glagcreates: poetry as a medium for food security education
TRANSCRIPT
GLAGcreates: Poetry as a Medium for Food Security Education.C. Letot
M. Miller Foster & D. Foster, The Global Teach Ag Network, Pennsylvania State University
Original artwork for the program by Diane Wilbon Parks
GLAGcreates is the
Global Teach Ag
Network’s creativity
platform to bring
together the arts
with the sciences.
etewtewtw34e
Original artwork for the program by Diane Wilbon Parks
Background• As the world continues to become more
globalized, the complexity of global
challenges like food security grows as well
(Stripling & Ricketts, 2016).
• Learning contexts outside of traditional
spaces will be paramount for building student
skills in critical thinking and problem solving
within the space of global challenges
(Batsleer, 2015; Sterling, & Huckle, 2014).
• Recognizing the need for building critical
thinking skills, the Global Teach Ag Network
at Penn State University in partnership with
Poetry X Hunger launched GLAGcreates as a
platform for students to use the arts to
express ideas and feelings on food security.
Hunger Pains
As we eat to gorge ourselves
It's hard to imagine that there are those
Who don’t have stocked shelves
Who can’t afford the bills
Because we, as a society
Have gotten too used to
Drinking wine and sipping tea
All the while ignoring those who are
ravenous
The pain of hunger hits harder than all
For when it becomes too great
Good people will gnaw and crawl
All for a chance, to feed again
If we would realize
This happens to one in six
Who suffer from such famine
Maybe then, it really clicks
Because in these people, hunger pains
-Tyler, NY
Figure 1. A selection from the winning poem from the 2021 Poetry Event, the culminating
experience for the first year of the GLAGcreates program.
etewtewtw34e
Original artwork for the program by Diane Wilbon Parks
Objectives1. Form 1 sustainable partnership with a stakeholder that
emphasized global competency and food security literacy.
2. Evidence potential collaboration between educators around
the world by recruiting a school-based teacher, FFA advisor, or
4H leader from at least 2 different countries.
3. Increase the relevance of the programs of participating
educators to their local institutions by providing a free, practical
online curriculum tied to at least 4 nationally recognized
standards.
4. Conduct a contest to collect original literary works from at
least 50 learners of participating educators for the 2021 Poetry
Event. *Collected poems from 25 students
etewtewtw34e
Original artwork for the program by Diane Wilbon Parks
Design
Figure 2. Infographic made for judges to
stay up-to-date on content in the poems
Figure 3. Branding for the Poetry Contest as the culminating event for the experience.
GLAGcreates Components
2 Members of the Global Teach Ag
Network at Penn State
Subscription to Articulate360
4 Secondary Educators
(English/Language arts & Science)
comprising an Action Team
Qualtrics survey Tool
1 Global Partner (Poetry X Hunger) 3 Judges from poetry and food
distribution chain backgrounds
1 External Facilitation Partner
(Doreen) M.)
Whova & Zoom conference platform
to help host Poetry Café
etewtewtw34e
Original artwork for the program by Diane Wilbon Parks
Deliverables
Figure 4. A brief tour of the Poetry X Hunger Modules reveal an interactive and engaging platform facilitating the novel approach of using the arts to discuss topic in food security.
• Other deliverables include:
o The original poetry submissions from the 25 participating students
o The Poetry Café & Poetry X Hunger workshop during the GLAG21 Conference
etewtewtw34e
Original artwork for the program by Diane Wilbon Parks
Future Work
Open opportunities for
research on student confidence
in expressing feelings on
critical issues.
Explore opportunities for
research on the catalyzing
effect of the arts in applied
STEM settings.
Expand module library to
include alternative artforms
and more topics within food
security education.
Continue developmental
evaluation to focus on
innovative ways to deliver
more literacy resources to
educators.
etewtewtw34e
Original artwork for the program by Diane Wilbon Parks
Acknowledgements & References
Batsleer J. (2015) Feminist Agendas in Informal Education. In: Cooper C., Gormally S., Hughes G. (eds) Socially Just, Radical Alternatives for Education
and Youth Work Practice. Palgrave Macmillan, London. https://doi.org/10.1057/9781137393593_8
Sterling, S., & Huckle, J. (2014). Education for sustainability. New York, NY: Routledge
Stripling, C. T., & Ricketts, J. C. (2016). Research priority 3: Sufficient scientific and professional workforce that addresses the challenges of the 21st
century. American Association for Agricultural Education national research agenda, 2020, 29-35.
