Over the summer we had an addition put on our house. My mom has always wanted a bigger kitchen, so we put that plan into action. We just finished up the entire project, finally. We have all these extra cabinets now because we had to get new ones for the kitchen so that they would match. We got rid of or gave away most of them, but there was one my parents decided to hang in the basement for extra storage seeing as the ping pong table was beginning to strongly resemble a warehouse bench. Every game, puzzle, decoration, napkin, and holiday plate had resided on the table, so my job was to organize the cabinet with all everything that didn't belong on the table.
Before I began I was dreading it. A third grader could organize better than I can, and I never know where to start. I looked at the table, and all of the random things on it, and wondered how on earth I could make a system out of it. So before I started I was overwhelmed with all the stuff, for lack of a better word. I decided that before I put anything in the cabinet I should put the items in categories. About halfway through the project I had expanded the mess to the floor, but it made sense to me. Now I just had to find a way to put everything inside the cabinet. That was probably the easiest part of all, seeing as everything was in groups. When I was done, I hate to admit it, I felt really relaxed. It wasn't that the mess bothered me, but I knew that it was good to have it out of the way, especially since my family loves to have ping pong tournaments on Thanksgiving (which they happened to skip this year, just my luck).
After the project I really didn't feel that different about other things. It was the same organizational principle that I use for pretty much everything: put things with other things that are similar to them. I did feel a little more calm knowing that one job for Thursday was out of the way, but I also felt very tired because organizing is exhausting.
After I finished getting everything off the table I realized that there was alot less random stuff than I thought there was. The task that looked so daunting turned out to not be that bad. I could easily close the cabinet doors when I was done. I guess it kind of relates to everything that goes on in your head when you're stressed out. When you look at the big picture it is completely overwhelming and it becomes impossible to grasp everything that you need to get a hold on. But when you place each thought or thing where it belongs, it is so much easier to get a handle on it. Instead of I need to read these pages in Sophie's World, and these pages for AP psych and then do my math homework, but after that do my psych writing assignment, and then that blog, oh and memorize my lines for the play, I say I need to read Sophie's World and do my blog (English) Then do my psych notes and assignment (psych) After that I'll finish my math, then worry about the show. It puts all those tasks into an easier order.
Sunday, November 28, 2010
Wednesday, November 17, 2010
Carry it Forward: Organization Principle
Dumbledore says to Harry in Harry Potter and The Goblet of Fire that he keeps some of his thoughts in a pensieve because sometimes it just feels like he has too much going on in his head. At first Harry cannot relate to this, but after he learns about some complicated past events and ideas, he can no longer tell the top from the bottom.
Sometimes reading books in English feels exactly like this. When the book begins to get confusing, it becomes hard to make sense of what you are reading, which makes it harder to analyze, and even hard to remember! During The Shadow Catcher we talked about organizing principles, which is basically using a single object or idea that can relate to most of the concepts, characters, or events in the story, making it easier to handle.
In Sophie's world, it is hard to pick an organizing principle because there is so much material. Sure, everything relates to Sophie, but somehow I don't think that it would simplify anything, seeing as you could just put down all the lessons Sophie has. Instead we have used many organizing principles to deal with the story. Sometimes there are two opposing view points, and even though all those organizing principles have to be remembered, it is nice to have everything mapped out in your head, instead of a tangle of information.
This is something that, when I take the time to do it, will help me so much. Not only will it help me with school work, it will also help me sort through my thoughts on other issues. If I'm in a fight with somebody, it'll help to find what started it all, and see how it branches out from there. Once thoughts are organized they can be heard, instead of having every pent up thought come rushing out at somebody, making no sense and solving nothing. It will also help me plan things out, be more productive, and feel less like my head is exploding when I'm busy.
Even though an organizing principle can't apply to everything, it is easy to apply a few different ones to vastly different things, and then connect it from there. Dumbledore's pensieve would be nice, but an organizing principle may be the next best thing.
Sometimes reading books in English feels exactly like this. When the book begins to get confusing, it becomes hard to make sense of what you are reading, which makes it harder to analyze, and even hard to remember! During The Shadow Catcher we talked about organizing principles, which is basically using a single object or idea that can relate to most of the concepts, characters, or events in the story, making it easier to handle.
In Sophie's world, it is hard to pick an organizing principle because there is so much material. Sure, everything relates to Sophie, but somehow I don't think that it would simplify anything, seeing as you could just put down all the lessons Sophie has. Instead we have used many organizing principles to deal with the story. Sometimes there are two opposing view points, and even though all those organizing principles have to be remembered, it is nice to have everything mapped out in your head, instead of a tangle of information.
This is something that, when I take the time to do it, will help me so much. Not only will it help me with school work, it will also help me sort through my thoughts on other issues. If I'm in a fight with somebody, it'll help to find what started it all, and see how it branches out from there. Once thoughts are organized they can be heard, instead of having every pent up thought come rushing out at somebody, making no sense and solving nothing. It will also help me plan things out, be more productive, and feel less like my head is exploding when I'm busy.
Even though an organizing principle can't apply to everything, it is easy to apply a few different ones to vastly different things, and then connect it from there. Dumbledore's pensieve would be nice, but an organizing principle may be the next best thing.
Thursday, November 11, 2010
Metacognition: Comedy Sportz
For the past three weeks (and three years, I guess) I have been working on Comedy Sportz shows. Quick Comedy Sportz background: Comedy Sportz is an improv show where two teams (dressed as baseball players) face off to see who will be the funniest team. Improv is probably the funniest and scariest thing I've ever done. I first did comedy sportz my sophomore year, and as it has become much easier because, even though it is improv, there are rules.
