indepth #2

In-depth for me has been a little rough from the start. Having to change in-depths midway through the project set me back a little, but luckily, I switched in-depths near the beginning of the project so I could mitigate most of the damage.  My current in-depth is Ikebana and I will be exploring all the techniques and processes behind the traditional-style japanese flower arrangement. In comparison to my previous in-depth of horse riding, ikebana is a much more mellow and calm sport. However, that does not mean that I am choosing it merely due to its ease. In fact, after doing research I learned about all the small nuances and thoughts that go into ikebana and realized it is a very deep and complicated topic with hundreds of schools.

To be perfectly candid, I have not made much contact with my mentor due to my slightly later start from my setback. However, I have discussed some schedules and planned meetings with them. Although we have not yet began delving into the actual in-depth subject, I have full use of Edward De Bono’s techniques when communicating with my mentor.

How to agree

Using my understand from De Bono’s How to have a beautiful mind, my conversations with my mentor went quite smooth. When we were discussing the cost of the lessons and the times my mentor had available, I understood where they were coming from and my mentor’s point of view. I made sure to look at things from my mentor’s perspective so I would not be rude and bias. I took advantage of guideline #6 “Make a real effort to see where the other person is coming from” the most. In the end, we negotiated well and have organized our schedules and pricing.

How to disagree

The disagree guidelines weren’t as relevant in our online communications, but it still came up subtly in our conversations. Of De Bono’s guidelines, the one I used the most would have to be #12 “Distinguish between having a different opinion and disagreeing with an opinion.” We didn’t have much of a chance to disagree since our communications were quite limited but I did understand how my mentor can have a different opinion from me without disagreeing. This is especially true since my mentor has much more knowledge on the in-depth than me.

How to differ

When it comes to differing, all the techniques were very relevant in my communications with my mentor. The techniques didn’t come out obviously, but I had them in mind when writing emails to my mentor. My mentors opinions pretty much align with mine and if they don’t one of us will persuade the other. We usually have a strong sync and don’t enter any arguments, especially since my mentor is volunteering their time for me.

zip #4 final

1. What is your inquiry question? What initially drew you to this question? Did your question stay the same, or did it change overtime? Why?

My inquiry question is “To what extent does the poem type affect the understanding of the motifs for the reader?” The reason why I pursued the answer to this question is because I noticed that many poems have a preferred or primary motif. For example, odes are used to celebrate and haikus are used to portray nature. This discovery made me wonder if these poem types were created with the motif in mind or was there a motif they had in mind and the respective poem type was the best way to represent it. The question confounded me since the difference between a haiku and an ode wasn’t just the primary motif. Both poem types had their own rules to follow that seemed unrelated to the motif.

Although my idea for what my final artifact was molded and changed throughout my zip project, the essence of the question stayed the same. You may notice that my inquiry question comes in different variants throughout my DOLs, but the meaning stays consistent. The reason why it stayed the same is because I never found an answer. I did learn specific concepts like why a haiku would be a good poem type to use for nature, but I lack evidence of a rule that fits into every poem type and motif.

2. What skills have you expanded on / learned during the inquiry process? How are these skills applicable to your success as a student?

Unexpectedly, the skill I really built on and learned was refinement. This came as a shock to me since I didn’t even intend to learn this skill as forementioned in my zip proposal. The skill of refinement was very difficult to learn and even harder to master. I have barely even scratched the surface of the essence of refinement. However, this skill is still an essential skill to my success as a student because no matter what sort of work I am doing, refinement is critical. The power of turning a raw and messy idea into a finished project is a very powerful tool to wield. Refinement can be applied to anything from essay writing to presentation designing.

Another skill I expanded on was my poetry-writing skills. I anticipated growth in this department, but I am still pleased with my growth. The chance to focus on poetry as my zip gave me a chance to research more into poetic concepts and ideas instead of just writing raw garbage on a piece of paper. This is also where the skill of refinement came in. I used refinement and my newfound poetic knowledge to deepen my understanding of poetry and literature. Although poetry-writing may seem like a skill only useful in writing poetry, I believe it may add more spice to my writing as I have a deeper sense of literary tools like metaphors now.

Another obvious skill I have improved on is my ability to find the right words in the right situation to convey the proper meaning. In essence, it would be an improvement in my vocabulary, so it may not be considered a skill. However, I do believe the ability to find the right word amidst a vast vocabulary is a unique and undeniable skill. This vague, yet useful skill may find a use in almost any writing scenario or even vocal presentation as it helps build a richer literary environment for the viewer.