A special thanks to Dr. Melanie Miller Foster, Dr. Daniel Foster, Dr. Hiram
Larew, Theresa Lewis, and Ashley Shunk for making GLAGcreates a success
and giving it an opportunity to grow for years to come.
GLAGcreates: Poetry as a Medium for Food Security Education.C. Letot
M. Miller Foster & D. Foster, The Global Teach Ag Network, Pennsylvania State University
Introduction
Significance
Project Details & Resources
Future Work References
Deliverables
ObjectivesAljughaiman, A., & Mowrer-Reynolds, E. (2005). Teachers’ conceptions of creativity and creative students. The Journal of Creative
Behavior, 39(1), 17-34. https://doi.org/10.1002/j.2162-6057.2005.tb01247.x
Batsleer J. (2015) Feminist Agendas in Informal Education. In: Cooper C., Gormally S., Hughes G. (eds) Socially Just, Radical Alternatives
for Education and Youth Work Practice. Palgrave Macmillan, London. https://doi.org/10.1057/9781137393593_8
Coyne, R. (2005). Wicked problems revisited. Design Studies, 26(1), 5–17. https://doi.org/10.1016/j. destud.2004.06.005.
Desa, U. N. (2016). Transforming our world: The 2030 agenda for sustainable development. United Nations. https://stg-
wedocs.unep.org/bitstream/handle/20.500.11822/11125/unepswiosm1inf7sdg.pdf?sequence=1
Edsource (2015). Report: Linked learning programs lead to improved student outcomes. 114 Retrieved from https://edsource.org/2015/report-
linked-learning-programs-leadto-improved-student-outcomes/92262.
Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of nutrition
education and behavior, 47(1), 109-114. https://doi.org/10.1016/j.jneb.2014.08.008
Jackson, J. L. (2018). Strengthening Students' Confidence and College Pursuit: The Influence of High School Arts Participation on African-
American College Students (Order No. 13424404). Available from Education Database. (2197049261).
King, A. (1993). From sage on the stage to guide on the side. College teaching, 41(1), 30-35. DOI: 10.1080/87567555.1993.9926781
Komives, S. R., & Wagner, W. (2012). Leadership for a better world: Understanding the social change model of leadership development.
Hoboken, NJ: John Wiley & Sons.
Lee, I., & Park, J. (2021). Student, Parent and Teacher Perceptions on the Behavioral Characteristics of Scientific Creativity and the
Implications to Enhance Students' Scientific Creativity. Journal of Baltic Science Education, 20(1), 67-79. 10.33225/jbse/21.20.67
National Research Council. (2009a). Transforming agricultural education for a changing world. Washington, DC: National Academies Press.
Sterling, S., & Huckle, J. (2014). Education for sustainability. New York, NY: Routledge
Stripling, C. T., & Ricketts, J. C. (2016). Research priority 3: Sufficient scientific and professional workforce that addresses the challenges of
the 21st century. American Association for Agricultural Education national research agenda, 2020, 29-35.
Weems, M. E. (2003). Public education and the imagination-intellect: I speak from the wound in my mouth (Vol. 5). Peter Lang Pub
Incorporated.
Original artwork for the program by Diane Wilbon Parks
• With the pilot success, the poetry event will continue in 2022. In addition,
other opportunities to connect the humanities and arts to applied STEM
challenges will use mediums such as podcasts, documentaries, and artwork
backed with content support in online modules.
• The framework for content delivery through modules coupled with artistic
expression will continued and focus will be placed on the involvement of an
action team comprised of teachers in the field.
• Future research opportunities will seek to describe student engagement
in food security education through the arts as well as the correlation
between student confidence and non-tradition mediums for expression.
2. Evidence potential collaboration between educators around the
world by recruiting a school-based teacher, FFA advisor, or 4H
leader from at least 2 different countries.
Modules
The Event
GLAG WorkshopThree students were showcased during a workshop on Zoom (N=79) during
which time they explained their creative process and the role poetry will play in
their lives as they continue to develop critical thinking skills.
Utilizing the platform Articulate360, GLAGcreates developed a collection of
5 modules that combined standards from the English Language Arts &
Literacy Common Core as well as content tied directly to UN Sustainable
Development Goal #2: Zero Hunger (Desa, 2016). To date, 103 students have
engaged in modules from 3 countries. (United States, Honduras, Malawi)
Figure 2. The platform Articulate360 provide interactive modules for content delivery that were free and
accessible from anywhere in the world.
