Flocabulary/ Hamilton Rap

AGENDA:

Alexander Hamilton was an American statesman. One of the Founding Fathers of the United States, he was an influential interpreter and promoter of the U.S. Constitution, as well as the founder of the nation's financial system, the Federalist Party, the United States Coast Guard and The New York Post newspaper. As the first Secretary of the Treasury

• Lived: Jan 11, 1757 - Jul 12, 1804 (age 47)
• Height: 5' 7" (1.70 m)
• Spouse: Elizabeth Schuyler Hamilton (m. 1780 - 1804)
• Children: James Alexander Hamilton (Son) · Alexander Hamilton Jr.(Son) · John Church Hamilton (Son) · William S. Hamilton (Son)
• Parents: Rachel Faucette Buck (Mother) · James A. Hamilton (Father)
• Education: Columbia College, Columbia University

Former United States Secretary of the Treasury

https://www.flocabulary.com/warp/memorization/
Alexander Hamilton rap


https://www.youtube.com/watch?v=eHfDB4Tl09U

https://www.youtube.com/watch?v=WNFf7nMIGnE

Music and Creative Writing/Rhapsody in Blue

AGENDA:

Intro:

https://www.teachervision.com/tv/printables/charlesbridge/charlesbridge_SymphonyGuide.pdf

Listen and watch video
Gershwin's Rhapsody in Blue:

https://www.youtube.com/watch?v=qWJ-kGuOA_Q

Finish movies and folders

AGENDA:

New prompts:
http://writingexercises.co.uk/firstlinegenerator.php

Where I'm From Movie/Add Music

Keep working on your movie.

When you are ready to add music, find a song on youtube.  Copy the url for your music.

Then find a converter to mp3.  Put in the url.  Convert and save to desktop.
http://www.listentoyoutube.com/

In Moviemaker, click on add music and add your mp3.


To save your movie, go to Save movie (note: do not use save project).  Save your movie to computer and Ms. Gamzon's flash drive.


Make sure your folder has all missing work:
1. My Days at SOTA
2. My writing territories
3. Postcard poem
4. Photo short story
5. Where I'm From poem

Where I'm From Movie

AGENDA:

Everyone work on "Where I'm From" poem and make a video using Movie Maker.  

Follow instructions from handout about Movie Maker.
https://www.lib.ncsu.edu/documents/digitalmedia/GuidetoWindowsMovieMaker.pdf

Paola, Linden, and anyone else who can help others with Movie Maker, thank you.

For Friday, your folder should have:
1. My First Day/Week at SOTA--descriptive writing of thoughts, observations, experiences at school

2. My Writing Territories

3. Ekphrastic Poem--Your picture poem

4. Photo Story--Pick a photo from the handout, answer the brainstorming questions, write a 2 page story

5. Where I'm From--poem and movie on Ms. Gamzon's flashdrive
Examples:

https://www.youtube.com/watch?v=jyQ16OeECvc



https://www.youtube.com/watch?v=rdMppP8HxOk

https://www.youtube.com/watch?v=zBni7oavjxA

Students who need help:  Do as much as you can by yourself.  Ms. Gamzon will come around and answer your questions.  Please be quiet and patient.


Extra Credit Club:
Those of you who have finished the assignments for the Language of Visual Arts  can do extra credit projects independently.  This can be writing and/or drawing or illustrating your writing!

Here are some places to go for prompts:
http://thinkwritten.com/365-creative-writing-prompts/

http://www.creativewritingprompts.com/

Where I'm From/ George Ella Lyon

AGENDA:

1. Work on "Where I'm From" poems which we will turn into a movie on Tuesday using Moviemaker by adding images and music.

Look over Examples:  https://www.youtube.com/watch?v=gIRfoqB2PhQ
https://www.youtube.com/watch?v=bJ0bHaFsPx8
https://www.youtube.com/watch?v=TVryvxLTIyU 

2. Show video of original poem:
https://www.youtube.com/watch?v=ZdnHl_yW1dQ

3. HANDOUT: Where I'm From template--Write your own "Where I'm From" poem in a Word or Google Doc using the model and the template

Writing About Photography

AGENDA:

Reminders:

1. MLA Heading: 

Your name
Teacher name
Course name
Date

Assignment name

2. Logging off End of class
Be sure to stay in your seat during class so that Ms. Gamzon can come help you individually.

Be sure to log off and push in your chair at the end of class. To log off, go to the Windows start menu and click on shut down but choose log off.

