Dec 2, 2021
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LOS ANGELES CALIFORNIA’S VERY OWN “BNOE” RELEASES A MUSIC VIDEO FOR HIS HIT SINGLE LABELED “THE SYSTEM”
“Honestly what else did you expect from AFC BNOE? All done independent from a level 4 prison yard.... are you impressed?” - BNOE
THE SONG “THE SYSTEM” WAS INSPIRED BY THE CORRUPTION OF THE CROOKED JUSTICE SYSTEM THAT BNOE HAS FACED OVER THE LAST FIFTEEN YEARS BEHIND THE PRISON WALLS. BNOE USED MUCH OF HIS CREATIVE SKILLS AND FILMED THE MUSIC VIDEO USING THE CARTOON SHOW SOUTH PARK AS HIS LYRICS FLOWED. HE RELEASED HIS DEBUT ALBUM APRIL 2020 CALLED “FREE BNOE” AND HE DEFINITLEY PLANS ON RELEASING HIS NEXT ALBUM, THE SUMMER OF 2021 LABELED “FREE BNOE PART 2”. WHAT MAKES HIS STORY SO AMAZING IS BNOE HAS MANAGED TO DROP MUSIC, MUSIC VIDEOS AND A BRAND HE CONTINUES TO BUILD WHILE BEING INCACERATED. HE IS THE DEFINITION OF ANYTHING IS REALLY POSSIBLE IF YOU TRULY STRIVE FOR IT.
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Community Action Award Winner: Andrew Djang
Hello once again! As I sit down to write this reflection on my recently concluded New Orleans internship experience, I fondly recall all the fascinating people, events, escapades, and completely random, unexpected moments that made this summer so enjoyable and enriching for me. Participating in the Bard New Orleans Exchange was a truly great opportunity for me to gain some hands on experience in many aspects of elementary education. Being able to act as a mentor and role model for the many talented, enthusiastic, and joyful students that we worked with was both exhilarating and empowering.
Living in the Broadmoor neighborhood of New Orleans for several weeks was a very eye opening experience. The long term effects of Hurricane Katrina were still clearly visible in the raised housing that lined the streets on every block. It was interesting to work with students from diverse economic backgrounds and learn about their passions and their experiences at home.
I am quite proud of how I was able to have fun with the students at the Andrew H. Wilson charter school summer program while teaching them new skills in arts and sports. I feel that I developed strong bonds of trust and respect with the students and my peers. There were many kids that I worked with whom I will not soon forget -- they were completely hilarious! Some of my favorite memories and greatest successes had to do with playing and teaching frisbee games as well as our successful inculcation of a chess culture in the camp. Students had access to the board game, but many lost interest in learning or lacked the confidence to continue. However, by the end of the camp, thanks in part to our efforts, chess became hugely popular!
Working at the summer camp program was an opportunity for me to better understand the unique strengths and challenges of children of several age groups, from kindergarteners to those on the cusp of adolescence. The whole experience reminded me of the anxieties of my own childhood, and I was glad that I was able to support many of these students in ways that I had been supported growing up. My time in New Orleans reinvigorated my interest in both general education and math education. All in all, it was a truly unique experience that made this summer unforgettable!
Community Action Award Winner: Leigh Taylor
The final week of our excursion to New Orleans was rather different than the first couple of weeks which we had spent chaperoning the kids at the camp. We began by helping the new management at the school by filing letters, moving furniture, and contacting parents.
Due to the alteration in management, it was important to contact parents and alert them of important incoming dates as well as the fact that their children were still enrolled at the school. We made calls to parents of children in grades 1 - 6. Though the process was tedious, we were rewarded with the content and satisfied voices of many parents who were glad to begin a new chapter at the school. There was difficulty however, due to the fact that many parents did not speak english. This made me cognizant of the challenges that can occur within the educational system. We luckily had several students with us that were able to communicate in spanish, however without those students the school would be left to deal with the communication on their own.
As well, due to the change in management, the team involved in contacting parents did not have vital information such as knowledge of spanish speaking homes. In some cases, the school did not even have the proper contact information of the parent. This signified to me the importance of consistency. Because several of the Bard students had spent several winters and summers assisting the school they had a keen knowledge of the students and the parents that the incoming management did not have. Though new management is important in terms of saving the school, there is a possibility for tension caused by a lack of understanding. As well as assisting the school in contacting parents, we met with groups of students to discuss college attendance and application. This was a group of young students, aging from sophomores to incoming seniors in high school.
This meeting took place in a panel setting, with each of us detailing who we were, where we came from, and what we participated in at Bard. We discussed the process of applying to college such as common app essays, college supplements, and ACT and SAT information. This was the first time in a while however, that I had interacted with students whose interests did not align with my own. Because I typically engage with students interested in the arts, it is easy for me to sell Bard as a college because of it’s fantastic visual arts and performing arts programs.
