In Japan, there is a famous story called さるかに合戦(Sarukani Gassen) which means Monkey and Crab’s battle.
Here is the link to the story (It is in Japanese.)
One day Monkey got a seed of a persimmon and crab got an onigiri. The monkey wanted the onigiri so he told the crab to trade it with his seed and the crab said “OK”. The crab planted the seed and when a crab says something, the persimmon tree will do what he said. Once the tree riped persimmons, the crab couldn’t climb the tree so he asked the monkey. The monkey said “Of course” and he climbed the tree. The fruit seemed so delicious so the monkey ate one. Then he took another one then another. The crab wanted one too so he asked the monkey then the monkey dropped the ones that wasn’t riped yet. Then the crab got really injured. When he got back home, he was growling with pain. Then, a mortar, a chestnut, and a bee came to tell him to get well. The crab told them what the monkey did to him. Of course they all got mad and they planned to punish the monkey. When the crab got well, he went to the monkey’s place and told him “I made a feast so who you come like to eat?” The monkey forgot about teasing the crab and went to his house. When the monkey sat around the hearth, a chestnut who was hiding insdie of the fire came out and exploded and it hit the monkey’s face. When the monkey ran to the tub that had water in it, a bee came and stung it’s but. He gave up and went outside. When he went out side, the mortar jumped of from the roof and landed on the monkey. After that, he cried and apologized to the crab and promised that he won’t tease him anymore. Now, they are living together happily ever after. However, the monkey’s face and his but is still red. (Do you get the last sentence)
The message of this story is that if you tease someone or do something bad, it will come back to you.
This story is good because it is interesting about how the monkey gets punished and the last sentence is very interesting since monkeys’ faces and buts are red.
We’re gonna have an exam next week and it is on Ratios and Algebras.
Ratios are something that we compare more than 2 numbers using ‘:’. For example, 1:2. Algebra is when we use alphabets to find out problems and equations. The alphabets represents numbers and quantities.
1. There are 5 boys and 15 girls in a class. What is the ratio of boys to girls? If possible simplify the ratio.
A. 5:15=1:3. The reason why we can simplify the ratio 5:15 to 1:3 is because we can divide both 5 and 15 by 5 so if we divide both numbers by 5, it will become 1 and 3.
2. There are 2 erasers, 4 pencils and 6 pens in a pencil case. What is the ratio of pencils to pens to eraser. Simplify if possible.
A. 4:6:2=2:3:1. In this case the order needs to be pencils then pens then eraser because the order of the things in the sentence is in this order using ‘to’.
1. Mr. Fedley and Ms. Winslade likes coke. Mr. Fedley buys 7 more bottles than Ms. Winslade does everyday. Ms. Winslade buys 2 bottles per day. How many bottles does Mr. Fedley buy per day? Represent Mr. Fedley as x.
A. x=7+2; x=9; which means Mr. Fedley buys 9 bottles per day.
2. Satono and Ayaka brings snacks to school everyday. Ayaka always brings 2 more snacks than Satono. Satono brings 2 snacks everyday. How many snacks does Ayaka bring? Represent Ayaka as a.
A. a=2+2; a=4. Ayaka brings 4 snacks everyday.
I enjoyed doing algebra the most because I like working out the equations because it is fun thinking of equations. Also, it is easy to notice if the equation is wrong because you can easily notice if the answer will be wrong or not.
I didn’t think any of the topics were challenging however, I don’t really like ratios.
To improve my knowledge for both topics, I can work on problems of the two topics more by searching it on the internet. Also I can look at videos that are related to the topics but is a bit more challenging.
7A Drama DIY Programs7 from YIS Arts on Vimeo.
Our target audiences were mainly kids. We used simple english so small kids can also understand. Our organisation was quite bad because one of the person didn’t really speak that much. We could have spoke more louder and show each step by showing the origami to the camera each time. Our voices weren’t loud enough so I think it is quite hard to understand. Also, our voice isn’t that clear. We didn’t really have trivias during the process and there were lots of places that were silent. We could have said trivias in those times.
My best skill was folding the origami and organising my team.
I should improve on speaking more clearly and loudly.
7A Drama DIY Programs6 from YIS Arts on Vimeo.
Another group which was captivating was Deven and Henri’s group because they said important points of how to make music and also the steps are common in most of the instruments.
Our unit in art right now is about ‘line drawing’. My line drawing is based on a light house. This is the picture I used and the light house in this picture is located in Ishigakijima, Japan and the name of the light house is called the “Hirakubozaki-todai”. This is the final drawing. (By Emily (me) 2014) We only could use black pen (permanent) for the drawing. By using that pen, we needed to show tone, value, shadows etc… We couldn’t use any other tools except for rulers for the outline and drawing the grids to guide where the things in the picture is. Also, we were allowed to use pencils to draw the outlines before we used our pens to draw over the pencil lines. Our drawing needed to have the ratio of 50:50 for black space and white space. Each person chose different kinds of images from the internet.
Before we started our drawings, we looked at Van Gogh, Durer and some other artists’ line drawings to get some ideas. This is one of the drawings we looked at and this one is by Van Gogh. The name of this artwork is ‘Vincent’s House in Arles’ (1888). We also learned different kinds of line techniques. We practiced our line techniques in our notebooks. When we finished practicing , we tried drawing a section of a picture using tracing paper. After we finished researching and learned about the techniques, we started planning for our own drawing. We searched on the internet for some pictures that we want to get some ideas from.
In my drawing, I used stippling, hatching, cross hatching, contour hatching, scumbling and random hatching. Stippling is dots; hatching is straight lines; cross hatching is when two lines cross each other. For example, one line is going horizontally and the other one is going vertically and it crosses over each other. Contour hathing is hatching following contours of objects; scumbling is random lines; random hatching is short straight lines in different places randomly. I used stippling for the sea because stippling is quite easy to show value and if I use a different technique for the sea, it is quite hard to show value. I used hatching, contour hatching and random hatching for the grasses because there are different kinds of grasses and to show the different types, I needed to use different kinds of hatching.
Finally, I chose the picture of the light-house by thinking about showing tone, value and also thinking about where to use black space so I can reach the ratio as possible I can. Deciding which skill fits the best for each section was quite hard. This task was quite difficult and I spent lots of time on it however, it was really fun! My mom and my sister gave me some advice on how to make it better. I really like my clouds since I think lines going on the outside of each other continuously is very interesting and it gives some optical illusion too.
Question: How does the light bulb in a circuit work?
Answer: Charges come out from the negative terminal of the battery. Inside the charges, energy is stored. Charges are inside the wires and when the switch is turned on, the charges move in a certain pace. There are lots of charges inside the wire in a single line. When the charges come to the light bulb, the light bulb transforms electrical energy to light and heat energy.
Playing Minuet on the koto was hard. In the piece minuet, there were about 16 notes however, there are 13 strings on the koto. So, I didn’t use the first string since there wasn’t any note that didn’t connect to the other notes. In the piece, there is one part which I changed the octave and played it in the low note instead of the high note. What was interesting was that my tuning wasn’t any tuning that the koto people use and it was fun thinking about the tuning! It was difficult though.