Document:Intelligence_Checkup.2 – ZIP DOL #2

Reflect on your inquiry and how your understanding is changing, becoming more focused, or is perhaps being reaffirmed by your research. What do you now know that you didn’t know when you started this inquiry? 

During the past few days, my inquiry question has been developed to adapt to the English curriculum. The question I am in the progress of answering is still the same; my question was simply reworded to accurately fit my intentions after conversing with Mr. Morris. However, I do not believe that my question is in its final stages. Currently, it has merely become a better shell, and there are still improvements that will be made throughout this learning experience.

Since the first blog post, one thing I have gained is how I can mold my project to fit the curriculum accurately. Additionally, I have discovered how I can more effectively string together article, blogs, and personal opinions to create new insights into my inquiry. In the past, the topics I had research were all relatively straightforward, I found the facts/opinions and consumed them. But now, I must research two similar topics and relate them together. For example, I used my notes on colour theory and the logo design process to infer how artists and companies take colour into consideration when they design a graphic. I have also learned that in-depth research can lead you down a rabbit hole of information. I have learned that knowing how far to go and when to stop is also a crucial part of research.  

Although the previous blogs goal was ambitious, I think that I can still manage to get more research in before I need to move on to the implication of my ZIP learning. Over the weekend, I will aim to finish the icing on the cake and complete the research portion of ZIP, perhaps I could even begin the implication and make some draft logos, ads, and banners. 


ZiPPiTY ZAP – D O L # 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 step in you next focus block? Set a goal.

During our first two focus classes, I have begun my research. Because I had finished my ZIP proposal before the end of the break, I had a lot of time to work with during these blocks. On the first day, I started my work by finishing the draft for my rubric; I decided that setting a goal before doing anything was very important because it would set a destination. When I finished my draft, I then began to conduct my research. At first, I had trouble finding useful/insightful sources, but, after rethinking and rewording my searches, I was able to find a few great blog/article posts detailing the process most designers go through when designing a new graphic. After noting the most significant points, I attempted to find articles related to why we link experiences to images. Although I spent quite some time looking, I struggled to find anything with those keywords. I thought for a while, and I realized that I should broaden my research then synthesize the data. This would result in more information to work with, along with my own insights I may develop during more research. I aim to complete 3 additional pages of notes by the end of Jan.9th and finish my research altogether – another 3 pages – by the end of Jan.10th.


Notes that I took that some may find interesting:

Principles of Great Logo Design:


  • Flexible, clean, and simple designs make for an easily recognizable design
  • Distracting or confusing designs are easily ignored or overlooked


  • People should get the general idea in mere seconds
  • Quickly recognizable
  • Meaningful, communicates an idea


  • Remains as a good design after time
  • Does it communicate the same or a similar message as it did 10 years ago?
  • Will it last 10,20, or 30 years?


  • Does it work across different sizes, mediums, and contexts?
  • Simple to incorporate and use


  • Resonates with target audience
  • Related to topic


Logos go through many iterations

  • Brainstorm – spit out a plethora of designs, good and bad
  • Selection – identify the desirable traits
  • Amalgamation – combine desirable designs
  • Selection – choose the most desirable designs
  • Refinement – improve the design further

ZIP Proposal – Logos and Design

Many people say a picture is worth a thousand words. That is why, during ZIP this year, I would like to learn how an artist might go about designing a memorable and effective logo. An early form of this question first came to my mind while using Skype and Discord with my friends. On these programs, many people have a ‘profile picture’ that they use throughout most of their time on the application. Whenever a friend changes that icon, it would feel strange and unfamiliar. That is when I realized these pictures were acting as a label for the box that was my experiences with a certain person. The picture represented and embodied the interactions we have had, acting as a sort of logo to that friend. I didn’t put much thought into it at the time; however, I thought it was a great question, that I’ve always had, to explore using ZIP as a motivation.

Currently, I do not have much knowledge on designing logos; I have done minor things before, but nothing to the extent of calling myself knowledgeable on the subject. However, I do have skills that can help me approach the question. Being able to research effectively, learn independently, and conduct interviews will help me throughout the research portion of this learning experience. Additionally, I am well apt to draw simple things and have learned how to use Photoshop during IN-DEPTH and Digital Media 10 & 11 which help when it comes to apply the things I learn. Like most people, I have also seen many logos over the span of my life; I understand how a picture can bring forth a thousand words.

By the end of ZIP, I would hope to have gained a reasonable understanding of what designers do to transform a doodle into the face of experiences a company or product has made. I would also like to learn how I can apply these techniques myself and use them in simple things such as my profile picture in different social medias. And finally, I would like to improve my capabilities of drawing simple designs that can relay many more ideas than words can achieve alone.

There are many people that I can approach when researching this question. Friends, family, peers, seniors, all most certainly have seen a logo before and may have some insight. Additionally, I could also seek out to graphic design teachers at our school or even to the parents who may have done some work in the field. I know my father has done some design for his business and may be able to guide me through his thought process when he created his logo. It would also be convenient if I was able to find an alumnus that did research on a similar topic; previous TALONS students that took design as their IN-DEPTH or as a school course may have had a similar question.

