Theater Tours

Main ISB Theater- Spotlight Room

One of pictures I took on the tour was of the spotlight room. I found it very memorable because it allowed me to view theater and performances in a very different perspective. Firstly, the room was very warm due to all the equipment, making me understand how hardworking backstage crews are when working. It was also very eye-opening to see the behind-the-scenes process and set-ups of effects on stage– in this case, the spotlights. Something I learned from this was that working a spotlight is actually a skill, and that you must be very smooth and be able to consistently follow the actor wherever they move on stage without lagging behind.

Main ISB Theater- Above the stage

Another picture I took was the space right above the stage. Here, I learned that there needs to be a lot of space above so that scenery can move up and out of sight from the audience. The space also allows it to be easy to store scenery. This place is memorable to me because of how Mr. Redman mentioned that watching performances from here is a very different and interesting experience.

I really liked the tour because it gave me the opportunity to view theater in a completely different light. Getting to see all the equipment and new technology backstage really showed me how much work goes in behind the scenes in order to make a performance on stage effective. A place I would like to visit again is the sound booth in the theater because I would like to experiment with the equipment in there for coming performances.

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ATW Time Capsule

As the school year comes to an end, it’s time to reflect on our time in Asia and the World. For the last week of this subject, we created a virtual ‘time capsule’ to look back on in a few years. Time capsules are a way to keep snapshots of the time, in forms of artifacts, for future generations to have a way to better understand period. To keep a record of these important memories and moments, we have gathered artifacts from our time of dealing with Covid-19.

  1. Protestors

This is an image capturing a protest against the requirement of lockdown. This is helpful to historians because they will be able to understand the context of the pandemic situation and how people reacted towards it. For example, from one of the signs being held up, historians and economists can understand that the economy was being affected by the virus. This also has meaning to political scientists because it shows what people thought about the decisions made by authority. This is helpful to geographers because it provides evidence for where the lockdowns occurred and who was affected.

2. Photo of Kyle Lowry posted on his Instagram:

During this pandemic, a lot of attention has been directed to social media, as online resources can continue to be actively used even during the spread of a virus. This is a photo posted by Kyle Lowry on his Instagram page. Celebrities have great influence on others and can encourage people to make certain decisions. Therefore, this is important to historians because it shows how serious the situation of the virus really is and the resources needed to take care of it.

3. Article about the pandemic’s affect on the economy

https://moderndiplomacy.eu/2020/04/22/impact-of-covid-19-on-global-economy-structure/

This is helpful to economists because they will be able to understand how the Covid-19 virus affected the economy. It shows evidence of how peoples’ lives and lifestyles were impacted by the virus, giving historians a better understanding of the work and living conditions people faced. It also shows the predictions that are made in regard to how the virus will continue impact the economy. This article also shows historians how information during our time is distributed and shared.

4.  Map about confirmed daily covid-19 deaths

This is a map that displays the number of confirmed deaths due to the covid-19 virus. The darkest colors represent more deaths while the lighter shades represent fewer deaths (in millions). This map is important to both historians and geographers because it shows them the situation of each country/area at this certain period of time. This can also let historians infer about how certain places may have been handling the situation, which affected their number of deaths. It also lets them see which places at this time were affected the most, which they can link to other social studies, such as economy. From this, economists can also make inferences on which places’ economy was affected the most.

5. Personal experiences during pandemic.

Because I have been in China since February 2020 when the virus was continuing to become more and more serious, I was able to make a lot of observations about how citizens were responding to the situation and how responsible they were of their health. This would be useful to historians and geographers because they would be able to understand how the people in China reacted and acted to the Covid-19 virus. They can understand how humans interacted with each other, and how responsible they were, by observing the way people dressed (wearing masks, gloves, goggles, etc.). In addition, this is useful to geographers as they can use it to understand how humans moved around, even during a pandemic.

