Defining a Narrative
Students at Cougar Academy are about to embark on a creative journey to design a mural for their hallway. The theme of their mural will center on culture, specifically the culture of their city, bringing together the individuals, architecture, scenery, and artifacts that define Harrisburg in the mind of each student. As they begin the design process and collaborate to build a mural that is cohesive and eye-catching, students are expected to give some deep, critical thought to their own stories, and how they relate to the city and each other. They must seek to tell not just their own story, but the stories of many others.
As I watch the art teacher, instructional coach, and administration at Cougar work together to frame this project and connect it to key learning outcomes, I am amazed at their commitment to help students define themselves and their own narratives. This mural represents a place where the students learn about their surroundings and use that knowledge to build each other up, and it’s possible only because the staff behind it have dedicated countless amounts of time to planning, grant writing, community networking, and resource pooling.
A core goal of the Foundry is to change the narrative. As I joined the team and started working with Cougar Academy these past couple months, I couldn’t help but wonder: “What is the current narrative?” In other words, who are the people, places, and artifacts that define Harrisburg Education, and Cougar Academy itself. While I did (and still do) spend many hours cross-referencing news accounts, personal statements, books, documentaries, and statistics about the city, I realized that the best way to hear a narrative, is simply to ask for it. And after asking, listen.
When I ask the art teacher what they are doing with students at Cougar, and they tell me the situations—the projects or events they are planning—I start to hear more than just plans. I hear how much they want the students at Cougar to succeed. I hear how much they want students’ perceptions and ideas to be shared.
When I ask the instructional coach what they are doing to support the teachers at Cougar, and they describe lesson plan development, STEAM culture, and project assistance, I hear empathy for the crazy daily life of a teacher. I hear a willingness to partner with teachers in building palaces for their students.
Now, if we are still referencing that Merriam Webster definition of narrative, that means the goal of the Foundry is to change the presentation and understanding of what happens in K-12 schools, and promote the value of STEAM project based learning and capacity building. As Cougar opens their Foundry partnership with a mean line-up of project based learning opportunities, including Ecosystem in a Bottle, Urban Planning, and the Cultural Mural, my biggest hope is that the community around us will not just look at what we’re doing—but also pose questions. Cougar wants to tell you how much they care about every student in their classrooms, how much they want to contribute to a healthy city ecosystem, and how much they need your help to do so. But for the rest of us, it’s our responsibility to ask—and listen.