Session with Kindergarteners

Today, we had a session with kindergarten students. We were read books and played games with them and it was an opportunity for us to interact with the students. Today, my partner was a boy named Kaito. I think we showed excellent skills for thinking. We were both great inquirers and while reading the book, my partner was into learning new words and etc. At first, the boy seemed very grave and quiet but as the session went on, the boy started to smile and laugh. I thought this was a good example of my partner and I getting better and better. At first, my partner wasn’t able to read the book and struggled in many words but as I thought him how to read each word, he remembered and he started to read the book smoothly.

 

Second, my partner showed good risk taking skills. As we read the book, even though he couldn’t read the words, he started to say the words. Most were incorrect but close to the actual word. We can see that the boy was steadily trying to use his knowledge to read new words. Also, as stated above, he was risk taking to be with me and start to read the book. To him, I was a total stranger and I think he had the braveness to start reading to me. As the story continued, the boy started to ask me questions as well. At the beginning, he did not ask me questions and I had to back him up at times but later on, he started to ask me how to read the words and etc.

 

I think we lacked some communication skills as we did not talk about our favorite things. We only focused on the book and in the end, we weren’t aware of my partners hobbies and etc.We could have talked more about fun topics instead of reading the book slowly.

 

Overall, I had a good session with my buddy and it was interesting to see kindergarteners and realize how we used to be. It felt very nostalgic and time-sick. I was able to extend my thinking skills and many other skills that applied to this activity.

Humanities Memory Paragraph

Neurotransmitters – a chemical substance released at the end of a nerve fibre when arrival of a nerve impulse arrives, by diffusing across the synapse or junction, effects the transfer of the impulse to another nerve fibre, a muscle fibre, or some other structure.

Potentiation – the increase in strength of a nerve impulse.

Persistent – Consistent

Synaptic Connections – Connection between neurons

Cognitive Loss – Decrease or loss in thinking abilities

Our brain is like a storage that keeps items and loses items. At first when a new information is sent to the brain, the brain remembers it roughly and is easily forgotten. However as the same information is sent to your brain persistently, your brain will naturally memorize it. Neurons are things that is like a pipe that sends information to the brain. The neurons are not directly connected to the brain; each neuron passes on its information to each neuron to the brain resulting the information to reach to your brain. The neuron -to- neuron connection is called a synaptic connection. The neurons include neurontransmitters as well. Also, persistent connection of the neurons are called long-term potentiation. On the other hand, the loss of connection between neurons result in cognitive loss, which is basically decrease of performance in memory, thinking abilities, decision making and other fundamental functions of the brain.

Nature vs Nurture Blog Post

In our InS, we have been learning about the debate of nature vs nurture. This is a debate whether people’s behavior’s or appearances are based on the nature or nurture. Nature, broadly is the genetic or hereditary factors that affects us. On the other hand, nurture is generally where we learn things or experienced things and change our behavior. We have been looking through the phycology behind this.

 

First, your general response to items may vary depending on gender. In a research/experiment by Cambridge University, several adults were supposed to take care of a child. These children, would be dressed up as the opposite gender, so boys would look like girls and vis-versa. The adults will be provided with toys; trucks and cars for boys, dolls and cudly toys for girls. The adults will give trucks and cars for the girls (dressed up as boys), and the dolls and cuddly toys for boys (dressed up as girls). The children immediately reacted and tried to shove the toys given away and reached for the toys with their own gender. This is an example of how people perceive children stereotypically and how children were provided with their gender sterotypical item.

 

Last, there was a monkey experiment and the people from the university went to a farm?? The people got out several toys (trucks, cars, helicopter’s, dolls, cute toys) and lay them on the floor. The monkey’s reacted to the toys and interestingly, the male monkey’s chose the trucks, cars, helicopter’s and the female monkey chose the dolls and cute toys. The monkey’s chose the stereotypical toy and on top of that, the monkey’s weren’t nurtured to play with toy’s so this was an example of a complete nature reaction.

 

Overall, human’s have been getting nurtured and affected strongly but on the other hand, sometimes human’s react with the nature part and both nature and nurture affects the behavior. By looking at this, us human’s get affected by nurture and nature and we change our behaviors in various ways.

