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Day 7 - Lecture

During our lecture on day 7 we went over a few points that would help us with our multimedia portfolio presentation and group presentation coming up in the week. I was able to take the following notes:

We then went on to a group activity where each group was assigned an aspect of presentation that we had to come up with some points for. We then split up into seperate groups where we ended up with one person from each of the previous groups (one person per aspect) so that we were able to take down the notes each of the other groups came up with. This helped us build team work and group sharing abilities whilst getting to speak to different people from our lecture. I was able to come up with the following table from this activity:

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Day 6 - Tute 2

We looked over our assessment with the answers word doc to see what the correct answers were for the questions we didn't get right and also how to better structure some of our written responses. We made small annotations on the paper to help us with our final assessment. (See above)

>I need to work on my reading speed, as I spent way too much time reading the first article. I was only able to read the first article and answer the multiple choices within reading time. In future I must aim to read all texts and then begin to look at and answer the multiple choice questions in my head. A good idea would be to have a watch in front of me and note what time the exam/test will end so I can plan out how much time to spend on each section. I also need to make sure at the end of the exam that I have answered ALL questions.

During this tute we then continued on with our presentation preparation and work. I began noting techniques from the short film that we had chosen to use:

“You need to abort this child” - Highly modal, voicing a demand almost like the parents didnt have a choice to have the downsyndrome baby

“Im pregnant. I dont want this child. I want an abortion”- truncated sentences, highlighting his girlfriends certainty and definitive decision

“If you love me enough..you’ll take me”- film switches to a view of the man facing the outer edge of the camera view and his face becomes the salient image because of the light amongst the dark room. We see him look down almost as if considering what decision to make. We may assume that after 3 abortions he was very distraught, realising the graveness of his decisions. 

“That’s number 4. I killed 4 lives”- These truncated sentences highlight the severity of his deeds. The repetition of 4 emphasises that there were 4 separate lives that were lost.

The low angle scene of the power lines passing against the sky leaves the audience to assume that he is driving. In the voice over he mentions “I worked hard. I spent more time on the road”. Combined with the voice over we can assume this scene is a symbol of running, and that he is running away from the guilt and the pain by distracting himself with work and being out of his home, constantly on the go. 

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Day 6 - Tute 1

We started working on our group presentations. I took the following notes down about the assessment:

Our group decided to do abortion as our topic. We acknowledged that it is a very touchy subject and we had to take a catholic view. We decided when looking for our texts we would try to find one more Catholic view and another secular/scientific both Pro-life stances and look at the transition between the two. We were able to find an documentary short film which all 3 of us really liked of an abortion story: https://www.youtube.com/watch?v=iOavs1IYva4 

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Paradigm: a typical example or pattern of something; a pattern or model

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Day 6 - Lecture Transforming Issues Across Texts

> During this lecture we looked at two different texts, one visual/textual and one Ted Talk/video. Both texts explored the notion of education and schooling but from two varying periods. Due to the difference in time period, the values held by society and school systems were quite different. The 1872 class setting appears to be very conservative, strict and restrictive of its students. The TED Talk emphasises the importance of support for students who arnt able to follow the restrictive structure of school and succeed more in the arts.  TED Talk: https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?language=en

> The TED Talk conveys that students each learn differently, some are more creative than others and we should not squander their talents by telling them to be better at literacy etc, instead they should be supported in their creativity. He uses the example of a girl who was never very good at school because she was in fact born to be a dancer and once this talent was accepted by her family and she discovered her passion for dancing she went on to become a choreographer for some of the biggest plays known today and a multimillionaire. Robinson uses anecdotal information to support his argument and also engage the audience. He also uses humor throughout to keep the audience interested and also convey ideas. The role of the teacher is to accommodate for the different learning styles and to support each student in their strengths.

