Connect-ed Newsletter February 2019
Creativity in STEAM
Welcome to the February 2019 edition of Connect-ed We’re delighted to bring you the latest edition of our newsletter, packed with articles to help you find out more about the professional learning, good practice and collaboration opportunities that are available for you at Nord Anglia Education. Read on to find out what’s new, what’s noteworthy and what we’ve been working on. We’ve also highlighted the many significant contributions that we have received from around the Nord Anglia Education family, all of which will enable you to See the Bigger Picture with your own learning this academic year. Contents Creativity in STEAM Genius Hour A case study on creative practise: How reflective are we as practitioners? Enabling creativity through the Artistic Focus Showcase for 2018-2019 Featured Seminar & Webinar Collaboration and Creativity #NAEMIT Hacks the Global Games Creativity & the Visual Arts Video: Creativity in the Classroom TED Talk: Creative Thinking by Giovanni Corazza Big Reading Challenge for February 2019 Self-Study Courses for Creativity in the Classroom The Magic Crate Library: Our holistic project linking creativity, literacy and the Global Campus! Join a global celebration of the wonders of Pi! What does creativity mean? Leading change and harnessing creativity – apply for the Masters in International Education Looking to submit an article to Connect-ed? Contact nau@nordanglia.com and let us know what you are wanting to write about!
Creativity is a vast and complex notion, for which it is difficult to agree a universal understanding. It is often assumed to be a binary personality trait; we might describe a “creative type”. This labelling is problematic, not least because it implies so few of us are creative. Often this manifests itself into traditional subject areas – creative minds belong in the arts, right? Yet creativity is a mindset, without which what we perceive to be the cornerstones of mathematics and science would never have been uncovered. It transcends subject matter. Where advancements in any given field can be found, you will also find creative thinking – alternative approaches to problems lead to discovery, not the same old well-trodden paths. Creativity is fundamental to our students’ success, in both their learning and transition into the workplace. We may not be able to predict the future job market, but the ability to think differently when approaching problems or generating ideas will prepare them well for any career. Our pedagogical approach to STEAM (and arguably all areas, but STEAM is a helpful starting point) is therefore an important mechanism for fostering that creativity. Through focusing upon the interconnectedness of learning and its application to real-world scenarios, we can challenge students to think creatively, utilising a broad range of knowledge and skillsets to tackle problems that don’t necessarily have a pre-determined method or answer. We are here to equip students with the tools they need to succeed. In an increasingly uncertain future, creativity is an invaluable tool for our students to have at their disposal. Our challenge as individuals, schools and an organisation is to nurture creativity as best we can. Unpicking how we achieve this requires us all to be “creative types.”
Dan Griffiths Programme Manager STEAM & MIT Education Team
A case study on creative practice: how reflective are we as practitioners?
What would you learn with an extra hour per week? In 2010 IBM surveyed 1500 CEOs to learn what companies were looking for in their employees of the 21st century; the most popular attribute... creativity. As educationalists we must reflect on this and provide such opportunities for our students - where there will be fewer jobs requiring mechanical operation, instead, we should place greater emphasis on cognitive ability to overcome and solve problems. The Genius Hour taps into our learners’ intrinsic motivation to problem solve by igniting passions. Evolving from Google’s 80/20 time, this term my class started their journeys of discovery and decided to learn to skateboard, knit, learn about aviation and become a magician for a self-directed one hour a week. All were curious and keen to choose something new to learn. The breadth was incredible and the challenge for me was to assist them in prioritizing and managing their time. Their interest and motivation grew as they began to learn more about their subject and themselves. In the final week students gave a 5-minute presentation to the class to reflect on their learning. They spoke about the Aztecs; a computer app they made; a T-Shirt; designed and knitted handbags. Who in their class has ever said ‘Now children … put down your knitting needles and look this way.’!
Luke Dart Year 6 Teacher The British School of Guangzhou
Genius Hour
Inspiring creativity in our students is no easy task and we don’t always get it right first time. We need to continually improve our teaching practice, working out where we can improve and what we are doing well. Have you ever left a lesson feeling that you could have done something different, or taken a new approach to engaging your students? This month’s featured case study discusses a new methodology which could help. This simple yet effective method involves two stages, filing and reflecting. In this instance a Go-Pro was attached to a PE teacher, and also one to a student; the teacher would then review the footage with a colleague and collaborate together to develop future teaching. So how does this tie-in to creativity? Creativity is a very observable quality; we can often tell when a student is thinking outside of the box through their actions and words, but we may not always notice this first hand. Using the reflection ideas in the case study, teachers can look back at footage and determine which students are demonstrating initiative and which are more passive, and in doing so determine which measures can be taken to ensure that all students feel comfortable taking that step ‘out of the box’ to develop their creative minds!
