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PBS NewsHour
Clip: 12/11/2012 | 8m 30s

Ai Weiwei has spent his career creating art with a direct social and political message. His photos, sculptures and installations highlight issues like Chinese censorship and corruption. Jeffrey Brown reports on Ai's artistic career and "According to What?," an exhibition of his work at the Hirshhorn Museum in Washington.

Aired: 12/11/12

Rating: NR

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Art, China and Censorship According to Ai Weiwei | Season 2012 Episode 12/11/2012 | PBS NewsHour

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PBS NewsHour Clip: 12/11/2012 | 8m 30s Ai Weiwei has spent his career creating art with a direct social and political message. His photos, sculptures and installations highlight issues like Chinese censorship and corruption. Jeffrey Brown reports on Ai's artistic career and "According to What?," an exhibition of his work at the Hirshhorn Museum in Washington.

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My Ai Weiwei presentation on media and activism:

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My Ai Weiwei presentation on media and activism:

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Not sure where to upload this so...

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I've added mine under the Dropping of the Han Dynasty Urn art

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In the passage:
Absurd
Assertive
Humorous

Tone Descriptors:
Absurd
Assertive
Inane
Aggressive
Flippant
Cruel
Pessimistic
Flippant
Optimistic
Satirical
Condescending
Sarcastic
Whimsical
Intimate
Sentimental
Nostalgic
Patronising
Macabre

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Satirical
Aggressive
Condescending
Patronizing
Disbelief
Arrogant

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Exasperation
Irritation
Satirical
Sarcastic
Ironic
Comical
Absurd

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Sarcastic
Arrogant
Ironic
Ridiculous
Whimsical

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Comical
Ironic
Surprising
Tone discriptors:
- eerie
- scary
- humorous
- funny
- sombre
- intense
- exhilarated
- depressed
- suspenseful

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Upload here. The title of your audio must be your global issue

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Upload here. The title of your audio must be your global issue

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IO practice: Handmaid's Tale and Ai Weiwei's work "The Sunflower Seeds"

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IO practice: Handmaid's Tale and Ai Weiwei's work "The Sunflower Seeds"

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Extract: pages 14-15
lines:15-52

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1. Twain's tone within this passage is explanatory as the speaker tries to give an explanation towards Cooper's actions. However, the tone is also one of bafflement as the speaker is perplexed by the fact that Cooper could allow such a careless action to take place and rather than do something about it, he ignores it. The attitude towards the subject, held by the speaker, is central to the tone of the passage.

2. Twain creates this tone through his use of syntax. The complex sentences reflect the speaker's  need to process his thoughts and his attempt to understand Cooper's actions. Twain's use of adverbs, such as 'heedlessly', also emphasise this tone of bafflement as he underlines the disbelief at Cooper's carelessness and inability to understand why he has ignored what happened.

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1. The tone of Mark Twain in this passage is informatory and explanatory as he's trying to explain Coopers actions to the reader.
2. Twain creates tone in his sentences by using words that do no specifically shows any type of emotions, instead descriptive words are used to create a tone that is more explanatory.

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1. Twain presents a narrative tone and it's is informative and it focuses on explaining the actions of the subject
2. Twain create this tone by carefully selecting and using words that does not show emotional appeal to the reader. He instead uses descriptive and explanatory words to create an informative tone

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1. Twain portrays a explanatory tone as he explain the actions of Cooper to the reader but also displays a tone of perplexity as is surprised at Coopers nonchalant actions. The attitude towards the subject forms the central tone of the passage.

2. Twain creates the tone through the use of complex sentences, with heavy use of commas and dashes as to portray his need to step-by-step think through the actions of Cooper and how he could be so careless in his actions.

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Or look at Velvet's words from last week in the next column

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Or look at Velvet's words from last week in the next column

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1. Twain's tone towards the reader is anecdotal as he speaks with a sense of reminiscence as he explains the previous actions of the two characters. However, Twain's use of syntax makes his word's broken, as if he is think hard about what to write. This creates a lighter, thoughtful tone towards the speaker.
2. The thoughtful tone is created through the use of syntax, the use of semicolons and dashes make it seem like Twain is still thinking whilst writing the extract, so therefore the sentences are being interrupted. His choice of vocabulary and the way it addresses the reader creates an anecdotal tone, as if he is storytelling.

