Author: communications

Anthony Godfrey:
Hello, and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. You could say they are in a class all their own. On this episode of the Supercast, we meet two award-winning teachers who go above and beyond every single day. They are educators credited with changing lives and having a significant impact on their school communities.

We're here with Andrea Hinojosa, a teacher here at Copper Hills High School, and we're talking with her about an award she was just nominated for by a colleague. Tell us a little bit about that.

Andrea Hinojosa:
It is the Life Changer of the Year Award.

Anthony Godfrey:
And is that now at a national level? Is that what I understand?

Andrea Hinojosa:
Yes, it is. I think there's about 800- 900 nominees nationally.

Anthony Godfrey:
Well, teachers are life changers there's no question about that. So I'm really excited that you're nominated. Tell me about what happens now. When do you expect to hear back whether you've advanced?

Andrea Hinojosa:
I think the timeline is May. They've got a committee that goes through the applications of former winners. That's my impression. And they go through the applications or the nominations and they choose the winners.

Anthony Godfrey:
Well, from everything I've heard about you, you have a great shot at it. And either way, it's an honor that someone would think of you that way. I know that you're changing lives just based on what I've read about your teaching. Tell us about what you teach here first of all.

Andrea Hinojosa:
I teach AP US History and US History II, so I teach juniors.

Anthony Godfrey:
I always loved teaching juniors when I was at the high school level. What do you love about teaching and teaching history specifically?

Andrea Hinojosa:
So AP US History is definitely my happy place. I love that course because it keeps me challenged as an educator. I can't afford to be complacent because we have that exam that keeps us all kind of on our toes. So I just, I honestly, I love lesson planning, like getting in the zone and planning out how things are gonna go even down to the minute. It's a creative process that I really, really enjoy. And that class in particular, because it's not so much me telling the kids what to think, but how to think. So it's not a lecture based course 100% of the time, right. Because they have to learn how to analyze the documents. They have to learn how to extract the information. They have to learn how to think like a historian. So strategizing how to help them develop those skills. But then I also kind of really like the game of how to help them earn more points on the exam, right? It's kind of like a puzzle and I really enjoy kind of strategizing and creating, oh, this is gonna sound so nerdy, but like geeking out over building proficiency skills. That will, you know, help them get the most amount of points with the, this is also gonna sound awful, the least amount of effort. Because in this timed environment where they only have 60 minutes to collect these seven points, so, how can we max that out with without overexerting ourselves, if that makes sense.

Anthony Godfrey:
I think it's great that you focus on strategy and content because it really is about both. And if you're just thinking content the rest of your life, then you can't make the most of what you know, or even your skills. Strategy is a really important part going forward.
Tell me, does it change a lot from year to year what you're gonna be covering? Tell us about that. For those who don't know, there's a lot of training and preparation that goes into being an AP teacher.

Andrea Hinojosa:
Yes and no. I would say it depends. I mean, there's a lot of training available for AP teachers, but we have to seek out that training. I have to give a little plug to my department or sorry, my district wide PLC. I work with three phenomenal teachers within our district. Laura Taylor at Riverton, Kelsie Berrett at Mountain Ridge and Caitlin Ackley at West Jordan. And we have, I dare say, one of the most highly functioning PLCs within our district. I've worked with these teachers, Laura Taylor, since the day I got this job. I reached out to her and she and Jenicee Jacobson kind of took me under their wing and gave me everything they had. And we've been working together ever since. So everything I'm able to accomplish is honestly because I have a team of teachers behind me.

Anthony Godfrey:
It makes all the difference to be able to work with great colleagues and feed off of each other and get those great ideas.

Andrea Hinojosa:
Absolutely.

Anthony Godfrey:
Tell me about why you decided to become a teacher. That wasn't your first career path.

Andrea Hinojosa:
No, it wasn't. I wanted to be a teacher. So I had an amazing eighth grade teacher, US History, when I was in middle school and she made me wanna become a teacher. But honestly, when I got to college the sad reality is that income became an issue for me. And I know that like, especially back then, teachers didn't make a lot of money. And so I went in another direction. At the time, I was about 28 years old, I was not in a professional happy place. And so I really kind of had to sit down and think through like, what is the perfect profession for me? And just like, what qualities am I looking for in a job? And teaching fit the bill. I went back to school when I was 28 years old, got another degree in social science education and got my first job teaching when I was 31. So I've only been here for 11 years, but it definitely is my professional happy place.

Anthony Godfrey:
Well, I'm really glad you made the switch. What was it about your eighth grade social studies class that made such an impact? Tell me about that teacher. Tell me about that class.

Andrea Hinojosa:
So her name was Mrs. Reed. I just remember her making it just so interesting. And I wanna say that was the first year my parents invested in a computer, you know, like the really big dinosaur that was $3,000 and it was hard for them to afford it. But Mrs. Reed had like these guided notes that we would do with all the activities. And I remember recreating them on my parents' brand new computer so that I could use them when I became a teacher. You know, like she just really got me interested. I remember specifically being really interested in the civil war based on what she presented. I don't know, like, she just made it fun and interesting.

Anthony Godfrey:
You had a high school teacher that impacted you as well.

Andrea Hinojosa:
I did. Mrs. Ballard at Skyline High School.

Anthony Godfrey:
Tell me about Mrs. Ballard.

Andrea Hinojosa:
She is a quirky, quirky little lady and she is just amazing. She never wore the same outfit twice in a school year. That was one of her things.

Anthony Godfrey:
Now I'm just gonna pause right there because people who have not taught before don't realize how significant that is. Because I remember as a teacher, students know everything that you own. And I remember students commenting ‘Mr. Godfrey, your shoes and belt match. and most men can't pull that off. So well done.’ And I thought, wow, they are watching every single thing I do. So for you to remember that is really kind of funny to me because that's one of the things I remember about being a teacher is just that kids knew. They're like, ‘oh, that's my favorite tie.’ They always knew what your wardrobe was. but she always wore something different, all year.

Andrea Hinojosa:
All year. I can't even imagine what her closet looked like.

Anthony Godfrey:
And what else do you remember about her?

Andrea Hinojosa:
Well, I was able to go back and student teach with her actually when I became a teacher, because I wanted to learn from her. She really had been one of those teachers that inspired me and I wanted to kind of emulate her. And I do a lot of things in my classroom today that I learned from her. So one of the things I really remember from my student teaching experience was the trust that she gave me. She really I mean, she mentored me certainly, but she also gave me the confidence to know that I was doing a good job and that I could do it. So she really, you know, took that step back and let me do what I do. And that trust, I think, really helped me become who I am as a teacher. Because I had been her student, I had that relationship and I already had that level of trust with her. I knew that she would take me down a good path and that she would really mentor me. I wanted to make sure I was working with a teacher that I respected, that I knew I could learn from, that I knew would really teach me how to be a better teacher.

Anthony Godfrey:
Tell me about how you impact lives as a teacher. I know that's the biggest reward.

Andrea Hinojosa:
It is, and it's why I'm here. And honestly, my very, very wonderful colleague who nominated me for this award, did so I think this year in particular, because as you know, it's been a rough couple of years and it's hard. It's been hard to know that we are making a difference. And so she used this opportunity to show me, and I'm sorry, I'm probably gonna get a little emotional. But she wanted to make sure that I was aware that even if things aren't the same this year as they were in years past, that I'm still making a difference, you know? And I think we may not hit every kid. We may not even hit every class. Right. But, we keep showing up and we keep trying. You know as a former teacher, like we go home and we sit with it and we think about like, what could I have done differently? What could I have said differently to make that situation better? Those are the things I need to hold onto in these years that are rough. Is that I still care. I still wanna come back and I still wanna do better. You know, I don't wanna give up.

Anthony Godfrey:
These two years have been so difficult and this year has been, I think, the most difficult I can remember and you've described well some of the reasons for that. You're right, we hold onto that when we go home and we worry about the kids and we worry about whether we're having an impact. The difficulty is, you don't always see that immediate impact. It's not like you look over the assignments or you stand at the front of the class and you get this constant feedback that you're having this lifelong impact. But I'm sure you've been surprised sometimes that the students that have come back and shared that with you when you didn't really realize just how much you were impacting their lives.

Andrea Hinojosa:
Yes. I love that. In fact, just maybe a week or so ago, I got an email from a former student that's in college who emailed and just wanted to check in. And you know, those are really, really nice reminders that what we do does make a difference. Even if we can't see it in the moment.

Anthony Godfrey:
You work very hard as a teacher, you're very organized. There's lots of content. There are lots of skills that you're teaching them, but when they look back on your class, what do you want them to remember?

Andrea Hinojosa:
That they were loved. I mean, I honestly, at the end of the day, I don't care about the content. I know, I’m sorry, that probably sounds horrible. I'm here to teach them content. I'm here to teach them skills and I want them to get that. But at the end of the day you know, that's not what matters to them. They need to feel loved and cared about and valued. And, I will help them pass. I don't care about that. I don't care so much about the grade as I do about them as people. So I hope that they know that I cared and that I do take it home with me and that I do think about it and it does bother me, you know, when we have negative interactions or things don't go the way I planned them to go because I care about them.

Anthony Godfrey:
It's obvious that you care a lot about them and that you love your students. It's a real honor to sit and talk with you about it. And it's really thrilling that we have a teacher like you here at Copper Hills. I just appreciate everything you do to have an impact on students.

Andrea Hinojosa:
Thank you.

Anthony Godfrey:
Stay with us. When we come back a conversation with Riverton High School's Carl Perkins Service Award winner, Trudy Pecorelli.

Break:
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Anthony Godfrey:
We’re here at Riverton High School talking with Trudy Pecorelli, who is the recipient of the 2022 Carl Perkins Service Award at the Utah, ACTE Conference. So the Career and Technical Education Conference for the state. First of all, congratulations on winning this award.

Trudy Pecorelli:
Thank you.

Anthony Godfrey:
It's really exciting. And I have to say, we posted about your receiving this award. We posted your picture a little bit about the award and it took off on social media. You have a lot of fans out there.

