Design – Video

There are a few things I could have improved on in our video. The first one is adding subtitles. I should have added subtitles to make people know what I am talking about. Subtitles have the use of clarifying things I am trying to tell the audience since sometimes the audience have difficulty understanding what we are saying in the video. Also, I should have spoken louder. Since my voice is rather low in the video, it may be hard for the audience to hear what I am telling them and the music may cover my voice. This was also what people said, and I also found this problem during the outcome of the video. Adding transition would be a good idea since it can make the video link together instead of shattered pictures. Transitions can also make the video more interesting and fun to watch. There should be more relevant music throughout the video. Although we did put some music in the video, it is not enough. We should have added music in all parts of the video matching the picture we are showing. The video is too short. We should have added more details and the narration should have been slower for the audience to listen clearly. Feedback shows that there should be some personal thoughts inside the video, instead of all. This can make audiences see different perspectives of people’s thinking and can also encourage the audience to also think about their opinion. Lastly, the audience gave us the feedback of putting more realistic photos inside. We should have taken photos that really happens in real situations, such as the scene during lunchtime and after school.

Humanities – Unit 1 – Reflection

This summative was quite a success for me. I have learnt a lot through my two issues and how I impact the local and global community. Through this unit, I think I was quite organized throughout. I was able to follow my action plan even though I had some changes at last and ended with an acceptable presentation. However, I could have improved by following the action plan more closely. in order to have more time for memorizing the script. I could have improved more by a better presentation. I should not have stood behind the tray, instead, I could have been standing in front of the board to explain. I shouldn’t have used the cue card since the cue card makes me rely on it and reads it. Without using cue card, I can have more eye contact with the audience and more interaction.

Science – Unit 1 – Reflection

 

Pendulum, Elastic, Flying Objects

During this unit, I learnt how to write a science report. We learnt to be credible and make trustworthy, good lab reports. We were told to do multiple trials for reliable data. Therefore I did 3 trials for each variable. Data was made in different ways in order to let people to have easier understanding. In the data processing I put graphs to show the the trend line of the whole experiment. Throughout the whole unit I was told to look at the rubric and follow them, so I followed them and tried my best to put them in my reports. At last, I asked my friends for feedback to improve my lab report and to double check for some mistakes. Overall, I think I did a good job in this unit, I have tried my best and the turned out better than my expectation which makes me proud of my hard work.

 

Student Advisory – Service

In year 7, I have learnt a lot. I understood a lot more about service. Being a new student,  find that we had much more service and group work to do. I enjoyed it much. I was more aware of my strength as we did a lot of reflections. I had better understanding of myself, especially the strengths. I also understood the importance to improve my weakness. I shared my strengths and weakness to my group mates in order to have better results.   I take a lot of new challenges this year as well. I learnt new skills through these challenges, and I find them very useful in my daily life. As mentioned, we had a lot work collaboration and I think I did well with most people , however, I still need to improve as I was not a very good leader when needed. I have developed international minded throughout this year, I understood a lot. Comparing to my old school, international minded was showed so much more and I think this is so important. I have developed international mindedness as I had cooperated with different people with different culture. I was very engage about service this year as well which also developed more skills and understood more about international mindedness. Lastly, school has provided us many things to help us learn about international mindedness which I find very useful. Through this year, I find myself developing a lot of skills and I hope to learn more in the following years.

P.E. – Capoeira

  Grade 7 Capoeira Movement Sequence Plan and Written Assessment

Part 1

Description and Explanation of Movement
Player A – Player B –
1 Name: Cadeira and Au

Start in front of musicians in squat position facing other player (cadeira). Touch hands with other player and cartwheel (au) into centre of the Roda (circle) to begin the Joga (game).

1 Name: Cadeira and Au

Start in front of musicians in squat position facing other player. Touch hands with other player and cartwheel (au) into centre of the Roda (circle) to begin the Joga (game).

2 Name: Ginga (4 times)

Basic Capoeira triangle step where player steps backwards with one foot and raises the same side arm as protection then steps forward again lowers the arm and then repeats on the other side. this is a continuous rhythmic movement which is mirrored by the other player.

2 Name:Ginga (4 times)

Basic Capoeira triangle step where player steps backwards with one foot and raises the same side arm as protection then steps forward again lowers the arm and then repeats on the other side. this is a continuous rhythmic movement which is mirrored by the other player.

3 Name: Mei Lua Kick

The player uses a rounded high kick going from outside to inside.

4 Name: Esquiva Paralela

The player performs an escape move to defend against the kick by bending body sideways away from oncoming kick.

6 Name: Passagem

The player quickly moves around the back of the other player as they perform the compasso kick to escape the contact.

5 Name: Compasso Kick

The player steps forward to the side and then swings other leg (heel first) around high while hands are on the ground for balance. Spin all the way around and come back to face where opponent should be.

8 Name: Vingativa

The player counteracts the passagem by putting their hand on the floor to quickly position their foot behind the opponent’s legs with their elbow and head in front.  The player quickly performs a head butt with the back of the head.

7 Name: Step away

The player escapes from the vingativa by stepping out of it by stepping away while doing a 180 degree turn to face player B

9 Name: Chapa Lateral (side kick)

The player steps forward with one foot sideways while the other kick up as high as possible towards player B.

10 Name:Banda

Step forward sideways turn side/back to the kick with hand up. Hook forward foot around player A’s supporting ankle and then immediately move out.

11 Name: Ginga

4 times mirroring player B

11 Name: Ginga

4 times mirroring player A

12 Name: The Brush

Description:

The player low her body and step out on leg and swipe the Player 2’s leg. This is an attacking move to make Player 2 fall.

