Jodi Wortsman

LIS 716
Collaborative Leadership Project
December 7, 2013

1
Louder Than A Bomb

Vision Statement
Kevin Coval, artistic director of Young Chicago Authors and co-founder of Louder Than a Bomb
(LTAB) poetry festival, will visit Westfield Middle School and introduce the students to the power of
writing and poetry. I am certain he will inspire our students to stretch themselves and embrace
expressive writing. My hope is that he will connect with the kids and ignite in them a passion to
pursue writing as an art form, expressive outlet, or even a hobby.

Project Background
Louder Than a Bomb (LTAB) was founded in 2001 by Kevin Coval and Anna West. LTAB is the
largest youth poetry festival in the world, featuring over 100 communities in the Chicagoland area.
LTAB was created to give youth around the city of Chicago a platform to share their stories. The
festival has since become a bridge for young people from many different backgrounds to come
together and find a common ground through their narratives. Its local success has enabled LTAB to
expand to other cities throughout the country.
The festival is featured in the documentary film entitled Louder Than a Bomb (2011), and
includes the inspiring stories of students from local Chicago high schools who compete in this poetry
competition. I was moved by the participants stories - how they overcame adversity and positively
channeled their energy into this competition. LTAB is an amazing program for young adults to learn
about each other and embrace their differences. Teens express themselves through the power of
their words, finding strength in themselves and support from each other. As I watched this
documentary last year, I remember thinking that I wanted to be a part of this. I wanted to be a
positive influence on the lives of young adults.
This past summer I attended the Printers Row Litfest where I had the privilege of hearing
Kevin Coval read his poetry and discuss enthusiasm for encouraging young authors. I spoke with him
after the presentation, and was impressed with his dedication to educating kids through outreach


Jodi Wortsman
LIS 716
Collaborative Leadership Project
December 7, 2013

2
efforts. He told me he does school visits and I was intrigued. When I heard about the Collaborative
Leadership project, I thought this would be a great opportunity to talk to Kevin and plan a visit to the
middle school where I work.

Methodology
In order to achieve my goal of sharing the joy of creative writing, I needed to introduce the
teachers and administrators to the idea, and gain buy-in from all levels. Since no one I talked to was
familiar with Louder Than a Bomb, I knew I needed to make them aware of LTAB and convince them
of the benefits of the program. I needed to influence and lead my colleagues and superiors in order to
get collaboration and support. The key to success was to educate myself, educate them, take action
toward achieving my vision, and continue the momentum.

Following is a timeline of steps I have taken or plan to take in order to make this vision a reality:

1. In August, during a teacher inservice day, I had lunch with two colleagues: the head librarian
(my supervisor), and the creative writing teacher. I told them about my idea to introduce the
kids at Westfield to Louder Than a Bomb. I felt that these two individuals would be key to
accomplishing my goal and decided it would be important to have their buy-in before I
pursued it further. Neither of them had heard of LTAB, but were interested in learning more.
My supervisor told me to forward the information to her and she would look into it.
2. Next, I decided to get more information from Kevin Coval. I wanted to be able to provide
specific details, such as the length and format of his presentation, how he would tailor it to our
population, costs, etc. I e-mailed Kevin to re-introduce myself and inquire about his school
visits. I received a response from Tammy Job, the Schools/Community liaison for LTAB, and
have continued to communicate with her on this project.
3. With a bit more information from Tammy, I formally brought the idea up again with my
supervisor and the creative writing teacher. I gave them some background and a link to a video


Jodi Wortsman
LIS 716
Collaborative Leadership Project
December 7, 2013

3
clip from LTAB (see attachment A). They both wanted to pursue it. I told my supervisor that Id
like to take the lead on it, and she agreed to let me. Her natural tendency is to control things,
so I needed to make sure I would have an active role in the project. She put me on the agenda
for the monthly English Language Arts meeting on November 19.
4. On November 19, I met with the English Language Arts team (13 teachers from all three grade
levels), the school principal and assistant principal. While planning my comments, I considered
the short length of the meeting (30 minutes) and the number of agenda items (five). I spoke
briefly, but enthusiastically, provided a handout with more details (see attachment B), and
showed them a short video clip from the LTAB documentary. The group reacted positively, and
had several follow-up questions. I offered to do some research and get back to them.
5. On November 25, I spoke with Tammy Job on the phone to discuss the follow-up questions
from our teachers and to learn more about what their program looks like. After we spoke, I
was energized and determined to champion my project. That afternoon, I ran into the creative
writing teacher at school and had to share my excitement. I told him what would be involved
and that it would cost $1,000. He was very interested in the program, and said he has a $650
creative writing budget that he doesnt use. I also discussed this with my supervisor. We came
up with a plan to propose paying for the program with $500 from creative writing (already
approved by the teacher), $250 from the English Language Arts budget, and $250 from our
reading motivation fund. This seems like a fair distribution based on the benefits of the
program. Also, no one group will bear an unfair cost burden.
6. My next step was to summarize the response from Tammy and share it with the English
Language Arts teachers (see attachment C for the details of Kevins fantastic program.) I sent
the details out requested a spot on the agenda of the next English Language Arts meeting on
December 17. I will go over the proposal and seek their final approval for the program and its
funding. I also need to find a couple of dates that would work for us. Based on initial reactions,
my follow-up with Tammy, and the funding proposal, I am confident that we will move


