March 9

Kindergarten Activity Reflection

Today our Grade 9 class read books and played with some Kindergarteners. Personally reflection on this experience, I think that it was a disaster. As a personal liability, I am not very good at interacting with young and little kids. Obviously, I have tried, to my full extent, to behave as friendly as possible today. Despiteful, the interaction with my designated child was not a success, in my own opinion. I think that this was also partially caused by the shyness that lies in the personality of the child that I tried to read books. In addition, I concluded that the lack of eagerness and engagement, found in the child during our interactions, could be also caused by the opposite gender as well. I think that this issue impacts the barrier, in which the child distance herself away from me, as I read the book. especially when the subject is at a very young age. However, this was not the child’s fault, I do not blame her. I take responsibility for the enjoyable time that we had together. Limited interest and joy in the child’s facial expressions were observed, during the time when I tried to engage her by playing some board game. Reflecting upon this with an IB learner of Caring, and through thinking with great empathy, I feel extremely depressed after this experience. Because I was unable to entertain the child that I worked with today. Through that boredom and sadness that I saw in her eyes, I feel that I have failed to provide her with a joyous time as compared to the other people’s interactions with their designated children. Further reflecting on this personally, I feel great fear about when it comes to the time when I have to raise my own child, that I might fail as a parent. I really have tried my very best. But as I have stated before, I am afraid that I am not good with kids. Moreover, I feel immensely sorrowful for the child, whom I failed, miserably, to take care of today. I feel very bad as she felt real bad. I feel even worse as I see other people’s successful cases. To conclude finally, I. Have absolutely, no idea. As to what I should do next. 🙁 I am currently very sad and depressed.) I hope that the honesty, plainness and truthfulness in this reflection is be understood and appreciated.

February 11

Kendo – Intercultural Communication – GCD Reflection

I started my pursuit of training in the Japanese sword- fighting martial art Kendo(剣道)in the summer of 2016. And I have been attending to practice consistently and continuously ever since. At the time of writing this reflection, I have already achieved the level of 1級 and am working towards the net level.

 

During the course of practising Kendo, I have experienced and learnt many aspects of Japanese culture such manners and etiquettes(礼法)which I found very intriguing and realised that are unavailable to one unless being a part of a local community. More specifically I had to master the art of Seiza(正座),  which is the proper Japanese way of sitting. The dojo that I practice Kendo in is called Shubukan(秀武館), which consists of many other fellow native Japanese people who practices this martial art. Therefore, this means that the Sensei will be speaking in Japanese when teaching a lesson, and when seeking feedback from Senpai I will have to try my best to communicate in Japanese as well.

 

When I first decided to start doing Kendo, my Japanese speaking and listening skill was incompetent. And I has even intimidated to some degree. Thus I went through great difficulty trying to communicate with my Sensei and other people when practising Kendo. To combat this incompetency, I came up with and utilised multiple strategies to improve my Japanese skills and communicate with people from Japanese cultural background.

 

One of the strategies is to quite obviously stuy Japanese. During the time of the summer holidays when I first started Kendo, I spent the majority of the day studying and practice Japanese by studying Minna no Nihongo, which my parents purchased previously for their study of Japanese. Then, since the dojo opens from 7pm to 9pm, I practiced Kendo at night, not only focusing on learning about the Japanese culture and it’s martial art, but also trying to understand and challenging myself communicate by speaking more in Japanese. With the help of some gradual but definitely existing improvement of my Japanese listening and speaking skills from the morning study sessions.

 

My personally thoughts on the language and ways of communication from the Japanese culture was largely impacted by doing Kendo. It is to our common knowledge that a large portion of the Japanese culture is about courtesy and politeness. Therefore, many polite terminology must be used in everyday speaking and communication, much unlike other language from other cultural backgrounds that I have experienced. In addition to terminologies, I also learnt that communication in Japan not only requires being verbally but it also cannot lack the physical etiquettes as well. For example, when speaking to people with higher rankings or status in terms of levels in Kendo, the Senpai must sit closer to the Kamidana (indoors Kami shrine) in the dojo, in order to acknowledge their higher status. Thusly, through the course of practicing Kendo up to now, slowly but surely my communicating abilities have improved, by learning and adapting to the Japanese culture.

