Truth, lies and in-between |
In the truth, lies, and in-between project we worked in groups make the myth we were assigned seem real to our audience. We made a lot of mistakes in this project that we later fixed and learned from. Most of our mistakes revolved around the script and video making process of the project. We made mistakes with our acting, sound quality of the video, and some of our information we gathered did not match up with the script. We used the feedback of our teachers, class mates, and group mates to fix our mistakes. We ended up re-filming most of the scenes in the video. We also made quite a few mistakes we our props. We tried to create a bathtub with blood dripping from the sides, but it took several failed attempts before we got to our finished product. We fixed our mistakes by working together as a group and taking in feedback from outsiders.
We took a lot of risks with this project. We tried new things such as making a small film and editing all of the scenes together. Thankfully one of our group members was very good with this side of technology. We made mistakes when trying new things such as acting and using technology to make a short film, but we were able to fix these mistakes by asking others for assistance and also researching on how to make a short film. It would have been easier to film our short film on IMovie, an app on our phones, but we decided to use a more complex site to do film and edit our short film on. Because we tried something new and took a risk, our group was very happy with the end product.
Our group had to collaborate a lot for this project. We shared ideas of how we were going to address our myth to class, how we would make the short film, and what the script should say. The group member that was good with technology thought us how to use different programs for editing all the scenes together, so that we could help her with the process. We each examined our film and project together and gave feed back on the areas we needed to work on. We each helped each other to stay focused, do better on our acting, and we helped each other write the script.
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History of medical science
My group and I decided to research and examine the rabies vaccination for the history of medical science project. It took us awhile before we decided to settle on the idea of using the rabies vaccination for our project. Our original idea was to use the bullet extractor for our project, but we later decided to change it when we realized we would not be able to create an interactive museum piece with this idea. We ended up creating a video game, news like video, and quiz surrounded by the idea of the rabies vaccination. We used the interactive museum piece so our audience could get a better meaning of the importance of this vaccination. We made a couple of mistakes through out this project, but we were able to learn from them and fix the mistakes before the project was graded. The video game was recreated a few times because it wasn't as interactive as we wanted to be and it didn't revolve around the idea of rabies. We later created a more difficult version of the game and put the idea and importance of the rabies vaccination into the game. In the video game you need to get the rabies vaccination for your dog who has been bitten by a rabid animal. While you are trying to obtain the vaccination you are faced with obstacles such as rabid people and animal. These rabid people and animals are dangerous because if you get bitten you will also get the rabies virus since it is spread through saliva. We also made a mistake with our placard for biology. We did not add enough information about the disease and how the vaccination works. Myself and another group member fixed this problem by consulting with our biology teacher and doing research in the textbooks. One last thing our group had trouble with was drawing the picture for art. We changed the idea of what we were going to draw several times and switched the role around 3 different people. We later decided to settle on having two people work on the drawing and we discussed what our ideas for the drawing as a whole.
I reflected on our project when we had the finished product. I went mostly over the writing aspects of the project. I made sure the placard had all of the information listed on the rubric for each subject. I also looked for any finale grammar mistakes and I made sure we did the maximum for each subject. By doing the maximum we had about 300 more words than was required on the placard, we added additional information for the placard, and we also made sure each group member was knowledgeable on the topic so we could be prepared for any questions our teachers or peers might ask. I discovered that its easier to do the minimum for projects, but to make a project informative and nice you have to do the maximum. Doing the maximum for a project doesn't just give you an A, but you get to learn from the project. The project went by quickly and without problem because we put our best effort into our project. In return we got a very good grade and we also learned from the project.
I worked very well with my project group. We each took on different roles in the beginning, but in the end we helped each other with everything. We each fulfilled our original roles, but each group member got to experience a small portion of each role. We also helped by sharing our ideas and passed around information to each other that we researched. One of my biggest job for the project was working on the placards. I asked my fellow group members to edit my writing and to give me feedback. This helped a lot because I got to fix mistakes I had made that I didn't notice. I helped one of my fellow group members with research extra information about the rabies vaccination and disease. We spent several days collecting information from different sources and in the end gathered 3 pages full of extra information about rabies. With the knowledge I had learned from gathering this information I was also able to help write a script for our video, so the video could inform viewers about the vaccination.
Water, Water, Everywhere
In the water, water, everywhere project our class made coil pots and face jugs. This project helped me to develop art-making skills. I learned how to form face features out of clay, how to make pots out of clay, and I learned different clay techniques. I also learned the process of making pots out of clay such as the different stages. At first I was unsure how to apply the techniques I had learned to the clay pots. I became familiar with the clay the more I experimented and used it. I have learned from this project that I am at an ok standard when working with clay. I think if I were to apply more of what I learned from the techniques and practiced them more I could improve my art skill upon clay.
My head was fulled of creative thoughts when coming up with the idea for my face jug and coil pot. I had drawn several ideas of what I imagined my clay pots to look like. For my face jug I used several ideas and combined them into one. I used the features of monsters, vampires, wolfs, and other animals to help me form an image of the beast. My ideas happened accidentally. I was scrolling through the internet for ideas for my face jug and I used features from all sorts of different images. I just started drawing and putting where each feature fit best. While working on my face jug I couldn't copy my drawing perfectly but I used it as an outline of what I wanted to create. I made my sketch for my coil pot intentionally. I looked at different patterns and I put them together in a way I thought looked best. I did my best to reduplicate my drawing into the clay pot.
