COVID-19 Time Capsule

Racism Caused by COVID-19

This Wikipedia article has meaning to historians, as they can see the many different ways people were affected by the coronavirus. Not only were people under the threat of getting sick by the virus, but Asians were also victims of hate crimes done by racists because of their race. This site is very extensive and includes incidents of xenophobia from all over the world, showing the flaws of humanity even during this troubled time.

COVID-19’s Impact on the US Economy

This article, from The Guardian, has meaning to economists because it details how the coronavirus had a huge impact on the United States, comparable to the Great Depression. It is specific and focused on only one country, which also currently happens to be the country with the most coronavirus cases in the world by far. The United States currently has 1.94 million cases, followed by Brazil with 646 thousand.

Open Letter to Trump

This article, posted on the New York Times, has meaning to political scientists. This allows them to analyze the reactions of the people to their leader, as well as analyze the things they did correctly during this pandemic or lack thereof. They can see the politics that happened during the pandemic through the reactions of people towards their President’s actions.

Map of COVID-19 Spread

This map, provided by the World Health Organization (WHO), has meaning to geographers. This map shows how the virus spread over the world, which country has the most cases, the rate at which cases grew, and more. This allows them to analyze why some countries have more cases than others and how cases spread all over the world, for example.

Reactions of the People

These photos put side by side have meaning to historians because they show the reactions of different groups of people. The Asians are having a protest because they have been unjustly discriminated against during the time of the coronavirus. On the other hand, the white people on the right side are protesting home quarantine, reasons being “wanting a haircut” and more. This allows historians to see how some groups or races of people are significantly more privileged than others.

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Final Reflective Blog Post

The SMART goal I set for myself in this unit was “to learn to work independently and organize my time well, which can be measured by seeing if I turn in/finish everything on time with good quality.” I felt like kind of achieved it because I did turn in and finish all the assignments before the due date. However, the quality of those assignments was not very high, which I should improve on in future tasks.

 

In Confusions, I read the play “A Talk in the Park.” The author, Alan Ayckbourn, used irony to create a humorous effect. “BerylSorry, only the man over there won’t stop talking. I wanted to read this in peace. I couldn’t concentrate.” (66) This is a use of irony as the entire plot of the play are people being bothered by the person sitting next to them, then moving on to the next bench to annoy the person sitting there. It also uses the repetition of an event, which is funny to the viewer and reader. In the poetry anthology, I chose to read “Perfect for Any Occasion” by Alberto Ríos. The poet used an extended metaphor throughout the poem, which created a humorous effect on the reader. “[Pies] can’t go to junior college, /Work hard for the grades, /Work two jobs on the side.” (lines 6-8) The comparison of pies to celebrities, specifically child stars, is amusing to the reader.

 

The most challenging part of this unit was analyzing poems. Poems have a unique structure and style, which I have not practiced examining much. I also want to learn more about how to find the theme of a poem because the theme I interpreted from my chosen poem was reductive, and there could have been a more profound meaning which I did not read into.

 

I managed to organize my time reasonably well during this time, not just for the unit but pretty much for the entire duration of e-learning. I managed to work independently with little help from outside sources, which is a success of mine.

 

I feel like I am satisfactory in most of the Student as a Learner standards, maybe even exemplary for “time management” under “Responsibility” and “independent learning” under “Attitude.” To reach exemplary in more standards, I need to proactively seek and ask for teacher feedback, under “Responsibility.” I can act upon given feedback and ask peers for review, but asking teachers will make me more responsible for my learning. Under “Attitude,” I feel like I should be open to more challenges and take more risks in my learning, for example, choosing a harder poem to analyze and use deeper thinking to interpret a theme.

 

For English 10, I want the assignments that I complete to be of a higher standard. This can include having a more in-depth and precise analysis of the theme, the various literary techniques used, and their effects on the reader. I could also challenge myself more and take more risks in my learning.

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Speech Analysis Infographic

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Propaganda Poster Annotation

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IDU Final Reflection

Usually, I am quite apprehensive about group projects. I sometimes enjoy them if it is with my friends or other people I know well, but that can be a rarity for big projects. Though I wasn’t the closest to my team members, I did know that they were all relatively hard workers, and that relieved me somewhat, as there is nothing that annoys me more than lazy group members who contribute nothing. However, I was also nervous that I would be that group member. The first few days of the project, we had pretty much no idea what we would do. But at least we had come up with a couple good norms of collaboration.

