This is a presentation with my plan for Service As Action in grade 10:
How did you consider the ethical implications of your actions?
How did you become more aware of your own strengths and areas for growth?
How did you develop international-mindedness through global engagement, multilingualism and intercultural understanding?
How did you undertake challenges that developed new skills?
It challenged me to take initiative to ask or communicate with people, especially by working together in partners instead of staying behind the scenes and allowing other people do the work. It is evident through the emails that we sent out to different teachers and each other when we need to complete certain tasks. This improved my ability to solve conflicts…
How did you discuss, evaluate and plan student-initiated activities?
We started off by brainstorming and doing some preliminary research to understand the situation of the problem in Hong Kong. A communication group was established through emails to teachers and students to help us collect data/information. We planned our service as action based on the time we have. For example, we only start creating the websites during summer, which is when we have more time to film and edit the video tutorials. This will give us time to do some research/collect any useful materials from now to summer and there will hopefully be enough content by the end of summer for the students to use it during the year. If we are successful, we will have some form of evaluation method later as well by receiving feedback from the targeted group that we can reflect on. We don’t actually know if our actions will work, but the statistics are on our side and there is an actual need for a solution to the problem.
How did you persevere in action?
How did you work collaboratively with others?
I was working with Nicola throughout the process and we planned things/brainstormed together starting from the beginning. We used shared documents to do so and communicate in between classes as well to ensure that we are on track with the work. Additionally, we did not have specific roles/responsibility for each person and we worked to divide up the work by 50% each. This way, we can support each other in areas that we are stronger/weaker at.
I am going to be creating an educational board game that will help students from grade 7-8 to thoroughly understand chemistry terms and apply those concepts in real-life situations.
I have done secondary research and looked at how to transform my unorganized ideas for my board game and turning it into an actual board game with the game mechanics. According to Evato Tuts+, I should base it off of the main topic, which is Grade 7-8 Chemistry. Then I should think of myself as a player of my game and visualize how or what my game should look like. Another approach could be adding or removing game elements from the games I analyzed, so I could think and play from another perspective, helping me identify certain needs and requirements (it would highlight the more important game elements) for my own game. The next step would be to flesh out my ideas, which is to make further connections with real-life events or situations (it could possibly be the theme of my board game) and writing it all down to make all my ideas clear. For example, if the board game topic is somehow related to California, a connection with Hollywood in Los Angeles might be made. The theme and the background story could then relate to actors or the entertainment industry. Lastly, I would need to go through the “content development” stage before drafting out my ideas/making prototypes. Here, I would be thinking of the components (cards, tokens, dice, etc) that I would include in my game. I have also done research on features that I could add to my board game to make it fun and compiled a list of chemistry related real-life scenarios that I could use on my board game. Fun features that I could add include more hands-on features (physical interaction between players and the game itself) such as spinners as well as multiple twists and turns to the plot/story which would build tension and excitement for the players. This could be a new storyline that the players can choose or “stop grids” that forces players to stop for a round. The research would allow me to be more prepared for the next few steps of the creation process to ensure that I know what I am going to do.
The most important aspect that I took away from the research was the client consultations (primary research). I now understand the learning styles of the selected group of clients (they generally prefer lots of visuals, hands-on tasks, and getting to move around a little) that I interviewed. I asked about their learning needs (specific “special learning” requirements), which have included topics from grade 7 and 8 science that students struggle with. They thought that the hardest topics were separation techniques, diffusion and osmosis and parts of cells/cellular functions (not chemistry related, just for reference for real-life situations). Finally, I asked the student’s opinion on different features that I could possibly include in my board game. My board game is going to be made targeted to these students, so it is important to know what they lack, their preferences and their expectations for the game so I can create a high-quality educational board game.
Here are some pictures of the final package that I created for the design unit:
I do not have a specific target audience for this package, but I assume that it can be customers who wear or use sunglasses on a regular basis. This package is light, it can fully protect the sunglasses inside (due to its shape) and it can be carried around easily. Most of the sunglasses or even glasses packages out in the market are all relatively heavy, and they all look the same (similar shape). Using my package will be more convenient for customers to carry their sunglasses and fit them inside their bags, which makes it more user-friendly and accessible in general. With a more creative design like mine, customers that use my sunglasses will give a unique impression to other people and show the fun side of their style. In addition since the shape of my package is quite attractive, customers can display the package with the sunglasses at their houses as well. From the environmental aspect, my package is made simply with only using one layer of cardstock without using any adhesives to attach the different faces at all, which does not cause too much unnecessary waste.