Trudy Pecorelli:
Thank you. I pay 'em well.

Anthony Godfrey:
Well, you have a large budget because you apparently paid a lot of people. There was a lot, there was a really strong response. This award is not based on Carl Perkins, the 1950s rocker that sang Blue Suede Shoes before anybody else did. It's based on your contribution to the community, your demonstrated leadership in providing programs and activities that promote student involvement in community service and just being an all around great teacher, connecting to kids and providing them amazing opportunities. So tell me a little bit about, tell me what you teach here at Riverton. There are a lot of things that you do at Riverton High. What do you teach? What do you coach? Tell us everything you do here.

Trudy Pecorelli:
I was the first head coach here in 1999 and I was the head volleyball coach till 2011. And then I stepped down from that and that's when I was put in the classroom. I was in regular Health, but then I went to CTE and now I teach Intro to Health Science and Emergency Medical Responder, Yoga and Aerobics. And I do Driver's Ed after school. And I am the assistant Girls Golf coach.

Anthony Godfrey:
That's pretty amazing. You've got a long list of things that you're doing here. So let's start with the fact that you reinvented yourself halfway through your career. What drew you to these CTE classes that you've been teaching for over a decade now?

Trudy Pecorelli:
Well, when I stepped down from being the head coach that pretty much took me out of the gym. So I was given the opportunity to start teaching different classes in the classroom instead of just always being in the gym, because I was teaching Lifetime Fitness, Lifetime Sports, Team Sports, Weights classes, and stuff like that. So it was just a great opportunity because I did have that background in health as well.

Anthony Godfrey:
Tell me about the EMT class. What's involved? What are some of the things that a student comes away with from that class?

Trudy Pecorelli:
I've been working with Richard Clayton down at the JATC down here and he's the one that teaches the EMT course. And so with that, we wanted to kind of give the kids a baseline, a better baseline before went down to do the Emergency Medical Technician. And so now we're offering Emergency Medical Responder here, Health 1200, through SLCC. So the kids do get concurrent credit as well. When they leave here, they will be first aid certified. Recently I was contacted by OSHA when we went to the ACTE Conference where I presented the National Library of Medicine win their displays. I was contacted by OSHA, because they found out that I was an EMT to help prepare a 10 hour course for public health professionals.

Anthony Godfrey:
So you’re an EMT.

Trudy Pecorelli:
I am an EMT.

Anthony Godfrey:
So this may be the safest interview I've conducted in a long time.

Trudy Pecorelli:
Let’s hope.

Anthony Godfrey:
So tell me more about your presentation. I did hear that you presented at the National Conference just a few weeks ago.

Trudy Pecorelli:
Yeah, the one in New Orleans. Yeah, I presented the National Library of Medicine. John, I’ll have to look up his name, sorry, came to Denise Abbott. She is the HOSA state representative, to put together the presentation for the National Library of Medicine. And so Denise was contacted and we were able to come together and create a Nearpod to teach the students. And that's where we've presented at all the conferences. We wrote up lesson plans, so even if you have a sub plan for that day, that's something that the kids can follow along with. There is a self-paced guide as well as a teacher paced guide on how to use this Nearpod.

Anthony Godfrey:
Great.

Trudy Pecorelli:
And so with that, they can become a Level I Ambassador or a Level II Ambassador learning how to use the MedlinePlus.

Anthony Godfrey:
And what is MedlinePlus?

Trudy Pecorelli:
It's the National Library of Medicine’s website. You can go on there and look up anything and it's accurate. Most people will say they'll just Google something. Well, that's not always the most accurate information. This is the most accurate information for health purposes. So if you have something, like my mom was diagnosed, so I went to the National Library of Medicine and was able to look up treatment options and everything for her.

Anthony Godfrey:
I learned something new just now. That's great. Yeah. That's great. Tell me, why did you want to become a teacher in the first place?

Trudy Pecorelli:
I've just always had influential teachers in my life. I'd stay after school, like, you know, the class nerd, whatever to talk to the teachers. Miss Ostermiller was phenomenal, and then I had great coaches all through junior high and high school that just kind of directed me. I've always been like active and wanting to participate in sports and stuff. And this just gave me an avenue to continue on that.

Anthony Godfrey:
What were the sports you participated in high school?

Trudy Pecorelli:
I lettered in volleyball and basketball and track and softball.

Anthony Godfrey:
I've said this in the past, I just wish people like you could have thrown one sport to people like me. Just gimme one of those to be good at, you know. That's fantastic. So tell me, what is it that you love most about teaching now?

Trudy Pecorelli:
Just seeing how much opportunity kids have these days. It's amazing! Like, I'm into the help field obviously, but there's other avenues that the kids can find a niche in and just explore. Which is a great opportunity for them because we didn't have that near as much back in the day. For example, like my youngest son loves Auto and he's been able to just thrive in the auto industry thanks to great teachers like Jay Hales here, that has just given him that niche in life.

Anthony Godfrey:
Like we've talked about, you teach a wide variety of classes. Is there some essential element that you hope kids take from all of your classes regardless of what they're enrolled in?

Trudy Pecorelli:
One thing about me I guess I could say is, I'm very passionate about what I do. For a kid to come up and say,’ Hey, I'm still participating in yoga,I  found it down at the gym.’ So after they leave high school that they're still participating and still active, that's that end. And anything in the classroom that they can walk away with, especially with a life skill.  I've been CPR certified since I was 12 years old and it's very important to me that people know that. People I know have had to use CPR and it has saved lives. So that to me is my passion. That if I can just help somebody get a little bit of passion for what they like especially again, the medical field and aim them in that direction, I feel accomplished.

Anthony Godfrey:
Well, I just admire that you, throughout your career, since you were 12, getting CPR certified, you've cared about health. You've cared about physical wellbeing. And more than that, you've cared about making sure that students have great experiences. And you've been curious and intentional about jumping in and doing new things and then turning those experiences into opportunities for the students you serve. So that's very inspiring and I appreciate your taking the time and I really appreciate everything you're doing for the students here at Riverton High.

Trudy Pecorelli:
Thank you. This has been fun.

Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember education is the most important thing you'll do today. We'll see you out there.

Anthony Godfrey:
Welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They are out in the rain, sleet, snow, and ice, even when it is sunny and nice, protecting students from harm. We're talking about school crossing guards. On this episode of the Supercast, we meet one of the many heroes helping to get students safely across busy streets, to and from school, each and every day. Hear how one amazing crossing guard recently saved a young life.

We are here outside Eastlake Elementary School talking to Lorena, one of the crossing guards. Thanks for taking time with us.

Lorena:
Yeah, my pleasure. I'm glad to be doing this.

Anthony Godfrey:
How long have you been a crossing guard for Eastlake Elementary School?

Lorena:
I've been a crossing guard here for 11 years.

Anthony Godfrey:
And what made you want to start as a crossing guard? What interested you about that?

Lorena:
It was just a really fun part-time gig. I had little babies at the time, and so I could bring them with me in my car. Sit in my car for a little bit, cross kids. It’s just a good part-time job as a mom. And then I just, I started really loving my kids and just stayed here.

Anthony Godfrey:
Well, kids start their day with you. You're really the first person that they see outside of the house. The first adult they see on their way to school. Tell me about what that means and what kind of relationship you're able to build as a result. Morning!

Lorena:
Good morning guys. The kids are awesome. Most kids are bright and, you know, ready to start their day. Good morning. How are you? Some kids are not morning people and they just kind of drag their feet. But yeah, I've seen kids grow up and seen little brothers and sisters come on towards the end, for as many years as I've been here. So it's been kind of nice.

Anthony Godfrey:
Well, 11 years would take someone from kindergarten to being able to drive. I know that you wouldn't see them past sixth grade, but do they ever stop back by and you see them through the neighborhood?

Lorena:
Yeah. I actually have one family who is really close to where I would park for crossing and they stop every now and then to say hi. And they're like, “Oh, hi!” and they know me and yeah. Their oldest, that I started crossing, she's I think a sophomore or a junior in high school now. It’s nice.

Anthony Godfrey:
Wow, that's really cool. So when you see kids in the morning, can you kind of tell whether they've had a bad start to the day already sometimes and you can check in with them?

Lorena:
Oh yes. All the time. We laugh when we say good morning and it's a ‘Good morning!” or grumble. Some kids tell you their whole life story in a matter of the 30 seconds that we cross them. And some kids just kinda drag their feet.

Anthony Godfrey:
I can imagine, but it shows you how nice it is for kids to have a connection with someone they can share that with. What are some of the things that kids will tell you about their morning on their way in?

Lorena:
Oh, one little girl loves to share whether or not her grandma woke up in a good mood or not. And so it's fun. And she'll say, ‘she was great today’. Yesterday she told us something about the dog barking and so everyone was in a bad mood.

Anthony Godfrey:
Wow. So you get the weather report on grandma every morning. How things are going to go. Tell me, do kids recognize you out in the wild as well?

Lorena:
Sometimes they do. I'm really bundled up. I get very cold. I'm a very cold person. So sometimes all you see is my eyes. And so they look at me kind of wondering, I know you from somewhere, but most of the time I do, I get recognized and they say hi.

Anthony Godfrey:
So being a cold person, this is kind of a tough job. You're outside. It's a beautiful morning right now, but it's still a little crisp. So for a lot of the school year, you've really got to bundle up, I would think.

Lorena:
Oh yes, I wear at least 16 layers every day. It’s a little exaggerated.

Anthony Godfrey:
16 layers. That seems right. You can adjust to the moment that way.

Lorena:
Yeah, no, I do. I bundle up really well. And sometimes I ask myself why I continue, why I'm standing out in the freezing cold, but it's something I've grown to love. And as long as I'm bundled up and it's 45 minutes of my day.

Anthony Godfrey:
What are the hours that you work?

Lorena:
So we start at 8:25 to give our early birds a little cushion and then end at 9:05 to give our late birds a cushion as well to get crossed.

Anthony Godfrey:
And then after school what time are you here in the afternoon?

