Audience Insight: What key message do you want your audience to understand about you as they view your artwork? How did you communicate this message?
Risk and Experimentation: During the creation of your artwork, how did you take risks and experiment in order to effectively express your intended message?
Audience insight –
One of the key messages I want my audience to understand is that I don’t have only one emotion. Although I look calm and maybe depress in the outside, there are also emotions like stress, hope, happiness, etc.
Another key message I want my audience to understand is that I am very introverted in front of people I don’t know, and even in front of people I know. However, this doesn’t mean that I don’t have friends or that I don’t want to play with anyone.
I communicate this message by first using blue as my main color to draw my self-portrait, which shows that I am, or look like, calm. My background color is black and grey to show that when people first saw me, they might think of depression and stress. The ‘door’ that covers up my face shows how I don’t like showing myself to others. When the audience opens the door, they can see things I like, my favorite Idol, my friends and family, etc. This represents how I might look calm or depressed on the outside; I still feel happy and excited, and I have things I want to do inside.
The feathers floating in the sky and the wings on my back represent how I value freedom and think it is very important for a life. The wings on my back are not complete, it’s bent. It shows that sometimes I still need to follow the expectation and not just what I want. But even when I know that, my eyes are still looking at the shooting star, showing that I still have a lot of hope for the future.
Risk and Experimentation –
Although I didn’t take a lot of risks, I still tried something that I didn’t know how to do. For the shooting star, I tried sewing, although it didn’t really work, and I have to ask a friend for help.
Something else that I have to take an experiment on is the music cover. When I first printed it out, I had a plan made, but when I tried it, it didn’t work. So then I have to change my plan and see if it works out.
L4 – Connection to my culture
My culture, living in Shanghai, has influenced my decisions on what type of song I listen to and who I like a lot. That’s why at the bottom of my self-portrait, there are a lot of song albums from my favorite idol. These are Chinese songs that connect to my everyday life here.
Many old Shanghai lane houses have arched doorways — not full rectangles, but a half-circle top. My half-door feels like that entrance, people will have to open it to see the full me.
PLANNING –
I followed most of my planning, but changed some parts of it. For example, the ‘doors’. In my planning, I used to have 2 doors. However, I changed to only one door, and it’s covering up my face. This is because I still show my calm part, but not the full me.
The purpose of this conference is to let you know what and how I am doing in classes, and my goals for later on.
I’d like to share:
What I’ve done and what I want to achieve
Some areas of growth, struggles, and some of my work
My goals and how I plan to achieve the
My Vision Board:
Some of the things I include is:
Digital art: Something I want to learn
Traveling: Something I like to do
Instruments: Something I want to improve
Duolingo: Something that help me get better at language
These skills are important because some of them can help me stay calm, such as drawing digital art. Some things can make me happier, such as traveling. And just make me feel better when I’m doing it.
My Goals Are:
In semester 2, I will improve from meeting to exceeding on report card section by checking the rubric before I submit.
I will try to become more organized by taking down notes in classes and spend 5min to check
This semester, I will read 2 books each month to improve my vocabulary
This project shows that I could show my thinking by reading a story and fixing it. In the end, we did a socratic seminar and I could explain my thinking through it.
CORE CLASS: SCIENCE
Unit 1: Earth’s Place in the Universe
Unit 2: Biological Evolution
Unit 3: Earth Systems
Unit 4: Earth and Human Activity
Unit 5: Designing Solutions
Evidence of Organization –
My science notebook has become more organized, as I wrote down what I did in the table of contents. I also wrote date on each page so I know when I learn what.
I wrote a title for each page, showing what I did, whether it’s homework, note-taking, or tests that I had done.
Evidence of Active Learner Habits –
Grade and Comment: In semesters 1 and 2, in the teacher’s comments section, it said that I submit my work on time, following the criteria for projects.
LEARNING SKILLS:
One learner skill I have improved is reflecting on my learning, goals, and work. Review teachers feedback to make improvements.
Another learner skill I have improved is partcipating in group projects
The 3rd learner skill I have improved on is being more organized, bringing all materials to class, and submitting work on time.
Evidence of Understanding of Key Concept –
These screenshots show that I mostly understand what I am learning, but maybe need to review more to avoid making any mistakes.
