Thursday, March 29, 2012
Friday, March 23, 2012
Literature Analysis Notes and Mind Map
Kafka on the Shore
Notes Continued:
After life?- Was the forest some sort of symbol of an after life? I felt it was trying to prove some sort of past or purity that some difficulties are behind him now.
"If you remember me, then I don't care if everybody else forgets." This quote is said by Ms Saeki showing her true affection and feelings towards Kafka
The lack of appearance of "crow boy" shows that Kafka is finally growing up. He is starting to leave his struggles behind him and become a normal fifteen year old boy again. He went from being scared and lonely to a change in Kafka. A change that he had overcame his young dillusions and he was almost about to lead normality again.
The spiritual world- Nakata and Kafka both enter this eeire concept of a world and I feel both grew in this part. They grew through out the novel, especially Kafka.
"If you remember me, then I don't care if everybody else forgets." This quote is said by Ms Saeki showing her true affection and feelings towards Kafka
The lack of appearance of "crow boy" shows that Kafka is finally growing up. He is starting to leave his struggles behind him and become a normal fifteen year old boy again. He went from being scared and lonely to a change in Kafka. A change that he had overcame his young dillusions and he was almost about to lead normality again.
The spiritual world- Nakata and Kafka both enter this eeire concept of a world and I feel both grew in this part. They grew through out the novel, especially Kafka.
Mind Map:
Wednesday, March 21, 2012
Socratic Seminar Notes
Notes:
Internet- viral media leads to global sharing of any kinds of ideas with out limitations
- endless possibilities on information
- goes beyond the structure we've known, allows our minds to wonder, if we are allowed to create searches on our own ideas rather than that of which we are structured to think
Discussion- Open discussion allows to continued ideas, leading to new ideas and new thoughts.
- Constant thought, streaming train of thought within multiple minds
- No end to a question only answers, yet no judgement, only learning on a new topic
- The video allowed for constant thought and feed back with out negativity, the idea of "having an open mind" had a whole new meaning in this seminar
Breaking the Mold- Learn in a new way. allow your own thoughts to form on ANY subject.
- Learn what you love and love what you learn because really what else is there?
- Structure in books and deadlines can be a thing of the past if we push our limits
- Stretch minds to strive for new ideas not be forced upon, no matter the subject
- We need self- learning, it has been lost.
- STRUCTURE can either make or break a person, WE ARE ALL DIFFERENT
- Break the mold in a way that matters to you. Learn in a new way and take a chance
**Thoughts: The funny thing about "breaking the mold" is that I hold this idea very dear to me. I hate structured school. I love letting my mind run, but then I find myself in the part of the class that can never bring myself to share my thoughts... Why? I dont know. I always have a lot to say, but it never comes out, or I get nervous then it's too late. So how do I break this mold with in myself to start this new line of thinking? As a matter of fact how do we get EVERYONE to go out on a limb and speak their thoughts. I want to step out of the box and voice my ideas. Im going to try my best, and those who are in the same boat as I am should do the same. I want to be apart of this new "class" we have going here because its everything I could hope for in a class. I just need to find the motivation in myself to finish what I started full tilt.
1. When grades no longer matter it is sort of a make or break point. As I stated above I need to find it in myself to embrace this opportunity, I love socratic seminars and how they work, the next step is just getting involved. This idea of going beyond structure makes life and learning a little more personal, an ideal thought that leaves learning with in the student. I love the idea, I want to embrace, but I have to find that spark to break out of the pack and learn how I want to.
2. The concept I want to be able to focus on in class is just open discussion. I love hearing the conversations on any given topic. I want to be able to listen, learn, question, and contribute. If we go on a discussion about Shakespeare for example and talk about key concepts and points, i'm learning. With in discussion I hear new words used in new ways all the time and then I want to hear more, or ask. While yes I know we never do ask these questions if we hear another student say a word in discusison we don't know, but if we did I feel our knowledge would be phenominal! If we were our own teachers, because just by listening to discussions, I find myself intrigued on how many smart people there are in our class. I want to learn from them. The more we push our limits with talking together the more I feel we will all open up to this idea in the end and we will all benefit greatly in my opinion.
3. Like I said in the last paragraph I feel the idea of talking as a whole, as students, with no limits beside one simple topic to start us off, that is how we will learn the best. In this discussion we should be able to do any research on our phones or anything for new ideas on a topic and literally just share everything we think until everyone realizes that there will be no judgement. No matter what there will be at least one topic that intrigues everyone at some point if we make this a habitual thing.
Internet- viral media leads to global sharing of any kinds of ideas with out limitations
- endless possibilities on information
- goes beyond the structure we've known, allows our minds to wonder, if we are allowed to create searches on our own ideas rather than that of which we are structured to think
Discussion- Open discussion allows to continued ideas, leading to new ideas and new thoughts.
- Constant thought, streaming train of thought within multiple minds
- No end to a question only answers, yet no judgement, only learning on a new topic
- The video allowed for constant thought and feed back with out negativity, the idea of "having an open mind" had a whole new meaning in this seminar
Breaking the Mold- Learn in a new way. allow your own thoughts to form on ANY subject.
- Learn what you love and love what you learn because really what else is there?
- Structure in books and deadlines can be a thing of the past if we push our limits
- Stretch minds to strive for new ideas not be forced upon, no matter the subject
- We need self- learning, it has been lost.
- STRUCTURE can either make or break a person, WE ARE ALL DIFFERENT
- Break the mold in a way that matters to you. Learn in a new way and take a chance
**Thoughts: The funny thing about "breaking the mold" is that I hold this idea very dear to me. I hate structured school. I love letting my mind run, but then I find myself in the part of the class that can never bring myself to share my thoughts... Why? I dont know. I always have a lot to say, but it never comes out, or I get nervous then it's too late. So how do I break this mold with in myself to start this new line of thinking? As a matter of fact how do we get EVERYONE to go out on a limb and speak their thoughts. I want to step out of the box and voice my ideas. Im going to try my best, and those who are in the same boat as I am should do the same. I want to be apart of this new "class" we have going here because its everything I could hope for in a class. I just need to find the motivation in myself to finish what I started full tilt.
1. When grades no longer matter it is sort of a make or break point. As I stated above I need to find it in myself to embrace this opportunity, I love socratic seminars and how they work, the next step is just getting involved. This idea of going beyond structure makes life and learning a little more personal, an ideal thought that leaves learning with in the student. I love the idea, I want to embrace, but I have to find that spark to break out of the pack and learn how I want to.
2. The concept I want to be able to focus on in class is just open discussion. I love hearing the conversations on any given topic. I want to be able to listen, learn, question, and contribute. If we go on a discussion about Shakespeare for example and talk about key concepts and points, i'm learning. With in discussion I hear new words used in new ways all the time and then I want to hear more, or ask. While yes I know we never do ask these questions if we hear another student say a word in discusison we don't know, but if we did I feel our knowledge would be phenominal! If we were our own teachers, because just by listening to discussions, I find myself intrigued on how many smart people there are in our class. I want to learn from them. The more we push our limits with talking together the more I feel we will all open up to this idea in the end and we will all benefit greatly in my opinion.
3. Like I said in the last paragraph I feel the idea of talking as a whole, as students, with no limits beside one simple topic to start us off, that is how we will learn the best. In this discussion we should be able to do any research on our phones or anything for new ideas on a topic and literally just share everything we think until everyone realizes that there will be no judgement. No matter what there will be at least one topic that intrigues everyone at some point if we make this a habitual thing.
Wednesday, March 7, 2012
3 Poems... 9 Elements
To the Virgins, to Make Much of Time
By: Robert Herrick
Dramatic situation: The effects of time.
Structure: abab rhyme scheme
Logic/ theme: make wise use of your time
Grammar/ meaning: grammar is complex to fit in the stanzas. Each line has a meaning and each thought ends at the end of a stanza.
Figures of speech: personification and metaphors are used
Diction: simple diction, with complex syntax.
Tone: optimism about life, and moving on.
Literary techniques: uses a lot of personification
Prosody/ language: the rhythm to the poem contributes to the meaning because it all flows. The flow goes along with the theme of looking forward and being optimistic.
Sonnet 89
By: Pablo Neruda
Dramatic Situation: Talks about lovers, one who has passed away
Structure: Sonnet, no rhyming
Logic/ theme: Love
Grammar/ meaning: Meant to show another person their love. The grammar is simple and easy to understand
Figures of speech: use of imagery
Diction: colloquial diction in the translation
Tone: Admiring tone
Literary techniques: Imagery
Prosody/ language: No rhyme scheme. Uses words that correspond with the theme in order to portray it more clearly
Ode to the Western Wind
By: Percy Bysshe Shelley
Dramatic Situation: Tribute to the western winds, and their intensity
Structure: ode. some rhyme, ababcbcdc....
Logic/ theme: the stress/ deathly aspects of life
Grammar/ meaning: grammar is simple with use of adjectives. meaning is to inform the reader of a deeper darker meaning of the winds.
Figures of speech: Similes, imagery, metaphors
Diction: uses words with different meanings to them to describe "the winds"
Tone: There is a sort of dark tone; ominous, sad
Literary techniques: Imagery
Prosody/ language: the rhyme scheme is not consistent, just as the poem is too. starting dark and hopeless then taking a more positive turn to it
By: Robert Herrick
Dramatic situation: The effects of time.
Structure: abab rhyme scheme
Logic/ theme: make wise use of your time
Grammar/ meaning: grammar is complex to fit in the stanzas. Each line has a meaning and each thought ends at the end of a stanza.
Figures of speech: personification and metaphors are used
Diction: simple diction, with complex syntax.
Tone: optimism about life, and moving on.
Literary techniques: uses a lot of personification
Prosody/ language: the rhythm to the poem contributes to the meaning because it all flows. The flow goes along with the theme of looking forward and being optimistic.
Sonnet 89
By: Pablo Neruda
Dramatic Situation: Talks about lovers, one who has passed away
Structure: Sonnet, no rhyming
Logic/ theme: Love
Grammar/ meaning: Meant to show another person their love. The grammar is simple and easy to understand
Figures of speech: use of imagery
Diction: colloquial diction in the translation
Tone: Admiring tone
Literary techniques: Imagery
Prosody/ language: No rhyme scheme. Uses words that correspond with the theme in order to portray it more clearly
Ode to the Western Wind
By: Percy Bysshe Shelley
Dramatic Situation: Tribute to the western winds, and their intensity
Structure: ode. some rhyme, ababcbcdc....
Logic/ theme: the stress/ deathly aspects of life
Grammar/ meaning: grammar is simple with use of adjectives. meaning is to inform the reader of a deeper darker meaning of the winds.
Figures of speech: Similes, imagery, metaphors
Diction: uses words with different meanings to them to describe "the winds"
Tone: There is a sort of dark tone; ominous, sad
Literary techniques: Imagery
Prosody/ language: the rhyme scheme is not consistent, just as the poem is too. starting dark and hopeless then taking a more positive turn to it
Subscribe to:
Posts (Atom)