Lorena:
So, I'm only a morning crossing guard.

Anthony Godfrey:
Oh, okay.

Lorena:
I still have kids that need rides everywhere, so I've only done mornings and then I sub every now and then for afternoon crossings. But I only do mornings.

Anthony Godfrey:
I guess I kind of assumed that everyone would do mornings and afternoons, but that would work out nicely. You'd do the morning and you're set for the day. Okay. Now, I understand that you had a close call in the recent past.

Lorena:
Yes. Yes, I did.

Anthony Godfrey:
Tell me about that. What happened?

Lorena:
It was just a regular morning. We were crossing kids towards the end of our crossing. We have a double crossing, so my other crossing guard, Heidi, was on her side and I was crossing on my side. Thankfully Heidi yelled, “Hey, Hey, Hey!” So I was able to turn my head and as I turned my head, this driver was just driving through. She was zoned out, didn't really see us in our big yellow jackets and our big stop sign. I had to kind of jump in front of the car as the student was walking. She was walking through, she was like between both of our crossing zones. And so thankfully I was just there at the right time.

Anthony Godfrey:
When you describe that, jumping in front of a moving car, that is instinct. That's just that protective instinct of that child kicking in.

Lorena:
Yes. You know, I didn't think about it. I just knew that I had to get the driver's attention. Thankfully, she wasn't going very fast. She was just rolling through. I really think she was zoned out. She didn't see anything. She didn't see any one of us. And so when I got her attention, she was able to slam on her brakes.  A lot of people that drive through here, every now and then they just roll through our stop signs or roll through and we have to give them a nice wave and let them know we're here. And it's hard, especially when you're running late or when you are trying to get through. And we are trying to just make this safe for the kids and trying to teach the kids at the same time. ‘Hey, let's not just run through, or please get off your bike.’ And so it's a difficult spot to be put in to stop the kids and stop the cars at the same time.

Anthony Godfrey:
How did it feel jumping in front of this car afterward? I mean, you did it in the moment. You didn't think about it. The girl was safe as a result of your actions. How did that feel after that happened? And you walked back to the corner?
Lorena:

I just said, thank God that I was there. Okay. And then we moved on. It just happened so quickly. We get a lot of loud cars. It just happened so quickly that I didn't really think about it until afterwards. I was a little shaken up, but then my day just kind of continued. And I was, I was just grateful to be there and to have the student cross safely. And that was it.
Anthony Godfrey:
And the child's mother sent you a letter, is that right?

Lorena:
Yes. She sent me a letter. I kind of had completely forgotten about the incident. That was just, I guess it's just part of the job. You just have to move on or else you can't really do your job correctly. And so she stopped me and she gave me some gloves, which was really cute.

Anthony Godfrey:
Oh, that's nice.

Lorena:
And then she did, she wrote me a letter. She said that her daughter really remembered the incident, and it kind of made her whole day. She came home, talking about it. And so she signed it, a grateful mom.

Anthony Godfrey:
That's incredible. Very impactful obviously for you to save that child. But on top of that, she'll never forget it. And neither will her mom, that's for sure.

Lorena:
Yeah. Yeah. So I was, I was just grateful to be there at the right time. We see any close calls with cars or, you know, things that we're not able to get to as fast as we would like to get to. So I was just grateful to be there. And I was grateful for my other crossing guard who was able to notify me, cuz my back was actually turned to the car.  I turned my back. I look the other way to make sure other cars are stopped. And so I was grateful for my partner,  because if she didn't yell, then I wouldn't have been able to turn around and stop the car.

Anthony Godfrey:
Well that emphasizes the teamwork that's required for it to keep kids safe.

Lorena:
Yeah. It definitely is. Our four-way stop is definitely a team work here. This is Maddie.

Anthony Godfrey:
Hi Maddie.

Maddie:
Hi!

Anthony Godfrey:
How are you?

Maddie:
Good.

Anthony Godfrey:
Do you remember the day that car was coming your way?

Maddie:
Yeah.

Anthony Godfrey:
Can you tell me about it?

Maddie:
So I was walking my scooter and the cross guard was out. And I think this girl wasn't paying attention and then she jumped in front and helped me.

Anthony Godfrey:
And how did that feel to you that she would jump in front of a car for you?

Maddie:
That made me really, really happy.

Anthony Godfrey:
Yeah. And you told your mom that day and what did your mom think of that?

Maddie:
She was very, very happy.

Anthony Godfrey:
And so your mom wrote a letter that you brought to the crossing guard. Right? What else did you bring her?

Maddie:
We got her a gift card.

Anthony Godfrey:
Oh, that's very kind. That's very kind. What grade are you in?

Maddie:
2nd.

Anthony Godfrey:
What do you like most about school?

Maddie:
I just like my teacher. She's really, really nice.

Anthony Godfrey:
Who's your teacher?

Maddie:
Ms. Staley.

Anthony Godfrey:
It sounds like you're surrounded by lots of nice people, your mom, crossing guard and teacher. That makes for a good day. Doesn't it?

Maddie:
It does.

Maddie:
I love your pink hair by the way.

Maddie:
Thanks.

Anthony Godfrey:
Have a great day.

Maddie:
Okay.

Anthony Godfrey:
Well, thank you very much for taking the time. And thanks for the work that you do keeping kids safe, coming to school. It's so important and I've come to value it even more as Superintendent as I travel around the District. We couldn't do it without you and it means a lot. So thanks for taking the time that you do over more than a decade. That's awesome.

Lorena:
Yeah, it's my pleasure. I love these kids and I'm in awe of crossing guards that have a bigger crossing than me because that takes a lot of diligence and a lot of time as well. So I really admire all the rest of our crossing guards as well.

Anthony Godfrey:
Okay. I only have one last question. Do crossing guards tell why did the chicken cross the road jokes?

Lorena:
No we don't, but I do have a lot of dad jokes that I keep in my back pocket to try to get kids to smile.

Anthony Godfrey:
All right. All right. Throw me a dad joke.

Lorena:
Oh no, I'm on the spot. Why did Cinderella get kicked off the baseball team?

Anthony Godfrey:
I don't know. Why?

Lorena:
Because she kept running away from the ball.

Anthony Godfrey:
Okay. Very good. Thank you. Thank you.

Lorena:
It’s my pleasure.

Anthony Godfrey:
Stay with us. When we come back, hear from more crossing guards who simply love the job of keeping kids safe.

Break:
Hello, I'm Tracy Miller, President of the Jordan School District Board of Education. There are seven members on the Board of Education, one in each voting district. We are committed to listening and serving our constituents as we work together to provide the best possible learning environment for the students we serve. As members of the Jordan Board of Education, we believe it is our duty and responsibility to: increase student achievement; provide parents with the choices they deserve and desire; recognize and reward quality in educators; empower school leaders through policy governance and professional development; and communicate with the public, legislators, business leaders, cities, and parents. We invite you to get to know the Board member who represents you in your voting district, and to please join us at our monthly board meeting held on the fourth Tuesday of every month. Or listen from the comfort of your home, on our live stream. For more information and to find your Board member, visit jordandistrict.org. With parent and community input and support we will continue our work to give students every opportunity to succeed in Jordan District schools and beyond. Thank you for your support. We look forward to seeing you soon.

Anthony Godfrey:
Heidi, you yelled. That's the reason Lorena was able to see that there was a car coming, a child in the way and jump in between. Describe that for me.

Heidi:
I just expected this car to stop and it wasn't, so I hurried and yelled out to Lorena as fast I could. I didn't know if I should throw my stop sign or what else, but a yell was all I could do right then.

Anthony Godfrey:
And what did you yell?

Heidi:
Like, ‘Hey, there's a car! Stop!” I didn't know if I was gonna get Lorena's attention or the car, if they could hear me through their window, but just a loud ‘Hey, stop!’ You know?

Anthony Godfrey:
So do you see a lot of phones out when people are driving?

Heidi:
Yeah, constantly. Yeah.

Anthony Godfrey:
And not just connected to Bluetooth, like in their hands.

Heidi:
In their hands, looking at the screen as they're driving right here around the school. Yeah.

Anthony Godfrey:
Well, it's a good reminder. Keep your eyes on the road and make sure that you're paying attention to what's going on around you.

Heidi:
It can be very quick. You don't know.

Anthony Godfrey:
We're here with Deanne who oversees crossing guards for South Jordan City. How are you? Thanks for joining us.

Deanne:
Yes, absolutely. Thank you.

Anthony Godfrey:
Tell me how many crossing guards are there in South Jordan? We have a lot of schools in South Jordan.

Deanne:
We do. Okay. You're putting me on the spot. Let me think. We have 32. 32 crossing guards.

Anthony Godfrey:
32 crossing guards.

Deanne:
Yep. And we have probably 11 that’re subs. And then the rest are just like your regular. They do like a morning and an afternoon, or sometimes just a morning shift or sometimes just an afternoon shift. So Heidi does both. She does a morning and an afternoon. And then Lorena just does her morning shift and then Megan has an afternoon shift, but then she's also a sub that will fill in a lot of times for guards in the mornings.

Anthony Godfrey:
So Megan, you've worked at a lot of different schools, a lot of different intersections. Tell me what you see at different intersections in different schools.

Megan:
Oh goodness. I was gonna say they can be busier. They can be not as busy.

Deanne:
So's there's some schools that have the flashing lights. You have to get there ahead of time and you turn on those flashing lights. We’re there usually before the buses come, before the parents are starting to drop off kids to get those lights and stuff on, we make sure that we get our cone in the proper place for the traffic, to kind of help do traffic. Sometimes we cross some streets that are like a four way, a four lane. And a lot of times we just have one guard. So we have to be very cautious of making sure that we make eye contact with the driver before we actually start crossing the street to make sure that they see us and we see them. And then once we make sure we have our traffic under control, then we will use, you know, hand motions and kind of wave the kids on. So that once we have the traffic all stopped and everybody sees us, then that's when we wave the kids on to go ahead and cross with us.

