English Final Blog Post

During this final semester of grade 9, it was hard and challenging for us to adjust ourselves to the e-learning program. However, I managed to concur over the challenges of e-learning.

I have learned a lot during this unit, I have learned the technique of making incongruity to do humor. The writer of A Talk in the Park often employs this technique to make a humorous scene. For example, (Ayckbourn, 67). Though he does not know Doreen, Charles gives Doreen no time to reject his childish invitation of seeing a business plan without any scrutiny. The incongruity of one protagonist, Charles, contributes a lot to the humorous effect in this drama. On the one hand, the way he dresses is professional and smart; on the other hand, however, the way he acts is not professional, as he exposed confidential documents to some stranger. The incongruity creating a humorous sense makes the theme more easily touched. That is, a human being wants to talk, want to find common sense from others, but it is better to “talk to yourself.”

I would still like to learn how to make a literature comparison between the two works. The poem, Why We Oppose Pockets for Women, juxtaposes the rights on eight aspects of man and woman, while the same poet wrote another poem named Why We Oppose Women Travelling in Railway Trains(https://poets.org/poem/why-we-oppose-women-travelling-railway-trains#:~:text=Because%20it%20is%20unnecessary%3B%20there,cannot%20be%20reached%20on%20foot), in which similar technique is used to make it humorous. In both poems is a set of juxtapositions between man and woman. Especially, in the 8th stanza of the first poem, the pockets of “men to carry tobacco, pipes, whiskey flasks, chewing gum” (1ine 13) are compared with things in pockets and women. Note that “chewing gum” is a very tiny item that people may easily ignore in daily life, but the poet can meticulously identify this trivia difference between man and woman and help us recognize the unfair social control behind it. In the early years of the twentieth century, chewing gum would be considered a nasty habit but only for women. (Yetter). Ironically, in the modern world, people could hardly imagine how chewing gum degrades the virtue of a woman. So, from this careful observation, it has recorded a past society that imposed too many restrictions on the personal lives of women. In the sixth stanza of the second poem, “[b]ecause men smoke and play cards in trains. Is there any reason to believe that women will behave better? ” The same technique of juxtaposition is employed. On the one hand, men can play cards in trains, but on the other women seemingly have no right to entertain on the train. That is an unbelievable scenario looking back from the modern perspective, but the second poem helps record this historical bias on women’s rights. Through comparing these two poems, I find the poet uses juxtaposition to call for the rights of women and to make a humorous effect on those sexist advocates who deny the right of women.

I think I achieve my SMART goal I set for myself. I learned drama with deeper thought by how it is written and how I could improve myself to write a better drama for next year. I carefully analyze each specific character in A Talk in the Park, including Arthur, Charles, Ernest, Beryl, and Doreen. To make a measurable comparison, I take note of what they say, how they are dressed, and what length their complaints are. So, I set an achievable goal to identify the structure of this drama and how this unique structure helps protrude the theme of it. The structure for me is easy to understand. For example, as for the character, Arthur, Charles, Ernest, Beryl, and Doreen, the first person bothers the second one, and the second tries to complain to the third. In this consequence, the fifth person eventually talks to the first one. That makes a circle, which is the unique structure of this drama, and which renders the drama humorous. In reality, people talk to themselves, and rarely can there be a person who will listen to other’s stories. I think I could understand most of the meaning of the drama and how it is related to the real world. This is how I analyze this drama, and I submit my analysis on time. Therefore, I think I meet the goal of SMART I set for myself.

For me, I think it is a challenge to find out the historical context for my poem, Why We Oppose Pockets for Women. It costs me a long time to find every detail about the living status of women one hundred years ago but knowing more about women’s rights during that period has in fact improved my understanding of this poem. For example, when I learned that this poem was from a collection–“Are women people?”—a collection of a series of pieces Alice Duer Miller wrote for New York Tribune during Suffrage Era (http://suffrageandthemedia.org/source/are-women-people-the-poetry-of-alice-duer-miller/). This historical context is very crucial in facilitating me to a deeper understanding of the theme and calling of her poem. Since Alice had written a series of poems with similar calling, I was attracted to read more poems in this collection, which really refined and honed my understanding of the issue of women’s rights. The early 20th century witnessed how those pioneers sought to give women the right to vote. So, learning more about history and about the civil rights movement is the most challenging part of this unit for me, but this challenge really helps.