The first thing you have to remember with Comedy Sportz is that you cannot mess up. That is always the first thing I remind myself before I start a scene. There is no script, therefore you cannot do something wrong. Unless you do something dirty because it is clean comedy. The next few things I think of are the basic rules: Don't ask questions because it puts all the responsibility on your partner to create the scene, say yes to everything because all suggestions are gifts you can use, and focus on the scene. Remember what other people are saying, and don't try to plan ahead. Your scene needs to make sense and if you are focused on coming in with a funny line about pancakes and the scene is in the museam, it will look BAD.
The first step onstage during a scene is to create a character. This may be what I struggle with the most, because it is tough to come up with a character when you don't know where your scene is until the split second before it begins. Still, it is much easier to carry out the rest of the scene when you have a strong character because you'll know that your girly girl won't ask someone to go build a house.
The second thing to do is create a relationship with the other people on the stage. Walking up to someone and saying "Hi, welcome to the store, how can I help you?" Doesn't open up to as many funny possibilites as, "Hi it's so good to see you again, my ex-boyfriend who I facebook stalk frequently" Creating any kind of relationship with at least one person on stage does loads of good for the scene.
The third thing to do is bring on characters who started off stage. All of us naturally hog the stage because it's so easy to let the scene go in your direction. It is important, however, to remember that this is a team, and you have to share your spotlight. If someone isn't coming in, or if you are consistantly talking over someone, fix it. It is improv, but if it goes well it looks like a well planned scene. It is okay to play supporting roles.
The forth thing: Don't try to be funny. Forcing it doesn't work. Ever.
And now, with my steps, and I ready to pull off a great scene in the show!!!
And here is my plug: Comedy Sportz tomorrow night at 4:00 and 7:30 in the Lyceam!! Be there or be square.
The first thing you have to remember with Comedy Sportz is that you cannot mess up. That is always the first thing I remind myself before I start a scene. There is no script, therefore you cannot do something wrong. Unless you do something dirty because it is clean comedy. The next few things I think of are the basic rules: Don't ask questions because it puts all the responsibility on your partner to create the scene, say yes to everything because all suggestions are gifts you can use, and focus on the scene. Remember what other people are saying, and don't try to plan ahead. Your scene needs to make sense and if you are focused on coming in with a funny line about pancakes and the scene is in the museam, it will look BAD.
The first step onstage during a scene is to create a character. This may be what I struggle with the most, because it is tough to come up with a character when you don't know where your scene is until the split second before it begins. Still, it is much easier to carry out the rest of the scene when you have a strong character because you'll know that your girly girl won't ask someone to go build a house.
The second thing to do is create a relationship with the other people on the stage. Walking up to someone and saying "Hi, welcome to the store, how can I help you?" Doesn't open up to as many funny possibilites as, "Hi it's so good to see you again, my ex-boyfriend who I facebook stalk frequently" Creating any kind of relationship with at least one person on stage does loads of good for the scene.
The third thing to do is bring on characters who started off stage. All of us naturally hog the stage because it's so easy to let the scene go in your direction. It is important, however, to remember that this is a team, and you have to share your spotlight. If someone isn't coming in, or if you are consistantly talking over someone, fix it. It is improv, but if it goes well it looks like a well planned scene. It is okay to play supporting roles.
The forth thing: Don't try to be funny. Forcing it doesn't work. Ever.
And now, with my steps, and I ready to pull off a great scene in the show!!!
And here is my plug: Comedy Sportz tomorrow night at 4:00 and 7:30 in the Lyceam!! Be there or be square.
Thursday, November 4, 2010
Best of Today: The perfect city
I thought that one of the best ideas of today was the perfectly balanced city that athens was/is. There was no emphasis on a sole idea or activity, they were all represented. I thought that this was really important, especually when somebody pointed out that this is very similar to all cities, especially the one we live in: Chicago. Mr. Allen, playing devil's advocate, brought up that if we took away all the "extra" things about our school, like the free areas, the music department, or the gyms, it would be fine, and we would all have more time to focus on our academic classes. This enraged many people, as it was supposed to.
An important thing to realize is that even though drama and art aren't academic classes, they still are important because they shape who we are. They give us a balance. We don't aim to be smart people with no free thought, or nothing else going on. We are aiming to be well rounded people, not one demenstional.
An important thing to realize is that even though drama and art aren't academic classes, they still are important because they shape who we are. They give us a balance. We don't aim to be smart people with no free thought, or nothing else going on. We are aiming to be well rounded people, not one demenstional.
Saturday, October 30, 2010
iMedia: A Boy, A Girl, and A Graveyard
http://www.youtube.com/watch?v=JVrxakfJLW8
A Girl, A Boy, and A Graveyard is a very powerful song, written and performed by Jeremy Messersmith. The song is about a boy and a girl (Lucy) who both feel as though they are numb, and aren't really living. The song is made up of all the things that Lucy is telling the boy. Lucy feels as though she "is waiting for a shock to bring me back to life." Niether one feels as though they are really living because they're just "waiting for lightening to strike." They both want something important to happen, but feel as though they can't make it happen. I find this song very insightful because it deals with waiting around, and how these two people view life in general.
I feel as though I can relate to this song because I often feel as though right now I'm just getting through my work, or sitting through my classes. It's like I'm just going through the motions, blocking a routine instead of dancing it. I keep thinking that someday I'm going to get all of these new experiences, and not be spending all my time waiting. Lucy also says in the song that she feels like a "princess in a castle high, waiting for a kiss to bring me back to life, but I don't want to spend my time, waiting for just another guy." Both of these people feel as though they are drowning, simply because they feel as though nothing is really happening in their lives, but they want it too.