Paul Cochlin Head of Physical Education (PE) The British International School Abu Dhabi
Click here to read the full case study on NAU today! You can also find examples of teaching practice in a range of phases and teaching subjects here in our video library, including examples from Nord Anglia schools.
To find out more about Genius Hour and how you can apply it to your own setting, check out these great resources: IBM Newsroom: Global CEO Study Pink D. (2009) Drive: The Surprising Truth About What Motivates Us Pink D. The Puzzle of Motivation: TED
Tracey Hainsworth NAU Teaching Fellow (Visual Arts) Head of Art Windermere Preparatory School
Seminar Series: Floppy's Phonics
Seminar Series: Floppy’s Phonics: Actions to help you teach sounds to your class. This seminar, brought to us by the Oxford University Press, looks at teaching children actions to go with sounds to develop language skills. This method uses flashcards with actions on them that go alongside the sounds themselves, with the intention of being able to slowly remove the flashcards over time. This technique utilises multiple learning styles to maximise student engagement and encourage creativity. This technique can be extended across age ranges and curriculum subjects to help students develop knowledge and language. Watch the seminar on NAU today.
Featured Seminar
Please continue to collaborate with all of us in the Artistic Focus Showcase in the Music community on NAU
Featured Webinar
A Sense of Wonder: Restoring Curiosity and Inquisitiveness to the Classroom IB Teacher, workshop leader and author Kosta Lekanides looks at the importance of encouraging students to investigate problems and ask questions rather than wait for answers to be given to them. You can support creativity by restoring a ‘a sense of wonder’ or curiosity that encourages children to investigate a problem and come up with their own solutions. Creative thinkers will become capable problem solvers and unleash a new sense of educational freedom. Kosta will give you ideas to help you to put this into practice. Watch the seminar on NAU today.
Creativity has its roots in diversity. Diversity in all its many forms including, but not limited to, varying learning styles, cultural heritage, and language are celebrated through the plethora of artistic endeavors being undertaken and the associated achievements being enjoyed in our NAE PK3 / Early Years through Grade 12 / Year 13 arts classrooms. When thinking about diversity, we would first like to look at the definition of diversity. Diversity as defined in the Cambridge Dictionary: a condition or fact of being different or varied; the fact of many different types of things or people being included in something; a range of different things or people; the fact that there are many different ideas or opinions about something. Given this definition, the word diversity takes on many shapes and forms. As educators in NAE, we have many diverse opportunities to not only explore diversity with our students but more so, for the students to explore them with us. So how does this tie in to creativity? Well, with our students coming from a wide range of cultural, social and emotional backgrounds, we are lucky enough to be able to work with these children to uncover so many different skillsets and talents. All of our students are unique, and each has their own approach to problem solving, and this is something we need to understand as educators when it comes to adopting an approach to unleash their full potential. Last year our Year One Kindergarten students collaborated on a project titled “Our Flag”. The students studied the art and life of the artist, Jasper Johns. As the students explored Johns' flag paintings and learned about the stars and stripes, they decided to create their own flag. They first started painting stripes and making stars out of collage. Then one of the students raised his hand saying, “Mrs. H, my family is from China”. It was in this student-teaching moment that all of the students started creating flags from their family’s countries and covering the stripes on the flag. “Our Flag” represents the families of these students and all of our NAE family of schools.
Effective use of a Teaching Assistant, with Tristian Cook This webinar from our archive focuses on the use of a TA in a P.E. lesson, but the same principles can be applied across the whole curriculum. Tristian states that a lot of teachers don’t utilise TAs to their full potential; they are there as an educator and can often be more knowledgeable on a specific subject area than the teacher, but teachers must be humble enough to accept this and make the most of this wonderful resource they have been provided with. A TA is a second voice in the classroom who is capable of utilising different skillsets to encourage students to reach their full potential. Find out how to be creative with your use of your TAs by watching the webinar on NAU.
