Art: Michael Mews Collage

こんにちは! This week in Art I have completed my Collage Art. This artwork was inspired by an artist named Michael Mews. For the past several weeks, we looked into the concept of Michael Mew's art. As well as the structures of his art how there is a focal point, leading lines etc. 

Here's a picture of one of Michael Mew's amazing artwork.

Now moving on to the results of my collage art. Here are some photos from the process:

(This is a picture of the elements I've cut out from the magazine)

(An image of my thumbnail sketch for my art)

However, some things that I planned to do here were changed later on in the process. For instance, I was planning to include a butterfly on the top right corner of my art but I soon changed it instead to a moon.

And lastly, here's a picture of what the finished product of my art looks like.

"Orange Sweater" 
I really have no idea what to call this piece of art so I just went with 'orange sweater' because why not...

The main focal point of my art is obviously the woman in the centre wearing vibrant orange clothing. Some people say they thought the main focal point was the moon on the top right corner, but not quite I guess. The leading lines of my art are the flower's petals that have the same colour as the focal point's clothing. I intentionally placed the flower in the direction where the woman was looking at. 

However, the lines across the moon could be also considered as my leading lines. However, at some point, I kind of messed it up and played too much with the colours that it end up looking like a mess.  

What were your thoughts and interpretation of my art?

Thank you for taking the time to read this post. Bye! 

Science: Making Salts Experiment

Hi, This week in Science we've done an experiment around the Neutralisation of 

acid and base and making salt. 

Aim: The aim of the experiment is to produce sodium chloride salt by carrying out a neutralisation reaction.

Hypothesis: By balancing the mixture of acid and base [NaOH + HCl] we are able to reach neutralisation. Using the method of evaporation we should be able to create sodium chloride.

Equipment: The equipment is as follows:

• 50 & 200ml beakers.
• HCl
• NaOH
• 25ml measuring cylinder
• Glass stirring rod
• Spotting tile
• Universal indicator solution
• Hot plate
• Gauze mat
• Dropper

Method: 

1. Using the measuring cylinder measure 10ml of HCl and pour it into your 50ml beaker. 
2. Add dilute NaOH a few drops at a time while stirring with a glass rod. 
3. Every 10-15 drops stop adding the NaOH and use a glass stirring rod to transfer a drop of the solution spotting tile. Test its pH using a Universal indicator.
4. Keep adding NaOH and testing the solution by repeating step 3. As you get closer to neutral you may need to test the solution after every drop.
5. Pour the neutral solution into an evaporation basin (in our case a different beaker) and evaporate the water from the solution using the equipment shown above.

Observation:  

It was quite challenging to get the neutralisation reaction. It was always turning purple and red somehow. The colours change from Red to Purple quite often which resulting in the failed neutralisation. However, we didn't give up and eventually, we got a neutralisation solution with a colour of green. 

Word Equation:

Acid + Base --------> Salt + H2O   

or

NaOH + HCl -------> NaCl + H2O 

Social Studies: Anti-Vietnam War Song

안녕! (Hi in Korean) Today in Social Studies, we have moved on to another topic relating the theme of Music through time (history). This topic is about Woodstock. We are tasked to blog about anti-Vietnam war songs. I picked this song.

Woodstock information:

At the time there was a war going on in Vietnam that America was heavily involved with. Many people around the world including New Zealand were against this. There were songs written about the Vietnam War and how bad it was. This song was sung at Woodstock. Woodstock a passive resistance movement against the Vietnam and American war.

__________________________________________

Title: Give Peace A Chance

Sung by: John Lennon & Yoko Ono

Released: 1969

    

The message of this song is obviously to give peace a chance. Instead of focusing and talking about the negative things, look into things that bring peace and love. 

Social Studies: Perspective - The Beatles

안녕! (Hi in Korean) Regarding our topic of The Beatles band, we are tasked to blog about the different perspectives of The Beatles. As you may or not know, the Beatles made a great impact on the world we live in today. However, there are negative and positive views toward this band. 

Perspectives of the band: 

Let's start off with the negative perspectives. Older generations were against the band because of religious values such as leading the younger generations to sins. They believe that the band's music is anti-religions. 

The Positive perspective on the band was that they bought change for the society, of how they influenced fashion industries to a more vibrant casual clothing. Many came up with such fashion trends that would look odd today. Not that they only revolutionized fashion, but also of course music and dances. The music before the Beatles was classic and involves more classical instruments like jazz. However, when the Beatles arrived, music widened its range of genres such as rock, etc with more heart-felt lively lyrics with it. They also encouraged people to express themselves may it through be dancing etc. 

In conclusion, the influence of The Beatles on society is that it breakthrough such formal attires, music and etc. 

Information about the band:

The band consists of four members: John Lennon, Paul McCartney, George Harrison, and Ringo Starr. 

