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Refining the Global Issue - IB English Guys

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Refining the Global Issue - IB English Guys

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1. Significant on a wide scale
2. Transitional
3. Impact felt in everyday context\

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- Emphasizing one text over another
- Ignoring the global issue
- Rambling introduction
- Omitting transitions or signposts
- Delivering like a robot
- Not providing enough authorial choices
- Poorly formatting the extract
- Leaving out context for the extracts
- Forgetting the body of world
- Not refining the global issue

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Stade directions
- Body
- Movement
- Tone, emotion, subtext
- Interpersonal relationships
- Context, setting, physical space

Dialogue
- Soliloquy - Directed to the audience
- One hander - One person in a play
- Two hander - Two characters
- Ensemble - More than two people

Costume
- Class
- Job
- Age
- Era

Tension
- Pauses
- Rhythm & Speech
- Relationships

Props
- Personal props (Walking stick, something personal to the character)
- Set Props (Props that comprise the set)

Stage
- Proscenium arch (Realism)
- Arena
- Thrust
- Apron

Genre
- Absurdism
- Realism
- Satire
- Political Satire
- Tragedy
- Drama
- Expressionism
- Epic
- Musical

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Being from Southern Africa, I felt I was able to relate to this text on a deeper level because I understood the culture that was portrayed in the book. NoViolet bulawayo managed to captivate me with the use of perspectives and beliefs, the way the audience gets the point of view of the main character is consistent and fluid. It provides an entertaining but realistic experience people face.

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I enjoyed The Picture of Dorian Gray more than I thought I would, for me to was intriguing watching his character development as well as the people around him. For me it helped me understand toxic masculinity a bit better and served as a great example, in addition it provided me a chance to understand how we behave as humans in terms of hubris and behavior.

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I thoroughly enjoyed this unit, I learned a lot of the deeper meaning and motif in the music industry. I believe I developed a great sense of identity during this unit, it really put things into perspective and a smooth breeze of realization and reality hit me, but at the same time a sense of eagerness to create change in what ever form possible. It was also very insightful to listen to all the different opinions and perspectives in the class, for me it was a powerful experience trying to understand their points of view.

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Chapter 5:
1. Summary of plot
2. Journey of main characters
3. Themes and Symbols present
4. Any recurring motifs
5. Stylistic features present (gutter, panel etc)
6. Intention of author in that

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Village of the hidden leaf
Hokage (Fire shadow) + feudal lords
Written in 1997
Anime in 2002

Clouds

Rock
Sand

Mist
Leaf

Naruto → Hokage, friendship
Sakura → Mentored by Tsunade, inner strength
Sasuke → Strength, opposite of Naruto

Akatsuki → A group of misfits from each , Sasuke's brother allegedly part of them

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Kinetic Lines -  the abstract lines that appear behind a moving object or person, parallel to its direction of movement
Gutter - Gutter: The space between framed panels
Panel -  A distinct segment of the comic, containing a combination of image and text
Frame - The lines and borders that contain the panels
Emanata - Lines and squiggles that emanate from a cartoon character or object to indicate any of a variety of states of being.
Angle - The angle marks the specific location at which a scene is placed
Shot Type

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After reading 'We need new names' I felt inspired to begin a podcast that discusses anything pertaining to black culture, in order to spread and share this unique and diverse culture with a vast audience. This is the proposal I drafted to outline the details of the CAS.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Sylvia Plath - Lady Lazarus
Please prepare a 5 minute oral on a single text that we have covered in class. You will need to ensure that you frame your oral using a clear global issue. Please consult resources on google classroom if you have queries regarding the formulation of a global issue.

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-Direct Language
-Local language is infused into text (English is manipulated)
-Cultural Components/Context
-Call + Response
-Song
-Trickster
-Animals characters
-Message/Moral
-Circles
-Idioms, Proverbs, Metaphors

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intertexuality, time and space, readers writers and text 

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intertexuality, time and space, readers writers and text 

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https://docs.google.com/document/d/1PQoAe_aYEqwQx0MRvRyqakIdkbJKZcp9P3FufUdlHZs/edit?usp=sharing

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https://docs.google.com/document/d/1ypistavKmUpvI8Uh-3H7e49KlK_l2yldspMglanAr-A/edit?usp=sharing

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Damsel in distress
Supernatural
Horror + Romance = Tragedy
Protagonist is flawed/escapes consequences...
Reader is enrolled with Dorian - Third person omnicient
Gothic Double - Dorian and the painting, Sybil and the prostitute
Generational context
Forbidden Emotions

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This was a good task to help prepare us for real exam conditions, having an unseen task in a set period of time really helped me make my ideas concise and to the point. For next time I now know how to organize my ideas so they do not seem monotonous. I was unable to complete the task in the time provided, so my conclusion wasn’t as good as I wished. Overall it was a good experience, and very beneficial.

