Modigliani-Style Self Portrait Reflection

I don't think what I did was the best I could do, but I think it's a fine result and process.

I picked Modigliani because I didn't hear or know much about him and his style before, I wanted to have a better knowledge on that. Therefore, I chose to modify his drawing into my self-portrait. I think it is a good choice. To choose three drawings, I just browsed the web and see which ones more complexity not including the face. Because I would be changing the face, but I wanted it to be more recognisable the original drawing more easily recognised. Two of my three sketches were good, so I asked for some opinions and feedback, and decided to do what I did. Now, I feel like perhaps it would be more different from previous experiences if I went with Picasso, since his style is really unique and I have never tried it. Next time, I would go for something unique and new.

I picked red and green for the coat, yellow for the background. These were my main colours. I chose red because it was a very very eye-catching colour that attracts attention really well. Then, I chose green to make it an odd combination on purpose. This was to give it contrast and make it more appealing and interesting to look at. The reason I picked yellow for the background was also because of contrast. It was also a light colour unlike the colour of the body and hat, which allows makes the body stand out more. I also avoided dark colours because a serious, deep wasn't the mood I wanted. And yellow is also similar to glowing light from behind.

I blended the colours for my skin and beard (and hair) quite well. Both colours were tested a few times on another piece of paper. Before I coloured it in, when I copied it down to the A3 paper from my sketch, I way paying attention to the proportions and I also made a few changes to the proportions of my facial features. I think that also went pretty well. After I had coloured it in, I added thick and dark outlines to separate parts more clearly (and to cover some pencil strokes). It took me some effort to make the colouring thick. However, I didn't pay a lot of attention to the dirt on the background when colouring it in with yellow, mostly because I didn't have much time. But seeing this result, I will always remember to make sure the surface is clean before colouring it in with light colours.

Except for some of the facial features, and the tie (I take stuff seriously), I haven't really thought of how the portrait reflects who I am. Which is why it is not a very good portrait. Or if I had to come up with something, I would say I try to get people's attention a lot, but unlike the drawing, I don't attract attention that much. However, the contrasting colours can be compared my attitude, which changes a lot at different times.

Math: Pyramids Assignment - Investigating & Application

Pyramids Investigation & Application Assignment

In this assignment, we basically looked at different parts of a pyramid. Especially the slant height on their sides. We were given the formula on how to find the slant height of a pyramid when given the base and vertical height of a pyramid. We were then to find out how the equation works. The Pythagorean theorem is applied into the formula basically. Then, we looked at some Aztec Pyramids (ones with a flat top) and equations on finding the slant height of an Aztec Pyramid. This time we were asked to explain how the equation works. It also uses the Pythagorean theorem and also the properties of trapezoids. Then, we were asked to apply our knowledge of these equations to find different measurements with the other measurements of a true pyramid. Then, we were asked to make a net for a pyramid only provided with the base and the vertical height of it. In this assignment, I did pretty well - 7/8 for investigation and 7+/8 for Application.

Science: Wave Technologies (Rex & Phillip)

Science Ultraviolet Radiation Introduction & Technologies

https://drive.google.com/a/huskymail.cis.edu.sg/file/d/0B3W2TnKf20njM2pidGtiVkpRZ1U/view?usp=sharing

The above is the link to a video (too big to embed) about what ultraviolet radiation is, with its wavelength, how it's discovered, what technologies it is used in, what are the pros and cons of the technology. There was a calculation mistake with the speed of Ultraviolet Radiation though.

In this project, and Phillip was my partner. I made a lot of decisions, and we both agreed on making a video instead of a poster of slides which we can do. I knew it would be challenging since I have never tried to make a narrative video before with markers and a whiteboard (based on ASAP Science on Youtube). However, I thought it is a good skill to learn since I might use it in my other presentations in the future. I also wanted to do something that is new and make the presentation interesting. And of course, I thought it would be fun. Thus, I took the risk.

I ended up using a lot more than 6 hours in total to complete this. We researched our sources, and then I came up with the main things to present. After that, I prepared a whiteboard with different coloured markers (and tissues), with my phone as my camera. I tried to use time-lapse, but it was too fast, so I had to record it again and again, and import it to iMovie to edit - changing speeds and adding transitions. Next, I came up with a script which Phillip used for this video.

It was a lot of hours. However, I think I practised and tried this presentation technique and I am definitely going to be way better in it than others the next time. Next time, I might try to separate the work equally so I can take some rest. I also learnt that sometimes things don't have to be perfect, and we should do our best but not start destroying our bodies.

Science One World Investigation Project

Science Solar Cooker

For this project, we had to use our knowledge about refraction, reflection, and some previous knowledge of insulation to make a device that can heat up food using the heat from the sun, with portability, serving the purpose of cooking food in areas that lost or do not have access to fire or electricity.

For this project, I went with a small solar cooker at first. I chose that because I wanted it to be portable, and I thought that a smaller space would allow the radiation to be more focused (trapped and condensed) in the container. It turns out it couldn't collect enough energy with that small area. Moreover, there was a failure of using reflection to aim to a hole into the container. Also, I added too many layers that were suppose to absorb heat and keep the heat in, but all it did was keep the heat out. After the first trial, I left it at school so I had to create a new one and conduct more trials.

