Category: Hanga | Create

Eng 1 The Elizabethan World View

Our Learning Goal: understand and explain some key facts about the background to Shakespeare’s world.

Today we learned about how people saw the world in Shakespeare’s time.

Back in the 15th century Queen Elizabethans saw a whole creation of different hierarchical which was decreed by the god. She think that God is the highest form of being below god is angels and demons then below these creatures are stars, moons, kings, prince, nobles, men, wild animals, domesticated animals, trees, other plants, precious stones, precious metal, and minerals. Each level of hierarchy has its own level within the creations. For example there are different types of angels  with the Seraphim and Cherubim at the top going down to Archangels and Angels at the bottom.

This order of hierarchy was showed to Humans that they need to know where they are in the hierarchy, and not show disrespect to those above them in the order, or act inn a way which is beneath their station.

 

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  • Character: Positive attitude to life & active learning
  • Critical Thinking: Meaningful knowledge construction
  • Culture: Pūkengatanga

Week 7 Reflection – Restoring the Whenua

Last week we presented our Native Tree/Plant slides to Whaea Di. She watches us presents and gives us feedback for  our work and changes some stuff or adds some important details that we didn’t put on our slides.  I picked the Kohekohe tree and asked us about it like its scientific name, how it grow, what it produces, and what family it belongs to, etc. I’m gonna show you my slide and hope you guys enjoy it and leave some comments in the comment sections

Science Blog week 5 – 6

On 12th of November my Science class went to the Haruatai Park to do water testing. I wasn’t there because of some reasons so I have no clue of what happened.

13th of November we made a slide about New Zealand Native Trees and present to the class and here’s the link.

Blog 11 Restoring the Whenua

On Thursday the 16 of October the 25th we did a carbon emission experiment.

Experiment: Sugar + Concentrated Sulfuric Acid + Acid = Carbon + H2O + H2SO4

C12 H23 O11 + H2 SO4 = C + H2O + H2 SO4

 

On Friday the 17 of October we went to the Haruatai park to help restoring the whenua

Our teacher and on that day was Whea Lyndsay and Whaea Helen. The class split into 2 groups. I and the others went to the hell of death then we helped weeding the planted plants and there were a lot of thorns that stung our hands and the other group I dunno what they did.

Close Viewing Assessment – Ready Player One

We are learning to show understanding of visual texts through close viewing, using supporting evidence.

I analysed the sequence in the film Ready Player One (2018) directed by Steven Spielberg, from 1 hour 28 minutes to 1 hour 29:12 minutes into the film, which is the beginning of the final battle for the third key. In this scene, the director uses the techniques of Extra wide shot, Mise en scène, Sound, and Lighting. In the final battle of Ready Player One the director’s aim is emphasising the importance of teamwork, human connection, real world alliance to fight against the IOI before they get the last key of the easter hunt and whoever has the key keeps it.

 

The first technique I identified which the director used was Extra Wide Shot. We see Parzival, Sho, and Aech far from Anorak’s castle. We can see that they’re standing looking at all of the Oasis players running towards Anorak’s Castle while waiting for all of them to attack together against Anorak’s Castle. The effect of the extra wide shot is to emphasise the vastness of the virtual world and make the characters appear small, creating a sense of greatness that immerses the audience in their epic quest to get the last key to unlock the final gate/vault and claim ownership of the Oasis virtual world.

 

Another technique I identified was Mise en scène. In the scene we saw Aech using Iron Giant form while towards Mecha Godzilla attacking using his hand gun to help Parzival and Art3mis. The effect of this is to The effect of the mise en scène is to emphasise the event that occurred during a war and show an intense battle while this gives the audiences a thrilling and exciting feeling when Aech and Mecha Godzilla are fighting in the scene.

 

Another technique the director used was sound. We hear an orchestra playing music plays in the background then we see Samantha in a IOI gaming suit and wearing a VR helmet hiding its appearance to not get caught. The effect of this is to make the audience feel intense and emotionally involved in the moment. The rising orchestra music builds expectations making the viewers expect something important or dangerous to happen. It also increases the excitement and curiosity of the audiences about Art3mis mission and feel the pressure and danger in her situation in IOI.

