Masterpiece Academy Question

-My Journey-

     Coming into this class on the first day of school was very intimidating for me. Not only was I new to the teacher and the Open Source Learning Program, but I was new to the whole entire school. Transferring high schools your senior year is not very ideal. While you have to worry about maintaining your grades and applying for colleges, you also have to worry about making new friends and adjusting to your new atmosphere. Meanwhile, the style of Open Source Learning and this course made it a much easier transition for me. This style of learning gives us students much freedom and a sense of trust. Unfortunately, many of us, including myself, would abuse this trust by not completing our work or just being lazy about it. But, could you really blame us? It's our senior year, and since we were little, we have always been placed in such a structured learning environment. The first time that we are not being hassled with points, deadlines, tests, and grades, we take advantage of this freedom. Although, I do think being presented by this much freedom in a classroom setting is much better to be  presented to seniors for the first time and not college freshmen. Next year, we will realize that if we want to succeed, we will need to push ourselves. No one's going to be there to hold our hands anymore. If we want success, we are going to have have to strive for it. 

     We have read many works this year that I have found relatable to my life. I relate to the Poisonwood Bible as I know how it feels to start off in a brand new place and to feel very foreign from everyone around you. Transferring from St. Joe's to Righetti as a senior can surely make you feel that way. In Brave New World, a main theme is the fast change in technology and advancements in our world and how we react to it. I, personally, am not a big fan of too much technology. I like the old-fashioned ways of writing letters and talking to people in person. With so many technological advances happening in society today, I can't help but wish for it to just all slow down sometimes.  In Pride and Prejudice, I learned that while everyone may not always agree with you, you must always do what you feel is right. This year, I have experienced some trouble listening to some of my peers talk so harshly about one another. It's something that really seems to bother me when I hear it and have learned to speak up for those who can't. It's not always easy, but it feels great when I build the courage to do so. I hope to build and carry on this courage throughout my life.

     Another thing that I hope to carry throughout my life is my love for nature. My masterpiece was based on hiking and the idea of being surrounded by nature's beauty. Following my two surgeries during the summer when I was thirteen, I was introduced to hiking. Since then, I have really grown to love it. If I'm ever having a hard day, there's something about climbing to the top of a mountain and feeling a sense of accomplishment while being surrounded by such beauty. It reminds you of all your blessings. Hikes are a good time for self-reflection and prayer. They're also a good way of bonding with friends or getting in a good workout. Spending the course of this year exploring new areas and hiking trails has really brought me back to my passion for hiking. I hope to never lose sight of this passion that brings me so much joy. 

     While working on my masterpiece brought me back to a passion of mine, seeing my classmates present their masterpieces opened my eyes to their passions and interests- something I loved to see. Seeing the way Ashlyn talked about Texas and how she knew so much about it made me so happy for her to enter her new journey this upcoming year at UTI. Seeing the way Omar opened up to our class and let us listen to him sing for the first time was so inspiring. Noah and Alec's presentation was also very inspiring.  They passionately talked about baseball and their drive to help little league players through umpiring. Joey's presentation that just showed a simple hobby of his made the whole classroom laugh (in a good way). Another thing that particularly made me laugh, was how Alec openly talked about taking psychedelic drugs in front of a teacher. But, he backed it up with so much thought, research, and passion that you couldn't help but be intrigued by his presentation. 

     I, personally, would not name myself a hero. I am just a young teenage girl who is anxious, yet frightened of her future. I'm anxious to learn new things and become somebody who means something to others. I can't wait to become a physical therapist and help those in need of recovery. Although, I am frightened by the journey it'll take to get there. It'll require me to step out of my comfort zone and challenge myself. I hope I build the courage I need to become all that I want to be in this world so that one day, somebody can call me their hero. 

     Until then, peace out Righetti! You gave me one memorable senior year. And lastly, thank you Dr. Preston for believing in all of us and giving us the opportunity to express our passions and aspirations before going out into the "real" world. 

