Coral

"I have no special talent. I am only passionately curious" - Albert Einstein

Author: Coral (page 1 of 4)

Harry Potter and the Philosopher’s stone

Title: Harry Potter and the Philosopher’s stone

Author: J.K. Rowling

Page#: 223

Response: Harry Potter is a ten-year-old orphan who lives with the Dursleys, Aunt Petunia, Uncle Vernon, and cousin Dudley in London. Harry is basically bullied by the Dursleys. Harry is surprised to find a letter sent to him in the cabinet beneath the stairs one day. He discovered his parent were a wizard and a witch, were killed by Voldemort, and Harry got the lightning-bolt scar on his forehead. Students are assigned to one of four houses upon entrance at school: Gryffindor, Hufflepuff, Ravenclaw, or Slytherin. Harry is placed in Gryffindor and develops friendships with two other members of the house, Ron Weasley and Hermione Granger, throughout his exciting first year at Hogwarts. A three-headed dog guarding a trapdoor is discovered. Harry gradually realizes that Professor Snape, who teaches Potions, despises him and is attempting to seize whatever is hidden under the trapdoor. Harry, Ron, and Hermione are concerned that the Philosopher’s Stone is in harm, and after defeating many protection charms, Harry arrives at the room where the Stone is kept and is surprised to see Professor Quirrell there. Quirrell is unable to get the Stone from the Mirror of Erised and make Harry to attempt it. Harry got the stone and Voldemort, that has his face on the back of Quirrell’s head. Voldemort explains that he has been sharing Quirrell’s body until he can get to the Stone and revive, and the two fight for the Stone until Harry passes out. He wakes up in the hospital, discovering that Dumbledore has saved him, the Stone is to be destroyed, and Voldemort has escaped.

Mood Boards: Translating the Mood Boards Into Space Final Design

Bird’s eye view

Front View:

This design incorporates elements of each design into one to create this final design. The location is in a thrust theatre and in the beginning, the actor has trapped in the cage again which is surrounded by sound waves. The lighting will be focused on the cage so the rest of the stage is unseen by the audience. The actor finds the key and is able to leave the cage and come into “the real world” where the cyclorama opens and they are inside the actor’s mind and they come out of the cage and they matured and see the four boxes that hold loud objects and they may start to open and random times to trigger the phobia. The actor will become more and more anxious about the noises and the speaker will also repeat the words that the actors so that the actor will be affected by their own voice like in their head.

Mood Boards: Translating the Mood Board Into Space Rough Design

Design #1:

This set is located in the black box with the audience sitting in the front area of the room. The design revolves around surrounding the actor being trapped in an area that is shaped like sound waves like in a jail cell. There is a key leading out of this cage that the actor can use to open to “the real world” to more loud sounds that the actor has to hear. The speaker will be repeating what the actor is saying and this could be pre-recorded but it makes the audience think that it is repeating after the actor. This is because people who suffer from acousticophobia are scared of their own voice when they speak and in their heads as well. This could be that this is the mental state in the actor’s mind is stressed out and the actor is panicking under such loud noises. The items that are within the glass containers will randomly start playing loud sounds so that the actor finds a way to stop it through the buttons. But the sounds can progressively get worse and start playing at the same time which activates the phobia.

Design #2:

This set is located on a thrust stage with the audience sitting on the two sides and front area of the theatre. The design includes various dangling items like the music note swing and the ladder on the thrust. Each block holds an item that creates a sound like the alarm clock, radio, speaker, and microphone, and the speaker in the corner also plays sudden loud noises that will trigger the actors’ acousticophobia. The cyclorama in the back is of a TV white noise image that could be colorful because they could be trapped inside a TV and the actor cannot find his way out. The only way leading out is the dangling ladders that are shaped like sound waves that will produce sound when you climb on them. The actor has to overcome their fear to escape this place up the ladders out of the TV.

Acousticophobia Mood Board: Analysis

The main colors I see are all rainbow colors because I think the sound has a deep connection with colors and in my mood board you can see that it is made up of a lot of fun colors. The sound waves also use the rainbow to emphasize so I think sound can be connected with color. The main symbols I see are the waves of sound, when sound is recorded down, it is in the format of sound waves and that may look like many lines connected with each other creating the sound. The louder the sound is the longer the lines are. The images in this mood board are images of loud noises or other sounds that may bother someone with acousticophobia. The texture that I see on the mood board is a smooth texture because I feel the sounds flowing in my body like a smooth wave. There are some people on this mood board because a section of this phobia is hearing. yourself talking and other people may influence that through yelling or screaming. The location of these areas is widespread since sounds come from all around the world so this may make it difficult for people with acousticophobia. The emotions that people could feel when they see these images are enjoyable or unenjoyable since some people enjoy the presence of sound while other people may not. The movement of these images is mainly the movement of soundwaves and the sound traveling through the atmosphere around us.