This song also deals with certain aspects of life, and our mortality. Many people hate the idea of dying, and I have to admit, I don't like it either. Many people try to pretend that they aren't mortal, so they live either very recklessly because they don't want to realize they could be ending their own lives. Other people are very cautious and try to outsmart death. Either way, as Lucy says, "Life's a game we're meant to lose." She does not say this as a negative statement, it's more like a fact. I think a lot of people could relate to this song, because I know many people don't want to wait for a big event, and they feel like they are wasting their lives, which won't last forever.
A Girl, A Boy, and A Graveyard is a very powerful song, written and performed by Jeremy Messersmith. The song is about a boy and a girl (Lucy) who both feel as though they are numb, and aren't really living. The song is made up of all the things that Lucy is telling the boy. Lucy feels as though she "is waiting for a shock to bring me back to life." Niether one feels as though they are really living because they're just "waiting for lightening to strike." They both want something important to happen, but feel as though they can't make it happen. I find this song very insightful because it deals with waiting around, and how these two people view life in general.
I feel as though I can relate to this song because I often feel as though right now I'm just getting through my work, or sitting through my classes. It's like I'm just going through the motions, blocking a routine instead of dancing it. I keep thinking that someday I'm going to get all of these new experiences, and not be spending all my time waiting. Lucy also says in the song that she feels like a "princess in a castle high, waiting for a kiss to bring me back to life, but I don't want to spend my time, waiting for just another guy." Both of these people feel as though they are drowning, simply because they feel as though nothing is really happening in their lives, but they want it too.
This song also deals with certain aspects of life, and our mortality. Many people hate the idea of dying, and I have to admit, I don't like it either. Many people try to pretend that they aren't mortal, so they live either very recklessly because they don't want to realize they could be ending their own lives. Other people are very cautious and try to outsmart death. Either way, as Lucy says, "Life's a game we're meant to lose." She does not say this as a negative statement, it's more like a fact. I think a lot of people could relate to this song, because I know many people don't want to wait for a big event, and they feel like they are wasting their lives, which won't last forever.
Sunday, October 24, 2010
Best of the Week: Books Aren't Perfect
How many times in an English class has a teacher claimed that a book had all the right elements and displayed themes perfectly? Still, how many times have I found a book in English that I didn;t enjoy? There was Lord of the Flies, March, and Their Eyes Were Watching God. I loved very few books, and mildly enjoyed others. With all the books that I we've read in English, I've never had a teacher admit that something was wrong with the book. No teacher has ever said, "Wow isn't it annoying how Hurston has all of her text represent the way people sound when they talk?" or "March complains a lot, and he also seems to be up on a too high horse for somebody who has deserted their family." I've found problems in the books that I did love in classes, or even my favorite books outside of the class room; they do have their flaws. An hearing an English teacher admit that a book wasn't perfect made me relieved.
To be completely honest, I did not enjoy The Shadow Catcher. I felt that the parts that I was interested in (Edward & Clara) were far too scarce. Marianne Wiggins' story took over way too much. I felt that much of her story was boring, and even if the idea of streets linking her story together is very clever, it was hard to get through, simply because it wasn't interesting. I tried to go through it without judging it, something which is hard to do, and when I did get through it, I was grateful it was over. I love to read, I'm a little picky, but I do love to read. This was one book that I could not make myself enjoy. I heard my opinion echoed throughout the junoir class, there were some serious problems with this book.
This was, however, the first time a teacher admitted that there was an issue. Mr. Allen kept looking at the coincidences and telling us that he had a hard time buying it, just like we were. He said that the book at massive flaws, which it did! I've never felt like I could tell a teacher before that I hated a book, because the natural assumtion was that they loved all of these books. I think all teachers, and students, need to be honest about their opinions of the books we read, because we're not all necessarily going to like the same books, or any of them. There is not a single book that is perfect, and I think the sooner that everyone realizes that there are flaws with everything, the more accepting they will be of books, because the expectation of perfection won't be there.
To be completely honest, I did not enjoy The Shadow Catcher. I felt that the parts that I was interested in (Edward & Clara) were far too scarce. Marianne Wiggins' story took over way too much. I felt that much of her story was boring, and even if the idea of streets linking her story together is very clever, it was hard to get through, simply because it wasn't interesting. I tried to go through it without judging it, something which is hard to do, and when I did get through it, I was grateful it was over. I love to read, I'm a little picky, but I do love to read. This was one book that I could not make myself enjoy. I heard my opinion echoed throughout the junoir class, there were some serious problems with this book.
This was, however, the first time a teacher admitted that there was an issue. Mr. Allen kept looking at the coincidences and telling us that he had a hard time buying it, just like we were. He said that the book at massive flaws, which it did! I've never felt like I could tell a teacher before that I hated a book, because the natural assumtion was that they loved all of these books. I think all teachers, and students, need to be honest about their opinions of the books we read, because we're not all necessarily going to like the same books, or any of them. There is not a single book that is perfect, and I think the sooner that everyone realizes that there are flaws with everything, the more accepting they will be of books, because the expectation of perfection won't be there.
Monday, October 18, 2010
Metacognition: The QE essay
When the QE essay was first introduced I immediately became very nervous. I always get a little scared when and essay is assigned, because I consider myself a writer, and feel slightly embarassed when there is a strong negative feedback to my work. So hearing about the QE essay made me anxious, simply because I felt as though I needed to defend my self proclaimed title as "the good writer". As I worked on the QE essay, I realized that I had used five main steps to complete it.