In what ways could the synthesis be represented ? A play would be most effective, one from each era with questions on the board to get the viewers thinking about what the play is conveying. Humor within the play would also engage the audience. It would also be effective to show the audience what became of the students after their education from each era and the effects of the teaching on them in their future. - A debate, pros and cons of each size - Infomercial of old school teaching (black and white, children who are sad) and then a modern classroom 

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We analysed the song ‘War’ By Edwin Starr and the techniques it uses to convey across its message on War.

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Day 5 - Lecture: Film/video Analysis

During our lecture (day 5) we analysed what made this video so effective and how it holds up a mirror to society to highlight its in decisiveness, ‘beauty standards’, negativity and female expectations. 

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In practice nobody cares if work is useful or useless, productive or parasitic; the sole thing demanded is that it shall be profitable. In all the modern talk about energy, efficiency, social service and the rest of it, what meaning is there except " Get money, get it legally, and get a lot of it"? Money has become the grand test of virtue. By this test beggars fail, and for this they are despised.

George Orwell

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Day 5 - Lecture

Film as a social commentary, academic text + mise-en-scene and aetheticism

What is the purpose of film ?

Types of Film:

What is Social Commentary ?

>Flim can definitely be an academic text as well as social commentary as it brings up an issue/s that is present within a society from certain points of view which state a perspective. Authors use various film techniques such as camera angles, dialogue, salient images, diegetic/non- diegetic sound, above/below view, silence, on- screen text etc to create these perspectives and convey them effectively through the film.

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Day 3 - Tute 2

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Practice Presentation on synthesising the transformation of ideas, form and features across two set texts. > By completing this practice presentation we were able too develop skills in synthesising a range of ideas within texts to create a critical (group and personal) response to the two texts as a whole. We were asked to look at the transformation of one evident notion within both texts and how this notion was transformed and portrayed between the texts. This prepared us for our day 9 group presentation.

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Day 4 - Tute 2

We spent this tute forming our presentation groups and studying the texts (Jindabyne short story and film) and working on our presentation. Work from that lesson:

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Day 4 - Tute 1

Spent completing Task 1: Critical evaluation of texts

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During reflection on our lecture on models of metacognition I thought back to a topic I had once read about, “The 5 Love Languages”. Upon considering the various personalities, intelligences, learning styles and learning abilities of different individuals through looking at the different models I was able to make a connection between these differences and the 5 love languages. Different individuals have different “love languages” that they interpret and respond too better than others. Between a couple, each individual may have entirely different love languages. Because one person understands and responds to a certain love language that doesn't necessarily mean that their partner will also understand/respond to this love language the way that they do. For this reason each person must learn what love language their partner speaks so they are able to deeply convey their love in a way that their partner will understand and be able to respond too. In a similar way, teachers must understand that their student all have different learning styles and understand/ respond to certain styles better than others. Being able to see this within the class allows teachers to structure their lessons to cater for the various learning styles of the students in the class.

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Day 4 - Lecture

We went over various models of metacognition:

My Personal Notes:

> Through these models of metacognition I was able to gather that, as people we are all different. As a teacher, my class will be full of students with different personalities and varied preferences in terms of learning and learning styles. This spurred a thought in my mind about a topic I read briefly about “The 5 Love languages” (post on love languages seperate)

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Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature.

Jennifer A. Livingston

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Day 4 - Lecture

Hermann’s Brain Quadrants Activity Each person in the class was given 5 cards, most of which were different colours (different sections of the quadrant) but each with a different quality on them. We were asked to move around the room swapping cards with other people until we were left with cards we thought most represented us. At the end of the exercise we were asked to choose 1 card out of the 5 that we believed most represented us. The class then held up their card and we were able to look around the room and see that very many of us had different coloured cards and that the class was made up of people from all 4 quadrants, with different qualities. > This exercise allowed us as a class to acknowledge the different qualities and thinking styles that we all had and that a lot of us fit in to very different quadrants even amongst friends. Great minds DO NOT think alike ! Before we began this exercise I was almost sure that I fit into the ‘feeling self’ quadrant and by my choice of last 2 cards I discovered that I was in fact right.