The final skill I expanded on is very similar to refinement, but it is more towards expressing ideas through different avenues. Instead of refining a piece of writing into a more concise and clear version, this skill allows me to take my raw idea and present it in a new format. I have built on this skill by creating my zip artifact. I have taken all my knowledge and research on poetry and represented it in a visual art that displays my understandings as well as a poetry notebook that shows my learning process and growth. The skill of transferring ideas into different forms is applicable in almost any situation from performances to essay writing.

3. What did you learn about / what is your answer to this inquiry question? Remember to be specific and provide direct evidence from your research.

To be perfectly candid, there is no answer to my question other than it does matter. To find a more specific answer, you must explore each individual poem type as well as their most common motif. For example, haikus are usually portrayals of nature but I explored how a nature motif would feel in a limerick and there is a substantial difference. The limerick takes away the feeling of cutting and juxtaposition with its rhyming and lack of seriousness. For someone trying to paint a serene scene of nature, it is far more difficult using a limerick.

I also tried writing an elegy in the form of a limerick and once again it turned the supposedly sad vibes into a seemingly cheerful event with its rhyming scheme and short syllable pattern. The limerick I wrote with the motif of death was far less sorrowful and mourning than one written as an elegy. Here is the limerick I wrote with the essence of an elegy:

Oh, divine muses provide me advice

My king, a defiant and brave device

His presence turns gears

His disappearance pulls tears

Life without him is a fool’s paradise

I noticed that the lack of lines and syllables makes it seem as there is not much care for the person it is written about as well as the rhyming makes it seem like the subject’s death is a joke. It ruins the poetic beauty of an elegy as well as its most common motif. This is direct evidence of my research. I do have a lot more examples as well as comparisons, but I would like to save that for my presentation.

4. In what ways does your final learning artifact demonstrate your learning / answer to your inquiry question? How does it connect to your chosen curricular competencies? Consider listing your competencies and including images, links, or excerpts from your work to demonstrate this.

My final artifact demonstrates by learning by showing the rigorous excavating and exploration of knowledge I have done over the course of zip as well as displaying those discoveries in an aesthetically pleasing way. My artifact can be divided into those two components.

I have the journals that I worked with throughout my whole zip experience that shows my learning as well as my poetry skills slowly being tempered. The first journal contains all the knowledge that I learned as well as the notes I have taken about poetry writing. The second journal contains the actual writing of poetry. The second journal is the component that took the most time as each piece of poetry has been through rigorous refinement and contemplation. The journal includes revisions as well as ideas splayed in a messy way. This portion of the project is correlated with my second core competency “Transform ideas and information to create original texts ” as I wrote my own poetry.

It is exactly the fact that I noticed how messy and disorganized my adventure journal is that I have invested in part two of my final artifact. It is a trifold that simplifies and demonstrates my findings in a visually easing way. It is quite simplistic with a connection drawn between my research. Of course, I will be explaining the artifact to simplify matters further. The main purpose of the trifold is to quickly and succinctly answer the inquiry question and provide knowledge to my peers whilst the journals exemplify my journey and learning process. This portion of the artifact represents my first core competency “Recognize and appreciate how different forms, formats, structures, and features of text enhance and shape meaning and impact ” as I display my findings on the effect of poem types on the understanding of a motif.

I like to believe that my third core competency “Think critically, creatively, and reflectively to explore ideas within, between and beyond texts ” is displayed in both portions of the final artifact because I explore many ideas critically and creatively while writing poetry and taking notes on how to write poetry and also because I use that information to build a finished project that displays those thoughts creatively.

5. What resources did you find useful during your inquiry and why were they useful? (Cite at least four resources you consulted, with links, and write a brief 50-100 response as to was important to your learning).

Haiku writing

http://www.edu.pe.ca/stjean/playing%20with%20poetry/Hennessey/howtohaiku.htm

https://www.creative-writing-now.com/how-to-write-a-haiku.html

Both of these resources share tips on haiku writing as well as the essence between haikus. It taught me about juxtaposition and the idea of “cutting” words. It also taught me about “moras” which are similar to syllables but slightly different.

Limerick writing

https://www.powerpoetry.org/actions/5-tips-writing-limerick

https://examples.yourdictionary.com/limerick-examples.html

The first source taught me a lot of tips about writing limericks and how to make them roll right off the tongue. For exmaple, making the limerick “bounce.” The second source showed me examples so I could truly understand what the first source is saying.