First solar cooker design

The second design I came up with was a transparent one. It has a built-in thermometer so the temperature could be observed easily. It was also transparent so heat / infrared radiation can come in from any angle. The design was simple and easy to use. The magnifying glass serves as a transparent cover but also focuses heat into one spot. I made some improvements and finally covered a tissue box with aluminium foil so there is a bigger are that collects the radiation. The aluminium foil also prevents radiation going in, out of the plastic bottle and away, but reflects it back in the bottle again.

These ideas were based on my knowledge, and the idea of the tissue box is from other solar ovens. I tried to not do the same as all the others I have found. I tried to be different. The second design was much better than the first one. The results were about 10ºC every 15 minutes. But what I heard of my classmates' was much higher. So next time, before getting too confident, I would consider why everyone else on the internet uses the same design and find out the reason behind it. However, it was a fun and great learning experience.

My lab report:

https://docs.google.com/a/huskymail.cis.edu.sg/document/d/1cAgRIMCxfqDhfQnJLIvtzPvb_1EenaHnTV565eDYBjA/edit?usp=sharing

Maths: The Math of Forensics - Unit 3 Assessment

Math of Forensics - Application Assignment

This is an application assignment, meaning we have to apply math to a real-life situation. In this assignment, we are applying math to forensics - the study of crime scene evidence. There are different "branches" of forensics, such as DNA, fingerprinting, car accidents, ballistics (gun-shots).

There were three different parts to it. The first is about the length of bones in our bodies. We were to measure the length of some (fake paper) bones from the different body parts of a "dead person". Then, we were to use math equations for men and women and compare it to the provided measurements of bones of three people. Afterwards, we were to hypothesise whom the bones belonged to and explain. I did very bad on this part since I forgot to take it home the day before this part was due, and so I didn't finish even half of it.

The second part is about a car accident. We received another booklet and we were to follow the instructions of an online activity. We examined car(drawing)s - how and where they are damaged; took notes from (cartoon) witnesses; substituted our (online) measurements into equations to find collision speeds and impact forces on people.

The third part is a "crime scene" that was set up at school by the teacher to represent the road the road outside the school. For this part, we made measurements of tire marks and the distance between body and point of collision. Next, we read some short "witness statements" and took important notes. Afterwards, we substituted our measurements into formulas involving drag factors and brake percentages. The formulas were complicated so we didn't really learn what's behind them. But for this part, we had to understand them a little more to find the thinking distance, and what how long would he need to brake before the pedestrian if he wasn't speeding.

I got 7 for KU, 5 for Comm, 3- for App. I didn't do very well for application because I didn't finish the first part so I couldn't hypothesise with the mathematical data. And I didn't have enough time to answer "would the car have collided with the pedestrian". They were the main parts where math was applied the real life situations to find solutions. But I didn't do them. So I didn't do very well on this assignment. I think I will remember to take my work home to finish and be more responsible. I will also try to work quicker the next time and arrange my time better.

I&S: Constitutional Monarchy Essay

Should We Keep or Abolish Constitutional Monarchies?

This essay also contributes to the investigation mark. We were provided with 6 sources where opinions and supporting facts, details, and examples are available. We were not required to look at other sites or sources. I read all the sites and decided what information justifies why or not we should abolish constitutional monarchies. Then, I take those points down in my research notes. We were supposed to have different sections for the research notes from each source. I completed my research part without asking a question or checking if I was on the right track.

My high-lighted research notes and my essay planner

What I then do was chose my side by deciding which side of the argument was more convincing. I decided we should keep constitutional monarchies. Next, I picked out all the points that convinced me, making sure I not only had the reasons, but also the facts. I categorised the points into three for my three main body paragraphs. Afterwards, I picked out some reasons we should abolish constitutional monarchies. The ones I picked out were relevant to my main points. This way, I was looking at both sides and using my reasons and facts to blow their point. Once again, I went through this process without any help. All I did was the process I mentioned.

The day the essay was due, we were to write the essay from start-to-finish in an 80-minute class.

   

I got 8/8 for Investigating, 7/8 for Communicating, and 7/8 for Thinking Critically. I thought it was a really good grade for an essay to be researched and planned in a week and written in a class. I am not a very quick person, but I completed it well all by myself. My self-confidence once again increased.

Arts: Modigliani-Style Self Portriat

Modigliani-Style - Rexican Italian Detective Rex

of Another Timeline in His 30s

In this project, we did the bibliography of three artists. They were Pablo Picasso, Paul Klee, and Amedeo Modigliani. All of them has their own special style with their own elements.

Along with each bibliography, we were asked to copy one drawing / painting of the artist.

Afterwards, we were to pick one artist and draw 3 self-portraits draw a sketch modifying a painting of his and using his style. I chose to modify Amedeo Modigliani's drawing. It might have been interesting, fun, and creative to modify one of Picasso's drawings. However, I thought I wanted to do something different from what many of the others have chosen. Perhaps risk-taking is about trying something new instead of something different. Perhaps I will try something new the next time. Though it was still fun to modify Modigliani's drawing with the long necks of his style.

Then, we pick one of the three sketches and use it for our final drawing. I first carefully outlined the body from my sketch to the A3 sized paper with care and detail to the proportions. Then, I outlined the shape of the head and went on to the hat. I went back later to finish my face with some changes from my sketch. With many tries and erasing, I finished it. Next, I used crayons to colour the self-portrait in with sharp colours, with multiple blending of colours (yellow, peach, white for skin. Blue brown for moustache).

