Ejlif & Morten (their sons, aged 13 and 10 respectively).
Peter Stockmann (the Doctor's elder brother), Mayor of the Town and Chief Constable
Setting (AMY)

The play takes place in a coastal town in southern Norway
Relationship with the author's previous play (AMY)
He wrote the play directly after "Ghosts," which got all kinds of nasty criticism in the papers for its talk of taboo subjects like syphilis and assisted suicide. Dr. Stockmann, the protagonist of An Enemy of the People, harshly criticizes just the sort of liberal media that had talked smack about Ghosts.

As I read play reviews and some background information about the play and the author, I briefly learned what the play is about. The story starts from where the protagonist founds out contamination in the water of the town. As he tries to tell the town people about this danger, he becomes the “enemy” of the people. It is interesting that the protagonist gets criticized when he is trying to help the town. I got looking forward of reading the play after I learned about the play.

I made plans of reading the play so that I can finish the play and start my assignment on time. However, as it took longer than I thought, I arranged my plan and divided the play into more parts so that I read more often. 

This week I focused on reading my play. The play became really interesting to me since the plot showed many ironies and made me very engaging. 

I wrote a short summary of every act that I read. This helped me to recall the previous content and understand better at the current situation. As I tried to write the important parts of the play, I concentrated more on the content and the tones of the character. 

Even though the deadline for finishing the play was due on February 12th, I didn’t finish the play yet 😭. I should finish reading my play so that I am on track and start planning the next assignment. To prevent this kind of procrastination, I will plan my daily plans with more details. 

In order to maintain focus and read my play every day, I read my play 1 hour a day with my friend. I set my goal to finish the play this week and start outlining the tableau vivant next week. 

This week, I finished reading the play. To start my tableau vivant, I selected a few turning points throughout the play and tried to choose the most significant one. I took the photo by using my mom and sister and the place where I am staying. Also, I decided my book for the IDRP. I listed the books that I liked and chose from those books. I also worked on my IO by choosing my global issue and listing focal aspects. 

For my tableau vivant, I attempted to maximize the use of my equipment that I can use. I tried to visualize the scene in my head and looked for anything that I can use as a feature. I tried to use light, costume, composition, structure, etc.

This week, I learned several grammar rules and the one that was most interesting to me was the hyphen rule. I only used hyphen in the phrase “__-year-old,” but I now know how to use it as a fraction. It was interesting that I can say fractions in a different way. 

Collaboration 

For the tableau vivant task, our group shouldn’t have the same scene. However, I noticed that we didn’t talk about our scene choice. I think we should talk more about the assignments and ask each other questions if there’s a problem. 

I had a zoom meeting with Ms. Cover this week. Since I was having a difficulty in finding an article related to them, Ms. Cover gave me examples of key words that I could use to search my articles. Also, she approved both of my focal aspects that I was thinking of. The day after, I found an article related to one of my focal aspect and chose it as my IO article. 

I also finished my tableau vivant rationale this week. I read the rubric and noticed that I need an insightful analysis of the content. I carefully read the part of the play again to see if I was missing anything of the characters’ emotions and actions. I tried to think further and kept making questions by wondering why the character did this action, what did he wanted to happen, and what changes if he does that. 

Recently, I saw a video from a magazine company that shows women’s image in the actual society. In the video, there is a part when the narrator said, “you hyphenated your name?” I didn’t understand this part before, but after I learned that people can hyphenate their real family name, I was able to understand the context and what the narrator was talking about. Even though I know the basic grammar of English, I noticed that there are still many parts that are unfamiliar with me. This made me passionate in learning these grammars. 

This week, I worked on my visual text analysis. I read the task sheet and the rubric carefully and started my outline. I edited and organized my outline several times because I had difficulty in linking to the power and explaining it. Every time I made a change, I read the entire paragraph so that it makes sense and doesn't have a grammar mistake. I also read the poster analysis that we did in groups last time to improve and add the stuff that I missed. I consistently read the rubric and checked that I’m writing in the right direction. Even though this task was challenging for me, I enjoyed it as I practiced looking for visual techniques, interpreting those different elements, and connecting them to one same purpose and power. 

I gave feedback to my friend on her comparative essay. Since I didn’t do my comparative essay yet, I first read the rubric and the main ideas that are required before I read hers. I raised some questions about power and suggested some parts where power can be more indicated. Since she and I have different plays, I tried hard to understand the context and asked her questions about the play. After I gave feedback, I thought to receive feedback from a peer who doesn’t know my play is good because it causes me to write more in detail and coherent so that everyone can understand.  As I read hers, I could get an idea of how to write the comparative essay and decided to ask her to give feedback on mine. 

The grammar 'was and were' was very interesting. I learned to always  use singular verbs when I talk in a third-person view; however, this grammar lesson had changed that rule. I think this grammar is really important to know and to use since hypothetical and wishful thinking situations are common. I am glad to learn this grammar so that I don’t mistake on was and were in different places.  

For my comparative essay, I tried to keep on asking questions to the main characters to understand their intentions, emotion, and why they did a certain action. In order to know their emotional similarities and differences, I carefully reread the plays and tried to understand the situations in their perspectives. Also, I made a table listing the characteristics of each main character to find more comparisons. 

As I stay in my house with my family, I noticed that my concentration had decreased, and my work efficiency got lower than before. I experienced difficulties in finishing my tasks and eventually finished them late. I felt like I’m getting distracted easily, so I think I didn’t do well in achieving my responsibility. From now on, I decided to write daily specific plans to force me to do my work and keep on reminding me to do them.