Step One: Learn about the essay. The biggest mistake anybody can make with an essay is ignoring the directions. Writing an essay about ponies in the 1800s is just dandy, but it isn't so great if the assignment was to write an essay about the Russian Revolution. It is important to know the subject matter, format, and style that your essay requires. It is nearly impossible to do well on an essay with out knowing these things.
Step Two: Pick the topic wisely. In the QE essay we were given a list of topics and told to pick which one we would like to write about. There was no catch, just a choice. This was probably the most important part of the essay for me. Picking the right topic on an essay with that many choices can make or break your grade. The rest of the essay depends on this point, so I picked a topic that I not only liked, but felt I could easily support.
Step Three: Find quotes and sources. When five sources are required, but only three may be quoted, it is pretty important to find similarities between articles and stories, and find the quotes that BEST support your theory. When I have hand picked articles to choose from, I'm expected to find great quotes because they have been laid out in front of me. This is also essential. Your quotes and sources will support your entire paper; without it the essay falls flat. I knew I needed quotes that described how emotion affects creativity, but I realized well I was working that the quotes needed to be ones I could elaborate on and explain.
Step Four: Begin the rough draft. Now that all of the puzzle pieces are there, its time to put them together. I always put a lot of work into my rough drafts because I know that if I do a good job from the beginning, I'll have less to fix later. Unfortunately, I did not completely understand the "voice" I was supposed to be using, but I already had all of the basic ideas I needed.
Step Five: After someone else edits your work, fix it. After we got back the corrections on the rough draft I was not happy by the work in front of me. I thought I had done so well! But I knew that with this grade already in, I was going to have to really blow the final essay out of the park. So I read the comments I was given, and really worked the parts that had been marked. If I was told I needed more elaboration, I elaborated more. It is hard to take constructive criticism, but it is important too.
The QE essay had many steps drawn out over a long time. These steps are the basic steps that I take when it comes to any kind of writing. The QE essay was different than other papers I've written, but it essentially has the same steps of knowing what you're doing, picking a topic, finding your quotes/support, writing the paper, and, finally, editing the paper. Of course there is step six too, which is pretty important: TURN IT IN!!! Step One: Learn about the essay. This step is essential when you're completing an assignment. Writing a killer essay on why ponies should be allowed to take people to school is very well and good, but it won't benefit you much when you're supposed to be writing about the Russian Revolution. Not knowing the format you're supposed to write in, the kind of essay (persuasive, research, narrative, informative, massive combination) you're writing, and what the subject should be guarantees a failing grade. The QE essay was not set up in a way that I have ever seen before. It obviously wasn't a five paragraph essay, but it did have the structure of three sections. If I had merely decided that those sections were suggestions, I would not be able to right the kind of paper that was expected of me.
Step One: Learn about the essay. The biggest mistake anybody can make with an essay is ignoring the directions. Writing an essay about ponies in the 1800s is just dandy, but it isn't so great if the assignment was to write an essay about the Russian Revolution. It is important to know the subject matter, format, and style that your essay requires. It is nearly impossible to do well on an essay with out knowing these things.
Step Two: Pick the topic wisely. In the QE essay we were given a list of topics and told to pick which one we would like to write about. There was no catch, just a choice. This was probably the most important part of the essay for me. Picking the right topic on an essay with that many choices can make or break your grade. The rest of the essay depends on this point, so I picked a topic that I not only liked, but felt I could easily support.
Step Three: Find quotes and sources. When five sources are required, but only three may be quoted, it is pretty important to find similarities between articles and stories, and find the quotes that BEST support your theory. When I have hand picked articles to choose from, I'm expected to find great quotes because they have been laid out in front of me. This is also essential. Your quotes and sources will support your entire paper; without it the essay falls flat. I knew I needed quotes that described how emotion affects creativity, but I realized well I was working that the quotes needed to be ones I could elaborate on and explain.
Step Four: Begin the rough draft. Now that all of the puzzle pieces are there, its time to put them together. I always put a lot of work into my rough drafts because I know that if I do a good job from the beginning, I'll have less to fix later. Unfortunately, I did not completely understand the "voice" I was supposed to be using, but I already had all of the basic ideas I needed.
Step Five: After someone else edits your work, fix it. After we got back the corrections on the rough draft I was not happy by the work in front of me. I thought I had done so well! But I knew that with this grade already in, I was going to have to really blow the final essay out of the park. So I read the comments I was given, and really worked the parts that had been marked. If I was told I needed more elaboration, I elaborated more. It is hard to take constructive criticism, but it is important too.
The QE essay had many steps drawn out over a long time. These steps are the basic steps that I take when it comes to any kind of writing. The QE essay was different than other papers I've written, but it essentially has the same steps of knowing what you're doing, picking a topic, finding your quotes/support, writing the paper, and, finally, editing the paper. Of course there is step six too, which is pretty important: TURN IT IN!!! Step One: Learn about the essay. This step is essential when you're completing an assignment. Writing a killer essay on why ponies should be allowed to take people to school is very well and good, but it won't benefit you much when you're supposed to be writing about the Russian Revolution. Not knowing the format you're supposed to write in, the kind of essay (persuasive, research, narrative, informative, massive combination) you're writing, and what the subject should be guarantees a failing grade. The QE essay was not set up in a way that I have ever seen before. It obviously wasn't a five paragraph essay, but it did have the structure of three sections. If I had merely decided that those sections were suggestions, I would not be able to right the kind of paper that was expected of me.