This was a fun project, which not only involved modifying the drawing, but the general style of an artist.

I&S: Religion Research Project

Zoroastrian Religion Research Project - Self Confidence

   

The Zoroastrian Religion Research project was a big project. My partner was Umair and we had 17 pages of research notes and a 20-page (with bigger fonts and spaces) report for Zoroastrianism. The whole process really tested and challenged my self-confidence.

We had to go through processes of searching for sources. One of which we chose to have an interview with a Zoroastrian man from the Parsi Zoroastrian Association of Singapore. Umair arranged the meetings and I planned some questions of what I wanted to know more or clarify. It was a nervous interview since it was face to face and it was only me and the man. And I knew it would be nervous for me. However, I thought it was a more reliable source of information, with the convenience of asking and getting a direct answer. Therefore, I took the risk. It turned out I learnt from the experience of preparing and interviewing someone for the first time. A different type of source also made our research more interesting. Thus, it had a great effect and encourage me to take more risks.

Also, it was a long process of researching. Just reading all our sources and taking down important notes took up ~2 weeks at least. I asked about skipping repeated information, the approximate length of our research. But otherwise, I listened to the instructions in class and was mostly researching by myself, trusting myself the rest of the time.

In the end, we had to write it up. I listened to instructions about how it should be arranged into sections (history, beliefs, rituals...). But then, I wrote it up without help. I picked out the most important points and information, arranged them into even smaller categories and paragraphs. Wrote it in a fluent and understandable format, and added in a couple of pictures with captions. I also constantly reminded my partner. So it was a very individual process that relied on my ability, concentration, and also my self-confidence.

In the end, I received 7/8 for knowing and understanding, 8/8 for investigating, 7.5 for communicating. It was a very good grade, and I realized how well I can do something on my own. Therefore, my self-confidence increased in the end of this Religion Research Project for Zoroastrianism.

Report:
https://docs.google.com/a/huskymail.cis.edu.sg/document/d/1wWHAfakqs-mCpWeIUtzKrPtiD3iFHmTIHj6rY_N1QY4/edit?usp=sharing

Research:
https://docs.google.com/a/huskymail.cis.edu.sg/document/d/1VFbF-3sJtCRoz5f-1Z8eh6J-4FJ7zcGjutx2Z4ETo8U/edit?usp=sharing

Action plan:
https://docs.google.com/a/huskymail.cis.edu.sg/document/d/13eRtTihFsX8Sg7rsYZgPXc13UCwydSUx6KeCS6KEuiU/edit?usp=sharing

Excursion - Telunas Indonesia

Before that, who is the "me" I have become this year:

I think the ME leaving CIS TK Singapore compared to the one that came two years ago is a much more risk-taking, confident (balanced & socializing). I joined more teams and activities like student council, ACSIS badminton team, MUN. Also, compared to last year, I did big projects more individually instead of often asking to see if I am on track. Those projects include the science waves investigation video, science solar cooker lab, I&S religion research project.

Onto Excursion:

This excursion has one of those moments where my eyes opened up and my view of the world widened.

Firstly, I was enjoying the moments themselves during excursion. Even simple moments that weren't very thrilling. I experienced days away from busy life with electronics, days with almost everything, to days without much. Together with my friends, in houses on stilts, with great sunrises and sunsets. In the islands where the view of the ocean extends so far. I saw myself compared to nature. I felt like a tiny piece of salt, easily and quickly dissolving into a big cup of water with other dissolved salts. That feeling was provided by the surroundings of nature and being away from busy life.

Secondly, I experienced many new, exciting, interesting things. I have never jumped off a jetty into the ocean; I have never mixed cement; I have never stayed in houses, simply built, on a quiet island; I have never swum in a lake, not that I remember of; I have never spent time to observe the sea or sunset. Some of those in which I learnt.

Thirdly, I saw the simple lives of the villagers, experienced the heat and the bugs. I knew before, but I experienced and was reminded how in many places people don't have as much as we do. I was in their shoes, but even that was only for two three days. However, I observed that they can be just as satisfied. I realized that perhaps how lucky we are and how we should treasure what we have, and also share it by donations or voluntary work.

L&L Debate - Is the Community or Earth More Preferable

L&L Debate

This debate was to see if Earth or the community from the Giver is a better place to live in. The community has no colours (only shades), has no deep feelings (no love, no pain), has all you need... It is a utopian society.

I believed that enjoying the moment is the element to life, with ups and downs is what life is, not boring steady life where you don't even know what the purpose of your existence is except for contributing to a society without a purpose of existence. It's living like animals, survive and pass on. But it is taking away the survive part, and the pass-on part, leaving behind live and die.

I wanted to be honest so I chose the harder way instead of going with statistics and facts. But what I learnt is that facts are efficient and feelings are effective. But it is hard to fight with a sword and hammer. And sometimes, perhaps we should do it the easy way if our choice doesn't make a difference except for the difference on ourselves.

I was also in charge of my group. It was difficult to manage others work while you have your own, and they don't always listen. So that was a challenge, and a training. Next time, I would check with my group more regularly because shorter work time and more small deadlines do help time management according to an experiment on university students.

Below is the script for my speech.