MY MASTERPIECE

This is what I have been gradually working on throughout the course of this entire year.  I hope you enjoy watching it as much as I enjoyed making it! My video includes captured moments that I experienced while hiking Bishop's Peak, Point Sal, Montana de Oro, Orcutt Hill, Serenity Swing, the Cal Poly P, Madonna Hill, Big Sur, and various places in Yosemite! I hope this video inspires you to go outside and enjoy the nature that I love to be surrounded by.

Tomorrow, tomorrow, & tomorrow...

To-morrow, and to-morrow, and to-morrow,
Creeps in this petty pace from day to day,
To the last syllable of recorded time;
And all our yesterdays have lighted fools
The way to dusty death. Out, out, brief candle!
Life's but a walking shadow, a poor player,
That struts and frets his hour upon the stage,
And then is heard no more. It is a tale
Told by an idiot, full of sound and fury,
Signifying nothing.

Macbeth Act 5, scene 5, 19–28

Macbeth Character Map

WHAT ABOUT MY MASTERPIECE?

So far, my masterpiece is coming along pretty easily.  Since I'm basing my masterpiece after something I enjoy doing- hiking- it's not too much of a hassle to make consistent progress for my project.  Almost every weekend since I began this project, I have been hiking many different hikes along the central coast and enjoying every bit of it.  As we come to a close with this semester, I hope to put all the pictures and videos I have captured into one inspiring masterpiece.  Meanwhile, being able to spend much time on this isn't always easy for me considering I take four other classes, am preparing myself to leave for college, have a job, babysit, volunteer, etc.  Shakespeare had all day and every day to create his legendary works.  Unfortunately, I don't.  So, I will try my best to work on finding more time to work on my masterpiece, considering it's such a big portion of my grade and something I love to do.

LOVE IS BLIND

In Macbeth, Lady Macbeth seems ruthless in her plan to make her husband king.  She is willing to do everything and anything to make it happen, appearing to be a little crazy.  So we, as an audience, see Lady Macbeth as being heartless and desperate.  Contrarily, Macbeth sees the bravery and strength in her that he does not see in himself.  He just sees her as being selfless and only trying to help him take the throne.  

Act 1 Study Questions: Macbeth

1.1

1. Beginning the play with a dialogue between the witches sets the mood to be dark, evil, and mysterious. This foreshadows the plot, theme, and mood for the future of the story in the same manner. In comparison of Shakespeare's other plays, Macbeth requires more ambiguity and the syntax and diction used needs to be more bleak. For example, Hamlet highlighted the themes of betrayal and complexity of relationships and power. Even though, the theme falls in the same ballpark with Macbeth, the gloominess of the plot of Macbeth overpowers that of Hamlet. In the beginning of the play, the witches were going to meet Macbeth at the "ere of sunset." Line 10 was "Paddock calls" and line 11 was "Anon." The phrase paddock class means a toad, which symbolizes transformation. The word anon means soon or shortly. The "toad" and it's transformation could metaphorically be compared to Macbeth and his evolving and transforming to be a completely different person or even having a transformation in his status and power. The witch's response as anon signifies how Macbeth will shortly have a transformation - to be declared a thane. 

1.2

1. The bloody seargent indirectly characterizes Macbeth by glorifying his actions towards Macdonwald. Macdonwald is a rebel who was executed. He tried to attack them. Macbeth executed macdonwald with his sword. This did not end the fight with the rebels, the Norwegians are still attacking.

2. The traitor was the Thane of Cawdor, as we learn from Ross. Duncan says that its a relief the thane of cawdor was executed and that Macbeth now owns his previous title.

1.3

1. The witches speech gives a first look at Macbeth and his wife without saying who they are. Indirect characterization of the two. Similar to Hamlet where he gives a mini synopsis early in the story. "Weird" in Shakespeare's day meant future seers not weird as we know it, prophecy and destiny. Shakespeare means that Macbeth's wife has him by the balls. They  cast a spell to control his destiny. 

