Project ANiMA

Interning Director of Development and Productions

March 2024-Present

Supervisor: Dr. David Robledo, ODU

The Amazing Neighborhood Mollusk Adventure

Project ANiMA is a team of Norfolk based scientists, students, writers, teachers, artists, and other members of the Norfolk community, who are each key players in what is known as a “community science project.” Through the 757 Creative ReUse Center, Project ANiMA is modeling sustainability practices by developing the puppets in our Norfolk community makerspace using recycled and locally produced materials. Our project acts as the “Hamilton” of children’s climate resilience theater, telling a regional story of how mollusk sanctuary rehabilitation, public reef replenishment, and community supported restoration programs have improved water habitats in Hampton Roads.

Experience

Responsibilities

Develop project scope and brand identity.
Create project schedule to track milestones.
Facilitate communication among project collaborators and stakeholders.
Maintain project documents such as planning documents, meeting agendas, and contracts.
Utilize scientific research for applied design methodologies.
Research funding opportunities and lead proposal writing team.
Conduct research interviews.
Create prototypes and conduct usability testing.

Skills

Project Management
Stakeholder Negotiations
Collaborative Writing
Playwriting
Research Interviews
Research Communication
Applied Research Design
Visual Design
Prototyping
Document Design
Workflow Process Analysis and Improvement

Work Samples

Project Brief

Project Brief

Introduction

The Amazing Neighborhood Mollusk Adventure, also known as Project ANiMA, investigates how local scientific knowledge and climate resilience solutions can be effectively communicated through a K-3 climate theater in order to enhance local environmental literacy. This project theorizes that communities can better understand and act on climate resilience challenges when provided with localized information about environmental impacts (Byun). Our theater aims to connect local mollusk recovery efforts with broader climate and environmental goals by linking scientists studying these strategies with students through STEM education on local waterways.

In this project, we are using secondary research of the environmental benefits of Mollusk habitat restoration in the Lower Chesapeake Bay and using puppet theater performances and accompanying learning materials as an outreach mechanism to inform the community about these benefits. Project ANiMA is developing puppets that reflect local species through the use of coastal biota analysis, with the goal of supporting localized environmental literacy through our performances. We have partnered with The 757 Creative ReUse Center to model sustainability practices by developing the puppets using upcycled and reused materials in our community based workspaces.

This project will contribute to the field of climate science pedagogy and learning thresholds for environmental literacy. This is a subject of interest for the Department of Education, however, action to provide schools with greater resources to teach climate education by Virginia’s Department of Education has been vetoed (HB 1088). Instead, the Virginia Department of Education is reviewing and amending the Science Standards of Learning to provide clarity in curriculums (Virginia), but there is still much work to be done applying theory to support educators and engage children in climate resilience education.

In 2020, a report was released by the National Center for Science Education giving Virginia a failing grade in science education due to a concerning lack of climate education addressed in the Science Standards of Learning. According to the report, Virginia fails in preparing students for future climate science study and participation in civic deliberation on climate challenges. One reviewer even noted “I find it discouraging that a coastal state, facing increased risk of hurricanes and sea level rise, does not appear motivated to teach its children about the current and future threats of climate change — and the solutions to those issues” (National Center for Science). Without the support of legislation and funding, many communities in our area need programs and resources to augment existing curriculums with enriching activities both in and out of the classroom. Project ANiMA’s climate theater will be a way to capture young childrens’ imaginations and begin teaching environmental literacy early; helping ensure that the next generation is both prepared to inherit the many challenges associated with climate change and inspired to innovate their solutions.

Methodology

The goal of this project is to extract scientific conclusions on successful local climate resilience strategies to communicate to the community through an environmental puppet theater. I seek to answer the question of how local scientific knowledge and climate resilience solutions can be effectively communicated through a K-3 climate theater in order to enhance local environmental literacy. This will be accomplished through Design Thinking methodologies.