To the contrary, these students were interested in professions that ranged from electricians to sports physicians. Because I was not knowledgable about the methods of acquiring such degrees at a school like Bard, I felt like I could not help them. But what I could help them with was to understand that college was a vital and important happening in any person's life, whether it be a community college, a trade school, a public school, or a private school. There are valuable lessons to be learned about oneself as well as the surrounding world through higher education. I value my education at Bard every day, as well as the opportunities it has granted me such as this trip to New Orleans. I hope to return to New Orleans in the future through the Bard New Orleans Exchange or through my own travels.
Community Action Award Winner: Alana Bortoluzzi
After my fourth five week stay in Broadmoor I have had yet another experience filled with both highs, lows, and surprises. I was happy to see many campers from last summer (many who remembered me as well). Several had grown leaps and bounds in PreK and Kindergarten. A very funny little guy that I taught how to use scissors and write the first letter of his name last summer quickly proved to be a leader in the classroom and helped those who were now the younger ones in camp. Another learned to tie his shoes this summer. I’m always so happy to be a part of strong foundations no matter how seemingly insignificant. I hold these small moments close to my heart.
A very funny little guy that I taught how to use scissors and write the first letter of his name last summer quickly proved to be a leader in the classroom and helped those who were now the younger ones in camp.
From the start of this trip my co-leader and I knew that we would be faced with a challenge once our final week came around. The Andrew H. Wilson Charter School is in the midst of undergoing big changes. The school received a failing grade this past school year just in time for their five year charter renewal. Wilson is (to my knowledge) the first school in New Orleans to change management since the boom of charter schools following Katrina. Wilson has waded through unchartered territory in the past year to say the least. There are no guidelines for this type of change. Many emotional decisions were made including a loss of about 90% of staff from the previous administration. This includes everyone that makes up a school: teachers, volunteers, janitorial staff, cafeteria workers, and administrators. When the students return in the fall, many familiar faces will no longer be welcoming them back. Luckily, Mikhaela and I had the opportunity to meet with the new school leaders and they seem excited to keep our recurring visits a constant part of the Wilson School.
The introduction of the new administration did present us with some difficulties regarding this trip however. The dates of the camps that our volunteers worked with were changed after we had all already purchased tickets to Louisiana. The camps began a week earlier and, in turn, ended a week earlier as well. Inspire (the new Charter Management Organization) wanted time to clean up and prepare teachers for the upcoming challenge of opening a new school (all understandable and much needed endeavors). We missed the opportunity for our group to have orientations before entering the classroom and were left with a week to make worth-while at the end.
The last week was one I had high expectations for. We were able to donate time to Inspire, visit the new group of Posse Scholars who will be attending Bard in the fall, do some canvassing for a brand new Arts and Wellness Center in Broadmoor, and do a Q and A with Job One (a college readiness program) held at Wilson. I think these smaller volunteer moments brought our group together in many ways that working as camp counselors didn’t. We worked as a team to be choosy about where we wanted to donate our efforts. Everyone agreed that we should welcome the newest New Orleans Posse to Bard. We brought them a cake and did a quick meet and greet. Their mentor wasn’t as prepared with time and space for our visit as I would have liked but I considered it a success.
I think these smaller volunteer moments brought our group together in many ways that working as camp counselors didn’t. We worked as a team to be choosy about where we wanted to donate our efforts.
Meeting with Job One (we did this last summer as well) is always rewarding. Watching a group of high school juniors get excited about college always makes the group appreciate the opportunities we’ve been afforded. It took some convincing to get the group to volunteer with Inspire in our last week because there were mixed feelings about the changeover from those that we worked with for the four weeks of camp and because they didn’t have a clear cut list of things for us to do. We ended up making tons of phone calls to parents of registered students and helped Inspire organize their list of 600+ students--work that I think will be immensely helpful a month down the road. We were able to identify spanish-speaking household and incorrect contact information for them. I’m very excited to see what the school will be like when we’re back in the winter. I’m also wary that the camps that we’ve worked with for the past few summers may not look the same or even exist next summer depending on what the new group decides. There are many uncertainties that lie ahead but also many changes to be hopeful about.
Community Action Award Winner: Maya Sommer
It has been almost a week since leaving New Orleans, and in this time I have had chances to reflect on my 5 weeks living and volunteering there. Going into my first day or working at the Early Explorers Camp at the Andrew Wilson Charter School, I didn’t know what to expect. By the end of the first couple of days, I began to feel comfortable with the structure, rules, and my specific role. I loved getting to know the kids, ages 4 through 6, and by the end, I was very sad to say goodbye to many of them.
I was able to walk away from this experience knowing that I helped kids learn letters, numbers, colors, and skills like cutting with scissors or solving a puzzle. I felt that I made a positive influence on how they interact with one another (using kind language, asking a teacher for help when there was a disagreement, gentle touching, and only when the other child wants to be touched). These are small but very important parts of growing up, and I’m happy that I was able to be a part of all types of their learning this summer.
