- Amy Tan
- Book Cover
- Connecting With the Protagonist
- Cynical Young Character
- Elaine Khosrova
- French Revolution
- Government Issues
- J.D Salinger
- John Green
- Leonardo Da Vinci
- Magazine Cover
- Midsummer Night's Dream
- Multimedia Post
- Polymer Journal
- Racial Discrimination
- Rainbow Rowell
- Revolution Unit
- Rising Action
- Social Injustices
- The Catcher in the Rye
- The Fault in Our Stars
- Written Post
- Written Prose
22, Old Kashgar, Xinjiang
By Lynn Chen
The Plastic Fish
The old-goldfish sat, undisturbed.
possibly decade-old red and yellow chemicals of paint
bleached by years.
No motion to propel it on its rusted, circular railroad anymore,
Subjugated by time,
immersed in its pensive mood,
the plastic ride
in a beat up town
in a beat up world.
I believe that the theme for “The School for Good and Evil” is “the inside of a person is what matters most.” and I’ve expressed that through my multi-media.
“The School for Good and Evil” is a spellbinding fantasy book written by Soman Chainani that takes you along on a journey of magic, adventure and love (different kinds of love!). My multi-media shows a collection of pixelated pictures that are each symbolic of the different stages of the story. The white and black swan represent the “Good” and “Evil” category that each child in the story is forcefully put into (indubitably, black for “Evil”, white for “Good”). For instance, the characters were placed into each of the school categories based on their family line, so if your mother was a witch, then you were witch. If your father was a King, then you would be a royal subsequently.
The two hands holding each-other is a representation of the climax in the story, in which one of the main character—the beautiful and fair Sophie twists into incorruptible “Evil”. Here’s a quote from the climax section of the book:
““Stay away from us!” he said, clutching Agatha to his chest. “Stay away from us both!”
“Us?” Sophie shrieked.
“Let her find her way to Evil,” the prince spat, and raised his glowing finger to call the fairies.” (Chainani 341)
Here is another quote-from-book:
“(…)Tedros looked down at their two shadows in perfect step, at his boots beside her glass slippers, at his bloody reflection in glimmering waters, glowing next to—an ugly, old hag’s.
Tedros spun in horror, but there was only beautiful Sophie, shepherding him gently to Good (…) ” (345)
Even though blonde-haired Sophie’s elegant, gorgeous visage plainly lets others see her as a princess, she was forever destined as “Evil”. Agatha, on the other hand, had the palest skin and her ugly head of black hair glowed “Good” from the inside. When the handsome, son of King Arthur and Queen Guinevere, Tedros, took Agatha’s hand over Sophie, hate had soon blinded Sophie and set her on a path of revenge.
The floundering red fish represents when Agatha’s first good deed was accomplished. She had freed a young girl trapped in the body of a “Wish Fish” (fish that formed pictures of your heart’s greatest desire) when her wish was to Give. This was the first ray of “Good” Agatha had shone, and she will travel further down this path in the rest of the series.
“In her arms was a girl (…) She stirred, opened her eyes, and smiled at Agatha as if she were an old friend. ‘A hundred years, and you were the first who wished to free me.’ ” (115)
The two GIFs portraying two girls, is of course, our story’s protagonist, Sophie and Agatha. Agatha and her diadem of gold and diamonds showering light, and Sophie shadowed under her crown of ebony black thorns.
Lastly, the “THE END” symbolizes Sophie and Agatha’s fairytale ending melting away. Both of their dreams turned to reality but switched, and both of their “happy endings” unfinished.
I chose this multi-media because I visualized the whole book even though there were no pictures, and I thought that simple media could represent a lot in this book. All the pixel pictures were the picked symbols from all over the book.
After reading this book, I’ve found that this book really reminded me of the infamous series “Harry Potter” in almost every aspect. Other then both of the book’s setting being set in a magic school, the book’s both plot showed the characters bravely saving the whole world, and overcoming past histories and losing family.
