#week 9 reflection

[elliewakerellfmpyr1]

Week 9 Reflection

This week I really want to make sure to push my final edits so that they are all more or less finished by Wednesday. My edits are mainly simple text edits on my photos I take in the studio. I want to focus my time on retouching and adding text edits to the images rather than really abstract and crazy edits, as I feel as though conscious clarity is more about simple beauty.

I started off Monday by retouching even more images which I took in the studio last week. I also wanted to plan what photos I wanted to take in the studio on Tuesday, so that I knew what I needed.

I also focused my photography lesson on gaining some object imagery. I don’t really like the way which they came out. However I’m going to try and edit them so that they are more how I like them and it was good to gain a different type of imagery.

I made some mockups with my images. I downloaded some mockup psd. files from online and placed my images into them. I really like the outcome of them. I think it’s really cool to see the images in another format and I love how good they look!

Next week, I’m going to make a start on my banner and GIF outcome. I’m so excited as things are starting to come together and I can’t wait to see it all when it’s all completed.

[desfit]

[olliebeard07]

Week 9 “Understanding and utilising feedback.”

The feedback received on this reflective portfolio helped point out areas of improvement for my entries. Starting with pointing out numerous grammar errors that need correction. So, the first step will be combing over all the entries to correct those issues. Second thing pointed out was the lack of artefacts to go with the entries. However, I was given some ideas for that during the progress review. Possibly using photos from basketball and/or coaching. Other than that, the feedback offered positive comments on the language used and the content of the entries. Not sure how to feel about the process as of this moment. Not used to writing reflections like this, but feeling positive about the activity so far based on the feedback given.

[educ1704portfolio-blog]

Drama

Key elements:

Role, focus, tension, symbol 

Drama as a discipline is tied closely to English, and that is where some of its greatest cross-curricular potential lies. With their shared fascination with stories and characters, shared enactment and analysis of plays, scenes from books, and movie or stage adaptations of books could prove immensely fruitful. History also has a great deal to add here, with many historical events being stranger than fiction and full of interesting characters. 

Lesson idea: Class performances of monologues from Wicked, taking dramatic cues from the textual information in the book and character analysis, further enhanced with the elements of drama. 

Phillips, L. (2015). Week 12 Creativity and the arts across the curriculum. EDUC1704. UQ: School of Education.

[educ1704portfolio-blog]

Week 9

I have always liked the idea of including drama in classes on history, English, or science – drama combines physical activity (always good for kinaesthetic learners and bored students), student performance (always good for monitoring student learning), and a touch of flair, which I like to think characteristics my personal style. In addition to these things, drama can break up a lesson and changes the pace of a different subject area to make it more interesting and fun while allowing students a chance to demonstrate their understanding (and other students a chance to hear important ideas rephrased). That said, I had never imagined process drama in my classroom until the lecture activity, when it became apparent how it could be used to explore strongly emotional concepts in an engaging and thoughtful way. Drama process within a classroom is also an excellent way to involve inquiry, particularly with students in the role of ‘expert’ who need to complete a task – this draws in problem solving, inquiry, cooperative learning, and real-world contexts to the curriculum. This could particularly be applied in history or geography, both of which involve research, problem solving, and group planning but which often become very dry and paper-driven without student-centred learning activities.