Wednesday, December 10, 2014

Combining Two Paintings

For this project we had to combine to paintings or two styles of painting in order to create our own original work. I decided that in my piece I wanted to incorporate Modern Art and Impressionism, them being my favorite styles. I decided to look for inspiration in the works of Andy Warhol, a very known Pop artists, and Monet, one of the best impressionist artist. I decided to incorporate impressionism in my background and use Warhol's famous Campbell's Soup can as the focal point of the painting. Below is a picture of my own painting:



Inspiration for background by Monet: 



Warhol's Campbell Soup: 





Wednesday, November 26, 2014

To Kill a Mockingbird Research Questions

Research question for To Kill a Mockingbird 

What gender and what ages are the most racist?

How can we see racial division in society now and back then?

Are there any laws against racism/ racial injustice?

What role does education take for a person to be racist?

Tuesday, November 18, 2014

Internal and External Factors of English Colonies in America

It is a given that the American Colonies we have studied are very different, and this is due to the people who colonized the land, the geographical conditions, and the way the settlers interacted with the natives that already lived in the land. This means that both internal and external factors are intertwined, making each colony very different from each other, however, the external factors have a greater impact.

We have geographical positions, one of the most important external factors. For starters, the colony of Massachusetts New England is located to the north, which means the climate is the coldest from all the three colonies. These conditions didn't allow the land to grow cash crops that the colonists could base off their economy from, which is why they turned to trading and commerce as an income base.

The Middle colonies, consisting of  Pennsylvania and Maryland had a mild climate, which allowed the settlers to grow crops, but a big part of the income also consisted of trading, which makes the colony's economy more sustainable.
Lastly, we have the Southern colonies, known as Virginia and Georgia. The English men who came to this land expecting to find gold. However, when they realized there was none, the climate, being very warm, allowed to grow cash crops. Their economy consisted mainly on tobacco, and this affected the colony greatly because it was the first one to bring African slaves to work on the plantations.

Another external factor that really shaped the development of the colonies was the interaction with the Native Americans. The colony of New England was a colony composed by Puritans. They wanted to create a model society, a "city upon a hill". Because of this they weren't tolerant to other religions or races, which is why they went through many bloody conflicts with the Pequots and the Iroquois. For the Southern Colonies it was pretty violent as well, because the Virginians fought against the Powhatans for land. As for the Middle Colonies, the whole interactions with the Indians was much more peaceful. Pennsylvania was founded by William Penn, a Quaker who was seeking religious freedom. It is because of this that he was tolerant to all religions, and he believed that the land had to be brought from the Indians, which is why both groups of inhabitants were able to coexist peacefully.


Tuesday, November 4, 2014

Portrayal of Pocahontas Analysis

During the past few Social Studies classes we have been analysing 12 different representations of Pocahontas' appearance and what is signified to the Powhatan and English civilizations. This has helped us by teaching us how to deal with different types of sources (primary and secondary), and has also contributed to our learning of English colonization in the New World. I believe that the most accurate out of all the documents is the work of Simon van de Passe.

Van de Passe's portrait is the most accurate because it was drawn in 1616, making it a primary source because it was during the time that Pocahontas lived, leading us to believe that he was actually the only one of the artists that actually met her. We compared his work to the one of Ellen Howe, and saw corroborating evidence, adding to its reliability. Howe's work is a compilation of facts and research about Pocahontas put together into one painting, which makes it the second most reliable source. We chose van de Passe's work however, because he actually met, her while Howe was just basing her portrait on works and creations of other people. It is undeniable to say that his work is not biased nonetheless, his goal being to show how and indigenous women could convert into and english lifestyle. However, the objective of this activity was to find out what Pocahontas looked like, her facial features and everything, and that is what stand outs the most of this portrait. It shows common characteristics that the Powhatans possesed, like an overbite for example.

It was thanks to the OVPL that my partner and I were able to come to this conclusion. It's a process in which we can compare the pros and cons of all the representations of Pocahontas, allowing us to come to a more precise conclusion more efficiently.

Thursday, October 30, 2014

Self Portrait in the Manner of a Famous Artists or Genre

 

Above is the image I used for my self-portrait. Below is the painting I created using the picture. 


For my self-portrait I wanted to recreate something simple and almost cartoon-like, with a vibrant background color. I decided to take some inspiration for my technique from the artist Alexander Katz. Below are some of the images that I took guidance from. As it is shown in the paintings that follow, Katz paints using the technique of Modern Realism, with a flat color style. What really caught my attention from his works is that he uses bright, bold colors in his backgrounds, which add interest to the painting. I like that Katz manages to create unity and harmony even if he doesn't incorporate a lot of details or a variety of colors. The reason why I chose the picture above to use as my self-portrait is the expressive content. It is quite a simple image, yet it expresses happiness, which was what I was going for. I managed to add to this theme by using a warm yellow as my background, because it adds to the feeling of joy. 





Tuesday, October 28, 2014

BRICS Proposal - Brazil

Brazil is the eighth largest energy consumer and tenth largest producer in the world. Nearly half of the country's energy comes from renewable resources compared to an average of less than twenty percent for the rest of the world. This is mainly due to hydroelectric power and biofuels like ethanol, created with sugarcane. This is good for Brazil's economy because the money they would have to spend on importing fuel is saved, and ethanol is also exported to the US and Europe. Rio Grande do Sul, a state south of Brazil has the largest wind power complex in South America, and produces energy for 650,000 people. The country's main source of electricity however, is hydroelectric power. 50% of the energy that Brazil gets from water comes from dams in the Parana river. The Itaipu dam, for example, is the second largest in the world, and produces 17% of Brazil's total energy. Taking this information into account, it is predicted that in 2,035 less than 20% of Brazil's energy will rely on Fossil Fuels. The energy demand is growing, since the population is increasing greatly, and the country's infrastructure is expanding. The government has already started investing on creating more hydroelectric power plants, a goal of 200, and has planned to invest 163 billion reais on infrastructure as part of its growth acceleration.

The best action for the country to take is to use the natural resources available to create renewable energy, which is why the government should keep the plan of building the dams going. This would benefit from the country because it will allow it to become less dependant on imported oil from other countries, and will save money as well. I believe that building 200 dams could be harmful for the country as a total as well, because we need to keep in mind that the infrastructure for the dams is very expensive, periods of low rainfall can cause a problem for energy production, land and habitats can be destroyed and people will have to be dislocated. Brazil should definitely build more dams because water is a renewable source, and the energy we get from it will cause less pollution, and after they're built it's cheap energy. They should also incorporate other natural resources like wind power for example, and can extend the complex in Rio Grande do Sul or other windy regions in the country to get their ever increasing energy demand.

This is an image of the Itaipu hydroelectric power plant in Brazil.

Fuels Growth in BRIC Countries." Global Sherpa. N.p., n.d. Web. 27 Oct. 2014.
"Redirecting." Redirecting. N.p., n.d. Web. 28 Oct. 2014.
"World Electricity Mix Interactive -- National Geographic." National Geographic. N.p., n.d. Web. 27 Oct. 2014.

Monday, October 27, 2014

Relatório: Resina Hidreletrica de Itaipu

RELATÓRIO DE VISITA “USINA DE ITAIPU”

Nome: Laura Chamorro
Bloco: 5


Título: Vista à Usina hidrelétrica de Itaipu

17 de setembro de 2014
Hora de partida - 8h40 Hora de chagada - 4h30
Professor acompanhante - Laurence Shackelford

Nossa visita à Usina hidroelétrica de Itaipu foi muito interessante. Tivemos a oportunidade de ver a usina e entrar nela, aprender sobre a relação entre Brasil, Argentina e Paraguai, também aprendemos um pouco sobre o processo de construção. A usina é reconhecida por ser a maior do mundo em geração de energia, produzindo cerca de 17% da energia consumida no Brasil, e 75% da energia consumida pelos Paraguaios. A geração de energia depende do monitoramento dos rios e do clima na Bacia do Paraná. Águas de seis Estados brasileiros e do Distrito Federal chegam à usina. O vertedouro é a parte que descarrega toda a água que não é utilizada para a geração de energia.
Quando nós entramos, fomos a uma sala onde vimos um filme que falava um pouco da história de como foi construída e por quê. Vimos todo o processo da construção e o origem do nome da planta. Aprendemos que muitas pessoas foram deslocadas para viabilizar a construção da usina, e que muita mão de obra foi necessária para criar a construção. Depois de assistir o filme, esperamos um pouco e logo fizemos um tour num ônibus, e os guias mostraram para nós a planta. Nos conseguimos tirar fotos panorâmicas encima do ponte, e ficaram ótimas. Logo, fizemos um outro recorrido dentro da usina, e visitamos quase todos os níveis. Caminhamos muito e aprendemos sobre os geradores e os diferentes tipos de energia. Finalmente, nós vimos uma das turbinas da geração de energia, e foi fantástico.
Em geral, eu gostei da visita à Usina hidrelétrica de Itaipu. O recorrido foi um pouco chato porque caminhamos bastante, e a guia não explicou nem com energia nem entusiasmo. Eu gostei de conhecer a usina, mas acho não foi tão assombroso quanto a visita das cataratas. Eu acho uma coisa que também contribuiu a que eu não gostasse muito da visita é que eu tinha muita sede e fome, e também fiquei com dores por causa da corrida do dia anterior. Em geral, eu posso dizer que eu aprendi muito na nossa visita à Usina hidrelétrica de Itaipume não somente da energia produzida, também de todo o processo de construção. Achei muito interessante e belo, mas eu não voltaria uma segunda vez. Eu acho que e boa ideia ir visitar a Usina pelo menos uma vez na sua vida, descobrimos coisas novas, caminha bastante, e a paisagem e de tirar o fôlego.

Thursday, October 23, 2014

Autobiographie

Laura Chamorro
French II


Mon nom est Laura Chamorro et j'ai 14 ans. Je suis née au Chili mais je suis colombienne. J'habite au Brésil pendant les 3 dernières années, et je étudie a Graded School. J'ai les cheveux bruns longs et les yeux bruns foncés. Je suis petite et un peu bronzée.
Je vis avec mon père, ma mère, mon frère et mon chien. Mes parents sont colombiens, et mon frère est né au Chili aussi. Il s'appelle Simon et il a 16 ans. Mes parents m'ont donné mon chien Mambo, il y a cinq ans. A la maison, je parle espagnol avec ma famille, à l'école, je parle anglais avec mes amis, et je parle aussi le portugais et un peu de français. Nous avons vécu au Brésil sept ans en tout, aux États-Unis un an et six en Colombie. Je vis dans un appartement à Panamby, un quartier proche de l'école. Ma chambre est grande, et j'ai un lit, un bureau, une table de chevet et de nombreuses photos et des livres.
J'aime passer du temps avec ma famille et mes amis. J'aime écouter la musique parce que ça me rend heureuse. J'aime la nourriture, spécialement tout type de bonbon. Je n'aime pas me réveiller tôt ou faire des devoirs, mais ce que je déteste le plus, c'est quand je dois faire des tests.
Ma journée est normale et un peu ennuyeuse. Je me réveille à 6h30, je prends une douche, je prends le petit déjeuner et je me prépare pour aller à l'école. Je vais à l'école et j'assiste à toutes mes classes, et pendant l'heure du déjeuner je socialise avec mes amis. Quand je rentre chez moi je mange, et parfois je m'entraîne dans la salle de gym, et puis fais mes devoirs. Je dîne environ à sept et je me couche vers onze heures. Le weekend je dors beaucoup et passe du temps avec ma famille et mes amis.



Wednesday, October 22, 2014

English 9 Peer Review Reflection

For English class we had to write a short story, get it checked by a partner then turn it in. Before I got my story revised by my partner Ida I thought that the story made sense and that there wasn't much where I could improve, however, as I read it out loud to her I realized there was still space to make it a lot better. For starters, I was missing important punctuation like commas, which made the sentence fluency better. I also misused a couple of words, and put them in the wrong context, which made some parts a bit confusing. It was thanks to Ida that I realized I had repeated the word "and" 43 times, or that I hadn't capitalized some proper nouns. What I learned from having a partner revise your work is that sometimes you don't realize you have made some mistakes until you have them pointed out for you. You also get to see what people get from your story, and if they have the reaction you want the reader to have. My partner's criticism was always constructive, and it was never offending. This is essential when you are revising someone's work because you want to help them and encourage them to continue their pieces instead of making them feel bad for the errors they make.  Peer revisions show that although you may think you want to leave your stories just the way it is, it is important to consider other people's opinion as well in order to improve and make the story as good as possible.



Tuesday, October 7, 2014

Quarter One Reflection - Integrated Science I, 2014-2015

So far, it has been a good quarter for Science class. I feel like I have been doing well on two Core Values. Critical Thinking being one of them, is usually more challenging for me, which is why I find that I have grown since last year. I have improved because I complete all of my booklets, which help me a lot when I need to study for the test. By knowing all the key information that is in the booklet, I can apply what I have learned by analyzing it more deeply, and relating it to things in my day-to-day life. The second Core Value is Responsibility, because if I didn't stay on task, or took notes on the reading the teacher assigned us, I wouldn't be able to extend my knowledge and therefor think critically.



Upon the next couple of months the Core Value I want to improve in is Risk-Taking. I usually opt for doing things that are more in my comfort zone because I am doubtful of whether a new thing will work out or not. I tend to be very focused on doing good that I end up forgetting the importance of taking risks and trying new things. By improving on this value will help me because I will be able to learn and apply my learning in new ways that I'm not used to. I plan on improving by trying out different learning methods, creating different ways of showing my learning, and trying out different ways of studying.

http://sa-chamber.co.za/ins-outs-risk-taking/

Monday, October 6, 2014

Mandala Color Wheel


Above is a picture of the mandala color wheel I did in class. For my design I decided to use birds, because they are very simple but are cute as well. I feel that there isn't a particular thing that is emphasized or that stands out, because I wanted the patterns and colors to be balanced to create unity. I really like how the colors turned out, because they are not too bright, which was my aim with this color wheel, since it represents more my style. I also like how the gray backgrounds create contrast with the hearts and birds, because it makes the mandala more eye-catching. If I could change anything, I would probably add more detail to the birds and hearts, maybe by adding more shades, patterns and texture. I enjoyed working with cool colors, because they are more to my liking. When the mandale started coming together, I noticed how the complementary colors really make it much more interesting. I really enjoyed painting this mandale, because it helped me realize the importance of color, value, and shade.

Prisoner's Dilemma Game


Prompt: Hobbes has pessimistic view of human nature.  After going through the Prisoner’s Dilemma game, what do you think of your decisions during it?  What did you find yourself motivated by: Winning? Distrust? Or a desire for everyone to succeed?

In Social Studies class we played a game called Prisoner's Dilemma, where the class was divided into two groups. Each of us were supposed to be accomplices in a crime, and we had to be interrogated. It was up to us if we wanted to tattle tale on them and not take the blame, let them rat us out and lose points, betray each other, or keep the promise of helping each other out. I feel that both my group and I chose to act more like Hobbes portrays humans to be like. We were motivated by distrust to win, and we also really wanted cake. We would make decisions that would allow us to win, but it would make the other prisoner lose points. Even though we made a pact to not rat each other out, we doubted the other group and decided to go against that pact, because we had the fear that the other group would do exactly the same thing we did. Though both of the groups wanted to win, the doubt we held against each other caused neither of us to get out of jail or a piece of cake. We could have helped each other out, which is what we were trying to do initially, but we also didn't want to take any major risks. This clearly shows why Hobbes thought that humans were naturally born bad, and that without any restraint we would naturally kill each other. This also goes to show why he thought humans were equal, because both of the groups ratted each other out, in fear of losing. Though I don't agree with him, I can see why Hobbes thought that if people gave up all their rights there would be more stability and safety.

Wednesday, October 1, 2014

Monochromatic Painting Based on Art History

Below is the picture of the painting I chose to base my recreation of my Monochromatic Painting. The work is titled New Growth, and the poster was created by the artists Megan Aroon Duncanson. Duncanson is most recognized for working with giclee prints, because it offers color accuracy, and a smooth, acid free surface. Giclee works come to life through a printing process where millions of ink droplets are sprayed onto the paper's paper creating natural color transitions. Duncanson likes to express the content of her work by giving it color and creating contrast and giving emphasis to the background. The artist is also known for working with the theme of trees, sunsets and starry nights. 

The picture below is an image of my recreation of  Duncanson's work. Even though the original is a poster, I decided to recreate it as a painting because the texture found in it captured my attention, and I thought it would be fun to play around with the colors of the artwork. Also, the idea of using this image on a canvas medium could make it look really cool. Notice how in the first image there is a lot of contrast between the tree and the background. My painting doesn't show much contrast, since my background is monochromatic, but it shows just as much texture, since there it is a value scale. In order to make the painting my own, I decided to alter some things. For example, I chose to create more emphasis on the three, and choose cooler colors to make my painting. I personally feel that overall, my recreation represents me and my style more, which is why I like it. I feel I could have added more detail or value to the tree, to make it even more interesting.



Experimentation with Media

Impasto:

MoMA
The Starry Night 

Vincent van Gogh 

Saint Remy, June 1889

Oil on canvas

73.7 x 92.1 cm


Wet on Wet:

MoMA

Gypsy, costume design for Aleko (Scene 1) 

Marc Chagall 

1942

Gouache and watercolor on paper

44.5 x 28.6 cm




Wash:

MoMA
Tufjord Nordkapp II
David Hockney
2012
Watercolor on paper
91.44 x 182.88 cm



Dry Brush:

MoMa

Women, I

Willem de Kooning 

1950-52

Oil on canvas

192.7 x 147.3 cm




Glaze:

National Gallery of Art

Girl with the Red Hat 

Johannes Vermeer

1665 - 1666

Oil on panel

40.3 x 35.6 cm




Sgraffito:

The Tate Galleries

Untitled

Math Rothko 

1946

Oil paint on canvas

100 x 70 cm


Tuesday, September 30, 2014

Vision Board

My Vision Board 

Below is a picture of my collage. It contains both words and images of things I want to achieve in the future. I created it so it would help me keep track of my goals and aspirations; I created it to keep me motivated to become the person I want to be. 


One of the pictures that I want to talk about from my board is the one found below. It shows a book laying in the middle of a field of grass. This image represents two major things that are key goals for me. The first one, clearly relates to reading. I have always loved reading, but I feel I could do it more often. Not only does it improve my writing skills and expands my understanding of things, but it allows me to become more creative and open minded. The second thing that I believe this image represents is my "me"time. I feel that with school, family and friends, I barely get to spend any time with just myself. I personally feel the most calm and satisfied when I am doing things that allow me to think and relax. This can be either reading or watching the sunset, taking a bubble bath, etc. We all need some time to destress and enjoy the calm that comes with doing simple things like this. 

In order for me to achieve my goals I need to keep in mind some things. The first one being managing my free time, and the second, prioritizing the things I do during this said time. It basically all goes back to two main things, learning how to not procrastinate and also deciding what to do when I actually have free time. For example, instead of waiting the night before the due date to do my homework, I should start working on it as soon as possible. This way, the homework that I do is done better, and I get more free time that I can use for other non-school related things. Now the second thing, which is also as hard as the first one, is deciding what I want to do with that said time. If I have some time at the end of the day to do anything I want, I need to learn to chose wisely. I would usually opt for an option like watching a T.V. show, or skyping a friend. If I want to achieve my goal, and become a frequent reader, I need to prioritize spending some one-on-one time with myself only, and use the time to relax and think instead. 




Sunday, September 28, 2014

Visual Arts Vocabulary/Techniques for Painting

ANALOGOUS - Refers to closely related colors; a color scheme that combines several hues next to each other on the color wheel.


ARBITRARY COLORS - Colors selected and used without reference to those found in reality.


ASYMMETRY - A balance of parts on opposite sides of a perceived midline, giving the appearance of equal visual weight.


BACKGROUND - The part of the picture plane that seems to be farthest from the viewer.


BALANCE - The way in which the elements in visual arts are arranged to create a feeling of equilibrium in a work of art. The three types of balance are symmetry, asymmetry, and radial.


COLOR - The visual sensation dependent on the reflection or absorption of light from a given surface. The three characteristics of color are hue, value, and intensity.


COLOR RELATIONSHIPS - Also called color schemes or harmonies. They refer to the relationships of colors on the color wheel. Basic color schemes include monochromatic, analogous, and complementary.


COLOR THEORY –Color is an element of art. Color has three properties: hue, value, and intensity.


COMPLEMENTARY COLORS - Colors opposite one another on the color wheel. Red/green, blue/orange, and yellow/violet are examples of complementary colors.


COMPOSITION - The organization of elements in a work of art.


CONTENT - Message, idea, or feelings expressed in a work of art.


CONTRAST - Difference between two or more elements (e.g., value, color, texture) in a composition; juxtaposition of dissimilar elements in a work of art; also, the degree of difference between the lightest and darkest parts of a picture.


COOL COLORS - Colors suggesting coolness: blue, green, and violet.


DESIGN -The plan, conception, or organization of a work of art; the arrangement of independent parts (the elements of art) to form a coordinated whole.


DOMINANCE - The importance of the emphasis of one aspect in relation to all other aspects of a design.


ELEMENTS OF ART - Sensory components used to create works of art: line, color, shape/form, texture, value, space.


EMPHASIS - Special stress given to an element to make it stand out.


EXPRESSIVE CONTENT - Ideas that express ideas and moods.


FIGURATIVE - Pertaining to representation of form or figure in art.


FOREGROUND - Part of a two-dimensional artwork that appears to be nearer the viewer or in the front. Middle ground and background are the parts of the picture that appear to be farther and farthest away.


FOCAL POINT - The place in a work of art on which attention becomes centered because of an element emphasized in some way.


FUNCTION - The purpose and use of a work of art.


GENRE - The representation of people, subjects, and scenes from everyday life.


HARMONY - The principle of design that combines elements in a work of art to emphasize the similarities of separate but related parts.


HUE - Refers to the name of a color (e.g., red, blue, yellow, orange).


INTENSITY - Also called chroma or saturation. It refers to the brightness of a color (a color is full in intensity only when pure and unmixed). Color intensity can be changed by adding black, white, gray, or an opposite color on the color wheel.


MEDIA - Plural of medium, referring to materials used to make art; categories of art (e.g., painting, sculpture, film).
MIDDLE GROUND - Area of a two-dimensional work of art between foreground and background.


MONOCHROMATIC - A color scheme involving the use of only one hue that can vary in value or intensity.


MOTIF - A unit repeated over and over in a pattern. The repeated motif often creates a sense of rhythm.


NEGATIVE - Refers to shapes or spaces that are or represent areas unoccupied by objects.


NEUTRAL COLORS - The colors black, white, gray, and variations of brown. They are included in the color family called earth colors.


NONOBJECTIVE - Having no recognizable object as an image. Also called nonrepresentational.


ORGANIC - Refers to shapes or forms having irregular edges or to surfaces or objects resembling things existing in nature.


PATTERN - Anything repeated in a predictable combination.


POSITIVE - Shapes or spaces that are or represent solid objects.


PRIMARY COLORS - Refers to the colors red, yellow, and blue. From these all other colors are created.


PRINCIPLES OF DESIGN - The organization of works of art. They involve the ways in which the elements of art are arranged (balance, contrast, dominance, emphasis, movement, repetition, rhythm, subordination, variation, unity).


PROPERTIES OF COLOR - Characteristics of colors: hue, value, intensity.


RHYTHM - Intentional, regular repetition of lines of shapes to achieve a specific repetitious effect or pattern.


SCALE - Relative size, proportion. Used to determine measurements or dimensions within a design or work of art.


SECONDARY COLORS - Colors that are mixtures of two primaries. Red and yellow make orange, yellow and blue make green, and blue and red make violet.


SHADE - Color with black added to it.


SHAPE - A two-dimensional area or plane that may be open or closed, free-form or geometric. It can be found in nature or is made by humans.


STYLE - A set of characteristics of the art of a culture, a period, or school of art. It is the characteristic expression of an individual artist.


STYLIZED - Simplified; exaggerated.


TEXTURE - The surface quality of materials, either actual (tactile) or implied (visual). It is one of the elements of art.


THEME - An idea based on a particular subject.


TINT - Color lightened with white added to it.


TONE - Color shaded or darkened with gray (black plus white).


UNITY - Total visual effect in a composition achieved by the careful blending of the elements of art and the principles of design.


VALUE - Lightness or darkness of a hue or neutral color. A value scale shows the range of values from black to white.


VALUE SCALE - Scale showing the range of values from black to white and light to dark.


VARIETY - A principle of art concerned with combining one or more elements of art in different ways to create interest.