I think I have succeeded in two respects. First of all, as mentioned above,  after doing some research on the civil rights movement, I have learned more details of women’s life during 20th century, which deepens my understanding of the poem, Why We Oppose Pockets of Women. Secondly, I know how to identify humorous techniques. For example, in the video, The Pleasure of Poetic Pattern, I quickly identify the repetition effect. David Silverstein said “When I was Poet Laureate, there I go again,” and after a while, he repeated, “when I was United States Poet Laureate” (https://ed.ted.com/lessons/the-pleasure-of-poetic-pattern-david-silverstein). The audience burst into applauds. As I have learned the basic technique of making humor, I recognize this technique immediately.

Throughout this whole e-learning, I am responsible for my learning, and I communicate with the teacher if I have questions. Also, I revise my work many times by commenting on the DX posts and receiving feedback to improve. Furthermore, my submission time for all of my works is meeting the deadlines, except for some class works. However, as for major assessments, I submitted them on the time due. After drafting my homework, I check them and proofread them carefully. Therefore, the time management for me is ok. In addition, I think my attitude is satisfactory because I did my work independently and selected the works from the anthology by myself, such as the drama and the poem. My engagement is quite well to this class by conducting a literature review and exploring the humorous techniques. During this e-learning for this unit, my process was to do the outline, draft, revise, and edit before the deadline. I try to meet the Learner (SAL) criteria of “Responsibility” and “Attitude,” and by doing so I learned a lot in this unit.

I think I need to grow in the way of risk-taking. For example, in this unit, I risk selecting a poem that looks not really like a poem, because of it straightforward lists eight reasons, instead of using metaphor, end rhyme, or other easily-identified literary devices. Consequently, I only received “Approaching” in the poetry task. However, I think it means that I need to grow in better analyzing this kind of poetry. So, risk-taking helps me grow, and this perseverance meets the requirement of the attitude of SAL. In addition, the preparation of relevant resources is another area I can make growth. For example, I browsed the library online to read some papers about how to make humorous effects. This helps me a lot to know the whole system or say the whole picture of humorous techniques, including incongruity, surprise, repetition, inversion, exaggeration, and so on. So, this is another area I want to grow in the future.

The goals for Grade 10 involve my improvement in language and social awareness. I want to upgrade my diction and syntactic skills to express my idea more clearly and accurately. Beyond that, I plan to write some essays on social issues, including COVID-19 and the conflict of races. In this way, my essay would carry more meaning, and my ideas could have more influence on the audience who would give me feedback to better upgrade my thinking and writing.

Finally, I think it has been a great year for all of us. I hope that we all have a great summer reading more books!


IDU Final Reflection

In the last couple of weeks, ISB has included a unit called IDU (Interdisciplinary Unit), in this unit our main focus was on inclusivity. The main goal and focus of this were to improve our ISB community to become more inclusive of all kinds of people. I was put into a group, and in the group, I did not know any of my teammates. During the process of this unit, I had to face the challenges of getting to know how to communicate with my teammates to get things on task and done before the due date.

I assessed myself in satisfactory as in the “collaboration” strand from the student as a learner rubric. During this project, one of my teammates was sick nearly the whole project, and we had to communicate with that teammate to get our work done by using emails and WeChat to communicate our ideas and thinking. I tried my best to listen to everyone’s suggestions and came up with a solution that fits us the best. In this project, at first, we did not know what the targeted audience was; everyone in the group had no idea for the targeted audience,  so I gave the suggestion of LGBTQIA. However one of my teammates did not want to focus on this, therefore, we had a small vote and democracy wins, and the final decision was depressed people. I think that my strengths of being a team member are that I am willing to listen to everyone’s ideas and actively participating in the group. I think I need to work on is work efficiency, because sometimes in our group we make decisions not really efficient which causes the whole process of our work to slow down.

At the beginning of this project, our group, have all agreed to 10 rules:

Team rules 

  1. Work is equally done   
  2. Respect each other’s opinions when disagreeing  
  3. Everyone meets set deadlines 
  4. Build on ideas instead of disregarding them 
  5. Be engaged/on task  
  6. Provide feedback to each others work  
  7. Keep in touch via WeChat  
  8. If a conflict occurs and people are hostile, come back to issue during the next time we meet to set compromises   
  9. If someone misses a meeting/work session, meeting notes/minutes should be posted in the WeChat group and work should be made up at home 
  10.  If people have personal issues, it is their responsibility to deal with it and it will not be an excuse to not get work done

The norms I found being easy for me to implement are respecting each other’s opinions when disagreeing because during the process of the project we had all sorts of ideas and opinions and there are some conflicts but lastly we still had respectfully agreed to one. Another norm I found easy for me was to keep in touch because I am always online and checking my messages on a regular daily bases so I do not miss any important information. I found it very challenging to be on task because I am very easily distracted by other things. 

