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hiki nåœ 807 broadcast of hiki nåœ are made possibleby the support of viewers like you! mahalo! and by, bank of hawaii foundation,investing in hawai'i's future by promoting collaboration, critical thinking, and other21st-century skills though hiki nåœ aloha. i'm anya carroll, a hiki nåœ student fromkalani high school in east honolulu. and i'm teo fukamizu, a hiki nåœ student athongwanji mission school in nu'uanu. welcome to thespecial "what i learned" edition of hiki nåœ,
the nation's first statewide student newsnetwork. i'm sure you've all heard some version ofthe saying: the journey is more important than the destination. when it comes to students creating storiesfor hiki nåœ, that statement is very true. while viewers enjoywatching the final pbs hawai'i approved versions of these stories, they have little idea whatthe students went through to get their product ready toair. these student-conceived, shot, written andedited stories go through at least six versions before they areapproved by the pbs hawai'i staff.
in some cases, there have been as many astwenty drafts. through this method of learning by redoing,we gain important skills that prepare us for the real world. skills like teamwork, the ability to collaborate,critical thinking and creative problem-solving. to illustrate how this works, we'll be presentingfour hiki nåœ stories, each followed by a short mini-documentary about what the students learned from the experience of creating their story. our first case study is something i was veryproud to be a part of: kalani high school's story about aninnovative, made-by-students, for-students
workspace. after the story, you'll find out that my partnerand i learned a lot more than just how to shootand edit video. in 2014, three high school students saw aneed in the community. that's when the canvas was created. located in kalihi near dillingham boulevard,this learning-conducive environment was made, wherestudents could come to after school to do homework and collaborate with their peers. isabelle wong isthe youngest of the three co-founders and
current president of the canvas. she is a junior in high schooland is passionate about bringing students together. one of the main goals of the canvas is tobuild the student community. and so, one of the things i want,or i'm passionate about is seeing students, you know, regardless of their high school,regardless of where they come from, you know, where they are intheir life, they're all able to come together, collaborate,work together and be able to empathize with each other and hold discussions, and reallyunderstand each
other not just as other people, but reallyas friends in one collective community. the canvas is run by a team of eight studentdirectors, including myself. we are basically in charge ofdoing everything, including events, day-to-day activities and even budgeting. the canvas was not only thought of by students,but also customized by teens from different high schoolssuch as farrington, kalani and punahou, who all came together to make the space uniquelytheirs. this space started out kind of bare. you know, white walls, carpet flooring.
and when we talked tostudents, they were like, uh, i wouldn't really want to go there to do work. so, one of the things werealized was, we really needed to give the space a makeover. so, this wall behind us was created by ahigh school student from moanalua. we painted all the walls, we ripped out thecarpet and we painted the floor. we painted the white board walls and the chalkboardwalls, and basically, everything in the space that we wanted to have in our spacewas created by students.
the canvas is a federally recognized nonprofitorganization. corporate and nonprofit sponsors,fundraising and parental support all contribute to running the canvas. one of the great things about the canvas is,it allows you to discover what it is you're passionate about. and so, i'm still, you know, here and workingto find what that is, so when i am ready to go and trysomething new, i know what that is. as for the canvas, their future plans areto develop new programs and workshops that anyone can attend,and continue helping students have an engaging
workspace where they can make new friendsand discover their life goals. if you'd like to learn more about the canvas,you can go to thecanvashi.org, or follow them onfacebook, instagram, and twitter at thecanvashi. this is anya carroll from kalani high school,for hiki nåœ. i was the co-writer and co-editor in kalanihigh school's story about the canvas. i was the co-writer and the co-editor on kalanihigh school's story, the canvas. the canvas is supposed to be a nonprofit organizationthat gives students a place to come to after
school. we came up with idea because i'm on the canvas'team. i think it's really difficult to do a storyon something that you're deeply involved in becauseyou see it from the perspective of a person that alreadyknows the backstory, and already knows the background information. and so, you automatically kind ofassume that other people also know that same amount of information that you do, and workon the story from that kind of a perspective.
in the hiki nåœ process of creating our video,the canvas, when we first sent out our rough draft tolurline, our mentor, she gave us several comments to go back and fix it. when we first got feedbackfrom lurline, it was actually considered arron's video. he was the one who was editing on it. but themore she gave us feedback, it kind of got frustrating, because all of a sudden, we werechanging the entire focus of this video.
