TGC Concept Map

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TGC Concept Map by Mind Map: TGC Concept Map

1. TGC Themes

1.1. Previous Camp Themes

1.1.1. 2016: Networking with other community programs; Re-thinking the scale of the camp Community-based learning: getting lessons in tennis/fishing from members of the community. Learning about the history of the place we live through tours at the Chicken Eggstravaganza Learning the value of service and where our food comes from at the farm activity. Learning about the history of Tracy City. Meeting and getting to understand friends from a different place (traditionally campers have all been from Nashville). Learning about science through a science-based activity in the evening. Question on the last day: what did you encounter that you love? How can you protect it and share it? Second day: what did you learn about the place/people that surprised you? First day: break down into groups, interview each other. Possible questions: tell me something about yourself, where you live, what you like about nature. next week: make sure to ask all parties about what specifically they are going to do.

1.1.2. 2015: Minding Earth's Garden

1.1.3. 2014: Ecosystems - Small and Large

1.1.4. 2013: "The Past is Alive Today"

1.1.5. 2012: Water connections

1.1.6. 2010: What's a Senior?

1.2. Umbrella Theme: Ecology, Interconnectedness, Environmental Education, Sustainability, Recycling, Climate Change

1.2.1. What we do now has impact down the road

1.2.2. Young people have power

1.2.3. Timeline: The past is alive today (in people and places)

1.2.4. City/Farm Connection East Nashville Food Cooperative farmers market food, work, animals

1.2.5. "Last child in the woods"

1.2.6. Young people need to care about this -- their future

1.3. Journaling // Archiving: Naturalist Tradition, Connects with Video "Capturing"

1.3.1. good for older kids

1.3.2. younger kids can draw

1.3.3. video journaling - private or shared

1.4. Community Service Projects

1.4.1. Planting Trees

1.4.2. Clearing Water Lettuce

1.4.3. Chores on the Farm

1.4.4. PSAs or Videos to Promote Organziations

1.5. "Intergenerational Environmental Think Tank"

1.6. Heritage, Generational Legacies

1.6.1. Stories that connect to how we got here

1.6.2. Elders telling stories from their past that flesh out how they got here. (i.e. My great grandmother lived in a tree and hunted buffalo...)

1.7. Exposing all generations to new experiences or new perspectives

1.8. Connections between Socio-Economic Backgrounds

1.9. Connections between Cultures

1.10. Connections between Generations (tweens, teens, Gen X, Gen Y, Seniors)

2. TGC Activity Types

2.1. Organizations Focused on Sustainability

2.1.1. Farms Hungry Creek Farm (Barefoot Farmer) Longest running CSA Jeff -- barefoot farmer Tour the farm: eat everything they make Jeff Poppins Farm (eating their crops - washing dishes) eat the food they grow wash the dishes Overnight at Rock & Refuge Farm Night on Wed/Thurs Need Chaperones Grooming horses Work Rosberg Farm painting the barn bonfire with skewers -- cooking no animals

2.1.2. Outposts with Historical Connections Stagecoach Inn Bigfoot Spencer stories Former buffalo salt like Travelers Rest Lock #4 Park Rustic Trail Clearing Swimming indoors Manskers Fort (Goodletsville) springs, animals, etc. (what was here) Hands-on 18th century Totally dependent on natural resources Reprduction fort and plantation home Lockeland Springs Bike Trip to Lockeland Springs Trees Birding What was here 200 years ago? Native American connections

2.1.3. Local Organizations Lockeland Table (pizza making) Running Store

2.2. Powerful Natural Settings

2.2.1. Water connected activities (SUMMER) Beaman Park hiking/swimming in the creek birding "feels like the middle of nowhere" Kids can observe wildlife (snakes, etc.) Local Lore Canoeing/Kayaking (too cold) Saber Tooth Tiger Excavation Harpeth River Indian Mounds Lead by Mark? Clean up the river with Woody Learning Kayaking with ____ at ____ Harpeth River Rock Carving of a Mace

2.3. Local (Senior) Personalities

2.3.1. Dancing Jitterbug with Senior Center

2.3.2. Outward Bound in the Neighborhood Bob Wilkins Navy Seal Trust Falls Dog raiser

2.3.3. John Guider

2.4. Unstructured Play

2.5. Structured Play

3. Media Literacy Video Productions

3.1. Kids & Seniors are Archivists, deciding what to capture and share, framing, and editing content to tell the story of camp

3.2. Set Video Formats per activity

3.2.1. Plan this before each location starts

3.2.2. PSAs for each community org or business community garden bike shop

3.2.3. Fictional Videos Set-up Give campers a framework to connect to supply props & costumes People Extra personnel - camera person & assistant editor get committed kids and elders What commitment do we want from kids? Process beginning of the day: Show scenes from the day before and tell people what we need gathering kids each day prep kids on where we're going to be somehow so they can plan Use Driving Time Improv dialog combining story, location & theme. Creating the story connected to locations

3.2.4. How-to Videos demonstrate proper running form cooking pizza growing veggies/picking veggies harvesting on farm building a fire

3.2.5. Reflection videos and interviews

3.3. Preselect topics, let kids fill out the format as they experience the activity, then leave time to film it at the end.