Figure 1. Resources needed included support for the modules & submission judging.
1. Form 1 sustainable partnership with a stakeholder that
emphasized global competency and food security literacy.
3. Increase the relevance of the programs of participating educators
to their local institutions by providing a free, practical online
curriculum tied to at least 4 nationally recognized standards.
4. Conduct a contest to collect original literary works from at least
50 learners of participating educators for the 2021 Poetry Event.
Food security and related wicked problems can be a challenging area for
learners at any level. (Coyne, 2005). The difficulty with learner engagement
lies not only with comprehension, but also with confidence in discussing. As
the world continues to become more globalized, the complexity of challenges
like food security grows as well (Stripling & Ricketts, 2016). Mitigation of
complex problems as it pertains to education of the next generation requires
many areas of expertise (Komives & Wagner, 2012) and in addition to
diversified mitigation, learning contexts outside of traditional spaces will be
paramount for building skills in critical thinking, problem solving, and
leadership (Batsleer, 2015; Sterling, & Huckle, 2014).
Recognizing the need for building critical thinking and leadership skills,
the Global Teach Ag Network (primary funder) at Penn State University in
partnership with the non-profit group Poetry X Hunger (additional funder)
launched GLAGcreates as a program to systematically integrate the arts and
humanities into collaboration with applied STEM areas to tackle the wicked
challenge of global food security.
• Four educators representing the disciplines of English/Fine Arts and Agriscience were recruited to form an action team with two members of the Global Teach Ag
Network and the founder of Poetry X Hunger.
• The modules were designed by the Global Teach Ag Network and reviewed by the educators on the action team before distribution at the start of the second week
of September.
• The GLAGcreates event began in the second week of September with an email campaign and posting of the materials to the Global Teach Ag Network website .
The materials included: branded marketing items, the link to the modules, the call for poetry submissions for the 2021 Poetry Event, and a link of poetry samples on
the Poetry X Hunger website.
• Poetry submissions from participating learners were submitted via Qualtrics with the submission
window closing on December 4th.
• Poems were compiled and sent in an anonymous, digital package to the three judges representing
both poetry background and food channel experience.
• Announcement of the finalists were done via email to the coordinating educators of the students.
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The GLAGcreates program culminated in a poetry submission event where
secondary students (N=25) from three different countries (Honduras,
Malawi, and the US) submitted original works for review by the appointed
judges from Poetry X Hunger. Objective 1-3 were met through this process,
and objective 4 was not met.
Below is a selection from the winning poem, “Hunger Pains” written by a
student from New York named Tyler. Educators who assisted in the
submission of each of the poems of the finalist completed a release form
with the parents of the students to allow for Penn State and the Global Teach
Ag Network to showcase their work.
Hunger Pains
As we eat to gorge ourselves
It's hard to imagine that there are those
Who don’t have stocked shelves
Who can’t afford the bills
Because we, as a society
Have gotten too used to
Drinking wine and sipping tea
All the while ignoring those who are ravenous
The pain of hunger hits harder than all
For when it becomes too great
Good people will gnaw and crawl
All for a chance, to feed again
If we would realize
This happens to one in six
Who suffer from such famine
Maybe then, it really clicks
Because in these people, hunger pains
-Tyler, NY
GLAGcreates delivers an
instructional resource to assist
secondary educators with
integrating literacy into their
classroom through written
expression. (Weems, 2003)
GLAGcreates provides a platform
for students from diverse
backgrounds (EdSource, 2015) to
express their thoughts on hunger in
a non-traditional medium such as
poetry.
GLAGcreates fosters creativity
outlets in the classroom
(Aljughaiman & Mowrer-Reynolds,
2005; Lee & Park, 2021) and opens
opportunities for research on
student confidence in expressing
feelings on critical issues.
GLAGcreates encourages critical
collaboration between students,
educators, and stakeholders in
discussing 21st century global issues
and opens opportunities for
research on the catalyzing effect of
the arts in applied STEM settings.
Items Notes/Description Unit
Cost
Qty. Total
Judging
Honorarium
Honorarium for each of the three judges (2 poets
and a food distribution specialist) for evaluating
poetry event entries.
$250 3 $750
Course Content
Software Platform
(Articulate 360)
Versatile online module software that can connect
to multiple course management systems.
$1300 1 $1300
Total $2050