In my group, collaboration was very important for us, because one of my teammates was sick and we had to work extremely collaborate to finish our work and communicating with that teammate to get his ideas and opinions into our group. I think the most challenging for me to collaborate with others is getting to know them first because sometimes it is very hard to collaborate with someone you do not know. I overcome this challenge by communicating them more often in the group and establishing a good relationship with all my teammates. 

Finally, in this unit, I learned the importance of “inclusivity” and also the importance of collaborating with others. Also, I have learned a lot of skills through this unit such as using Microsoft Excel to analyze data and making graphs, and also I have gained more experience on my presentation skills of presenting things to others.

Costume Design Stagecraft Project Journal

Design Intention:

Based on the ten factors of costume design age, gender, social status, occupation, geographic location, occasion or activity, season or weather, historical event and psychological factors I have created 2 costumes for Check Please: Take 3 for Guy and Ruth.

For Guy his age is probably around 25 and obviously, Guy’s gender is male. His social status is considered as middle-class people. His occupation is not clear or not being said. The geographic location is probably America. The season and weather are unknown. The occasion or activity is dating another character, Ruth, at a restaurant. The historical event is like around the 1900s. The psychological factors of this character are just a normal guy.

For Ruth, her age is around 25 too and gender is female. Her social status should be middle-class and with a certain amount of knowledge to judge what leader should this country needs. The geographic location is America because she said she met Lynn in Kansas and also, she was born in Missouri village which is a state in the Midwestern United States. The season and weather are unknown. The historical even is around the 1900s during the presidential election or something similar to that. The psychological factor is a girl that likes to talk a lot about stuff.

I recently completed my costume design of two characters from Check Please: Take 3, Ruth and Guy. I think I have engaged pretty well in costume design because I have learned art for a couple of years and currently, I am a designer in Charity Fashion Show, so it is quite easy for me to create a costume design for the two characters. I have learned theatre is created by different things such as costumes, lights, sounds, etc, and the importance of each. I found it kind of hard to analysis the script and to develop a costume because it does not provide enough information for me but I consumed and did some research which helped me create my 2 costumes.

Intro to costume design -Theatre

Costume Design

  • 12 factors:
  • Age: determine the type of clothing that we pick
  • Gender: Female/ Male- olden days women no pants but now you could/ gender bias in clothing- common girls dress or skirt/ social construct- changes over the years
  • Social status: wealthy/ poor- powerful- servant-like-job
  • Occupation: sometimes clear for occupation but sometimes not: Jobs: police etc..  No specific clothing but the way being treated
  • Geographic Location: clothing area- dressed differently-style
  • Occasion or activity: eg: bride would not wear jeans expected to wear a wedding dress- important- what are they doing or where are the going
  • Season or weather: temperature: more clothing: shorts in the winter etc..
  • Historical period: time period in history the character is living: fashion changes over time—
  • Psychological factors personality/ emotions: different moods; goth- black dark

D-Log Define & Inquire Unit

In this topic, it is about Defining and Inquiring. In this unit, I had to explain and justify a problem and a solution, mine was about “how freshman students can manage their money in an efficient way”, I came up with this problem inspired by myself. I am a freshman student and the biggest problem that I have myself is keeping track of my allowance. So I thought that maybe someone else that may also have the same problem as me, so I came up with this problem with a solution. From MISO  I picked Survey as my tool, then I constructed a survey on Microsoft forms. I went around the school looking for freshman students. From the first survey, I got some of the answers were really vague and not specific enough to support my solution, so then I went and re-edited my survey with some more clarifying questions, and adding more multiple choice of answers for the questions. From the survey, I took said that almost 85% of the students think or need to manage their allowance in a better way or system. Then I created a data analysis of every answer I got from the survey, about how why each question is important and how does every question analysis can impact my design as my next step Develop and Plan.

After I took my survey, I came up with a couple of solutions. In class, I had to share my ideas and solution with partners and peers, they gave me some helpful feedback on how to improve my solution and tool.

For creating my solution, I did some research about how did other people solve/ create a solution that could help or improve the way of managing money in an efficient way.

My solution was to make a website about “how to keep track of your money” and it is called “Money-Piggy.com”

To create my design or solution I need to learn practice about how to create a website, such as how to program. I think I would achieve this by conducting some research online or asking some technology people from ICT.

You and I under the lemon tree..

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