Class Updates to Accompany Support Reports: September-October 2023

Smash Art is rooted in the simple cyclical processes of deconstruction and reconstruction using a variety of art materials. Some of our projects come from ideas the teens have, while others are presented as offerings from staff. We started the course by smashing ceramic plates and mugs and experimenting with a range of different adhesives from super glue to several construction grade glues. Teens chose to continue this project for several weeks--many sought to glue together in "original" form their smashed pieces. Next, we will be squishing, smashing, slicing, and using different heat sources to melt oil pastels and crayons. This 2D project includes gluing crayon crumbles, smearing gobs of pastels and otherwise assembling materials with very different qualities. This class will continue to evolve based on teen input/interest. (Emily)

In Fix It Skills, we have used the North Star building and grounds to learn about ways to improve/fix things! Some of our projects come from ideas the teens have, while others are presented as offerings from staff. Past experiences include: spackling holes, sanding, and painting; powerwashing; dismantling a wooden raised bed using hand saws and a sawzall; replacing outlet plates; repainting furniture; digging, measuring, making level and securing the wood post before pouring cement to stabilize our outdoor free library. The goal in this class is to gain experience in a variety of fix it skills while learning about various hand- and power tools as well as building materials. (Emily)

In Music Improv 101 so far we’ve done a variety of fun music making activities. In the first week we took a walk to the river and did a sound mapping activity where we created drawings of the sounds we heard there. Since then we’ve done several collaboratively improvised pieces together, taking time to reflect on what we like about them, or want to try differently. Most recently we made some spooky soundscapes, in honor of Halloween, learning about live-looping techniques. (Saleem)

In Recording Studio we started by sharing examples of our favorite musical influences. From there we started learning the basics of sound recording equipment (speakers, microphones, etc). Over the last several weeks, we’ve been learning songs together, and recording our performances of them. We’ve also been writing new songs together and recording our latest version every week and reflecting on how they sound together. (Saleem)

Sound Effects & Film Scoring has been a real blast so far! We started by doing a sound-based scavenger hunt, where we identified and recorded several different types of sounds we found around the building. Since then, we’ve created our own sound effects (using percussion instruments and found objects) to video clips we captured around North Star. Our next project will be creating a weekly audio-drama podcast based on original works by class members. (Saleem)

The Desserts group has explored a variety of conventional and gluten-free desserts so far this fall, including Streusel Cookies, Flourless Chocolate Torte, Caramel Apples, Pumpkin Muffins, Cranberry-Pecan Cobbler, Spiced Pear Tart, and Mochi Brownies. (Loran)

In Bread, from our home kitchens via Zoom, we have continued our rhythm of alternating making yeast and quick breads every other week. Our seasonal and culturally varied recipes have included White Sandwich Bread, Snickerdoodle Zucchini Bread, Pita, Apple Cider Donut Bread, Jamaican Coco Bread, Chocolate Marbled Banana Bread, Ethiopian Honey Bread, and Pumpkin Chocolate Chip Bread. (Loran)

Hiking Group has enjoyed a long streak of Thursdays with good weather, and has explored various nearby hiking trails, including (so far) Mt Sugarloaf, High Ledges, Cave Hill, Greene Swamp via Robert Frost Trail, White Rock, Sunderland Caves, Chmura Road Trails, and Cranberry Pond and Roaring Falls. Space permitting, the group is always open to new hikers and to parents who are willing to help with driving and/or would like to hike. The group will continue throughout the winter, except on days with cold rain or other dangerous or very unpleasant conditions. (Loran and Josh)

Service Trip to New Orleans class spent our first two months gathering basic information about our March trip and plans, and dividing up responsibilities for fulfilling important trip tasks. We have scheduled several fundraising efforts, including performing yard work chores and making plans for t-shirt and pizza sales, and a bake sale and auction at the December 15 community party. (Loran)

Volunteering at Amherst Survival Center has continued in much the same pattern as in previous years. We start each morning by setting up the fresh food distribution site outdoors. We unload the delivery van and sort and shelve fresh bread and desserts, fruit, and vegetables. We separate and open produce storage bags so there is a good supply at hand for packaging loose items. Occasionally we also help out in the pantry. (Loran)

History of Rock and Roll began with an overview of the various musical traditions in the US prior to and in the early days of recorded music including blues, jazz, folk, country, and religious music. Study of the music industry included sheet music publishing, radio, records and record charts. We traced the evolution of the “race” and “hillbilly” charts to “rhythm & blues” and “country and western” and the emergence of rock and roll as a reinterpretation of rhythm & blues music marketed to a teenaged audience in the mid-1950s. Next, we’ll examine the time period between 1959 and 1964 when a variety of pop styles vied for chart dominance including girl groups/Brill building, surf rock, Motown and soul. (Melanie)