Elegy writing

http://jpellegrino.com/teaching/elegyconventions.html

Epic Poetry: Invocation of the Muse Prompt

The first source teaches me about writing an elegy as well the steps and conventions. It covered the idea of lament, praise, and solace which are the three general steps which can be further divided into many smaller steps. The second source taught me about the invocation of muses which is a part of both epics and elegies.

Dodoitsu writing

Dodoitsu: Poetic Forms

The source outlines the style of dodoitsu as well as the most common motif which is work or love. It provides the poetic structure as well as the proper usage of the poem type.

Poetry writing

Poetry Writing: 10 Tips on How to Write a Poem

This has been a really useful source since it covers a 10 tip program that helps me write poetry in general. The site provides many good tips like avoid cliches and avoid sentimentality.

6. What new questions do you have about your inquiry? What motivates you or excites you about these questions?

A big question that I have is “Why is it that only some poetry types have a preferred motif?” Poems like terza rima don’t seem to have any most common motif (as far as I can tell) so it is strange to me that only some poems have a most common motif. This question motivates me to dig deeper into poetry and learn more.

This also brings up another question I have. “Are poem types made with a motif in mind or are there poem types waiting for a perfect motif to click with them?” This question excites me because if the answer is the latter, that means there are hundreds of poem types just waiting for someone to find a perfect motif for them to open up a whole new world of poetry.

 

 

 

 

indepth blog post

In-depth has come once again and I plan on learning and mastering the art of horse riding. As I have had no prior experience or similar experiences on the subject before, it may be considered a strange and surprising. However, one of the reasons why I chose this in-depth was because I thought connecting with nature and animals more would be fun and interesting. I was also intrigued because all the horse riders I know are female and I was wondering why there was a lack of male horse riders. I sort of felt compelled to break that gender barrier and try my hand in the trade.

The mentor I hope to acquire is the teacher in the Northside Stables which is a stable located very closely to my home. This would make meeting up with my mentor a lot easier. I plan on meeting with my mentor and discussing what sort of gear I will need in the next week or so. I hope to use Sandra Harezga (my mentor) as one of my sources of information for the sort of techniques and knowledge I will acquire. In conclusion, I have a solid plan on what my in-depth will look like and hope to achieve excellence in my respective field.

zip #3

Describe the ups and downs you have encountered to date in your inquiry. Specifically, when you were frustrated or struggling in your inquiry, what did you do to address the situation?

From the start, the main issue I had was properly representing the motifs of the poems well. My original plan was to choose a motif and write the motif in different poem types, but I realized that I shouldn’t be disregarding the poem types and the kind of fitting motifs. Instead, what I have done was write about a motif that fits the certain poetic structure, then write one that doesn’t to display how certain poem types accommodate certain motifs better than others.

Another issue I had was the actual writing of poems. Haikus and limericks were easier than elegies since they had less lines and needed less coordination. Although that doesn’t mean that haikus are simpler than elegies. In fact, haikus are even more profound and difficult to master due to their concise and simple wording. The way I addressed this problem was to research tips and tricks on writing the specific poem type.

The final issue I had was the lack of poems with preferred motifs. For example, elegies are usually meant to represent the motif of death or loss, while limericks are usually humorous. Poems like diamante poems have certain poetic structure, but have no preferred motifs and can be written about almost anything. My solution was to mainly address the poems with a preferred motif.

 

zip #2

Take a moment to reflect on your inquiry plan (calendar). Do you need to make any revisions to your original plan? If so, why? If you haven’t made any changes to your plan, why do you feel you have been so successful in sticking to it?

No, I have not made any revisions since the start of the project and I don’t think I will have to. I believe I have been making very strong strides forward in my inquiry. Not only have I been following my plan, I have had extra time to do even more in-depth work and start on some of my poetry writing earlier than expected. If I had to say, the main reason for my success in sticking to my plan is motivation. I don’t have to motivate myself to work on ZIP. I love writing poetry and do it in my free time anyways. My love for the subject is what makes me work so hard because it doesn’t feel like work. I choose to do ZIP over playing games because the topic is so enticing to me and fuels my mental fire.

zip #1

Record a journal entry of how you used one of our in-class focus blocks. What did you accomplish during this time? What did you struggle with? What might be your next focus block? Set a goal.

January 8th, 2019

I spent today’s in-class focus bl0ck finishing up my writing of haikus. Yesterday, I wrote three haikus after drafting and editing them. Today, I wrote another four haikus to finish my haiku section with a total of seven haikus. I also worked on my first limerick after finishing the haikus. The first six haikus are written in traditional haiku-style which is non-rhyming with a slight twist ending, while the final one was purposefully written with a motif that matches a limerick more than  a haiku. This represents the exploration of matching certain poem types with the unorthodox motif which is what my inquiry question explores. My goal for next focus block is to continue to master the limerick with the traditional humour motif until I can write one with a celebration motif which will bring me to the ode. My specific goal is to write at least three polished limericks by the end of next focus block.