Drama Reflection

UNIT INTRODUCTION

In our drama unit, we have been learning about comedy and how to exaggerate ideas. We learned lots of skills such as slapstick, magic, and different styles to make people laugh. Our last thing we had to do was get in a group, and start a comedy routine to show it to our class and grade one. 2 comedy actors have joined our class and gave us advice on how to improve on our comedy routine.

WHAT INFLUENCED THE DEVELOPMENT OF YOUR CHARACTER?

Lots of aspects improve my character, such as my teacher, professional comedians, other people’s comedy routines, and finally myself. First, when I showed our teacher, she said that we need lots of things to work on and we decided to change the whole act because it was not funny at all. Then, we got the idea of pickpocketing and Japanese quince. All of us will act very stupid and we tried to express our dumbness to the audience (failure) to make people laugh. Then, I looked at another group’s act and we got the idea of exaggerating each of our characters in a different way we thought (we got new ideas). I became a police man that steals people’s money because my personality was a goofy guy, except when becoming serious, becomes serious. This way I can show my personalities clearness. Then Rene came to help us out and gave us many interesting ideas to make us look very dumb and funny. At first while my partners have money in their hands, I will be digging their pockets when they don’t have money in their pockets. On top of that, for some coincidence, I will receive the money. A good skill I acquired from Rene was to be very natural and fluid. I can not stammer and be like “what? what is happening” I have to be ready for the next act and if I do this well, our general performance will arise. My character steals the money from the other 2 thiefs and eventually has a chase with them but I outsmart them at first, get caught again (get punched) and finally, steal both money at the end. (At the end, I win). Lastly, I reflected on myself and realized that I have to show more of my potential personality and skills in order to create a smoother act and better mood.

What feedback did you receive about your character and comedy routine? How did make changes based on feedback?

I got many feedback, mainly from Mrs. Erickson and Rene. Mrs. Erickson said that we had to make our comedy act generally more funny because our first act was not funny at all and we stammered every second. Mrs. Erickson said that we should get our character exaggerated to create funnier mood. We decided to change our act completely from zero to get better ideas and change our thoughts (keeping our character the same). Then the most important part, Rene’s advice. He gave our “Act” an advice and generally added/edited our acting parts. He made our act be more funny and especially when he added the part where I can’t find the stolen funny for a few times and somehow get it in my hands. Also, the important thing we improved was our ending. Rene said that endings are one of the most important parts in acts and by improving our ending, our whole act gets better. We made our ending a double comeback, where I first get robbed by the two thiefs and I rob the thiefs money back. This made our act finish clearly and made our act finish better. Overall, I got advice from professional dramaists and this made our act improve in general and we worked hard and I think our act was one of the best we could do.

Music Reflection For Semester 2

In this unit, we studied about soundtracks and learned how to arrange them. Examples we did from our unit is: Hedwig’s Theme from Harry Potter theme and the James Bond theme. When our group looked at James Bond, we looked at many ideas. An example is we looked at the idea of Leitmotifs which is a musical soundtrack associated throughout with a particular person, situation or idea. We mainly focused on this “Leitmotif” based on Hedwig (I think from Harry Potter) and James Bond (the theme for James Bond). Our main theme when playing “James Bond” theme was using both hands and playing the rhythmically.

 

In the unit, we also looked at different effects instruments can lead us to. For example playing the brass, string instruments, or woodwinds create different sounds and harmony; which means they create different moods. Woodwinds create calming sounds, the Brass is able to create strong tensed sound. Percussion is mainly added to add tension and the make the song more interesting. In our James Bond groups, we tried to make our music better by first, using types of instruments. We used 2 pianos to create calm feelings, a drum and a djembe for adding tension and finally electric guitar to create strong sounds. Then we had to chose each part to play. Since we had 2 pianos, we separated the 2, one playing the melody, and one playing the chords. The drums and djimbe were a guide for the rhythm and beat and I as the electric guitarist played the melody at first and played the chords since it created more tension. Finally, we had to decide on the tempo, styles of playing the instruments, and the length for each part. We made our tempo a little bit slow, and I played an arpeggio solo to create a sad and tranquil tone. On top of that, the drums played the clash cymbal to express this tone even more. Of course, when we wanted our tone and mood to be tense and strong, we played our instruments strong and loud. Lastly, we had to work as a team and get our timing for each instrument and our collaboration very well. We also got our accuracy of the notes improved which led to better performance. Generally, the main parts were the piano, then me playing the guitar with some important chords and melody and finally, the background drummers and djimbe players getting the beat and rhythm correct.