Visual Algebra started with playing a dice and area game and then discussed how our brains strategized and what types of mental math we used to calculate areas. This led to a discussion about how human (and other brains) may conceptualize numbers and the complex ways multiple parts of our brain come into play as we solve more challenging math problems. We also compared algebra and arithmetic and took a quick look at the history of algebra and its “creator” Al-Khwarizmi for whose name became the word “algorithm”. Then we started playing with the concept of a variable and solved concrete equations by manipulating actual X’s and counters to solve for X. We have been exploring the concept of simplifying by complicating simple equations and then trying to solve them through reverse engineering. Recently we’ve been analyzing “think of a number” and “age” riddles by translating them into algebraic equations. (Melanie)

Open Maker Room is an opportunity for members to use all the resources in the maker room for their own projects and enjoyment. Some of the things teens have done include: woodworking, friendship bracelet making, using the microscope to look at mineral samples, using our Dobsonian telescope to look at the top of Mt Sugarloaf, and decorating for Halloween. (Melanie)

In Physical Science we’ve been experimenting with measurement, data collection, and motion. Through cycles of discussion, planning, experimentation, and more discussion we have explored: experimental design, accuracy vs precision, mean, median and mode, confounding variables, and significant figures. Experiments have included: timing/measuring various activities and experimenting with gravity (falling objects, inclined planes, pendulums). (Melanie and Josh)

Bridge is a complex card game with multiple layers, offering a lifetime of learning and fun. Our class assumed no background knowledge of card games, so we began by learning familiarity with the cards: suits, honor/face cards, the concept of trump, taking tricks, winning contracts, or ‘setting’ the other team. We moved on to playing the game of Spades, and then a modification called ‘Suit Surprise!’ The game of Spades introduced the concept of ‘bidding,’ where a player or team of players predicts the number of tricks they will win. Bridge is played with partners (4 people total), so communicating between partners is crucial to good bidding, which then allows the team to successfully win their bid (and earn game points). The teens jumped right in and started playing actual bridge in early October. Most recently, we have begun exploring bridge bidding conventions that bring a quantitative element to the art of finding the best bid between two partners (without cross boarding!). Everyone has become familiar with the idiosyncrasies of bridge play: dealer bids first, bidding continues until three people pass, who leads first and which hand goes down on the board as the ‘dummy.’ It’s been amazing how quickly all these details have become common knowledge. Looking ahead, we will continue to expand our bidding skills and add No Trump (a very tricky hand to play) to the mix. And we will continue to have fun with the protocols–do’s and don’ts–of a formal bridge game. (Teresa)

True to its name, What is a Watt? has focused on electricity and that elusive unit of power, the Watt. All of the participants have become highly competent in using a Multimeter, which measures Volts and Amps (and other electrical units). We began by exploring the concept of voltage by measuring the voltage of good and spent batteries, and putting the batteries in series (positive-to-negative) and noticing how voltage adds up with that arrangement. We moved to playing with Photovoltaic Kits and measuring both volts and amps (current), noticing how sensitive current is to the strength of the light source. We were also able to explore the concept of putting power sources in ‘parallel’ (positive-to-positive), in which current adds up but voltage stays the same. Once we had a feeling for Volts and Amps, we unveiled the mystery of the Watt: Watts are a unit of power (rate of energy use) that is equal to Amps X Volts. Aha! We got to apply this knowledge to real solar electric Photovoltaic (PV) panels, and teens measured voltage and current output under different solar conditions (direction, angle, shading). We also put 4 panels in series and got some serious wattage! The next week teens were able to feel just how much power 200 Watts is by generating electricity to light up 200W of light bulb on the hand-crank generator bike. Finally, after five weeks examining only Direct Current (DC), we explored Alternating Current (AC) and the relationship between electricity and magnetism. Teens generated very small electric currents by creating a magnetic field flux inside of a coiled copper wire: they became human electrical power plants (albeit only about 30mV worth). A spirited conversation about spaced-based solar power and wireless power transfer ensued. More on that to follow… (Teresa)

From Garden to Forest has spent time with our hands in the dirt and walking through the riverside forest over at the Sunderland Town Park. We started the year by planting a lot of vegetable and herb starts, as well as lettuce and greens seeds. These have come into abundant production and have been enjoyed by North Star lunch class, staff and members, and by one (or more) hungry raccoons. The herb plants remain unharmed and are available for anyone to harvest. We have explored the idea of native and invasive plants and flagged all of the very abundant Autumn Olive (invasive species that is also edible). Teens recently harvested over 2 gallons of Autumn Olive berries to freeze for winter jam making. On the forest front, teens have investigated tree identification with leaves by learning leaf structure and arrangement, and the helpful acronym MADHORSE to help remember all of the native trees with opposite leaf arrangement. On several occasions, we have walked down to the Sunderland Town Park and observed the myriad native, cultivated and invasive plants along the way. Jewelweed fruits have provided excellent entertainment with their exploding pods (not dangerous). Led by one of our teen class members, we engaged in the “Plant Renewable Project” which involved repotting and relocating the dozens of house plants around North Star. A few weeks later, they seem to be thriving. Looking ahead, we will continue our investigation of native plants, visit our next-door neighbor Sugarloaf Nurseries for some ideas of plantings we might do on campus, and walk regularly to the river to observe fall changes. We will collect different seeds/fruits to explore ways plants disperse their offspring and do some seed saving of species we select. As the cold weather sets in, our focus will turn to dissecting various plant parts (seeds, flowers, stems, roots), observing seed germination and growth, and planning ahead for the spring garden. Designing a protective fence may well be part of that project! (Teresa)