Wednesday, October 13, 2010
Team Blog!!
Team name: Portmanteau
Team motto: It's All Coming Together
Team logo:
We have to stick figures standing together holding hands. Underneath them "portmanteau" is written, with their bodies forming the Ts. That is in a circle and underneath it all it says "It's All Coming Together"
Skills Inventory:
Duncan: Good artistic ability
Benjy: Good at interpreting ideas and concepts
Hallie: Good at keeping the group focused and moving ahead
Debra: Good at writing
Roles:
Duncan: Artist
Benjy: Artist/ idea combiner
Hallie: Deadlines and organization
Debra: Writer
We will all brainstorm and work together, but these are the areas we will each specialize in.
Team motto: It's All Coming Together
Team logo:
We have to stick figures standing together holding hands. Underneath them "portmanteau" is written, with their bodies forming the Ts. That is in a circle and underneath it all it says "It's All Coming Together"
Skills Inventory:
Duncan: Good artistic ability
Benjy: Good at interpreting ideas and concepts
Hallie: Good at keeping the group focused and moving ahead
Debra: Good at writing
Roles:
Duncan: Artist
Benjy: Artist/ idea combiner
Hallie: Deadlines and organization
Debra: Writer
We will all brainstorm and work together, but these are the areas we will each specialize in.
Thursday, October 7, 2010
Blogging Around
I posted on Jake L.'s first blog which was about becoming an inventor and using creativity in his own life. I wrote:
I think this is a really great blog! I love that you've applied the ideas to your past, and noticed the way that you like to think! I've noticed on other blogs that people are only focusing on their future, but they're not talking about how these things effect what they used to use. I also really like that you're creativity hasn't faded. I feel like a lot of kids have very creative minds, but they don't keep the curiosity. So many people would just go buy a capo, but instead you made your own. Even if it didn't work (even though I think it did) at least you tried instead of relying on the people who do have already made it.
I also posted on Virginia I.'s blog about how not everything in life is an either/ or situation, and instead of rushing into arguments, people should try to realize that not everyone will necessarily share their opinion. I wrote:
I have to say I completely agree with you! I love that we're able to have open class room discussions and that new ideas and view points don't go unnoticed. However, I think that often people argue, simply to argue. It is something that I've noticed a lot, not only in our class, but in real life. I know that we've had some discussions that may not have been necessary, but I see people getting in arguments all the time. A lot of the time people get into these arguments because they aren't willing to realize that not everything has a defined answer. I think this blog was extremely well written and has a lot of ideas that we can apply to class and to real our real lives.
I think this is a really great blog! I love that you've applied the ideas to your past, and noticed the way that you like to think! I've noticed on other blogs that people are only focusing on their future, but they're not talking about how these things effect what they used to use. I also really like that you're creativity hasn't faded. I feel like a lot of kids have very creative minds, but they don't keep the curiosity. So many people would just go buy a capo, but instead you made your own. Even if it didn't work (even though I think it did) at least you tried instead of relying on the people who do have already made it.
I also posted on Virginia I.'s blog about how not everything in life is an either/ or situation, and instead of rushing into arguments, people should try to realize that not everyone will necessarily share their opinion. I wrote:
I have to say I completely agree with you! I love that we're able to have open class room discussions and that new ideas and view points don't go unnoticed. However, I think that often people argue, simply to argue. It is something that I've noticed a lot, not only in our class, but in real life. I know that we've had some discussions that may not have been necessary, but I see people getting in arguments all the time. A lot of the time people get into these arguments because they aren't willing to realize that not everything has a defined answer. I think this blog was extremely well written and has a lot of ideas that we can apply to class and to real our real lives.
Sunday, September 26, 2010
Metacognition: Mindbook Entry 2
I just got home from the political debate Wednesday after school. I knew I didn't have time to go, but I wanted to learn more about the issues, and lets face it, I didn't know what I got on the AP psych test during 8th period, but I was pretty sure I was going to really need that extra credit. I look at my assignment notebook. Precalc/stats: self test 2-12, Humanities: do your second mindbook entry, AP psych: read pages 456-466. So the precalc would probably only take 20 minutes, and seeing as I clearly don't learn from my mistakes, I'm going to put my psych reading on hold (this thinking is why I needed extra credit in the first place), and then I have my mindbook entry which will probably take, oh I don't know, forever. "I really don't need this tonight!" I said to myself as I sat down and began to brainstorm.
All the art ones were out because I did a cartoon last week. I didn't have time to start looking up quotes, and the last show I had been to was Billy Elliot in April (which was amazing, by the way). So it took me about three seconds to decide I was going to do something with writing. I was in between short story and letter and couldn't decided. So in classic Debra fashion I fed the fish for more time than I care to admit, and then decided to write a short story. That was step one: Make the decision. I wanted to write the story the way Andrea Barrett did, without planning where my characters were going. But then about a page and a half in I realized that I liked my characters too much to make it a short story, I wanted it to be too complex for four pages.
That was how I got to step two: Changing my mind. I knew from week one that I wanted to write a letter to Tyce Diorio about his cancer dance. I just didn't want to do it right off the bat because I thought it would be kind of hard to get all of those emotions out. I decided right then and there that Andrea Barrett's way worked for my short and unfinished story, so I just let the words spill out. I looked at what I had done and smiled. I like the way my mind works in that respect. If I'm feeling something I don't have to plan it out or try to analyze, it just spills out in a layer of words and feelings so that I can look back on it and say, "yeah, that seems about right." But as I looked over my work I had one more emotion; guilt.
