Expressions Through Acting

Theatre is a powerful division in the arts.  It is a way to model skills, explore different roles, but in a deeper context, it is a way for people to express themselves.  

I believe that through theatre, people are able to tap into a part of themselves that does not exist or shine through without the mask of acting.  Furthermore, people have been practicing hundreds of different forms of theatre for generations upon generations.  Through my research regarding “noh” theatre, originating in 14th century Japan, I have concluded that people were able to express themselves through another character.  People were able to explore different feelings and had to (at least) try to understand what their character felt.  Moreover, I feel as though people that practice theatre are able to express themselves in a more delicate way.  Theatre allows people to convey moods.  These are talents, not real moods.  A skilled actor, however, can be one with the character.  This is how humans can express themselves through theatre.  In a delicate way of exploring and then learning for to express themselves in that way.

Another Way to Solve for X

X ia an unknown quantity.  The unknown can be frustrating.  This is why we need to learn different ways to solve for x.
In math, we have been introduced to a project in which you have to use a different method to solve for unknown quantites.  To solve my question, I had been instructed to utilize the method system of equations.  System of equations can be solved through different ways, which are elimintation, subsitution, and graphing.
I did have some questions about this method.  For example, since I chose to solve using elimination, I had to subtract items and dollars.  The method still worked, but I was confused as to why it could, if two different units were being combined.  Eventually, everything made sense to me.  In light of these aspects, I got to enjoy math so much.  I learned so many different things and hopefully I can apply them to expressions in class!


Here is the link to my artifact: Link

Does The Community Make The Cut?

Countries today are driven by order.  Governments, no matter what form they take, share the common responsibility of keeping their country a safe place.  Unfortunatly, some governments may not conform to these qualities, as they are corrupted by the satisfaction of the power that they can come in possession with.

The purpose of government is to act as an enforcer.  A brave face or symbol that will not only protect the country from the outside, but help the citizens that live in the country.  Government must help the country evolve, strengthen, as well as better the country.  Moreover, a government must make important decisions as well as create rule and order.  Lastly, and maybe most importantly, meet the needs of people and minimize conflict.  In short, a government is the enforcer of fairness, peace, to the people of the country, and the face of strength and courage to the outside.

In Lois Lowry’s novel, The Giver, the Community’s government bends these rules.  Citizens of the Community are over-monitered.  There is no freedom of speech, no choice.  Girls must wear hair-bows until they turn nine-years-old.  This is when children recive their first bicycle.  One could argue that the government is enforcing safety and proper etiquette, but all children should grow up with the ability of expression.  The government cannot stifle that, or take it away.  Furthermore, adolescents cannot choose their profession.  Until they are twelve, they are watched over, every action taken into account by the Committee of Elders.  Then, their job, or "assignment," is chosen for them, not by them.

In light of these factors, I believe that the society in The Giver,  does not conform to or follow these rules.

Science Test Reflection

In science, we have been learning about water.  We have learned a lot, for example, the different currents and oceans.  

For the next science test, I will make more flashcards and have a more distinct plan.  I will devote more time to studying science.  One way in which I will like to improve while writing the test would be by completing the level seven questions. I am kind of pleased with my results, but I know that I should have paid more attention to certain questions.  

Now Would I Live in The Community?