Featured Seminar & Webinar
As one of our regular features we like to highlight content from our archive that relates to our theme this month…and we encourage you to explore our archive, which is full of videos you might want to watch.
Enabling creativity through the Artistic Focus Showcase for 2018-2019
Tim Hainsworth FRSA NAU Teaching Fellow (Music) Director of Middle School Music Windermere Preparatory School
Collaboration and Creativity
#NAEMIT Hacks the Global Games
The Americas Regional Event, The Global Games, sees over 1000 students from the different schools come together to compete in an Olympic Style sporting festival – a unique opportunity to engage students within a different forum. A conversation between colleagues during the Summer MIT Professional Development Week sparked the idea of “hacking” the Global Games. It grew from the collective belief that STEAM education was intrinsically embedded within Sports, and that this event would be the perfect host. The theme behind the challenges for 2018-2019, Super Heroes, particularly the challenge “Epic Identity”, gave the perfect context for the STEAM takeover area within the Olympic Village. The Epic Identity challenge focuses on the idea of both analyzing and enhancing human performance through wearable technology, inspired by the research of MIT’s Professor Leia Stirling and her team. The Global Games therefore provided the unique chance for Sport and STEAM to be fused together by giving students the resources to analyze their own physical performance and, as a result, consider how advancements in technology could change sport in the future – it allowed a true cross-curricular, potentially even an anti-curricular, learning opportunity for those who attended. The depicted sidekick to Professor Leia Stirling super hero character in the Epic Identity challenge is MIT’s Richard Fineman, who attended the event to support with the running of the STEAM tent. His expertise in analyzing human performance via wearable sensors provided the students the exciting chance to observe and interpret live data relating to them completing a sport of their choice. The sensors used were “PocketLab One” which provided live data relating to a wide variety of variables including velocity, acceleration and pressure. Having an engaging, passionate and relatable MIT PhD student provided another dimension to the activities; it resulted in conversations and mini investigations being developed which went far beyond the realms of the Global Games. Other activities incorporated into the STEAM area used other technologies such as MaKey MaKey, Scratch and Robotics – all planned by teachers from a collective of schools within the Region who had attended the Summer MIT PD training. The overall challenge of running the STEAM tent was that this was not a STEAM event, and therefore there was not a captive audience of STEAM-minded students. Our aim was always to exploit this opportunity of having potentially not necessarily “STEAM” motivated students together and exposing them to the MIT Collaboration and how the philosophy behind it filters into all aspects of life. Over the course of 2.5 days over 150 students independently opted to visit the STEAM tent and actively participated in the range of activities/projects available to them. Each day the activities evolved and changed in response to the desires the students expressed. This resulted in a student-led investigation area, which harnessed and forged the expertise of Richard Fineman, the Epic Identity Challenge and overall the curiosity of the students themselves. The real success and excitement associated with the Hack was observing students engage with Richard, and seeing an interest ignite within them that drove them to investigate their own related questions using the resources available to them.
Sarah Perkins Middle School Band Director NAU Teaching Fellow (Music) The Village School
Following on from our theme of collaboration last month, we’d like to highlight how collaboration and creativity work hand in hand…. "Individually, we are one drop. Together, we are an ocean." – Ryunosuke Satoro Why is it important to encourage collaboration in the Arts? Why encourage the sift of standard concerts to focus on more non-traditional, project-based collaborations? Why is this shift important in education? For me, it was that moment when I realized was a part of something greater than myself. Being able to be one voice in hundreds, and be lost in a sea of voices is so freeing. That’s what made me fall in love with the arts. As a young musician, I was plagued with many issues that cause the end of the arts for many artists: perfectionism, doubt, insecurity, frustration. Like many students, I started on on piano. However, for me, that felt like learning in a box. A stiff, rigid box that I felt failure at almost daily. It was not until I started band that I began liking music. However, I did not fall in love with the arts until I started full-orchestra. It was this moment when you realize you are a part of something greater than yourself. Being able to be one voice in hundreds and be lost in a sea of voices is so freeing. That’s what made me fall in love with the arts. I first introduced the concepts of working together creatively in the arts at my school through a movie collaboration. My band students played a set of famous movie themes. I asked the theatre department to create clips of the movies. A middle school technology class then edited the theatre clips together to create a unique movie. Band students voted on the movies they felt best fit with the music. For the last experience, the theatre students performed a live-action scene! You can watch that clip below. After introducing the concept last year, students used “chalk talk” to brainstorm collaboration ideas for the coming year. For example, this year students asked for an orchestra, choir, and band collaboration! I love seeing this kind of thinking! What great thing can we come up with this year? Last year I also asked the MS art department to create art designed around the MS band performance songs. One of the moving moments for me was realizing many of my band students also were in the art class! Seeing a visual representation of their music, in another art from was amazing. Also having students represented in the live show that maybe would not have had that opportunity was also a something that may not have happened without this collaboration. The more we can work together, the more voices that get heard and the more creative we can be. When we collaborate in the arts, students get to dip into another art form. We get to experience an art form that we may not be as familiar or comfortable. Getting to collaborate means sharing a common vision, which helps in our understanding and connection to another art, and ultimately each other as humans.
