Again, here comes back the writing of learning logs! :) Ready? Let's get going!
-How do you feel about your own performance?
Frankly speaking, I felt that I pulled off the performance not too badly, and it was just fine. Here, please do not be mistaken that I am conceited and showing off how good I am. No, nothing of this sort. In any case, there were both positive and negative views on our performance that day as well as comparison between each others' groups. Acting as Tybalt, I thought that I rushed through my lines. Is this true? I cannot really remember. Short-Term Memory, it is called.
Before the performance my group, rather the first group did some rehearsals in preparation for the act. Anxiety swarmed within the entire group and even Phania, our director was ultimately worried about our performance. Seriously, I sweat a lot while practicing but due to whether my black pants absorbed more heat or I was feeling exptremely uneasy. You know, I was perfectly fine - No signs of worry when I actually went to Phania/Clarence's house for basic practice. In huge contrast, on the actual day of acting itself, I found myself unable to calm myself down especially a few minutes before the start of the performance. I was like"Oh God, please less me to pull through smoothly for this one and only performance." Then I wondered what was going to happen should I faint in the midst of acting due to being panic. Trust me to still tremble slightly in the first few seconds of performance. Pathetic me! I wonder if anybody saw through my worried expression beyond the surface.
-Would you recommend the play "Romeo & Juliet" to your juniors?
Yes, definitely! Firstly, Romeo & Juliet is a very well-known play and it will be nice to see them acting out thier individual roles. Also, shouldn't we be fair by keeping "Romeo & Juliet" unchanged? Then those juniors as a group will be having a lot of conflicts among themselves, whether they can solve disputes. By retaining this play, it helps to stretch the creativity of the enitre group. Lastly, I think it tests the courage of them to take on their suitable roles.
-Other comments?
Being simple is good. Why am I saying this? Apprarently, our group faced a last minute problem although we successfully completed the entire play. Our props took up quite a lot of space despite being nicely decorated. That leaves a nearly-insufficient space for the dancers but even no space for the rest of us upfront. Here, the problem relies with the camera position. Good cameras tend to be like this (I meant why can't a lousier camera be used to film us?). Anyway, because there is a particular range for the camera and based on teachers, they said that the distance must be fixed and cannot be adjusted. Therefore, I believed my head was "cropped" from the camera.-.- I don't blame the teachers though. However, I felt it funny when the camera was placed much further apart from the actors of 2 Caring, or was it just my imagination? Therefore, simple is goodandI strongly emphasize this. (Depending on circumstances).
Friday, September 16, 2011
Wednesday, August 3, 2011
Learning Log 6
Literary devices are interesting and in fact, a continuation of those in Secondary 1. This year, we have learnt an extra 25 literary devices. They are listed down below, together with their definitions.
1. Simile - It is a comparison between two distinctly different things, indicated by the use of 'like' and 'as'.
2. Metaphor - Qualities of an object is applied to another. (Eg: A's qualities is used in B.)
3. Personification - The attribution of human beings to inanimate objects. (giving a dead object human qualities)
4. Symbol - An object will stand for something else. (like a dove for peace)
5. Visual - Descriptions to do with what we see.
6. Auditory - Descriptions to do with what we hear.
7. Olfactory - Descriptions to do with what we smell.
8. Gustatory - Descriptions to do with sensations of flavour or texture in smooth.
9. Kinesthetic - Descriptions to do with movement.
10. Tactile - Descriptions to do with what we touch.
11. Rhyme - Refers to the ending sounds existing between two words. (Humpty Dumpty)
12. Rhythm - Refers to the BEAT or the PATTERN of stresses as you read a poem.
13. Alliteration - Repetition of initial consonant sounds, to produce a rhythmical effect (Eg. A... A... .... A...)
14. Onomatopoeia - The formation of words, which echo the sounds that they describe. (Eg. Yawned, Roared)
15. Tone - The oral expression of mood, attitude or point of view. (Eg. Compassionate, Defensive)
16. Connotation - The images that a word may convey. (Eg. "You turn in early" implies you are tired.)
17. Oxymoron - A single idea, made up of contradictory / incongruent images. (Eg.Cool heat)
18.Hyperbole - A deliberate exaggeration to emphasize a point or feelings. (Eg. He must have suffered a stroke!!)