 

Furthermore, this inter- cultural communication strategies has proven to be beneficial to my academic achievements as well. As I was able to promote into the Semi- Native Japanese class in school, and am able to keep up with the level of challenge in class. 

October 3

インタビューのリフレクション

最近、インタビューをしました。自分と他の人のアルバイトについで、質問を聞いで、答えしました。このリフレクシェンは話すの能力について、お話しします。

 

まず、このインタビューのうまくいったことについ説明します。話し時はスクリプトを見ませんでしたから、話したいの言葉は全部覚えました。それは、良くやったな事と思います。そして、うまく行かなっかたことは、スビイーチはもど流れるのほうがいいと思います。例えば、文を話すときに、言葉の間んにボーズをしないです。

 

次に、今までの自分の会話の能力につでお話しします。去年に比べて、今のスキルはもど複雑な文をできます。だげど、スモーズにできませんと思います。例えば、文の真ん中で、次の言葉を考えないていけませんので、少し時間がかかるだから、ちょっどポーズをしないければいけません。私のスビキングについて、次の目標は話すを出す前に、考えるの時間は短くしたいです。あまり考えるに話せるようにしたいです。
今まで、改善があるですげど、もど頑張りたいです。

June 3

Drama Comedy Reflection

In this unit of Drama, we explored physical comedy, can development a unique character around the central idea of comedy. We prepared and practiced tricks such as the snap sticks, and we also incorporated in the idea of portraying a character through the usage of hats. And finale we created our own comedy routine.

Influence

The visit of the comedian Rene was very influential in our comedy routine’s development. He helped me to create and development of my character. I took in his suggestion of learning some Chinese sword martial arts. Because I can use that to incorporate the sword tricks into the stick that I was using. After some research of Kung Fu sword/ stick martial arts, I discovered Jackie Chan.  And his Kung Fu comedy films also influenced the development of my character, into a comedic, Kung Fu grandpa. By incorporating a straw hat, old- man- walk, and some slap- sticks. Not only did I took inspiration from some of Jackie Chan’s films, I was also inspired by Rene’s demonstration of Chinese Swords Fights moves as well. With his ways of making a fight scene very hilarious, such as by making funny noises like Bruce Lee with the mouth as you do a move.

Feedback

I received feedback from Ms. Ericsson, saying that we need to make our comedy routine more active and snappy. So we change our comedy routine according to the feedback and cut out the talking parts and added more action parts. Also, I learnt a very important aspect of and sort of drama production from Rene’s feedback, that the ending is the most crucial. So, applied the feedback of making Meg a surprisingly strong character who accidentally wonders on stage, and knocks everyone down by mistake. And used it as a unexpected ending, as it differs from the idea of a boxing match. As for my own character, it was especially influenced by Rene’s suggestion of researching some Chinese Sword Martial Arts. Which was what gave the inspiration of looking at some of Jackie Chan’s work.

Overall, I enjoyed this unit. And with the help from the comedian visits, I think our comedy routine was successful. I have applied thing that I have learnt from class such as the slap stick. Also, I took in advises from Rene and made a strong and adequate and comedic ending. Though I think we could have divided our parts more evenly.

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May 26

English Unit 3 Reflection: Prejudice and Perspective

Something I will take forward from this unit is that as one’s perspective change, one may experience empathy towards other individual’s point of view. Which may also evoke one’s prejudice against opposed perspective. “It is the mark of an educated mind, to entertain a thought, without agreeing with it.” —- Aristotle. In fact the media now days perceives truth as simple “black and white”. But indeed most of the times the truth lies within the convoluted “shades of grey”.