Which brought me to step three: Not feeling like I did anyone justice. I looked over the letter and all the nuts and bolts were there. But it lacked that raw sense of being in that moment. Of feeling what everyone in my family was going through at that time. That was something that I hated, because I knew that it had nothing to do with the letter, its just how I am about my work. I never get my essay quite right, I never get the role I'm playing exactly how I want it, the advice I give never comes across the exact way I intend it too. As I read the letter more and more I felt more comfortable with the work I had done, even though I still had that slight feeling that I could have done everyone more justice. I knew one of the ways I could do that was to decorate the letter with parts of what I was feeling as I wrote it, simply so that I could high-light my points a little better. I was working so hard, and was so wrapped up in it that I didn't notice time passing.
So when I get to step four I begin to: Panic. What was I thinking?!? It was one in the morning, I still had to shower and do my math homework, plus I wasn't anywhere near done. Breathe I told myself. I got myself to relax enough to finish placing everything and gluing all the pages in. Then I stood back and looked at this letter, this piece of art that I created to thank someone else for creating a different kind of art.
I smiled to myself as I reached step five: happiness. When I wrapped the project up I was able to look back and be happy with what I had done, even if I wasn't totally satisfied.
I guess there are alot of things I admire and hate about the way I think. I love that I can sit down dreading something, and then get so wrapped up in it that three hours can pass before I realize I've finished. I like that whatever I'm feeling is so easy to articulate if I decide to put it in words. What I don't like is that need to make my work perfect. I've heard people say that nobody is ever judged as harshly as they judge themself. I really hope that is true. I also wish that I could make up my mind from the beginning. This is definately not the first project I've done where I've decided halfway through to change my angle entirely. I think I would be a lot happier with my work if I stuck with what I picked in the beginning and ran with it.
All the art ones were out because I did a cartoon last week. I didn't have time to start looking up quotes, and the last show I had been to was Billy Elliot in April (which was amazing, by the way). So it took me about three seconds to decide I was going to do something with writing. I was in between short story and letter and couldn't decided. So in classic Debra fashion I fed the fish for more time than I care to admit, and then decided to write a short story. That was step one: Make the decision. I wanted to write the story the way Andrea Barrett did, without planning where my characters were going. But then about a page and a half in I realized that I liked my characters too much to make it a short story, I wanted it to be too complex for four pages.
That was how I got to step two: Changing my mind. I knew from week one that I wanted to write a letter to Tyce Diorio about his cancer dance. I just didn't want to do it right off the bat because I thought it would be kind of hard to get all of those emotions out. I decided right then and there that Andrea Barrett's way worked for my short and unfinished story, so I just let the words spill out. I looked at what I had done and smiled. I like the way my mind works in that respect. If I'm feeling something I don't have to plan it out or try to analyze, it just spills out in a layer of words and feelings so that I can look back on it and say, "yeah, that seems about right." But as I looked over my work I had one more emotion; guilt.
Which brought me to step three: Not feeling like I did anyone justice. I looked over the letter and all the nuts and bolts were there. But it lacked that raw sense of being in that moment. Of feeling what everyone in my family was going through at that time. That was something that I hated, because I knew that it had nothing to do with the letter, its just how I am about my work. I never get my essay quite right, I never get the role I'm playing exactly how I want it, the advice I give never comes across the exact way I intend it too. As I read the letter more and more I felt more comfortable with the work I had done, even though I still had that slight feeling that I could have done everyone more justice. I knew one of the ways I could do that was to decorate the letter with parts of what I was feeling as I wrote it, simply so that I could high-light my points a little better. I was working so hard, and was so wrapped up in it that I didn't notice time passing.
So when I get to step four I begin to: Panic. What was I thinking?!? It was one in the morning, I still had to shower and do my math homework, plus I wasn't anywhere near done. Breathe I told myself. I got myself to relax enough to finish placing everything and gluing all the pages in. Then I stood back and looked at this letter, this piece of art that I created to thank someone else for creating a different kind of art.
I smiled to myself as I reached step five: happiness. When I wrapped the project up I was able to look back and be happy with what I had done, even if I wasn't totally satisfied.
I guess there are alot of things I admire and hate about the way I think. I love that I can sit down dreading something, and then get so wrapped up in it that three hours can pass before I realize I've finished. I like that whatever I'm feeling is so easy to articulate if I decide to put it in words. What I don't like is that need to make my work perfect. I've heard people say that nobody is ever judged as harshly as they judge themself. I really hope that is true. I also wish that I could make up my mind from the beginning. This is definately not the first project I've done where I've decided halfway through to change my angle entirely. I think I would be a lot happier with my work if I stuck with what I picked in the beginning and ran with it.
Sunday, September 19, 2010
Best of the Week: Sea of Information
We hear so many things about creativity during humanities. The creative personality is a paradox: completely undefinable yet easy to make statements about. While I was reading "Sea of Information" I was more drawn into Andrea Barrett's ideas than I had been to anyone else's. She reminded me of myself in a way because she didn't plan to write a story about tuberculosis, she just found an old book by chance and it sparked an interest in her that was never even remotely there. I was reminded of myself because often times people will say something as a joke or an offhand comment, and I start to really think about it. My imagination runs wild, even though the what was said had never even occured to me before. Barrett made many bold statements about those who are creative and those who aren't. And she told them the way a true writer would.