Evidence of Growth in Science Skills –
Developing and Using Models – Engaging in Arguments from Evidence – Asking Questions and Defining Solutions – Using Mathematics and Computational Thinking – Obtaining, Evaluating, and Communicating Information
I have improved in Engaging in Arguments from Evidence. Although in ‘L3 CER #2 – Impact of Invasive Species (U2 L19 T3)’, I didn’t get a full mark because my reasoning isn’t explained that well, in the retest, I successfully got a 3.
We learned about the push and pull factors that make people want to migrate, the difference between human and environmental factors of the city, and how it shaped their perspective.
The final product was a product that shows the interviewer’s migration. We have to do an interview about them and ask questions.
This work is part of the unit on World War I (La Première Guerre mondiale). It’s to assess our ability to write a personal letter using historical context and appropriate vocabulary. What I needed to do was to write a letter from the perspective of a family member back home to a soldier (a poilu) in the trenches. I worked individually on this task. We worked collaboratively, I am the family member, and she is the soldier fighting in a war.
I chose to present this piece of work because it shows an improvement in my grammar and writing skills, as I had to construct sentences and use specific vocabulary from the era carefully. This piece shows that I knew when to use the past tense and when not to, by writing about and understanding what happened.
Artifact 2: Oral
Reflection:
This oral is related to the unit on La bonne santé (Good Health). In this task, I was supposed to perform a dialogue where my partner had an injury. I had to ask how she was, how she got the injury, and give advice.
For me, it was easy to write the script because I learned and memorized the vocabulary for injuries and health. However, it was challenging to memorize and perform the dialogue fluently because we don’t usually speak this vocabulary out loud in conversation, so it felt less natural.
What and How I Improve:
My pronunciation is clear on individual words, but my fluency drops when I try to remember the next line, causing some pauses.
I need to practice speaking the learned vocabulary out loud more often, even when I’m just studying alone. I can also try to use these phrases in simpler, real-life situations to make them feel more automatic.
ENCORE: BAND
What We Did –
In semester 1, we did 2 performances, the Halloween parade and the winter assembly. For the performance in December, we performed as a group (grade 8 band). We did a creative task, making our own rhythm and notes, and recording it.
In semester 2, we did a collaborative task, choosing a piece of music and performing it after a few classes. We have to find our own music, practice it, and see where we can improve.
Strength –
One of my strengths in band is coming to classes on time. I was never late, and I always bring my the things I needed to bring.
Another strength I have is writing music while following the given criteria. For this project, we have to write a 8 measure music sheet, and perform (record) it. I followed all the criteria and extended the criteria by recording it.
Picture of 8. bar phrase
Area of Growth and Action Plan –
One area of growth for me is understanding the music by memorizing the music vocabulary. For the responding task, I will use more vocab so if it appears in music, I would understand it.
Another area of growth is extending my learning by participating in outside school performances or trying for AMIS. In the future (HS), I will try for the APAC band and see where I could improve.
Success –
For me, being able to sight-read while playing the dynamics. Currently, I need to first play the music without the dynamics, and when I get better, then I will look at the dynamics.
ENCORE: PE
Artifact 1: Net Game
STRENGTH:
I did well on learning the rules of pickleball
I also improved on smashing the burdy past the net, for both badminton and pickleball.
CHALLENGE:
One of the challenges that I faced in this unit is in pickleball unit, most of my shots are in and could past the net in the end. In the beginning of the unit, because I play badminton a lot, I can’t surve pass the net.
Artifact 2:
In this unit, we learned how to pass the soccer ball, and in invasive games, we learned how to catch the ball with a glove and throw. A challenging skill that I worked through in this unit is not being scared of the ball and participating. This skill was challenging for me because I don’t usually play soccer.
ENCORE: ART
Art Group Clay Vessel:
This is a photo of our final project
This is a photo of our planning – We changed our idea from the 2nd one to the 3rd one
Questions:
In what ways did you showcase your abilities as a Creative and Active Learner during this project? Refer to the attribute charts to help you identify specific examples.
To showcase my ability as a creative learner, I am very flexible when my partner is absent. I chose one idea, and when my partner wanted to change it, we changed the idea to something she also enjoys doing and made a strong process to do it. The idea connects to us since we both do Duolingo at home and have a streak on it. As an active learner, I ask questions to the teacher when I’m not sure how to make something in the project, and discuss with my partner after she’s back. We changed the idea as we were going, because Duolingo connects to us better. We are very organized, finishing the project on time and following what we were trying to do.