Anthony Godfrey:
So you probably get lots of questions about where the regular crossing guard is.

Megan:
Yes I do. Yep.

Anthony Godfrey:
They're always wondering, so where are they? What's going on?

Megan:
Yes. If I'm subbing in the mornings, they're, you know where’s so and so, and, I don't quite know. You know, they could be at a doctor's appointment. They could be on, you know, vacation.

Anthony Godfrey:
So you're just ready to leap into action every morning when a substitute is needed.

Megan:
Yes. Yeah. Deanne's really good about letting me know, usually the night before. We're good about letting her know if we're gonna be somewhere, unless you're sick and you just wake up sick with sick kids or, you know.

Deanne:
A lot of times those sick ones, if they call me and they are out sick, then that's usually where I will go and jump in and fill in those spots because it's such short notice.

Megan:
You’re good about that.

Deanne:
Super short notice when they call in and they've got sick kids or they're, they've been up all night.

Anthony Godfrey:
What are some of the misconceptions about crossing guards that you hear?

Megan:
A lot of people assume that I work for the school. So they'll come and they'll expect me to know all the school stuff. And I only do for this school because my daughter goes here. But last year I was like, I have no idea. So that's a big misconception. We don't work for the school. We work for the city.

Deanne:
For the police department, we actually work for the police department. Yeah.

Anthony Godfrey:
Right. And I actually get that same question sometimes about crossing guards. It's kind of like when you're shopping in a store and people think that you work there.

Megan:
When you're wearing red at Target.

Anthony Godfrey:
Exactly.

Deanne:
Because I think they see it's like a volunteer job. So I think they think that we're just like here to volunteer, which we do. We love it, but it's actually, you know, you actually get paid for the shift that we're here. Each shift is about a 35 to 40 minute shift and we get paid $15 a shift. So it's actually not bad. Like when I started doing it, my daughter went to Welby and one of my friends that worked for South Jordan City, she's like, you seriously should sign up and be a crossing guard. She's like, you are here every morning dropping your daughter off. You're here in the afternoon, picking her up. And I'm like, oh yeah, maybe I should. And so I did. And really you just kind of get paid to take your kid to school.

Anthony Godfrey:
Do there tend to be openings now and then?

Deanne:
We always have openings. We would love to have even a few more subs, you know, just to kind of be able to use a few more, to fill in our spots.

Anthony Godfrey:
How would someone apply if they're interested?

Deanne:
Do, you know what, if they just go on the South Jordan website and you can go down to job applications, or job opportunities I think is what it is. And you can just click right there and it will take you right to it. You actually are applying to be a crossing guard sub, is what the position is. We always have regular spots that if you wanted to do like a regular morning or morning and afternoon or vice versa. So, we kind of like to start them as a sub just to kind of give them a feel for, you know, the different corners. And then we try to do our best to work in like which school is close to their home, where do maybe their kids go. Different things like that. We try and take that into consideration so that it's not, you're driving all over South Jordan to get to your spot when you live on one end and you have to drive clear to the other end.

Anthony Godfrey:
Do you have some crossing guards that have just no connection and decide that, you know, I want to drive in and do it?

Deanne:
Yeah. Oh yeah Lorena she doesn't and same with Sarge. Like Sarge actually, you know, he's an older gentleman and he doesn't have kids that actually go there. He doesn't even really live there. He started there because he lived closer, but he's moved. But now he's just like a staple over there. I don't know if he can ever leave. And Lorena too, she just kind of comes in.

Anthony Godfrey:
And once you get the nickname Sarge, you kind of want to keep coming back. I mean you’re in charge.

Deanne:
You kind of have to. He's in charge.

Anthony Godfrey:
Yeah, no question.

Deanne:
He is the man in charge. Like I said, when he was out sick, that corner really did not run the same without him because he knows everybody by name.

Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember education is the most important thing you'll do today. We'll see you out there.

Anthony Godfrey:
Hello, and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. Any day is a good day when you hear vocal or instrumental music coming from the many talented students in any number of our schools in Jordan School District. March is “Music in our Schools Month” and on this episode of the Supercast, we celebrate with a passionate music educator. Jennifer Clark believes quality music programs elevate many aspects of education and benefit students long after graduation.

Let's start on a high note with some music.

Jennifer Clark:
A little bit flat. Good, good Charlotte, little flat. Good.

We're gonna play a piece called Jupiter for you guys. This is by Gustav Holst and we are starting at the pickup to measure eight.

Anthony Godfrey:
We're here in Jen Clark's classroom. And there's a little plucking and messing around going on in the background because when you've got an instrument in your hand, students just can't keep from playing.

Jennifer Clark:
And fun music in front of them. Yeah, irresistible.

Anthony Godfrey:
That's right. It is irresistible. So tell me, how long have you been an orchestra teacher?

Jennifer Clark:
This is my sixth year of teaching.

Anthony Godfrey:
And you teach at two different schools. We're at Copper Mountain now.

Jennifer Clark:
Yes, I do. So I used to teach fully at Copper Mountain, but then when we split in half, then now I teach my afternoons at Mountain Creek.

Anthony Godfrey:
And I'm sure that the Mountain Creek students were very grateful that they got to keep you, even though they had to switch schools.

Jennifer Clark:
I didn't know about that, but I was excited to get to keep them. I hope they were excited too.

Anthony Godfrey:
This is “Music in our Schools Month”. Tell me about the positive impact that a student experiences by being in a music class.

Jennifer Clark:
There are so many, so having music available to students in a public school or in their school is often the first place they get to experience music because outside of that, it would be parents paying for private lessons or paying for outside influences. So it's the first chance they get to be a musician. And there is so much value from being a musician, from learning how to play in a group. You learn team skills. You learn to work hard at something. This has not come easy at all, I know. So they are learning to persevere, to work on something that's challenging and to learn how to be better at that. It teaches a lot of connection with yourself. Music is one of the most fundamental forms of expression for humans. So it allows them to express themselves in that regard. To learn to play music that they both have heard before and music that they haven't heard before, we get to access different cultures. So there's just, there's so much value from being a musician.

Anthony Godfrey:
Tell me more about the connection to yourself as a musician.

Jennifer Clark:
Yeah. So learning how to play an instrument can teach you a lot about yourself and how you handle challenges, and how you learn new music or new things. And then you get to find it kind of, it gives these kids their voice because they start to realize as they practice more and as they work at it, they're good at this thing. And they can play and they can express themselves. Music is at its very nature expressing emotion. So they're expressing their emotions and they can connect with other people, even across cultures, across language barriers. It allows you to connect with people and to express your own emotion and your own self. Because everybody, this music, for instance, the music we played for you was written about a hundred years ago and it's been played countless times, but everybody plays it a little bit uniquely and a little bit different and they put their own expression into it. And then when you hear somebody play, you learn a lot about themselves and a lot about who they are based off of how they're playing and how they're expressing. So it gives students that voice and sometimes they don't have that voice. You know, they're not very outgoing maybe, or they don't feel like they have that voice in other scenarios, but they can, with these instruments, really express themselves and their feelings and their thoughts and a lot. It's just, it's amazing.

Anthony Godfrey:
I loved hearing your description of orchestration when I saw the concert a few nights ago. Tell me about orchestration. Describe that.

Jennifer Clark:
So yeah, so orchestra and orchestration of course have the same root word. So we use that orchestration in a lot of different scenarios, just planning and organizing and pulling off these different pieces, different moving parts. But it kind of stems from orchestra, where you have all of these different individuals who come with their own background and their own, speaking of expression, their own emotions, their own thoughts, their own world and life views. And then we come together and we have to learn how to play as one connected group. So we all wanna bring our own. It's this balance. We have to bring our own individual ways of playing. We don't wanna be the exact same as everybody else, but we want to be able to blend together and to produce something that's better than what we can each create individually.

So that orchestration, sometimes I feel like I'm this like puppet master because I have all these different people going on. And it’s like there's this string connected to every student and they all come together and create this sound. We have 21 plus individuals, each offering their own piece of that. Then we orchestrate it and we put it all together into this one finished piece that is much better than if you just took 20 people in separate rooms playing together, playing individually. It's a lot better when we come together and we're a lot stronger together. And we orchestrate that and create finished pieces.

Anthony Godfrey:
Well, you really are a bit of a puppet master because there are lots of strings involved after all.

Jennifer Clark:
Yeah, four on every instrument.

Anthony Godfrey:
That's right. Now you also, of course, learn a lot of teamwork. You're relying on each other as musicians.

Jennifer Clark:
Yes, absolutely. So we talk a lot about blend and balance and there are times when one section, maybe the violas have the melody, and we want as a whole orchestra, we want to provide this kind of a safety net. This foundation of sound that the violas can rise above. That whoever, whichever section has that melody, can rise above that. And really it's their turn to shine there, the melody. And then they'll pull back when it's not their main part. We join that kind of homogenized sound and so we're blending and we're balancing where we want to give and take. And say, when it's your turn for the melody, I want to do my best to let you shine, and then you'll do the same for me. So it's a lot of trust and a lot of teamwork that is absolutely necessary. Otherwise it does sound just like 21 separate people doing their own thing.

Anthony Godfrey:
Yeah. I didn't think about that. So that's a great lesson to learn, to know when to blend and when to shine.

Jennifer Clark:
Yeah. It's all about relationships. It's like relationship training.

Anthony Godfrey:
Students who are in a music class also benefit academically.

Jennifer Clark:
Absolutely.

Anthony Godfrey:
Tell me why you think that is.

Jennifer Clark:
There have been several studies where musicians, especially instrumental musicians, although many benefits still come from choir, musicians do better in test scores. They have higher grades. They often graduate at a higher rate. For students who are looking to get into medical school, there was one study that, so it's not a widespread thing, but there's some data that shows that medical schools look for music as an experience, that they accept musicians at a higher rate than other subsets.

Anthony Godfrey:
What I like is that you call your students musicians. Tell me about that frame of mind that you put them in.