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Surveillance and absolute control of a state

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Surveillance and absolute control of a state

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Ai Wei Wei: Surveillance Camera.2013

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Surveillance and absolute control of a state

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Extract from The Handmaid's Tale: Page 245 lines 13-40 and page 246 lines 1-12.
Ai Weiwei's 'Dropping a Han Dynasty Urn'

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HMT 1985: p. 238 Lines 1-38
Ai Wei Wei: Study of Perspective, Tiananmen Square 1995

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HMT 1985: p. 238 Lines 1-38
Ai Wei Wei: Study of Perspective, Tiananmen Square 1995

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Sorry my connection is really bad, and it took ages to send.

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Global issue: Politics, power & justice.
Margaret Atwood's THT (1986) extract: Line 26 on page 257 to line 17 on page 258 at the end of chapter 38.
Ai Weiwei's Straight (2008-2012).

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Practice IO - Atwood's THT and Ai's Straight

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He Xie*/Crab.

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What grade would you give this oral?Use the criteria

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What grade would you give this oral?Use the criteria

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1. The tone of the passage is clear and direct as the subject is central to the tone of this passage where Twain explains Cooper's actions in the passage.
2. The direct tone is created through the anecdotal form of story telling. As Twain uses syntax that creates the idea that a story or a memory is being told. The use of semi-colons directs the reader and allows them to think, emphasising the writers through process as a result. In addition, the dashes used breaks down the flow of the passage to demonstrate the recalling of thoughts.

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Listen and add your comments and scores below

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Listen and add your comments and scores below

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Criterion A: Level 8
The oral shows good understanding of the context of both bodies of work. Interpretations are relevant to the global issue, and references to the extracts are frequent throughout the extracts, however links to the global issue are not constant throughout the oral.

Criterion B: Level 7
The oral shows good analysis and evaluation of both bodies of text, however the links to the global issue need to be made clearer and language needs to be used to highlight the links between the texts more frequently.

Criterion C: Level 6
The oral shows adequate coherence, balance, focus and organisation.

Criterion D: Level 5
Frequent use of filler words 'uhh.. sorry..." and pauses.
The tone is rushed and sometimes sounds confused; not always clear.
A formal tone with frequently applicable language used, however the vocabulary and syntax used could be more varied and accurate.

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Criterion A: 8
Oral shows good understanding of the context of both bodies of work. Interpretations are relevant to issue. References to extract are frequent
Criterion B: 6
Oral shows adequate analysis and evaluation of how the authors present the global issue through authorial choices in the extracts, the work and the body of work.
Seems to read out the extracts a lot

Criterion C: 9
Oral shows effective coherence, balance, focus and organization.

Criterion D: 10
The student’s use of vocabulary, tone, syntax, style and terminology is convincingly accurate, varied and effective.
Tone is constant and level.

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A: Level 7
The oral shows good
knowledge and
understanding of texts. However, links to global issue are not always so solid and focused.

B: Level 8
The candidate analysed and evaluated the literary extract and the non-literary extract very well.

C: Level 6
The oral shows adequate coherence, balance, focus and
organisation.

D: level 6
The use of language is good, as she used formal language and appropriate terms, however the candidate often used filler words such as "ummm", "uhhh" and "emmm" .

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Criterion A: Level 8
The oral displays a good understanding of both texts and the interpretations are relevant to the global issue. However, I think that more links to the global issue are needed to score in the 9-10 band.

Criterion B: Level 8
The oral shows good analysis and evaluation of the global issues within both texts, however, I think that these links need to be made clearer.

Criterion C: Level 7
I think that the oral shows a good balance and focus.

Criterion D: Level 6
The student uses varied and effective vocabulary, however, she also frequently uses filler words such as 'uhh' and umm'.