Is the Community or Earth More Preferable Speech Script

The community is not more preferable than earth. It is because to live with no experience, and no purpose, is not the best life. It is because the purpose of life is supposed to be all about the ideas in your head, the feelings in your heart, and the experience with your body… I mean experience with your sense. The life of the people in the community is not experience in depth like real fun, real friends, real colours, real experience, real happiness, real sorrows, real families, and real love. The life of the people in the community is extremely about fulfilling the duties. The community is exactly as what Oscar Wilde with an “e” said, “To live is the rarest thing in the world. Most people exist, that is all.” Why is the community not the ideas in your head, the feelings in your heart, and the experience of your senses?

First, their education is pointless because it does not spark the ideas in their heads. Perfection and flawlessness are all the community is. Brené Brown said, “Vulnerability is the birthplace of innovation, creativity and change.” Without vulnerability, which is what the community lacks, there is no opportunity for innovation, creativity, and change. New ideas do not spark in their heads. It is because innovative ideas are basically creative solutions, which require problems. And if problems do not exist, true innovativeness and ideas does not exist. One may argue “Innovativeness is not necessary when you do not need it. Perfection is in turn the purpose of innovativeness.”

One may argue. However, I will say innovative solutions can also lead to entertainment like television. Peter F. Drucker said, “If you want something new, stop doing something old.” Entertainment form experiences. And speaking of experience, they don’t have experiences like vacations, theme parks, TV, Internet, books, movies, music… New experiences are necessary. One may argue “if you have never experienced or knew about something, like X-box, then you won’t wish for the experience.” But I believe that the enjoyment of an enjoyment is the best enjoyment. For example, why would you pity people with allergies to some food. It doesn’t matter to them! But that is what is sad about it. Entertainment forms experience, which adds colours and meanings to life. When the people in the community become adults, they do not have much entertainment - no books, no TVs, no Internet, no travelling, no vacations. They have nothing to do when they have time. Why do they need things to do? It is like people in prisons or monkeys in the zoos without anything to do. But do you know what happens to those prisoners and animals? They go crazy because they are so bored. Okay, maybe the people in the community do not go crazy, but how meaningless and boring life is. But yes, perhaps they do not even have spare time. Now, imagine a person who goes to work, have meals, come home, and sleep, and yeah, use the toilet for 365 days each year, and for 70 years. That’s going to make them crazy too. It is like people in prisons or monkeys in the zoos without anything to do. The life and experience of the people in the community is ignored because they are busy fulfilling their duties and they have a schedule, and they will be released and dishonored if they do not do it the way they are “suppose to”.

Last but not least, life is what happens to you when you are busy fulfilling your duties and keeping up work. He who does not experience with his heart does not live, he exists. I remember at the beginning of the year we were discussing stereotypes. Under the picture of the Asian (which looked like me according to Paul) with glasses and a book was “No life”. The stereotype was that people think that only working and not spending enough time on other things is “no life”. I remember, when I was in Hong Kong, it indeed was not quite “life”. When I was in Hong Kong, I studied, and go to extracurricular activities and lessons, and learn extra skills and talents. In some ways it wasn’t completely my own will, sometimes you need this to do better in school and get a better job. But yes, it is interesting, useful and satisfying. Or maybe just for me. However, when I look back, I realized it made my life too busy, fulfilling my duties and catching up with the environment that I was actually lost and trapped in the business I don’t really pull back and take a serious look at my life in general. Moreover, it doesn’t allow spare time. You don’t have many time for curiosity, fun. And I think it is the same case for the people in the community. They are too busy fulfilling their duties in order to be part of the community, that they don’t have spare time to do multiple interests; or to look at life in a big picture, and enjoy the moment; plus their same schedule every day and no regular or frequent holidays, they might as well lived 24 years and yet it felt like 24 weeks, or hours.

In the community, no experiences, no purpose, not the best life. It's because it is too perfect and have no space for problems, so it doesn’t provide opportunities for innovation. There is not much entertainment; and no spare time to reflect, or have fun, making life meaningless and purposeless. They are so busy and their schedule is so identical their life pass away too quickly, and seems pointless. Therefore, no experiences, no purpose, no the best life. Thank you.

I know that Earth has hunger and everything. But there are help being offered. People have a choice, at least the slightest choice to change their lives. But in the community, you don’t have a choice to decide change. And unless you are Jonas, change would never be a word to you.

Community & Service Project - Recycling

Community & Service Project - Recycling

My commmunity and service project was about improving the recycling programme in the school itself.

I chose this project because I thought that the environment is for all animals and it affects the generations that come after us, it affects the future globally. I found that many people at school just throw plastic bottles and tin cans into the canteen's or the classroom's rubbish bins.

I put bins around the school, but the one that was useful was only the one in math class. So I collected and clear that bin along with paper recycling bins from other classes so they aren't full the whole time. I posted some facts and statistics on the canteen wall for attention and awareness.

It wasn't the most successful project. I problems with changing the statistics regularly, starting the project itself was hard as I couldn't decide my project and I was busy at the beginning of 2015 (interviews, tests, MUN...). I also encountered challenges where people just don't notice the posters or the bins even if they were right in front of them.

Though I learnt a lot. This was one of my reminders to start earlier and plan my time wisely. It also changed my opinions that partners are more helpful than I thought they were. I also learnt that action should be done and less time should be put on decisions.

On the presentation day, I had a slide that introduced what I do, why I did it, how I did it, what I learnt, and what I will do next time (improvements). Moreover, I had a video to alert people the situations we have today, combined with some facts, seriousness of pollution today, music for self-reflection, with some habits we can change to make a change. I also had a slide people can scroll through with their own will for more details of daily habits that we often don't realize is harmful to the environment.