The more time I spend with kids, the more I am able to trust my instincts, which is a great feeling. It is easier to navigate the balance between friend and authority figure after this experience. It can sometimes be hard to say no to a kid, especially when you respect and like them, but with the Early Explorers kids, I was able to say no when it was appropriate. I learned more about positive language (“Use walking feet please” instead of “No running”), which is a much better way to speak to children. Unfortunately, it does not come naturally because we are so used to using negative words when disciplining kids, so it took a very conscious effort to make myself use positive language.
The last week of our volunteer work occurred when the camp was already over. We continued to work at the school and in the community (calling parents about information on the coming school year, organizing papers, canvassing, and organizing the library books. We also spoke to the incoming New Orleans POSSE kids about Bard and answered questions, as well as speaking to high school kids about the process of applying to college and what college life is like. My experiences in New Orleans were important and educational; I am very grateful for having the opportunity to be a part of the Bard New Orleans Exchange!
Community Action Award Winner: Brandon Richardson
As camp at the Wilson Charter School came to an end, I started to think heavily about what was at the core of most of the behavior problems that we had encountered during the five weeks. The last day of camp ended with tremendous performances by each group of campers. As I stood in the back of the gym recording the group of boys I had been counseling over the last five weeks, I began to understand how much work they had put in to this routine. But what they benefited from this routine was more than just synchronized dance moves. They had learned how to be a cohesive, productive group of students. It struck me then, that the kids had never been fully endowed with the simple social skills to put their differences behind them to see the common good that could benefit from one another.
I began to understand how much work they had put in to this routine. But what they benefited from this routine was more than just synchronized dance moves. They had learned how to be a cohesive, productive group of students.
Knowing that kids at the camp hadn’t learned how to relate to students different from them, I began to evaluate if the way rules that were enforced at the camp helped promote the skills that could help the campers build better social skills.
After the last day of camp was over all the teachers and counselors gather to socialize and have our own time for reflection. After we got past the sores of working under a very disorganized site coordinator, we had the opportunity to talk to one of the most supportive counselors at the camp, Mr. Bob.
After conversation with Mr. Bob I found out that he had been a social worker for 12 years in Philadelphia, and had encountered and mentored children with worse behavioral and living situations. Upon hearing of his experiences I was very open to hear his thoughts on the best ways to help kids overcome small problems that turn into behavioral problems at school and during summer camp. What I heard changed the way that I had looked at my entire experience at the camp.
What I heard changed the way that I had looked at my entire experience at the camp.
I will attempt to recite what I heard: Specially speaking for the kids at Wilson, whom I believe reflect, for many children in underprivileged school districts and neighborhoods, they lack not the ability to follow codes of conduct and invest the necessary work to perform well on standardized tests, but instead, they lack the incentive to do so.
For many children in underprivileged school districts and neighborhoods, they lack not the ability to follow codes of conduct, or invest the necessary work to perform well on standardized tests, but instead, they lack the incentive to do so.
Many of the children in this school have not been taught, at home or inside the school, the importance of abiding by rules and taking advantage of educational opportunities. Many of the lessons that they learn is how their disruptive actions can immediately benefit them in way that may lead to severe punishments in the school system or later in life the state penitentiary. The only way to reverse such behavior is to show kids what they have to gain from serving their role as a citizens in their homes, communities and schools.
Community Action Award Winner: Brandon Richardson
Coming back to Andrew Wilson Charter School for a second time this summer made me realize that change can be achieved. I was lucky to be able to work with students that belonged to the same summer camp last year. Regardless of the entire year that separated many of the students and me, the small impression that I left on them from last year lingered. This lingering impression made it possible for me to build stronger relationships with the kids. However, working at Wilson in this transitional time presented problems that manifested themselves within both the staff of the camp and the administration of the school.
Although the problems became clear in the greater scheme of things, being a lowly college volunteer made what seemed unmanageable manageable. My position made it so I did not frighten the campers with a malevolent show of power. Instead I was able to find common ground with the new students and show them that I was there to be a friend and an enforcer of the law.
Having a new camp director that was extremely unprepared to enter into this school environment made it difficult to bridge the gap between the students and other counselors and teachers in the camp. But it did force me to think of more subtle and positive forms of discipline to ensure that behavior was not a major problem in the camp. In the end it made me realize that even though, from the outside perspective, discipline is one of the largest problems facing the camp, I learned that one-on-one attention and positive reinforcement is what is lacking from the students’ camp director, their school teachers and possibly from their own homes. In the midst of all the transitions, there are a few good teachers and coaches that are holding their positions within the school. These teachers do their most to ensure that the children of Wilson will always get the education and nurturing that they need to grow into good students. I can also say that if it had not been for the teachers’ dedication to the students and willingness to put in the necessary work to improve the way the kids thought about discipline and education, I would not have been able to come to grips with these facts.
In the end, I have greatly enjoyed my time working through the TLS program again and feel as though I have gained life skills that will help me obtain my ultimate goals.