2. Macbeth says something very similar to what the witches said at the beginning of the play. This could be him falling into the destiny the witches set up. Dried, chapped fingers, gender ambiguity, hairy, old, they have literal beards. The witches tell Macbeth that he will thane of Candor and eventually King, right then he finds out he is thane of Cawdor. Banquo asked the witch why they had nothing for him, they told him he is lesser but greater than Macbeth. We knew he was thane before he was thane.
3. Banquo says the witches were a figment of their imagination that they lie or that they are hallucinating. Macbeth learns that he is thane of Cawdor from Ross and Angus. During lines 114-156 he was going over his plan in his head and how everything had just happened to him. He acts very happy and shows no incredulity at being thane. Macbeth's aside shows him rationalizing what happened to him and he begins to think that he is going to be King soon. Macbeth tells Banquo that he is happy and excited and nothing more he explains his behavior by saying he is confused.

1.4

1. Cawdor was executed after openly confessing his treason and pleading for mercy. Malcolm tried to stick up for the thane, but the king responds by basically saying that you can't trust a man according to his face. He doesn't believe the thane was truly repentant.

2. The king greets them by saying that he can never repay them enough for their good deeds, but announces he will leave all his estate and names his son, Malcolm, prince of Cumberland. He then proposes that they go to Macbeth's castle at Inverness. Macbeth tells himself that the only way to be king is to get rid of Malcolm, and even though he'll be appalled at his action, he must do it.

1.5

1. Macbeth was honest with his wife when he informs her of his new title as "Thane of Cawdor." He refers to the witches as "weird sisters" probably because he doesn't want her know that he is associated with the "evil servants."

Lady Macbeth responds by saying that she thinks Macbeth is playng things off as if everything is fine. By saying "but be the serpent under't", she describes him as someone that lies to make everything appear under control. This doesn't really match the characterization of Macbeth so far in the story which implies that there is something the audience doesn't know about him. 

2. The wife was confident about the guests visit. She also seemed prepared and a little cocky about the way her and her husband would handle it.

3. Lady Macbeth. Yes she wants to kill Duncan. No, he isn't sure whether he wants to follow through with Lady Macbeths orders or not. She tells him not to let Duncan see tomorrow.

4. The question appears to answer itself. 
1.6

1. The opening speeches (1.6.1-10) describe how the surroundings of the castle are "pleasant" and the air is sweet-maybe even too sweet. From the outside, the castle appears to be paradise.

Lady Macbeth's welcome is formal. Her language is totally different from her language in the previous scene which shows how fake and dishonest her welcome was.

1.7

1. "If it were done when 'tis done then 'twere well." If it were done when it was done it was done well. (Meaning if he completed the death quickly and efficiently and with no complications then he did the job well.) Macbeth is determined to kill the king and be done with him but in lines 1-12 he is fearful of how the "inventor" will judge his actions. He's violating the hospitality of his kinship and responsibilities as a host towards his guest by trying to kill his guest instead of protecting them. The motivation that Macbeth attributes to himself in lines 25-28 is the attribute of an Arabic heaven-like God. He will be seen as a "God" and that is his source of motivation to get the job done.
2. In lines 28-30 she is complaining about him leaving the chamber because it was  almost time for dinner. Macbeth responds to her complaining by saying did he ask for me? And lady Macbeth says don't you know he did? The positions are lady Macbeth is ready for the King to be killed while Macbeth is still hesitant and on the fence about it. Macbeth convinced Lady Macbeth by explaining that he is an respected person and doesn't want to lose his honor while Lady Macbeth convinces Macbeth by convincing him to gain the power and kill the king. The stronger person in the scene is Lady Macbeth because  she's more verbally confident in her argument while convincing Macbeth to kill the King.

Macbeth Notes

Macbeth is introduced as a strong, brave character through a speech about him in battle. "For brave Macbeth- well he deserves the name-disdaining fortune- with his brandished steel, which smoked with bloody execution." Macbeth is praised for being a tough, honorable soldier. Even though the witches speak good about Macbeth, they hint that there is a dark side to him. Witches were seen as satanic and evil servants. If they are so frowned upon, why is Macbeth drawn to them?
When the witches say "fair is foul, and foul is fair" I think it's foreshadowing to possibly Macbeth not being able to distinguish the difference between fair and foul since it seems to be that Macbeth has a hidden dark side. It foreshadows a discrepancy between how someone is and how someone seems (Macbeth). Witches were seen as agents of Satan so their presence alone foreshadows satanic characteristics.
Shakespeare provides us with a vague prophecy that does not include instructions for Macbeth, therefore not spoiling the play for us. He does however say through the witches that Macbeth will jump two positions from where he currently hold, therefore, the characters holding those positions are likely going to be involved in an unfortunate event. 
Shakespeare's characterization of Macbeth gives readers a feeling that yes Macbeth is looked highly of, but that he has a hidden side/agenda.
Guilt seems like an evident theme that will drive the rest of the play. Macbeth is going to do something that he is going to regret. This glorious "hero" will somehow cause a bad ending.