Habits slide:
https://www.haikudeck.com/hgo-uncategorized-presentation-c3UfDEpARJ

Introduction slide:
https://www.haikudeck.com/i-thought-for-a-while-uncategorized-presentation-b1w1pW5MA7

Video

L&L Limerick - Honey, I'm Home Early

Honey, I'm Home Early

APOLOGIES, NO PICTURE RELATED TO THIS LIMERICK SHOULD BE SHOWN

There once was a woman called Julie,

Who one day went home from work early.

She looked for her husband,

And found him unbuttoned -

With all parts bare but one part barely!

What is this:

This was the limerick I wrote for my L&L. Since we learnt that funny limericks are often dirty, and clean ones are seldom funny, I tried to go the dirty way.

The "Risk":

It was hard for me to come up with something really dirty, especially when it's not a topic I often discuss. It also conflicts against my "reputation" a little. However, I thought I might as well try something different, and actually write an interesting poem.

Brief process of writing & crafting:

It was really hard to come up with something dirty. So I decided to look up some dirty limericks. Look at what they mention, their style, their punchline. And I brainstormed a couple of ideas based on those ones, and came up with what my limerick would be based on (last line). Then, I decided to add some suspense and the atmosphere of trouble in it, and so I came up with this setting and theme. Afterwards, I wrote out the arrangement of sentences structure. Then, I tried thinking and researching rhyming words and names. I picked and tested different ones. And in the end, I fixed some words for clarity, especially the last line. I also tried play with words, for example, the last line has similar words but very different meanings, giving more flow and significance to the punch line.

/\ My Drafts for my limerick.

La Contratrice Chauve Play Script

PERSONNAGES

LA CANTATRICE CHAUVE PAR EUGENE IONESCO

M. SMITH
Mme SMITH
M. MARTIN
Mme. MARTIN
MARY, la bonne
LE CAPITAINE DES POMPIERS
SCÈNE I
Intérieur bourgeois anglais, avec des chaises anglaises. Soirée anglaise. M. Smith, Anglais, dans sa chaise anglaise et ses chaussures anglaises, fume sa pipe anglaise et lit un journal anglais. Il a des lunettes anglaises, une petite moustache grise, anglaise. A côté de lui, dans une autre chaise anglaise, Mme Smith, Anglaise, mange un sandwich anglais. Un long moment de silence anglais. La pendule anglaise frappe dix-sept coups anglais.
Mme SMITH : Tiens, il est neuf heures. Nous avons mangé de la soupe, du poisson, des pommes. Les enfants ont bu de l’eau anglaise. Nous avons bien mangé, ce soir. C’est par ce que nous habitons a Londres et que notre nom est Smith.
M. SMITH, continuant sa lecture, fait claquer sa langue.
Mme SMITH : Les pommes de terre sont très bonnes, l’huile de la salade n’était pas
mauvaise.
M. SMITH,continuant sa lecture, fait claquer sa langue.
Mme SMITH : Pourtant, c’est toujours l’huile de COLD STORAGE du coin qui est la meilleure...
M. SMITH, continuant sa lecture, fait claquer sa langue
Mme SMITH : Mari a bien prepare les pommes de terre. La dernière fois elles etaient mauvaises.
M. SMITH,continuant sa lecture, fait claquer sa langue.
Mme SMITH Le poisson était bon. J’ai pris deux fois. Non, trois fois. Ça me fait aller aux toilettes. Toi aussi tu as pris trois fois. Comment ça se fait? D’habitude, c’est toi qui manges le plus.
M. SMITH, fait claquer sa langue.

Mme SMITH : Cependant, la soupe était trop salée. Ah, ah, ah. Il y avait aussi trop de carottes et pas beaucoup d’oignons.
M. SMITH, continuant sa lecture, fait claquer sa langue.
Mme SMITH : Notre petit garçon aime du coca,. Tu vois à table, comme il regarde la bouteille de coca? Mais moi, je donne dans son verre de l’eau. Il a soif et il boit. Hélène joue du piano. Elle ne demande jamais à boire du coca anglais.
M. SMITH, continuant sa lecture, fait claquer sa langue.
.
Mme SMITH : Le yaourt est excellent pour l’estomac, l’appendicite et l’intelligence. C’est lópinion du docteur Mackenzie-King.
M. SMITH : Mais alors comment se fait-il que le monsieur est mort?
M. SMITH, toujours avec son journal : Il y a une chose que je ne comprends pas. Pourquoi, dans le journal, il y a toujours l’âge des personnes morts et jamais l’age des nouveau-nés? C’est un non-sens.
Mme SMITH : Je ne sais pas moi !! Je ne suis pas le docteur !!
Un autre moment de silence. La pendule sonne sept fois. Silence. La pendule sonne trois fois. Silence. La pendule ne sonne pas.
M. SMITH, toujours dans son journal : Tiens, c’est écrit que Bobby Watson est mort.
Mme SMITH : Mon Dieu, quand est-ce qu’il est mort ?
M. SMITH. Il est mort il y a deux ans.
Mme SMITH : Les hommes sont tous pareils! Vous restez là, toute la journée, la tele commode à la main ou bien vous lisez le journal.
M. SMITH : Mais qu’est-ce que tu parles ? les hommes ne font pas comme les femmes, acheter des chaussures tout le temps, se coiffer, se mettre du rouge aux lèvres?
Mme SMITh : Ne me trouble pas !!
Elle jette les chaussettes très loin et montre ses dents. Elle se lève 1.
M. SMITH, se lève a son tour et va vers sa femme, tendrement : Oh! mon petit poulet rôti, pourquoi –tu es fachee!! (Il la prend par la taille et l’embrasse.)! Viens, nous allons a la montagne et nous faisons dodo.