They are known as the fab four. The significance of the Beatles today is that unfortunately, only two surviving members remain is Paul and Ringo. John Lennon was assassinated by a fan in 1980 while George Harrison died of cancer in 2001. Some people compare this group to the widely known K-pop group 'BTS' since they are as famous when they were in their time, influencing people from around the world and gathering uncountable devoted fans from around the world. 

English: The Narrative Reflection Post

안녕! As you or may have read the title of this post, this is a reflection post regarding our topic 'The Narrative' in English subject. 

A few things I have learned in this unit are the skills of 'Show not Tell'. I think this would help me to be a better creative writer as well as sometimes, I tend to just 'tell' my story to the readers and not actually 'show'. And what I mean by that is that I could be more descriptive of what is happening in my story and actually paint a better picture for my reader's understanding of my story. I also learned a bit about the settings and characters. Specifically, how to make a well-developed character as well as about the two types of Antagonist (Physical and Abstract antagonist). One thing I enjoyed the most was probably reading the NaNoWriMo Workbook. It was filled with useful information that could potentially help me to create my own narrative story. 

English: Protagonist & Antagonist

안녕! Following on our "The Narrative" topic in English. I've completed another task. We were tasked to give the definition of Protagonist and Antagonist.

In a typical narrative story, there are usually contains two main characters. The protagonist and antagonist. Without the other, the story would be pointless. The protagonist is the main good character of the story. The story is mostly about their journey to achieving their specific goal. While areas, the antagonist is the opposite. Antagonists are known as the 'bad guy of the story. It works against the goals of the protagonist.

Here is an example of what is a Protagonist and an Antagonist in the Harry Potter series. 

English: Setting Up Activity 1 & 2

안녕! (Hi in Korean) I've completed our 'The Narrative' learning topic in English. In this task/exercise, we will write 3 opening descriptions settings where our story takes place. We were also required to use our show-not-tell skills and sensory language. 

Have a nice day =)

Wananga Reflection: #4 5 Year Plan

 Hi, Today in Wananga we are trying a new concept on our Wananga Reflection activity. We are gonna be blogging or researching about an interest we have that will probably be useful for us. My current interest is writing in my journal and drawing outfits and people. I think I would see myself in five years probably making my own movies since I have a bit of an interest in making movies. It fascinates me how you could create a reality of fantasy through creating movies with all of those visual special effects etc.

Social Studies: The Beatles

こんにちは! Today in Social Studies, we've moved on to Unit 4. This unit is mainly about The Beatles band in the 1960s how they influenced the rest of the world with their music. One of our minor blogging tasks in this unit was to blog about one of The Beatles' songs and how different it was compared to the 1940s songs. I pick the following song.

Title: YESTERDAY
Released: 1965
Genre: Chamber pop

LYRICS:
Yesterday, all my troubles seemed so far away
Now it looks as though they're here to stay
Oh, I believe in yesterday

Suddenly I'm not half the man I used to be
There's a shadow hanging over me
Oh, yesterday came suddenly

Why she had to go
I don't know, she wouldn't say
I said something wrong
Now I long for yesterday

Yesterday love was such an easy game to play
Now I need a place to hide away
Oh, I believe in yesterday

Why? d she have to go?
I don't know, she wouldn't say
I said something wrong
Now I long for yesterday

Yesterday love was such an easy game to play
Now I need a place to hide away
Oh, I believe in yesterday

What is the song about?

'Yesterday' is a love melancholic ballad song about the break-up of a relationship. The song expresses the singers' sorrows of 'yesterday' when he and his love were together before she left because of something that he said. It also describes the love of how sometimes isn't perfect. 

How different does it sound from music from the 1940s?

The difference was that the songs in the 1940s mainly use orchestra instruments like brass and they contained classical jazz-type songs. While in the 1960s, it's a more lively and energetic type of music as it's mainly around rock genre, and teenagers were introduced to a revolution being free from those strict rules and get to express themselves, it may be through fashion with funky styles and bright colors or even dances. 

English: Narrative Openings

こんにちは! Today in English, I've completed another task in our Creative Writing unit. Our task was to use the 'show don't tell' technique to write 3-5 effective narrative openings of our own. Anyways, here's my work. I hope you like it and have a nice day. 

Social Studies: ANZAC

こんにちは! This week in Social Studies, we have finished the UNIT 3 of our learning of 'Music through time: Slavery". Unit 3 is about ANZAC. We created another layer of the map called 'ANZAC'. Below there is a map attached to this post. Please feel free to click on the symbols because there is information included. 

MY MAP:   

 

This is a LINK to my map.

Blog Task: 

Significance of WW1 - The Last Post

What is the Last Post?

The last post is played by the military Bugler in a trumpet to commemorate those soldiers who have lost their lives in the war, fighting for their own nation. 

When do you hear this song?

You hear this song on Remembrance Day or ANZAC Day. As well as background song at the funerals/memorials of those soldiers who died on doing their service o their country.

Why is this song significant or important to New Zealand?