When we divided up into smaller groups to discuss the article I felt a little guilty because I, as I often do in small discussions, didn't shut up. I had so many ideas that I wanted to share. Eventually I realized that I was talking to much, and when I did I realized how similar many of our observations were. One observation that we had in common, which I thought was the most important thing discovered all week, was that the difference between creative people and those who aren't is that creative people are more focused on feelings and emotional attachment than those who aren't. Other people focus on big picture and everybody as a whole. Creative people focus on the individual. Andrea Barrett talked about when she walked past a sugar factory in Williamsburg. She said that a historian might be wondering about working or how much the people there were paid. She only saw one person there though. She gave that place as a background for one character. It only mattered to her because it was that one person's life.
It took me a while to realize why I loved this article so much more than any of the other ones we've read. Similarly to Mihaly Csikszentmihalyi she made many statements about creative people, but I found her story more interesting. That was when I realized that Barrett's article did exactly what she thought a good story was. In "Creative Personality" generalities were made about creative people. It said that all creative people were one thing or another. Csikszentmihalyi was doing what many of the researchers Barrett worked with were doing. Barrett was telling a story about one person: herself. We went through the struggles that she went through and felt her own personal reactions instead of focusing on what the group as a whole felt. Andrea Barrett wrote her article like a novel, proving all her statements about writers true.
Noticing that creative people are more focused on the individual seemed to be one of the biggest steps we have taken as a class. It was never really said before, but it is something that seems to be a "well, duh" statement. Creative people are focused on individuality, what single people go through, and most of all the emotions that drive the work they create.
When we divided up into smaller groups to discuss the article I felt a little guilty because I, as I often do in small discussions, didn't shut up. I had so many ideas that I wanted to share. Eventually I realized that I was talking to much, and when I did I realized how similar many of our observations were. One observation that we had in common, which I thought was the most important thing discovered all week, was that the difference between creative people and those who aren't is that creative people are more focused on feelings and emotional attachment than those who aren't. Other people focus on big picture and everybody as a whole. Creative people focus on the individual. Andrea Barrett talked about when she walked past a sugar factory in Williamsburg. She said that a historian might be wondering about working or how much the people there were paid. She only saw one person there though. She gave that place as a background for one character. It only mattered to her because it was that one person's life.
It took me a while to realize why I loved this article so much more than any of the other ones we've read. Similarly to Mihaly Csikszentmihalyi she made many statements about creative people, but I found her story more interesting. That was when I realized that Barrett's article did exactly what she thought a good story was. In "Creative Personality" generalities were made about creative people. It said that all creative people were one thing or another. Csikszentmihalyi was doing what many of the researchers Barrett worked with were doing. Barrett was telling a story about one person: herself. We went through the struggles that she went through and felt her own personal reactions instead of focusing on what the group as a whole felt. Andrea Barrett wrote her article like a novel, proving all her statements about writers true.
Noticing that creative people are more focused on the individual seemed to be one of the biggest steps we have taken as a class. It was never really said before, but it is something that seems to be a "well, duh" statement. Creative people are focused on individuality, what single people go through, and most of all the emotions that drive the work they create.
Thursday, September 16, 2010
Connection: Loss of Creativity and Art
It is no secret that as the economy worsens people become more worried about work, schools have to come back, and nobody wants to take a risk. Unfortunately, many people have decided that the safe way to go is to lose their creativity. In class we discussed how more and more people have become buisness majors and how creativity is not valued the way it should be by those deciding what they wish to do with the rest of their lives. Because people are so worried about finding a job, they do not go into college to major in communications or creative writing, even though they might like to. Many students and their families have decided that the only way to secure a job when they leave college is to major in buisness or become a doctor. The humanities have suffered, not because nobody is interested, but because nobody sees a use for it.
Many school districts have had to cut back because of the current economic state our country is in. Schools can not afford to pay teachers, get new classroom materials, or provide for students who need finacial aid. Here in Glenview, especially at Glenbrook South, we do not see as many cutbacks. We still have up to 7 shows a year, three publications, a television and radio studio, a speech team, art classes and clubs, and photography. That isn't even listing everything. But other schools have made cuts, and when cuts are made, the arts are the first things to go. It makes sense if you think about it. Math is important for everyone to have a basic knowledge of, and English isn't unneccessary. But aren't the arts too? Even in our community, at Springman and Attea, the theatre, music, and art departments are suffering. The annual show was canceled a few years ago and Mrs. Bergman, the drama teacher, travels between schools. And that is the school that is doing well. That is the school that is lucky. Arts programs are being cut all over the nation when there is a shortage of money. Do the athletic teams go? What about junior buisness classes? Those are two areas that are not being cut.
So why is creativity the first thing to go? The value of being able to express yourself and create has dropped. Almost every company or corporation needs the creative mind to excel. So why is creativity becoming under appreciated. I am a Springman alum. When I heard that the January musical was cut for budget reasons I was devestated. There were already so many students there with a love for singing, dancing, acting, and set design. They were being taught at a very early age that creativity, well, it just isn't that important.
Maybe once everybody has a degree in buisness people will wonder where the artists and writers went. Now that they have money and time for leisure, nobody was able to take a chance on creating books, music, movies, and art for those people.
Many school districts have had to cut back because of the current economic state our country is in. Schools can not afford to pay teachers, get new classroom materials, or provide for students who need finacial aid. Here in Glenview, especially at Glenbrook South, we do not see as many cutbacks. We still have up to 7 shows a year, three publications, a television and radio studio, a speech team, art classes and clubs, and photography. That isn't even listing everything. But other schools have made cuts, and when cuts are made, the arts are the first things to go. It makes sense if you think about it. Math is important for everyone to have a basic knowledge of, and English isn't unneccessary. But aren't the arts too? Even in our community, at Springman and Attea, the theatre, music, and art departments are suffering. The annual show was canceled a few years ago and Mrs. Bergman, the drama teacher, travels between schools. And that is the school that is doing well. That is the school that is lucky. Arts programs are being cut all over the nation when there is a shortage of money. Do the athletic teams go? What about junior buisness classes? Those are two areas that are not being cut.
