1) Il parle anglais.
2) Ses dents sont vilaine.
9) Parce que Djojo a dit let mots gros.
10) Parce que les parents de Djojo ont dû penser qu’il avait appris tout le français dont il avail besoin.
1) Il parle anglais.
2) Ses dents sont vilaine.
9) Parce que Djojo a dit let mots gros.
10) Parce que les parents de Djojo ont dû penser qu’il avait appris tout le français dont il avail besoin.
1) Les billes ont tombé, et aussi l’inspecteur.
2) Oui la maîtresse avait tort de s’inquiéter.
3) Parce qu’il est le dernier de la classe.
4) Ils avaient mets le banc au dernier rang.
6) L’inspecteur a beaucoup ri
7) Parce qu’il était très timide.
8) Une tranche de fromage
10) Parce qu’il s’est mis de l’encre partout.
1) Non, ils n’étient pas contents de le voir.
2) Il est resté derriere de la classe pour écouter des élèves
3) Il est resté devant de la porte.
4) Non, il n’est pas le bien surveillant.
5) Ses lunettes et la livre de l’arithmetique.
6) Il ont eu le nez gonflé parce que il était devant de la porte quand le Bouillon a la ouvri.
7) Le porte
8) Il est énerve parce que les enfants l’appele le Bouillon.
9) Ils ont tout crié.
10) Oui, il y a des surveillants dans ma école.
For the past two weeks we focused on languages. This is very important to drama because it’s the way you communicate with the audiences, and also to change the situation of a play. In order to explore more about languages, we looked at how adults changed the way they talk with little kids and adults. I was thinking that the verbal is used the most, and it’s the only way to change the mood, but I realized that body languages and facial expression was very crucial as well, since body language and facial expression changed the situation a lot when one person was talking to adult compared to kids. Language will help us as the audience, and as actors, since we can understand what person wants to say easier.
In order to feel that in real life, we performed a scene where a little child and and his/her parents were at a cinema for his/her birthday, but the child and one of the parent are anxious because one of the parents are late, and after he/she came late, two parents will have to talk with each other with different uses of languages, facial expression, and body language towards the other parents and the child. I found a performance of Kana, Mira, Solon interesting since Kana used language, facial expression and body languages in different ways towards the child (Mira) and her husband (Solon). When there was Mira near Kana and Solon, Kana didn’t show her anger at Solon since Mira was near them, but right after Mira went to the bathroom Kana started to show anger towards Solon. However, as soon as Mira came back from bathroom and started to cry since they were arguing, they told her they’ll talk about that later, and they all became happy again.
Also, we also created a scene where a child king and one of the priest are waiting for another priest because they have very important ritual. So, me as a king, and Joshua as one of the priest, we were waiting for Takumi (other priest) to come, and when Takumi came late, Joshua and he are arguing, and after that, he had to come to me and apologize for the late arrival.
When we were making a scene of king and priests and performed, I realized that I was a bit too polite, so I didn’t really show the typical stereotype of child king, so maybe I should have spoken in different way, like a little bit more childish way, and I should also have acted like a child, as body language, by stooping.
Also, while looking at other groups’ act, I realized that whole situation and mood of the play changed when one person started talking in a different way, and this would increase or decrease the tension a lot, so that it’ll be exciting for the audiences to watch our scene.
Since you can change the mood and create a tension if you change the way you talk to person, it can be used in drama as well, and this is great way to change the whole situation and mood of the play. While studying about the languages, I found a deep relationships between tension and languages, since if you change the way you talk it can either increase or decrease the tension.
I would like to make a use of this style of changing the mood, and this can be used while I’m doing the presentation or speeches in order to create a tension to make my presentation exciting.
For the past two weeks in drama we learned two crucial components of drama, which are focus, and place / space. We looked at how focus affect the drama, and also how much focus is needed to create a good space of drama. The effect of focus is that it makes the audience to easily understand what’s happening in the play if the character has focus or he/ she is focused on something that creates more tension and you also feel curious what they are looking at, and what are they going to do with that. So, in order to see that, in real life, Claire and Kent demonstrated this to the class. At first they just walked around looking for nothing, which made no effect, but as they started focusing on something they saw, I also started focusing on that as well. Also, even though they pretend that something is there and start focusing on that, I also started focusing as well. This helped me learn some idea of focus.
We also looked at space / place. We looked at 9 positions of stage and compared which position is the most effective in order to create a tension.
