper” for, the information appeared lost off the card.  I felt like I let down my team.  Some people said that I didn’t tape correctly.  Eventually, the interview was retrieved…AHHHHH!  It only upset me that I had to find out through the grapevine that the interview was located on the card!

What went right:  We had some great attitudes with people who were patient with us and the technology.  All the interviewee came!  What went wrong: Some people had bad attitudes about things that had to change and didn’t want to “go with the flow.”

I was stressed by the shortage of time to make the phone calls to our people.  I was trying to get mine as the bus was pulling up to leave on Thursday after leaving a message on Wednesday.  I enjoyed the interview and after hearing two, I had a new appreciation for West Creek.  I will add oral interviews as primary resources.

Yesterday, I interviewed and facilitated.  Both subjects we interviewed were eager to share their experiences.  I really don’t think the interviews could have gone any better.  I am looking forward to doing horal histories in Berea.

I will admit that I was very skeptical about the oral history piece.  However, I was pleasantly surprised.  It was a great experience and I am looking forward to Monday and Tuesday.  The boat ride really brought the environmental piece home for me.  I do think that next summer I will volunteer sometime with the Canalway.

I enjoyed the enthusiasm of those involved.  Very refreshing!

I enjoyed the fellowship with other teachers and the appreciation of nature that they bring.

I learned about how to start collecting oral histories.  This is something I want to do in my classes.  I was…at first…not sure I could do this, but after yesterday, I am confident that I could do this project with my students.

I was really nervous and apprehensive about interviewing.  As I facilitated the first one and asked follow-up questions, I felt more confident.  As I conducted my interview, I easily formulated follow-up questions.

We had a fun time talking with our subjects.  They wee willing to share a lot of information.  Lots of learning o the fly as the questions either ran out or didn’t work.  I like Justin’s metaphor of oral historian as archeologist.

I was glad that I was a facilitator first because I learned so much doing that.  I felt bad for the guy that was being interviewed, because he seemed so nervous.  After the first 5-10 minutes things seemed to get on track.  So, later, when I was doing the interview part, I worked to make sure that the person being interviewed was comfortable.

The more we saw the “pros” demonstrate an interview the less I got nervous about the interview.  When Mark said, “You already know enough to interview.  You are experts in the Cuyahoga Valley,” all my anxiety left.  In fact….it was easy and fun.

Fresh and Flowing Water

In an effort to connect the reading of THE DOAN BROOK HANDBOOK and the CUYAHOGA NATIONAL PARK HANDBOOK, we asked participants in the RRR Summer Institute 2008 to find fresh and flowing water near their homes.  The intent of the assignment was to deepen understanding of the Doan Brook by observing water in the neighborhoods.

John Bennett called me excited about what he'd discovered about Yellow Creek.  He knew that the water was near his home, but he didn't know the name of the stream, nor did he know the history of it.  I reminded him that he had only 25 words or fewer to s compare his stream with the Doan Brook.

I always do the reading and complete any task I assign to the participants.  Like John, I was amazed with what I learned about the fresh and flowing water near my home in Wooster, Ohio.  Throughout their childhood, my four children played in two creeks on opposite sides of town.  For the past three years, I have been walking each morning in another park that takes me over a small creek.  Imagine my surprise when I discovered that they were all the very same creek.  The headwaters began in the park I know best, and the creek continues through town to the other two parks before it dumps into the Killbuck Creek.  I have lived in Wooster for more than thirty years.  I took this stream for granted all that time.

Timothy Gallagher connected the reading to his own childhood memories.  Notice in this picture reflects the rule of thirds, and we hadn't even talked about it yet.

Like many other photographers, Timothy was able to catch the reflection in the water.

  Andreas e-mailed me his water photo before the first day of the Summer Institute.  I almost wept when I saw what he'd done. 

Around his beautiful photograph, he'd written the word for water.  Then he'd written statements in English with Swedish beneath.

I was touched with his creativity and the risk he took with this assignment.

You can find Janie Talbott's fresh and flowing water in rural Ohio.

Janie wrote a poem about her babbling brook.  She has a dream of authoring and illustrating a children's book about this brook.

Her photo is framed with the leaves in the foreground.  Capturing the brook on a diagonal gives the image energy and direction.

Dawn Cancelliere's photo is rich with depth and texture.  I almost wish her words were not at the top of the image so that I could see more of the photo.Her words, however, demonstrate the depth of the research she completed for the assignment.

