English/Arts IDU Crit C and D Reflection

English/Arts IDU Crit C and D  Reflection

8A

8B

8C

8D

8E

8F
Tiffany Yaury

How well did you communicate your experience as a Hong Konger? *
I believe our group did a good job communicating our Hong Kong experience. In our project, we showed how Hong Kong Teenagers are full of stress and their dreams are buried in a fast paced and never ending Hong Kong. They were forced to put all their attention on their grades, instead of talents they enjoy and have. We used the poem “Stars Don’t Die” to elaborate and further explain our topic of this project. We also used the video to demonstrate different ways of dreams being buried on Hong Kong teenagers.

How would you describe your personal success as an interdisciplinary learner? *
We successfully blend in the different subjects into our project, including, fine arts, drama, music and English. We used elements of art to create the models and masks we made to show the topic “stars don’t die”. In our video, we used drama skills as well as music. The drama is used to show how different dreams are being buried. Music is used to give a better tone and let the audience “go into” our topic, so they can feel the emotions during the video. The poetry unit is written in our English Poetry unit. We used different skills and techniques in our poetry to let the reader understand the emotions developed in the poem.

How would you describe benefits of the interdisciplinary unit with specific examples. *
Using different elements benefits us in our project as we can further elaborate on our idea, “Stars Don’t Die” and also to do a better job in demonstrating the big idea we are trying to present. As an example, the models and masks were used to demonstrate the broken dreams and buried dreams. We also had a chance to have a deeper understanding as well as a better reflection on our poem. We can explore more on the poem and present our poem to another in a different way and method. It can also help us more in learning to bond different skills and techniques learnt in class together to make a project as our project is a combination of arts and English. During our class, we also had to learn to cooperate with each other. We have to give understanding and appreciation to groupmates in what they have done and worked hard for.

What were the limitations of the interdisciplinary unit? Give specific examples… *
In this unit, we had a limited amount of time and materials for our project. We only had a few classes to complete the project and needed extra time for doing the project. We also have limited amount of materials, therefore, we had to include a lot of consideration when we were making our product. We also only had a choice to include english and arts into this project, therefore, we are very limited when we tried to out different subjects into it. There were many restriction which can’t let us elaborate more when completing this project.

Grade yourself using the IDU Specifications. Easy if you have followed the above instructions!

Communication of the interdisciplinary theme.
Personal success as a interdisciplinary learner.
Benefits of the interdisciplinary unit with specific examples.
Limitations of the interdisciplinary unit with specific examples.

Self assess using the Crit. C rubric (question 1) * 6

Self assess using the Crit. D rubric (Question 2-4) * 6

 

Final Art Showcase

In this project, Stars Don’t Die, we tried to show how dreams die in Hong Kong Teenagers. The three models are split into halves to represent the inner and outer self of the teenagers. The first one is “dreams become nightmares” In that model, the girl is wearing a uniform and a broken shirt to represent how the dreams are broken into pieces and become a nightmare. For the mask, it is trying to represent the fear in the girl. The second model is tied up with strings, to represent that the teenager still has dreams but she can’t succeed because parents and friends don’t support her. this mask represents the anger in the girls that she cannot succeed her dreams. The last models tell the audience that the teenager never had dreams because of all the stress and pressure given by others. As for this mask, it represents the sadness of the girl without any dreams. This further explains the poems Stars Don’t Die that is written by Pearlie. In her poem, she explains that teenagers dreams cannot succeed and slowly dies. We also made a video for this project to demonstrate how dreams die which can give a clearer idea of “Stars Don’t Die”.

Link to the photos of our model

Link  to video

Link to Poem

Fine Arts – I am Hong Kong Proposal Template

 

I am a Hongkonger Proposal
Group Members and HRs
Coco, Pearlie, Tiffany (8F), Lucas (8C)
What are your Personal Goals and Intention of this project?
To represent thoughts and situation of local teenagers as well as showing one of the most representative views and symbols of Hong Kong (Avenue of Stars); By creating a torn mask, and a painted t-shirt with Hong Kong skylines.
Hows does this project connect to your English Poem of choice?
Aspects of the Avenue of Stars will be incorporated into the artwork; by painting the views seen from the avenue of stars on the t-shirt, and creating a mask that represents our own point of view of the place. Half of the mask will be cut out, and the other half will be used for painting. The mask represents the outlook of what it is like to be a teenager in Hong Kong, while the painted face of the group member wearing the mask will represent the inner self of teenagers. In addition, concepts of stars and the artist of the Avenue will be included.
Direct link to your poem, or poem text
Poem “Stars Don’t Die”
What are your success criteria?