 

A final technique Spielberg used was  lighting. We hear lightning flickering across the dark storm clouds as the digital force field around Anorak’s castle splits in half.. The effect of this is to It makes the audiences feel thrilled and on edge showing the power and danger of the battle. The bright lighting in the dark sky creates a contrast to emphasise the energy and scale of the fight.

 

Steven Spielberg used the techniques of Extra wide shot, Mise en scène, sound, and lighting in this sequence from Ready Player One the techniques emphasise all  work together to build tension, excitement, and immersion in the final battle scene. The extra wide shot shows the scale of the fight and helps the audiences see how massive and chaotic the war would be. The mise en scène including the digital costume creates a futuristic and intense atmosphere of the character. The sound, with the orchestra music plays adds suspense and emotional impacts while the lighting highlights the power and energy of the battle. All together they make the audiences feel involved in the action and understand the critical moment

  1. In this film unit I have learned about the camera techniques they use for and their meanings.
  2. One thing I found interesting was watching the scene then writing an essay using the camera techniques I picked to use in the essay I made.

Performance in Music

Learning goal: We were learning a piece of music to share with the class.

 

We had to learn a piece of music to share with the class. After 5 lessons we had to perform it.

1. The best part of doing this was? The best part of doing this class is you can play instruments and learn them.

2. The most challenging part of doing this was? When I have to practice a song that I have to present in class.

3. When doing a task like this again I would? I would do better than what I did the previous.

Reflection on the Holocaust memoir Night by Elie Wiesel

We read Elie Wiesel’s memoir/autobiography Night, about his experiences as a boy during the Holocaust.

 

  1. As a 12-year-old boy before the war, what sort of person was Elie and what was his life like? grew up in the close-knit Jewish community of Sighet.

 

  1. How had Elie changed from the 12-year-old boy in Sighet to the 16-year-old liberated from the concentration camp at the end of the war? He look at his reflection in the mirror and all he can see is a corpse.

 

  1. As you read and/or listened to Elie’s account of what he experienced during the Holocaust, how did it make you feel? I feel lucky I didn’t experience the horrible war.

 

  1. What part(s) of Elie’s story did you find most upsetting or hardest to cope with? Why do you think that was? When the war starts, his father died, and other jews that died.

 

  1. Did any part of Elie’s story give you hope or make you feel a bit better? Why? I felt better cause he shared his story about what happened during the holocaust.

 

  1. Has Elie’s story changed or made clearer your views about human beings, human rights, and how we relate to each other in society? How? Yes about prejudice.

 

 

  1. What is the most important message or idea you have taken from reading Night? Identity, faith, and the struggle to understand human suffering amidst the atrocities of concentration camps

 

Reflection on the film Schindler’s List

We are learning about the historical background to the Holocaust memoir Night, by Elie Wiesel.
We watched the 1993 movie Schindler’s List, directed by Steven Spielberg.

1. Which parts of the film did you find hardest to watch? Why do you think those parts affected you the most? When the holocaust started and they started killing people.

2. Which parts of the film gave you some positive feelings? Why do you think that was? When Oskar saved the Jews by letting them work in his factory and sacrifice himself for them.

3. What questions or issues do you have in mind now about the Holocaust, Human Rights, or anything else after watching this film? Why do the y have to kill the Jews and do they really have to start a war and kill over 6 million Jews?

4. What suggestions do you have for activities for the class to explore these questions? I want to learn more how they started and want to know every detail that happened in the holocaust.

 

The Jewish People and the Jewish Religion

We are learning about the historical background to the memoir Night, by Elie Wiesel.

  1. We watched two videos about Judaism (the Jewish Religion) and the Jewish people. Some things I found out were. I learned about Judaism religion and some of their words like Tzedakah. They were slave before but God set them free after 200 years and they travelled until they found a place where they started a Judaism religion.                                                                                                                                                                                                                             
  2. One thing I thought was interesting was?  How did they manage to learn the 613 commandments in the book of Abraham?
  3. I would like to find out more about?  Learn more about the Judaism religion.