Spring Break Homework: Poetry

Poem: Those Winter Sundays by Robert Hayden
Prompt: Write a well-organized essay in which you analyze how the poet uses language to describe the scene and to convey mood and meaning.I chose this prompt because the majority of the other prompts were specific to a particular poem. This poem that I chose is quite short and specific as well, and Robert Hayden's diction is what helped the reader understand the mood and meaning.
When we're young we don't appreciate what our parents voluntarily do for us, but as we grow older we become more grateful for the simple things in life. In Those Winter Sundays by Robert Hayden, Hayden's diction plays an essential role in helping the reader comprehend the poem and it's purpose. Hayden's use of language describes the scene in a way for the reader to comprehend the atmosphere of what is going on and to then better understand the mood of the entirety of the poem and the meaning of it all.The poem starts out with the author describing what he woke up to every Sunday morning. The father too got up early on Sundays...in the blueblack cold...with cracked hands that ached. After these few lines, one can see that the father worked hard every day of the week in the cold winter weather. "No one ever thanked him." The boy never thought anything of it...until he later looked back on his life.Through the majority of the poem, Hayden's language gave a mood of "normalness," as if what the father did was not a big deal. In the last few lines however, there's a shift. The reader sees that now grown up, looking back at "those winter Sundays," the man understands that what his father did for his family was the way he expressed his love. The father's love was quite yet powerful. That love is what drove him to make sacrifices for his family. After reading the poem, Hayden's language puts the mood of regret and gratefulness inside a reader's head.  It wasn't that he purposely took advantage of what his father did for him, he just never recognized that it was his way of showing his love for his family. No one ever thanked the father, but looking back the speaker is truly grateful for him. The poem isn't very lengthy, but it didn't need to be for one to understand its meaning. The lines are short but powerful. The language is simple yet descriptive. There didn't need to be 20 stanzas for the reader to see that the boy didn't recognize all that his father did for him, until later. Hayden made it clear that simple gestures are ways that one can express their love for another person. The father in the poem warmed up the house for his family, after working immensely hard all week, and still never expected a thank you. He didn't need a thank you. He continued to do what seemed like a small gesture because he wanted to show his love for his family. The father would suffer to keep his family warm.

MASTERPIECE PICS

Working on my masterpiece = hiking. Not complaining.

Here's a couple pictures of my progress so far! 

BRAVE NEW WORLD- LITERARY TERMS

Figurative language

Restatement

Juxtaposition 

Irony 

Dichotomy 

Symbolism 

Reification- when we take an abstract object and present it with something tangible to make it relatable to the audience 

Fragmentation- breaking apart something that is whole into pieces; makes it harder to relate

Schema- the mental structures that we create that organize our thinking 

"Those who meant well behave in the same way as those who meant badly" 

BRAVE NEW WORLD

In society, conformity is seen as the only way to survive. In Audis Huxley’s Brave New World, Bernard struggles with this concept as he sees the flaws within his society. It is this inner battle that gives the work its central message. We, as society, cannot obtain perfection without the loss of our humanity. Huxley uses the inward questioning of Bernard and John as the example of society destroying those who fail to conform. Through John and Bernard, Huxley is able to show that in a utopian society we will lose our selves as individuals as we conform to fit into society’s shackles. 

