We want our audience to feel like they are being watched by “The Eye”, the emotions that are conveyed are fear, disgust and distress. Our installation used specific materials like clay and paper mache to make the disgusting texture in order to direct the emotions. We also used a lot of red colours to represent blood to convey distress (we used red for the handprints and the eyeball). Additionally, we also played music that was scary.
I think that our group partially achieved our original goal. Other groups complemented that they think our installation was “cool”, but our original goal is to make our audience disturbed, disgusted and scared, which no one told us they felt when they looked at our installation. I think this might be because we still had light in our installation so the atmosphere wasn’t right.
I used to think that mental health is just about emotions and regulating them. However, through this unit I learnt that mental health is not only about emotions. It involves social media, disorders, artificial intelligence and etc. This unit showed me that mental health matters and many things that is in my daily life can effect it, and learning about mental health can help me recognize things.
Now I understand what mental health can be about. Unit 2 helped me recognize the affect of things (like social media and childhood trauma) on mental health. I learnt that social media can negatively effect mental health through promotion of unhealthy diets/medication and unrealistic standards. My understanding of this is demonstrated through the Discussion of Social Media Ban. In addition, I also explored different mental health disorders. I learnt about the disorder OCD (Obsessive Compulsive Disorder) and demonstrated my knowledge through a presentation to my peers. My perspective has greatly shifted from thinking that mental health is just about emotions to understanding the potential causes and effects things have on mental health. I know fully understand why Health is a mandatory subject and I agree that it is important to learn about mental health.
This picture is an example of Batiking. The skill dyeing fabric is also included in this project. The image is a representation of luck, as a clover symbolizes luck in my culture. The colour of light blue symbolizes purity.
This is an example of linoleum print making. The skills dyeing fabric, linoleum carving, and sewing (with a machine) are used during this project. The textile symbolizes betrayal and resilience. The shape in the middle of a quadrant is supposed to be a cracked vase. The red colour represents resilience and the dark coloured fabric represents betrayal.
This project is an example of creation of a textile pattern. This image symbolizes the statement: Honesty is the best policy. Light blue represents law and policy. The dark blue diamonds represents honesty. The black in the background represents strength (“best” in the statement). The white diamonds represents purity.
This design on the pillow that I created is a Koi Fish which symbolizes perseverance, strength, courage, and success. This project was very challenging as the design I had to carve out was very intricate. I wanted to challenge my skills and patience in making a very detailed linocut design. For the past 3 classes I actively worked on carving the linocut. At some point my hands felt really sore from all the continuous carving and felt like I wanted to give up. However, something told me that I should keep pushing and the end result would be worth it. And it was. I’m really proud of this final project and from it I learnt that
During this unit, I have developed the skills of making linocut stamps and communication through elements of art such as shapes, lines, and colours. I learnt how to carve out letterings and complicated and intricate shapes, and how to communicate with the shapes and colours by using symbolism.
I believe that communicating through elements of art and identifying how an individual can express their cultural through elements could be valuable outside of art class, because this can help me identify different cultures through things like pottery, textile, etc. This would help me explore many cultures and understand how people symbolize things differently from me or my culture.
Standard 2: Constructing Explanations and Designing Solutions
Standard 3: Engaging in Argument from Evidence (CER)
Standard 4: Asking Questions and Defining Problems
Standard 5: Using Mathematics and Computational Thinking
Standard 6: Obtaining, Evaluating, and Communicating Information
Before:
After:
These “before” and “after” slides taken from two different presentations show my growth. In the “before” it is shown that full sentences are used in the slide which are directly read from during the presentation. The “after” shows me using bullet points and citing the source I used.
Most of my 3 for 3’s are full score or one score off, of course there are some where I either made a silly mistake or just didn’t understand information taught in class. For the one’s that I got a 1 or 0, I made sure I understood the information by reviewing notes and redoing the 3 for 3 (for myself).
Through Semester 1 till now, I have improved the skills: Reflection, Persistence and positivity, and class participation. Before, I barely looked at the feedback given by the teacher. Now I make sure I read the feedback carefully and try to improve next time. Before, I came to science class with a negative attitude, wanting the class to end so I can go to lunch or extended learning. Now, I come to class with a relatively positive attitude and listen carefully to the teacher. Before, during class I would not have raised my hand to answer questions even if I know the answer. Now, I raise my hand often when I know the answer or think I know the answer.
This unit I could see clear growth of my expertise in pickleball. At the beginning of the unit, being a person that have never touched pickleball before, I struggled a lot with hitting the ball ( I am a tennis player, Im not used to the ball not bouncing). However, after playing many rounds of game I could feel that I got better (I could hit the ball properly and actually make some good attacks). This unit is a great example of my growth with the help of my peers and tips from teachers.
Throughout this unit I learned about the teen brain and how this effects my daily life and decisions. This was reflected through the WOOP Goal project. This project helped me look at how the amygdala effected me through procrastination. My goal was to use Milanote to help me minimize the time used on work and study from 2 hours to 1 hour. This project showed me that we can reduce the effect of the amygdala and use our prefrontal-cortex to think wisely. Additionally, my hippocampus would now remember this project allowing me to know what to do when I start procrastinating.
