Field Experiences

In the second unit of the course, Light, Sound, and Time, the Juniors have been investigating the guiding question, What does life sound like?. As a part of their investigation, they have been examining how sound travels, how we hear sound, and how we make and control sound. At the end of this unit, the students will use the culmination of their learning to construct their own guitar. In order to do this, they visited the Chicago Music Exchange to gain a better understanding of the anatomy and the acoustics of a guitar.

Why?

The purpose of this Field Experience is to gain an understanding of the functions of the different parts that make up an instrument.

How?

Students collected information in order to build their own guitars by speaking with experts at the Chicago Music Exchange.

The Sophomores in Forbidden Books have been investigating the guiding question, How are minds fanaticized?. Specifically, the students have been examining why books have been forbidden for dogmatic reasons through the study of The Bible and The Koran. As a part of their investigation, they visited the Muslim Community Center to learn more about the history and tenets of Islam from their Youth Coordinator, Aminah. Aminah shared insight on her own connection to Islam and the difficulties of teaching Islam to Muslim youth because of its portrayal by the media.

Why?

The purpose of this Field Experience is to dispel myths and to build some cultural understanding of Islam.

How?

Students will visit a mosque and speak to the Youth Coordinator of the Muslim Community Center.

The Juniors in Light, Sound, and Time have been focusing on light and investigating the guiding question: What would life look like without light? . In order to illuminate answers to this huge guiding question, students are examining how light could be captured and manipulated. As a part of this investigation, they built and experimented with pinhole cameras to better understand the role of light and time in creating photographic images. The class visited the darkroom at the Latin School of Chicago and met with photography teacher, Betty Lark Ross to learn more about the power of light.

Why?

The purpose of this Field Experience is to see the concepts of light waves and how we perceive them come to life.

How?

Students will experiment light using their hand-built pinhole cameras.

In the third unit of the Biomimicry Elective, the students have been investigating the guiding question, What would a fungus do?. In this unit, students have been investigating fungi and their role as decomposers in order to rethink their definition of waste. The students are drawing inspiration from fungi and other decomposers’ ability to recycle nutrients to turn linear systems into circular systems to design their own closed-loop systems. As a part of this investigation, they visited the Plant Chicago whose mission is to make healthier and more efficient cities by developing and sharing the most innovative methods for sustainable food production, energy conservation, and material reuse. The students got a first-hand look at an aquaponics system and the practical applications of closed-loop systems.

Why

The students visited the Plant Chicago to learn about the practical applications of closed-loop systems.

How

The students explored an aquaponic system and attempted to design their own in order to demonstrate their understanding of closed-loop systems.

Students in the Game Changers Elective have been pursuing the guiding question, How do game components come together?. In this unit of this game design course, students have been examining the different physical components that make up a tabletop game. They investigated the fundamental design of boards, cards, and moving pieces in order to design and build a game of their own. As a part of the creation of their game, they visited The WasteShed Creative Reuse Center to find recycled materials to build a prototype of their game. The WasteShed is dedicated to providing Chicago with an organized, affordable, and reliable resource for repurposed art, craft, and school materials.

Why?

The purpose of this Field Experience is for students to buy materials to build a prototype of their original board games while learning to find value in repurposed materials.

How?

Students will work in small groups to find the materials they need.

Students in the Ollywood Elective have been pursuing the guiding question, What makes a movie a movie?. In this course, students have taken on the role of a film critic and are learning to evaluate films based on 3 stages of production: pre-production, production, and post-production. As a part of their investigation of pre-production, students have been learning about the role and creativity involved in scouting locations for film settings. For this Field Experience, students were given the opportunity to propose a location worthy of the time of a location scout.

There were lots of great pitches for locations, including:

• Cairo, IL: as the location for a post-apocalyptic film depicting society in ruins;
• the Merchandise Mart: as the location of an action film with a chase scene on a bridge;
• the Bahá’í House of Worship: as the location of a medieval romance;
• Pratt’s Castle (Elgin, IL): as the location of a medieval romance;
• Oz Park: as the setting of a Disney family film

And there were more! The ultimate winner, though, despite the frequency of its use as a setting — in films such as The Dark Night, Batman Begins, Wanted, and The Blues Brothers — is Lower Wacker Drive. So the students explored the different landscapes of Lower Wacker Drive and captured photos to visualize the story they want to tell.

Why?

The purpose of this Field Experience is to investigate the guiding question, what is the role of a location scout?. Students will familiarize themselves with the role of the location scout as one part of the pre-production process in the making of a film. Students will also create a short storyboard demonstrating their understanding of the responsibilities of the scout.

How?

Students will walk around Lower Wacker Drive to collect photographs to create their short storyboard.

Juniors in the Rhetoric class met with Alia Bilal from Inner-City Muslim Action Network (IMAN) at the Dr. Martin Luther King, Jr. Living Memorial in Marquette Park. Students have been pursuing the guiding question, how do voices work to unite people, divide opinion, and transcend conflict? In the third unit of this Humanities course, students are asked to look at how rhetoric inspires and mobilizes?. The Action Project for Unit 3 asks students to create “an original artwork” that “speak[s] out on issues that receive little attention” and “inspires collective action.” In order to contextualize such a statement and experience it in person, we journeyed to Marquette Park to see the monument there to Dr. Martin Luther King’s protest march in 1966, known as the Living Memorial.

Juniors in the Design & Engineering class met with Michael Prince, the president of Beyond Design. In this STEAM course, students are investigating what it means to be a designer. Through this investigation, students have learned that being a designer is far more than conceptualizing and designing a new product. Being a designer requires empathy, compassion, patience, expertise, and a whole lot more. This was confirmed by our visit with Mr. Prince. He shared stories about the trials and tribulations of starting his own design firm. He stressed the importance of empathizing with his clients, working with a diverse team, and embracing the iterative nature of the design process.

It was a unique and eye-opening experience to get a behind-the-scenes look at a successful design firm.

Why?

This term we are studying design, and how to make things better. The purpose of this FE is to introduce the class to professional designers and to get them to think like designers.

How? 

Students talked to designer Michael Prince and toured Beyond Design to understand the work of a designer.

The Sophomore Stories class and Senior Journalism class visited Forced From Home, an interactive exhibition presented by Doctors Without Borders to educate the public about the refugee crisis. GCE students engaged with stories and materials gathered from refugee camps, sea rescue missions, and emergency medical projects around the world to get closer to the real experiences of people displaced by violence and extreme hardship worldwide.

Why?

Students in Stories and Journalism are investigating how to effectively communicate through storytelling. Students were guided through the exhibit by experienced Doctors Without Borders aids who have seen firsthand the impact of the refugee crisis. The tour guides and components of the exhibit are tasked with sharing the experiences of the refugees in an impactful and responsible way. The students’ experience through this immersive exhibit gave them insight into the elements of effective and responsible storytelling.

How?

In preparation, students learned about the exhibit and its aim to address SDGs 10, 11, and 16.