2. How does a sketchbook contribute to an artist’s creative process? Provide examples from your group’s experience to illustrate your points.
The sketchbook contributes to an artist’s creative process by keeping track of their thoughts. Whenever they have another creative idea, they sketch it down, and when they are making a project, they look through their sketchbook. In this project, we got our sketchbook all the time and looked at it, changed the ideas, and created the final project.
STRENGTH –
One of my strengths in the year is organization. I submit my work on time and bring materials for classes
Creativity is also one of my strengths because I could show my thinking in creative ways
GROWTH –
A growth I could have is aiming for a higher grade.
HIGHLIGHTS OF THE YEAR –
Passion Project was one of the highlights of the year because we had time to pursue our passions in school
We learned about the push and pull factors that make people want to migrate, the difference between human and environmental factors of the city, and how it shaped their perspective.
The final product was a product that shows the interviewer’s migration. We have to do an interview about them and ask questions.
After brainstorming ideas, I crafted my goals using the SMART goals strategy. ◡̈
GOAL 1:
In semester 2, I will improve from meeting to exceeding on the report card section by checking the rubric before I submit, and practicing 20 minutes before any tests.
Specific –
Have specific goal (meeting to exceeding)
Measurable –
Practice 20 minute before tests
Achievable –
As long as affert was putted, it is achievable
Relevant –
Could help me understand what I need to work on and make myself to prepare more for high-school
Time-bound –
Before the 2nd semester report comes out
Action Plan:
Listen in classes and ask question if I have one
Review what we have learned during class
Prepare for tests
GOAL 2:
In semester 2, I will try to become more organized by taking down notes in classes and spend 5 mins to check
Specific –
Wrote why and how I reach my goal
Measurable –
Spend 5 minutes to check my notes
Achievable –
I am already taking notes in class
Relevant –
This could keep me in good habit, taking notes, and reviewing after school
Time-bound –
During semester 2
Action Plan –
Bring my notebook to class
Take down any important information
Use it when doing homework
GOAL 3:
This semester, I will read 2 books each month to improve my vocabulary.
Specific –
Have the amount of book to read and why
Measurable –
Read 2 books per month
Achievable –
Read when I have time
Relevant –
This could improve my vocabulary and it’s good for high-school
In the net game unit, we learned about badminton and pickleball. In badminton, we learned how to serve a burdy, smash, and drop shot.
STRENGTH:
I did well on learning the rules of the game, because we play it outside of school. I know when we need to switch side, and which line is out.
I also improved on smashing the burdy past the net, for both badminton and pickleball.
CHALLENGE:
One of the challenges that I faced in this unit is in pickleball unit, most of my shots are in and could past the net in the end. In the beginning of the unit, because I play badminton a lot, I can’t surve pass the net.
In semester 1, we did 2 performances, the Halloween parade and the winter assembly. For the performance in December, we performed as a group (grade 8 band). We did a creative task, making our own rhythm and notes, and recording it.
In semester 2, we did a collaborative task, choosing a piece of music and performing it after a few classes. We have to find our own music, practice it, and see where we can improve.
Strength:
One of my strengths in band is coming to classes on time. I was never late, and I always bring my the things I needed to bring.
Another strength I have is writing music while following the given criteria. For this project, we have to write a 8 measure music sheet, and perform (record) it. I followed all the criteria and extended the criteria by recording it.
Picture of 8. bar phrase
Area of Growth and Action Plan:
One area of growth for me is understanding the music by memorizing the music vocabulary. For the responding task, I will use more vocab so if it appears in music, I would understand it.
Another area of growth is extending my learning by participating in outside school performances or trying for AMIS. In the future (HS), I will try for the APAC band and see where I could improve.
Success:
For me, being able to sight-read while playing the dynamics. Currently, I need to first play the music without the dynamics, and when I get better, then I will look at the dynamics.
This oral is related to the unit on La bonne santé (Good Health). In this task, I was supposed to perform a dialogue where my partner had an injury. I had to ask how she was, how she got the injury, and give advice.