SCÈNE II
LES MEMES ET MARY
MARY, entrant . Je suis la bonne. J’ai passé un après-midi très agréable. Je suis allee au cinéma et j’ai vu un film avec des femmes. Apres le cinéma, nous sommes allés manger des glaces au chocolat.
Mme SMITH : Cést super, vous êtes allée au cinéma avec des hommes et vous avez mange des gateaux au chocolat. ( action - coucou vers M. Smith)
MARY : Mme et M. Martin, les amis, sont à la porte.
Mme SMITH : Ah oui.. nous avons faim. On n’a rien mangé, toute la journée. Pourquoi vous etes allee avec vos amis ?
MARY : Par ce que vous m’avez donné la permission.
MARY,éclate de rire. Puis elle pleure. Elle sourit / J’ai achete un jean et un t shirt.
Mme SMITH : Ma chère Mary, tu peux ouvrir la porte pour M. et Mme Martin, s’il te plaît..
Mme et M. Smith sortent à droite. Mary ouvre la porte à gauche par laquelle entrent M. et Mme Martin.

SCÈNE III
MARY, LES ÉPOUX MARTIN
MARY : Pourquoi vous etes en retard ? Asseyez-vous sur la chaise, maintenant.
Elle sort.
SCÈNE IV
LES MÊMES, MOINS MARY
Mme et M. Martin s’assoient l’un en face de l’autre, sans se parler. Ils se sourient, avec timidité. M. MARTIN (le dialogue qui suit doit être dit d’une voix traînante, monotone, un peu chantante,
nullement nuancée)1 I : Mes excuses, Madame, mais je pense que je vous connais ? Mme MARTIN : Moi aussi, Monsieur, je pense que je vous connais
M. MARTIN : Madame, à Manchester,?
Mme MARTIN : C’est possible. Moi, je suis originaire de Manchester!
M. MARTIN : Mon Dieu, comme c’est curieux! Moi aussi je suis originaire de Manchester, Madame!
Mme MARTIN : Comme c’est curieux!
M. MARTIN : Comme c’est curieux!... Madame, j’ai quitté la ville de Manchester, il y a cinq semaines.
Mme MARTIN : Comme c’est curieux! Comme Cést bizarre! Quelle coincidence !! Moi aussi, Monsieur, j’ai quitté la ville de Manchester, il y a cinq semaines.
M. MARTIN : J’ai pris le train pour Londres à midi, Madame.
Mme MARTIN : Comme c’est curieux! Comme c’est bizarre! et quelle coïncidence! J’ai pris le train a midi , moi aussi!
M. MARTIN : Mon Dieu, comme c’est curieux! J’ai voyage en deuxième classe, Madame.
Mme MARTIN : Comme c’est bizarre, comme c’est curieux, et quelle coïncidence! moi aussi, Monsieur, je voyage en deuxième classe!
M. MARTIN Comme c’est curieux! Ma place était dans le wagon n° 8,
Mme MARTIN : Comme c’est curieux, comme c’est bizarre et quelle co incidence! ma place aussi était dans le wagon n° 8,

M. MARTIN : Comme c’est curieux!... J’avais la place n° 3, près de la fenêtre, Madame.
Mme MARTIN : Oh, mon Dieu, MOI AUSSI comme c’est bizarre, j’avais la place n° 6, près de la fenêtre, en face de vous, cher Monsieur.
M. MARTIN : Oh, mon Dieu, comme c’est curieux .. Nous étions en face de l’un et l’aure , chère Madame
Un moment de silence. La pendule sonne 2-I.

SCÈNE VII
LES MÊMES ET LES SMITH
Mme SMITH : Bonsoir, chers amis! excusez-nous, nous nous sommes dépêchés de porter nos vetements de gala.
M. SMITH, furieux : Je n’ai pas mangé ni baguette ni fromage ni jambon ! (on entend la sonnerie ) Chaque fois qu’on sonne à la porte c’est qu’il y a quelqu’un.
Mme SMITH : C’est vrai en théorie. Mais dans la réalité c’est different. Tu as bien vu tout à l’heure.
Mme MARTIN : Votre femme a raison.
M. MARTIN : Oh! les femmes, vous vous défendez toujours
Mme SMITH : Eh bien, je vais voir. (Elle va voir. Elle ouvre la porte et la referme.) Tu vois, il n’y a personne.
Elle revient à sa place. Oh these men who always want to be right but are always wrong!
On entend sonner1encore.
M. SMITH : Tiens, on sonne. Il y a quel qu’un à la porte.
Mme SMITH, qui fait une crise de colère : Je ne vais pas ouvrir la porte. Tu sais c’est inutile. L’expérience dit que quand on entend sonner à la porte, c’est qu’il n’y a jamais personne.
Mme MARTIN : Jamais.
M. MARTIN : Ce n’est pas sûr.
M. SMITH : C’est même faux! Quand on entend sonner à la porte, c’est qu’il y a quelqu’un.
1I