Jennifer Taylor Physics & Chemistry Specialist Head of Science British School of Chicago, South Loop
As I sat down to write about creativity, I found myself questioning how I interpret this word that has become so frequently used in our society. It is used to describe an aspect of the economy and often regarded as an essential trait for success in education and employment. But what is it about creativity that makes it so important? The longer I considered it, the more I found myself drawn to the ideas of expression and communication illustrated in Picasso’s quote. A visual artwork invites the viewer to read symbols and search for their own interpretation. From this perspective, creative expression plays a meaningful role, it communicates meaning and invites others to find meaning; this is one reason why as educators, we should celebrate creative expression. A meaningful opportunity to engage in creative expression that presents itself this month is the Global Campus Visual Arts competition with the focus of UN goals 4: Quality Education and 16: Peace, Justice and Strong Institutions. As students set about the task of visually communicating their understanding of these goals they will go through a process of analysis and contemplation where they are able to consider the impact of these real-world issues. The creative process doesn’t end with the final entries, but rather, the creative thinking required to change the future is enhanced by the opportunity to contemplate, discuss, communicate and make meaning through this opportunity for creative expression. And don’t forget that the process doesn’t end with your students it extends to you as well. If you are leading the Visual Arts competition in your school, the NAE Art community discussion area is a great place to share ideas and if you are looking for websites to offer inspiration and research, the following offer a wide range of art resources for different age groups: https://artprof.org/courses/ https://www.moma.org/ http://www.tate.org.uk/kids https://www.studentartguide.com/ https://art21.org/artists/ http://www.art2day.co.uk/
Emma Corkery Head of Art, Secondary Teaching Fellow (Wellbeing) BVIS Hanoi
"Painting is just another way of keeping a diary… For those who know how to read, I have painted my autobiography" - Pablo Picasso, 1965
When we ask our colleagues, students or employees to ‘think out of the box’, we often forget how challenging this can prove to be! Often our natural safe place is to think ‘inside the box’, making decisions based on rational thought process. Giovanni Corazza states that we need to learn how to leave the box, where to go and how to get back inside. Why should we leave our comfort zones in the name of creativity, risking our reputation in the process? We have spent years learning what other people have thought, discovered and created; this, combined with personal failures and successes make up the area of our mind in which we live: our comfort zone. We need to understand that the inventions and ideas we encounter daily have come from individuals who were once in the exact same position as they are – someone who was living ‘inside the box’ and hadn’t yet taken that first step towards leaving, or as Corazza terms it, divergent thinking. So, how do we take that extra step? All inventors had to start somewhere, and some of the world’s most creative minds failed many times before becoming successful! Nord Anglia’s philosophy is Be Ambitious, and this is exactly what we want to be. So, let’s remind ourselves that there is no shame in failure, and as the old saying goes ‘if at first you don’t succeed, try, try again’!