I believe the most important norm is that every group member contributes, whether good ideas or bad. This way, we can get the most insight and have the most diverse views, from which we can then choose the “best.” It is also important to be present, to pay attention to what each group member has to say. That is the most basic way of showing respect and can even spark debate or additional support of the idea. I think this one was the most difficult to implement, because students can get off task if they are only with other students instead of a supervising teacher. Also, sometimes we get bored. Everyone should also take responsibility for their parts of the project when they are assigned. One person should not be doing everything, though that can happen quite often. Team members should also be open-minded to all ideas, and if they disagree, they should be kind and give good reasons as to why. Compromising is also needed if the team enters the “storming” stage and cannot agree on one specific idea. Luckily, our group never really entered that stage.

My biggest strength as a team member is that I take responsibility for my part of the project. I can write out the script for my four PowerPoint slides in good time and maybe help others with theirs. I like to write the scripts more than make the PowerPoint look pretty or doing research, mostly because I already have the information and data in other assignments for the various lessons. I just have to put them together in a clear way that can be spoken smoothly. It sounds easy, just like copy and pasting, but it is not. I’m just putting together the information I collected and analyzed for other assignments.

However, I do also have areas that I can work on as a team member. I hope I can develop my leadership skills more. Based on my strength, I’m mostly good at being told what to do and then doing it. Though that is a lot better than not doing anything, I do wish I could be more useful in giving my ideas to the group and encouraging others to share more. I was not the most “useful” person in our group. We did have a sort of leader in our team who assigned PowerPoint slides to everyone, and they were not like a dictator. They were just a competent leader who made the whole process easier for everyone, and I hope that can be me next time. I don’t even have to be the person to do everything, I just would like to contribute more. I gave myself mostly 2’s for the collaboration strand of the student as a learner rubric. I thought I was mostly satisfactory.

Collaboration is very valuable in group projects. In order to produce a final product or get anywhere, really, people have to work together. One person could do all the work, but then it wouldn’t be a group project. Collaboration can be difficult, because different people can have different ideas. If one person has a design that they are very passionate about and another has a different one that they equally care about, arguments may arise. This wasn’t the case for our group. The only small conflict we had was whether to go with the weighted grading system or parent seminar, and we did a quick vote and we all chose the seminar because it was easier to create. But in the case that arguments do occur, it is essential to be respectful and to compromise. Maybe the group could combine the two ideas somehow, or list out the pros and cons of each to find out which one is “better.”

The IDU project not only educated me on inclusion issues at ISB, but also taught me how to collaborate better with peers. Even though our solution wasn’t chosen to present in front of the whole grade and larger panel, I still feel like our presentation and PowerPoint was good, and so was our solution. Next time, I hope I can work on my leadership skills within the group and also contribute more ideas.

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Winter Break Reading Goal

The last two books of The Three Body Problem trilogy, The Dark Forest and Deaths’ End. Also The Kite Runner in Chinese.

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Eddie & Girl

PLAY: Check Please: Take 3

CHARACTER: Girl

I assumed that my characters were probably middle-aged. This is because they are both in town to attend a funeral for their cousin, who is probably around the same age as them. The cause of death was not mentioned, but they didn’t hint that the death was particularly unnatural, so it was probably just of old age. Cousin Trudy was probably a bit older than Girl. Girl, being called “Girl,” is definitely a girl. I researched some simple first date outfits, and the only ones that showed up were for women, and I just picked one I sort of liked. It’s supposed to be a leather jacket over a white, flowy blouse, blue jeans, and leather boots. She’s also wearing a gold locket necklace. She mentions television, which means she has access to a TV, so I guess she’s most likely middle-upper class in terms of social status. Because of her social status, she probably has a decent job, so she can afford a nice outfit. She’s speaking English, so I assume it’s in the United States of America because that’s where English is spoken the most. They’re in a restaurant. She’s on a date with Eddie, so her dress it probably rather formal but not overly so. The time of day is probably in the evening, around dinnertime. They don’t mention the temperature or weather, so it’s probably rather mild. In terms of the historical period, I would say it’s modern, 2010’s maybe because the play was published in 2010. Televisions exist, and planners are used. The outfit is also modern. She has an average personality, shown by her average first date outfits. She does have a therapist, like Eddie, but they don’t discuss that.