Steve Testa realized that he had spent his entire life on some bank of Weills Creek.  Like Andreas, Steve expressed his feeling for the creek in a poem.

His photograph is rich with detail. 

Steve's words show the inner connectedness of the stream and his life. 

I was so pleased with the assignment.  This is the first time we required an assignment before the Institute began.  I am glad we did.  Everyone was proud of their image.  Everyone wanted to share.

As Justin reported in one of his entries, we spent Tuesday and Wednesday morning reviewing the images.  Reviewing each one provided the opportunity to honor each work and each voice.

I scanned twelve assignments and posted them on the RRR Flickr site.  I hope to scan all of the images in and post them on Flickr.  Look for it! 

Foundation of Building a Community of Learners

  The majority of participants in RRR program are veteran teachers.  Most of them are master teachers, as well.  Preparing a conference for master teachers can be a daunting task.  We always keep the learners in mind as we prepare.  We always try to model best practice.

Believing that everyone in the group has something to teach the others is a foundation  block for building a community of learners.  As a member of the design team for the RRR Summer Institute 2008, I try to base my sessions on that belief.  In a traditional beginning to the session on photography,  the presenter might focus on themselves.  The presenter might show his/her own photographs, cite awards won, and dump everything known on the participants.

Instead, each participant wrote the best piece of advice for taking photographs.  They wrote with magic markers on a 3" x 4" peel and stick paper. Participants read the response, and then posted it one of two tag board sheets at the front of the room...one for camera advice and one for photographer advice.

The size of the paper is important, because it limits the amount the individual can write.  Peel and stick paper is important, because it eliminates problems with tape.  Using markers forces participant to write big.  Walking to the tag board to post is important, because brain-based learning teaches that the act of standing sends 10% more blood to the brain, helping the participants to stay alert and facilitating their learning from each other.

Here is the complete list of the responses:

Advice to Ourselves

FOCUS, Grasshopper

Take a lot of shots and don’t “fall in love” with any picture

Your best shot isn’t always your first one

Look at the entire image within the frame

Always look at the entire picture to make sure you have the result you want

Pause before you take the picture to make sure the shot looks as you expect

Frame the picture

Consider the background

Look at texture, contrast, vague detail in the background

What is your intention?

Lighting, lighting lighting

Watch for back lighting.

Keep the sun behind you

Keep your finger off the lens

Keep your thumb out of the way

Hold your arms from pits to elbow at your sides.like they are glued and don’t breathe until shot is complete

Do not pose your subjects

Picture should tell a story

Remember the composition of thirds

Put your subject slightly off center

Center your subject begin sure that you have not cut off heads

Know how to work the zoom

Want a better picture?  Get closer.

Select one subject to focus on.  Do not try to cram multiple things in your picture

Many, many shots will be ho hum.  1 or 2 will be WOWWEEE

Operating the Camera

Take the lens cap off

Make sure batteries are charged

Take extra batteries with you

Make sure you use the flash in a dark area

This structure did not give the presenter the opportunity to share award-winning photographs.  Instead, each participant reviews what s/he already knows about taking a good photo.

In second half of the 60 minute session I showed work of famous contemporary photographers.  Participants saw work of William Weggman, Sandy Skoglund, Robert Mapplethorp, Annie Leibowitz, and Lauren Greenfield.  They learned three steps of art criticism: Describe, Interpret, Criticize.

Off they went to capture an image on the Case Western Reserve Campus that reflected their own personal landscape. 

You can see those images and what they wrote on the Tumblr site.

Post photos to the Rivers, Roads, & Rails Group on Flickr

Post your photos to Flickr, and describe them (of course), so that everyone can share a record of our workshop.

Click the link below:
http://www.flickr.com/groups/820863@N22/

Roads to Cuyahoga Valley Initiative and the Environmental Landscape

1. Running Water Teacher Presentations

 

The summer institute began in a similar fashion this morning to yesterday. Teacher participants presented their running water projects to one another. Connections were made between a fight over water and change in Fairlawn and the Shaker Lakes recalling Monday’s Doan Brook tour. Watershed areas in Fairlawn, Hinckley, Rocky River, Parma, Green, Uniontown, Akron, and Kent were discussed and related to the Doan Brook. Teacher participants incorporated relevant vocabulary learned during the course of these TAH workshops.

