Hundertwasser Individual Reflection (2)

Access group folder here (includes documents, images, and videos).

What did you personally achieve today? Describe? I myself finished re-painting a side of the building, glued the coffee shop to the main building, and helped paint the inside of the building. Because we had a little less time today, I think I need to catch up on the tasks next class.

How did the rest of the group do? Did everyone have jobs? Explain? Before, our group didn’t have a proper plan, so giving everyone jobs was very hard. Today our group realized that we needed to split up the work and really finish tasks that needed to be done. We improved today by understanding what needed to be done and what was already done.

What challenges did we face? As I mentioned, we need to work on all having a job and having a plan. Specifically, I think we should really have the small details completed to have the entire building done.

What are your last steps/plans to complete this task? All we need to work on is the chairs/tables and mini tress for the ‘courtyard’ of our building. I also think we should fix the base that we are using for the building (maybe paint or cut-off).

Hundertwasser Individual Reflection


(timelapse of work)

What did you do today? How? Today my group worked on figuring out a master plan for the Hundertwasser 3D model. We used our current objects that were plastered to make up a structure, with tin foil windows and a pop-up store model.

How do you think your group members went? Though we didn’t disagree much, the general atmosphere of today’s work wasn’t really positive. Most of the time I worked on solving problems within the group. However, I think we still got some work done.

What do you think of your progress so far? Why? Personally, I think that my group is behind on this project. First of all, we don’t have a plan; we’ve always been plastering random objects and thinking of ideas during the work time. Secondly, we get off-task very easily.

What is your group plan for the next 5 classes? I think in the next class we should polish our plan and maybe sketch out the plan. After that, I think our group should focus on being on-task and getting work done.

Don’t Panic Video Summary

‘Don’t Panic’ is a video made by Hans Rosling, a professor from Sweden. Basically, the video is about the professor explaining the UN’s goal of ending poverty by 2030. The video uses interesting graphs to show the data. One thing I noticed in the video was that the problems around the world always follow a cycle, and that is partly why poverty very hard to end. I think this video helped be understand more about issues that are happening and it helped me think about the situations that I do not have.

Hundertwasser Inspired Painting

 

Hundertwasser was famous for his lollipop trees, this is my interpretation of his style.

This is a Hundertwasser quote included with a remixed version of my lollipop trees.

These are some of the elements that I noticed in Hundertwasser’s art (left).

This is my painting progress for my Hundertwasser inspired painting (above).

My final artwork (above)

This is the Youtube link to my Reflection Video.

Dragon’s Apprentice Charity Video

Here is my video.

After creating the tutorial video for Dragon’s Apprentice, we started on the charity video project. Basically, we each chose a local charity or organization, then formed groups based on our choices to make a video about the charity. When finished, we would vote on the top 5 videos; and they would be sent to the Dragon’s Apprentice sale so parents, teacher, and students can vote, too. Once chosen, the final charity that was voted on will get the donation from the sale. After looking at the charities, I chose Habitat for Humanity Vietnam, an organization that works on building houses for low-income families.

During this project, I worked with Tin, and Tony. This group was particularly hard to work with because both Tin and Tony were working with an organization that they didn’t have interest in. Knowing that, I tried to explain HFH as much as possible to them so they would understand more about the organization. Our outline for the video included components like the hook, introduction, organization explanation, and the ending. In the beginning of our video, we tried to appeal to the audience by mentioning the poverty situation in Vietnam. I think this was somehow effective because the people possibly watching my video all live in a good house and not on the streets. I also tried to incorporate details and statistics throughout my video to show that HFH was a successful and strong organization that was worth voting for. For example, I mentioned how many families they have helped, and even gave an example. I think that without an example, my video would feel like I’m just talking and talking, but with an example, I would be giving the audience a reason to listen. In the first version of the video, my voice wasn’t very expressive and persuasive. In the beginning, I think the problem was that I just read from the script and I didn’t fully understand my organization and their purpose. After getting feedback, Tin and I worked on memorizing the script and adding stresses to phrases to really persuade the audience to vote for HFH. Since my video would be unlisted and not public, I took most of my footage from the HFH website. I did this because I wanted real images of the organization in action and not just random images from Google. I guess the actual editing the video was fairly easy because I had all the footage and visuals that were needed.

This entire project needed a wide range of skills and tasks. We needed to research properly, speak expressively, and persuade the audience. Even though the main goal of the project was to create a video, I think it helped us improve with multiple skills. In a way, this was also similar to the actual Dragon’s Apprentice project, because we had to choose a product/charity, and we had to show the audience why it was worth voting for. The charity project was very interesting because we were also part of this year’s DA. I am really looking forward to next year, when we will actually get to take part in the DA groups.

Dragon’s Apprentice Tutorial Video

Here is my video.