Creativity & the Visual Arts
TED Talk: Creative Thinking – How to get out of the box and generate ideas, by Giovanni Corazza
In her video, Catherine suggests that some schools and teachers employ learning styles that don’t challenge students, the equivalent of handing students a piece of paper with a set of questions on it – is the answer A, B or C – this can condition children to think only within a limited framework, not drawing from their own creativity sensibilities. As Catherine points out, whilst real world challenges are not always open ended, they do not rely on A, B or C answers but more on the innovativeness of today’s youth. To foster creativity in our students Catherine suggests that we tap into their natural creativity and try to remind ourselves and our students that we all have the potential to be creative, and hopefully our students can be the innovators of tomorrow. Sir Ken Robinson, in his video titled ‘Do Schools Kill Creativity’, elaborates on this idea, stating that schools themselves are not doing enough to develop creativity in students. We highly recommend you watch his video above in which Ken emphasises the need for schools to nurture creativity, allowing students to reach their full potential without fear of failure. Nord Anglia prides itself on its unique approach to learning and the ambitious ways we enable our students to be more creative – whether taking risks and failing, or taking risks and succeeding, we want our students to understand that they themselves have the ability to deviate from their normal curriculum to come up with ideas and processes which could help not only their peers but those of future generations, too!
Video: Creativity in the Classroom (in 5 minutes or less!)
‘I think children should be respected by listening to their voices and ideas, and I believe in education for innovation’ In this month’s Big Read, Linda McConnon discusses how some children may be undervalued based on gender, socio-economic status & religious and cultural background, and the negative effects this has on the development of creativity from an early age. ‘Education for Innovation’ is a term frequently used by McConnon to highlight the importance of education when it comes to promoting creativity and innovation in our children. Let’s imagine a child is stuck on a difficult problem with many solutions; they have been looking at different approaches to solve this problem when the teacher comes along and explains the answer to them. Casson suggests that in these cases we should alternatively employ the concept of ‘possibility thinking’ – the idea that children should transition from ‘what is this’ to ‘what can I do with this?’. Simply, we must provide our children with the opportunity to solve problems on their own, fostering not only a sense of creativity but a sense of accomplishment and the knowledge that they, through whichever means necessary, can solve problems on their own. It can be difficult as educators to watch a child struggle with a problem, but simple techniques such as asking questions and probing for information can yield the best long term results and allow them to solve problems they may once have found to be unsolvable! We recommend that you read the book to find out more ideas and suggestions to employ Possibility Thinking in your classroom.
Joanna Lay Assistant Director, NAU & Online Learning Education Team
You have probably observed by now that each month we highlight one of our many case studies from NAU. But if you head on over to our case studies area you can find case studies on a vast range of subjects. So, if you’re looking to further your professional development, why not have a look at our case studies on CPD, ICT in the Classroom, or check out more specific subject areas such as best practice in the early years. With creativity being the focus this month, we recommend David Ardley’s case study on students’ use of design as a subject. Or perhaps you’d prefer to read about the Global Poetry Salon which encouraged staff and students to engage with Shakespeare or the Primary Maths challenges that were held across three of our schools a few year ago. We are continually adding more material to our case studies area, so be sure to check in regularly for more content. If you would like to contribute an article yourself, get in touch with us and let us know what you would like to write about.
NAU Case Studies: Enhance your knowledge!
Exploring creativity in the classroom may be asking you to step outside your comfort zone, if you’d like some support and ideas we suggested that you take a look at some of our self-study courses on NAU that will help further your understanding on creativity in the classroom and allow you to collaborate with other colleagues around the family who are exploring the same ideas. Engaging Students is a vital course when it comes to releasing the full creative potential of your classroom. This course aims to provide you with a framework to review how you engage your students. In particular, it looks at how we can offer our students opportunities to be creative in the classroom, providing you with examples from other practitioners including problem solving techniques. So why not take this self-study course today, and work at your own pace to learn new and exciting methodologies for unleashing the full creative potential of your students! A Creative Classroom This course solely focuses on providing you with a framework to building a more creative classroom environment taking examples form secondary school teachers, and highlighting team working opportunities. It also provides lots of opportunities to reflect on your own teachings and discover what can be done to foster a move creative environment for your students.
Developing Young Children's Creativity: Possibility Thinking in the Early Years by Linda McConnon
Big Reading Challenge for February 2019
Don't have time to check out this month’s Big Read? Why not have a look at our Quick Read: Creativity in Education: Challenging the assumptions, by Kelly Coate & Aurelie Boulos, where the authors explore concepts around creativity in education, the challenges you will face and how to introduce cross-disciplinary approaches to creativity.
Self-Study Courses for Creativity in the Classroom
Leading change and harnessing creativity – apply for the Masters in International Education
How does EAL look in your school?