It is significant and important to New Zealand because it is a song the honors and remembers the ANZAC soldiers who have died during WW1 in Gallipoli. Especially lots of ANZAC soldiers have shed blood in the war. 

What is the history behind the Last Post?

The History behind the Last post is that many are familiar with this song that has been going around hundred of years. It is a tune that binds humanity together.  Before, the Last post was not a song used for commemoration/honors to the soldiers. It was just a simple call song used in the British army as a call for the soldiers to keep track of the time etc. This was first published and played in the 1790s. However, as time passed by it holds a special meaning.

English: "Show, Don't Tell"

 こんにちは！This week in English we've moved on to the next unit which is the 'Creative Writing: The Narrative'. One of the tasks required us to write a blogpost of the definition of the phrase 'show don't tell'.  As well as having a go re-writing the sentences to 'show' and not 'tell'.

Social Studies: Parihaka

こんにちは! This week in Social Studies, we are finishing our second unit of the 'Music through time: Slavery' task. The second section is about the investigation of the New Zealand Parihaka historical event and how passive resistance influenced the rest of the world. 

Here's a link to my Parihaka Map:

[LINK]

Information about Parihaka:

Parihaka is a village on North Island, New Zealand. After the signing of the Treaty of Waitangi. Europeans began confiscating lands from Native Maoris. Europeans started to invade the land and steal it from the Maori people who originally lived there. They fought over for their rights of the land through protesting, negotiation, or even declaring war. However, the indigenous people fought for their rights in a peaceful way which is by plowing the land. Although the land wasn't used by the Europeans, they still didn't allow Maori people who have good intentions of using the land. But eventually, Maori people lived chose to stay there anyway and soon the Europeans knew about it. They stormed into the Parihaka on attempting to shoo them away. Unexpectedly, they were welcomed peacefully with songs and food.

'Parihaka' by Tim Finn & The Herbs

Blog tasks questions regarding the song:

What is the main message of this song?

The main message of this song tells what happened in Parihaka. How people suffered and got their homes taken away from them. However, it also informs about their passive resistance movement through the lyrics. 

What line explains their passive resistance method?

"My friend, My friend, I hate to see you suffer"

"The spirit of nonviolence, Has come to fill the silence, Come to Parihaka."

This describes how Parihaka used peaceful resistance as a strategy to resist the soldiers who came to the Parihaka village. 

What does ‘you can’t pull out the roots’ refer to?

It's a metaphor for how you can't take away one's heritage and culture. This refers to how soldiers can't completely remove the Maori's culture and heritage. 

Give evidence of their determination?

"Rise up, defend yourself, never give in" This is a piece of evidence of how determined they were to resist the soldiers. 

How does this song show the significance of Parihaka? This song shows the significance of Parihaka by giving a message of what happens in the past and how they overcome it.

What makes an event Significant?

What makes an event significant is what resulted in a great change over long periods of time for large numbers of people.

How many people are affected?

There were 1600 troops affected in this event and more.

How long were people affected?

They were affected for a period of time until justice was met.

To what extent are people affected?

People who were involved in Parihaka were removed from their homes and some were arrested. Women were also molested during the invasion.

English: Creative Writing Reflection

こんにちは! Today in English, I have finally finished all of the Creative Writing tasks we have in the English subject. For the last task, we had to write up a reflection on our blog post about what we have learned over all the tasks we've done. Anyways, I've learned a couple things in English throughout the weeks. For instance, I've learned new language features like Anaphora, Allusion, and Alliteration. 

The task I find enjoyable the most is probably making my own Haiku poem. It was a bit challenging but I enjoyed it. The task I found interesting was slam poetry. Most of the poetry performance was fascinating how they could rhyme each like they say yet still gets to say what their point was. 

English: Slam Poetry

こんにちは! Welcome to another post. Today I began looking at Slam Poetry. Slam poetry is a form of performance poetry that combines the element so performance, writing, competition, and audience participation. The name 'slam' came from how the audience has the power to praise o, sometimes, destroy a poem and form the high-energy performance style of the poets. 

We were tasked to watch a couple videos of slam poetry and pick which performance we liked the most and why? The slam poetry performance I like the most is 'Foundation' (a love poem) by Ben Stokes. Here's a video down below if you want to watch the performance.

The reason why I like this particular slam poetry performance is that it talks about how a child could boost its foundation of imagination through legos. It talks about how this generation seems to lack imagination and motivation because we are so glued to technologies these days that we seem to neglect how important it is for young people to unleash their imagination.

Quotes:

 "There is no implication to replace imagination"

"Back to the good old days, but to this, I feel my generation was the last of the train as it left the station"

English: Haiku Poem

 こんにちは! This week in English I've learned about Haiku poems. For those who don't know, a Haiku poem is a Japanese short-form poem. The rules of this poem are that you have to have three lines in total including 5, 7, 5 syllables. We were tasked to create at least 4 haiku poems. 

Thank you for viewing my post and have a nice day everyone.