We played many activities and games to know more about focus, and me, Takumi, Solon, Leo, Jay, Mee-Linn created a plot of what we played, and then how to imply those components into the play. The outline of the play is that the child (Solon) is arguing his mom (Mee-Linn) because he wanted to join the gang in order to make him look cooler. Since Mee-Linn tried him to stop joining the gang, he forcefully went out of the house, and one gang group (me, Leo, Jay, Takumi) found him in a street, so we all start luring him, by saying “you look so handsome, you wanna smoke?” and other things. As we kept saying that to Solon, he starts getting scared, he starts crying and went back to his house, and he reconciled with his mom (Mee-Linn).
When we were performing our I realized that there was quite a strong focus on space, which makes people focus on one region, but there was no focus on one thing, which might cause audiences’ eyes to dart around, so we might not be able to show something we want, and also audiences might focus on different thing from what we want them to focus on. Also, since I was a gang so I didn’t really have something that I definitely had to say, and also the gang scene just finished in a minute, and also all of us are talking at the same time, they might not 100% understand what’s happening in the scene. So, next time I would like to show my existence by maybe saying something important, so that leave out some impression during the play.
Those activities really helped me learn about how to use the space and things effectively, in order to create a effective stage and create more tension, which makes the audiences more exciting, and focused on one thing or space, contributing to leave out a good impression of a play, and actors.
Key Ideas: For the past three weeks, we have been working on creating the tension in the scene. Tension is quite similar to pressure, but pressure is kind of used in bad meanings. However, tension is extremely crucial in order to make the scene more exciting and enjoyable, and also grabs attention of the audience. There are two categories of tension, which are expected surprise tension, and unexpected surprise tension. The example of expected surprise tension is that when one man is diving in the sea and there is a big shark following him. While watching this scene, most of the audience would think that he’ll get eaten by the shark. On the other hand, the example of unexpected tension surprise is that when there’s one man diving in the ocean, and suddenly there’s a shark swimming like a bullet and catches him in less than second. I think that all of the audiences wouldn’t predict nor think that the shark would appear and eat the man. We also studied the tension in relationships, such as ceremony, funeral, argument, accident, and discussions.
Approach: For activities, we did an activity called “The Wholly Hat”. I had a lot of fun. The game creates heavy tension between the leader, brothers and sisters. Since the leader has higher position than brothers and sisters sitting in a circle, the leader demands them to do something perfectly even though it’s extremely challenging. The heavy tension is created, by the strict mood, since brothers and sisters had to ask the leader to do something (to stand up, and to speak). Also, there’s unexpected surprise tension, since all brothers and sisters do not know when the leader talks you to do something. We also need to concentrate a lot while playing this game, since we had to do thing that the leader asked me perfectly, and I think that this is crucial, to create a heavy tension and to make it realistic.
For our summative task, we had to create a act that is either ceremony, or ritual. Our scene took place in spaceship in the future, and while we were traveling to the Mars, there was a meteor coming towards our spaceship, and two pilots are doing their best to prevent from the collision, and there is a conflict between a man who thinks everything will be fine, and a mother who is trying her best to ease her daughter. In this scene, both surprises (expected, unexpected) are included, since you won’t know that there’ll be meteor coming towards us, and that the razor gun does not work.
Outcomes: While we were playing the wholly hat, we got distracted by laughing, to decrease the tension. In this game, both surprised tensions are being used, so there is extremely high tension in the room, since all the brothers and sisters are expecting what will happen next. There was quite a strange mood in the room, since everyone was quiet, because we were not allowed to talk.
For the performance, overall, I think this went well. There was no confusion during the play, and no one forgot their script, and we successfully made the tension, because of the great effort of the pilots, and the argument between the man and the mother. However, I think the only problem was that there were too much talking, so maybe it was hard for the audience to catch up with listening and understanding the situation, since there were too much talking. So, next time we would like to make play with less talking (than ours), and we should include the communication with the body language, and also the facial expression.
Connection: Tension is extremely important in order to make the play or story interesting and exciting. However, the drama is so much easier since we can all create the tension by our facial expression, language, and behavior, while in books we have to create the tension by using the language, which is harder. So, next time, I would really like to learn how to create a tension in a story writing, to make my writing even more interesting.
I think that we did well in our performance, and also I am quite satisfied with the way I acted, since I was a bit nervous whether I can perform in front of many people.
1) Parce que le photographe allait prendre un photo de la class.
2) Personne ne le fait le devoirs, sauf Agnan.