In the end, after reading this book, I’ve realized that not every book, life and person has a fairytale, magical, happy ending but I do know that at least they all show their own light, and lead to their very last words, and their very own ‘The End”.
INQUIRY, CRITICAL THINKING, PROBLEM SOLVING
Claim: This year I have shown improvement in this L21 Skill.
I have worked really hard this year to gain this improvement by trying harder in Algebra I (since one of the main skills in Algebra I is problem solving) by taking notes in class, doing assigned work, and trying to extend current knowledge by doing extra work. I manage my time wisely in class, ask questions, discussed with other students and reviewed work at home. I know that I still have lots of room to improve, including the fact that I should challenge myself more, and I will continue to try harder the following trimester.
From a few of my math summative tests, I hope you can see I got “Extending Beyond” for the “Problem Solving” strand and deduce that I improved.
Claim: I will work harder to challenge myself next year in “Problem Solving”.
Even though, I improved in Problem Solving, but I know I can still try to challenge myself by doing the occasional challenges Mr. Craig provides us in class. I hope this will help me gain more deeper knowledge in the math field.
There isn’t much evidence for this issue, but my one single evidence is to show how I did not challenge myself during a math test. I will take action in the future by constantly trying to challenge myself in math, so I can make improvements beyond the standards. I know that this goal will also require self-discipline, so I will also try to be that as well during the process.
L21 SKILL: INNOVATION AND CREATIVITY
Claim: I am proud of my learning and work in “Innovation and Creativity”.
One of my enrichments included “Yearbook Design” which consisted of the main activity of designing yearbook pages. When I just started the enrichment, I was a complete novice in designing pages in Adobe InDesign, but now I have improved much, and know how to insert photos, change appearances of “words”, use Photoshop to enhance the yearbook photos, and how to be creative with the pages. I have never done anything like page-designing, and the past trimesters have assisted me a lot in “creativity”. Of course, some of the challenges I still face include meeting deadlines, finishing pages in time, but this has still helped me in gaining more experience in what it is like to work in the “art industry.”
EXAMPLE: Visual Arts copy.
Claim: I have continued to try my best in “Innovation and Creativity” this year.
One example is one of my humanities blog post. We are required to do one multi-media post each month. Sometimes, it takes a lot of time to consider what type of multi-media fits best with the book’s theme, characters, rising-action, or climax and other literary concepts for the book. Some types of multi-medias you could do include: GIFs, poems, posters, drawings etc. Sometimes I struggle with this, because I forget to explain in my blogs why this multi-media fits with my book. We usually are provided with a graphic-organizer to help us with us, and recently I have found this useful for me to write my monthly blogs. I will display some multi-media I have made throughout the trimesters passed.
The one on the left is a poster I made for a book called Fangirl. The one on the right is for The Catcher in the Rye.
L21 SKILL: COMMUNICATION & COLLABORATION
Claim: I have improved in Communication & Collaboration this year.
Indicators of this improvement include my NIH project. We commenced this project in the first trimester of the school year, and the acronym stands for the National Institute of Health. We did model presentations and pretended to be genetic scientists and tried to persuade better health for the people to the judges using evidence we garnered. For my NIH project, I focused on “Autism”, and collaborated with Joyce Sun (who did “Schizophrenia”) and we presented our findings and reasonings to judges (such as parents, old students, and even a few specialists).
I will show you my presentation now.
When we present our presentations to our judges, our scores depend on how accurate our information is and how persuasive we are which also massively relies on really how confident, charismatic we are when we present in front of our classmates and judges and how well we can respond to the questions afterwards.
I had received a “full grant” afterwards and one of my comments was that “I was confident and very persuasive”.
Claim: I have worked hard to improve this L21 Skill.
For Chinese class, a few trimesters ago, I finished a Chinese video after collaborating with Susan Sun, Jennifer Zhang. This informative video introduces the culture of the Chinese tribe “Dai Zu”. We took a lot of time to try to finish this video, while also researching and doing most parts of it out of school.