WARM COLORS - Colors suggesting warmth: red, yellow, and orange.

Painting – tempera paint, watercolor, acrylic paint, oil paint, encaustic… etc

Wednesday, September 24, 2014

Exponent Laws Puzzle

 In Math class we did an activity that consisted of building a puzzle using equations containing exponents in groups of four. We had to match each equation with the right answer and start building the puzzle from that. Overall, I think the activity went pretty well. My group and I were successful both when working together, and in practicing the exponential laws that we learned in Math class. As a group, we managed to participate equally and without any major disagreements, which allowed us to work efficiently. A core value that I personally think I was the most successful in was Communicator because as a group we all managed to talk and decide who did what, in order to be practical. Any time we would disagree we just talked and solved the problem quickly. We were also very inclusive, and every member of the group had an important role to play. All of us practiced exponential rules and helped each other when we were having difficulties. I core value I could use more work in is Innovative, because even though we managed to work well and succeed, we had no particular or original way of doing it. We kind of just solved equations randomly, and maybe doing it in a specific way would have helped us solving the puzzle faster.

Here are some pictures of the process:






Wednesday, September 10, 2014

Museum Links

1. The Museu de Arte Moderna de Sao Paulo, Brazil http://www.mam.org.br/

2. The Muesu de Arte de Sao Paulo, Brazil http://masp.art.br/masp2010/

3. The Museu de Arte Contemporanea, Universidade de Sao Paulo, Brazil http://

www.macvirtual.usp.br/mac/

4. The Museu de Arte Brazileira, Sao Paulo, Brazil http://www.faap.br/museu/

museu.htm

5. The Museu Lasar Segall Ibram-Minc, Sao Paulo, Brazil, http://

www.museusegall.org.br/index.asp?sLang=E

6. Itau Cultural,Sao Paulo, Brazil http://www.itaucultural.org.br/

7. The Muesu de Arte Moderna de Rio de Janeiro, Brazil, http://www.mamrio.org.br/

8. The Museu Nacional de Beles Artes, Rio de Janeiro, Brazil, http://www.mnba.gov.br/

9. The Metropolitan Museum of Art, New York, USA, www.metmuseum.org

10. The Whitney Muesum of Art, New York, USA, http://whitney.org/

11. The Guggenheim Museum, New York, USA, http://www.guggenheim.org/new-york

12. The Frick Museum, New York, USA, http://www.frick.org/

13. The Tate Galleries, London, England, www.tate.org.uk

14. The Louvre, Paris, France www.louvre.fr

15. Los Angeles Museum of Contemporary Art, California, USA www.moca.org

16. Museo Nacional del Prado, Madrid, Spain http://museoprado.mcu.es

17. The Rijks Museum, Amsterdam, www.rijksmuseum.nl

18. Center Pompidou, Paris, France www.centrepompidou.fr

19. San Francisco Museum of Modern Art, Calofornia, USA www.sfmoma.org

20. The Getty Museum, California, USA www.getty.edu

21. The Museum of Modern Art, New York, USA www.moma.org

22. The Drawing Center, New York, USA www.drawingcenter.org

Monday, August 25, 2014

Produção Textual - Miniconto

(Siga as orientações constantes nas p. 24 e 25 do livro Jornadas.port)


Um zumbi entrou para aterrorizar meninos numa festa de fantasias. Quando ele disse que tinha voltado dos mortos para comer os cérebros deles, ninguém achou graça.

Objetivos do Ano 2014-2015


Este ano, eu comecei a aula de PLA e estou muito ansiosa. Eu acho que as aulas vão ser um pouco difíceis, e que os estudantes vão ter uma responsabilidade bem maior. Para ter uma boa aprendizagem nesta aula de Português, eu tenho três objetivos principais. Para começar, eu gostaria de melhorar o meu sotaque e pronúncia para ser mais fluente quando estou falando. Eu gostaria também de melhorar a minha gramática, porque as vezes eu tenho dificuldade com isso. Eu tenho como objetivo ser mais responsável durante o ano todo; isso inclui fazer todos os deveres de casa, ir para cama cedo, e chegar a tempo nas aulas. A organização é essencial para poder fazer tudo isso,  portanto, eu vou ter que aplicar este outro valor. Eu estou um pouco nervosa por este novo ano, mas estou ansiosa de aprender e melhorar o meu Português.