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Criterion A: Level 9
The oral shows perceptive understanding of her texts, with context frequently referred to. The interpretations are constantly relevant to the global issue and uses convincing references to the bodies of work.

Criterion B: Level 9

The oral shows insightful analysis and evaluation of both bodies of text, and this analysis is constantly linked to her chosen global issue. However the global issue’s links to the body of work could be more frequent.

Criterion C: Level 10
The oral shows effective coherence, balance, focus and organisation. The oral flows together well, and both texts are contrasted and organised coherently.

Criterion D: Level 10
Tone is clear, accurate and consistently steady. Syntax is phrased clearly, allowing the listener to engage with the oral. A convincingly accurate and varied use of vocabulary and terminology used consistently throughout the oral.

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Criterion A: knowledge, understanding and interpretation
Level 8: The oral shows good knowledge and understanding of texts. Interpretations are very relevant to the global issue and frequently supported by appropriate references to the extracts, the work and the body of work.

Criterion B: Analysis and evaluation
Level 7: The oral shows good analysis and evaluation of how the authors present the global issue through authorial choices in the extracts, the work and the body of work.

Criterion C: Coherence, balance, focus and organisation
Level 7: The oral shows good coherence, balance, focus and organisation.

Criterion D: Language
Level 7: The student’s use of vocabulary, tone, syntax, style and terminology is frequently accurate, varied and effective.

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Criterion A: Level 8
The speaker clearly demonstrates her knowledge in both text and also the respective author's body of work with plentiful reference to both text. There is also good connections to the global issues but at times the connection is hard to see.

Criterion B: Level 9
The oral shows insightful analysis and evaluation of how authors present the global issue

Criterion C: Level 8
There is a good balance between the 2 text and the overall structure is clear. However, at times  the focus shifts away from the global issue.

Criterion D: Level 10
The tone and syntax is clean and consistent and there is a good variety of style and terminology used through out the analysis

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Criterion A:
Level 7: Oral shows good knowledge and understanding of the texts. Interpretation are very relevant to the global issue of patriarchy and frequently supported by appropriate reference from the texts and body of work.

Criterion B:
Level 7: The student demonstrates good analysis and evaluation of how the authors present the global issue through authorial choices in the extracts, the work and the body of work. Refers back to the issue when analysing the text.

Criterion C:
Level 5: The oral shows adequate coherence, balance and focus. However, the organisation of ideas is sometimes unclear and lacks effectiveness.

Criterion D:
Level 6: As the student generally uses vocabulary, tone, syntac, style and terminology accurately. A sense of confusion and nervousness causes hesitation and the use of filler words.

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Criterion A: Level 9
The oral shows very good knowledge and understanding of the two texts and the references to the global issue are consistently relevant.

Criterion B: Level 9
The oral shows insightful analysis and evaluation of both texts, however, the links to the global issue could be more frequent.

Criterion C: Level 9
The student's oral shows effective coherence and balance. It is very well organised.

Criterion D: Level 10
The student's use of vocabulary and syntax is extremely accurate and effective.

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Criterion A: 7
Oral shows good knowledge and understanding of texts. Interpretations are very relevant to the global issue and frequently supported by appropriate references to the extracts, the work and the body of work.

Criterion B: 5
Oral shows adequate analysis and evaluation of how the authors present the global issue through authorial choices in the extracts, the work and the body of work.

Criterion C: 4
Oral shows some coherence, balance, focus and organization.
Sometimes, her thoughts aren't streamlined and waffle around a bit.

Criterion D: 5
The student’s use of vocabulary, tone, syntax, style and terminology is generally accurate, varied and effective.
Audibility nervous i.e. incessantly clears her throat and apologising, voice picks up in pace at random sections and causes stuttering, fillers and hesitation.

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Criterion A: Level 8
The oral shows good understanding  and knowledge of the text. There are frequent but not constant links to the global issue.