This was a challenge because we had to communicate with each other from really far distances to finish each clip.
Presented to you above is a short video about the French Revolution my teammates and I created using cheap equipment and the power of collaboration. Our video exists today only because of the revolt that happened in Paris in 1787 which soon spread through the country like wildfire, and tumbled into something bigger, something greater—the French Revolution.
The French Revolution was also an important era of time in the history of France. This is because of the change it did to the people’s perspective of the government, which would gradually form the government of France we know now. The government before the revolution was weak from being in debt, and the king did nothing to help solve this issue.
Soon after the king’s dethroning became a violent era involving the infamous “Guillotine”. More than thousands of people fell to victim under the blade of this weapon, and it took a little later for people realize that the cost of the revolution was worth something more than a few destroyed buildings. People’s perspective of this topic soon changed and they became more cautious of anything to do with revolutions and governments.
Things that changed during the revolution were people’s views on revolutions and things that stayed the same was the structure of society and there were still classes (middle class, lower class etc.)
(Note that the person in the GIF is smoking. The cigarette is white and it blends in with the background color of the blog, so you can’t exactly see the cigarette)
Made with Piskel
What made each classic book different from another? Yes, yes, of course they are mostly made of the same things, tree pulp ironed into thin sheets and tears of high-school students whom were forced to scrutinize the whole book (Classic books are not as interesting as they seem. The only way you can exploit a book like this, is to carry it around your arms at all times—make sure that the front cover is facing out—and people will be secretly impressed with you as you stride around) by their high school teachers.
Anyways, the answer is ink. Ink tattooed onto clean paper, into lines of words that would be memorized later by dedicated readers, passed on through decades of yellowing time, then later resting itself upon an ostentatiously displayed shelf (a spot well-earned) in your local book-store. The Catcher in the Rye is exactly what I had described before. Telling the tale of a cynical young man, The Catcher in the Rye is truly a fantastic journey through paper and smoke, and rain on carousels. One of the most important parts in this classical book, is the rising action. Where Holden, the main character, is trying to finally reach out to other people and escape his isolation. I believe that the rising action is after Holden takes Sunny out on a date.
Here’s a clip from the work:
“”Well – take me to the Edmont then,” I said. “Would you care to stop on the way and join me for a cocktail? On me, I’m loaded.” (Salinger 42)
From this sentence we can tell that Holden is desperate to talk to someone, even going into measures of chatting with the cab driver he was with. (The cab driver kindly refused, in the end)
It shows that he’s exiting his “comfort zone” and actually talking with others. Here’s another clip:
“After old Sunny was gone, I sat in the chair for a while and smoked a couple of cigarettes. It was getting daylight outside. Boy, I felt miserable.” (78)
Again, from this sentence we can discern that every time Holden feels sad or depressed, he smokes or drinks. After his date with Sunny, Holden finally realizes that infinite gal companies and beer will not satisfy the hole inside of him. My multi-media is trying to show how the “smoking-miserable” side of Holden melts away in the rain. Nearing the climax of the story, Holden is crying in the middle of the rain, and realizes that he needs to go home. As you can see, the GIF I created shows Holden wearing a red hunting hat, which is sort of his character trademark.
After reading The Catcher in the Rye, I realized that it reminded me much of this book called “Maniac Magee” by Jerry Spinelli. Both characters in both books have no direction of “home” to them until the ending, and both were both extremely eccentric in their own way. One is quiet, reserved, and witty, while the other is quite superficial. Both of these books had me crying until the end, when I realized that not all characters in books had real “happy-fairytale” endings.
In conclusion, I believe that the rising action for The Catcher in the Rye is after Holden and Sunny’s date. As a human, we may never be satisfied, but after reading The Catcher in the Rye, I had realized that maybe just a teensy little bit of “family and home” love might just fill that emptiness inside of you.