Mme SMITH : Il ne veut pas m’écouter.
Mme MARTIN : Mon mari , il est fou fou fou.
M. SMITH : Il y a quelqu’un.
M. MARTIN : Biensur.
Mme SMITH, à son mari : Non.
M. SMITH : Si.
Mme SMITH : Je n’ouvre pas la porte
M. SMITH : J’y vais.
MmeSmith hausse les épaules. Mme Martin hoche la tête.
M. SMITH, va ouvrir : Ah! how do you do! (il jette un regard à Mme Smith et aux époux Martin qui sont tous surpris.) C’est la Capitaine des Pompiers!
SCÈNE VIII
LES MÊMES, LE CAPITAINE DES POMPIERS
LE POMPIER : Bonjour, Mesdames et Bonjour Messieurs. Bonjour, Madame Smith. Pourquoi vous etes fachée?
Mme SMITH : Oh!
M. MARTIN : Il y avait, Monsieur le Capitaine des Pompiers, une controverse entre Mme et M. Smith.
Mme SMITH, à M. Martin : Ça ne vous regarde pas , Occupe - toi de tes oignons!!
LE POMPIER : Calmez - vous mes amis! Je vous raconte une fable de La FONTAINE La fable s’appelle la cigale et la fourmi

LA CIGALE ET LA FOURMI

NARRATEUR: La cigale adore chanter. La cigale chante bien, elle chante en été dans la foret. La fourmi adore travailler. Elle travaille
bien.
C: Bonjour Fourmi! Comment ca va?
F: Ca va bien merci! Et toi ?
C: Ca va super ! Qu’est- ce que tu fais ?
F: Je travaille, je ramasse des grains pour l’hiver, et toi ? Qu’est-ce que tu fais ?
C: Je chante toute la semaine; je chante lundi, mardi, mercredi, jeudi, vendredi, samedi et dimanche. Tu es stupide, tu es folle, tu travailles toujours.
F: Moi je ne suis pas bete, ni folle, tu es bete; je dois rentrer travailler Attention en hiver !!!
NARRATEUR : L’hiver arrive, la cigale a froid, la cigale ne mange pas, la cigale va chez la fourmi. Elle n’a pas de maison.
C: Bonjour fourmi! Qu’est-ce que tu manges pour le diner?
F: Je mange des grains avec des tomates, et toi? Qu’est ce que tu manges ?
C: Rien, rien, rien du tout; je peux manger le diner avec toi?
F: NON ! ABSOLUMENT PAS !! TU CHANTES EN ETE, MAINTENANT TU DANSES !!!

Le Pompier: Quelle est la morale mes amis ? Dans la vie il faut travailler ! et la Cantatrice Chauve ? elle travaille elle aussi!!

 DERNIERE SCENE

M MARTIN :, Tu ne peux pas acheter l’Irlande pour ton grand-père. Mme. SMITH : On marche avec les pieds,
M SMITH : Dans la vie, il faut regarder par la fenêtre.
Mme MARTIN : Asseyez vous sur la chaise
M. Martin : Il faut toujours penser à tout.
Mme. SMITH : Le plafond est en haut, le plancher est en bas. M SMITH Quand je dis oui, c’est une façon de parler.
MME. MARTIN : Mettez vous dans un cercle
M. MARTIN : Quand je suis à la campagne, j’aime la solitude et le calme. MME. SMITH : Toi tu es déjà tres vieux pour cela.
M SMITH : Quels sont les sept jours de la semaine ?
MME. MARTIN : Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.
M. MARTIN : Edward is a clerck; his sister Nancy is a typist, and his brother William a shop-assistant.
Mme SMITH : Drôle de famille!
M SMITH : J’aime un oiseau dans un champ qu’une cigale dans la cage.
MME. MARTIN : Plutôt gateau au chocolat a l’ecole , que du milo dans le palais.
M. MARTIM : Je ne sais pas assez d’espagnol, mais en francais je parle beaucoup. Mme SMITH : Mon oncle habite a la campagne et ma tante dans la ville
M. SMITH : Le papier c’est pour écrire, le chat c’est pour le rat. Le fromage c’est pour le francais
Mme MARTIN : L’auto va très vite, mais le chef prépare le diner. CHARITY BEGINS AT HOME.

A la suite de cette dernière réplique de M. MARTIN, les autres se taisent un instant, stupéfaits. On sent qu’il y a un certain énervement. Les coups que frappe la pendule sont plus nerveux aussi. Les répliques qui suivent doivent être dites, d’abord, sur un ton glacial, hostile. L’hostilité et l’énervement iront en grandissant. A la fin de cette scène, les quatre personnages devront se trouver debout, tout près les uns des autres, criant leurs répliques, levant les poings, prêts à se jeter les uns sur les autres.
M. SMITH ET MME MARTIN : Kakatoes, kakatoes, kakatoes, kakatoes, kakatoes, kakatoes, kakatoes, kakatoes, kakatoes, kakatoes.
M. MARTIN ET Mme SMITH : Quelle cacade, quelle cacade, quelle cacade, quelle cacade, quelle cacade, quelle cacade, quelle cacade, quelle cacabe, quelle cacade.
M. SMITH ET MME MARTIN: Quelle cascade de cacades, quelle cascade de cacades, quelle cascade de cacades, quelle cascade de cacades, quelle cascade de cacades, quelle cascade de cacades, quelle cascade de cacades, quelle cascade de cacades.
M. MARTIN ET Mme SMITH : Les chiens ont des puces, les chiens ont des puces. M. SMITH ET MME MARTIN : Cactus, Coccyx! cocus! cocardard! cochon!
M. MARTIN ET Mme SMITH, ouvrant tout grand la bouche : Ah! oh ! ah! oh!.
M. SMITH ET Mme MARTIN : Les cacaoyers des cacaoyères donnent pas des cacahuètes, donnent du cacao! Les cacaoyers des cacaoyères donnent pas des cacahuètes, donnent du cacao!
Changement de position
M MARTIN ET M SMITH : Touche pas ma babouche!
MME . MARTIN ET MME SMITH: Bouge pas la babouche!
M MARTIN ET M. SMITH : Touche la mouche, mouche pas la touche. Mme MARTIN ET MME SMITH : La mouche bouge.
M smith et m martin : VINCENT !
Mme MARTIN MME SMITH: VAN GOGH
M SMITH ET M MARTIN : LEONARDO
MME SMITH MME MARTIN : DA VINCI.

