# data[].attributes.body
Student Exhibits

# data[].attributes.body
Student Exhibits

# data[].attributes.body
Student Exhibits

# data[].attributes.body
We are deeply grateful for the generous donations from our community members, which helped cover the cost of materials and supplies for our exhibits. Their support made it possible for students to experiment with higher-quality tools, explore creative mediums, and bring their ideas to life in meaningful, professional ways. This project was stronger, and our students’ work more impactful, because of the kindness and investment of our community. :)

# data[].attributes.body
How can we connect the legacy of the Mirabal sisters to the stories of people in our own community who have demonstrated courage and resistance in the face of injustice?

# data[].attributes.body
Our visit to the Herrick District Library and the Holland Museum served as the entry event for our Museum of Courage project. At Groundworks, students explored professional-grade technology (recording booths, cameras, editing tools, and design software), which helped them imagine the different ways they could tell their chosen story of courage. This hands-on exposure sparked ideas and questions that shaped the direction of their projects.

At the Holland Museum, students toured the gallery space where their exhibits would eventually be displayed. They observed how real exhibits are curated, arranged, and designed for public audiences. Seeing the space and learning about curation helped students better understand the expectations of a museum-quality exhibit.

These two experiences launched our project conversations: what makes a story worth telling, how to create an engaging exhibit, what tools they might use, and how to plan for a public audience. The visits grounded the project in a real-world context and helped students begin envisioning their final products with purpose and clarity.

# data[].attributes.body
Students conducted background research on the historical and cultural context of their chosen person’s story of courage.

They analyzed primary and secondary sources (articles, interviews, documentaries, and photos) to understand the challenges, events, and systems that shaped the person’s experience.

Students examined how museum exhibits and digital storytelling tools communicate meaning, helping them understand how to present information effectively.

# data[].attributes.body
During the Critique & Revision phase, students shared drafts of their exhibit elements (sketches, scripts, recordings, layouts, or written narratives) and received structured feedback from peers and teachers. Using a variety of protocols, students identified strengths, clarified confusing sections, and refined their creative choices. This stage emphasized the importance of iteration: revising tone, reorganizing content, enhancing visuals, and improving overall storytelling. Each round of feedback helped students move closer to a clear, compelling, and respectful portrayal of their subject’s courage.

# data[].attributes.body
Students identified questions they still needed to answer to tell an accurate, respectful story (“What motivated this person?” “What obstacles did they overcome?” “How did their courage impact others?”).

They created a personalized Need-to-Know list in their groups to guide research and interviews.

Students determined what technical skills they still needed, such as audio recording, video editing, design tools, or narrative writing, to complete their exhibit.

They discussed what information the audience would need to understand their exhibit and used this to refine their research focus.

# data[].attributes.body
Students evaluated all their possible ideas and selected the most meaningful and manageable direction for their final exhibit. They identified the central message they wanted audiences to walk away with and trimmed any details or formats that did not support that focus. Students prioritized the strongest materials, visuals, and narrative elements to create a cohesive, museum-ready piece. This stage helped them shift from brainstorming many ideas to committing to one powerful, well-designed concept.

# data[].attributes.body
During the incubation stage, students stepped back from their initial research to allow new connections and creative ideas to develop. They revisited their interview notes, sketches, and reflections, looking for themes or moments that captured the heart of their subject’s courage. Through brainstorming activities, concept-mapping, and rough storyboards, students explored multiple ways to communicate their story: audio, video, mixed media, visual art, or interactive displays. This stage gave students the space to think freely, experiment, and refine their vision before committing to a final exhibit concept.

# data[].attributes.body
The open house was well attended! Families enjoyed viewing all of the students' hard work. :)

# data[].attributes.body
Students participated in interviews or listened to recorded stories to understand their subject’s emotions, struggles, and motivations beyond the basic facts.

They completed empathy-map activities to explore their subject’s inner and outer voice, fears, hopes, and sources of strength.

Students reflected on how the story of courage connects to universal themes (family, identity, injustice, resilience) and how to honor the human experience behind the events.

They considered how museum visitors might feel when encountering the exhibit and made choices to present the story with sensitivity, dignity, and impact.

# data[].attributes.body
I've always been a minority, but I never realized representation affects me quite as much as it does. There is such a good feeling that comes from seeing those like me, hearing of their struggles and fears, and seeing them push on because of that. I learned just how different I am because of reasons out of my control, but learned that things will still be able to turn out so long as I try hard at it.

# data[].attributes.body
This project has been one of the most inspiring experiences of our semester. Students didn’t just learn about courage; they engaged with it. Through interviews, research, and hands-on exploration at Groundworks and the Holland Museum, they discovered how ordinary people in our community have shown extraordinary strength. Watching students transform these stories into thoughtful, museum-quality exhibits was a powerful reminder of what authentic learning can look like.

Throughout the process, students practiced empathy, creativity, and critical thinking. They revised relentlessly, collaborated intentionally, and made design choices that honored the real humans behind their stories. Seeing their final exhibits displayed in a public museum space and watching them take pride in their work was the true highlight.

This project showed our students that their voices matter, their work can impact others, and their storytelling has the power to preserve meaningful legacies. I am incredibly proud of what they created and the courage they chose to amplify.

# data[].attributes.body
Show through pictures, videos, examples of student work, to reflect on the authentic audience, the pitch, the final product. Include any information/pictures from your community partner.

# data[].attributes.body
Show through pictures, videos, examples of student work to reflect how your students came up with multiple ideas.

# data[].attributes.body
Show through pictures, videos, examples of works to reflect on how students narrowed their ideas, determined their best solution, and developed the solution.

# data[].attributes.body
Show through pictures, videos, examples of student work to reflect on the check ins done throughout the project.  How did students reflect throughout the process? How did student critique and revise?

# data[].attributes.body
Show through pictures, videos, examples of student work, links to reflect how your students built empathy, determined Need to Knows, and uncovered important information to solve their driving question?