Lit Terms #4

interior monologue- thinking in words
inversion - noun the act of turning inside out; turning upside down; setting on end; a term formerly used to mean taking on the gender role of the opposite sex; (counterpoint) a variation of a melody or part in which ascending intervals are replaced by descending intervals and vice versajuxtaposition - noun the act of positioning close together (or side by side); a side-by-side position
metaphor - noun a figure of speech in which an expression is used to refer to something that it does not literally denote in order to suggest a similarity
omniscient point of view- A narrator who knows everything about all the characters is all knowing
lyric - adj. expressing deep personal emotion; of or relating to a category of poetry that expresses emotion (often in a songlike way); relating to or being musical drama; noun a short poem of songlike quality; the text of a popular song or musical-comedy number; verb write lyrics for (a song)
magical realism- a genre where magical or unreal elements play a natural part in an otherwise realistic (often mundane) environment
metonymy - noun substituting the name of an attribute or feature for the name of the thing itself (as in `they counted heads')
modernism - noun practices typical of contemporary life or thought;genre of art and literature that makes a self-conscious break with previous genres; the quality of being current or of the present
monologue - noun a (usually long) dramatic speech by a single actor; a long utterance by one person (especially one that prevents others from participating in the conversation); speech you make to yourself
mood - noun verb inflections that express how the action or state is conceived by the speaker; a characteristic (habitual or relatively temporary) state of feeling; the prevailing psychological state
motif - noun a design that consists of recurring shapes or colors; a theme that is elaborated on in a piece of music; a unifying idea that is a recurrent element in a literary or artistic work
myth - noun a traditional story accepted as history; serves to explain the world view of a people
narrative - adj. consisting of or characterized by the telling of a story; noun a message that tells the particulars of an act or occurrence or course of events; presented in writing or drama or cinema or as a radio or television program
narrator - noun someone who tells a story
naturalism - noun (philosophy) the doctrine that the world can be understood in scientific terms without recourse to spiritual or supernatural explanations; an artistic movement in 19th century France; artists and writers strove for detailed realistic and factual description
novelette/novella - noun a short novel
onomatopoeia - noun using words that imitate the sound they denote
oxymoron - noun conjoining contradictory terms (as in `deafening silence')
pacing - noun walking with slow regular strides; (music) the speed at which a composition is to be played
parable - noun (New Testament) any of the stories told by Jesus to convey his religious message; a short moral story (often with animal characters)
paradox - noun (logic) a statement that contradicts itself

Lit Terms: List 3

exposition - noun (music) the section of a movement (especially in sonata form) where the major musical themes first occur; an account that sets forth the meaning or intent of a writing or discourse; a systematic interpretation or explanation (usually written) of a specific topic; a collection of things (goods or works of art etc.) for public display
expressionism - noun an art movement early in the 20th century; the artist's subjective expression of inner experiences was emphasized; an inner feeling was expressed through a distorted rendition of reality
fable - noun a short moral story (often with animal characters); a story about mythical or supernatural beings or events; a deliberately false or improbable account
fallacy - noun a misconception resulting from incorrect reasoning
falling - adj. becoming lower or less in degree or value; decreasing in amount or degree; coming down freely under the influence of gravity
action - noun something done (usually as opposed to something said); the most important or interesting work or activity in a specific area or field
farce - noun a comedy characterized by broad satire and improbable situations
figurative - adj. (used of the meanings of words or text) not literal; using figures of speech; consisting of or forming human or animal figures
language - noun the mental faculty or power of vocal communication; a systematic means of communicating by the use of sounds or conventional symbols; the cognitive processes involved in producing and understanding linguistic communication
flashback - noun a transition (in literary or theatrical works or films) to an earlier event or scene that interrupts the normal chronological development of the story
foil - noun anything that serves by contrast to call attention to another thing's good qualities
folk - noun people in general (often used in the plural); the traditional and typically anonymous music that is an expression of the life of people in a community; people descended from a common ancestor
tale - noun a trivial lie; a message that tells the particulars of an act or occurrence or course of events; presented in writing or drama or cinema or as a radio or television program
foreshadowing - adj. indistinctly prophetic; noun the act of providing vague advance indications; representing beforehand
free - adj. not literal; able to act at will; not hampered;
verse - noun a piece of poetry; a line of metrical text; literature in metrical form; verb familiarize through thorough study or experience; compose verses or put into verse
genre - noun a class of art (or artistic endeavor) having a characteristic form or technique; a kind of literary or artistic work; an expressive style of music; a style of expressing yourself in writing
gothic - adj. characterized by gloom and mystery and the grotesque; of or relating to the Goths; of or relating to the language of the ancient Goths; characteristic of the style of type commonly used for printing German; as if belonging to the Middle Ages; old-fashioned and unenlightened; noun a style of architecture developed in northern France that spread throughout Europe between the 12th and 16th centuries; characterized by slender vertical piers and counterbalancing buttresses and by vaulting and pointed arches; a heavy typeface in use from 15th to 18th centuries
tale - noun a trivial lie; a message that tells the particulars of an act or occurrence or course of events; presented in writing or drama or cinema or as a radio or television program
hyperbole - noun extravagant exaggeration
imagery - noun the ability to form mental images of things or events
implication - noun an accusation that brings into intimate and usually incriminating connection; a relation implicated by virtue of involvement or close connection (especially an incriminating involvement)
incongruity - noun the quality of disagreeing; being unsuitable and inappropriate
inference - noun the reasoning involved in drawing a conclusion or making a logical judgment on the basis of circumstantial evidence and prior conclusions rather than on the basis of direct observation
irony - noun incongruity between what might be expected and what actually occurs; a trope that involves incongruity between what is expected and what occurs; witty language used to convey insults or scorn