Must be tangible and measurable… Label this point by point please!

  • The artwork represents the message that the poem expresses
  • The artwork has a direct connection with the poem
  • The artwork shows our perspectives
  • The artwork is fully complete (colouring, drawing, trimming, finalizing etc)
  • The artwork can be interpreted and understood by the target audience
What materials do you need to complete your project?
  • 1 Mask
  • 1 plain t-shirt
  • Face paint
  • Tools to draw and colour with on the mask and t-shirt
  • Galaxy light
What equipment will you need to present your project?

(Very important if you are doing a live presentation – we need to organize this in advance!)

A darker place if possible to show the full effect of the galaxy light.
Artwork will be presented outside the LLAC

All live presentations and videos will be on the LLAC stage.

 

 

Music – Write a Song – Reflection

Explain the step by step process of this assignment…*
First, I chose A desired musical presentation – Write a song. Later, I composed the melody which sounded nice. Then, then I played the chords for the melody. Next, I inserted apple loops and drum into the music and melody. Next, I made up the lyrics matching with the melody and sang the song. Last, I did final touches, such as sound and transitions.

 

Assess your success against your must haves and desirable qualities from your proposal… *
My composition overall covered most must-haves and desirable points. For the must-have, I build a melody as it plays a very important role for songwriting. I also made lyrics for my song which matches the style of the melody. However, I didn’t add instruments into the song, due to the limited time and inconvenience. Therefore, as a replacement for the instruments, I chose midi instruments that I get to choose on GarageBand. As GarageBand has a variety of instruments as well as a simple format of playing, it allows me to include as many instruments I wanted. As for instruments, I might not have enough choices to do as I might not play the music I want to use for my song as well as time-consuming when needed to learn new or practise a new song. Therefore, as a better and convenient choice, I chose midi instruments. For my desired qualities, I added quite a wide range of instruments compared to the previous projects I did. I added three different kinds of midi instrument, including piano, saxophone and guitar. I also added double chords to make the song has more dimension and less plain. As for the innovative part, I added drumming beats. Overall, I did complete quite a lot must have the desired quality. therefore, I am quite impressed with my song.

 

Evaluate your learning and new skills acquired. *
This project has taught me a lot of learning and new skills. Composing a melody was a new thing for me, and I worked hard for that as I know that the melody was a main and key feature for songwriting. Also, I needed to learn more about drums in GarageBand. I watched youtube links the teacher gave us and learned more about it. Last was lyrics, lyrics wasn’t a hard thing but finding inspiration was very hard. I struggled when making lyrics especially making the first few lines, but it was later easier.

 

What challenges did you face and overcome. *
This project has quite a lot of challenges as this whole thing was quite a new thing for me. One main struggle was composing the melody. I had no idea, the style of music as well as how to compose it. However, after finding help from more experienced people, I understood more about making lyrics, under some help from them, I made up a song that I am pretty impressed with. Next, I also had some trouble making lyric that matches it with the theme for my melody, however, I went on the web and searched for some ideas and inspiration for the lyrics.

Music – Genesis – Crit A

 

What information are you using from this link? *
This link helps to learn more about writing a song overall. It tells me the elements and steps to compose a song. Also, it gives me step by step information about making all the elements. Therefore, this website helps me a lot in creating a song.

 

 

What information are you using from this link? *
This link helps me a lot when doing the chords in Garageband. Before watching this video, I never knew there was ‘smart string’ in garageband and I needed to play the chords one by one, and having a lot of troublesome during the creating process. This makes the step for making chords simple and fast, and makes my pace faster, and use more effort on other things.

 

 

What information are you using from this link? *
This link helps me a lot when doing drums. This drum gives me more advanced information than normal drums. It teaches me ways to create a unique set of the drum. This video gives me information to change different beats and fillings into my project. This really helps me to make a good drum track by myself rather than getting them from apple loops. This time I get to choose my own type of drums.

 

 

What information are you using from this link? *
This link helps me a lot in creating lyrics. Creating lyrics for me has always been a hard job for me as I don’t usually get inspiration. However, this video teaches me basic ideas to create lyrics and gives me an idea of what area my lyrics would be. This video allows me to know more about creating lyrics and find inspiration during the things near me.

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.

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.