Students Create Joy and Belonging |
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Toki Middle School
Music Technology Classes Toki Middle School Music Technology teachers, Eliav Goldman and Gavin Garret, invited Rudy and the Global Village Team to facilitate classes on music production software for two class periods involving 145 students. Walk into a classroom where Rudy is collaborating with students on music production and you hear sounds of joy. |
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Whether it’s building trust in initial side conversations before class begins, or being responsive in the moment during class, the i am with Global Village approach centers curiosity and connection. During the twelve class sessions, it is evident that Rudy has a natural rapport with students and they respond by asking, "When are you coming back?" In the halls, their faces light up when they see and greet him. They enjoy his way of connecting and appreciate his authenticity. For a taste of the subtle and deep connections that are made, read on... |
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A female student who has educational accommodations begins the class period facing away from Rudy in the back of the classroom, next to her teacher (Eliav). She makes some side comments and is seemingly disinterested. The group comes into a circle and she remains outside of the circle by choice. During the circle conversation, she asks a question about breakfast and asks how Rudy likes his eggs. She doesn’t like Rudy’s answer, but the way he responds allows her to elaborate and she acknowledges that “we all have differences of opinion.” The gentle way Rudy engages her opens up a sense of safety for this girl who may have built some defenses due to being teased. From this opening, she continues to contribute in class to the building of the beat and is fully engaged by the end of the session. |
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Excerpt from Rudy's interview with Madison Metropolitan School District Q: In your opinion, why are music/poetry and the arts a helpful way to engage students in Restorative Justice?
A: Student voice. Student voice. Student voice. Music and the arts are platforms that support it. We have to co-create the conditions for it with students. Intention is warranted because adultism is baked into how we relate to young people, especially in the classroom. This calls us to move beyond adoring what students create or say. The next necessary level is reflecting on what they express to us and commit to showing up more just and equitable in our relationships with them. Educators in particular, and adults in general, have so much mirror work to do around adultism. I know that I do. The more I build with youth, the more I realize it. Read the full Q and A here |
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M is a talented boy who has an obvious knack for music and movement. He is distracted by students in the hall and he uses a hall pass to visit with them. When Rudy later engages M, he steps into the opportunity, bringing in other students who now feel ownership and part of the collaboration. In the two sessions he spends with Rudy, M moves from distraction to extreme focus and curiosity. |
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5th grade CAMP class at Glenn Stephens Elementary School This winter i am We Global Village partnered with Marcella Speich, teacher at Stephens Elementary Curiosity, Arts, Mindfulness, and Project-based learning (CAMP) and and Constance Roberts, Library Media Technology Specialist, in building community through music production, haiku writing, and art. Rudy, along with core team members Heidi Ropa and Jenni Vondrak and volunteers Laura Bock and Tiana Stellrecht, joined the Stephens educators in creating a space of learning, exploration, growth, and joy. |
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During individual haiku writing, two students choose the first line of their haiku to be “I can do hard things.” This phrase allows them to open up about things they have done that have been hard, including struggling with anxiety around Math and making friends as a new student in 5th grade. As we explore music and writing, we're able to have conversations about the vulnerability and bravery it takes to share creativity and heart with others, and how to do that respectfully. Over the course of several weeks, students begin taking steps towards being more brave - being willing to play a piano line for the beat, or share their haiku or cover art. |
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Three boys in the 5th grade CAMP class at Glenn Stephens Elementary have recently moved to Madison from countries in Central America. Typically, in class they are quiet and reserved, relying on a classmate for translation. The day musicians arrived to share Son Jarocho, the three boys jumped up from their seats to join in the dance and play the instruments. |
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Special thanks to Eugenia Highland-Granados and her musical partners Marisela, Zaira, Chinokoki, Sulé, Güicho, Saúl, and Benji for the amazing Son Jarocho music, joy, and musical exploration they shared with us! |
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The excitement of the music collaboration prompted one boy in the primarily Spanish speaking class to lean over to the teacher to say, “I am so happy I decided to come to school today. I thought about not coming because I didn’t feel so good, but I’m so glad I came. It was so fun.” |
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In evaluations and interviews, many students comment on how nice it is to see their classmates be creative in new ways. They like that everyone is able to have a voice and participate. Several students share that they have learned how to be respectful of their peers and that they really like working together as a group. Classroom teacher, Marcella Speich, reports she is able to see the students, some of whom she’d taught in this class for years, in a new light as they brought different creativity to the space, especially their skills in playing instruments or singing. |
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Special thanks to our partners at the Madison Reading Project! Thanks to their generosity and expert advice, we were able to distribute 82 new books- one for every fifth grader at Stephens Elementary- including 20 books in Spanish. |
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Tiana Grace Stellrecht
I am a freshman at UW-Madison majoring in biochemistry and Spanish on the pre-dental track. Some of my favorite things to do in my free time are hanging out with friends and spending time with my family!
I learned about i am we Global Village through one of my classes where Rudy Bankston was a guest speaker. He shared his amazing poetry and also told us about his experience in life while teaching us at the same time. He mentioned all the work he does in helping the community and I was immediately interested. |
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I wanted to be a part of the work because i am We Global Village is making a positive difference in the community and various different communities as well. I am also very passionate about all the work i am We Global Village does to make a brighter future for everyone on a daily basis. I attended two different elementary schools, one in a very small part of Wisconsin and one in a Minnesota suburb. Growing up in these areas, especially in Wisconsin, race and other important topics were not really talked about in our school and if it was it was the bare minimum and probably not even. The unique thing about i am We Global Village is they create collaborative and comforting spaces with a justice-centered approach. We together try to build a community where everything is valued such as race, history, and even language with different and unique approaches. These approaches can involve self-reflection, multi-generational learning, and meaning-making across all aspects of the work i am We Global Village does for everyone to grow, learn and flourish. |
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Julia Vondrak Shout out to Julia Vondrak for sharing her social media skills with us. Julia was a tremendous help in making our 2022 end of year campaign a success! Julia is a freshman at Boston University in the Wheelock College of Education and Human Development and an amazing hip hop dancer. |
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i am We Global Village is a program under fiscal sponsorship of the Center for Community Stewardship, which is a Madison-based 501(c)3 non-profit organization. This sponsorship enables donations to be tax deductible. You may also mail support checks to: Center for Community Stewardship, Inc.
116 North Few St, Madison, WI 53703 Memo line: i am We Global Village |
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