3. Folders
Put your name and a copy of your work in your folder.  Leave folder on front desk at end of class.

4. Assignments:
You should have completed My First Day/Week at school, Writing Territories, and Ekphrastic Poem.

5. Today's Writing Activity:
From the handout, choose a photograph to write about.  Answer the questions and begin a short story based on the photographic image and your answers,  Short story length: 2 pages double-spaced in Times New Roman, 12 pt font.

Ekphrastic Poetry

AGENDA:

EQ: What is ekphrastic poetry

Ekphrasis is writing about any art form, but in its modern usage, ekphrasis generally refers to poetry that reflects on visual art, and most often painting. In my classroom, I often choose one or two artists for an in-depth study. Once my students are experts about the artists, they each choose a meaningful piece of work to inspire a poem. 

http://www.scholastic.com/teachers/top-teaching/2016/04/ekphrasis-poetry-about-art
http://americanart.si.edu/education/pdf/Ekphrastic_Poetry_Lesson.pdf

http://www.english.emory.edu/classes/paintings&poems/classicscene.html

The Red Wheelbarrow

William Carlos Williams, 1883 - 1963

so much depends
upon

a red wheel
barrow

glazed with rain
water

beside the white
chickens.

ACTIVITY:

Students select a postcard or artwork

HANDOUT: OBSERVATION WORKSHEET

Circle words that you can use in your poem and craft a poem based on a response to the art work

Writing Territories

Writing Territories

Don't try to figure out what other people want to hear from you; figure out what you have to say. It's the one and only thing you have to offer. ~ Barbara Kingsolver

In Collecting Your Writing Territories, Consider . . .

memories: early, earlier, and recent                                favorites, now and then

obsessions                                                                    pets, now and then

idiosyncrasies                                                               teachers, now and then

problems                                                                      places: school, camp, trips, times away with friends and relatives

dreams                                                                         hobbies

itches                                                                            sports

understandings                                                              music

confusions                                                                    games

passions                                                                       books

sorrows                                                                        poems

risks                                                                             songs

accomplishments                                                           movies

fears                                                                             writers and artists

worries                                                                         food

fantasies                                                                       pet peeves

family, close and distant                                                beloved things-objects and possessions, now and then

friends, now and then                                                    all the loves of your life

fads

                                                       Adapted from Lessons That Change Writers by Nancie Atwell

Other ideas:

http://smoran.ednet.ns.ca/writing/writing_territories.htm

CW7 First Day/Week at SOTA Writing Prompt

AGENDA:

1.WRITING PROMPT: Descriptive Writing
 Finish 1st Day of School nonfiction writing prompt.  Add on to the first day by describing how the rest of the week at SOTA went.  Did anything change?

Here are some questions to help you with your descriptive writing.

1. What was the best thing that happened at school today? (What was the worst thing that happened at school today?)

2. Tell me something that made you laugh today.

3. If you could choose, who would you like to sit by in class? (Who would you NOT want to sit by in class? Why?)

4. Where is the coolest place at the school?

5. Tell me a weird word that you heard today. (Or something weird that someone said.)

6. If I called your teacher tonight, what would she tell me about you?

7. How did you help somebody today?

8. How did somebody help you today?

9. Tell me one thing that you learned today.

10. When were you the happiest today?

11. When were you bored today?

12. If an alien spaceship came to your class and beamed someone up, who would you want them to take?

14. Tell me something good that happened today.

15. What word did your teacher say most today?

16. What do you think you should do/learn more of at school?

17. What do you think you should do/learn less of at school?

18. Who in your class do you think you could be nicer to?

20. Who is the funniest person in your class? Why is he/she so funny?

21. What was your favorite part of lunch?

22. If you got to be the teacher tomorrow, what would you do?

2. Go over elements with each group separately.

What do the arts have in common?