 

Before the concert, we had four things we needed improvement on. The first thing we need to decide was the effects on the piano and if yes, what kind. We have to overcome this in our next music clash and get the teachers check, to see which effect on the piano we need.  Second, we could improve our general performance in the group. Of course, we will practice so mistakes won’t happen but mistakes happen to everyone. We need to keep in mind that making mistakes is what people always do and when we do, pretend that the mistake was part of the song. We had to “not” flinch when people made mistakes and Mr. Noonan said “love your mistakes!” and from this, we learned that when making a mistake, don’t make a big fuss. After the mistake, we have to stand back up and continue on the part we were before. One general way to prevent this problem is before the performance, we have to plan and burn the information of our instruments in our minds to prevent general mistakes. Another thing was the beat and rhythm feels. One of our band members always got the tempo incorrect and we had to practice that part over and over until we got our tempo correct. There is only one way to prevent this problem. It’s to practice and burn the tempo in your head. Finally, the last thing we have to improve is communication skills. Our intro and ending could be improved since sometimes the start is too sudden and we may not be ready. This also can be prevented by practice and another thing we can do is just be ready anytime.

English Unit 3 Reflection: Perspective and Prejudice

Perspectives matter a lot to us and it can vary our learning and understanding. By looking at things differently, our range of knowledges widens more. We can see what others think and go into things deeper, broad. By knowing how perspective can change us, we will be able to see what people think different and this can affect us on our daily basis. When we think of something, in a scale to 1-10 of agreeing and disagreeing, people should never be in either 0-1, or 9-10. Even if they are, they should listen and see others’ opinions and closely reach 5. There is no correct answer if you’re doing the correct thing, however there is a wrong answer and people should never go to the wrong place.

Spanish Unit 4 Reflection

This unit acquired me with lots of new vocabulary, and showed me how to use commands in different and strengthened my Spanish.

We have practiced writing our daily routine and now, explaining my daily routine has become easier. I have learned a lot of new vocabs such as ducharse, levantarse and cepillarse los dientes. In my texts, I am able to use commands, preterite and finally reflexive a lot. Especially the most thing I learned during this unit is commands – Telling people to do or not do things in a informal way. I think by building up on the idea of commands, I believe I will be able to come up with new expressions and phrases.

For next unit I would like to improve on my commands, and to not get mixed up when I use the affirmative commands or negative commands.

Comedy

ORIGINS OF COMEDY- An interesting thing is that comedy started from the 5th-6th century, B.C. Of course there was no television so all comedy and acts were performed on stage. The key person of comedy was Aristophanes and he performed many comedies but by now, only 11 are famous and performed. His born/death is not clear but formers hypothesise that he was born in 456 B.C. and his death in 380 B.C. He influenced others to do comedy and the comedy we know all started here. Lots of his play was mocking people such as politics, philosophers and many others. Also on top of that, his plays implicitly effected the Greek culture in terms of education, legal systems and religious rules.

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MEDIEVAL COMEDY- Medieval comedy, also known as elegiac comedy is still famous and some performers still perform this. Most of the comedy include loyalty and kingdom. The play includes kings, queens, servants and many characters that appear in castles. The comedy includes songs, magics, storytelling. One of the famous comedians in the 16th century was Court Jesters. These type of people are like clowns if we say it modernly. They sometimes performed about some kind of news to entertain people whilst teaching the people the news.ZRDKkwrn

RENAISSANCE COMEDY- Similar to Medieval comedy, renaissance comedy had a break during the 16th century. Renaissance comedy is completely different from what we know comedy right now. Our current knowledge in comedy is that it is funny and makes us laugh. However, Renaissance comedy was usually a kind of play and more than getting laughter from the audience, they made happy endings, usually something that isn’t “FUNNY.”  William Shakespeare is one of the famous people in the Renaissance. His work was considered one of the best comedies because he always included people’s weekness but resulted as a happy ending. Contrasting to this, sometimes he made tragic endings where the important people died. One great example of this is “Romeo and Juliet” and this play is still alive and popular nowadays.