Even though it is made out of cardstock paper, the package is still not strong enough to put into real use. The tabs (especially the one that is on the upper face that acts like a cover) can rip apart easily. The surface area to volume ratio of my package is 1: around 0.8, so it takes more materials to make space that is even smaller. My package is not as “green” because I could have used fewer materials instead of by shortening the height of the package. Some of the benefits of my package are high usability and unique appearance. I applied both my design and mathematical knowledge/skills into a real life, “design and create” situation. After acquiring all the skills and knowledge, I can now pick and choose the elements that I want to include in my final package.
The interdisciplinary aspect of math and design helped me create the net of the final product as well as calculated the surface area, volume, surface area: volume ratios, etc. I also have more practice with drawing nets to create irregular 3D shapes and folding the nets to transform it into a 3D shape, which might help me better visualize irregular shapes in the future. The disciplinary approach (the design aspect) was extremely helpful at the final stage of my final product creation because that was where I used the CARP design elements to design the outside of my package.
I will probably plan and allocate more time for the final package production instead of focusing too much on the drafts and other design mockups. Although making multiple drafts is crucial for creating a successful final product, but I found that I ran out of time near the end of the creation process, especially with designing the exterior of my package. Secondly, I will be more careful when adjusting the dimensions of my package to ensure that for every 1 unit of surface area, the volume created will at least be 1.01 unit. I will need to take the surface area to volume ratio into consideration when doing the adjustments. The final package that I created does not satisfy this, so it is not as environmentally friendly.
The piece above is a short composition that I created. The main focus for this year’s composition unit was phrasing. Making the phrases connect with each other and to use chords or rhythm to support the phrasing. We started off by creating our own rhythm, then gradually progressing and creating an 8 bar long melody, then finally transforming it into a complete 16 bar piece. The way the melody was taken slowly made it more enjoyable and less stressful to complete. We had sufficient time to enjoy the process of composition, instead of rushing it through, which makes the experience more remarkable and helps with the creativity.
Speaking of the composition process, I will continue by talking about the some of the choices I made when creating this piece. My original intention was to create a formal, classical piece, but my idea changed because I just wanted to keep things simple. Therefore, I went back to look at the 8 bar melody task that I have done previously and gained some inspiration from there. At last, I decided to create a piece that is fun and enjoyable, so I also changed the title of the song from ‘Pleasing Classic’ to ‘A Bundle of Joy’. The title change also makes the music much more interesting. A cheerful atmosphere reminds me of children jumping around. A majority of the notes that I used were either one beat or shorter, which creates a distinct and clear sound along with a“skipping” effect. Articulation, specifically staccatos, were used in the downbeat (the second beat of some bars), which are relatively weaker beats. The staccatos help to emphasize the weak beats to create more presence for the weaker notes. However, I did not add staccatos in every bar because it will be too repetitive and boring, so it will be more predictable or even somewhat unpleasing to the ears. Additionally, the unbalanced use of staccatos can strengthen the “skipping” feeling that I am trying to create.
There were not a lot of surprises for the dynamics. For the dynamics, I connected two phrases at a time to create the soft and loud sounds, so the first two phrases were together and the last two phrases were together separately. For example, for the first two phrases, it began with piano (soft) and I it gradually got louder in the middle of the first segment (crescendo). Then from the middle to the end, I used a decrescendo to signify that the first half of the song (two phrases, 8 bars) are over along with the use of the half note which is one of the notes with a longer beat value. I also chose to lower the pitch of the notes in the second half of the first segment along with the decrescendo. Even though that it is not necessarily true that lower notes are more quite, but when I incorporate the downwards movement with the decrescendo, it helps create the feeling that it is near the end of the first segment. The second phrase was more random in terms of the last bar because of the unexpectedness that I wanted to create, which is ultimately how people feel when they are happy since they are often surprised at the first place.
Pleasing Music Final Composition SummativeThe pitch range of this piece for the melody part is quite wide, from the B flat below middle C to high G. This was done on purpose because I wanted to have more variation. Just like speaking, I didn’t want my song to be monotone, I want it to be more vibrant and colorful since it is supposed to create a happy atmosphere, therefore I went for almost two octaves in such a short piece. The piece started with a pitch in the middle and ended with the lowest pitch so the beginning would not be too abrupt and the ending will close up, like the feeling of going back home/ back to the base. On a side note, I did not want to limit myself too much with the notes that I used, so I decided to keep the wide range.
I find this piece vibrant and somewhat unique, but not so attractive or memorable. It follows all the rules and guidelines of this task accordingly, but it does not have that many surprises. The notes that I used are all chord tones based on the chord that was assigned to each bar, which will definitely create a consonant melody with a pleasant sound. However, if I want to make my piece more interesting, a creative choice will be to include some non-chord tones throughout the piece. This creates a dissonant sound, which should be more unique. This song is not too difficult to play on both instruments, especially on the piano, so it is great for beginners especially for clarinet players to practice crossing the bridge and moving from low to high notes.
Here are screenshots of constructive feedback I’ve given to my peers throughout their creation process: