During my last in-class focus block, I focused on finding good horror/disturbing literature to read. I also started reading writing tips about how to make a story scary. I found a thread on Reddit called No Sleep which had many horror short stories that were great for finding trends in concepts, characters, setting and plot between stories. During this block I started writing down ideas and notes about concepts in the plot that make a story scary/disturbing from. I wrote these notes from what I had learned from the writing tip websites and just from reading horror stories. I didn’t face any major problems that day, but it was hard for me to find good horror short stories at the beginning of the block. Next block, I plan to read more horror stories and do more research on good horror writing tips. I will also start making a survey about what people find scary/disturbing.
Over the past week we have learned a lot about the REAL acronym, which translates to Relationships, Equipping, Attitude and Leadership. I have noticed that each of these keys to success can be seen in TALONS every day. First of all, relationships play a big role in TALONS. All of my classmates are great friends between each other and are never afraid to help one another. TALONS has a lot of group work in it so having good relationships with classmates improves communication and therefore improves the quality of our group work. Equipping can be seen in event planning when teachers pick people for certain committees. The teachers have the chosen person learn more about the committee they have volunteered for by doing committee work. Another great example of equipping can be seen when Grade 10’s have to equip Grade 9’s for leadership events and cultural event planning. This is important because this is happening from student to student, not just from teacher to student. Attitude is extremely important when it comes to TALONS because without a positive and motivated attitude, TALONS would seem extremely hard and tedious. A large part of TALONS is autonomous, so without a motivated attitude a student would fall behind. Lastly, Leadership. Leadership can be seen during leadership events but also in everyday class situations. For example, during class or group discussions there would often times be a leader that would lead the class into new topics and discussions. Also when some people don’t understand a concept in a challenging class, a leader might step up and help everyone understand the concept. I have noticed that the REAL acronyms are actively being used in the TALONS class and I believe that the TALONS program can help its students become real successes.
Junior’s most important conflict in the book The Absolutely True Diary of a Part-Time Indian is Junior’s struggle with his Native American race and cultural background. There are times in the book where Junior has a hard time fitting in with the kids at school because of his race and culture. When Junior comes to Reardan High School, he is unknown and seems extremely different to all the kids at the school: “Those white kids couldn’t believe their eyes. They stared at me like I was Bigfoot or a UFO. What was I doing in Reardan, whose mascot was an Indian, thereby making me the only other Indian in town?” (56). His race makes the kids at his school not want to communicate with him and therefore make him feel singled out. Teachers at the school doubt his legitimacy and intelligence because of his race. When Mr. Dodge says that petrified wood is wood that has turned into rock, Junior corrects him by explaining that the wood is replaced by rock. Mr. Dodge then sarcastically retorts with “Okay, Arnold. Where did you learn this fact? On the reservation? Yes, we all know there’s so much amazing science on the reservation.” (85). However, Gordy, the class genius, tells Mr. Dodge that Junior is right about the wood and receives “Thank you for sharing that with us Gordy” from Mr. Dodge (86). This example shows that just because Junior is from a reservation and is Native American, teachers don’t acknowledge that he is just as smart as and smarter than the other kids at the school. The people at Reardan don’t want to look past the Indian stereotypes that they know and believe, which hinders Junior’s ability to fit in and grow as a person.
My question for ZIP is: What makes a story scary or disturbing? I became interested in this question after reading the Veldt. Even though it wasn’t a horror story and I have read stories with murder in them many times before, I found myself unusually disturbed after reading the Veldt. I became very interested in what makes people disturbed or scared from reading stories. I have read a lot of creepy stories online and I am excited to read more of this literature and try to uncover the things that make a story scary or disturbing. Through this research I hope to improve my writing skills, specifically for short stories. I do not know a lot about this topic currently but I have read some horror stories and I already have some ideas as to what makes a story scary. For support during this project I can approach my peers, teachers and parents to help me with surveys for research and for tips on writing. Some other resources to help me research and complete my inquiry are online resources for writing tips and research for my question, or forums like No Sleep on Reddit, where people share scary and creepy stories. I would like to present my learning in the form of an in-class lesson, where I will teach my classmates about the key factors that make a story scary or disturbing.
Here is my schedule for completing my project:
Week 1: Refine inquiry question. Read horror/disturbing literature. Start to do research about what makes a story scary or disturbing.
Week 2: Take surveys from class about what they find disturbing and/or scary. Do more research on my question. Study the horror/disturbing stories I picked for similarities in plot, characters and setting.