13 Name: Tuck Jump

Description:

As player 1 brushes towards me, I would do a tuck jump to jump away from her. This also allows me not to kicked and defend myself.

15 Name: Block

Description:

The player crosses her finger and reach out to block Player 2’s kicking by hitting the leg reached out. This is an defending move to allow the player to not get hit in the leg by Player 2.

14 Name: Grand Kneel Shutte

Description:

This will be a jump with my back and front leg on the air to attack player 1. This jump is also be called a split jump. After the jump, I would be kneeling on the floor to end my movement.

16 Name: Elbow hit

Description:

The player uses her elbow to hit the Player 2’s head while Player 2 is kneeling on the ground. This is an attacking move to make Player 2 fall.

17 Name: Roll

Description:

As player 1 is about to hit me on the head, I would roll to the right to defend myself and not be be hit.

1

9

Name: Cross

Description:

The player crosses her arms in front of her head to block Player 2 while Player 2 is about to hit her neck. This is an defending move to allow the player to not get hit in the neck by Player 2.

18 Name: Neck Slap

Description:

This pose is mainly to attack player 1’s neck, the neck would be slapped on the side of the neck by the side of the hand in order to attack player 1.

 

Part 2

Criteria B – Evaluation of the Plan (your routine)

 

Background: For Criteria B Assessment the student must explain the effectiveness of the plan to improve by identifying which parts of the plan were well designed ( which changes worked ) and which ones were not ( which changes did not work).

Action: Watch the video of your initial performance. Refer to the Criterion C Rubric to:

 

Action:

  1. Look at the initial video of your Capoeira composition.
  2. Write down the strengths and explain why you thought those parts were good. (Refer to the Criterion C Rubric)

The video we made was very successful as we did all moves fluently and can clearly see the defence and attacks. I believe that our moves are very interesting also.

 

  1. Write down the weaknesses and explain why you thought those parts were not so good. (Refer to the Criterion C Rubric)

However, we cannot cooperate well as we sometimes don’t really get each others meaning and easily get messed up. The moves we made are interesting but we cannot present a good stage to others as the cooperation between us is weak.

 

  1. Write down the steps you would take to improve the performance and explain why these these steps are necessary. This is your plan to improve. Be sure to include lots of details and explanation for how your changes will make the performance better.

To improve our movements, I think we should practise more and present a better stage for others to see. We can talk more to ensure we understand each other and try to understand each others difficulties. We should also give each other advice to improve ourselves.

 

Criteria D –  Evaluation of the Performance

 

Background: For Criteria D Assessment the student must demonstrate his/her ability to evaluate their performance judged against the Performance (Criteria C) Rubric. What were the strengths of the performance, what were the weaknesses and finally set goals to improve the performance.

 

  1. Explain which parts of the plan were well designed. Which parts of your plan were you most happy/proud of and why?

The set routine we made was very successful as we practised a lot and tried our very best. The set routine’s moves are very creative and unique which makes me enjoyed dancing the whole set routine.

 

  1. Explain which parts of the plan were not well designed. Which parts of your plan were you not happy with and why?

The fluency of our routine although has improved but I think there is still space for improvement. The cooperation between us still needs more improvement. Although we might have quite a lot of weakness in our set routine but I still believe the result is very successful.

 

  1. Explain how you would change the plan to improve it. If you were to do it again, what would you change in your plan and why?

I would think that we should still practise more and record the our routine in order to let us know how and where to improve our fluency. Communicate more would be a good idea to have a better cooperation. I think we should practise more and tell each other feedbacks and know what would they need and try to understand.

 

Grade 7 Assessment Unit: Capoeira

Criterion C: Applying and Performing

Level of Achievement Level Descriptor Task Specific Indicators
1-2 The student:

  1. recalls and applies skills and techniques with limited success
  1. recalls and applies strategies and movement concepts with limited success
  1. recalls some information to perform.
  • Is able to complete their routine by following along with their partner. Movement techniques are not executed well (balance, coordination, rhythm).
  • Synchronization with partner is off, and elements of style and aesthetic are not evident. Spacing, levels and flow are negatively affected as a result.
  • Student is simply going through the motions; little motivation is demonstrated.
3-4 The student:

  1. demonstrates and applies skills and techniques with limited success
  1. demonstrates and applies strategies and movement concepts with limited success
  1. recalls and applies information to perform.
    • Is able to complete their routine by memory. Movement techniques are evident, but with some small mistakes (balance, coordination, rhythm).
  • Elements of style and aesthetic are not evident, moves are basic and lacking creativity. Spacing, levels and flow are affected as a result.
  • Performance is well executed, but is basic. Performance does not deviate from the initial capoeira moves taught in class.
5-6 The student:

  1. demonstrates and applies skills and techniques.
  1. demonstrates and applies strategies and movement concepts.
  2. identifies and applies information to perform.
  • Is able to complete their routine by memory and with some confidence. Movement techniques are evident.
  • Elements of style and aesthetic are evident. Creativity allows for spacing, levels and flow.
  • Performance is well executed. Performance is comprised mainly of the initial capoeira moves taught in class, but there are evidences of personal style in the “game” as well.
7-8 The student:

  1. demonstrates and applies a range of skills and techniques
  1. demonstrates and applies a range of strategies and movement concepts.
  2. identifies and applies information to perform effectively.
  • Is able to complete an intricate/complicated routine by memory. Movement techniques are evident in both capoeira moves and non-capoeira moves.
  • Elements of style and aesthetic are evident. Creativity allows for spacing, levels and flow.
  • Performance is well executed and completed with confidence. Performance is a balance of the initial capoeira moves taught in class and creative bits of flare where the students are able to demonstrate their personal style.