I observed my class mates and their pots carefully. They gave me inspiration and ideas. This caused me to take risks in my own projects by going away from my original ideas and forming something out of my imagination. By observing my fellow class mates I decided to change things in my pots. For example with my face jug I decided to add horns to my beast instead of ears after seeing several other face jugs with horns. With my coil pot I observed the techniques my class mates used when approaching different patterns. This helped me to be able to form different patterns in easier and better looking ways. I was able to learn from my class mates by observing how they worked and used clay during the water, water, everywhere project.
Outbreak project
In the outbreak project each group picked a disease from the region we were assigned. Our group was assigned the middle east region and we decided to revolve our project around malaria. Malaria is a disease that is spread through the saliva of mosquitoes. We created a travel advisory video, a time line, a power point presentation, a 3D model, and a containment plan for this project. We also presented our project among other people. Our prevention plan for malaria consisted of bio engineering mosquitoes to carry the vaccine inside their blood streams. This plan would be effective because when the mosquito bites some one the vaccine will automatically be transferred into that persons blood stream.
Our project group faced many challenges along the way. We were able to fix these problems by learning from our mistakes and working together to fix them. For example we made several mistakes with our 3D model. Our 3D model wasn't printing out properly and I had to manually fix it by taking a knife and carving out the unwanted pieces. Our video and brochure also consisted with a few problems and at first didn't follow the rubric properly. We fixed the video by re-shooting a few scenes, making the video content more serious, and editing certain things out. We fixed our brochure by listening to the constructive criticism of our peers and teachers. We ended up putting more information, fixing the layout of the brochure, and adding different pictures. We also faced a few challenges among our group members that seemed at the time difficult to overcome. We were soon able to overcome the challenges by talking it over and setting the differences aside. In this project I learned how to use tinkercad better, present a project in front of a big crowd, and work efficiently with my peers.
I reflected on the outbreak project when we were practicing our presentation in the auditorium. I focused on our power point information, our video, and our scripts for the presentation. Reflecting on the project helped in many ways. We saw at least 3 mistakes that we still had to fix on our video, we revised our scripts, and we started working on our persona when we were presenting. We started trying to reframe from saying word "um" and practiced our body language, so it showed confidence. Personally I noticed that I had to work on not keeping my hands in front of me because that behavior demonstrated being insecure. On the final presentation I was able to keep my body language from not showing insecure behavior.
We were given match boxes by our art and history teachers. The idea of the project was to create something out of the match box that would represent a problem we strongly disagreed with. I decided to do my project against poaching. I strongly disagree with poachers because animals have feelings, they are some times defenseless, and they are beautiful creatures that shouldn't be hurt. Poachers torture these beautiful animals for greed and worse for fun. These violent acts cause these animals to become endangered and some times instinct. Poaching is illegal, but recently Donald Trump passed a law that allows poachers to bring elephant parts into the united states as trophies. These poachers obtain these parts by illegally killing and torturing the elephant.
Our project group faced many challenges along the way. We were able to fix these problems by learning from our mistakes and working together to fix them. For example we made several mistakes with our 3D model. Our 3D model wasn't printing out properly and I had to manually fix it by taking a knife and carving out the unwanted pieces. Our video and brochure also consisted with a few problems and at first didn't follow the rubric properly. We fixed the video by re-shooting a few scenes, making the video content more serious, and editing certain things out. We fixed our brochure by listening to the constructive criticism of our peers and teachers. We ended up putting more information, fixing the layout of the brochure, and adding different pictures. We also faced a few challenges among our group members that seemed at the time difficult to overcome. We were soon able to overcome the challenges by talking it over and setting the differences aside. In this project I learned how to use tinkercad better, present a project in front of a big crowd, and work efficiently with my peers.
I reflected on the outbreak project when we were practicing our presentation in the auditorium. I focused on our power point information, our video, and our scripts for the presentation. Reflecting on the project helped in many ways. We saw at least 3 mistakes that we still had to fix on our video, we revised our scripts, and we started working on our persona when we were presenting. We started trying to reframe from saying word "um" and practiced our body language, so it showed confidence. Personally I noticed that I had to work on not keeping my hands in front of me because that behavior demonstrated being insecure. On the final presentation I was able to keep my body language from not showing insecure behavior.
We were given match boxes by our art and history teachers. The idea of the project was to create something out of the match box that would represent a problem we strongly disagreed with. I decided to do my project against poaching. I strongly disagree with poachers because animals have feelings, they are some times defenseless, and they are beautiful creatures that shouldn't be hurt. Poachers torture these beautiful animals for greed and worse for fun. These violent acts cause these animals to become endangered and some times instinct. Poaching is illegal, but recently Donald Trump passed a law that allows poachers to bring elephant parts into the united states as trophies. These poachers obtain these parts by illegally killing and torturing the elephant.