Week 3: Finalize research. Put research into one document.
Week 4: Work on PowerPoint and lesson.
Winter Break Week 1: Finish PowerPoint and lesson.
Winter Break Week 2: Practice PowerPoint and lesson.
Did you meet your goals for the project? How can/could you tell? How would you improve on future learning opportunities like this?
I met my goals in most aspects on this project. I am extremely pleased with my learning center and mostly pleased with my speech. However, I am not pleased with the fact that I didn’t get any interview responses. Next time I will try to use my time more wisely because I procrastinated a lot on this project and some parts of it were left to the last minute.
What will you remember about Night of the Notables?
One of the most memorable things about Night of the Notables was the power and passion in the Grade 10 speeches. They inspired me to use my time more wisely and to put more effort into my work for eminent next year. It was also great to see how the guests were interested in everyone’s projects. Most people came because they really wanted to learn something about our chosen eminent people, not just because they were ‘supposed to’ come.
Who would you like to thank, or recognize, for their contributions to Night of the Notables?
First of all, I would like to thank the TALONS teachers for planning such a great and well organized event. I would like to recognize that this was Mr. Morris’ first time doing the eminent project and I believe he carried it out perfectly. I would like to thank all the student committees that gave up lunches to plan Night of the Notables. I would like to thank the Grade 10 students for providing excellent examples of the amount of effort to put into our projects next year. Lastly, I would like to thank the many parent and teacher volunteers that helped us learn about formal interviews.
For my document of learning I decided to show the main parts of my learning center and describe their purpose:
1. Tinker Hatfield’s Sketching Table
For my center piece I recreated Tinker Hatfield’s designing table. It had printed out many shoe sketches by Tinker Hatfield that I placed messily with pencils, rulers and
pens on the side to look like Tinker had just left his desk. This was made to show the people how much work and time was put into each shoe. It was also to show how many rough drafts and models were needed before the final design for the shoe was created. I made sure that I had some pictures of final designs so that the audience could match the rough drafts to the final copies.
2. Guess the Colorway
This was a game that I used as my interactive activity. It had pictures of different color combinations (colorways) for shoes designed by Tinker Hatfield, and the audience had to guess what the colorway was named. At first the game might seem like just a fun little guessing game, but it is an easy way to describe sneaker culture to people who are unfamiliar with the term. Sneaker culture is when the history of sports and large, worldwide events is shown through specific colorways and details in shoes. This is important because Tinker Hatfield’s designs were the origins of sneaker culture. When creating a shoe, he found inspiration in sports events for colorways. Therefore, people could trace the colorway to the year it was released and, from the name of the colorway, know what important occurrence happened that year that influenced designers to create the colorway.
3. Tinker Hatfield Timeline
This timeline had Tinker Hatfield’s early life along with his greatest achievements and designs. I created this timeline to show my audience how many obstacles and setbacks Tinker had faced in his early life and before his success in the shoe industry. This timeline doesn’t have all of his shoes, but only his most known ones so that my audience could recognize and understand him better. I found that a lot of my visitors were amazed that this one man created so many shoes that they own, have seen on the feet of celebrities or in famous movies.
4. Tinker Hatfield Documentary
As an additional part of my learning center, I had a documentary playing about Tinker Hatfield. It was a small piece of my learning center but I feel like it worked well. It attracted audience and kept them interested after viewing my learning center and talking to me.
- Abstract: The Art of Design “Tinker Hatfield: Footwear Design”.
Netflix Originals. 2017.
This Documentary was extremely helpful because it showed the challenges Tinker Hatfield faced before and during his career with shoe design. It also had video interviews with Tinker Hatfield which helped me learn more about him as a person and interviews with Michael Jordan which were helpful for my speech.
- Balana, Ben. “Tinker Hatfield: Architect Turned Shoe Designer.”
Delabuzz, 2 Sept. 2014, delabuzz.com/tinker-hatfield-architect-turned-shoe-designer/7056.
This website was extremely helpful for my learning center timeline because the website depicted Tinker Hatfield’s greatest achievements and designs. It also had great pictures of early sketches and shoes which I used for my learning center.
- Edler, Brandon. “30 Years In The Making: Tinker Hatfield’s Best Sneaker Designs.” Complex, Complex, 20 Oct. 2016, complex.com/sneakers/2011/07/30-years-in-the-making-tinker-hatfields-best-sneaker-designs/.