Dickens Notes

When Dickens wrote, his neighbors would call the cops. 

He would yell and scream and talk in the voice of his characters as he was getting to know them. 

"I'm not really writing lyrics, I'm taking notes of this great concert inside my head."

Dickens was nuts, in a good way; a creative genius. 

He makes the characters feel real; we can relate to them. 

He writes about his own life experiences, making his work very comparable to our own lives. 

VOCABULARY #8

1. Circumlocution- (n.) an indirect way of expressing something; a style that involves indirect ways of expressing things


2. Classicism- (n.) a movement in literature and art during the 17th and 18th centuries in Europe that favored rationality and restraint and strict forms


3. Cliché- (n.) a trout or obvious remark


4. Climax- (n.) the decisive moment in a novel or play; arrangement of clauses in ascending order of forcefulness; the highest point of anything conceived of as growing or developing or unfolding

5. Colloquialism- (n.) characteristic of spoken or written communication that seeks to imitate informal speech


6. Comedy- (n.) light and humorous drama with a happy ending; a comic incident or series of incidents


7. Conflict- (n.) an open clash between two opposing groups (or individuals); an incompatibility of dates or events; opposition between two simultaneous but incompatible feelings; opposition in a work of drama or fiction between characters or forces (especially an opposition that motivates the development of the plot); the reference of an expression


8. Connotation- (n.) an idea or feeling that a word invokes in addition to its literal or primary meaning


9. Contrast- (n.) the act of distinguishing by comparing differences; the range of optical density and tone on a photographic negative or print (or the extent to which adjacent areas on a television screen differ in brightness); (v.) put in opposition to show or emphasize differences; to show differences when compared; be different











10. Denotation- (n.) the most direct or specific meaning of a word or expression; the class of objects that an expression refers to; the act of indicating or pointing out by name


11. Denouement- (n.) the final resolution of the main complication of a literary or dramatic work; the outcome of a complex sequence of events


12. Dialect- (n.) the usage or vocabulary that is characteristic of a specific group of people


13. Dialectics- (n.) a rationale for dialectic materialism based on change through the conflict of opposing forces


14. Dichotomy- (n.) being twofold; a classification into two opposed parts or subclasses


15. Diction- (n.) the manner in which something is expressed in words; the articulation of speech regarded from the point of view of its intelligibility to the audience


16. Didactic- (adj.) instructive (especially expressively)


17. Dogmatic- (adj.) characterized by assertion of unproved or unprovable principles; relating to or involving drama; of or pertaining to a characteristic of a doctrine or code of beliefs accepted as authoritative
 

18. Elegy- (n.) a mournful poem; a lament for the death


19. Epic- (n.) a long narrative poem telling of a hero's deeds


20. Epigram- (n.) a witty saying