Scenic Design Practice: Sketching Space

Ground plan/Birdseye view and Front Elevation Bedroom Sketches

Choose a room in your house: Bedroom, living room, kitchen. Use the same room for both drawings. We want to see the room from two different views

I will be drawing from the point of view of my bed in my room, this area is where I spend most of my time for online classes, entertainment, and resting.

Ground plan/birdseye view

Front Elevation

 

Scenic Design Vocabulary

Scenic Design – The aspect of production that gives a sense of space or location. Can be realistic or symbolic. Aids in creating atmosphere

Mood Board (Concept) – A poster that contains imagery that will help focus’s the design or conceptual weight of a piece of theatre

Thumbnail Sketch – A quick sketch or drawing that becomes the starting point for a design

Stage Configuration – The layout of the stage in the theatre you are producing in the play

Ground plan/ Birds Eye View – The top down look of the design. Gives you an idea of WHERE things are on the stage

Elevation – the front look of the design. Gives you an idea of what you will see when you are looking at the stage

Flat – A scenic piece that is used to build doorways or walls. Light, flexible, and can be built to order

Sight Lines – The view of an audience onto the stage. Sight Lines are taken from many different seats to see what they see

Masking/Masking Flats – Flats or curtains designed to hide the elements of the stage we don’t want the audience to see

Abstract Devlin Questions

Inquiry

At the start of the episode, Es commented that her practice over the years has been to follow the path of inquiry and then find collaborators who are willing to share their paths with her. What does this mean to you?

I think this means that you have the recognization of others so you can develop more ideas with them. This means that she is constantly improving herself with others and working with more and more people. By doing this, you set more goals along the way. For me, it means to get creative ideas from anything and applying it on the stage

Ingredients

During the episode, Es stated 5 ingredients of stage design. (and perhaps photography). What are the ingredients?

Ingredient 1: Space

Ingredient 2: Light

Ingredient 3: Darkness

Ingredient 4: Scale

Ingredient 5: Time

Pick ONE ingredient and describe or explain what it means according to Es.

For light, she used the example of the colored windows that an artist, designed for over ten years. The light peered through the colors into the building and that made it look very cool. But, from looking from the outside, the windows were just black which I thought was really cool.

Communicating

For the “Watch The Throne” tour featuring Kanye West and Jay-Z, Es questioned what the word Throne meant to the artists. For them, Throne was being on top and then having to fight to stay on top — in other words, the Throne meant the tension between power and vulnerability. Can you describe how she created a design that communicated the ‘tension between power and vulnerability”?

In Kanye and Jay-Z’s tour, their throne on stage was tall in height which meant that they were very powerful. But at the same time, because they were very high above others, they were vulnerable to falling off. This design created a tension between power and vulnerability which means if you have power, you can lose it easily as well. Kanye and Jay-Z were examples of people who had a lot of power but were vulnerable to entertainment and could fall at any moment which caused the tension between power and vulnerability.

Broadway theatre flat- Techniques

Scumbling: This is the base coat of the flat where we blended sections of brick colors like red, yellow, and brown together. This base coat shouldn’t be mixed as well because that gives the bricks a more realistic look. The randomness of the color makes he bricks look more natural when put together instead of coloring each brick the same color.

Lining: This is the light grey lining of the bricks to draw the outline of the bricks. This line can be sort of thick because it can later be layered with shadow and highlights. These lines are drawn over all of the lines that we drew in the beginning so that we can layer more layers over it to make it look realistic.

Shadow/Highlights: The shadows and highlights show where the light is hit on the bricks to make the bricks look 3d. In this case, the light is hit in the top right corner so the highlights are drawn in the top and right inside of the lining. Therefore the shadow of the bricks are at the bottom left corner to show the sunlight is from the rightside.

Texture: The texture is added after the highlights and shadows are drawn to have another layer of the bricks to make it look 3d and realistic. In a real life situation, the bricks all have a rough texture to it, when we are making flats we have to make it as realistic as we can so we add texture. We used dark green as the texture and my partner and I painted the texture with a wet paint brush and mixed it out with a dry one.

Spattering: Spattering are the colorful dots that you can see splattered around the flat used to make the bricks have more variety. The dots look like what we see on old brick walls and it is created by using a big paintbrush and dipping it in the colors purple, green, and blue. Then you lightly tap the paintbrush on your finger to drop the paint balls on the flat.

Engineering Project- Blogpost 4

Reflect and Share

Show your final product through photos and/or video

These are my final products and the first one works perfectly but the second one has a break when it stops.

Explain how it works/doesn’t work using scientific terminology

This first device works because the elastic is stretched back and the car is bounced off of the elastic band into the space. The energy is transferred from potential energy to elastic energy when a human is pulling the device back and the elastic energy moves the car forwards into mechanical energy. The second product works similarly where the car is able to transfer potential energy from a human pulling the car back and the elastic band winds back and the elastic energy moves the car forwards into mechanical energy. The elastic works by the short, thick, and soft stretched rubber so that the molecules can move about more freely sideways after being stretched. The rubber band returns to its original position. Rubber’s elasticity is due to its connected thin molecules, as well as the movement of these particles. As the car is being pulled back, the elastic is stretched and bounced back into its original place causing the car to propel forwards. For the second product, you wind up the car’s wheel, the rubber band is stretched and potential energy is stored. When you let go, the elastic band begins to unwind, converting the potential energy into kinetic energy as the car moves forward. The further you spin the rubber band, the more energy can be obtained for the car’s wheels, and the car will travel further.