Research & Development

Initial research for identity and narrative development will be a literature review informed by ODU Subject Librarian Amber Gruszeczka. A secondary goal of this project is to use localized scientific research primarily sourced from ODU’s repository and local databases. Local climate resilience research from ODU’s ICAR will be the foundation of the play narrative (Waters Rising);(Yusuf). The Chesapeake Bay Program’s Field Guide database of taxonomy research will be used to develop the design and identity of our puppet cast. Research presented by panelists at the Oyster Alliance’s Chesapeake Oyster Science Symposium will also inform the narrative and character development.

To inform the strategy of the play narrative, a separate media review will be conducted to analyze successful narrative and performance elements of existing puppet shows, including Fraggle Rock: Return to the Rock, Sesame Street, and local Rainbow Puppets Productions live performances.

Additional identity development will involve interviews with subject matter experts in the field of coastal biological sciences and climate resilience research. An interview with ODU’s Coastal Biological Scientist Dr. Gauthier will be conducted, as well as a group interview with Elizabeth River Project staff and local conservationists to determine what local climate resilience conclusions can be turned into visual design and screenplay elements. This research will be incorporated into a comprehensive design plan for each puppet as well as a production analysis document for the theater production.

Academic Alignment and Audience Research

An analysis of the Virginia Scientific Standards of Learning will be used to establish and develop academic alignment of the project to support K-3 science education goals. Audience research will be performed through interviews with stagecraft professionals and Marie Soulyvic A. Luzaran, Norfolk’s 2017 Science Teacher-of-the-Year. Currently negotiations are underway for an interview with Director John Brewington and Executive Director Michael Williams of Tidewater Winds regarding their educational initiative with Rainbow Puppet Productions which includes a student book, lesson plans and performances. Additional audience research will involve an online anonymous survey circulated by Norfolk Teachers Federation and Virginia Beach Education Association.

Creative Process

Training: Udemy Beginner Puppet Making course completed August 2024. The Stan Winston School of Character Arts online Puppetry Making Pathway by BJ Guyer to be completed by December 5, 2024

Maker Space: The 757 Creative ReUse Center’s Art Studio Room and The MPARK room at ODU in the Batten Arts and Letters Building.

Pre-Construction: In consideration of venue possibilities and audience, the puppets will be hand-and-rod puppets in the style of “The Muppets” with a final height of 24-36 inches. Puppet patterns for the structure of the puppet are developed by referencing a master pattern, sourced from Projectpuppet.com, and redesigning to include species-specific features such as shells, tails and wings.

Construction:

Use the puppet pattern to outline and cut 1” thick reticulated foam for the puppet structure.
Glue each section together with contact cement to create the head and body structures.
The puppeteer’s mouth-control piece is made by joining two half-circles of PVC foam board together on the straight edge and attaching the curved edges to the puppet face with contact cement.
Test puppet structure for functionality before applying puppet skin.
Craft felt from repurposed or ethically sourced wool roving for the puppet skin fabric. Micron rating for wool roving must be below 27. Repurposed fleece can also be used.
Adapt foam pattern for the puppet skin by adding ½” to the edge of the design for the seam allowance. Trace and cut fabric according to the new pattern.
Hand-sew the head covering for a precise fit. Sewing machine rated for heavy-duty fabrics is needed to sew the body.
Apply sewn puppet skin over foam structure and test for fit.
Apply eyes and other character-specific features.

Post-Construction:

Puppet Storage
- Avoid storing where there will be significant heat fluctuations to maintain the integrity of the foam.
  - Short Term: Plastic transportation tote.
  - Long Term: Treat puppets with a water-based lavender spray, place in a sealable plastic bag and store in a tote with moth preventative.