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MELODRAMATIC COMEDY- Melodramatic comedy was very popular in the late 1800’s to the early 1900’s. Melodrama is when an object or person is over exaggerated only. This means that the sterotype becomes stronger. For example when we think of someone that is evil, we think of colors like black, greedy, and having many servants. These are all stereotypes and whenever we see certain factors, we assume/infer that the character has this certain personality or identity. Also, melodrama takes normal daily life situations into something very dramatical. Melodrama is all about adding dramatic and it includes adding music, background to express something and strengthen tension, impact and etc.

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CIRCUS COMEDY- The circus comedy started from around 1950’s and this is the comedy we thing as “funny”. After all the plays from the reinassance, the circus comedy had a big hit. This kind of comedy showed many amazing tricks and some funny parts were the failures people deliberately made to make us laugh. This kind of comedy is still having a big hit right now and people go to circus’ to watch funny scenes and some scenes where characters make mistakes. One of the most famous circus’ in Japan is the “Cirque du Soleil” and it is very popular and many people go watch it even right now.

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CINEMATIC COMEDY- After TV was out, lots of comedy was on TV as well. On TV there are television programs of comedy shows, comedy talkshows, comedy trick shows and many different shows that make people laugh. Also, after TV was out, graphic anime (animations) started to become popular that was from manga. In many countries, cinematic comedy is very popular and also, many countries prefer comedy more than other television programs. Famous comedy are like “Mr. Bean”, “Sweet Life” and these are made to entertain people as well.

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WORKS CITED

 

Ackroyd, Peter. “The Mad Woman Who Turned Charlie Chaplin against Women for Life and the Desperate Childhood of the Man Who Made the Whole World Laugh.” Mail Online. Associated Newspapers, 07 Apr. 2014. Web. 06 June 2016.

Biography.com, Editors. “William Shakespeare.” Bio.com. A&E Networks Television, n/a. Web. 06 June 2016.

Fur, Rondy. “Alaska Sound Celebration :: Singing Telegrams.” Alaska Sound Celebration :: Singing Telegrams. Alaska, 06 June 2016. Web. 06 June 2016.

Maeda, Tsuyoshi. “Tsuyoshi’s Blog.” Tsuyoshis Blog. Learning Hub, 21 May 2016. Web. 06 June 2016.

NNDB. “Aristophanes.” Aristophanes. Soylent Communications, 2014. Web. 06 June 2016.

OMGITS, SOLI. “History of Comedy Timeline.” Timetoast. Timetoast, 2010. Web. 06 June 2016.

PAT, HANAVAN. “WHY I FEAR CLOWNS.” Fadedindustries. FADEDINDUSTRIES, 8 Oct. 2014. Web. 6 June 2016.

Spanish Unit 3 Reflection

We learned a lot in this spansih unit. And I mean so much that it took my a month to memorize one part of a section. The three main things I learned in this unit is, sequences and many expression words, conjugation of past tense, and finally, new vocabulary.

 

The new vocabulary isn’t a big deal and we do this every unit and so but I got to learn a lot of new words and expand my vocabulary word bank. I got to learn vocabs about travelling such as flight (voler), trip (viaje) (viajar) and etc.

 

For my expression words, I used to only say, pero, bien , and etc but after this unit, I learned more complex words such as “pro supuesto”, “sin embargo”, “pasarlo bien” and many other expressions. This was one of the most important things in the unit and due to this, I was able to use better sentences and improve on my spanish skills.

 

Last (most important) I got to learn about past tenses and how the conjugation works! By knowing this, I extended my ability to conjugate more verbs. Also by knowing how to use past tense, my writing range extended so much and now I can write about what happened in the past.