 

2. Tour of the Cuyahoga River

 

Paul Alsenas, director of Cuyahoga County Planning, and Allison Ball, special project coordinator for the same department, led us on a day long multi-transportational tour of the Cuyahoga River. We first travelled to Whisky Island by bus and then walked to the, slightly, restored Coast Guard station. The group then boarded the vessel “The Holiday” and headed due south down “the crooked river.” Paul provided commentary the duration of the boating trip. He pointed out local highlights such as bridges, housing, industry, nature, and the history of the river’s development. Connections to the global market were made by pointing out such companies as Essroc from France, Mittal Steel from India, and Cargill from Italy who all do business next to the river. This was historicized by mentioning how the Cuyahoga was used by Native Americans to trade as far south as the Gulf of Mexico.

 

After ending the boat portion of the tour at Mittal Steel’s loading dock, the group traversed other portions of the river via bus again. The Cleveland neighborhood of Tremont and the steel valley left us at the Canalway Visitor Center. There the Metroparks provided us with a PowerPoint presentation of the newly acquired West Creek Reservation. 

 

A discussion on “place making” vs. “planning” in regards to the constructed landscape was had on the bus ride to Mill Creek Falls. Paul and Mark urged teacher participants to think of the ways in which teachers are critical to this paradigm shift in human relations to the natural world, particularly in cities like Cleveland.

 

At Mills Creek Falls, part of the Garfield Reservation, we had the opportunity to check out the newly developed 48 foot falls, the tallest in the county. This is a restored area that was largely unknown until approximately five years ago. A representative of Slavic Village Development Corporation joined the conversation here. The group took a chance to explore the area and reflect on the effects of human interaction with the area.

 

The West Creek confluence with the Cuyahoga River was visited next. Here the interconnectedness of the river, the Metroparks, non-profits, industry, and county planning all came to a head as a representative of a local West Creek preservation organization chimed in. The tour was concluded at Rosby Farm and Greenhouses along the eastern side of the river. Here, along with gardening and landscaping supplies, Rosby services 65-85 trucks full of industrial and construction waste for recycling purposes. Teachers were treated to another educated representative of a portion of the river and its history. We were also joined by a bald eagle who upstaged our understanding host for a brief moment.

      

3.  Oral History Interview Logging

 

 

 Logging oral history interviews after their completion is essential to connecting and indexing this project’s on-going massive collection. Mark provided the purpose and context of this activity       while Emily modeled an appropriate logging. Yesterday’s interview of Dave Vasarhelyi was used as an example and questions were fielded.

 

      4. Group Photo!

All photos by teacher participant John Bennet.

Loggging Template, Permission Forms, & Interview Questions

The template for logging the interviews is attached here. When finished "save as" in the following way: your name_subjectname_date. Then email to rrrinstitute@gmail.com. We will process it and add an interview number.

Download log_template.xls

We will rename the file once we have processed it.

Also attached is the project permission form.

Download permission_release rrr.pdf

We recommend reviewing the following rrr_interview_questions and building your interview around them.

Roads to Environmental Oral History Interviews

1. Teacher explanations of running water pieces

 

Teachers were asked, as an example of homework, to find an example of a running body of water from their local area, photograph it, and write a short explanation of what it means (or meant) to them. Many teachers picked rivers, creeks, and streams from their childhood or where they grew up. Most found more information out than they were expecting and were excited to learn more. With yesterday’s Doan Brook tour and discussions still fresh in our mind an excellent reflection took place during the presentations.

 

2. Interview with Dave Vasarhelyi

 

Dr. Mark Tebeau modeled a live interview with West Creek advocate Dave Vasarhelyi. Mark, whose experience with oral history techniques were apparent, conducted the entire interview as both a teaching and learning tool. This included greeting Dave properly, using a facilitator, ensuring proper sound quality, and concluding the interview with wrap up questions.

 

Teacher participants were asked to practice active listening. They took notes, created questions for the end, and critiqued Mark’s methodology.

 

3. Interview with Tom Yablonsky

 

Jennie Vasaehelyi conducted an interview with Tom Yablonsky, a local advocate for expanding the Canalway to Cleveland’s Flats area, the mouth of the Cuyahoga River emptying into Lake Erie. 

 

Teacher participants were again asked to practice active listening. This time the interviewer opened up the subject, Tom, to the group. The attention and interest of the teachers became apparent as the interview continued for almost twenty minutes after Jennie’s conclusion.

 

4. Interview Observation and Critique Discussion

 

Teacher participants chimed in on what went well, what they were confused about, and what they thought was problematic about Mark and Jennie’s interview. The group as a whole developed a better understanding of the interview process as a whole out of this discussion. Mic placement, opening questions, sound quality, and how to get the most interesting information out of your subject was all discussed.