 

 

 

 

 

 

 

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Wrap Up of English 9

During our last unit in English 9, I learned that writers use various literary techniques to achieve humor for a reader or audience. By analyzing the plays from Alan Ayckbourn’s Confusions, I learned that not only can humor be presented in dialogue, but also in stage directions. For example, in the play Mother Figure, I found this scene particularly interesting:

Lucy: “Look who’s watching you.”

Rosemary: “Who?”

Lucy: (picking up a doll) “Mr Poddle. Mr Poddle’s watching you. (She holds up the doll) You don’t want Mr Poddle to see you crying, do you? Do you?”

Rosemary: “(lamely) No…”

Here, Ayckbourn effectively employs humor by using the literary technique of irony, and stage directions. In this situation, Rosemary is being comforted by a toy named Mr Poddle, a doll clearly intended for a child. Because the context of Rosemary’s problems is quite serious and mature, the effectiveness of using a doll to cheer up a grown adult is incredibly ironic and humorous to the audience. Ayckbourn also carefully selects actions to convey humor, by having Lucy repeatedly holding up the doll. The constant use of the prop reminds the audience of Lucy’s odd yet effective method of cheering up another adult.

 

In the second stage of the unit, we wrote a CER paragraph on a selected humorous poem from the Poem Anthology. I learned that poetry can be equally as amusing as a play and serve the purpose of the poet through the use of literary techniques. In the poem We Oppose Pockets for Women by Alice Duer Miller, the poem focused heavily on the use of sarcasm and irony to effectively achieve a humorous result and express the poet’s purpose. Miller purposefully uses a very pleasant tone when expressing very obvious absurd and unreasonable statements, which helps her imply that anti-feminists and anti-suffrages are ridiculous. By simply saying, “pockets are not a natural right” (line 1), she achieves humor because the audience is able to recognize that of course, pockets are a natural right. Not only does make the audience laugh, but it makes anyone who denies her seem illogical. Although it was great to experience analyzing a new text type, I certainly have a lot of areas to improve on that I hope to apply in English 10.

 

I’d say that I achieved my SMART goal to a certain extent but struggled a lot during the process. At the beginning of this unit, my SMART goal was to write a clear and organized CER and dialectical journal while meeting the deadlines I set for myself. As the unit continued, I learned that it was very difficult to meet these deadlines with concise and quality work because I wasn’t initially aware how long each assignment would take me to complete. I initially planned to work on both the dialectical journals and CER paragraph at the same time; however, I found that the quality of my work improved when I focused all of my attention on only one assignment at a time. I extended my dialectical journal entry deadline because five journals took longer than anticipated to complete. In addition, because I found it difficult to overlap assignments, I extended my CER paragraph and blog post deadline so that I could offer all of my focus to each assignment at a time. Therefore, I didn’t meet my original deadlines, but because of the buffer time I gave myself initially, I was able to meet my extended deadlines.

Original Schedule

Modified Schedule

 

In this unit, I found it particularly challenging to be concise and straightforward with my writing. When analyzing both Alan Ayckbourn’s play Mother Figure and Alice Duer Miller’s poem Why We Oppose Pockets for Women, my first instinct would be to write down all of my ideas and then revise and cut down after. The only problem was that it was very challenging for me to revise and reduce my writing. Because of this issue, sometimes my writing became very repetitive and incoherent. However, after gaining feedback and advice from both teachers and classmates, I gained new insight on how to analyze my writing for its important points, and to be more explicit with my reasoning.