Jennifer Clark:
Yeah. I think that everybody's a musician, even, you know, these kids are. Little children are singing and dancing and music is something that babies connect with. So we come to earth as musicians. And if they think of themselves as musicians, it's a role that we can take ownership of. And it's this cool aspect of themselves that sets them apart from other students who don't play instruments.

Anthony Godfrey:
Well, we all have a heartbeat. So we all have a tempo we're walking around with all the time.

Jennifer Clark:
Yeah.

Anthony Godfrey:
Now, now you put up a bulletin board to help promote “Music in our Schools Month”. Tell me about that.

Jennifer Clark:
I wanted to highlight teachers that are musicians, because most of my students I know will not go to college and become music professionals like I did. But music is more than just that. Sometimes we think you either have to be a professional musician or you're nothing, but we have so many of these teachers that did music growing up and it kind of opened up that part of their soul. And then they are still musicians, whether or not they play anymore. So I wanted my kids and these other students at this school to see, hey, you can be a PE teacher, a math teacher. You can really like science. You can do whatever you want and music adds to that. It's the supplement that leads to a well-rounded life. So I sent out an email to all the teachers and said, if you ever took a music class, I had so many respondents who were in choir, band, orchestra, music theory, all this growing up. And a lot of it they've kept now to this day. They're like in a band or they're some, they are still, in groups or occasionally play. And it's amazing that it becomes something that people connect with and they never wanna let that go. Even if it's not their main gig.

Anthony Godfrey:
Were you surprised at some of the teachers who had been musicians?

Jennifer Clark:
Yeah, I was. I know we have one teacher here that will pull his saxophone out and play for his class sometimes. So I knew about him, but a lot of teachers that I had no idea about. I love seeing that. And that's, I really think the joy of that poster of “Music in our Schools Month”, is you realize, this is a way that this is something everybody can connect to.

Anthony Godfrey:
Well, I'm a music fan. I'm a fan of our music programs and our music teachers. And I'm so grateful that you do what you do. And thanks for promoting music in our schools.

Jennifer Clark:
Thank you so much. Thanks for coming out today.

Anthony Godfrey:
Stay with us. When we come back, we'll hear from some orchestra students at Copper Mountain Middle.

Break:
Do you simply love learning online? We can't wait to have you join the amazing teachers in our brand new Jordan Virtual Learning Academy. In Jordan Virtual Learning Academy schools, we offer innovative, fun, and flexible online learning with daily real-time instruction from teachers. Enrollment is currently open for all K-12 students in Utah. Start on the path to personalized virtual learning success now at connect.jordandistrict.org. That's connect.jordandistrict.org.

Anthony Godfrey:
Okay. So I was watching you guys play. Charlotte, now you play the violin?

Charlotte:
Viola.

Anthony Godfrey:
Viola. I knew I was gonna get that wrong. The viola's a little larger than the violin, right? I can tell the difference. And I have to admit, I couldn't tell the difference when you guys were tuning either. So I do not have an ear for this when she was saying you're a little flat, you're a little sharp. Do you have an ear for that? Can you tell when you're a little flat or sharp?

Charlotte:
Usually.

Anthony Godfrey:
Yeah. What made you want to play the violin?

Charlotte:
Viola? <laugh>

Anthony Godfrey:
The viola. What made you want to play the viola?

Charlotte:
So I actually did wanna play violin at first, but then my older sister, she plays viola and she was just kind of showing me everything about viola. How it's so cool and how it's kind of like a big cello. And my older brother actually used to play cello. So I'm like, oh, I can be like both of you guys. That is so cool. So now I play viola because now I'm like them.

Anthony Godfrey:
What is the difference in the sound between a viola and a violin?

Charlotte:
So a viola has a much deeper sound and it has a C string, which is a lower string. And it does not have the E string. And then the violin has the higher sound and E string instead of a C string.

Anthony Godfrey:
Are there more violinists than viola-ists?

Charlotte:
Always. Yeah.

Anthony Godfrey:
Okay. So you set yourself apart a little bit as a viola player as well. How often do you practice?

Charlotte:
So I usually practice like every day after school for like a half-ish hour. Just go through all my music, go through what's hard, what's easy. Just revise everything.

Anthony Godfrey:
And is it something that you look forward to having the time to practice?

Charlotte:
Yeah, usually

Anthony Godfrey:
How does it feel to practice? Does it give you, does it kind of relax you or energize you?

Charlotte:
It's actually pretty relaxing because then I just, it helps me know that I'm actually doing pretty good and I'm improving.

Anthony Godfrey:
And can you feel yourself improving?

Charlotte:
Yes.

Anthony Godfrey:
You can tell. That's one of the things about being a musician is that you get this feedback. You know instantly if you've played a wrong note or if you're not bowing correctly. Is that how you say it?

Charlotte:
Yeah.

Anthony Godfrey:
Okay. Now, your siblings both play an instrument. Do your parents play an instrument?

Charlotte:
So my mom used to play violin and she's sort of relearning it and then my dad, he doesn't really like play piano, but if you sit him down in front of a piano, he can figure out a song.

Anthony Godfrey:
He can tinker around a bit with it. Do you imagine yourself continuing to practice and play as an adult?

Charlotte:
Yeah.

Anthony Godfrey:
Tyler, tell me about playing the cello. There's always room for cello, right?

Tyler:
Oh, always room for cello.

Anthony Godfrey:
Do you practice every day?

Tyler:
Yeah, usually for about half an hour.

Anthony Godfrey:
And what drew you to the cello?

Tyler:
Well, I played violin first in fifth grade, and then I decided that I wanted to play cello because I just didn't like the sound that the violin put out.

Anthony Godfrey:
And now the cello is less portable. It takes a little bit more commitment. You've got the big, hard case, but you don't mind that?

Tyler:
No, not one bit. It's totally worth it.

Anthony Godfrey:
What are some of your favorite songs to play?

Tyler:
I love Brandenburg Concertos from Bach. Specifically the Number 3, the third movement in G Major.

Anthony Godfrey:
I said songs. I'm revealing that I'm a guitar player. I should say what are your favorite pieces? Brandenburg Concertos.

Tyler:
Mm hmm, Brandenburg Concertos.

Anthony Godfrey:
Fantastic. And as you practiced, do you feel a deeper connection to the instrument and to the music?

Tyler:
100%. Yeah.

Anthony Godfrey:
Tell me about that.

Tyler:
It makes you almost feel like you're a part of history. Being able to play these songs that were, or pieces, that were written hundreds of years ago. You feel almost like you're connected to the composers that wrote them.

Anthony Godfrey:
I haven't ever thought of it that way. I feel the same way when I'm playing just some pop song on the guitar. So I can imagine that being able to feel like you're connected across centuries, to someone who wrote something a long time ago is really meaningful.

Tyler:
It is.

Anthony Godfrey:
What made you want to play an instrument in the first place?

Tyler:
My dad plays viola and my parents actually forced me to start in piano. Then I went to violin because I wanted to play a string instrument like my dad. Now I'm on cello and I play a handful of other instruments.

Anthony Godfrey:
It is nice that parents force us to do some things to start with. And then we realized that, ‘Hey, this is maybe a good idea.’ You started with piano, went to violin and now you're with the cello. Do you think you'll change again or is cello where it's at?

Tyler:
In a classical string setting cello is definitely where it's at, but I play guitar and bass guitar too.

Anthony Godfrey:
Oh, you do? And what do you like to play on the guitar? Classical or?

Tyler:
It's usually electric or acoustic. I love punk rock and classic rock.

Anthony Godfrey:
Ah, who are some of your favorite punk rock and classic rock bands?

Tyler:
Green Day probably takes that top spot. I love Green Day and probably Queen.

Anthony Godfrey:
Yeah, great bands. I love Green Day. Huge Green Day fan from the start. What advice would you give to any student who's thinking about starting to play a stringed instrument?

Tyler:
As long as you put the commitment in, you can always improve.

Anthony Godfrey:
And you have to really put the commitment in to get the reward. The reward probably doesn't come right away.

Tyler:
No, it takes a long time to get the reward.

Anthony Godfrey:
So invest the time and the reward's gonna be worth it.

Tyler:
Yeah.

Anthony Godfrey:
Okay. Do you feel like this impacts you in other aspects of your life in a positive way?

Tyler:
Oh 100%. It's helped me academically a lot.

Anthony Godfrey:
Tell me about that.

Tyler:
Being committed to an instrument helps you commit in other places like with your schoolwork. You can commit to getting a better grade in that.

Anthony Godfrey:
So you understand what it takes to put in the work and have some commitment. But also, from my experience, when you put in the work, you realize, ‘Hey, when I put in work, I get results.’ There's a sense of efficacy.

Tyler:
It's very satisfying. Being able to put in the work and complete something that's worthwhile.

Anthony Godfrey:
Well, you sounded great. I was standing right by you as you guys were performing, it sounded fantastic. And I know it's not easy to do and congratulations on playing so many different instruments.

Tyler:
Yeah. Thank you.

Anthony Godfrey:
And on being a Green Day fan, well done, sir. Annika, you play piano?

Annika:
And the harp.

Anthony Godfrey:
And the harp. Tell me about playing the harp.

Annika:
It has been so much fun. I started playing in fourth grade and so I've been going for a while, but it has been so cool to be able to apply that to a real school orchestra. I feel like that's not a thing that most middle school orchestras get to have.

Anthony Godfrey:
So do you play the harp here at Copper Mountain?

Annika:
When there's a song that has a harp piece in it I bring it in on certain days and then we get to practice it all together.

Anthony Godfrey:
A harp seems really complicated to play. Can you tell me about the technique? You rest your thumbs on the same strings to start with? Or how does it work?

Annika:
Well, you're normally gonna place your fingers on the strings that you're about to play and you try to keep a C shape with your hands, with your thumbs up so that you don't like buzz the strings as you move your hands along. It's honestly not as complicated as it seems. Like it's hard to play on the tips of your fingers. So you get a clear sound, but it's really just playing the piano on strings.

Anthony Godfrey:
So really, those skills translate.