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This unit was interesting to say the least, we explored the many pieces of Sylvia Plath. It definitely made a lot of us step out of our comfort zone and learn new things about ourselves. For instance I didn't know that I would be able to relate to some of her writing, during the time I was preparing for the oral presentation of the poems we were analyzing, I felt like I developed a greater sense of creativity and critical thinking. It brought upon me a sense of realization that art is created by the meaning the artist intends for it to have, but the perception of it can be interpreted in many different ways, it’s amazing how Plath’s work has so many interpretations and so many judgements are made about her based on her work. Ted Hughes (her husband) helped create the notion that she crazy due to the work he wrote that contradicted what Plath would write, a good example is the rabbit catcher. These things helped me understand how assumptions are nothing but mere judgements that can never do any harm to you.

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This unit was very eye opening and provided me with the potential to explore different aspects of work that relate to the expression of freedom and human rights. Personally this was the first time hearing about the Truth Commission in South Africa after the apartheid, so to gain more knowledge I researched a lot about what it was all about and how they operated. I was intrigued to see the discrepancies between the intended goal of the TRC and the outcome portrayed very well in Ubu.

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The Rabbit Catcher is a two poem series that Sylvia Plath and her husband Ted Hughes wrote giving accounts of the same day and same activities but from their separate perspectives, Plath was very pessimistic throughout her poem, only talking about the negatives. In the contrary Hughes was very positive and joyful with his interpretation of the day. We compared and contrasted the two poems to get an understanding of their perspectives.

https://docs.google.com/document/d/1p0dCov0QFlci8-ssTNZ2R_r5rOsR1UqJYMRvjsY_fm8/edit

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We received a poem we were supposed to analyze in a specific amount of time, unfortunately I was unable to complete the analysis in the set time but fortunately we were given an extra 10-12 minutes, however I still feel my conclusion was quite rushed and I was unable to make my points clear.

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An oral presentation we prepared to explore Sylvia Plath’s poetry and relate it to nature. We were to pick a place on campus to present the poem which could possibly correlate to the poem, in addition to that we also had peer evaluations which would help us somewhat prepare ourselves and get pointers on what we could improve. I analyzed ‘I am Vertical’.

https://docs.google.com/document/d/1JxqRcJWBsqjIWqqdPGokwOej2rLt2GWUNiGNd5_Efuo/edit

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Plath wrote this poem when she was still in college, from the speakers point of view this poem is directed to their previous lover, the speaker is wondering if what they had was even love. Plath’s love for nature us brought out here as well, when she says she should’ve loved a thunderbird because it would come back for the winter, unlike the lover who will never return.

https://docs.google.com/document/d/1bWsznfuybrvlR3_CZptKdijIqtVOSZXc835GCfYBiuc/edit

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This is a poem we studied briefly by Sylvia that expresses her dysfunctional family and her strenuous relationship she had with her mother. The Yew tree is used to represent her father, in Celtic mythology the Yew tree is associated with death. She begins to try get a deeper connection with the world around her and somewhat appreciate it. The poem is 4 stanzas with 7 lines each.

https://docs.google.com/document/d/1NKcayt2SA9DCJiM1zVy8dUK7KITe19Kef3P2exwNC2c/edit

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Studying Ubu and the Truth Commission brought about a deeply rooted interest I have in black rights and it expediently provided me the opportunity to write this piece on a question that I have pondered over for many months now... Can black people be racist? This short piece of writing details some very distinct differences that I found very intriguing. This is something I worked on in my free time but was influenced by the study of Ubu and the truth commission...

https://docs.google.com/document/d/1FBiAXrw0SQ-wKFkhBqKyjAJLj_MN52fqcUAcrLYtZ1Q/edit

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This is the task sheet we were given to write the essay about Ubu and the truth commission.  https://docs.google.com/document/d/1ox4xiToNAzlw2-M3HOuMUqQU_2umfIeigB3KqY3WTCQ/edit

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Ubu and the truth commission comparative essay 

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Ubu and the truth commission comparative essay 

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This was an essay that was written to compare the very informative story of Ubu in a way which would provide the audience an insight as to how the Truth Commission functioned as apposed to how they saw themselves. This play was compared to Revenge of imagination written by Ingrid de Kok.  https://docs.google.com/document/d/1_Y9RHJvAAvu76bKlMLSPcctHNqqxbEA8ztYXGKndqbk/edit

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This was a partner presentation in which I worked with Aggrey Kitila as an examination into Ubu’s behavioural transition across the course of the play as the possibility of an exposure of his crimes becomes increasingly evident.

https://docs.google.com/document/d/1EMN1P_zeLCRQd7MH_6Ea8xsYe87cd0oSLH2j3H47RvA/edit