For me, it was easy to write the script because I learned and memorized the vocabulary for injuries and health. However, it was challenging to memorize and perform the dialogue fluently because we don’t usually speak this vocabulary out loud in conversation, so it felt less natural.
What and How I Improve:
My pronunciation is clear on individual words, but my fluency drops when I try to remember the next line, causing some pauses.
I need to practice speaking the learned vocabulary out loud more often, even when I’m just studying alone. I can also try to use these phrases in simpler, real-life situations to make them feel more automatic.
This work is part of the unit on World War I (La Première Guerre mondiale). It’s to assess our ability to write a personal letter using historical context and appropriate vocabulary. What I needed to do was to write a letter from the perspective of a family member back home to a soldier (a poilu) in the trenches. I worked individually on this task. We worked collaboratively, I am the family member, and she is the soldier fighting in a war.
I chose to present this piece of work because it shows an improvement in my grammar and writing skills, as I had to construct sentences and use specific vocabulary from the era carefully. This piece shows that I knew when to use the past tense and when not to, by writing about and understanding what happened.
This is a screenshot of the letter:
Feedback and Reflection:
What’s good: “They are matching the requirement, making a good use of the grammar and past tense too. You got good ideas to share and respected well the format of the letter.”
What could be improved: “There are some issues with grammar mainly, see in the document the mistakes highlighted.”
I think it’s quite accurate because when I re-read my letter, I noticed a few verb agreement errors and some misplaced adjectives. The feedback reminds me that I know the rules, but I need to be more diligent in applying them during the proofreading stage.
To make sure I make improvements, I will check my work before submission, and carefully check the grammar mistake.
Conclusion:
Overall, in this unit, I have learned how to describe the daily life and conditions of WWI soldiers, using vocab that we learned. I think I can apply this knowledge in real life when writing thoughtful, detailed letters or emails to friends or family, or just a letter that happened to me, using past tense and present tense at the same time. I am feeling quite confident reusing the writing skills because practicing this historical perspective made me more aware of verb tenses and descriptive vocabulary, which are useful in any context.
This is a photo of our planning – We changed our idea from the 2nd one to the 3rd one
Questions:
In what ways did you showcase your abilities as a Creative and Active Learner during this project? Refer to the attribute charts to help you identify specific examples.
To showcase my ability as a creative learner, I am very flexible when my partner is absent. I chose one idea, and when my partner wanted to change it, we changed the idea to something she also enjoys doing and made a strong process to do it. The idea connects to us since we both do Duolingo at home and have a streak on it. As an active learner, I ask questions to the teacher when I’m not sure how to make something in the project, and discuss with my partner after she’s back. We changed the idea as we were going, because Duolingo connects to us better. We are very organized, finishing the project on time and following what we were trying to do.
2. How does a sketchbook contribute to an artist’s creative process? Provide examples from your group’s experience to illustrate your points.
The sketchbook contributes to an artist’s creative process by keeping track of their thoughts. Whenever they have another creative idea, they sketch it down, and when they are making a project, they look through their sketchbook. In this project, we got our sketchbook all the time and looked at it, changed the ideas, and created the final project.
My partner and I chose the music ‘Love is an Open Door’ from Frozen. At first, we wanted to perform the song “Viva La Vida’ but we couldn’t find a duet for flute and trumpet. We then decide to find a song on musescore.
We figured that finding a duet song might take longer than you thought, and sometimes you just have to play the song there are. If we kept on finding music we want and not practicing it, we will end up having no time to practice.
What we Learned:
After completing this project, I realise that the hardest part of playing the duet isn’t just playing the correct notes, it’s more about the rhythm. If you don’t count the rest, when you start duet, you and your partner will be playing different parts.
A skill I have gained from this project is communicating with my partner. When we are playing the wrong spot, we stop and see who played the wrong rhythm and help them out.
I don’t feel more confident about a specific skill from this project because we were nervous when we got up, so we didn’t play as we planned. Playing the dynamics.
Challenge:
Some challenges we face during this experience are syncing up with each other (playing together). This is hard for us to do and solve because we have to be very sure about the tempo and if one person plays the wrong beat, the other person will also mess up
We couldn’t do anything except practice more to solve this challenge. We kept on playing the part until we didn’t mess up with the timing.