Around this time last year, our grade started on the Dragon’s Apprentice project. As a short project in Language Arts, us 7th graders had to make tutorial videos as a way of advising the 6th graders. First, we had to choose a topic that we wanted to work on, then find partners with the same/similar topic to work with. The video had to have 3 to 4 tips that are explained within 1 to 2 minutes. This is a very different project compared to other projects because it isn’t really based on what we learned in class, but on what we learned after doing the classwork.

My group consisted of Mia, Stefan, Aydin, Alice and myself. I actually thought this was different from other projects I’ve done in ELA because my group was a bit large compared to other groups I’ve worked with. Seeing that it made me easily distracted, I really had to force myself to focus and get the job done. Our group decided on the topic of professionalism, which meant organization together with communication. In the project, the students turn in to marketing and business experts and try to sell products, so I think that professionalism is very a important topic to work on. Since we didn’t have that much time to brainstorm ideas, most of the work had to be done at home and after school. We basically emailed ideas back and forth and chose 4 main ideas to talk about in the video. I wanted my tips to be simple so anyone new to the Dragon’s Apprentice project would hopefully find it understandable. Essentially, I thought of the problems that came up during my DA project and reflected the problem into a solution. While filming our video, I tried to keep in mind that the video was for a younger audience like my friends and I, so it should be short and simple. Though I wasn’t really successful, I gave my best shot at reading out my part of the tutorial video to help the 6th graders with the project. After filming our video, I was responsible for editing before uploading it to YouTube. This was fairly simple because I just needed to add subtitles and some touch-ups to the video.

I think that this tutorial video project somewhat resembles the Empathy project that we did in 6th grade. The Empathy Project was about showing people what empathy is and talking about kindness. I think these two projects both were more about what I personally think was right or wrong, and useful or harmful. As I mentioned before, the projects personally appealed to me because it might help other people and not just myself. In a way, this project was connected to the RAK, Random Acts of Kindness, themed-week at our school. Our project isn’t really a ‘random’ act of kindness, but it is related because we are giving tips to help the current Dragon’s Apprentice project.

Medieval Europe Feudalism

*Heidelberg Sachsenspiegel, c.1315. Photo. Britannica ImageQuest, Encyclopædia Britannica, 25 May 2016. 
 quest.eb.com/search/109_231728/1/109_231728/cite. Accessed 15 Feb 2017.*

A dominant social system during the Medieval Times was feudalism. Right after the collapse of the Roman Empire, much of Europe started to crumble into an anarchy. The system was established as a way to give stability and not chaos to the land. At about 1000 C.E, feudalism spread across most of Europe.

 

Feudalism is defined as a monarchy system where the noble has to give land to the lesser in exchange for work or protection. The social pyramid in Europe worked from the king, to nobles, to knights, and to peasants and workers. Basically, the monarch, king or queen, ruled and owned land of the entire kingdom. For protection, they must lend land to important lords in exchange for a supply of knights. Then, the land is past on to lesser individuals. Many powerful religious leaders also owned large pieces of land. These handouts are called fiefs. This was similar for peasants; as they had to work for lords or important knights in exchange of land. Though, certain peasants called ‘serfs’, had to stay, work, and could only leave with permission from the owner of the land.

 

At the time of the establishment of feudalism, the system was mostly rigid, meaning the social placings stayed the same. But after many years, people such as merchants and traders started to fill in the social and pyramid and added “crossways” within the system.

 

“Most medieval monarchs believed in the divine right of kings, the idea that God had given them the right to rule.”(TCI pg 20, 21) Despite of this belief of the powerful kings of Medieval Europe, monarchs in Europe had very little power. Important lords had authority of knights and peasants. So, in theory, they probably were the most powerful, and could use the army to rebel against the monarchs.

Turning Contaminated Water to Clean Water

For the past month in Science, we’ve been working on our Water Filter project. So basically, the goal was to design a water filter that removed contaminants like sediment, salt, and copper. The design also had to give water with a pH of 6-8. We were all put in groups of 3-4; and my group included Duncan, Tin, and myself. The first part of the project was brainstorming. Our finalized idea was to have natural materials such as sand and charcoal, to filter the water, then to boil the water. After brainstorming, it was time for the first prototype. We decided to cut off the bottom of a big water chug as the container; we used coal, sand, small and big rocks, and a piece of cloth to stop the materials from falling out. As for the heating part, we used a pan and a hot plate from school. The results we got were almost the same as the initial test, but the level of copper became worse. After that, we chose to glue a strainer on, to maybe filter out the sediment and copper. Our second prototype was the nearest to the criteria of the design; but our third prototype had pretty much the same results as the first time. Overall, I think this project was fun and is an interactive way to learn a topic. It was also interesting how we had to do the research on our own and kind of ‘build’ our own project.