Annika:
Yeah. And they use the same music, so, well, not the same, but like they use the same musical

Anthony Godfrey:
Notation.

Annika:
Yeah.

Anthony Godfrey:
So skills, harp skills transfer to piano skills and vice versa.

Annika:
Yeah, for the majority.

Anthony Godfrey:
Is your harp hard to carry around?

Annika:
Yeah.

Anthony Godfrey:
Just strap it to your back and carry it to your next gig.

Annika:
Oh, I'm glad that doesn't happen. I have a dolly that you put it on and then you just roll it around, but you definitely have to have a van or a truck.

Anthony Godfrey:
And you have to balance the harp just right. Do you balance it against your shoulder as you play? Do you lean it against your shoulder?

Annika:
Yes. It normally is pretty solid because it's got four feet on the bottom. But to play, to get better range for your arms and hands, you do lean it against your shoulder. I did actually have one time when I like set it down too hard and it almost fell over. My life flashed before my eyes.

Anthony Godfrey:
It's an expensive instrument I'm sure. How long does it take to tune the harp? And how frequently do you have to do that?

Annika:
I like to check the tuning every day before I play. My harp is pretty solid at keeping the tune, but it, especially in Utah, when the temperature changes or the humidity, it really just totally messes it up. And then you have to retune it.

Anthony Godfrey:
How long does it take to tune it? If it's really out of tune?

Annika:
Anywhere between like three minutes to 10, it really depends on where it's at.

Anthony Godfrey:
And what drew you to the harp? What made you want to play the harp in fourth grade, you said you started.

Annika:
Yeah, it was actually a production of Tarzan that I went and saw because there was a live orchestra. I saw that there was a harpist playing and you know, like you always hear about the harp and the pretty glissandos and stuff, but really seeing it in that orchestra with the play going on really was like, wow, I wanna do that.

Anthony Godfrey:
That's exciting. Glissando, that's when you hear kind of the smooth, fairy like sound of the harp, right?

Annika:
Yep.

Anthony Godfrey:
So how frequently do you have, I assume you started with lessons in fourth grade. How frequently do you have lessons? How frequently do you practice?

Annika:
I have lessons once a week and I could do more often, but I don't because I feel like I don't need instruction all that often, but I practice half an hour on harp every day and then half an hour on piano. And then, you know, if I'm really stressed about a performance, it's more than that.

Anthony Godfrey:
What do you like about playing the harp?

Annika:
I really like how it's so versatile. People always of like the pretty runs and like fun, pretty music, but you can get so many different sounds out of a harp.

Anthony Godfrey:
Well, you're obviously a very talented musician. How has music changed your life?

Annika:
It has been such an important part since I was little, it's hard to pinpoint the changes. I feel like it definitely has affected how I approach school and like the things that I do in my day, like, you know, I get home from school and I jump on the piano to do all my stuff. And definitely Orchestra has been a really big part that I wouldn't have had otherwise.

Anthony Godfrey:
Is playing an instrument a stress reliever for you?

Annika:
Absolutely. Well, sometimes it can cause a little bit more stress when you've got a performance coming up. But it's just so nice to be able to have an easy song that you know, and just play it through and hear that music.

Anthony Godfrey:
Fantastic. Well, congratulations on being so dedicated to your instrument, to your instruments. Congratulations.

Thanks for joining us on another episode of the Supercast. Remember education is the most important thing you'll do today. We'll see out there.

Anthony Godfrey:
Hello, and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It's a fun and exciting program that's growing throughout Jordan School District. We're talking about Unified Sports, a program that joins people with and without disabilities on the same team, whether it is baseball, soccer, golf, or even eSports. On this episode of the Supercast, we explore how training and playing together creates a path to lasting friendship and understanding among students with special needs and their peers. Unified Sports really is helping break down stereotypes, empowering students on and off the  playing field.

We're here in the gym at Riverton High School, talking with Alexis Brown, who is the coach for the Unified Sports program. Tell us about how long you've been here, what you teach, just introduce yourself.

Alexis Brown:
I'm Alexis Brown. I work at Riverton high school in the Special Ed department as one of their Life Skills teachers. I started working here last year as an intern. So this is only my first year as a licensed teacher here at Riverton High School and in Jordan School District.

Anthony Godfrey:
Well, we're really excited to have you here, and I'm excited for this program. Riverton is ahead of the curve. We're starting this program throughout the District in the fall, but you guys have been doing this for a little while. Tell me about what Unified Sports looks like at Riverton High School.

Alexis Brown:
At Riverton High School we have a really large Unified Sports program. We have 21 life skill students here and those are the athletes that participate in the sports. There's usually about 10 students that participate on each of the teams, soccer, basketball, and track. We get the students and most of the time my Unified athletes come from my peer tutoring classes, the students that work with the students in their classes every single day. But a lot of times those peer tutors and the Unified partners that have done it before pull in their friends have never even worked with any of the athletes before. And it creates a fun community because that's people that never even thought of peer tutoring, never even thought of working with people with disabilities, and now they're in the Unified Sports program.

Anthony Godfrey:
And they may not be athletes themselves at all, but now they have a chance to be part of something.

Alexis Brown:
Yes, most of the peer people that participate are not athletes. The people on the high school basketball team aren't on the Unified basketball team and we prefer that they don't play so that the students that are playing have a more meaningful time doing it. They have more time to play. There's not just one person dominating it. They feel like they are a contributing person to the team. And if there's a basketball player on it, they're not contributing as much as they would.

Anthony Godfrey:
And it involves more students who don't already have the opportunity to be part of an extracurricular activity.

Alexis Brown:
Most of the Unified partners that compete with us are in our Wolf Buddies Club here at Riverton High, so our Unified club and that's basically what they do. And so adding another piece to it where they get to do sports on top of that adds another depth to our club and our inclusion here at Riverton High School.

Anthony Godfrey:
And what I love about this program is that it builds friendships and connections that go well beyond the sport. So it just deepens those friendships and connections and makes everyone feel more a part of what's going on here at school.

Alexis Brown:
Yes, definitely. One of my athletes and one of my Unified partners was a peer tutor last semester and the semester just changed. My students were devastated when this Unified partner left because it was such a big part of the team. It went with us to state for our soccer state tournament, did a lot with our students, and would come in before school and say hello. One of my students was like, ‘I'm gonna glue you to my backpack so that you can’t leave me. Like you have to stay a peer tutor.’ So luckily this Unified athlete is doing basketball again and so they're all super excited to have another familiar face on our Unified team.

Anthony Godfrey:
Good. That's outstanding. Well, I know it takes extra effort and I just really appreciate your dedication to the program and to all of the kids who are part of it. It makes a big impact. Thank you.

Alexis Brown:
Thank you. I love these kids.

Anthony Godfrey:
Stay with us. When we come back, we catch up with some student athletes and find out how they are benefiting from the Unified Sports experience.

Break:
Do you simply love learning online? We can't wait to have you join the amazing teachers in our brand new Jordan Virtual Learning Academy. In Jordan Virtual Learning Academy schools, we offer innovative, fun, and flexible online learning with daily real-time instruction from teachers. Enrollment is currently open for all K-12 students in Utah. Start on the path to personalized virtual learning success now at connect.jordandistrict.org. That's connect.jordandistrict.org.

Anthony Godfrey:
We are here with the Unified basketball team at Riverton High School with a couple of athletes and Unified partners. Introduce yourselves, tell me your name.

Anyinda:
My name is Anyinda.

Saul:
My name is Saul.

Kole:
Hi, I’m Kole

Marinn:
I’m Marinn.

Anthony Godfrey:
All right. Let's talk first to our athletes. What does this mean to you to be on this basketball team?

Anyinda:
It's fun and we can shoot hoops.

Anthony Godfrey:
Well, that's a good combination. How about for you? What do you like?

Saul:
Shooting hoops and dribbling.

Anthony Godfrey:
You like the dribbling?

Saul:
Yeah.

Anthony Godfrey:
I never wanted to practice dribbling. Do you practice your dribbling?

Saul:
Yeah.

Anthony Godfrey:
I'm not an athlete, so I've never heard people clap for me when I'm shooting the ball. Does that feel good to have people clap when you're shooting the ball?

Saul:
Yeah. It makes me feel, it makes me feel nice.

Anthony Godfrey:
Does that give you some energy when you hear people clap for you?

Saul:
Yeah.

Anthony Godfrey:
Have you made some friends being on the team?

Saul:
Uh, yeah, Kole.

Anthony Godfrey:
Kole?

Saul:
Yeah.

Anthony Godfrey:
Tell me about Kole.

Saul:
Uh, he's my bestest best friend. We hang out together sometimes at lunch.

Anthony Godfrey:
What sports does he play with you?

Saul:
Soccer and basketball.

Anthony Godfrey:
Okay. Kole, let's talk to you. Tell me about his skills.

Kole:
So he's pretty good. Probably one of the better players on the team.

Anthony Godfrey:
Yeah. Does he get focused once he gets the ball in his hand?

Kole:
Very focused.

Anthony Godfrey:
Yeah. That's good. I can see that he's got a lot of energy, that he's ready to go. Tell me what it means to you to be a Unified partner on this team.

Kole:
It lets me help out the athletes, play the game and have fun with them and teach 'em how to play basketball and stuff.

Anthony Godfrey:
So tell me what it looks like. How frequently do you practice? When do you have games?

Kole:
We practice every day and we have games every Saturday.

Anthony Godfrey:
Okay. And a big tournament's coming up, is that right?

Kole:
Yeah, the championship, for state championship.

Anthony Godfrey:
Okay. And what do you like most about playing?

Anyinda:
Playing? Um, let's see, um,

Anthony Godfrey:
Shooting?

Anyinda:
Shooting and passing and relationships with my friends and stuff.

Anthony Godfrey:
Okay, great. Tell me about what friends have you made on the team?

Anyinda:
Um, Jason.

Anthony Godfrey:
Jason. Tell me about Jason.

Anyinda:
Um, he's my friend and he's kind and we always talk a lot.