TOUS : VANGOGH / DA VINCI M. : A, e, i, o, u, a, e i o u
Mme, imitant le train : Teuff, teuff, teuff, teuff, teuff, teuff, teuff, teuff, teuff, teuff, teuff!
M. SMITH : C’est!
Mme SMITH : Pas!
M. MARTIN : Par!
Mme MARTIN : Là!
M. SMITH : C’est
Mme MARTIN : Par! M. MARTIN : I !
Mme SMITH : Ci!
Tous ensemble, au comble de la fureur, hurlent les uns aux oreilles des autres. La lumière s’est éteinte. Dans l’obscurité on entend sur un rythme de plus en plus rapide
Tous ENSEMBLE : C’est pas par là, c’est par ici, c’est pas par là, c’est par ici, c’est pas par là, c’est par ici, c’est pas par là, c’est par ici, c’est pas par là, c’est par ici, c’est pas par là, c’est par ici.
Les paroles cessent brusquement. De nouveau, lumière. M. et Mme Martin sont assis comme les Smith au début de la pièce. La pièce recommence avec les Martin, qui disent exactement les répliques des Smith dans la ère scène, tandis que le rideau se ferme doucement.
Rideau. 

Rex's - Festival de la Fancophonie - Reflection

Which 2 learner profiles would you attribute to yourself during our preparation?

I would attribute myself to reflective, risk-taker.

---

Why did you chose the above 2 Leaner Profile. Explain your choice.

One of the learner profiles I would attribute to myself is "risk-taker". It is because I am not the best at speaking in front of an audience, especially parents. However, I didn't choose a role that has little lines, but instead one of the bigger roles - which was Mr. Martin. I have about 25 lines. I was hard for me because I am not confident in speaking french. This is the reason I believe I was a risk-taker.

The second learner profile I would attribute to myself is "reflective". This is because I have been constantly reflecting upon how well and how quickly I can recall my lines. I practise them daily when I am showering or on the bus. I also think of the lines every time before and during the play starts. Moreover, I reflect upon how I am saying and presenting my lines to the audiences. I think of how loud I should since I always speak too softly, and remind myself during the play. Although my action for my first scene wasn't much, I did reflect where I should look and turn, and what hand gestures I could do to make it look more natural. For the part where we start saying random things which "we" thought was wise, I reflected and decided I shouldn't curl my bac, and I should stand up in more confidence, and not just fall back into the chair... This is the reasons I believe I was reflective.

---

What was the best part of your experience?

The best part of my experience is the first time we presented our play on that night. I thought it was a great experience since we get to have our costumes on and actually present to people so I thought what we had worked on paid off. Also, it was the first time which had more people, but an appropriate amount for the first time since I was quite nervous. So the best part was definitely performing to the "public".

---

What do you think you would like to do next year to enhance your experience?

I think if we were to do it again, I would like to suggest we get more props, because although it is the theatre of the absurd, it might be too boring for people because it’s already in french, and there isn’t much action, so maybe I would propose we decorate the place more, and make it more interesting. Otherwise, I might suggest if we could have an english script for parents to take if they want to. Since a lot of the parents do not understand french - and on the other hand, there isn’t much decoration. And it at the same time,  parents can also see our level of french, or even more ideal, able to refer the play and script back and forth. However, as some of my own mistakes, I would not panic again when some one said the wrong line, I could’ve just say “quelle cacade” after Sarah did “teuff teuff” after Alice made a mistake.

---

Choose 1 Learner Profile that you would like to demonstrate next year? (different from above)

A Learner Profile that I would like to demonstrate next year is “thinker”.

---

Explain your choice

I would like to be more of a thinker last year so I could fix moments that went wrong by thinking of solutions quicker and being calmer, so awkwardness would be avoided. I would like to do so since I have experienced that moment this year when Alice said the wrong line, and I started to panic, not knowing where to start, and I wasn’t thinking quick enough so I ended up continuing the last part, and at that point, it couldn’t be fixed because the others have to continue the sentence. Causing a whole page to be missed. So I would like to demonstrate myself more as a thinker.

---

Write any 2 to 3 sentences in French…

Je pense que j’ai apprendu beaucoup pendant l’experience du Festival de la Francophonie. Mais il a besoin de beaucoup de le courage pour moi quand j’ai effectué - J’ai été très nerveux!