What did I do?
First, I searched up some sample EEs on Theatre to have an idea on what it would look like. I realized that it was mostly research done on internet and about 20% past experiences from the actor researched our the theatre technique. Furthermore, I talked to some grade 12 who have done EE’s last year on theatre and asked them how they came about doing it. They said that they had one research doc where they would COPY PASTE all ideas they found with the link so that they know that on the real doc they will have to change the sentences.
(word count: 104)
- one thing I’ve learned
- I came up with my subject question and had a clearer idea on what to do. Also, I learned more about the theatre practitioners and different ways to approach it. I have also learned how to use Jstore and other resources to use in the future for my EE outline.
- what I’m proud of
- I’m happy because I found some books and sources to research better. Also, I organized my sources well so know I can find my information easily. And I am very interested in my subject so it makes the overall process interesting.
- what I’ll be doing next
- I am going to start writing my essay to have a clearer idea on what I’m doing. Also, I am going to continue to develop on my research material and continue talking to my supervisor to make sure I am on the right track.
Kahaani was a very fun experience for me as it allowed me to meet new people!
Furthermore, I enjoy dancing as I have participated in Culturama for the past two years. This was a chance for me to learn something different as I have never done indian dancing.
The highlight of my experience was: the very short lessons which made it easy to concentrate and it didn’t take too much of my time. Some challenges were that.
Today in service I faced a challenge.
I was playing with a man in my service but he wasn’t very responsive. He wanted to stay on his own, in his corner. So, I tried and make him a feel involved but it was challenging as it did not seem like he was enjoying it. He then started hitting himself with the racket (not very hard but still hard enough for me to call someone). Even though he was ok, I could not stop telling myself that it was my fault so I had a bit of trouble getting back into the game and was more cautious when playing with the others.
This experience taught me to be more careful when approaching them and maybe have a little more patience. If they do not feel like playing then I should let them be and try again later 🙂
What did I do?
First, I searched up some sample EEs on Theatre to have an idea on what it would look like. I realized that it was mostly research done on internet and about 20% past experiences from the actor researched our the theatre technique. Furthermore, I talked to some grade 12 who have done EE’s last year on theatre and asked them how they came about doing it. They said that they had one research doc where they would COPY PASTE all ideas they found with the link so that they know that on the real doc they will have to change the sentences. It also made it easier for them when they wrote the bibliography at the end. They also said that since there aren’t many students doing their EE’s on theatre the teachers were very helpful and had time to meet with you.
How did I undertake my research?
I started by searching why my subject was important. For method acting, I wanted to further interest myself to this this topic so it will motivate me more. I searched up many different stories about how different people have become a character even off stage to be fully committed to it and improve the acting. Then, I created myself a doc called: interesting anecdotes and copy pasted everything I could find on that subject.
What were the problems I faced?
Some problems I faced is that there are so many different ways you can come about method acting and therefore, I had to make a choice on the examples I wanted to choose. I just chose the ones that appealed to me the most and that I wanted to know more about.
What have been the high and low points of my research and writing process thus far?
Yes, sometimes I have trouble finding different informations as on the website they start getting a little repetitive. So, I change my technique and start talking more to people who have experienced it first hand to get more perspectives.
- Where is your learning going? How will you apply skills, qualities you’ve developed outside of IFP?
During this IFP season, I have learned a lot about myself and who I am as a person. Especially in the personality test, I learned new aspects about myself or some things I have never thought about. I have a campaigner personality and I felt like that reflected my crazy personality. Reading about the campaigner personality, I learned about my weaknesses such as I tend to overthink to much or I can get stressed easily. Now I have the knowledge and I can try my best to improve on my weaknesses and therefore, help me in the future.
- What have you learned about collaboration? Have you learned to be more effective when working with others? What’s your biggest obstacle when asked to contribute to a team?
My biggest obstacle when asked to contribute with a team was to make sure everyone has a voice. Generally, there are always people that feel to shy or that overpower conversations and I have trouble knowing what to do in those situations. I think that I experienced both situations (depending on with who I am with) but I realised it is easier for me to stop talking when I am overpowering the conversation than speaking up when I am shy. This was particularly shown in the joint training with Dover. I had trouble giving my full participation as I was scared that my ideas weren’t as good as the others. To improve on that more I could maybe communicate my difficulty to speak up sometimes before starting the activity so that others are more aware.
- In what ways have you been a mentor to others this year? Where and when have you shown initiative?
To be honest, I don’t think I have been a mentor in the sessions. Yet, I contributed small things such as being very welcoming to new people that I have never talked to. I believe that this helped create a better environment within my group in the social media session for example.
- Which session has done the most to address your areas for improvement as a peace builder? How did that session encourage growth?
This year, the lesson about mentor group planning was where I have changed my way of being the most. Looking back at the results on the survey made me realise how much discrimination was happening behind the scenes of the school and it opened my eyes. It was kind of a revelation. This made me change some of my vocabulary and alter some of my jokes as I realised that most of my humour is based on mocking not individuals but groups of people. Of course, I never intended for them to be mean and that’s why they were called “jokes” but it made me realise that I have to be more careful and filter more what I say because some people might get hurt. As a whole, this session helped me improve my language.
- What have you learned about leadership & what qualities and skills have you developed in IFP to help do this?
I learned that taking leadership is not particularly about talking the most but also contributing new ideas. This was mostly demonstrated to me when we did the lead facilitation. When we were sitting in small group before the facilitation, a lot of people that are generally more shy were contributing a lot to the conversation. Yet, when it came to facilitating in front of an audience they talked less and let others speak. I found that interesting as this shows that what you see is sometimes not the “truth”.