Criterion B: Level 8
There is good analysis and evaluation of both texts, however, more connections to the global issues are need for level 9 or 10

Criterion C: Level 7
The oral shows good coherence, balance and focus. But more organisation different ideas is needed for higher levels

Criterion  D: Level 7

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Criterion A: knowledge, understanding and interpretation
Level 10: The oral shows perceptive knowledge and understanding of the texts. Interpretations are consistently relevant to the global issue and effectively supported by convincing references to the extracts, the work and the body of work.

Criterion B: Analysis and evaluation
Level 9: The oral shows insightful analysis and evaluation of how authors present the global issue through authorial choices in the extracts, the work and the body of work.

Criterion C: Coherence, balance, focus and organisation
Level 9: The oral shows effective coherence, balance, focus and organisation.

Criterion D: Language
Level 8: The student’s use of vocabulary, tone, syntax, style and terminology is frequently accurate, varied and effective.

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Criterion A:
Level 9:

The oral shows perceptive knowledge and understanding of

the texts. Interpretations are

consistently relevant to the global issue and effectively supported

by convincing references to the

extracts, the work and the body of work.

Criterion B:
Level 9
The oral shows insightful analysis and evaluation of how authors present the global issue through authorial choices un the extracts, the work and the body of work.

Criterion C:
Level 10:
The oral shows effective coherence, balance, focus and organisation.

Criterion D:
Level 10:
The student uses vocabulary, tone, syntax, style and terminology that is varied and effective in convincing and accurate manner.

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A: Level 9
The oral shows perceptive knowledge and understanding of
the texts. Interpretations are consistently relevant to the global issue and effectively supported
by convincing references to the
extracts, the work and the body of work.

B: Level 8
The oral shows good analysis and evaluation of how the authors
present the global issue through authorial choices in the extracts,
the work and the body of work.

C:Level 9
The candidate oral is very well balanced, focused, organised and its very coherent.

D: Level 10
The student’s use of vocabulary, tone, syntax, style and terminology is convincingly accurate, varied and effective. No filler words are used and overall the oral is very clear.

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Criterion A: knowledge, understanding and interpretation
Level 8: The oral shows good knowledge and understanding of texts. Interpretations are very relevant to the global issue and frequently supported byappropriate references to the extracts, the work and the body of work.

Criterion B: Analysis and evaluation
Level 6: The oral shows adequate analysis and evaluation of how the authors present the global issue through authorial choices in the extracts, the work and the body of work.

Criterion C: Coherence, balance, focus and organisation
Level 5: The oral shows adequate coherence, balance, focus and organisation.

Criterion D: Language
Level 5: The student’s use of vocabulary, tone, syntax, style and terminology is generally accurate, varied and effective

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Criterion A: Level 7
The oral shows good knowledge and understanding of texts. Interpretations are very relevant to the global issue and frequently supported byappropriate references to the extracts, the work and the body of work.

Criterion B: Level 7
The oral shows good analysis and evaluation of how the authors present the global issue through authorial choices in the extracts, the work and the body of work.
I don't understand why she analysed works separately and not side by side to link them to the global goal.

Criterion C: Level 5
The oral shows adequate coherence, balance, focus and organisation. The oral is not structured in a way that both works can be compared side-by-side and linked to the global issue.

Criterion D: Level 8
The student’s use of vocabulary, tone, syntax, style and terminology is frequently accurate, varied and effective. Use of fillers and the word 'kind of'/'like'/'you know...' reduces formality.

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Criterion A: Level 6
The oral does show adequate knowledge and understanding of the texts, however, the interpretations are only generally relevant to the global issue.

Criterion B: Level 7
The oral shows a good analysis and  evaluation of the texts and how the global issue is presented throughout them.

Criterion C: Level 7
The oral shows good balance and coherence. However, I think it could be better if the works were compared side by side to link them to the global issue.

Criterion D: Level 8
The student's use of vocabulary and terminology is frequently accurate and effective.

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Criterion A: 6
The oral shows adequate knowledge and understanding of texts. Interpretations are generally relevant to the global issue and generally supported by references to the extracts, the work and the body of work.
Criterion B: 7
The oral shows good analysis and evaluation of how the authors present the global issue through authorial choices in the extracts, the work and the body of work.