Because the internet is so wonderful, most of my research will likely be done online. There are many things I would think to search and learn from. These resources can be anything from articles, informative videos, critics, research papers, to graphic design communities online. I imagine this type of research would be simple because of the sheer amount of information and history there is to art and design. Websites such as Skillshare may also prove to be helpful as they provide a great library of information where professionals can share what they have learned through experience. However, although there is this great sea of information I can dig into, the vastness of the knowledge may make it difficult to find the most important pieces of it.

At the end of this inquiry exploration, I plan to demonstrate the fruits of my learning by having the visitor experience the process that I went through during this year’s ZIP. Nobody wants to listen to a 5-minute lecture about a topic that may not interest them; the best way to share my learning will be to get the audience invested in the question as much as I have. First, I will share some popular logos, such as Coca Cola, or Disney, and spark a question in the minds of the viewers: how does this logo describe so much without words, and how can I identify it so quickly? Sharing the learning process would be much easier and interesting for the observer from then on. Next, I will show the guest the designs I have created and share how they exercise different techniques. Hopefully this series of events will get the audience to inquire and understand the topic the same way that I have.


Sun Mon Tues Wed Thurs Fri Sat


Finish Proposal



Work on Rubric



Work on Rubric



Finish Rubric



Begin Research



Begin Research





















Create and

Apply learning



Create and

Apply learning



Create and

Apply learning



Create and

Apply learning



Create and

Apply learning



Create and

Apply learning



Create and

Apply learning



Create and

Apply learning



Create and

Apply learning



Create and

Apply learning



Create and

Apply learning



Prepare for presentation



Prepare for presentation



Final touches for presentation



Catch up on anything necessary











The Wizard of Earthsea – Ursula Le Guin’s Style

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

In Ursula Le Guin’s The Wizard of Earthsea there are many examples of different literary techniques in action. Of these techniques, the use of imagery and expanded moments stood out the most. Le Guin uses these techniques with skill and finesse to give emphasis to different moments, objects, and characters. For example, when introducing Duny’s aunt, Le Guin describes her house saying that “[…] the children feared the place. It was low and dusky, windowless, fragrant with herbs that hung drying from the crosspole of the roof […]” (pg. 3-4). Although Le Guin never directly describes Duny’s aunt, we learn so much from just an explanation of the character’s house. Le Guin also uses imagery to instill feelings. When the Krags attack, time seems to slow down as Duny feels as if “he should die, spitted on a Kargish lance, while still a boy: […] without ever having known his own name, his true name as a man.” (pg. 10). Again, without being told the feeling itself, we all know and feel the terror of believing in one’s own death. Another example is when Le Guin skips a month to “[…] the day [Duny] was thirteen years-old,” (pg. 16). By doing this, Le Guin creates emphasis on Duny’s “[…] Passage at the feast of Sunreturn this winter” by showing that a single day is more important than an entire month. If she had not done this, and Ogion were to name Duny right away, this moment wouldn’t feel as impactful as it had. In conclusion, Ursula Le Guin uses these techniques to put meaning and emphasis behind certain events and moments throughout the story by telling and not showing and using the expanded moment with great skill.

Light and Darkness

“Light and darkness are easy to identify in the world.”

I disagree with the statement ‘Light and darkness are easy to identify in the world’ because light and darkness are ever changing relative to each other. For example, lets say that the world is a dark room. After a while in that room, your eyes will adjust and you may think it is bright. But if there was a lamp in the room, the contrast will act as a point of reference and the rest of the room will seem darker than if there was no light. Additionally, there many ways people can interpret the definition of light and darkness. Identifying what is light and dark in the world is a simple task until you factor in more than one perspective. In conclusion, dark things in the world will only be as dark as we make of them.

3 Wise Nugs – Interview Results

When choosing a career, we may get distracted by money and forget about family or passion.


When we want something, we often don’t know all about it. So it may be helpful to research and learn more about it before we commit.


We often want to he the best as soon as we start, but we need to accept we have lots to learn before we can start to improve.


Harrison Bergeron

Harrison Bergeron


Kurt Vonnegut’s Harrison Bergeron is best appreciated through the written text, rather than its film adaptation, because it leaves a greater impact on the readers. Both mediums of the story tell the same story of a world in which everybody is equal and gifted individuals are handicapped by the government and the Handicapper General, or HG. However, the written version is much more exaggerated and unrealistic, such as when we discover that Harrison is a 7ft 14-year-old, which leaves a sort of eerie feeling upon the story’s completion. This unrealistic presentation of the fictional word amplifies certain details using writing techniques, such as when “Diana Moon Glampers, the Handicapper General, came in to the studio with a double barreled ten-gauge shotgun” and shoots both Harrison and the ballerina in two shots (5). This all happens in two sentences, whereas the dancing section had almost 10 times the amount. This makes use of the expanded moment technique and shows the HG’s actions as very quick, forceful, and powerful, because it happened so fast and it was all accomplished by one person; whereas in the film, the HG is joined by a bunch of special forces units and takes a long time to get into the studio. This removes the scare of one person holding all the power. The written book was also able to give us the story from George and Hazel’s perspective. George explains the sounds on the mental disabler and Hazel explains the way Harrison and the ballerina jump around like deer on the moon; rather than on the film, the same sounds are used for the mental disabler, nothing is done to show what George thinks about the situation on the television, or how special Harrison is except for how loud he can yell, stomp, and break wood and chains. Sure, it’s impressive, but not like the sky jumping, padlock crushing, door breaking 14-year-old we read in the short story. The exaggeration here shows that, again, Diana Moon Glampers can end this boy’s life instantly without hesitation. This is scary and gets us thinking about people we put into power. But in the film, she doesn’t get in the studio alone, time slows down as she shoots, and she looks like she regrets doing it when seen on the television. This doesn’t give us the same effect as the reading where we contemplate how scary and powerful one with absolute power can become. In conclusion, the written version of Kurt Vonnegut’s Harrison Bergeron is better than the film adaptation because it tells a more exaggerated story which leaves a scary message.