 

For the Student as a Learner criterion, I think I scored satisfactory for both responsibility and attitude. In regard to the responsibility standard, during the unit, I sought feedback from Ms. Wong about my dialectical journals that not only helped me improve my writing for the specific assignment but also helped prepare me for English 10. I also requested feedback from three other students in hopes to make my writing as clear and coherent as possible. I tried to utilize all the sources provided – such as videos of Ayckbourn’s plays and CER paragraph exemplars – in order to have a better understanding of the project and to take advantage of the materials given. I think I planned ahead and took initiative of my deadlines for the unit because I gave myself buffer times before the last deadline date. However, I think there were still areas for me to plan my time better, because I did end up having to extend many of my submission times during the unit. In terms of the attitude standard, I think I set realistic goals to complete my work by my intended deadlines and pushed my boundaries even when I found certain aspects of the unit especially difficult. However, one thing I could improve on for the future is to contribute more ideas to English lessons to enrich the learning environment. During lessons, I try to provide as many ideas as I can, but I often hold myself back in fear that my answers will be wrong.

 

As the school year comes to an end, it is time to look forward to English 10. After reflecting upon my experiences and challenges in English 9, there are many aspects in the English classroom that I would like to improve. However, my main goal for English 10 is to continue to push myself to my best abilities, while setting boundaries on my work’s level of “perfection”. This year I learned that although it is important to turn in something you pour your heart and soul into, it is also important to be kind to yourself and understand your limits.

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Reflection: Analyzing Visual Texts and Public Speaking Skills

For approximately the past month in English 9, we have learned about persuasive techniques and have analyzed how they are applied to real life situations and items. Through the analysis I’ve completed in class and the multiple drafts of my video presentation analysis, I began to understand how both visual and text forms can utilize techniques of persuasion such as pathos, ethos, and logos. Not only that, but I started to see how logical fallacies are applied to so many modern items, from posters, to advertisements, to podcasts, and more. It was interesting to notice details strategically chosen by the author that I wouldn’t have noticed in the past, such as how posters or ads commonly use color to have a certain meaning or effect, or how text and font size can have certain implications (i.e emphasizing importance, showing variations of power).

In this unit, not only did I look more into depth about persuasive techniques, but I also developed my presentation and speaking skills. In one of our Tuesday zoom calls, we discussed how it is important for presentations to flow naturally. Many people, including me, grouped their slides by techniques, which didn’t have a particular reason and made points very repetitive and redundant. After learning this, I reorganized my slides by different sections or aspects of the poster, so that I could provide all my evidence for each aspect all at once rather than scattered throughout the presentation. Through these lessons and feedback, I learned how to create a more organized presentation. In addition, I learned how to improve my speaking skills and techniques through feedback from presentations and examples of effective and memorable speeches. For example, by watching Barrack Obama’s speech during his presidential campaign, I learned about the effective use of pausing, emphasis, and repetition. By analyzing George W. Bush’s speech regarding the September 11th incident, I learned about the technique, listing, which can crescendo and become more powerful the more it continues. Although I have learned many new speaking skills, I still struggle at times to really use emphasis, and pausing to make my presentations more powerful; however, I believe that with more time and practice, I can learn to use these techniques better and improve.

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IDU Project Reflection

In the span of 2 weeks, Grade 9 did the Interdisciplinary Unit on the subject of inclusivity. During this time, students used their collaboration skills and opened their eyes to the significant problems in the ISB community.

For the collaboration strand of the student as a learner rubric, I assessed myself as exemplary because while I was focused on my individual work, I was open to the help of others and offered them support as well. For example, during the creation of the PSA for our campaign, our group each provided bits of constructive criticism. In addition, when we began to feel stressed with the approaching deadline, I volunteered to finish the video and draw the images required. I think my strengths as a team member were that I directed my team and always accomplished my responsibilities and work in the group. I ensured that our group was on task and had a clear idea of what needed to be finished by sending reminders in our WeChat group chat. An area of improvement would be to take a step back at times when I felt overwhelmed and impatient. During times when some group members were not doing their part and were distracted, I would lose my patience and finish the work for them. While this helped us finish, it did not help the collaboration dynamics of our group.