Criterion C: 6
The oral shows adequate coherence, balance, focus and organization. Not much side to side comparison is done between the two works.

Criterion D: 8
The student’s use of vocabulary, tone, syntax, style and terminology is frequently accurate, varied and effective.
Infrequent use of fillers but still present.

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Criterion: A
5-6 Adequate knowledge and understanding of the texts. Interpretations are generally relevant to the global issue and generally supported.

Criterion B: Level 5-6
Oral shows adequate analysis and evaluation of how the authors present the global issue.

Criterion C:
Level 5-6
Adequate focus, balance, coherence and organisation of ideas. Slightly more focused on the literature work.

Criterion D:
Level 7-8
The student’s use of vocabulary, tone, syntax, style and terminology is frequently accurate, varied and effective.

# data[].attributes.body
A: level 7
The oral shows good knowledge and understanding of texts.
Interpretations are very relevant to the global issue and frequently
supported by appropriate references to the extracts, the work and the body of work.

B: Level 6
The oral shows adequate analysis and evaluation of how the authors present the global issue through authorial choices in the extracts, the work and the body of work.

C: level 6
The oral shows adequate coherence, balance, focus and
organisation.

D: Level 7
The student’s use of vocabulary, tone, syntax, style and terminology is frequently accurate, varied and effective.

# data[].attributes.body
A: level 6
In general, there is a adequate knowledge and understanding of the text. And sometimes mentions  the connection to the global issue

B: level  7
The is some adequate analysis evaluation but there are less connections  to global issue

C: level 5
There is adequate  coherence but the balance between the two text is not equal.  And ideas need to be more focused and organised

D: level 7
There is some use of terminology and there are some adequate and accurate vocabulary and syntax

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It is always dangerous when facing a crisis to invoke war as an analogy. War is chaos. War, as Thomas Hobbes and those with personal experience know, is limitless death and destruction. By definition, it comprises uncontrollable, random events occurring in a vacuum when the laws and conventions that bind people and societies in peacetime no longer apply.

Politicians, scientific experts and commentators who now routinely resort to wartime metaphors, images and language to describe the battle against Covid-19 do so at their peril. And yet few heed the danger. "We are at war," the French president, Emmanuel Macron, declared repeatedly in a national address last week - ignoring the fact that any talk of war is inherently scary.

Donald Trump, who dodged the Vietnam draft, now pretentiously calls himself a "wartime president". Boris Johnson, another man who never wore uniform, suggests the country is fighting a second Battle of Britain. Cringeworthy newspaper headlines summon up the " blitz spirit ", recycling 1940's propaganda.

In some key respects, a war and a pandemic do pose similar challenges and require similar responses. In Albert Camus's 1947 novel, La Peste (The Plague), the initially unbelievable spread of a lethal disease in a small town serves as an allegory for human suffering in the fascist era. "We find it hard to believe in a pestilence when it descends upon us," he wrote. Camus continued: "There have been as many plagues in the world as there have been wars, yet plagues and wars always find people equally unprepared. When war breaks out, people say: 'It won't last long, it's too stupid.' And war is certainly too stupid, but that doesn't prevent it from lasting. Stupidity always carries doggedly on."

War is not only stupid. It is by its nature divisive. And divisions spawned by Covid-19 are everywhere: in last week's ugly blame game between the US and China; in the closing of Europe's and America's borders to "foreigners"; in the failure, as Gordon Brown says, of the international community to join forces effectively.
Home Office releases 300 from detention centres amid Covid-19 pandemic
The language of war divides communities. For each volunteer supplying food to the elderly, there are legions of panicked shoppers stripping supermarkets in a particularly stupid bid to pre-empt "wartime" rationing. In rural France, signs warn fleeing Parisians to go elsewhere - a disturbing echo of actual events during the Nazi occupation.

The familiar, often unjustified democratic compromises that accompany real wars are already evident in the fight against Covid-19. Governments around the world assumed emergency powers last week, limiting human rights such as freedom of movement and in some cases, freedom of speech. From Peru to Italy, troops took to the streets.