3) Dans la cave ils sont chercher des caisses pour les personnes grandes dans la classe. Rufus s’est mis un sac sur sa tête et il a imité a une fantôme.
4) Rufus n’a pas vu la maîtresse parce qu’il s’a mit un sac sur sa tête.
5) Je ne peux pas répondre…
6) Je ne peux pas répondre…
7) Non parce que Geoffroy a une modèle plus avancé.
8) Le premier rang.
9) Je ne peux pas répondre…
10) Alceste doit changer le place avec Eudes.
1) It’s summer as they talk about what they would do during the summer holiday.
2) Ahmed is planning on going camping, and then work at gasoline station.
3) Ahmed is going to work at gasoline station because he needs money to buy his new scooter.
4)Florent is going camping in UK to learn English.
Ahmed a l’intention d’aller dans les Alpes.
Ahmed a l’intention de travailler en Arles.
Florent a l’intention de rester en Arles.
Magali a l’intention de partir en colonie de vacances.
Magali a l’intention d’aller voir ses cousins.
Ahmed a l’intention d’aller à la montagne.
Ahmed a l’intention de faire du camping.
1) Qu’est-ce que vous allez faire… ?
2) C’est super joli…
3) C’est génial!
4) Je n’ai pas encore décidé.
5) Pourquoi est-ce que tu ne… pas?
6) Je préfère…
Je préfère jouer au tennis. Parce que c’est un sport génial, est je sens très comfortable quand je frappe la balle. Et j’adore voyager aussi parce que je peux faire ce que je veux, comme nager à la mer. Mais, je devrais étudier pour préparer l’année prochaine.
1) Because there is Sophie’s birthday upcoming on the next day.
2) T-shirt and jeans.
3) Something original and not expensive (?).
4) The green skirt.
2) La vendeuse
4) La vendeuse
7) La vendeuse
1) le jean et le tee-shirt d’Hélène
1) Je ne sais pas quoi mettre.
2) C’est simple et agréable à porter.
3) J’aimerais quelque chose de…
4) Je fais du…
5) C’est pas tellement mon style.
6) Est-ce que vous l’avez en… ?
J’aime le style de Magali, parce que le style d’Hélène est trop simple, et barbant. Je pense que nous devons porter quelque chose spécial.
In this project, I researched on eidetic memory, and from now on, I will show the full quote from Wikipedia and society of Neuroscience.
“Photographic memory is a term often used to describe a person who seems able to recall visual information in great detail. Just as a photograph freezes a moment in time, the implication for people thought to have photographic memory is that they can take mental snapshots and then recall these snapshots without error. However, photographic memory does not exist in this sense. ” (From Society of NEUROSCIENCE)
“Eidetic images are available only for a small percentage of children aged between six and twelve and are virtually nonexistent for adults. Extensive research, however, has failed to demonstrate consistent correlations between the presence of eidetic imagery and any cognitive, intellectual, neurological or emotional measure.” (From Wikipedia)
“It is easy to demonstrate this by asking people who think they have photographic memory to read two or three lines of text and then report the text in reverse order. If memory worked like a photograph, these people would be able to rapidly reproduce the text in reverse order by “reading” the photo. However, people cannot do this.” (From Society of NEUROSCIENCE)
“Memory is more like pieces of a jigsaw puzzle than a photograph. To recollect a past event, we piece together various remembered elements and typically forget parts of what happened (the color of the wall, the picture in the background, the exact words that were said). Passing over details helps us to form general concepts. We are good at remembering the gist of what happened and less good at remembering (photographically) all the elements of a past scene. This is advantageous because what is important for memory is the meaning of what was presented, not the exact details present at any given time.” (From Society of NEUROSCIENCE)
However, there are skeptical ideas about eidetic memory…
“The American cognitive scientist Marvin Minsky, in his book The Society of Mind (1988), considered reports of photographic memory to be an “unfounded myth.”
An example of extraordinary memory abilities being ascribed to photographic memory comes from the popular interpretations of Adriaan de Groot’s classic experiments into the ability of chess grandmasters to memorize complex positions of chess pieces on a chess board. Initially it was found that these experts could recall surprising amounts of information, far more than nonexperts, suggesting eidetic skills. However, when the experts were presented with arrangements of chess pieces that could never occur in a game, their recall was no better than the nonexperts, suggesting that they had developed an ability to organize certain types of information, rather than possessing innate eidetic ability.