This website had many great pictures of Tinker Hatfield’s sneakers and descriptions about those shoes. I used the pictures for my learning center’s guessing game and timeline. The shoe facts and descriptions were great to know when talking to people who came up to my learning center.
- Jerzy, Robert. “Tinker Hatfield Interview.” Highsnobiety, Highsnobiety, 3 Mar. 2015, highsnobiety.com/2015/03/03/tinker-hatfield-michael-jordan-interview/.
This website is a written version of an interview where Tinker Hatfield talked about his friendship and work with Michael Jordan. This helped me greatly with my speech because I was talking from the point of view of Michael Jordan.
- Bengtson, Russ. “25 Must-See Design Sketches of Your Favorite Sneakers.” Complex, Complex, 6 Oct. 2017, www.complex.com/sneakers/2013/03/25-must-see-design-sketches-of-your-favorite-sneakers/air-mag.
This is a website that had many pictures of rough sketches that shoe designers made before making the shoe. A lot of these were pictures of Tinker Hatfield’s sketches. These were printed out and used to recreate Tinker’s sketch desk for my learning center.
I think that writers should be able to use racist language in their writing. I feel like it can be used in a good way to establish time setting or show character progression. A popular example of a story that uses racist language to show time setting is the book Adventures of Tom Sawyer. I have read multiple books where racial slurs are used early on in the book to show who is a villain/bad person in the story. Sometimes racist language is even used by the main character early in the story to give a foundation for character expansion and improvement. An example of this can be seen in Zebulon Finch. Most importantly, racist language in writing can educate people about how terrible racism is. Examples of this can be found in many books like To Kill a Mockingbird and Night. Racism in writing can be used to point out flaws in our society in subtle but meaningful ways. Lastly, racist language should be used with caution because if the author uses racist language in a story and doesn’t clearly show the negative effects, many readers can think that some racial slurs are acceptable.
Nikes, the shoes most of us have owned at one point. Air Maxes, Huaraches, Trainers, Jordans. Behind these shoes stands Tinker Hatfield, a shoe designer known well by the 2 million+ sneaker-heads in North America, but not by many more.
For my grade nine eminent project, I have chosen to research Tinker Hatfield. I have been interested in sneaker culture since last year, when I was looking for new shoes for school. I wanted to have a nice pair of shoes that would look cool but I didn’t know anything about sneakers, which were good and which were bad. I started to do some research and found out a lot about how the history of sports or world events that can be told through sneaker colourways and designs. This is called sneaker culture. I found out about Tinker Hatfield when I was watching a documentary about design on Netflix. It told about this great designer who created most of the classic Nike sneakers and some of the newest, most innovative ones. I realized that in sneaker culture, many people know all about the shoe and who wore it, but rarely know about the person that made it.
Tinker Hatfield or Tink, as he is called by the sneaker-head community, was a pole vaulting star at the University of Oregon, the same university where Nike was created. The founder of Nike was Tinker’s coach. He involved the young athlete in the company and eventually Tinker moved up the ranks to become the head designer. He has designed many shoes for Nike, but his most outstanding achievement is his work with the Air Jordan line that some argue saved Nike from a financial crisis and kept the company alive. This was the start of popularity for custom made shoes for outstanding basketball players. These shoes have also been the centerpiece of sneaker culture over the past thirty years. Another famous shoe that he designed is the Back to the Future 2 Air Mag. This futuristic self-lacing shoe was immediately loved when the film released. However, hardly anyone knew who designed it. Tinker Hatfield is now taking this self-lacing idea and implementing it into new shoes that he promises will revolutionize sneakers.
Like me, he grew up in a privileged Caucasian family, and is obviously interested in design. I want to learn more about the design of sneakers and what it takes to be a designer for Nike. I also intend to shine some light on Tinker as he is the person behind many of Nike’s most popular and sought-after sneakers. I believe that he is eminent and is an important person for the world to know about.
Question: How does Sam’s decision to lie positively affect those around him? Do the benefits of Sam’s lie outweigh the issue of the lie itself?
Sam’s decision to lie affects people around him positively. People think that Sam’s dad, Dave, is dying so they want to cheer him up by telling him he looks good. He gains a lot of confidence through these compliments. Sam also learns that living a lie is hard because after only a little time he starts feeling very guilty and realizing the bad consequences that might come if the lie stretches on for any longer. The benefits of Sam’s lie do outweigh the downsides of the lie because as we saw in the story, there were almost no bad outcomes. However, there were good aftereffects, the greatest being that the lie made Sam’s family life better.