Explain the areas you were successful in the product/process

The main area in that I was successful was the function of my products. Both my products worked as I excepted as they were able to move forwards. The durability of the first product is very strong, it is able to hold many things on top of the car as it is designed to do so. The wheels are very strong and loose so it is able to travel a far distance. The second product was more successful in the entertainment area because when my peers and myself were playing with it, we seemed to have enjoyed the second product a lot. This was because you did not have to wind it back using your hands and hold a launcher, you could just move the car itself back and the car will move forwards.

Explain the areas you need to improve in the product/process

The biggest area that I needed to change about my process was that I should’ve made more improvements to my first design instead of starting a new one. With the time left I had after finishing my first product, I could paint the car or made a road track that the car could move around in. The second device doesn’t work as well because when you wind back the device and release it, it has a break when it stops. I could improve on the durability as well since the durability of the second product isn’t as good because of the materials. The wooden sticks are not as strong because they are only stuck together by hot glue and the sticks itself is not as durable either. The front wheels in the car are also made up of light plastic so the materials of the car could also have been improved. This car also did not meet my standard of being able to carry things because I made two products, I did not have enough time to cut another piece of wood so that it is able to carry extra weight on top.

Explain the impact of this project on the environment, and the potential client/consumer/audience.

The impact of both my projects is that the wheels of the cars are made up of different types of rubber and plastic like the ones on a toy car. This isn’t as environmentally healthy but it can be reused for other things since it is hot glued. If I were to make another car, I can simply take the wheels out of these two and place them on another car and it will still work. The straw I used for the first product is a paper straw which is more environmentally friendly than plastic straws. The wood I used for both projects is scrap pieces of wood I found in the design center which I reused for my project. I can also take apart the rubber bands from the projects and use them to tie other things which I will also be reusing. The only material that I am not reusing is the gears because they are very thin and easy to break so I might not be able to find another project that I can use them in. The potential consumers that I assume will enjoy my car are anyone that is above the age of 6 and under 18. I think children of most ages can find this entertaining because it is much like other toy cars that children play with. I also asked my friends around middle school and high school including myself and everyone has enjoyed this toy.

Engineering Project- Blogpost 3

Create and Improve

Day 1:

I did not have evidence of my project on this day because I did not bring my phone today. Today was the first day in the design studio so we worked on finding materials and double checking with the teachers about our designs. I made some changes to my design because the wood was too heavy I was scared a bottle cap couldn’t support it I wanted to change the materials of the wheels to an actual toy wheel they had in the supply section. I did not gather much feedback and improvements today except for changing thee material of the wood.

Day 2:

After gathering all my materials I started to cut a few pieces of wood. I learned how to use the electric saw from the teacher in the design studio. After cutting the four pieces of wood, I glued the body of the car together. Then I took my materials for the wheels and sticked the straw on the bottom of the car. I made a mistake at first and stuck the straw also on the wheels but that means the car wasn’t able to spin and the car wouldn’t work. I took the wheels apart and put a metal stick through the straw and put the wheels on the two sides. This way, the wheels on the side are able to move but it is still attached to the car itself.

Day 3 (test day):

I put together the launcher today and put the elastic band on the two sides of the launcher. I tested it at first and the elastic wasn’t long enough so I had to put two elastic bands together. I improved the launcher by making the elastic band looser so that the car and move more to the back and the car can be launched even further. I also tried to put other weights on the car (I forgot to record it down) but it worked and was able to carry the things from the launcher to the open space. This car is able to transfer potential energy from me pulling the elastic band back and the elastic energy moves the car forwards into kinetic energy.

Day 4:

I finished the original car I was making last time and I had two more classes left in the design center. I decided to make the other design that I had planned. I gathered my materials and stuck wooden sticks together with hot glue. I used straws and wooden sticks along with two gears as the wheels. I couldn’t finish the car today but I plan on using an elastic band to tie around the stick in the middle of the second stick to the tip of the car. I’m not sure if the wheels can support the car and i will test the car next class.

Day 5 (test day):

Today is the last day in the design center and I finished most of my product. I did not get to put a piece of wood over the car so that it can place objects over. I changed the back wheels of the car into a small toy car wheel because when I used the same sizes gear the car did not move at all. Then I tried to change the gear to a bigger gear but the car only moved a little bit because the car was too light to move forwards. So I changed the back wheels to the toy car wheel and the car gained more weight so it moved forwards and has a lot of speed. This car is able to transfer potential energy from me pulling the car back and the elastic band spins back and the elastic energy moves the car forwards into kinetic energy.

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