Scientific skepticism about the existence of photographic memory was fueled around 1970 by Charles Stromeyer, who studied his future wife, Elizabeth, who claimed that she could recall poetry written in a foreign language that she did not understand years after she had first seen the poem. She also could, apparently, recall random dot patterns with such fidelity as to combine two patterns into a stereoscopic image. She remains the only person documented to have passed such a test. However, the methodology of the testing procedures used is questionable (especially given the extraordinary nature of the claims being made) as is the fact that the researcher married his subject, and that the tests have never been repeated (Elizabeth has consistently refused to repeat them) raises further concerns.” (From Wikipedia)
Even though some people say that the eidetic memory exists in real life, I don’t think that exists, because even though Mr Stromeyer’s wife claimed that she could recall the poem written in unknown language and combine these dots, maybe it’s not real, and maybe she just lied (?). Also, other quote that I can say that is that even though the top chess player in the world still couldn’t recall the positions of the chess pieces, while they were able to recall the possible positions, they couldn’t recall the impossible positions. In my opinion, top chess players should be able to recall the positions of pieces even though it wouldn’t occur in real life. Also, I think that even though the woman has extraordinary memory ability, it’s almost impossible to memorise the image in very short time with high detail, and recall it quickly. Also, there is no evidence of it existing either. That’s why I disagree with the thought of eidetic memory exists in real life. To prove that eidetic memory exists, I think that the researchers should experiment 1000 people in the same way they did to Mrs Stromeyer. I think that if more than 50 people managed to recall the information, this means that the eidetic memory exists, then the there would be huge surprise to researchers who believes that the eidetic memory exists. And also, it would be even more reliable if researcher managed to find the way that phenomenon works in brain, and even though it didn’t work, the result would be better and everyone would be convinced if they proved why it didn’t work.
Larry, Squire. “Is Photographic Memory Real? If So, How Does It Work?” Ask an Expert. SOCIETY for NEUROSCIENCE, 17 Apr. 2013. Web. 4 May 2015.
Eidetic memory is a term often used to describe some people who are able to recall visual information in great detail. As a photograph freezes a moment in time, the implication for people thought to have photographic memory is that they can take mental snapshots and then recall them without any error. However, eidetic memory doesn’t exist in 5 senses. Quite rare children between approximately six and twelve years old have eidetic memory, but normally that phenomenon wouldn’t exist when they became adults. However, some adults have phenomenal memories (doesn’t have to be only images), they aren’t able to recall them back and draw in high detail.
Of course many people can memorise the texts and write them in the piece of paper. Also, if that memory worked for a photograph, it would be so much easier to show the audience how did it looked like and to prove about things that happened, but unfortunately people aren’t able to do this, which means they have to write a long essay to explain how did it feel and look like.
Normally, memory is like pieces of jigsaw puzzle rather than photograph. To recall the past event, we put pieces of information about events, for example emotion you felt, and where you were etc. We are good at remembering the point of what happened and less good at remembering everything of a past event. This is advantageous because the important part for memory is the meaning of what was presented, not the exact details present at any given time.
However, there are also some skeptical ideas about eidetic memory. The American cognitive scientist, Marvin Minsky, said that reports of photographic memory to be an “unfounded myth.” An example of extraordinary memory abilities ascribed to photographic memory is from Adriaan de Groot (famous Dutch chess player)’s experiments into the ability of chess grandmasters to memorise complex positions of chess pieces on a chess board. Initially many scientist thought that the experts could recall surprising amounts of information, far more than non-experts, suggesting that this occurs because of eidetic memories. However, when the experts were presented with arrangements of chess pieces that could never occur in a game, their recall wasn’t better than the non-experts, suggesting that they had developed an ability to organise certain types of information, rather than possessing natural eidetic memories.
For me, I think that the eidetic memory exists in real life, because even though the chess players couldn’t recall the impossible positions of the game, some drawers still can draw a drawings of moments they saw in real life. However, it’s still a shame that normally this phenomenon wouldn’t exist any more when people became adult. However, I want the research team to test whether the adults don’t have eidetic skill and prove why, so that more people would be convinced. In this way, I learnt that the proving is the best way to convince people, and without proving, there might be argument and fighting. So that the proving and convincing is the most peaceful way to end the argument.
– “Eidetic Memory.” Wikipedia. Wikimedia Foundation, 5 May 2015. Web. 06 May 2015.
– Larry, Squire. “Is Photographic Memory Real? If So, How Does It Work?” Ask an Expert. SOCIETY for NEURONSCIENCE, 17 Apr. 2013. Web. 4 May 2015.