In Social Issues we’ve had lively conversations around some hard issues this fall: Gaza, Hamas, and Israel;  the trials of Donald Trump; the House of Representatives; climate change; LGBTQ rights; education issues; Ukraine, and more. (Ken)

In Alumni (expanded into We Are Not Alone) we had one in-person alum visitor, Sphennings Wright! He shared his experiences and the lasting impact of North Star on his outlook. We’ve also watched some videos of alumni interviews and original North Star promotions. One intention is to expand the conversations to include the news of others promoting our approach across the country and around the world: who else is offering non-coercive learning environments for young people? These conversations may merge with the new Fire class to occur outdoors around the fire! (Ken)

Mysteries of the Mind and Spirit is focusing on activities that hone focus and cultivate awareness of energies within and without us. We are sharing experiences of intuition at work in its various forms: dreams, premonitions, sense of a space, divination techniques (Runes, Animal cards, etc). (Ann)

In A People’s History of______ we've been studying the Vietnam War from multiple perspectives and discussing self-determination, how the Red Scare influenced US involvement in Vietnam, and giving context about capitalism, socialism, and communism. The teens have a lot of areas of history they're interested in and we will continue onto many other topics! (Adrie)

Meteorology content is driven equally by observations we make at the beginning of every class, student questions/interests, and a science outline I have prepared. (Frank)

Batman the Idea kicked off the year with an in-class reading of Detective Comics #27 from 1939, the very first Batman story. We talked about our preconceptions of Batman as a pop culture figure, as well as an examination of the notion of "pop culture" in general. From there, we watched a bit of the 1941 Batman film serial and discussed how its story was affected by World War II, particularly in its offensive portrayals of Japanese villains.

We then jumped ahead 25 years to the 1966 Batman film, and talked about the meaning behind the Batman television show's popularity and its "camp" aesthetic. We also covered camp's origins and its connection to homosexuality, and how its use in the 1966 show further cemented a queer reading of Batman in the popular consciousness.

Finally, we watched Batman: The Dark Knight Returns Part One, an animated adaptation of Frank Miller's 1986 graphic novel that brought the idea of "Batman for adults" into the mainstream. We talked about how the story could be seen as a refutation of the campy 1966 Batman, and how it helped shape the popular image of Batman we know today. We then examined the allegations of fascist undertones that have been levied at Batman and Miller's work in particular. Using Umber Eco's essay "Ur-Fascism" as a template, we examined The Dark Knight Returns through the lens of fascism, racism, and homophobia. (Aaron)

In Writing Workshop, after a few weeks of writing prompts and some light reading, we've just had our first workshop session, which was a rousing success! On these days, rather than writing in-class, teens share their works-in-progress with the class and receive detailed feedback from their peers. We have a lot of members both willing and excited to share their writing with the group, so much so that we've had to add a surprise second workshop day to the schedule! I'm very proud of the community we're building in this class and can't wait to see where things go from here. (Aaron)

The Aaron era of Handwork is still new, but it's clear that the addition of free-to-use lego bins has proven popular. We are slowly starting to build out a regular group, with people staying the whole 2.5 hours and others dropping in and out as they wish. We've had lots of fascinating conversations while we craft! (Aaron)

In Lunch Class, from our first dish of messy (but yummy) crepes to our most recent beautiful grilled cheese sandwiches, this group has already grown so much as a team. In class we’ve been learning basic knife skills, stovetop skills, and dishwashing skills, and have made Sweet Crepes, Tacos, Pasta with Veggies in Aioli, Ramen Noodle Soup, Pesto Pasta, and Fancier Grilled Cheese Sandwiches with tomato soup. More culinary adventures await! (Ellen)

Playmaking has been thwarted by Ellen’s long sickness combined with canceling for the Mike’s Maze field trip, so we’ve only met a handful of times. In those few sessions we’ve done a lot of exploration, though – we did some introductory ensemble-building, decided to change directions completely from interview-based collage devising to full-on playwriting inspired by a selection of stories/fairy tales, and we’ll see what happens next! (Ellen)

In Math: From Counting to Calculus, we’ve been working our way through a number of basic math topics, from the origin of numbers, to basic arithmetic. We’ve discussed sets and the number line, various methods of division, defining rational numbers, fractions, decimals and percents. We’ve just begun talking about zero, negative numbers and how base 10 works. (Josh)

In Playing Music, students have been getting right on instruments and we’ve worked up a number of simple song structures to play together. Concepts include rhythm, chord structures, scales, and improvisation. We are moving toward exploring whole songs we can play together. (Josh)