CHARACTER: Eddie

I assumed that my characters were probably middle-aged. This is because they are both in town to attend a funeral for their cousin, who is probably around the same age as them. The cause of death was not mentioned, but they didn’t hint that the death was particularly unnatural, so it was probably just of old age. Cousin Trudy was probably a bit older than Eddie. Eddie is a basic guy’s name, and he mentions that he isn’t gay, so I assumed that he was a man. I sort of based his outfit off of Girl’s, whose I designed first. They mention many times that they have lots of similarities between them, so I made their outfits match too. It isn’t too obvious, though, just like how they only discover that they’re cousins at the end. They have the same color palette—blue, yellow/gold, white, and brown. Eddie’s suit is blue like Girl’s jeans, dress shirt white like her blouse, pants, and shoes brown like her jacket and boots, suit buttons gold like her locket. His social status seems pretty average. He’s not impoverished or mega-wealthy, but I’d say he gets by comfortably. Consequently, he probably has a job that pays well. His outfit is not very cheap, but he can afford it. Eddie is also speaking English, so it’s obviously in the same place as Girl, which is America. It is mentioned that they are in a restaurant. He’s on a date with Girl, so his clothing is fairly formal. No time of day is explicitly mentioned, but I assumed it’s in the evening because that’s when most people go on dinner dates. The weather and season are not mentioned, so temperatures are probably not too extreme outside. It’s a modern setting, so the outfits I chose are pretty much what I’ve seen people wear around shopping malls or semi-formal restaurants. Their personalities both seem average, almost boring. I tried to reflect that in their rather basic first date outfits. They make jokes and talk casually. The only psychological factor maybe worth mentioning is how he has a therapist, but he doesn’t go too deep into that.

Description:

I recently completed my costume design of two characters from scene 8 of the play Check Please: Take 3 by Jonathan Rand. They are Girl and Eddie, and I had to read a short scene for some background. I then interpreted their characters to design a costume for each of them.

Evaluation:

I was a bit nervous for the drawing component of this assignment because my artistic talent is severely lacking. This is clearly shown through my drawings. You can sort of make out what the clothes look like, but there could have been more detail. This means that I have to practice drawing more in order to improve my art skills. But I did enjoy writing about my interpretation of each of the characters, as well as describing their outfits (with words.) It was more difficult to transfer that to colored pencils and markers on cardstock. I feel like what I drew was different from what I had in mind.

What did this process teach you about how theatre is created? Did it confirm something you already knew or did it challenge something you knew?

People who work in theatre are talented in so many different ways. When you see a show, you mostly see the actors. They work very hard, of course, but there are many more roles behind the stage. Costume is a large part of a show. Good costumes are able to inexplicitly explain the setting and characters, sort of even working as exposition. I also believe you should be somewhat of a good artist to be a costume designer, so others can visually see what the characters need to wear. The costume designers also have to work with actors to see it the costume fits, lighting people to choose which light best shows the costume, and prop people to make sure the prop does not interfere with the costume.

 

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Annotated Photo & Real Artifacts

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Intro to Costume Design

10 Factors of Costume Design

  1. Age
  2. Gender
  3. Social Status
  4. Occupation
  5. Geographical Location
  6. Occasion or Activity
  7. Time of Day
  8. Season – Weather
  9. Historical Period
  10. Psychological Factors/Personality/Emotion
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Reading Reflection

Since the beginning of the year, I’ve finished Little Fires Everywhere by Celeste Ng and I really loved it. I’ve been trying to read George Orwell’s 1984 but honestly, I’m not the most into it, so I’ll get back to that. I finished 13 Reasons Why by Jay Asher over October Break and it was quite good. Right now, I’m reading Stephen King’s The Shining, and it’s very interesting so far. I also just started The Goldfinch by Donna Tartt. It’s also good, but I’ll continue it after I finish The Shining. My reading goal outside of school is just to read more, and I think I’m doing alright on that so far. In school, I will try to make deeper annotations with the stories we have to annotate.

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