Jodi Wortsman
LIS 716
Collaborative Leadership Project
December 7, 2013

4
forward with this.

Future Steps
After the details and date are finalized, I will need to enlist a team to work with me on the
logistical details. The team will likely include me, my supervisor and one or two ELA teachers who I
know are always willing to try new things and will help out as needed. Following is a list of things that
will need to be done in order for the program to be a success. Im sure there will be other issues that
arise along the way, and we will address them as needed.
1. Sign a contract with Kevin Coval.
2. Procure a check to pay Kevin Coval.
3. Prepare a schedule for the day.
4. Provide teachers with background information so that they are prepared.
5. Publicize the event to get kids excited about it.
6. Determine the best set-up for the gym.
7. Request maintenance to set up the gym in the morning.
8. Provide a microphone for the speaker.
9. Provide paper and pencils for all kids .
10. Follow up with teachers, administrators, and students to determine the success of the
program.

Conclusion
I am thoroughly excited to bring this project to fruition. I have received positive feedback so far, and
am encouraged that I will be able to provide the students with an extraordinary opportunity. I believe
that I, too, will have an extraordinary opportunity to develop and improve my personal leadership
style, and to demonstrate my leadership abilities to my colleagues and supervisors.


Jodi Wortsman
LIS 716
Collaborative Leadership Project
December 7, 2013

5
Attachment A - Content of original e-mail sent to librarian and creative writing
instructor




Mariela and Jon,

Remember way back in August when we were at SmashBurger and I mentioned the poetry festival,
Louder than a Bomb? Well, I am following up and wondering if you guys have any interest in having
someone from the Chicago Young Authors come to speak at Westfield.

Louder Than a Bomb is an annual Chicago Youth Poetry festival, the largest of its kind in the world. It
is a friendly Olympic-style poetry competition that emphasizes self-expression and community via
poetry, oral storytelling, and hip-hop spoken word, Louder Than a Bomb is a bridge for young people
from all neighborhoods, socio-economic statuses, race and cultures to come together and better
understand one another.

As author and Festival co-founder Kevin Coval describes, For three minutes at a time the students
speak about their lives. For the other eighty-seven minutes, they are listening to the lives and stories
and dreams of others. Kids that dont look like them and come from a different neighborhood. In
listening, the city shrinks.

I have met Kevin at the Printer's Row Litfest and have seen a fascinating documentary on the Louder
Than a Bomb festival (which was recommended by Janice Del Negro, YA Literature professor
extraordinaire). I think kids will connect with him and learn a lot about understanding and respecting
peers no matter what their background. I think the message is amazing - empowering young adults to
express themselves in a friendly, safe environment. It also exposes them to people from very different
backgrounds.

Please watch this 2 minute trailer and let me know what you think:

http://www.youtube.com/watch?v=l2GmJyFmkmE

Thanks!
Jodi




Jodi Wortsman
LIS 716
Collaborative Leadership Project
December 7, 2013

6
Attachment B - Handout given to teachers and administrators at ELA meeting on
November 19, 2013

Proposed guest speaker:
Kevin Coval

Kevin Coval, Artistic Director of Chicago Young Authors
and co-founder of Louder Than a Bomb poetry festival.
http://youngchicagoauthors.org


Background
Young Chicago Authors was founded in 1991 by Dr. Robert S. Boone. He
assembled a group of educators, writers and philanthropists who all believed that
young people should have more exposure to creative writing. YCA started as an
intensive three-year Saturday program for students who had demonstrated a strong
interest in creative writing.
In 2001, Young Chicago Authors became the home of Louder Than a Bomb, the
largest youth poetry festival in the world. Over the years, this festival has helped
expand YCAs reach into schools and communities across the city. It is a competition
that emphasizes self-expression and community via poetry, oral storytelling, and hip-
hop spoken word. Louder Than a Bomb is a bridge for young people from all
neighborhoods, socio-economic statuses, race and cultures to come together and
better understand one another.