19. Paradox - A self-contradictory statement that makes good sense. (Eg. I am lying. How do you know if I am speaking the truth?)
20. Simple sentence - A sentence with one main idea. (Eg. Dog eats bone.)
21. Complex sentence - One or more main ideas together with minor phrases or clauses. (Eg. When happy, dogs eat bones and wag their tails.
22. Incomplete sentence - A group of words which appears to convey only part of a complete thought, lacking some component which is grammatically necessary to complete the thought. (Eg. Joe took the...)
23.Exclamation - A strong statement showing feelings or emphasis. *There are 3 exclamation marks here instead of 2 like in hyperbole.
24. Rhectorical question - A question asked no to obtain a reply but to express a tone from a direct question. (Eg. How many times must I tell you?)
25. Repetition - Usage of a word many times, to emphasize and show feelings. (Eg. Go! Go! Go!)
The above that I had type is what I have learnt about Literature the past few days. To me it is kind of difficult to memorise everything listed here even they are not like scientific theories or whatever. My brain does not have that much capacity for such terms. However, as I mentioned, they evoke interest in me and I think that it is still fine knowing these definitions.
Thursday, July 28, 2011
Learning Log 5
I really have no idea how to start off this blog. That is until half an hour later...
After reading page 202 to the end of the Literature "Unseen" notes, I have learnt various things. Firstly, it mentions why students don't excel is the "unseen" area. Answers are NOT supposed to be general and a thorough reading is required to grasp the understanding of passages. The structure of answering has 2 ways. I personally prefer the "PEEL" method which is quite common to most of us. Each letter stands for point, elaboration, evidence and lastly how is there a link formed between the example and the question. Answers have to be interesting and easy to read at the same time. For quotations, it's best to keep the entire thing short unless necessary. Otherwise, the structure for bringing up quotations in answers will be like this, Attention (The quotes that draw attention), minimise the quotation length and contextualise them. A good answer is one that is long and reasonable. We do all these is to learn to criticise the text with sensitivity and communicate our argument to the examiner by writing a clear and good critic.
After browsing through everything, I felt that Literature is starting to get harder and harder. My mind and thinking is always stiff and does not complement what is written in the notes whcih requires us to question ourself differently like why is it this and not that. We also have to watch out for changes in language, tone or mood. It is going to be tiring for me. Using both my eyes and brain, I might not be able to survive the eamination :D. I realised a personal response is needed here, where we have to provide textual evidence. I think that by doing all these, Literature as a subject itself is trying to tell us that it is not so simple to comprhend poems or "unseens" like we always think. It's time to change our mentality already, isn't it?
After reading page 202 to the end of the Literature "Unseen" notes, I have learnt various things. Firstly, it mentions why students don't excel is the "unseen" area. Answers are NOT supposed to be general and a thorough reading is required to grasp the understanding of passages. The structure of answering has 2 ways. I personally prefer the "PEEL" method which is quite common to most of us. Each letter stands for point, elaboration, evidence and lastly how is there a link formed between the example and the question. Answers have to be interesting and easy to read at the same time. For quotations, it's best to keep the entire thing short unless necessary. Otherwise, the structure for bringing up quotations in answers will be like this, Attention (The quotes that draw attention), minimise the quotation length and contextualise them. A good answer is one that is long and reasonable. We do all these is to learn to criticise the text with sensitivity and communicate our argument to the examiner by writing a clear and good critic.
After browsing through everything, I felt that Literature is starting to get harder and harder. My mind and thinking is always stiff and does not complement what is written in the notes whcih requires us to question ourself differently like why is it this and not that. We also have to watch out for changes in language, tone or mood. It is going to be tiring for me. Using both my eyes and brain, I might not be able to survive the eamination :D. I realised a personal response is needed here, where we have to provide textual evidence. I think that by doing all these, Literature as a subject itself is trying to tell us that it is not so simple to comprhend poems or "unseens" like we always think. It's time to change our mentality already, isn't it?
Friday, April 15, 2011
Learning Log 4
Basically, our "practical" for our Literature acting for Macbeth has ended, not too long ago, in fact, just a few days before. It was one of the most interesting and exciting short plays I had ever seen in my life where everyone gets a chance to perform what they understand from the Literature text itself. The lines all of us have to say are extremely short. This makes it easy for us to memorize them and say it fluently during the performance. Though it was just a 1 to 2 minutes long performance, we required quite a number of props and costumes to demonstrate clearly what the actual Literature text might have meant when we first read them.