So why is creativity the first thing to go? The value of being able to express yourself and create has dropped. Almost every company or corporation needs the creative mind to excel. So why is creativity becoming under appreciated. I am a Springman alum. When I heard that the January musical was cut for budget reasons I was devestated. There were already so many students there with a love for singing, dancing, acting, and set design. They were being taught at a very early age that creativity, well, it just isn't that important.
Maybe once everybody has a degree in buisness people will wonder where the artists and writers went. Now that they have money and time for leisure, nobody was able to take a chance on creating books, music, movies, and art for those people.
Thursday, September 9, 2010
Carry if Forward: IDEO Creativity and Chaos
Workers at IDEO don't seem to come to work everyday; they instead come into a world of fun. When we started watching the IDEO video in class, I thought that the IDEO workers had to be people who were very, very smart. I was right about their intelligence levels, but I forgot to account for their extreme creativity. They don't have a standard work environment, similar to how, in many ways, we don't have a standard school environment. I noticed many similarities between IDEO and Glenbrook South. For one, their relationships with their boss reminded me of similarites between Glenbrook South students and their teachers. When I was taking transfer students on tours and I saw one of my teachers in the hallway and said hello, a boy who had just moved to Glenview from India remarked, "Teachers are more like friends here. That must be nice." Until then I never realized how bizarre other people must see the way we interact with our superiors.
IDEO has the same rhythm, only they take it to a new extreme. Not only are they "friends" with their bosses, there is no normal work place restrictions. They were joking around, sometimes very inappropriatly. One worker even said that they create and talk first, and apologize later if they step over the line. That is something that most people should take away. I cannot count how many times a person has raised their hand in class to answer a question and said, "Sorry if this is wrong, I think that..." Why do we always apologize? We need to take more risks in school, work, our personal lives, our activities, and at home. At IDEO they were totally cool with messing up, because from their huge mess up, came a new idea, or at least a new restriction.
When people are expected to apologize before they even begin something, they won't be as innovative. Instead they'll stick to the norm, because if they speak out then they'll have to apologize, which will mean they did something wrong. In general, people need to be more open to admitting that they are wrong. I think that is why people get into silly arguments, I think it is why that shy girl in the corner doesn't raise her hand in English to share her opinion. The reason IDEO is an open work place is that all the workers will take a risk, apologize, and move on if something doesn't work. And because of that, they usually don't need to apologize. People except all of their quirks and ideas, because that is what keeps the company running. I'm going to use this, not so that I stop apologizing, (because let's be honest, I'm going to make mistakes) but so that I wait until I do something wrong to apologize. And when I apologize it won't be because I'm afraid of what people think, it'll be because I really did mess up.
If everybody were more open to different quirks, there would be more companies like IDEO around, and there would be more people like the employees of IDEO around. Next time I have a ridiculous idea, I'm not going to ask permission to try it (unless it is really crazy, or just dangerous, or really, really stupid) I'm just going to go ahead and do it. Acting directors always say to start off doing way more for your character than you think is necessary because it is easier reel someone in and have them tone it down than it is to start small and then try to reach that big point. That is basically what they workers at IDEO are doing, and what I am going to do. I'm going to go all out first, and if it is too much then I'll just take away bits and pieces. No one ever tells you to dream small and realistically. So why should we act like we are small?
IDEO has the same rhythm, only they take it to a new extreme. Not only are they "friends" with their bosses, there is no normal work place restrictions. They were joking around, sometimes very inappropriatly. One worker even said that they create and talk first, and apologize later if they step over the line. That is something that most people should take away. I cannot count how many times a person has raised their hand in class to answer a question and said, "Sorry if this is wrong, I think that..." Why do we always apologize? We need to take more risks in school, work, our personal lives, our activities, and at home. At IDEO they were totally cool with messing up, because from their huge mess up, came a new idea, or at least a new restriction.
When people are expected to apologize before they even begin something, they won't be as innovative. Instead they'll stick to the norm, because if they speak out then they'll have to apologize, which will mean they did something wrong. In general, people need to be more open to admitting that they are wrong. I think that is why people get into silly arguments, I think it is why that shy girl in the corner doesn't raise her hand in English to share her opinion. The reason IDEO is an open work place is that all the workers will take a risk, apologize, and move on if something doesn't work. And because of that, they usually don't need to apologize. People except all of their quirks and ideas, because that is what keeps the company running. I'm going to use this, not so that I stop apologizing, (because let's be honest, I'm going to make mistakes) but so that I wait until I do something wrong to apologize. And when I apologize it won't be because I'm afraid of what people think, it'll be because I really did mess up.
If everybody were more open to different quirks, there would be more companies like IDEO around, and there would be more people like the employees of IDEO around. Next time I have a ridiculous idea, I'm not going to ask permission to try it (unless it is really crazy, or just dangerous, or really, really stupid) I'm just going to go ahead and do it. Acting directors always say to start off doing way more for your character than you think is necessary because it is easier reel someone in and have them tone it down than it is to start small and then try to reach that big point. That is basically what they workers at IDEO are doing, and what I am going to do. I'm going to go all out first, and if it is too much then I'll just take away bits and pieces. No one ever tells you to dream small and realistically. So why should we act like we are small?
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