Anthony Godfrey:
Does Jason like to pass the ball like you do?

Anyinda:
Yeah.

Anthony Godfrey:
Okay. That's good. That makes for good friendships. Tell me about being a Unified partner on this team.

Marinn:
I loved it, I still do. It gives me a unique opportunity to become closer friends with the athletes and it brings a lot of happiness to me personally. Just because seeing them happy and seeing them work hard and accomplish something is very heartfelt and nice to see.

Anthony Godfrey:
Have you played sports other than being involved in the Unified Sports team?

Marinn:
Not for a long time. I used to play soccer when I was a kid and then I redid it playing Unified Soccer. I actually was like, maybe I should join the team. But I didn't because I don't think I have the best skills.

Anthony Godfrey:
But now this has given you an opportunity to compete and you wouldn't have been doing that otherwise.

Marinn:
Yeah, I love it. I mean, it has something mixed with like competition, which I love competing, and helping people and working with other people that I wouldn't normally have the chance to work with.

Anthony Godfrey:
And you wouldn't have made the friends that you've made on this team without this, this program.

Marinn:
I've never made friends as fast as I have being on this team.

Anthony Godfrey:
That's awesome. But do those friendships continue off the court?

Marinn:
Yeah, I mean, Anyinda, I met him during soccer. And now whenever I see him in the halls, he comes up to me and he says, “hi”, and we just talk and it's really nice.

Anthony Godfrey:
Anyinda, how does it feel to have some friends from Unified Sports?

Anyinda:
Um, it's amazing. So, yeah, and it's fun.

Anthony Godfrey:
Well, thank you very much. I'm excited to hear about how your competition goes later this month and keep up the great work.

We are here with Scott Weaver, the president and CEO of Special Olympics, Utah and Courtnie Worthen, the director of Unified Champion Schools. Thank you very much for spending time with us. These are two individuals that have made it possible for us to accelerate our Unified Sports efforts in our schools and just provide for more inclusion in our schools, which is really a primary goal here in Jordan District. But let me give you a moment to introduce yourselves and then let's talk about Special Olympics and Unified Sports.

Scott Weaver:
Hello and thank you again for having us. I've been with Special Olympics for gosh, 42 years now in some capacity and was fortunate enough to be around when Unified Sports started back in the late eighties. I've grown up and grown and old with Unified Sports, as well as my kids, they were partners on Unified Sports team. So I'd say it's a program that really, I think has been one of the best kept secrets with Special Olympics, which is not a good thing. We appreciate the support from the Jordan Education Foundation and the school district to help us get the word out to the many students that benefit from this program.

Anthony Godfrey:
Now, some folks don't know much about Unified Sports. So tell us about your role with that and then really what is Unified Sports?

Courtnie Worthen:
So I started with Special Olympics as a Unified partner at Utah State University about 10 years ago and fell in love with the program. I was able to compete with students with disabilities and it was the greatest thing ever. And whether you missed the shot completely, everyone was still super excited. And so I knew it was something I really wanted to be a part of. So to be the director of Unified Champion Schools has been my dream job. Our goal is to create inclusive school environments across the state, to provide opportunities for students with intellectual disabilities, to interact with their peers and to just be a member of their schools.

Anthony Godfrey:
The goal is that everyone is on the same field together. That's really what I love about it. It's truly unified and it lifts everyone that's involved.

Courtnie Worthen:
Absolutely. Yeah, the Unified partners gain just as much, if not more, as the students with intellectual disabilities. I have friends from 10 years ago that I still talk to and it's just, it's really a way sports creates friendships. It gives you a community and it gives you something to connect with other people on. And so it gives students a disability, the ability to do that, and it gives peers something to talk to them about. It gives the Unified partners a way to see the human in a person with an intellectual disability and just be their friend.

Scott Weaver:
You know, I was gonna say that's an important part. And I think that’s often overlooked. There's sports, it's competitive, but there's the fun component of it. There's been a lot over the course of the decades. There's been a lot of research done on the value of Unified Sports and what it brings to schools and to the community at large. And one of the statistics that jumps out to me, that to Courtnie's point, is in the Unified Champion Schools programs those who have been evaluated, 94% of the students without disabilities had created friendships with people with intellectual disabilities. 94% is a huge number. I think when you can create those friendships both on and off the field of play to me, that in and of itself is the reason why this program should be everywhere and everyone should be taking part in it.

Anthony Godfrey:
Well, to me, it's just one more option that we need to make available to every student. Obviously, Courtnie, as a partner, your life has been permanently impacted through that interaction. And that's really an important component of education is connecting with others. Maybe others who aren't like us, or who may not seem as connected to us, and seeing that we can make lifelong connections with people that we thought at first we might not be able to. And like you said, it humanizes everyone. And I think it gives people a sense that they have to connect with the people around them. And that's a skill that everyone can benefit from. Describe for me what things look like statewide right now and, and where we're headed from here.

Courtnie Worthen:
So we have gotten a lot of support on Unified Sports right now. First Lady Abby Cox has chosen Unified Champion Schools as one of her initiatives. And so with her, it's our goal to get Unified strategies into at least a hundred schools by the 22-23 school year. We are well on track to do that, especially with the support of the Jordan School District and the Education Foundation. All six high school schools in the Jordan School District will have at least one sport offered and we will offer Unified PE. We are starting to work on a statewide Unified PE curriculum, and we've gotten so much support from Utah Jazz and REAL Salt Lake hosting our tournaments and giving these athletes the opportunity to participate and compete on a professional pitch, which has been incredible.

Anthony Godfrey:
It was really fun to be at the event at REAL Salt Lake’s Rio Tinto Stadium. And just to see the joy that it brought everyone who was a part of it. It breaks down walls, builds connections, and we need a whole lot more of that in our society right now especially. If someone is listening to this and they want to be involved somehow, what would you tell them?

Courtnie Worthen:

It takes a champion. It takes someone in the school to want to do it. And I mean, really just reach out to me and we'll work on getting it started. It just takes, especially when we have the support of the administration, it makes it a lot easier. But if there's at least one teacher, one parent, one student who wants this will make sure it happens in their school, we'll make sure that we get the funding and we'll get them started.

Scott Weaver:
Yeah, for those who are listening who maybe have a student or a child that has graduated or, you know, they themselves as an adult, our Unified Sports program isn't limited to the schools. It's certainly a focus and a priority, but it is community. It is statewide. People of all ages and all abilities can participate in Unified Sports. We have partners in their senior years that are partners on bowling, bocce, golf teams. Anyone out there with an interest in being involved in sports and a fun environment and connecting with people in their community, I'd say, contact Special Olympics. We'd be happy to get you connected with a team, whether it be school based or community based.

Anthony Godfrey:
We'll put that information in the show notes so everyone can reach out and get involved. Tell me what sports we have available right now in the state of Utah.

Courtnie Worthen:

So for Unified Champion Schools, the Utah High School Activities Association has sanctioned Unified Soccer, Unified Basketball, and then Unified Track. But we also offer bocce, bowling, swimming, athletics, softball, soccer within our community. We've also added, I mean, Scott can talk to this, but we've also added Unified Cheer and dance sport.

Scott Weaver:
And flag football is a new sport. So I think right now, 12 sports throughout the state and continue to look to grow and expand the sports offerings for athletes.

Anthony Godfrey:
I think bocce would probably be my point of entry.

Scott Weaver:
It's a good one.

Anthony Godfrey:
I actually really like bocce ball. So there are lots of ways to get involved. Look at the contact information and reach out. Courtnie, Scott, thanks for taking time with us. And thank you most of all for the efforts you're making to promote these programs, but also just to make our community more unified and more connected.

Courtnie Worthen:
Thank you for having us. And thank you so much for your support and making it possible for these schools to be involved.

Scott Weaver:
Yes. Thank you.

Anthony Godfrey:
The first Unified Sports State Basketball Tournament is being held at Weber State University on Saturday, March 26th, beginning at 10:00 AM. The Riverton High Unified Basketball team takes the court to compete at 2:30. Join us in cheering them on. Go Silverwolves! Remember education is the most important thing you'll do today. We'll see you out there.

Anthony Godfrey:
Hello, and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They put in hundreds of hours of work and practice before hitting the stage, and it pays off every single year at Southland Elementary School. On this episode of the Supercast, meet the woman behind the 14 years of school musicals at Southland. Find out why this is her final curtain call and how students and volunteers make every production the experience of a lifetime for everyone involved.

We're with Sharon Kartchner, the director of the Adventures of Lewis and Clark put on by Southland Elementary and it's just about showtime, so thanks for taking time to talk with us.

Sharon Kartchner:
You bet. I'm excited. The kids are excited too, as you can hear from the roar coming in the auditorium.

Anthony Godfrey:
Yes, and the crowd is excited. They showed up really early for this. Tell me, you've been doing this a little while. This is not your first rodeo.

Sharon Kartchner:
This is my 14th year involved with the musicals, and it started way back in 2008. Our first performance was in 2009 and our first Lewis and Clark performance was in 2010. So I've been doing it the whole time that we've had musicals at Southland.

Anthony Godfrey:
That's three US presidents ago that you started doing this. I think it's really amazing the time that goes into this. I saw it several years ago and I was blown away. It is not the type of you expect. It's really immersive, the kids know it stone cold. They work really hard. And they've been working since October. Tell me what it's like with the kids over that period of time.

Sharon Kartchner:
You know, they're super excited in the beginning. We usually start with about 120. We kind of dwindled down to about 104, which is a little bit more manageable for us. So that works out, but there's definitely times when you can see them glazing over. So, then we try to add some fun things. Sometimes we sing like opera singers or something like that to just change things up and lighten it up. But they work really hard. We have tryouts kind of towards the beginning so that people learning their lines can pick up their lines and be able to learn them. This year we had understudies for the first time because of COVID. And so some of the kids not only had to learn their lines, they also had to learn a main character's lines in addition to their own. And then we were able to kind of let them perform for their peers at one of the rehearsals so that they at least got a chance to perform that.