User Testing

User testing will be conducted in 5 phases:

Script analysis will be performed through readings at the Muse Writing Center.
- Q&A session to assess emotional engagement, character relatability, thematic clarity, and potential problematic elements.
Performance user testing with stakeholders and affiliates.
- Guided discussion following performance to assess communication of scientific knowledge.
Performance user testing with educators.
- Review learning materials for usability and alignment with educational goals.
Performance user testing with a small focus group of K-3 children at local library story hour.
- Receive feedback on content and experience through a guided discussion.
Performance user testing as a community event at the Elizabeth River Project's Ryan Resilience Lab with community members, children, and stakeholders.
- Receive feedback on content and experience through post performance surveys.
  - Group size may allow for learners to break into small groups and collaboratively draft “mini research statements” that reflect what they learned. Analysis will guide formal learning objectives for project learning materials.

Outcomes

The outcomes for this project include a scalable climate resilience theater that can be implemented throughout the Lower Chesapeake Bay region to aid in science education. A report analyzing the project’s findings and methodologies will also be submitted for publication. I intend to pursue my Masters degree at ODU following my graduation in the spring of 2025 and hope to use this project in my thesis on action oriented convergence research.

Bibliography

Byun, Won Jung. “Greening Education Partnership, Fostering School-Community Engagement.” eePRO North American Association for Environmental Education, Section of Education for Sustainable Development, UNESCO, 18 May 2023, eepro.naaee.org/sites/default/files/2023-06/2 Won Jung Byun.pdf.

“Chesapeake Bay Field Guide.” Chesapeake Bay Program, www.chesapeakebay.net/discover/field-guide. Accessed 24 Oct. 2024.

National Center for Science Education. “Making the Grade? How State Public School Science Standards Address Climate Change.” Making the Grade, Texas Freedom Network Education Fund, Oct. 2020, climategrades.org/.

Posner, Dassia N., et al. The Routledge Companion to Puppetry and Material Performance. Routledge/Taylor & Francis Group, 2015.

“The Chesapeake Oyster Science Symposium 2024.” Zoom, The Chesapeake Oyster Alliance, 5 Oct. 2024, cbf-org.zoom.us/rec/play/jk5NQtXHtNAFtgHpYyL9sNSh4Ppn6eqUdbIt_ZDY1xR2tBmJX-iWvfIZe-6yyhOWhXHbwvgxD4mpYkre.gr89yH8NpZId-RVU?canPlayFromShare=true&from=share_recording_detail&continueMode=true&componentName=rec-play&originRequestUrl=https%3A%2F%2Fcbf-org.zoom.us%2Frec%2Fshare%2F8Hfw4i0QjszEPqWxQQK7mgufyyc64hRR1l1Pqr6rcujl8qOHRKBnoBZSq8jPaMlv.F8gfvMQ2doiJY-a5.

United States, Board of Education, K-12 Subcommittee, HB 1088 Climate change and environmental literacy; instructional materials, model policies. Virginia’s Legislative Information System, 17 Apr. 2024, https://legacylis.virginia.gov/cgi-bin/legp604.exe?241+sum+HB1088

Virginia Department of Education. “Standards of Learning.” Virginia Department of Education, www.doe.virginia.gov/teaching-learning-assessment/k-12-standards-instruction/science/standards-of-learning.

Waters Rising: A View From Our Backyard. 24 Dec 2021 — 29 May 2022, Chrysler Museum of Art, Norfolk, Virginia. https://digitalcommons.odu.edu/watersrising

Yusuf, W., Covi, M., Bukvic, A., Allen, T. & Oguntuyo, T. “Fostering University Collaboration and Building Capacity to Respond to Coastal Resilience Challenges in Virginia: Findings from the Rotating Resilience Roundtables Workshop Spring 2019”. Institute for Coastal Adaptation and Resilience. ODU Resilience Collaborative. 12 Apr. 2019

Yusuf, Wie; Saitgalina, Marina; Whytlaw, Jennifer; Hutton, Nicole; Allen, Tom; and Behr, Joshua, "Advancing an Agenda for Social Equity and Coastal Resilience through a Multi-Sectoral, Multi-Disciplinary and Applied Research Lens". Presentations, Lectures, Posters, Reports. Institute for Coastal Adaptation and Resilience. 21 March 2023