 

5. Technology Explanation

 

Matt, Emily, and Justin presented the technological tools needed for conducting oral history interviews and how to use them to the group. The group was presented to first as an entire group and then split into smaller formations based on site locations. Each teacher participant was encouraged to use hands-on learning techniques and work with the equipment directly. 

Google Maps and Skype

My work with the RRR grant has a real learning experience.  One such learning was creating a Google Map.  I remember my awe when primary investigator, Dr. Mark Tebeau, showed us the Euclid Corridor map that he and his colleagues had created using Google Map.  A visitor could click on various spots and up popped an image and text.  It was amazing.

Dr. Tebeau presented the Euclid Corridor map at the May 15 & 16 workshop.  He challenged the participants to create their own Google maps of their neighborhoods or their school districts.  I was not present at that workshop, as I wanted to witness my son's graduation from Penn State with his Masters of Engineering Degree.  He was chosen to deliver the commencement address...and even though he spoke for only five minutes...I didn't want to miss it.

My role in the leadership of the grant experience is to communicate with the teachers.  And so I sent an e-mail reminding them of the assignment and encouraging them to meet the deadline.  Oh!  What a barrage of e-mail I received asking for directions and help and on and on.

I tried to create a map on my own.  I failed.  I e-mailed Andreas Johannson who immediately replied, "Anything I could offer, you can find for yourself." Just put "google maps" in your browser and follow the directions.  His encouragement gave me courage to try again.  I followed the directions and here is the map that I created: 

<http://maps.google.com/maps/ms?ie=UTF8&hl=en&msa=0&msid=107613719337978519434.00044e2c4d33ced4a5c34&z=9>

I was so happy!  I called my husband Tony to the computer and I demonstrated my map.  When my son Timothy stopped by on his way home from teaching at Wooster High School, I took him to the computer and I showed him my map.  Immediately, Timothy began thinking of ways he could use the map in his classroom.  Tony said, "Jann!  You could create a Google map with a stop for every single participant in the RRR grant!"

The e-mail I wrote to the participants next said: "I did it!  If this old dog can do it, YOU CAN!  Put Google Maps in your browser.  Follow the directions.  E-mail me your map when you're done."

Tony Nigro's map was so personal.  His Google map was located in Florida.  I glimpsed Tony's life as I explored his map.

<http://maps.google.com/maps/ms?hl=en&ie=UTF8&msa=0&msid=117976918838514145679.00044e720e49c8522dc5f&ll=40.866795,-82.684479&spn=0.492262,0.928345&z=10&iwloc=00044e72aa0c384f166bc>

John Bennett used different icons to mark the spots in his map:

http://maps.google.com/maps/ms?hl=en&ie=UTF8&msa=0&msid=116047778899859281176.00044ea3fd5357d49d2e3&z=13

Dawn Cancellerie incorporated images in her Google Map:

<http://maps.google.com/maps/ms?hl=en&ie=UTF8&msa=0&msid=107976964828155755775.00044d940df10101b17d3&z=13>

I kept checking e-mail to see who had send me a map and what they had included in it.  Perhaps one of the most exciting conversations I had was with Jed McKnight.  He said, "I am thinking that students could make a Google map of Sherman's march to the sea."

That's what I enjoy most about our RRR group.  They are able to learn new information, strategies and techniques AND they are able to transfer them to their classroom to make learning history more active and more effective.

Hooray for all who completed the assignment!

I had still not recovered from all this exciting learning, when John Bennett and I skyped!  Oh, my!  I was able to see and hear John.  Through the computer, John introduced me to his wife and his dog.  What fun.  While we talked through the computer, John looked up websites for me that sold web cameras.  With a web camera hooked up to my USB port and mounted on my computer, I could be visible to John while we skyped.  Just think, I could also talk...and see my grandchildren who live in Colorado and Pennsylvania.

John was not the first person to tell me how much he was enjoying the DOAN BROOK HANDBOOK, the book we'd sent out for preparation for the Summer Institute.  He was the first one, however, who told me about completing the assignment to compare fresh and flowing water in your neighborhood to the Doan Brook.  "I have learned so much!  I can not wait to share it," he said. 

I, too, have been reading the book and working on the assignment.  I, too, am excited about what I have learned about a small creek that served as a playground for my four children.  How I took that unassuming creek for granted!

The first day for the Summer Institute is June 16.  We will share fresh and flowing water in our neighborhoods and we will visit the Doan Brook.  More about that later.