Anthony Godfrey:
It's obvious to me that there are many layers to the learning that happens here. There's great value in memorization. There's great value in learning to be part of a team and the content of the musical. By the time they're done performing and practicing, starting in October, they have learned the facts about this particular part of American history stone cold. American history is the theme, is that correct? All the way through?

Sharon Kartchner:
Yeah. So the three musicals that we rotate through, one is Lewis and Clark, that is the fourth grade curriculum. Then we wrote our own America show, Quest for the Stars and Stripes, which is fifth grade. And then we also do Dig It, which is an ancient civilization show. So that covers the sixth grade curriculum. So they all get to be in at least two of them, if they would like. And I kind of give 'em a quiz towards the end. Not really, but I just say, “So who is the President that sent Lewis and Clark?” You know, “Thomas Jefferson”. “What years should they go?” “1804 to 1806”, you know, making sure that they, that it all sunk in and they know stuff now that they wouldn't have known otherwise. And it's awesome.

Anthony Godfrey:
And like you said, it sunk in and it's gonna stay in those brains because just going over it and really inhabiting that adventure as a character, playing it on the stage is the deepest kind of learning we can possibly imagine.

Sharon Kartchner:
For sure. And that's why we picked the ones that we did pick so that they would actually be learning something. And when we didn't find one about America that we liked, we just decided to write our own so that they could learn even more.

Anthony Godfrey:
And that's the one I saw and it was incredible, it was fantastic. So you've been doing this since the start, and this is your final year. How does that feel?

Sharon Kartchner:
You know, it's a mixed bag of feelings. I'm relieved on one hand, but I'm also sad because it's been awesome. I might talk him into letting me do the videography from now on, but then I don't have the four months stint ahead of time. But it's been really fun. I was actually privileged to direct two of the shows in the middle there when my girls had already graduated from elementary, but my little caboose, Jason, hadn't gotten old enough to perform yet. And so I loved it that much that I'm like, ‘I'm gonna keep this going until he can and have a chance to participate as well.’ I feel really confident in the ladies that are working with me, that they're gonna carry the torch and keep it going. And I have no problem handing it over because they're amazing. All of 'em.

Anthony Godfrey:
I'm super impressed with the legacy that you leave behind having done it for so long and dedicated so much time to it. What do you hope is the outcome for the students that you've worked with over the years?

Sharon Kartchner:
You know, I've already seen some of the outcomes. I've seen some of them go on to be actors in the middle school and high school plays. I've had one girl that said, you know, ‘because I had a solo in your musical, I was able to go and try out for a city musical and have total confidence that I could do it’ because she had built the confidence here. I've had other ones that have graduated with computer science degrees from college and other ones that are married and have kids. And so it's just fun to see that they just go off in life and are all successful.

Anthony Godfrey:
It's incredible what happens in the life of a child in 14 years. You talked about the confidence that it builds, and I think that's one of the great values in the arts. It builds your confidence. It shows you, ‘I didn't know this. I didn't know how to do it. And now I'm doing it in front of people.’

Sharon Kartchner:
Yeah. I've seen some kids that have started out just really quiet and then they get up there and we practice and we laugh like, ‘okay, do it like this’. And of course I do it extra big, so that they'll do it maybe a little bit bigger. But then they do it, and then they get in front of these guys, you know, the crowd and they just beam. And it's just fun. Even some of the kids that don't look enthusiastic at all when they're in practice and we're like, “please just smile”, they're here and just beaming. And they just are so excited to perform for people. It's just fun to see that transformation.

Anthony Godfrey:
What a great experience for everybody involved. You can hear the enthusiasm of the families. I hope I can find a seat in there because there are a lot of people in there. And you know, you mentioned earlier, there are over a hundred students involved. That's another thing I just love, is how many people can find a role. Can find some way that they're helping and contributing, and that makes them feel a part of something.

Sharon Kartchner:
Definitely. And Lewis and Clark has the fewest speaking parts in that particular musical. There's only about 16 speaking parts, but there's still like ribbon dancers and water wavers and fork in the road dancers and all these other parts that we let them be a part of. The other musicals have even more speaking parts, which is really fun, lots of scene changes. It gives the kids an opportunity to try to learn something and be something, but all the musicals, they are a part of it and they feel a part of it. And it's really fun to see.

Anthony Godfrey:
Thank you for doing this. Thank you for making it such a rich learning experience. And thank you for inviting me and I get to watch a great musical tonight. I'm looking forward to it.

Sharon Kartchner:
Enjoy the show.

Student Actor:
Thank you everyone for a warm and enthusiastic reception. The name of my report is ‘Every Single Day in the Three Year Long Expedition of Captain Meriwether Lewis and Captain William Clark’. I'm sure you'll find it fascinating as well as lengthy. I mean…thorough.

Anthony Godfrey:
Stay with us. When we come back, we hear from two students in the musical. Find out how much they learn from their experience on stage and what the cast walks away with once the final curtain comes down.

Break:
Do you simply love learning online? We can't wait to have you join the amazing teachers in our brand new Jordan Virtual Learning Academy. In Jordan Virtual Learning Academy schools, we offer innovative, fun, and flexible online learning with daily real-time instruction from teachers. Enrollment is currently open for all K-12 students in Utah. Start on the path to personalized virtual learning success now at connect.jordandistrict.org. That's connect.jordandistrict.org.

Student(s) singing:
O, my name’s Napoleon Bonaparte and have I got a deal for you.
I’m in danger of being blown apart so I make this appeal to you.
All eyes are fixed on you! All hopes are fixed on you!
It’s yours, you’re really in some luck, for fifteen million bucks!

O his name’s Napoleon Bonaparte and has he got a deal for you.

Anthony Godfrey:
We're talking with Megan and Jason, who are in tonight's performance of the Adventures of Lewis and Clark. Megan, tell me about being in this production.

Megan:
It's really interesting. We get to talk and dance and it's really fun.

Anthony Godfrey:
You're all decked out. You guys look great. What does this mean to you? What's most exciting about this for you?

Megan:
Making my family be able to watch this.

Anthony Godfrey:
Yeah. There's a lot of enthusiasm. Are your parents excited to see this?

Megan:
Very.

Anthony Godfrey:
Now, Jason, I know your mom is excited to see this. As the director she's a little bit invested in this. Tell me, what do you think about being in these productions?

Jason:
It's really fun how we learn and do fun actions and be able to do different things that you wouldn't think you would be able to do. And then you just are able to do them.

Anthony Godfrey:
You're wearing an animal hat of some kind and for those listeners, there's lots of fringe. So tell me about your outfit and your character.

Jason:
Well, my character is Clark and so I'm wearing some leather stuff and a raccoon hat.

Anthony Godfrey:
You look fantastic. You look exactly like I picture Clark on his way through the wilderness, so well done. Megan, tell me about your character.

Megan:
I'm a soldier, one of three. And I'm wearing this vest and hat and a sword.

Anthony Godfrey:
You look great, you really look great. Tell me what is something that you learned from this production about history that you didn't know before?

Megan:
I actually didn't know that soldiers actually went on an adventure. And so to be one of the soldiers is actually quite interesting.

Anthony Godfrey:
So you learned about it and now you get to act it out. I really feel like there's a deeper learning that goes with acting out something that you just learned.

Megan:
Yeah, that's very true, because you're not just learning it, but you're having fun learning it and I think it helps you learn it more.

Anthony Godfrey:
Jason, tell me what you learned most. What stands out to you about American history that you didn't know before?

Jason:
Well, I haven't learned about the entire trip, so learning it like early, before I actually learned it in school was very fun. And it was interesting to just be able to know something and help your friends learn it with you.

Anthony Godfrey:
And that's the exciting part. You're helping other people learn it, not just your friends, but there'll be a lot of people in the audience, including me, who I know will learn some things about Lewis and Clark that we didn't know before. Now, you guys have been practicing since the middle of October last year. That's a lot of work and that's a lot of dedication, especially at your age. Tell me about the friendships you've developed and the fun you've had over that period of time.

Megan:
A lot of the people that I didn't know before are in this play and I've grown a really good friendship with a lot of them. It's really interesting to see how many people actually wanted to do the play.

Anthony Godfrey:
And how about you, Jason?

Jason:
Well, since I'm in a Chinese Immersion, I'm usually just friends with the people who are in the immersion with me, because I've been with them, only them, for my entire like grade thing. So being able to get people, not just other people in this grade, but people in different grades, like I never would've been friends with Cassie, but now we're great friends because we are able to do this amazing performance together.

Anthony Godfrey:
I love that. That's a really important part of it. Making those connections. Is this giving you the acting bug? Is this something you want to keep doing?

Megan:
Very much so. I'm really hoping I can in middle school and maybe high school too.

Anthony Godfrey:
Okay, great. I look forward to that. How about you, Jason?

Jason:
Definitely. Like it was really fun being able to do it three times and have these unique things each time and like no one, you know, no one will know what you're going to do next.

Anthony Godfrey:
I was in high school theater all the way through and I highly recommend it. I'm glad to hear you guys have enjoyed it so much. It's exciting to be at Oquirrh Hills. Does that feel like the big stage?

Megan:
Definitely. It's way bigger than I would've expected.

Jason:
Well, I can't say it was bigger than I expected cause I've done it since first grade, but it's still giant compared to where we practice at the beginning. So it's like, feels like you finally got there.

Anthony Godfrey:
You're a three timer. So you've been doing this for quite a while.

Jason:
Yeah.

Anthony Godfrey:
You were a skeleton in first grade, right?

Jason:
Yeah. We had these glow in the dark costumes where they turned off all the lights and we started glowing. We got to do this really fun, cool dance.

Anthony Godfrey:
Well that's an admirable range as an actor to go from skeleton to Clark. So break a leg. That's a good thing, to tell you to break a leg, and I can't wait for the performance looking forward to it tonight.

Jason:
I'm super excited too.

Megan:
Me too. I'm really excited for my family to see it.

Students Singing

Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember education is the most important thing you'll do today. We’ll see you out there.