WeChat Reminders:

I would rank the collaboration norms based on their degree of importance from most important to least important as paraphrasing, presuming positive intentions, pausing, posing questions, putting ideas on the table, paying attention to self and others, and providing data. I ranked the most important as paraphrasing because in discussions it is very common for misinterpretations to occur. For example, one time during the brainstorming process of our solutions, a member suggested we create a club to discuss body size. At first the rest of the team was skeptical because we thought that people would not want to join if they had to discuss their insecurities to multiple other people. However, through paraphrasing, we realized that the member meant that the club would be discussing problems that people with body insecurities face– to both people who are marginalized by their body size and people who are not. Paraphrasing is essential because it helps develop stronger communication between group members in a positive way. The norm that was the easiest for me to implement was posing questions. Our group found that building ideas off of each other helped us reach our highest potential. Whenever a group member had an idea, we would ask one or two questions each to figure out the logistics and the effectiveness of the idea. The most difficult norm to implement was pausing. It was very common in our group that we would be overexcited to share our idea that we didn’t comprehend what the previous member shared with the group. This made it more difficult to find assess each idea and find optimal solutions.

Overall, our team managed to implement most of the norms of collaboration consistently. The norms that were the easiest to apply was communicating outside of school and speaking mainly in English– as it was the common language. On the other hand, our group struggled to contribute to the project at times, equally. While everyone was equally assigned tasks, sometimes group members did not do their share of work. Collaborating was valuable throughout the project, but especially beneficial at times when multiple deadlines were approaching, and work started piling up. When our group was working on the Assessing Options Assessment, each group member was assigned specific columns to finish to then exchange through the group chat, give corrections, and add additional information.

Team Agreements:

Some of the challenges our group faced were each members’ after-school schedule. When we needed to collaborate, we found it challenging to work around everyone’s busy life. We found ourselves postponing work due to ignoring the problem. To overcome this challenge, we finally decided to discuss our available times and unanimously agree on a suitable time for everyone. When we had to practice our pitch as a group, everyone had activities directly after school. Therefore, we all agreed to video call at night to rehearse and tweak parts of our presentation. In addition, on the day of our pitch, a group member was absent but did not inform the rest of the group of their absence. To adapt to the situation, our group stayed in during break time and took up parts of the group member’s script. Due to the last-minute change, our speaking and presentation skills may not have been the best during the absent member’s parts of the presentation. Nevertheless, we adapted and overcame the situation.

Ultimately, our group faced multiple challenges during this project; however, we managed to overcome and execute our project to our best abilities by the end. Through this project, we gained both academic and life skills that will aid us in the future.

 

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Museum Project: Irrigation System

Green dots: Economic, Cultural, and Political Dynamics (Geo 2)

Blue Dots: Environmental and Cultural Characteristics (Geo 6)

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The Absolutely True Diary of a Part-Time Indian Socratic Seminar

In the Socratic seminar of “The Absolutely True Diary of a Part-Time Indian,” in comparison to the practice Socratic seminar, I felt more prepared. This was because I organized my thoughts and quotes and prepared some questions prior to the Socratic seminar. I was able to refer to my Cornell notes when inputting my thoughts. When we were on the topic of to what extent was Rowdy and Juniors friendship toxic, and we discussed how impactful Rowdy was on Junior, and I countered that Junior had more of an impact on Rowdy. I was able to support my claim with evidence from the text on page 23.

On the other hand, I also felt that I didn’t contribute to the conversation as much as I wanted to. A lot of times, I wanted to ask a question or make a comment, but the topic of the conversation changed, and I didn’t find an appropriate time to bring the subject up again. When we discussed the levels of expectation people have on the reservation, I planned on asking how the reservation’s contrasting version of success compared to ours affects their choices and mentality towards life. Unfortunately, I missed my chance to contribute. In addition, after the practice Socratic seminar, I had made a goal to direct and encourage the conversation to others who hadn’t shared yet by creating a new open-ended question; however, I ended up mainly adding onto others’ ideas and not asking many questions.