Our world is like a huge melting pot,  full of different countries, ethnicities, religions, personalities, climates.  Take that all away.  What is planet Earth left with?  Jonas' world, which is a colourless mass of land, inhabited by people with the same colourless complexion, and blank, emotionless face.  The Community.
Based on my observations up to chapter 12 of the novel, The Giver by Lois Lowry, I have concluded that the society in which the protagonist, Jonas lives is not "nice" world, so to speak rather a dystopia, where people of the Community do not know anything of their world's past, have no say in multiple aspects, and are "released" when they become too old or as babies are not developing as fast as peers.    There are no deaths caused by old age.
First and foremost, in our world, one can grow up wanting to be a doctor more than anything.  They can pursue that dream if they are focused.  In Jonas' world, it does not exactly work that way.  Almost the exact opposite, in fact!  Based on a child's twelve years of behaviour, actions, they are assigned a role.  
Although this might seem like exemplary organisation on the Community's part, there are certain jobs that are empty, lonely, devastating.  For example, Birthmother.  A woman that gives birth to a new child, only to give it away.  On page 21, Jonas' little sister, Lily, says
"I think newchildren are so cute!" Lily sighed. "I hope I get assigned to be a Birthmother."
"Lily!"  Mother spoke very sharply.  "Don't say that.  There's very little honour in that Assignment."  Living in Jonas' Community would be utterly.. grim.  Our society's children grow up with dreams of what they might be in the future.  It is a given that children pursue their dreams in college or university.  However in the Community, children have no choice.  At the age of Twelve, they are assigned a job.  Imagine having no choice.  That is what children growing up in that world think.     
Moreover, the people of the Community live in a world without colour, without varying climate.  The worst part about this is the fact that the people purely do not know what colour or climate is!  I would not be able to picture what our world would be like, is everything were the same.  The same questions filled my head; How?  Why!  On page 94, is reads:
"It happened,"  Jonas said.  "It happened in the books, but it went away again."
"I'm right, then,"  the Giver said. "You're begging to see the colour red.
"The what?"  This models just how sheltered the people of the Community are.  Imagine not being able to have a choice of something as simple as an outfit, or no choice of paint for your house.  Imagine having so sunshine to play ball in or similarly, no snow to ski or snowboard or sled in.  This is what life in the Community would be like.  
Furthermore, the strictness of the vocabulary.  When I am with peers, we speak over each other, and nobody thinks anything more of it, just the fact that we were talking over each other.  For example, the book reads: "She peddled forward silently, and he knew that she expected him to tell her why.  She expected him to describe his first day of training.  But to ask would have fallen into the category of rudeness," on page 90.  One should have the pure right to speak their minds, not have to apologise for asking something simple as a question!  There are many people that do not have the right to speak their minds, depending on their circumstances.  It is unfair.  Everyone deserves the right to exercise votes or ideas.  Everyone should have freedom of speech.  Imagine having to apologise every time you accidentally spoke at the same time as a peer.
These reasons are just part of the reason why the novel The Giver, by Lois Lowry is an obvious dystopia.  Primarily, the devastating jobs that one could be assigned to.  Second, the Sameness, the depressing, lonely Sameness.  Thirdly and finally, the strictness of vocabulary.  Ask yourself; "Now would I live in the community?"  

Espera, Eu Tem Que Pensar Mais Uma Vez..

"Natasha, o que voce vai ser quando voce crescer?"  A pergunta normalmente me deixo confusa.  Eu 

tem que saber o que eu vai ser quando creser?  So tenho 12 anos!  Mas, neste bimestre no PFL D, nós temos o chance a ver os carreiras que nos podemos fazer no futuro, apenas por ver nossas resultas do o Teste Vocacional.  

Um jeito de escolher uma carreira futura e de tomando o Teste Vocacional.  Esse teste te ajuda a estreitar as suas qualidades.  As respostas taxa suas qualidades, que são convencional, artista, social, realista, investigativo, e empreendor.  Com esses respostas, tem uma lugar aonde voce pode checar quais carreiras voce pode fazer no futuro.
Eu pegou a resposta que eu estou mais convencional.  Isso me deixo com duvidas, por que eu sempre pensei que eu estou mais de uma pessoa visual ou artística.  As minha carreiras possiveis foram treinador de cavalos (Que eu gostaria), banquerio, e piloto de aviōes.  Esses três foram minhas favoritos.

Eu espero para minha vida que eu tenha uma familia, uma educação boa, e tanto faz quando vem para carreiras, tão longo quanto e uma coisa que eu não gosta, mais uma coisa que eu ama, uma coisa que eu quer acordar para na manhas e não quer deixar nas noites.  Eu também prefira se e uma coisa que pode sustentar a minha família e eu.   

How Much Money?

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After finishing our Europe and Contemporary European Issues unit in geography, we returned to making infographics on Piktochart. We got to choose our three countries, one free choice country, one in Europe, and then one in South America. The country of my choice was Burkina Faso, Africa. I chose this country because so far in infographics, I have not chosen a country in Africa. I chose Denmark because I was intrigued to find out the wealthiness of this county, as I was unsure.  I think that these countries have different GDPs for two reasons.  One reason being is that Brazil and Denmark are both developed countries.  This is an indicator that they are wealthy.  In addition, Brazil is a B.R.I.C.S country and also the countries surrounding Denmark are mainly wealthy.  I also know that Burkina Faso is in Africa which is not as wealthy as a continent.  Burkina Faso is also not surrounded by wealthy countries, so through facts and inferences, Burkina Faso is not very wealthy.
In conclusion, I thought that it was interesting to learn about how wealthy a country really is.  What is behind the mask?