Claiming to be bolstering safety yet feeding fear, politicians cite a vast threat from an "invisible enemy". As in an actual war, they deem collateral damage to be unfortunate but inevitable. All victims of coronavirus are innocent - yet some, like those thrown out of work or left penniless by arbitrary government decrees, are more innocent than others.

Wartime democracy may be further compromised by the prospective suspension of parliaments and courts, and the postponement of elections. Local polls in France and Britain have been put off, as was last week's Democratic primary in Ohio. A question mark hovers over November's US presidential election. Having dismissed the virus as a hoax, Trump now wants to bribe voters with cash handouts.

Other institutional casualties in this new world of strife include the western churches, which have closed their doors to worshippers, as have mosques in Islamic countries. If there is a strong message of faith to be found in the anxiety, misery and death attendant on the pandemic, it has yet to be widely heard. This is a secular war, waged in temporal time.

As in past global conflicts, rivalrous allies are competing for postwar advantage. Western critics accuse China of trying to weaponise apparently successful suppression policies in Hubei to showcase the advantages of centralised, authoritarian governance over less organised democratic models.

Europe and Trump's America are at odds on several fronts. Winning the battle with the virus is important. But for some, winning the wider geopolitical and moral argument may be more so.

In this epic global confrontation - some even call it the third world war - symbolism matters. That's why Japan and sporting bodies are desperate that the Tokyo Olympics do not succumb. The Games have become the Covid-19 Stalingrad equivalent. "Not a step back" is their borrowed, desperate motto.

It's too soon to start naming war heroes. But Chris Whitty, Britain's chief medical adviser - the " man with our lives in his hands ", as the BBC calls him - and the Imperial College epidemiologist, Neil Ferguson, have shown bravery under fire.

When countries take up arms, an abiding question for those required to make sacrifices concerns the sort of society they want when it's all over. The war of Covid-19 has already produced some startling shifts, such as increased political and business support for universal basic income, state controls and environmentally friendly home working.

Radical social upheaval may be the welcome price of eventual victory. It's often said, after a major conflict, that things will never be the same again. Nor should they be. Historically, war often leads to revolution. Armchair generals Trump and Johnson please note.

* Simon Tisdall is an Observer columnist
Topics

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Lay off those war metaphors, world leaders. You could be the next casualty... | Simon Tisdall

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It is always dangerous when facing a crisis to invoke war as an analogy. War is chaos. War, as Thomas Hobbes and those with personal experience know, is limitless death and destruction. By definition, it comprises uncontrollable, random events occurring in a vacuum when the laws and conventions that bind people and societies in peacetime no longer apply.

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Censorship in information and communication

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Censorship in information and communication

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THT: P.88 line 18 - P.89 line 26
Ai Weiwei: Remembering, 2009

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I think that it is interesting that these world leaders are so keen to liken this pandemic to war. The article makes a point of the fact that they have never been drafted to fight in a war, implying that they don't know what they are talking about. However, the article does go on to discuss the similarities between this pandemic and war despite the fact that at the beginning of the text, these leaders are being warned that their war metaphors are dangerous. Ultimately, I think that their need to compare this pandemic to war shows their childish need to believe that they are important.

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It is definitely interesting and somewhat funny that a president who has never been drafted into a war is so desperate to fight one. I agree with Maisie that this pandemic is just another medium for them to fulfill their self importance as they don't understand the severity of war and just what it can do to a country.

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I think this is really interesting how this articles shows that world leaders are using war analogies to describe this pandemic when they have never actually been to war. I think this  shows us how world leaders always have war in mind and just always want to gain an advantage over other countries. However I do think that perhaps some of the example used in the article seemed forced..? I think that some world leaders are using the war as a metaphor as it could take many lives if it is not addressed properly.

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I would like to research his life (biography).

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I'd like to research the Tiananmen Incident

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I would like to research his cultural context.

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The Misty Poets

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remember in your IO you need to discuss the whole body of work and the poet's attitude to global issues so this research
of context work is super important!

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Can you type FINAL if the ones here are your FINAL versions?

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Can you type FINAL if the ones here are your FINAL versions?