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May 24

Perspective on History

Why do people view history differently

Historical events such as the SARS virus outbreak in China, may be viewed from different perspectives, which causes thoughts or actions responding to the event of individuals to differ. Using both primary sources such as the interview with my parents, and secondary sources documented, a clear distinction of perspectives can be shown, reflecting of people’s actions in response to the virus outbreak. For example, my mother reaction to the outbreak was to bring me to the suburbs of China to avoid the infection, whereas my father had to stay in Beijing and keep working. In addition, the government’s contrasting point of view of the virus was to avoid terrorizing citizens, so the officials took the precaution of forbidding crucial information. This is all due to their different perspective on this event. And as we historians are trying to understand events, we must consider information from multiple perspectives. The perspective view on a same historical event may differ from people to people. This could be caused by their status as a person, which generates a different point of view.

 

Researches that I conducted using secondary sources such as online articles, has a factual and unbiased language and tone. From part 1’s background research, China experienced a “form of atypical pneumonia called severe acute respiratory syndrome also known as SARS”,  in November 2002, that began its rapid spread across the globe as claimed by Mr. Huang, Yanzhong from the U.S National Library of Medicine. At the crest of the outbreak was China, where the outbreak of SARS infected more than 5,300 people and killed 349 nationwide according to the Ministry of Health in 2003. The casualty facts are described with authoritative language. And by using a secondary source, history can be view from a non- emotional perspective. Which is an advantage of using secondary sources. Though we must also collect information from primary sources. This tragedy may impact people differently, and from various perspectives, people amy act and response differently as well.

 

However, researches conducted using primary source such as interviewing my parent, supplies me with emotive language and personal information, with a unique perspective on the SARS viral outbreak, that differs from the secondary sources. My parents described the SARS virus outbreak as quiet an “awkward situation”. Because if you enter into public places with a lot people, there are the potential threat of catching the virus. But my father claimed that he must maintain his attendance to work, in order to earn money. When I was around 1 and a half years old, my mother brought me to live with some of my relatives in the suburb areas to avoid the virus, in the Zhengzhou province, where the the virus is not dangerous, and lived with our relatives. Her protective actions towards me was driven by her own perspective of the virus outbreak; seeing it as an extremely dangerous situation and environment for the infant me to live in. From my mother’s perspective, she thinks with a more emotional affecting way, because she has a child that she must take care of. As it is a reason for why information from her perspective influences my view on SARS viral outbreak differently than information I gained from my father.

 

Furthermore, information collected from the interview with my father was described with rational language and less emotive tone. According to my father, he had to work in the Guanzhou province during that time of the outbreak, without knowing how dangerous it could have been. From Part 1’s research, Guanzhou is one the first and the most infected areas of the SARS virus. But now realising the potential danger, he is quite concerned that he could have caught the virus. Despite the realisation of such threat of catching the virus, my father’s risky actions are only understandable from his perspective of being a father. He must support the family financially. Thus he must remain work in dangerous environments. In the contrary to my mother, my father has his own perspective on the situation, and because of his status in family as a father. My father has more logical thinking, because he has a different perspective from my mother’s caring thinking towards her child. Which also impacts and changes my understand of the SARS virus outbreak.

 

Vastly contrasting to my parent’s perspective, the Chinese government reacted differently as well. At first the Chinese government tried to conceal the information of the virus outbreak, in order to avoid the terrorisation of citizens, during the beginning phase of the outbreak. According to my mother, the mayor of Beijing city proclaims that Beijing is completely safe from the virus. But from Part 1’s research, as the spread of virus progresses, the government finally release issues concerning about the danger of SARS virus, along with undertaking safety precautions. Such as quarantine of patients, immediate decrease in public transportation due the droplet infection of the virus. This act of forbidding crucial information to the public, was caused by the government’s consideration from their perspective. They analysed the event and the situation from a different a perceptive than my parents. The government officials had taken in the consideration of preventing terrorizing the citizens, as their first priority. That is why the government officials tried to keep the information hidden. Because their status in society as the government. Again, this is another example of how perceiving a same event from different perspect differ our actions and thoughts. Information hidden by the government caused a lack of knowledge to prevent infection of the virus. This proves that as we try to understand a historical event, information from the government record may not always be trusted. It may be concealed or altered for greater purposes. Thus we must take in information from a variety of sources.