Jodi Wortsman
LIS 716
Collaborative Leadership Project
December 7, 2013

7
As Kevin Coval describes, for three minutes at a time the students speak about
their lives. For the other eighty-seven minutes, they are listening to the lives and stories
and dreams of others. Kids that dont look like them and come from a different
neighborhood. In listening, the city shrinks.
Watch a 2 minute video clip at:
http://www.youtube.com/watch?v=l2GmJyFmkmE

Why should we have Kevin visit Westfield?
1. Kevin Coval is an engaging speaker, both in person and in the documentary
on the Louder Than a Bomb festival. I think students will connect with him and learn
about understanding and respecting peers no matter what their background. I think the
message is amazing - empowering young adults to express themselves in a friendly,
safe environment. It also exposes them to people from very different backgrounds.

2. It supports Common Core:
Reading Standards for Literature:
Analyze how a dramas or poems form or structure (e.g. soliloquy, sonnet)
contributes to its meaning.
Compare and contrast the experience of reading a story, drama or poem
to listening to or viewing an audio, video or live version of the text,
including contrasting what they see and hear when reading the text to
what they perceive when they listen or watch.
Writing Standards:


Jodi Wortsman
LIS 716
Collaborative Leadership Project
December 7, 2013

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With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach.

Program Details
A writing workshop is generally 90 minutes, can be longer or shorter depending
on the age of the students/teachers. Kevin generally kicks it off with a bit of his own
personal history and how he came to be a writer, educator and community organizer.
He then reads a few pieces and then talks about the writing process. He will lead
participants through a writing exercise where they will brainstorm a list of some things
depending on the prompt he gives them. They will begin to write and then present
their pieces. He is a fantastic educator and engages students and teachers in a very
interactive fashion.



Jodi Wortsman
LIS 716
Collaborative Leadership Project
December 7, 2013

9

Attachment C - Follow-up sent to teachers and administrators in preparation for
December 17, 2013 meeting

Proposed Guest Presenter - Kevin Coval
Louder Than a Bomb

Follow Up

I spoke with Tammy Job, Schools/Community liaison for the Young Chicago Authors and Louder Than
a Bomb (LTAB), to ask her the questions that came up in the ELA meeting on November 19. Based on
my conversation with Tammy, and from what I know about LTAB, I am very excited to pursue this
fabulous opportunity.

Here are her responses to our questions:

How can he adapt his program to our kids?
Kevin visits middle schools all the time and wants kids be empowered to share their stories, whatever
they are. It is an opportunity for kids to reflect on who they are, which is especially important during
middle school. Tammy told me about a middle school visit where a young lady stood up and said (and
I am paraphrasing) I am white, have two parents and a dog. What am I supposed to write about?
That was a brave thing for her to say. Kevin encouraged her, as he does all kids, to tell her own story.
It could be happy, sad, whatever. Do you like your dog? Hate your dog? Everyone has a story. They are
also very diligent about making sure any poetry shared is appropriate and respectful.

Can we have two presentations and two writing workshops?
Tammy suggested having two 90-minute sessions with the kids (one for 6th grade; one for 7th and 8th
grade). Kevin usually combines his presentations and his writing workshops. Kids need to come with a
notebook and pen and be ready to write. His high-energy presentation usually consists of:

An introduction to Young Chicago Authors and Louder Than a Bomb
Reading a couple of his pieces of poetry
Discussion of how he wrote his poetry
He then gives the kids a prompt. They have 20 minute to write.
Kids are invited to perform/share their work.


Jodi Wortsman
LIS 716
Collaborative Leadership Project
December 7, 2013

10

Tammy suggested that after the workshop, teachers can assess the interest level of the kids. Kevin, or
someone else from Young Chicago Authors, could then make another visit for a smaller group
interested in pursuing this further. This often leads to the formation of poetry clubs and/or poetry
teams.

How can we front-load our kids in preparation for the workshop?
Basically, just explain how the day will go and have them prepared with a notebook and pen. She
suggested we not show them the Louder Than a Bomb documentary beforehand, because kids get
intimidated. The kids on the documentary are amazing, and in high school, and we dont want our kids
to feel like they arent good enough. Better to let them start without any preconceived notions. After
the workshop, it is a great idea to show the documentary to inspire them and show them what they
can strive for. Also at that point, the teachers can determine the interest in forming a poetry club or
team.

Cost
They do not have a set price for these presentations. Typically, they ask for $500 per 90-minute
workshop (so $1,000 total). If this is not possible, they will work with our budget. They do not want
price to deter anyone from participating.

I am very excited to share this opportunity with the students. I believe it will enrich the learning or our
students and help them improve their creative writing, presentation and listening skills. It will also
teach them to understand and respect themselves and others.

If we would like to move forward, the next steps would be to discuss the budget and propose 2 or 3
dates that would work for us. I look forward to your ideas and feedback.

Thanks!

Jodi