but eventually, once i was able to take partand actually help with the editing, it got alot easier, and the comments were more positive, i guess. working with arron was ... interesting. it was very interesting. but at the same time, i feel like it was verybeneficial, because we have very different viewpoints on how to make the video. we were able to just correct each other, evenon like the small details of the video, and benefit offof each other's different ways that we approached
the video. they had arguments, they disagreed, but theycame finally to a solution that they both could live with. and they're really close friends now. i'm so glad to see that. one of the major things that i learned aboutbeing on hiki nåœ is really being able to persevere. whatever obstacles you faced, it's alwaysimportant that you keep trying, and keep trying to make thebest video that you want.
i was the reporter and co-scriptwriter onthe following hongwanji mission school story about our blindperforming arts teacher, laurie rubin. two of my classmates, logan and hunter, didthe final editing, and i thought they did a great job. here's the story, followed by a vignette aboutwhat logan and hunter learned from shaping the project into itsfinal form. fear is all about having control. and when you're not in control of it, that'swhen you're afraid. some people think that the blind live a lifeof fear.
but for laurie rubin, this is not the case. laurierubin was born with liber's congenital amaurosis, a genetic disorder that affects the retinaand causes loss of vision. people might think, oh, i'd be so terrifiedto take a step without being able to see. but i've never hadtime to think about it. it's just been my life. so, i just kinda had this revelation thatthe fears that we do have stem from that, stem from any time thatwe've had time to think about the unknown.
her inability to see hasn't stopped her fromliving an active life. her schedule includes speaking atconferences, doing performances and singing, and being a vocal teacher. the only activity that i couldn't do, thatmy family said that i couldn't do, was ping pong. and iremember, i was so mad at them. i said, you can't tell me i can't do that. because they had given me theself-esteem that i could do anything. so, when they told me i couldn't do something,i wasn't having it,
you know. as a result of this self-esteem, she was ableto accomplish many things, one of them being writing amemoir. so, my book is called, do you dream in color? insights from a girl without sight. and it takes readerson a journey through my life, because i realized one of the things that people want to knowis, they want to know how i do everyday stuff. her book highlights her life experiences andwhat she went through to get to where she
is now. eachchapter of her book talks about the different parts of her life, and uses a different colorfor them. despiteher inability to see, she has interests that might surprise some people. i love making jewelry. i really enjoy playing around with makeup. i love clothes, 'cause you know, youcan feel textures. and i've always told people, i don't necessarilythink that blindness is associated with
vision, per se. like, i think if you have a visual, creativemind, it will manifest itself, no matter whether you're blind or sighted. laurie rubin has taken these words to heart. as a mezzo-soprano opera singer, her listof accomplishments include working with singer-songwriterkenny loggins, and performing at the white house. she also co-created peace on your wings, amusical based on the life of sadako sasaki, a girlwho died from leukemia as a result of the
hiroshima atomic bomb. it's really amazing to see something thatwhen you're in your pajamas at three in the morning, justwriting something down on the computer, how that can come to life on stage. and then, moreemotionally seeing everybody get involved: the students, the parents, the audience, otherpeople who have investment in the story. and what i realized in that moment was thatthe reason i loved this project so much more than anything else that we havedone was because it was something that became
a team effort. because laurie rubin conquered her own fear,she inspires others to be more fearless. this is teofukamizu from hongwanji mission school, for in our story about the blind singer, i didpart-camera, i wrote some of the script, and i edited. i did a lot of the camerawork for a lot ofit. most of it was just the editing. this year, my students for hiki nåœ were allsixth-graders, and it was a bit of a contrast from the previousyear, where i worked with eighth-graders.
i started from kind of like zero. they did not have anyexperience. we kinda knew our capabilities, and we allgot along. at some points, we were kind of playful andstuff like that, but it ended up like we all wereserious about it, we all knew exactly what we were supposed todo. there were some challenges just in terms of,you know, sixth-graders are a little bit more playful. however, at the same time, they had this energy,and i think they had no fear.
they said, okay, we'll doit. hey, why not? i think the interview turned out pretty good. the hardest part of it was picking out thebest things that she said, 'cause she said a lot. yeah. how we got the story from our interview was,we picked out a bunch of clips. we printed them, we cutthem out, then we chose the ones that we thought fit the most, and that made the most sense.
we kept onmixing them in an order until we thought it was good. and we had to change it a few times, but then,we finally got it. i'm really happy and really relieved thatwe did well. well, when you guys finally say it's done,we're like, yes! yes! it's a really nice thing that we worked reallyhard, and now it's finally paid off. and it's really satisfying.