Introductions – Jun-fan “Bruce” Lee


Absorb what is useful, discard what is useless, and add what is specifically yours.

Bruce Lee


Lee Jun-fan, more commonly known as Bruce Lee, was an American / Hong Kong philosopher, director, actor, martial artist, martial art instructor, founder of martial art Jeet Kune Do, and fighter. Lee was one of the first to popularize the eastern Chinese culture and put martial arts on a global stage using the influence of his films. Many, to this day, still regard Lee as one of the best fighters to ever have lived and he has become a figurehead for martial arts. I am specifically drawn to Bruce Lee because of these achievements and his philosophy of life. I chose Lee over others in the same field of study because nobody was able to leave a mark quite like him. Ask anyone, there’s a good chance they will know who he was and what he did 50 years ago and maybe even another 50 from today. I believe that he is worth researching and sharing because of the story his life tells. As a young boy being raised in Hong Kong, Lee got mixed up in a few street fights. Wanting to fight back and stand for himself, he started learning Wing Chun from Ip Man (or Yip Man), a master Wing Chun teacher. Even then, other students avoided Lee because of his mixed ancestry. But despite his start, Lee rose up and became a person renowned for his martial abilities and skills. I believe this story delivers a message of how anyone can become the best at what they do, but only a few works towards their potential. Although the culture of where we were raised may be considered as similar, there are many differences that I must overcome to understand Bruce Lee. For example, Lee was a child actor, and he was raised in a similar culture, not the same. But setting these differences aside for the speech will be easier if the research is done thoroughly and I put a little bit more effort or I could try to avoid things that are too different. Throughout eminent, I would like to learn about Lee’s philosophy of life and martial arts and “absorb what is useful, discard what is useless, and add what is specifically [mine]”.

For the next step in eminent, I aim to finish all my research by the end of this month. Learning about Lee’s achievements, life, and personality with depth so I can begin to work on my speech and learning center by the start of November.

1984 by George Orwell – Second Response

Summary (50 words):

The second third of George Orwell’s 1984 starts with Winston secretly receiving a message from a young woman from the fictions department. Winston falls in love with this girl and attempts to learn more without alerting anybody, especially the seemingly all-seeing telescreens. After they get together, they find the brotherhood.

Paragraph (236 words):

Winston impressed me with his surreptitious attitude. He wants to get in touch with the girl from the fictions department and fears that she will change her mind about her love. After a week, Winston gets close to contacting her, but must give up when a young man he barely knows invites him to a seat. Winston knows that “it was not safe to refuse” so he accepts without much of a choice (126). Although he wants to get to her as soon as he can, Winston makes sure not to look suspicious. Winston also mentions he should “not [be] too near the telescreens” when contacting the girl (125). Winston is in an external conflict against the suppressive nature of his society and makes sure to take everything into account. This reveals that Winston is a very strong planner and has a very careful eye. Winston’s actions are believable in this scene because he took similar risks in the past – like the impulsive purchases of the book and stone. Winston feels isolated in this society; when the girl tells him she loves him, Winston feels a burning curiosity within him that tells him to seek for more information. This is satisfying because I am curious, too. The scene reminded me of elementary school, stealthily sending messages to a friend, trying not to get caught. I would likely take the same actions as Winston.

The Single Story – Chimamanda Ngozi Adichie


How might we begin to “reject the single stor[ies]” in our lives?


Single stories are, and will stay, everywhere. It is intimidating to consider attempting to reject something that seems so intrinsic to a society brimming with individuals who possess vastly different experiences and views. But just as when Chimamanda Ngozi Adichie says “I must quickly add that I too am just as guilty in the question of the single story” we are all subject to the single story and must all work to avoid it. We can begin rejecting the effects of the single story by acknowledging and accepting that we do not know everything. Chimamanda Ngozi Adichie says that “They (the single stories) make one story become the only story”; once we accept that we don’t know everything – even when we think we do – and communicate with that goal in mind, we will have an easier time walking away from the single story stereotype. However, this is a hard task. Nobody is perfect and that is why the single story still exists. But when we acknowledge that we are all under some influence of the single story then we will be on our way to removing it from our lives.