My thoughts on the performance? Well, I think our efforts were not wasted if we score a very high mark for this. Like I mentioned, acting out Macbeth Act 1 Scene 1 is only a minute's job. Everyone had their own unique props such as the cauldrons, pets and their costumes. We ought to get high marks (I meant that it is a waste not to obtain high marks for an easy task), when we actually had to stay back after curriculum hours to complete various tedious task. The rehearsals were not a problem for my group but the "headache" for us was cutting out the props and painting them nicely. Our experience was this. Two tubes of paint was insufficient and we had to borrow from teachers and friends just to make the props look presentable. The "pen-knifing" was actually the cutting. Small and thin parts of the props could take at least 5 minutes to cut them out. Apparently, not everyone can be fast in doing so. Another problem was finding the BGM (Background music). We can't just project our plain voices. Therefore, we felt that having the BGM would enhance the atmosphere of the play. When I actually sourced for the BGM, numerous websites I searched asked me for payment, even for a 1MB BGM which lasts for only 10 seconds.
If only we had black coats, that would make "life" easier. We won't have to cut out holes from the garbage bag nor worry aboutthe size of cutting. Improvements to be made? None, I suppose. It's good enough. But I always have this mentality that if we are exaggerating our performance, be it by the overwhelming number of props or over-doing make-ups, I suggest that a longer acting role should be needed. Otherwise I would feel that a 1 minute play is not worth so many complicated props. For example, if the props were to be used, it is more worth to use it in a battle scene. So literally, that's what I meant. I have nothing else to add on, but I must say that I enjoyed other groups performing because they are still vivid in my imagination, making the performance very hilarious and creative.
My thoughts on the performance? Well, I think our efforts were not wasted if we score a very high mark for this. Like I mentioned, acting out Macbeth Act 1 Scene 1 is only a minute's job. Everyone had their own unique props such as the cauldrons, pets and their costumes. We ought to get high marks (I meant that it is a waste not to obtain high marks for an easy task), when we actually had to stay back after curriculum hours to complete various tedious task. The rehearsals were not a problem for my group but the "headache" for us was cutting out the props and painting them nicely. Our experience was this. Two tubes of paint was insufficient and we had to borrow from teachers and friends just to make the props look presentable. The "pen-knifing" was actually the cutting. Small and thin parts of the props could take at least 5 minutes to cut them out. Apparently, not everyone can be fast in doing so. Another problem was finding the BGM (Background music). We can't just project our plain voices. Therefore, we felt that having the BGM would enhance the atmosphere of the play. When I actually sourced for the BGM, numerous websites I searched asked me for payment, even for a 1MB BGM which lasts for only 10 seconds.
If only we had black coats, that would make "life" easier. We won't have to cut out holes from the garbage bag nor worry aboutthe size of cutting. Improvements to be made? None, I suppose. It's good enough. But I always have this mentality that if we are exaggerating our performance, be it by the overwhelming number of props or over-doing make-ups, I suggest that a longer acting role should be needed. Otherwise I would feel that a 1 minute play is not worth so many complicated props. For example, if the props were to be used, it is more worth to use it in a battle scene. So literally, that's what I meant. I have nothing else to add on, but I must say that I enjoyed other groups performing because they are still vivid in my imagination, making the performance very hilarious and creative.
Monday, February 7, 2011
Learning Log 3
I am unfortunately in a rush to complete this so I'll just go to the maximum and type out everything I have on mind. I will just go straight to the point.Another yet meaningful and enthusiastic Literature lesson we had today. So, basically what we did in class was that we divided ourselves into the groups in which we had done the superstitions worksheet. Then, a new image was introduced. For the first time, teacher introduced the "colour selector". Comparing the number selector and the colour selector, the suspense of the colour selector is not as high as the number selector. However, I was just "lucky" enough to be selected to do the presentation. The funny thing about our group was that we had heard from other group members that the wrote very long. That's when we started to get frantic and panic. We immediately continued writing and made up another few lines thinking that we should be able to cover up at least a quarter of the writing space. Then, when we were listening to the other groups presenting in front. We were dismayed only to find out that a simple 3 sentence is enough to summarise how superstitions are encountered. Just have to say you heard something which you don't believe in, then the "advice" people gave and finally the conclusion. Simple as that. So can I say that we wasted our pen ink for writing the extra sentences. By the way, that pen is mine and I agreed to lend it to someone else. So in the end I got a disadvantage. Now that's funny!