it teaches me that my students can do quitea lot, and i don't necessarily have to always tell them what todo. i can take a step back, and then let themtake ownership and see what they do. hiki nåœ projects are almost always team efforts. but on some rare occasions, a student takeson a hiki nåœ story all on his or her own. such was the case with a student from kaua'ihigh school. here's hersolo flight story, followed by a "what i learned" vignette about the skills she gained fromhaving to do
everything herself. what can i get for you today? mr. seth peterson didn't always dream of havinghis own food truck. my background is biology and chemistry, that'swhat i went to school for. and i moved to kaua'i, and istarted farming, and i developed an interest in food from there. a desire to own his own business led him tothe kitchen. i had no interest in cooking before. the first time i've ever cooked in a kitchenis on that food truck.
thescience behind it is what i love. mr. peterson used his love of science andgood food to develop kickshaws unique flavors. my food truck is gourmet diner food, is whatwe call it. everything we do is made from scratch, andtakes a long time to prepare. the burger that we do is twenty hours. it's a salting process, curing process. so, we do a lot of things like that, whichamong other food trucks, is unheard of, and not many restaurantstake that much time. it's usually all about the dollar.
we are all about the ingredients and havingfun doing it. for the petersons, it's also about runningthe business as a family. [indistinct] is interesting. the experience of it, though, i just loveit. i am able to work with mywife, our baby's with us every day, too. we have a one-year-old, and to be able towork and be with the kid is just awesome. mr. peterson says his newfound passion forcooking helped him create the recipe to success.
if you're in it for the money, it's probablynot gonna work out for you. and you need a product that'struly unique to be successful. because anybody can go get a taco at any ofthe food trucks around, but if you have something truly unique, you're gonnabe very successful at it. kickshaws traveling kitchen proves that successis a journey, not a destination. and i love it. this is leanna thesken from kaua'i high, forhiki nåœ. for the kaua'i high school story, it was calledthe food truck owner, and i was the editor, producer,director and filmer.
it was a solo project, and what i see as herlearning the most is maybe balancing time, a little morethought in the pre-production and planning, because she did everything herself. the challenges of doing the story all by myselfwas, it was a lot of back and forth. for instance, i had toset up the camera myself for the interview, and i would have to check in to make surethe audio was okay. but working by myself, i definitely had tohave a complete open mind, and really channel my innercreativity to really get the story out. with the hiki nåœ mentoring process, i wasgiven feedback and comments regarding my story,
and how icould improve upon it. the feedback i got from terri was to focusmy story more about the food truck itself. and that's what helped me change my story. for a lot of students, oftentimes, they don'ttake the feedback well, you know, because they have thisattitude that, okay, i'm done with it, i've turned it in. but as for leanna, she has a really good attitude. i thought of it as an opportunity to improve.
at first, it was a little tedious, becausei would have to change my writing style and kinda get outof the comfort zone and try something new, but in the end, itwas all worth it. do you understand what she's saying? yeah, so, i used two different mics. one for the interview, and one for b-roll,so there's two different sounds. once the story clicks, there's still a lotof details and fine-tuning that needs to be done.
and they're alllittle things, but in the end, they all add up to make a great story. you know, there's a reason for our learningmore, and improving on the quality of what they produce,because it is for an actual audience. it's not just something that gets writtendown on paper and turned in, and that's about it. you know, it takes the measurement of theirlearning to a much higher level. some hiki nåœ stories are drawn from the lifeof one of the students on the production team. becausethe telling of a personal story can be a very
emotional experience, it's handy to also havepeople on the team who are not personally linked to thestory. they can lend some objectivity to the processand deal with aspects of the production that are tooclose for comfort for the storyteller. here's one such personalpoint of view piece from wai'anae high school, followed by what the students learned fromthe experience. philippians ... i've read the bible probablyseven times, cover to cover. so, i'm a student of the word ofgod.