Friday, May 9, 2014

Geography - Reflection on Learning Experience

Reflection:
I feel that over the last couple of classes I have made a great improvement. To start off with, my grades for the dot map quizzes got noticeably higher, therefor, so did my knowledge about Asia. I have been working on my pin map now, and I try to make every pin as detailed and complete as possible, so by the time I get the test I will hopefully know a lot about Asia. I feel that the Global Collaboration Project was a huge achievement for me, because it was out of my comfort zone. I usually prefer working alone, and writing essays, rather than doing big projects. Relying on other people to do work was kind of hard, specially taking into consideration that they live in a different country. Even though we struggled a bit, I managed to finish the movies, which I am very proud of. It was fin rebutting against other teams and their movies, and I learned a lot from this project. Ad for the farm lecture, I feel that it is a great way to learn and create pins, because we can chose from a lot of information and images. I really enjoyed taking notes like that, and I feel that it is easier to learn what is happening in the countries like this, rather than just looking at a website with data. During class I have been staying more on task, and I really try to do as much as a I can at home. Even though I have improved, there is always room to get better, and that is what I am trying to achieve.

Thursday, May 1, 2014

French 1 Reflection - Vatel

François Vatel:

Françoise Vatel est né en Suisse en 1631. Il a travaillé comme un maître au service, pattisier et intendant de Louis II, cousin de Louis XVI, le roi. Vatel était en charge de l'organisation des célébrations du Château de Chantilly. Il était très bon dans son travail, et tout le monde a laissé impressionné. Une fois que le Roi Soleil est allé à Chantilly et a été surpris par Vatel, et voulait lui de travailler dans le château de Versailles, mais Vatel n'a pas fait. Beaucoup croient que Vatel s'est tué parce que le poisson pour la célébration n'est pas arrivé à temps, mais il s'est suicidé parce qu'il voulait être libre.


Crème Chantilly: 

Vatel est celui qui a créé la crème chantilly. Il était en charge de l'organisation d'une fête pour le Roi-Soleil. Dans la cuisine du château de Chantilly, Vatel mélangé la crème fouettée et le sucre pour servir de dessert. Beaucoup pensent qu'il était Vatel qui a créé ce délice.


Le Roi Soleil:

Le Roi Soleil est l'un des rois les plus connus qui ont gouverné la France. Il est né le 5 Septembre, 1638 à Saint Geramain en Laye. Louis a été couronné roi à l'âge de 5 ans. Il était trop jeune pour gouverner le pays, de sorte que sa mère a pris le contrôle en attendant. Louis possédait le château de Versailles, qui est le plus grand château de l'Europe. Louis est mort en 1715 à Versailles, et est le roi qui a régné France pour la plus longue.


Chateau de Chantilly:

Le château de Chantilly est situé dans une région de France appelée Chantilly. Le château a été construit par John y Bullant vers 1528. Le château a été construit pour Anne de Montmorency. Henri II hérite le château de sa mère, et après elle, il appartenait au Grand Condé.


Mode XV Siécle:

La mode au XVe siècle en Europe était très luxueux et extravagant. Ils portaient de belles et grandes robes appelées manteaux. Capes a manches très longues jusqu'au sol. Ils portaient souvent des chapeaux ornés de plumes, et la majorité des vêtements étaient fabriqués à partir de laine. Les classes supérieures ont également tendance à porter des perruques, parce qu'il représentait le luxe et le bonheurth. 


Louis Couperin:

Louis Couperin was born in Brie in 1626. He was a French composer, who later moved to Paris in 1650 where he worked as a court musician. Couperin became one of the most important Parisian musicians. Though none of his music was published during his lifetime, around 200 manuscripts of his were found. He died very young, preventing his career to go any further. He only became successful after he died. 


Louis Couperin est né en Brie en 1626. C'était un compositeur français, qui a ensuite déménagé à Paris en 1650 où il a travaillé comme musicien de la cour. Couperin est devenu l'un des musiciens parisiens les plus importants. Bien qu'aucun de sa musique a été publié de son vivant, à environ 200 manuscrits de son ont été trouvés. Il est mort très jeune, empêchant sa carrière d'aller plus loin. Il ne devint célèbre après sa mort.