Art – Self-Portrait Reflection

Photo on 12-9-15 at 2.15 PM   Photo on 12-9-15 at 2.14 PM

Example 1 of what I have learned: This year in art I learned about gradation. At the beginning of the year, I only thought you could use pencils to make a self-portrait look realistic. But now through open studio and homework, I have learned about the blending stump and how to use it to make my self-portrait look three-dimensional and realistic by blending two things together to make it look connected instead of separated and two dimensional.

Second example of what I learned: Another skill that I have learned about this year is value. At the start of the year I only thought you use two colours, Black and White. Now I know you can use many more colours including many types of grey in between black and white to make my portrait more three dimensional. So far I am proud of my learning of gradation and value.

Example of Thinking independently: One example of thinking independently is when I didn’t get such a good grade on an assessment on comparing two portraits. After that I decided that I wanted a better grade. After redoing the assessment at home and at open studio, I think that I got a better grade. I am happy that I redid my assessment.

Example of anticipating and overcoming difficulties: One example of anticipating and overcoming difficulties is when I couldn’t make the shadow on the side of my face and neck, so I used the skill of persistence and kept on trying until I finally got it right.

Does my self-portrait represent me?: I think that my self-portrait represents me a little bit because in the portrait the facial expression looks like a mixture of happy, sad, and mad and I think that represents me because i am sometimes happy, and sometimes mad or sad. But, I smile a little bit different to the self-portrait.

I think that I could have done better at communication by asking others for tips, asking them to look at my portrait and point out some mistakes, and how to make my portrait better.

Drama – Singing in the Rain Analysis

Props-
He used his props effectively by making it look more abstract and effective on the audience by making them think about what he is trying to say to the audience.  Mostly he used his umbrella. He used his umbrella by using it as a guitar, and using it as a girl that he is pretending to dance with as well as the street lamp or pole. He also used his hat, the puddles and his shoes to show his emotions. He used his hat by taking it off and shouting to the rain happily, and he used his shoes to jump into the puddles.

Rhythm-
The beat in the song is fast and his footsteps show the beat but you can’t hear his footsteps when he is just walking. When he is tap dancing you can hear his footsteps and they are really quick and upbeat which shows his emotions effectively.

Expression-
His expression is happy or romantic. His movements show that by it’s upbeat and quick rhythm. You can also see it in his facial expression which is most of the time happy or joyful. When he sees the police, his expression is cautious or worried.

Here is Singing in the Rain:

French Homework

Tu as compris? Did you understand?
Answer the following questions about the teenagers you’ve just met. Look back at Salut, les copains! if you have to. Don’t be afraid to guess.
1. What are these teenagers talking about?
2. What information do they give you in the first few lines of their introductions?
3. What are some of the things they like?
4. Which of them have interests in common?

1. They are talking about themselves
2. What their names are, how old they are, where they are from, and what they like or what their hobbies are.
3. Sport, cinéma, télévision, les magasin.
4. Both Djeneba, Ahmed, and Emilie like sports.

Vrai ou faux? True or false?

According to Salut, les copains!, are the following statements true (vrai) or false (faux)?

  1. André aime parler au téléphone.
  2. Ahmed n’aime pas le sport.
  3. Stéphane aime écouter de la musique.
  4. Claire aime voyager et danser.
  5. Didier n’aime pas voyager.
  6. Emilie aime faire de l’équitation.
  7. Thuy aime la télévision.
  8. Djeneba n’aime pas faire du sport.

1. vrai
2. faux
3. vrai
4. vrai
5. faux
6. vrai
7. faux
8. faux

Cherche les expressionsLook for the expressions

Look back at Salut, les copains! How do the teenagers …

  1. say hello?
  2. give their name?
  3. give their age?
  4. say they like something?
J’ai… ans.
Bonjour.
J’aime…
Salut.
Je suis…
Je m’appelle…

 

1. Bonjour.
2. Je m’appelle…
3. J’ai… ans.
4. J’aime…

Qui est-ce? Who is it?

Can you identify the teenagers inSalut, les copains! from these descriptions?

  1. Elle est québécoise.
  2. Il parle allemand.
  3. Il a quinze ans.
  4. Il aime voyager.
  5. Elle adore le ski.
  6. Elle n’aime pas la télévision.
  7. Il adore le football.
  8. Elle aime étudier.

1. Emilie
2. André
3. Stéphane
4. Didier
5. Emilie
6. Thuy
7. Ahmed
8. Djeneba

Et maintenant, à toi

Which of the students in Salut, les copains! would you most like to meet? Why? Jot down your thoughts and share them with a classmate.

I would like to meet Emilie because she is from Quebec and she likes sports and skiing which I also like. She is the most like me, so that makes me want to meet her.