[indistinct] think it is. my hobbies are gardening, cleaning up, rakingleaves. i planted all these plants, too. everything here, i put all these cement cinderblocksin. you know, i'm this guy who's always worked. i painted all this, too. started to paint the house, i haven't finishedyet. i used to box, i used to do martial arts,i know how to fight. i think because my job was so high-paced before,you know, like navy chief, get the job done,
[indistinct]. and then, i had the motorcycle accident, lostmy leg, backache, neck ache, stump ache. so, dealing withthe chronic pain and just trying to do anything i can, because if i just sit here alone inmy room, i get very depressed. but i got one leg ... lots of pain, and whatdo i do? do i complain about it all day? oh, that gets old. hearing myself complain ... i'm sick of that.
what else can i do? i can give up. i know that whenever the fiery darts comeabout like, oh, i wish i was never born, crap like that, theydon't last long. there's something inside me that says, i'mgonna fight today. you don't have it that bad. i tell myself that. robert, you don't have it that bad. i just wish i had the enemy in front of meright now.
i would just beat the crap out of him. but i can't dothat. right? what's the enemy? i don't know. i'm gonna take this guy down, man. i'm married, i got four kids, there's laundrythat needs to get done. i can do it. i'm a strong guy, i gotupper body strength.
you know, i push myself around in the wheelchair. there you go. i'm just gonna keep getting up and going towork, i guess. i mean, not to a job that will pay me money. you gotta deal with it, you gotta find somethinginside of you. and you got other scripture that talksabout whatever things are kind, whatever things are loving, whatever things you have a goodrapport. think on these things, and the god of peace,of untroubled, undisturbed wellbeing will be with you.
idon't feel left out or special, i don't feel abandoned. and when i feel good, i'm gonna go to costcoand buy groceries. those are the goals. this is malina marquez from wai'anae highschool, with a story about my father, for the story, living with pain, was about mydad. he lost his leg in a motorcycle accident afew years back, and i guess he's just talking aboutwhat he does on a day-to-day basis, and how
he dealt with thepain, and living with it. the first shoot day, i had the camera. i shot the interview, did a lot of b-roll,and malina interviewed her dad. when he was talking i was kind of amazed. i just saw him as, i guess, someone to lookup to, because ... not a lot of people go throughthat kind of hard times. so, shanna transcribed it, and then together,we just looked at like, what hit us, i guess. like, powerfulsoundbites.
and we just highlighted, grabbed it, and pulledit down, and then we just tried to arrange them in some kind of way that it told a story. i was really thankful that she did all thetranscribing, because the thought of having to go back andlike, look at all that he talked about kind of made meuncomfortable. so, i was really glad that i had someone thatcould, i guess, help me through that type ofjourney. i knew that malina was going to be emotional,and i would be, too, because her dad is telling his story ofwhat happened that changed all their lives.
i was glad to have helped her through thistime, because i would need someone there for me, if the roleswere reversed. i think doing the story changed my relationshipwith my dad, because ever since like, right after i did thestory, i just felt like i was able to talk to him, just about anything. and i would just come and talk to himsometimes, and then like, it would just feel normal, i guess. like, a little more normal than how it usedto before that.
i think malina needed to get the story donebecause she wanted to show other people that the hard timesaren't gonna last forever, and that she just wanted to get her story and her father's storyout there. we hope you've enjoyed watching these hikinåœ "what i learned" case studies as much as we'veenjoyed presenting them to you. they're living proof that when it comes tohiki nåœ, the journey is every bit as important as thedestination. we leave you now with a "what i learned" vignettefrom volcano school of arts and sciences on hawai'i island.
it reveals how a student learned through herhiki nåœ experience that she really enjoys teaching herpeers. until next time, a hui hou kakou. in the story of dina kageler, i was the editorand producer, [chuckle] and i basically helped with allof the fields. we basically wanted to give some recognitionto the people that were involved in the school, because the school can do many greatthings because of the science curriculum and the artcurriculum. we went to the lava for the video, and i waslike literally this close from it.
it was like, burning hot. andusually, kids from other schools won't be able to do this, because they don't live nearlike, literally a mile away from like, an active volcano, and theywon't get this opportunity 'cause they're like, far away. well, i think the purpose of having hiki nåœis to tell the stories. because not everybody can beeverywhere at once, right? and these experiences do matter, because they'reimpacting kids on their lives, they're showing the kids what theycan do.
i just thought it was extraordinary how thisone thing just turned into completely something else. andknowing that you did that, and your team did that, it's just amazing knowing like, we didthat. to see it progress was like, a child beingborn. like, your baby becoming like, a teenager,becoming eighteen. well, i'm older than most of my teammatesand peers, so i kinda let them depend on me. and i like that,because i can teach them.
i think jade, who happens to be my daughter,exhibited personal growth. and her ability to guide othersand the enjoyment that she found from that was something really incredible for me tosee. i can show them what jump cuts are, or howto duck and just transitions, and just basically how to tell astory properly. [chuckle] it has been truly empowering for everyoneinvolved. [end]hiki no 807 page 3 of 9
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