Jenny McWalter Assistant Director, Professional Development Education Team
Join a global celebration of the wonders of Pi!
Shane Leaning, Assistant Head of Primary at The British School of Guangzhou, NAU Teaching Fellow for EAL
I’m Shane, the NAE Teaching fellow for EAL. I’m currently collecting information on what EAL learners need across our group of schools. As such, if you can spare two minutes, please complete the questionnaire below about EAL provision on your school. This will help inform future NAU professional development opportunities. I am looking forward to reading your responses. Link: http://bit.ly/ealsurvey
Find out more about the Masters and what you need to do to apply here on NAU.
To help our Year One students learn about the current Global Goals we have been reading Malala’s Magic Pencil. This book has made us think about how we can make a difference - globally, nationally and locally. I recently undertook some professional development with the National Geographic Society and a key learning point was ‘don’t just teach students about the world—teach them how to change it’. One of our school’s goals this year has been to increase our community outreach. As a result, our Year One students have recently started ‘The Magic Crate’ project in conjunction with Bookwallah, a Chicago non-profit organization. I was fortunate to observe education practices in Reggio Emilia, Italy, earlier in my teaching career and have always been inspired by their project approach with such young children. I admire how this approach brings learning and creativity together in a holistic way and encompasses a long-term perspective. In a presentation led by Seena Jacob, the founder of Bookwallah, our Year One students learned about the work of the organization and their success in building libraries for orphans in India. I love the quote from one of the children in Bookwallah’s video, ‘I’m fascinated by how these books give me wings – I love traveling to different worlds through my imagination.’ The Magic Crate Library is a new project being introduced in Chicago. Crates will be placed in different local areas where books may not be readily available, with a mission to spread the love of books and reading. Our Year One students worked in small groups, demonstrating excellent cooperation skills, to paint their crate whilst adding their own creative ideas and designs. Like any true artist they signed their crate and even named it. The results are truly spectacular, and no two crates are the same. The students continued to take ownership of this project by launching a book drive request in assembly. I can’t wait to see those crates full of wonderful books and support this growing project!
Jolandi Phillips Learning Technologist Education Team
The Magic Crate Library: Our holistic project linking creativity, literacy and the Global Campus!
March the 14th is Pi Day, a celebration of the mathematical symbol that represents the ratio of the circumference of a circle to its diameter. This is approximately 3.14159, which is why Pi is celebrated on March 14th (3/14) around the world. Pi has inspired creativity in mathematics, art, music, literature and science – will it inspire creativity in your class? Join #pidayNAE on March the 14th. Download the guide for some ideas and meet others who are taking part in the Mathematics community. If you have any questions or want to explore Pi Day more, Steve Dodds, your Mathematics Teaching Fellow is looking forward to hearing from you.
What does ‘creativity’ mean to NAE educators? I asked a number of NAE educators the same 3 questions related to creativity, with a request to send me their answers in a face-to-camera video. This video collates the responses, discussing the concept of creativity as understood by these educators (and giving me a chance to practice my own creativity). My thanks to all who participated!
What does creativity mean?
Every time I read Sir Ken Robinson’s work on creativity and education I am struck by the incredible opportunities that we have developed for our students. Every time I am in one of our schools I am struck by how well we are nurturing and enabling our students to develop key skills such as collaboration and creativity. And every time I meet our staff I see the powerful ways colleagues are using their expertise to develop our schools and students to prepare our students for their futures, teamed with a commitment to be even more effective in their roles. Our Masters in International Education, in collaboration with King’s College London, is one of our formal Professional Learning opportunities that is part of Nord Anglia University. The Masters is a fantastic 2-year, part time, programme that harnesses the expertise of King’s College London and Nord Anglia Education. This programme enables participants to explore the challenges and opportunities facing International Education, in the context of globalisation, cultural diversity and technological development. It is therefore a brilliant way to be at the forefront of forging an education system where creativity and imaginations need to be used wisely as we prepare over 50,000 students to shape and lead an increasingly uncertain and complex world. If you are interested in committing to a Masters, exploring and documenting some of the most effective practice in international education, you can find more information in our Masters Hub on NAU. You’ll find information on the programme, the application process and some testimonials from the first three cohorts of students.
Zoë Casson Year 1 Teacher and Primary Multicultural Leader Global Campus Under 8s Fellow British International School of Chicago, South Loop
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