- What has your engagement in IFP looked like your peers? What makes you say so?
Going back to the joint training at dover, I worked very closely with my group. I think that for them, it maybe seemed like I did not talk that much and didn’t contribute to the conversation enough even though I still wrote a lot. This may have been a bit stressing for them as I know how it feels when you are in a group and some people don’t contribute as much. Yet, in the actual conference I stepped up and contributed well to the conversations.
Related reflection post:
I am now part of a service called Motor and gross skills development with christian outreach where students play games with adults that have down syndrome.
In my first day at this service, I did not know what to expect as I had never done it before. Nevertheless, in grade 9, I did a service that was very similar to that one which meant I could reuse my skills. There are many activities available such as drawing, musical instruments, ring toss and balloons. Sometimes, it can be challenging to play with them as they do not particularly want to or they do not understand the game. It takes persistence and commitment to speak to them to try and make them understand what the games consist in. An example of that was when I asked one of them to play with the ball with me but she did not particularly understand she had to throw the ball back at me. So, instead of using a foam ball I decided to try a ballon as it goes slower and she had more time to react.
As a whole, i find this service very fun as I love to play with them and they are very entertaining. I also learned that simple is better. As long as you smile and you’re having fun they will sense the good vibe and will follow your footsteps.
On saturday, we had a conference at dover with IFP students from both campuses. The fact that we were all doing the conference together really reminded me that we are one school and emphasised on the fact that IFP brings people together.
I believe that this conference was one of the most important events in IFP so far in terms of the learning outcomes. Walking out from this conference, I had strong knowledge on all the possible ways to promote piece that can be used not only on the trip but also in everyday life.
Firstly, we had a whole team meeting where teachers created some ice breakers. One of the best ice breakers for me was the one where there was a map of the world projected on the wall and each individual had to go where their favourite food was. It was interesting to see what you had in common with others as food is a very important topic for students. (we love food). This not only made us learn a bit about each other, but also made us realise that we had things in common with everyone. After this, the teachers separated us into teams which had different topics to work on. My team had the subject on STATUES. The rules were that we had to create a fifteen minute conference on our subject to the other IFP students. It was interesting as the whole morning, we did icebreakers but they told us that we really had to think hard if we wanted to do one as we only had fifteen minutes. This taught us that ice breakers are not compulsory for a conference to work well.
In the rooms, we all talked about our research on statues and everyone had different stories about them as we all come from very different backgrounds. Yet, we had a very rich conversation where I learned a lot on the history of some statues.
As a whole, we wanted our conference to raise awareness on the different meanings behind statues. Most of them think that statues are to honour someone even though that might no be the story at all. We wanted the students to start researching or understanding the different perspectives that might exist when looking at a statue. An example was this one:
This is Robert Edward Lee who assumed command of the Army of Northern Virginia, which he would lead for the rest of the war. He fought to preserve slavery and political liberty for whites. Nevertheless, when you see this statue, you are under the impression that he is being honoured. People might get wrong information from it. There has been a lot of conflict behind this statue as many people want to take it down. It is now covered by a black cloth.
As a group, we decided not to have an icebreaker as we already had some this morning and felt like for the short time we had, we did not have enough time to do one. Nevertheless, we started by making the students discuss within small group what they think the function of a statue has and to what extent doe is honour and individual. This helped them understand each other’s perspective and know where they stand on before being informed on the different perspective. So that they can compare their opinions before and after, we made them write on a post it note and put it up on the board.
One challenging aspect of this conference was to be able to speak to such a large group and make sure they all feel included. At the end, the main comment that we had is that we should have showed more individual help to the group. Some of us should have walked within the small groups and ask if they needed anything or had any questions. Perhaps this would have helped in including everyone.
On Monday, we did a very interesting activity that gave me insights on one of the reasons why conflict happens and that is MISCOMMUNICATION.
Description of the activity:
The class was separated into two groups: the Jahs who were more privileged and the Pons who were a developing country. I was part of the Jahs. As a differentiation to the others, we were given purple ribbons and oreos, these were the two object the Pons did not have access to. We sat down in a separate room and the instructions that were given to us were very clear: you are a privileged country that want to help out the neighbours who are underdeveloped by giving them tips on how to run a society such as: prioritise on education, increase imports or have more labours. As a group, we were very keen and motivated to help them. After the 20 minutes, we went to the other room where the Pons were sitting is a circle. When we first came in, one of the pons started saying not to talk to us and they were doing their own thing inside the circle. We could imagine she was the leader of the group. It was interesting as we were not told they didn’t want our help so the fact that they were not respectful toward our propositions surprised us. They’re excuse was that they were building a monument to celebrate their independency.
One mistake my group may have made was say that instead of allocating their resources to this monument, they should use it for more useful things. As a group, we should have understood that this is an important topic for them and we should have been more understanding on their perspectives. This created a lot of tension within the groups as this idea of mindsets from the beginning created the overall relationship between both countries. As a Jah, it took a lot of commitment and perseverance as being ignored when you are trying to say something is not easy.
Some challenges: It was difficult for us to feel included in their conversation. We were trying to speak to give our propositions but they kept shutting our ideas down. The greatest challenge was for us not to raise our voice as it would result in a conflict and we would not be able to understand and listen to each other.
If one day, we redo this activity, I would right away ask for their opinion and what were the instructions given to them to avoid conflict and miscommunication.