3.4. Explicit Audiences for Videos: Sharing these themes with others (how-to, public service announcements)

3.4.1. Teachers

3.4.2. PTO's

3.4.3. Local Orgs

3.5. Journaling // Archiving: Naturalist Tradition, Connects with Video "Capturing"

3.5.1. good for older kids

3.5.2. younger kids can draw

3.5.3. video journaling - private or shared

4. Camp Design Best Practices

4.1. Intergenerational Personalities/Storytellers, Activity Leaders

4.2. Differentiation for different interests

4.2.1. Young kids

4.2.2. Tweens

4.2.3. Older Adults

4.3. Different levels of physical activity

4.3.1. Morning Stretch/Tai Chi/Partner Yoga

4.3.2. Activities where there are active and less active roles

4.4. Reflection activities

4.4.1. What did we just do?, How did it connect to the camp theme?

4.4.2. Example: Journaling - "what would you archive from that activity?"

4.4.3. Exchange what kids can teach seniors and vice versa

4.4.4. Example: Two truths & a Lie

4.4.5. rose bud thorn: something you liked, something you're looking forward to, something that could have been better.

4.5. Unstructured time in interesting locations

4.5.1. Example: Rock & Refuge Farm

4.5.2. Example: Water parks // Pools

4.5.3. Example: Canoe rides

4.6. Choose a theme & Connect it to all our Activities

5. Archive

5.1. Crossword Puzzle Tourney 12.8.12

5.1.1. Media Literacy Lecture Culminating w/TGC ML Video (20min) AUDIENCE: grown-ups out of school lifelong learners, Vandy, homeless POLL: Where do you get your info? poll anywhere: 1) I know an unbiased media source that I trust will be free of opinion, and has no agenda other to inform me with objective facts. 2) I used to trust my news sources, but since the Internet, and the advent of the 24hr cable news cycle, I don't have a go-to trusted objective news source, 3) I don't trust any of them, and I figure out the truth on my own. The Media Spot/NAMLE Intro K-12 Schools in NYC TGC embedded in camp & Hume Fogg National Movement Belcourt lady: Allison Inman Elizabeth from Hume Fogg explain what's happening at Hume Fogg Define Media Literacy basic definition where it is applied NAMLE's key questions Explore Examples show info graphic of the matrix of media outlets & return to the opening POLL Example: news (election?) Example: advertising (superbowl?) Example: citizen-producers potential aids/activities clip from thenewsroom of the "dark arts" PBS media quiz or another poll anywhere poll of opinions Teague/AV guy at the Library

5.1.2. Screening Wordplay at Belcourt

5.1.3. TGC rep at the registration table w/videos looping

5.1.4. Get a TGC Team in the Tourney

5.1.5. Will Shortz Promo

6. Camp Role Descriptions

6.1. Camp Founder & Visionary

6.1.1. Recruiter of community connections

6.1.2. Designer of Activities

6.2. Media Literacy Director

6.3. Curriculum Director

6.3.1. connects activities to themes

6.3.2. connects media literacy program to themes

6.4. Camp Director

6.4.1. Runs the Camp Program timekeeping scheduling relaying schedule, and info to campers

6.4.2. Responsible for Jr. Counselor Direction morning meeting, afternoon meeting est. routines and jobs point of contact for JCs, parents, other staff

6.5. Assistant to Camp Director

6.6. Senior Activity Leaders

6.7. "Senior Campers"

6.7.1. Seniors // Elders // WiseGuys: Definition More experienced Older adults Lifelong learners

6.7.2. interactive observer

6.7.3. participant in selected activities

6.7.4. co-traveller, swimmer, hiker

6.7.5. mentor // counselor

6.7.6. there some days, and not

6.7.7. Grandparents are losing the "awe" in the eyes of kids and would like to connect

6.8. Campers

6.8.1. 8-13 - mix of ethnicities and socioeconomic backgrounds

7. 2016 Micro-Camps

7.1. Going deeper to hone the core of what makes camp work

7.2. More chances to reboot

7.3. More chances to change location/people

7.4. More realistic time-commitment for seniors

7.5. Less immersion as a group, with each other

7.6. Predators Grant: Sewanee/Grundy mini-camp

7.6.1. overnight in Sewanee

7.6.2. follow-up Preds game

7.7. Continuing Mentoring meetings throughout the year

7.8. Partnering with other orgs' outreach programs to add dimension

8. TGC Vermont

8.1. Map of locations in/around Arlington, VT

8.1.1. Focus more on connecting to nature: more camping related activities, especially for kids who spend a lot of their time in the city.

8.1.2. Can still focus on sustainability through our choice of farm: only choose farms that have dedicated resources to sustainability.