There are many reasons for asking this question. Politicians, educators, news reporters and cultural affairs directors all have reason to ask it. All must make decisions about how to regard, fund and support "the arts"; all sometimes find it confusing to make decisions about movies, paintings, jazz, rock, rap and classical music performances, dance, theater, pottery, and perhaps even stand-up comedy, juggling and "the culinary arts" as if they all belonged to the same category. Artists also have reason to ask what the arts have in common. A songwriter asks it, at least implicitly, whenever she or he tries to match music and lyrics. If music and poetry don't have anything in common, it shouldn't matter what music you set the words to; but it obviously does matter. And it matters in a number of ways. Both music and poetry have meter, and both have regular or irregular phrases. So the meter and phrasing of the music should match the meter and phrasing of the lyrics. But so should the mood of the music and the lyrics match. A bouncy tune will clash with serious lyrics; a sad or grand tune will not fit with silly lyrics, except as a joke. These facts seem so obvious as not to need stating. Yet they raise important questions about music and poetry. After all, these are very different art forms. Poems, being language, have meaning as a matter of course. But music does not "mean" in the same way that poetry does. So how can a piece of music fit some meanings better than others? Asking this question immediately opens up a range of intriguing philosophical questions about the nature of musical meaning. There has probably been more disagreement about these questions among philosophers (and musicians and critics) than about any other single question in the philosophy of music. At the practical level they are answered every day by songwriters and composers. Similar questions lie behind the practice of the film-makers art. Film includes not only moving images, but also sound. It is like music, even when it is silent; and it uses music. It is like theater; it is like painting; it is a form of photography. How do these different elements work together in a movie? So what do the arts have in common? The arts are like a large extended family. There are many family resemblances among them. Some recur frequently; others are shared by only a few members of the family, or are unique to one or two members. There is no one defining set of characteristics such that all and only "arts" have those characteristics. So an attempt to define "art" is bound to fail. Questions about what particular art forms have in common, on the other hand, are frequently of great interest, and the attempt to answer them may be both illuminating and as stimulating to the practice of those arts as to aesthetic theory.

Welcome to SOTA and Creative Writing 7

Why Art?

"By awakening our imagination, art intensifies and complements our own experience. Art represents people, cultures, values, and perspectives on living, but it does much more. While bringing us pleasure, art teaches us. While reading or contemplating a painting our minds go elsewhere. We are taken on a journey into a world where form and meaning are intertwined.

Form matters and gives pleasure. How a work of art is organized — its technique, its verbal or visual texture, its way of telling — gives pleasure. So does the inextricable relation between form and content. The form of imaginative art, as well as the form of well-written non-fiction, organizes the mess (if not the chaos) of personal life as well as that of external events. Form not only organizes and controls art but also other bodies of knowledge within the humanities. Form imposes structure that our own lives — as we move from moment to moment through time — may lack.

Narrative — sequential telling — imposes form as it orders and gives shape. Indeed, in the sense that each of us is continually giving shape to the stories we tell to and about ourselves, there is continuity between what we read and see and our own lives. Put another way, what we read teaches us to find narratives within our own lives and hence helps us make sense of who we are. Our seeing shapes and patterns in stories and other kinds of art helps give interpretive order — in the form of a narrative that we understand — to our lives. We live in our narratives, our discourse, about our actions, thought, and feelings.

While there is always a gulf between imagined worlds and real ones, does not the continuity between reading lives and reading texts depend on our understanding reading as a means of sharpening our perceptions and deepen our insights about ourselves? Reading is a process of cognition that depends on actively organizing the phenomena of language both in the moment of perception and in the fuller understanding that develops retrospectively."

Daniel Schwartz, Huffington Post

Aesthetics/So Why is this Art?

http://schools.walkerart.org/swita/

The nine key questions are:
1. What is art?
2. Should art be beautiful?
3. Does art have to tell a story?
4. Should art be realistic?
5. Which comes first, the art or the idea?
6. Does art express emotions?
7. Is art an object or is it a process?
8. What is the difference between art and popular culture?
9. Can art change society?

Questions in Aesthetics

(a partial list for the course and for your project):

• What is an aesthetic issue?
• Why think about art? Why not just experience it?
• What makes art different from nonart?
• Should we recognize a difference between fine art, commercial art, and craftwork?
• What do the arts have in common?
• Why does art matter?
• Are art and beauty essentially related?
• What is a symbol?
• How does art mean? How does the answer to this question differ with the different arts? (e.g., painting, music, dance).
• What's the status of aesthetic standards? Do they simply express individual or cultural tastes? Is there something objective about them?
• What's the nature of aesthetic properties? Are they in any sense "objective"? Or are they simply "in the eye (or ear) of the beholder"?
• How do the arts relate to spirituality and religion?
• Is there a connection between morality and art?
• How do the arts communicate emotions? How central is emotional communication to the nature of art?
• How do the arts relate to economic power and class structure?
• How closely is artistic expression and meaning tied to culture? To cultural ideas and philosophy? To cultural "forms of life"?
• What's the nature of aesthetic intelligence, and how does it relate to other sorts of intelligence?
• Can animals be artists?
• Is there any special connection between art and gender, or between art and sex or the erotic?
• How important is performance to art?
• Why aren't natural objects works of art? Or are they?
• Do artists reveal? Interpret? Express? All of the above