 

Finally to conclude, our different perspectives makes our view historical events differs. Just like in this interview scenario, it was because my parents different status that varies; my father as the financial support of the family; my mother who must protect her child; and the government officials who is in charge of this nation; that changed their perspectives on the SARS viral outbreak. Which in turn led to differentiation in their actions responding to the event. Because they must take in the consideration of what is the most important thing for their actions. In addition, the implication on how my parents perceive history differently is important because we as individuals must judge and interpret the event base off of our own and unique perspective and our status in the world. Thus responding with the correct reaction that is the most suitable for us individually. Generally, as historical look at history, primary have uses subjective language caused by the emotive aspect of people, whereas secondary sources have objective tone such as the use of facts in news articles. Our world today is able to be so various and colourful is because of this exact reason, of how we perceive and react differently against the same historical event.

May 22

Chapitre 10 – Mise en Train

Activity 1

  1. Because it’s Sophie’s birthday
  2. Probably jeans or tee- shirt
  3. Something original
  4. Green skirt

Activity 2

  1. «J’aimerais quelque chose d’original et pas trop cher.» – Magali
  2. «Je peux vous aider?» – La vendeuse
  3. «Moi, j’aime bien être en jean et en tee-shirt. C’est simple et agréable à porter.» – Helena 
  4. «Qu’est-ce que vous faites comme taille?» – La vendeuse
  5. «Chacun ses goûts.» – Helena
  6. «Est-ce que vous l’avez en vert?» – Magali
  7. «C’est tout à fait votre style.» – La vendeuse
  8. «Ce n’est pas tellement mon style.» – Magali

Activity 3

  1. C’est pas original.
  2. C’est pas tellement mon style
  3. C’est un peu large

Activity 4

  1. Qu’est-ce que vous faites comme taille? – Je fais du 38.
  2. Comment la trouvez-vous? – Bof. Ce n’est pas tellement mon style.
  3. Je peux vous aider? – Je cherche quelque chose pour aller à une fête.
  4. Ah, très chic! C’est tout à fait votre style. – Vous trouvez? Mais, je ne sais pas quoi mettre avec.

Activity 5

  1. express indecision? – Je ne sais pas quoi mettre.
  2. express satisfaction with your clothes? – C’est simple et agréable à porter.
  3. tell a salesperson what you want? – J’aimerais quelque chose de…
  4. tell what size you wear? – Je fais du…
  5. express dissatisfaction with clothes? – C’est pas tellement mon style
  6. ask for a certain color or size? –  Est-ce que vous l’avez en… ?

Activity 6

Je n’aime pas le style de Helena. Parce que le jeans et le tee- shirt sont style est informel. J’aime bien de vetements comme formal.

May 9

Comedy Timeline

1. Ancient Greek Comics

Greek comedy was performed as a form of theatre with great influence, throughout out the 6th century BCE, across the ancient Greece. The most famous playwrights of the genre were Aristophanes and Menander and their works, which poked fun at politicians, philosophers, and fellow artists just like how comedy is now days. The comedy play followed a conventional structure. The first part was the parados, where the Chorus of as many as 24 performers entered and performed a number of song and dance routines. The second phase of the show was the agon which was often a verbal contest or debate between the principal actors with fantastical plot elements and the fast changing of scenes which may have included some improvisation. Together, Greek comedy and Greek Tragedy will become the foundation of what the modern day theatre is based upon.

2. Medieval Comics

A jester, court jester or fool was historically an entertainer during the medieval era who was a member of the household of a nobleman employed to entertain him and his guests. During the medieval times, the jesters were given a power that no other person in the kingdom was granted: the power to openly mock any noble he saw fit, even the King or Queen. So long as it was done in a jesting manner, a jester could get away with poking fun at any of the nobles shortcomings. As mentioned before, this aspect of mocking is also commonly found in modern day comedy.

