There are eight “ways of knowing” in Theory of Knowledge: language, reason, sense perception, emotion, faith, intuition, imagination, and memory. A way of knowing is a way that we as knowers can decide whether or not something is “true” or “factual.” This is not a simple decision to make as we must weigh many different factors. Therefore, the definition of truth is up for argument. The technical definition of truth is “a fact or definition that is accepted as true,” however the validity of being “accepted” is not always reliable as popularity does not equal credibility. Due to the complexity of this definition of truth, no one way of knowing, in isolation, is more likely than others to lead to truth.
It is important that knowers use a variety of “ways of knowing” to decipher the accuracy of a statement, as well as form their own opinion. This is due to the fact that truth is not definitive. Therefore implying that an answer cannot be black and white. When only one “way of knowing is used,” what we get is a black and white answer. For example, take the statement “God is real”. Is this true or false? Can we decide this with sense perception? Maybe. “If I have not seen him with my own eyes he cannot be real.” However, this statement can then be refuted with the idea that you may not have personally seen Him, but the stories I was raised on tell us that there are in fact people who have encountered God so who is to say they are being untruthful? Another way of knowing, faith, would allow one to believe sense perception is not necessary to decide whether the statement “God is real” is the truth or not. This is why it is important to weigh the importance of the different “ways of knowing”. Yes, which way of knowing is more important may differ based on the statement in question, and the people involved, however this still shows that there is no one way that can classify a statement as truth.
If only one way of knowing is used in deciding truth, the answer presented cannot possibly address all aspects of the question. It is crucial to the depth we aim to achieve in conversations surrounding the idea of “truth” to consider all “ways of knowing”, their strengths, their limitations, and what we are willing to sacrifice to settle on an answer or an opinion.
For our upcoming performance, my character is an emotionally unstable girl in her twenties. This means that the thought I have put into my costume/scene is all surrounding this idea that she is put together on the outside, but at the same time an emotional wreck you could say.
She is wearing a regular outfit that you wouldn’t look twice at if you passed on the street, but it will still reflect the fact that she is very put together in this sense. Here are some examples:
For my scenery, I plan on making it look like the character is in a therapists office and lying on the couch in the way that typical therapy scenes look in movies.
It would be great if I had access to a couch of some sort to lie on but if not I can always do it on the floor.
For today’s class, I started with a newly annotated version of my monologue. (see below)
This allowed me to make sure that I was doing what the rubric asked of me and so that I was consistent with my performance. The feedback on my performance was that I expressed my emotion through my tone of voice well and spoke clearly, but that my body language could be improved, for example having more crisp and purposeful movements that mirror what my voice is portraying.
In order to improve, I plan on practicing with more movement over and over again so that my muscles eventually remember by the performance period.
The most significant activity to me was probably the first time we did scenes out of a hat. This was because it was a relatively new way of learning improv for me since it had more specific guidelines as to where our scene was expected to go, as well as the fact that we had to take into account our other group members’ task cards. Due to the fact that we had multiple scenes to intertwine and create one big scene, there was more to consider, which meant that it was more challenging and allowed us to work more collaboratively while at the same time thinking much quicker in order to keep the scene going in comparison to an improv situation where we could just go wherever the scene took us.
Something that we did that confirmed my knowledge of improvisation was the activity where we were given the first line of our scene with a partner and had to continue on the conversation based on this start. This confirmed my knowledge because the main thing people think of when they hear that they’ll be doing is the “yes, and…” rule, or “no buts.” By having a slight idea of where the scene was to go, we had less freedom to go wild which meant that it required more open-mindedness when acknowledging what your partner was trying to achieve. Using the “no buts” rule definitely assisted my partner and I when improvising because it improved the flow of the scene.
Around the same time of our improv unit, I had a presentation in english class. Although it may be unexpected, the improv skills we were learning helped my speaking skills by a lot. This was because if I forgot the exact words I had planned, I had the ability to think on my feet much faster.
Before even designing my car on tinkercad, I created a rough version of it with card to make sure the measurements I had originally written out would work in actuality.
Originally, I wanted the sides to be a trapezoid shape to make it more aesthetically appealing, however, I found that getting the measurements correct for this type of body would be difficult to do well, which would in turn make it less aesthetically appealing than a close-to-perfect rectangular body.
Once I had my new measurements, I was able to get started on tinkercad, which was definitely a more difficult part of the project because of the fact that I hadn’t used it in a while and was faced with a few issues that caused simple tasks to take longer than they should have.
For example, when I printed the car body, the holes I had designed to hold the axel were too low on the car body, and would not hold the axel.
I then found a material that had grooves running through it that were the perfect size for the axels I was using which i cut to match the size of the already printed car body. I then attached the wheels and moved on to the last little bit of the project which was the rubber band slingshot and the pole attached to the car.
I tried out a series of different types/sizes of rubber bands to see which would work best and ended up choosing a thinner, longer band. I then used a hot glue gun to glue a popsicle flat onto the front of the car and tested it out a few times. Here are some test runs:
- Risk Taker
- Postive and Energetic
- Aware and in control
- Active Listener
- Cooperative and Collaborative
- Leaders and Followers
- Positively Critical and Able to Act on Criticism
I think that being both a leader and a follower is very important while working in an ensemble since flexibility and compatibility is very useful in having an efficient and quality piece when working as a group. Personally I’m going to focus on being a risk taker this semester and gaining the courage to do more unexpected things in a scene, workshop, or while improvising.
Lesson 2 (Wednesday Jan 9th)-
- Sketch approved
- Cardboard prototype (as much completed as possible)
- Begin tinkercad design (if possible)
Thursday Jan 10th (after school)-
- Tinkercad completion if necessary
- Tinkercad file given to Ms. Lemley to have printed
Lesson 3 (Friday January 11th)-
- At China cup (class lost)
Lesson 4 (Tuesday January 15th)-
- Attaching of wheels
- Test run of car
- Find adjustments necessary
Lesson 5 (Thursday January 17th)-
- Finishing touches
What is this engineering task?
This engineering task is to create a device that can demonstrate basic energy transfer in an efficient and aesthetically pleasing way.
What are you thinking about doing?
I am looking to create a toy that can be used in a kindergarten classroom to introduce basic energy transfer and use. Possibly a car track like this one the is an example of potential energy being transformed.
This would be relatively easy to make/build meaning it is time efficient, while also being a good way to introduce basic energy transfer to both young children and older audiences.
Factors of costume design:
- Social Status
- Geographic location
- Occasion or Activity
- Time of Day
- Season- weather
- Historical Period
- Psychological Factors/Personality/Emotion