Overall, I think I improved on the quality of my ideas because I had prepared evidence to back up my claims, but my level of contribution went down.

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Practice Socratic Seminar: The Absolutely True Diary of a Part-Time Indian

The Absolutely True Diary of a Part-Time India: Chapters 1-11

In this practice Socratic seminar, I improved on my word choice and clarity of comments. In past Socratic seminars, sometimes I would veer off subject or not have a clear answer in my comments. This was due to being nervous and rambling about irrelevant information. When I was justifying my thoughts on the underlying meaning of Mr. P’s apology, I was more prepared. My claims were better supported by evidence as I had prepared and organized my Cornell quotes in advance of the Socratic seminar.

My goal for future Socratic seminars is to involve others in the discussion more. Upon reflection, I noticed that some members never contributed many ideas, which may have been the result of not making new connections and questions to encourage them to do so. For example, when I shared my thoughts on what Rowdy’s actions revealed about the reservation, I noticed that there was some silence afterward, as most people had already shared their ideas on the topic. In the future, I would try to direct and encourage the conversation to others who haven’t shared yet. I would do so by creating a new open-ended question.

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TED Talk Reflection

From Aaron Huey’s TED talk, I learned that the conflicts between Native Americans and colonizers are not accurately represented in American history. Native Americans were stripped of their land, their religion, and their culture, through massacres and broken treaties. While Americans labeled these conflicts as battles, the Natives labeled them as genocides. Broken treaty after broken treaty, the Native Americans were packed into reservation camps as prisoners of war: with poor living conditions and no job employment.

After watching the TED talk, I realize that Sherman Alexie’s “The Absolute True Diary of a Part-Time Indian” has both realistic and unrealistic components to it. The novel’s representation of life on the reservation accurately displays the violence, living conditions, and education standards the people there have. A considerable percentage of people on the reservation are addicted to alcohol due to their living conditions, which results in parents not becoming the optimal parental figure. The effect of alcohol is portrayed in Rowdy’s family with an abusive father and a violent son. On the other hand, Junior’s experience at his new high school does not realistically show the struggles many Native Americans face in a white high school. After only a short period of loneliness at school, Junior is in a relationship with the popular white girl, becomes popular, and is even on the varsity basketball team. In reality, most Native Americans in high school are not as lucky.

I used to question some of Junior’s and the rest of the reservation’s actions; however, now I see the reasoning behind Alexie’s portrayal of Junior and the reservation. This TED talk helped me understand the cruel history of Native Americans and how hopeless and useless they feel every day. Now, it is more apparent to me why on the reservation, even 30-year-old adults bully teenagers and many people shoplift. The images of the reservation in the TED talk also made me recognize why Junior has such low expectations for food, clothing, and people’s futures.

Alexie’s style of writing would appeal and relate more to a younger audience because of the language and thoughts of the first-person perspective. The brutal history of Native Americans is not taught in American schools; therefore, Alexie may have targeted this audience to educate them on this subject. In addition, while many adults may be quite sensitive to this subject, teenagers’ minds are more open to learning about the history of Native Americans.

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Throw a Ball

In the Throw a Ball Project, we used the LoggerPro app and practiced analyzing real-life situations using the math concepts and ideas that we learned throughout the year. The concepts we applied were interpreting linear and quadratic functions (Module 3 and 4), such as the y- velocity graphs. Our group worked collaboratively and we were all on task. This resulted in our video being our best efforts. On the other hand, our group struggled with using LoggerPro, as it was a fairly new app to us. Creating the graphs required multiple trials and many frustrations; however, in the end, we all gained new skills in using the app. An aspect of this activity our group could improve on, is showing more details in our graphs. The descriptions for each graph was not required. As we only worked on it in class, we didn’t have the extra time to add descriptions; however, the descriptions would have further deepened the understanding of our graphs. If given more time or another try, we would also add more math vocabulary to our explanations.

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