Here is a picture of poetry.

Proposition of the ZIP inquisition

I have always been a fan of poetry as it provides another medium for self-expression and artistic release. I’d like to explore the question of “To what extent does the type of poetic structure effect the reader’s understanding of the motifs?” because it would help provide me insight on how emotions and ideas can be conveyed through poetry. I have always wondered why there are so many types of poems like limericks, sonnets, haikus etc. This question allows me to explore the creative differences between poem types and how they could possibly suit different motifs better than other poem types.

One of the inspirations that helped me create this inquiry question is the prior knowledge I have regarding poetry. Specifically, the idea that haikus are usually portrayals of nature, odes are meant to glorify someone or something etc. When I realized that certain poems fit better with certain motifs, I wanted to explore that deeper and find out why. I also want to find some suitable poem types for some lesser common motifs along the way. I also possess poetry writing skills because I have done some poetry in the past which will serve as a foundation for my ZIP project to be built on.

One of the biggest skills I’d like to expand on is my poetry-writing skills. Through the process of this ZIP project, I will be thoroughly analyzing poetry and poetic structure which will strengthen my poetic ability. I also want to improve on my ability to express and communicate my ideas which will be worked on when I devise the method I will use to show my learning over the course of the journey. Finally, I am also hoping to increase my vocabulary through writing poetry and trying to find the right words to convey the right meaning.

I can approach my peers regarding things like editing, ideas and inspiration. I can also approach qualified and educated adults who may provide some insight on poetry-writing or helpful tips on how I can represent my learning better.

Mainly, I will be looking through and perusing internet resources. Hopefully, there will be a lot of visual video resources for me since that is my best way of learning, but I will survive text-based websites. I will also look through some physical literature if I can find anything that is of use to my research and furthers my learning on the subject.

I will be reciting my poetry which will hopefully highlight how different poetic structures influence the understanding of the motif. The current method in mind right now, is to have a few poems with the same motif but different poetic structures, so the audience can help decide which poem type helps actualize the true meaning of the poem best.

Schedule:

Jan 7th – 10th Research into types of motifs, poem etc.

Jan 11th – 25th Write poetry in different styles and motifs

Jan 26th – 28th Finalize all the pieces to my presentation

 

wizard of earthSea: the styLe of writing

What stood out the most about Le Guin’s overall writing style in Chapter 1 of the novel?

In Ursula Le Guin’s A Wizard of Earthsea, I notice how concisely she jumps from scene to scene, leaving only the essential portions of the story to be heard. She describes Duny’s life by only describing certain events in detail and filling the void in the timeline with a few sentences of description. For example, when the entire learning of magic scene from Duny’s aunt was summarized with “she taught him honest craft;” the book went into no detail about how the process happened or any character development between the two characters, but merely that the event had occurred (7). Another instance of this happening is when we see that “the witch was one who fled, hiding alone in a cave,” we have only the essential bit of information that we need, which is the location of the witch. Ursula Le Guin wastes no sentences to describe the events of the internal conflict of the witch or any hesitations she had, but only focuses on crucial parts of the story which progress the plot (10). One of the most obvious uses of this technique is right at the start of the story where Le Guin foreshadows the plot by saying “His life is told of in the Deed of Ged and in many songs, but this is a tale of the time before his fame before the songs were made,” which provides us with something to look forward to even though it is vague and short. Consequentially, I notice Le Guin enjoys telling a story by giving in-depth segments and short lines to fill in the blanks, which adds a sort of mystical feel to the readings.

the wise man is not so wise

Statement: The wisest person is the person who admits he knows nothing.

I disagree with this statement because the wisest person would know that he does know something. How can you even admit to knowing nothing if you know nothing? If you knew nothing, that would mean you could not speak or even comprehend thought because you do not know how. It is not possible for someone to know absolutely nothing due to the nature of knowing something. Even seeing a picture allows you to know that there is a certain colour in front of you, a certain shape, and even a certain pattern. The person who claims to be a person who knows nothing is either overly modest or pretending to be modest. Truly believing that you know nothing is not wise, but foolish because you misinterpret fundamental laws of knowing that society has established.

wise nug v2

There are often tasks required by your job that people don’t tell you.

It is often important to adapt along with change for your client and superior’s satisfaction.

The satisfaction of a client is often a satisfactoion for you as well.