3. Renaissance Comics

During the 11th century in England, a new trait of vital comedy emerged. The tradition of the interlude, developed by John Heywood and others, blended with that of Latin classic comedy, eventually producing the great Elizabethan comedy, which reached its highest expression in the plays of Shakespeare and Ben Jonson. Shakespeare, whose comedies ranged from the farcical to the tragicomic, was the master of the romantic comedy, while Jonson, whose drama was strongly influenced by classical tenets, wrote caustic, rich satire.

In 17th-century France, the classical influence was combined with that of the commedia dell’arte in the drama of Molière, one of the greatest comic and satiric writers in the history of the theatre. This combination is also presented in the plays of the Italian Carlo Goldoni. After a period of suppression during the Puritan Revolution, the English comic drama reemerged with the witty, frequently licentious, consciously artificial comedy of manners of Etherege,Wycherley, Congreve, and others.

4. Melodramatic Comics 

A melodrama is a dramatic or literary work in which the plot, which is typically sensational and designed to appeal strongly to the emotions, takes precedence over detailed characterisation. It is considerably a new genre of drama since it has only been around in the 1770s. Melodrama takes a normal, everyday situation and throw in absurd twists – fake murders, bizarre disorders, ridiculous betrayals, ludicrous love stories, the list goes on and on – all of which conspire to render the normal abnormal in a fun and relatable way.

5. Circus Comics

A circus is a company of performers that may include clowns, acrobats, trained animals, trapeze acts, musicians, hoopers, tightrope walkers, jugglers, unicyclists and other object manipulation and stunt-oriented artists. Welfare State International create some of the biggest and strangest and most radical theatre of the 1970s and 80s, greatly inspired during the latter stages by their loathing of Thatcherite policies and values. Founded by John Fox and Sue Gill, Roger Coleman and others, WSI thrives through the decades as an ever-changing, multidisciplinary band of artists.

6. Cinematic Comics

Cinematic comedy is one of the oldest film genre and one of the most  popular. Comedy was ideal for the early silent films, as it was dependent on visual action and physical humor rather than sound. A good example of this is slapstick. It is one of the earliest forms of comedy, poked fun at farcical situations of physical humours events. One of the most iconic early- day silent film comedian is Charlie Chaplin. He represents the comedy of the 19th century. His work “the Tramp” and is considered one of the most important figures in the history of the film industry.

 

Information Source Citation

James Blake Wiener. “Greek Comedy.” Ancient History Encyclopedia. Jan Van Der Crabben, 24 Mar. 2013. Web. 09 May 2016.

Troy Depue. “Medieval Jester; More than Just a Fool.” Examiner.com, 04 Apr. 2012. Web. 09 May 2016.

“Timeline of Comedy.” Infoplease. The Columbia Electronic Encyclopedia,, n.d. Web. 09 May 2016.
Charlie Holland. “Circus Timeline.” Circus Timeline. Arts Concil England, n.d. Web. 09 May 2016.
JESSE DAVID FOX. “The 100 Jokes That Shaped Modern Comedy.” Vulture. Giacomo Gambineri, 31 Jan. 2016. Web. 09 May 2016.
Dirks, Tim. “Comedy Films.” Comedy Films. filmside.org, AMCtv.com, Web. 09 May 2016.
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January 26

Drama Infomercial

How can I improve as a public speaker?

Speech elements –

I think in this infomercial project, I was able to lower the pitch of my voice, to sound more cool and put more energy into the video. But I think I could improve my vocal modulations, because I needed to loud for people to hear me, while still maintaining a low pitched voice. Which is an important aspect of public speaking. Being loud enough, but sound good enough as well. Which I think I could have done better.

Opportunities –

In order to have more opportunities for me to speak publicly, I will introduce my performances during concerts. In addition, I will try to the MC for the next MS Red & White concert. To introduce the acts and performances. I think this will be a great opportunity to practice and improve by public speaking skills. Also, I think I could use that opportunity to use my ability to make my the pitch of my voice lower, to sound more dramatic.

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