Still on superstitions, I don't really care about them. They are simply fake. What for feel dull over a negative superstition and ecstatic for a positive superstition. Not everything comes easy, not everything people say might be true. They can do that just for the sake of scaring people. Moving on to Macbeth act 1 scene 2, I was just skimming through the pages only to find weird an unknown characters' names. So far this is what I know and so that's all for now. Today's Literature lesson is quite short isn't it? Half and hour had passed in the blink of an eye!
Tuesday, January 25, 2011
Learning Log 2
As usual,
1. What I have learnt in lesson today (Superstitions & MacBeth Act 1 Scene 1)
1. What I have learnt in lesson today (Superstitions & MacBeth Act 1 Scene 1)
- From the words in brackets above, one can tell that I have definitely learnt about superstitions as well as the opening chapter of MacBeth, I can't help myself but it is also my habit to define words for others. Here, superstitions refer to beliefs not based on reason or knowledge, in or of the ominous significance of a particular thing, circumstance, occurrence, proceeding, or the like. I, or rather we (as a class) were told to get in groups for sharing of different superstitions we have found. I actually read one of my own superstitions and never did I expect myself to be laughing violently. There were other funnier examples listed by both teacher and students, and I quite liked it. Superstitions to me don’t really occur. However, usually most of us will be influenced by our parents so as to make us believe that such superstitions exist. Another thing covered within the lesson, was about MacBeth. I have not really read the story but I can tell from opening of it, MacBeth is a story/play that involves occults. This can be seen by the witches' appearance. Therefore, the term, "witchcraft" can automatically come to our mind. I really liked the way some people managed to speak in a witch's voice. Though acting maybe be something to express fun and enjoyment during the process, to me, it all needs one word. Courage. One has to be bold to make the play or act outstanding. That's all for here.
2. No changes...so I will have to comment about the lesson
- The lesson, guided along by teacher, was always in suspense. That's because teacher randomly picks out numbers and that is what really made me tensed up though I don't express it obviously. Then classmates around me will be like "Thank God for not letting me be chosen!" Feel like laughing out loud at this statement. Back to the lesson, I think teacher's purpose of selecting numbers randomly is to train us to be mentally prepared.(I hope I was right)But fancy us being scared by the "lottery selection". Frankly speaking, there's nothing further to comment about and I shall terminate typing for this section by stating that I quite like the lesson and look forward to it as well.
3. Suggestions for improvement (there is always something better than this, right?)
- I don't ask for much, besides I believe everyone is contented with the lessons conducted and before I call it a day, (I took 20 minutes to think for improvements.) in the end, I came up with nothing. That's all ^^
Friday, January 14, 2011
Learning Log 1
1. What I have learnt from today's lesson
- I have definitely learnt about cinquians in Literature today. I define cinquian as a 5-line poem that requires a title, description, action, feeling and reflection from the ascending order of the lines respectively. Besides learning literally, I also learnt to complete tasks within a group. To finish off, I learnt how to find more adjetives to describe the cinquains. It really unleashes creativity.
- The lesson is quite smooth and I can go along with the flow of teaching. The lesson is also conducted by group discussion and I am fine with that. A word to describe it? Probably "well-organised" would be suitable. The thing I like in particular was the lesson is focused bit-by-bit. This is good in a sense that it will not left out anyone struggling behind. Chapter by chapter, one at a time is to my preferrence. Literature can be fun, but that is if one knows how to deal with it.
- I am not too sure if this should be classified under suggestions, but I wonder if individual work or group work will be better. However, I still feel that having group work for Literature for the first time makes things easier for me. Another point, I actually prefer presentations which is what we did for lesson today. I might do better or rather perform well for Literature this year. If there is really something I want to suggest, it would be requesting teacher to give extra advices on how to excel in areas of Literature as I don't want to see another B3 for it again this year.
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