First off, I would need to double check my work before handing it in to the teacher. Not only that, I would of also liked to add more detail to my poster.

Rokudan no Shirabe uses a very traditional standard Japanese Koto tuning, Hirajoshi. Hiragoshi’s scale consists of D:G:A:Bb:Eb. This tuning is the standard Koto tuning, and has been around for many many years, and is used in many Koto pieces. I think this tuning is different compared to European and Western tunings. Hirajoshi is low, and has a “dark” feeling to it.

Rokudan no Shirabe is a very old traditional Japanese Koto piece composed by Yatsuhashi Kengyo. Midare and Rokudan both are very similar in techniques. Both Midare and Rokudan start off really slow, then gradually get faster. Midare and Rokudan both feature the same techniques, “Shan” and “Sha-Sha”. Both pieces are very famous, and two of many songs, composed by Yatsuhashi Kengyo’s.

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Rokudan no Shirabe in a low tuning.

Midare performed by Mr.Patterson and his friend, Mr.Huebner

I think improving my cardiovascular endurance will enhance my running speed and distance. This would be helpful for P.E class and races.

During the performance, I noticed Bruce (Shakuhachi player) used many techniques using the mouth and strength of air to express different sounds and effects. I thought this was really interesting to watch, and surprised me that such sound can be made.

In my opinion, Eghigo Jishi was the nicest song out of all performed. ”Echigo-Jishi” was composed in 1811 by Kineya Rokuzaemon IX, a Kabuki player/composer.  Echigo was the part of Japan now known as Niigata.  The “lion” refers to a “lion dance” of the region. The combination of the Koto, Shamisen and Shakuhachi was really creative and beautiful. I liked the sound and parts of each instrument, and thought it went well together. The scale of each instrument made it Japanese, due to the Koto having a low scale. I also thought the Shakuhachi’s part was very Japanese, because it did not have one specific melody, but many different measures.

A variety of musical scales are used in traditional Japanese music. While a twelve-tone Chinese scale has influenced Japanese music since the Heian period, in practice Japanese traditional music is often based on pentatonic or heptatonic scales.

The pentatonic musical scale is a combination of many other scales, including major second, minor second, major third, minor second, and major third.

7B Drama: Given Topic Speeches from YIS Arts on Vimeo.

Taro’s speech was good, because he spoke in a clear voice and it was very easy to understand. His topic was interesting and he spoke with interest and his voice had a good tone. However, his facial expression could of been improved on.

I think my voice is clear and easy to understand. I talk in a decent volume, loud-enough for the audience to understand. My pitch is good, and easy to understand.

I need to improve my pace, because I rushed in certain parts, and made it harder to understand. I also need to speak clearer.

My layout is clear and easy to read, at the same time fun. I think this layout is effective because the main important key facts are in the middle, while the less important are at the bottom. I did not include any printed-photos but hand drawn photos.

What would you do differently if you did this again?

I would add more facts and detail to more important things, but also print-out real life pictures of the metal / chemical itself. I would also like to make my poster look more interesting by adding pictures, printed-out text and layout it in a different manner.

Overall, I think my poster looks really good and I am proud of it.

Eddie 7B Aluminium Poster

Bullying is a form of hurting other people mentally or physically. Bullying can also occur online and offline. Their are many different types of bullying, cyber-bullying and verbal-bullying being the most common type of bullying. Over 1,000 students commit suicide due to bullying. 1 in 4 students are bullied in all schools.

Strategies to cope with bullying would be to tell your parents and explain what is going on. Say how you can’t take it anymore and would like help. They would give you advice on what to do, or contact a teacher.

Another way to deal with bullying is to ignore them, not answer or fight back. They want a expression, but if you ignore them, they will get bored and pick on someone else (hoping they wouldn’t).

Recently, we have been using “Minecraft” in humanities class. I think it was a great idea to use Minecraft in class, because it was easy for us to replicate real-life monuments, but also in a fun manner. I think this project went very well, and was highly successful. However, we did experience problems when building. Structures were vandalized by anonymous players and it delayed some groups to finishing.

Judging by my creation, you can clearly identify the British Empire was powerful and had the resources and architects to build such buildings. Not only that, you could tell the British Empire was organized, as the building is symmetrical. I would change some sections of the east-front to make it more realistic, because it does not look the same, but also odd.

I learned new techniques for building on Minecraft, but also many facts about Buckingham Palace. It was hard building Buckingham Palace, but we experimented and all agreed on a design.

I think the idea of using Minecraft was a great idea, as it is both fun, but we can also learn a lot of things by researching. I think my collaboration with my group was good, as we all agreed on different designs and did not argue. I would like to use Minecraft instead of paper or drawing, because we can design each building in a 3D form. I think Minecraft would connect with other projects, if it involves architecture, because we can use Minecraft to replicate buildings.

1. What is the relationship between the teenagers in Qu’est-ce qu’on prend?

They are friends.

2. Where are they at the beginning of the story?

At Chloé’s house
3. Where do they decide to go?

A Cafe

4. Who has trouble deciding what to order?

Chloe

5. What is the problem at the end of the story?

They didn’t bring their wallets.

Questions: Putting the statements in order from what happened in the beginning to what happened in the end.

1. Cécile commande une menthe à l’eau.
2. Thomas demande l’addition.
3. Chloé invite Sébastien à aller au café.
4. Chloé ne retrouve pas son argent.
5. Le serveur dit «Bon appétit!».
6. Chloé commande un jus d’orange.

Answer:

3, 1, 2, 6, 5, 4

Questions: Mix n’ match

1. On va au café?
2. Qu’est-ce que vous prenez?
3. C’est combien, les coupes Melba?
4. Qu’est-ce que vous avez comme jus de fruit?

a. Nous avons du jus d’orange, du jus de pomme…
b. Je vais prendre une menthe à l’eau.
c. Désolé. J’ai des devoirs à faire.
d. Trois trente-cinq.

Answers:

1+c
2+b
3+d
4+a

Questions: How do you…

1. give an excuse for someone?
2. ask if someone’s ready to order?
3. order food?
4. ask what kind of fruit juice the restaurant serves?
5. ask how much something costs?
6. ask for the check?

Answers:

1. Il a des devoir à faire
2. Vous avez choisi?
3. Je vais prendre
4. Qu?est-ce que vous avez comme jus de fruit?
5. C’est combien,… ?
6. L’addition s’il vous plaît.