This week we made our final draft of our 1000 word essay, made some more paper for chemistry, and went on a field trip to Balboa Park. In our project we made five different writing perspectives surrounding a picture taken by Dorothea Lange. Using those writing pieces and picture, we made a template on Adobe Illustrator combining the picture and writing pieces onto one document. Also apart of this project is printing photos we take using chemicals. Before printing our papers we had to practice using the chemicals on test paper. Our final thing we did this week was take a field trip to Balboa Park. The next part of our project that we will be doing is doing another 1000 word piece, but instead if using a Dorothea Lange piece, we will be using one of own photos. We took the field trip to Balboa Park to explore and see if there was a moment at Balboa Park that you could capture and use it as your photo. Humanities This week we did the final draft of our 1000 word piece. We took all of our 5 different writing perspectives and the photo by Dorothea Lange and added it into the template. If you are interested in reading my five writing perspectives, visit my week 4 post under the humanities section to find my writing. Below shows the final draft of my 1000 word essay. The last thing we did this week was take pictures at Balboa Park. Our job was to take a photo that you think represents humanity. The picture I took was a man who spent all day with kids at Balboa park with little kids. In the bottom left of the photo is the sign the man had put out that read, "Bubble Magic, YOUR DONATIONS MAKE THIS SHOW POSSIBLE." The man wasn't asking for money in order to participate, he just asked for donations. Below shows the photo that I took, but the negative version of the photo. For the project we have to make the photo a negative meaning that the colors are reversed, so white turn so black and vice versa.
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This week we finished all five perspective on our picture worth 1000 words project, we learned how to edit a photo on photoshop, and picked a place that we thought would be interesting to catch what humanity looks like. In our project, a picture worth a 1000 words, we wrote five writing perspective around 150-250 words each. We first had to pick a picture taken by the photographer Dorothea Lange. After that, we then had to pick the five different perspectives. The five perspectives I picked were historical, emotional, composition, subject pov, and photographer pov. The next thing we did this week was have a photoshop workshop. In the workshop, our teacher went over some tools that we could use to edit the photo we take to make it better. He taught us a little bit about adjusting the contrast, adjusting the tones of the picture, and adjusting where the light is coming from. We got to take a portrait of someone from our class and turn the color picture into black and with using those techniques. The last thing we did this week was pick a place that we would like to take pictures of a place that had human interaction in it. Our goal for taking the picture was to capture humanity. We would propose our idea to the teacher and an other students who had similar ideas or liked ours would come out with us to go shoot some photos. Humanities This week we finished writing our five writing pieces for our project. The five writing pieces were based around a photo from Dorothea Lange taken in The Great Depression time. The five writing pieces were all using different perspectives. The five I chose were historical, emotional, composition, subject pov, and photographer pov. Below are all five writing pieces with the different lenses and the photo that goes along with the writing piece. Historical
This photo was taken in April 1935, during The Great Depression. The young boy lives in a refugee camp in Imperial Valley, California. In the photo he appears to be around around three or four years old. Him and his family had headed to California all the way from Oklahoma to escape the Dust Bowl. The Dust Bowl was started in the states of Oklahoma, Texas, and Arkansas. The Dust Bowl was caused by a drought which lead to dried topsoil being swept into the air and causing a massive dust storm. Families gathered what they could and headed to the coast to seek safety. Many had headed to California. From there, the people who fled their home would become refugees in their own country. Families would have to farm and make around 8 cents each time they worked. During this time, Franklin D. Roosevelt had proposed a solution to what could help with unemployment. The program was known as Roosevelt’s New Deal. After Roosevelt’s Idea had been passed, the Resettlement Act was brought in. The Resettlement Act was created in 1935. The objective was very unpopular among the majority of congress. The plan then changed to building camps in California for migratory workers. 95 camps were built that contained a clean space with running water and other amenities. The program helped assist 75,000 people, but they could only stay temporarily. The Resettlement Act gave small farmers responsibilities to help support them. Emotional I believe that this photo conveys confusion and weakness. I see confusion all throughout the boys face. The boy stares off into the distance with his eyebrows tensed. His mouth hangs open as if he were about to speak. I see weakness shown in his body posture. His back is hunched over onto his knees and his feet lay resting up. He seems to not have the will to do activities as much as other kids do. When you’re young, you are full of energy, but the boy in the picture seems like his body just isn’t capable. His arms and legs look weak and skinny. His facial expression gives of the feel as if he is lost. He does not know what stands before him. By his surroundings you can tell that he does not fit in because he is sitting in a field of grass where men could be working behind him. Composition The subject in the photo is the boy. He is around the age of three or four. He sits on the grass field alone with a man working behind him. He rests knees on the edge of the bucket buried in the ground with his feet hanging inside. His hair has not yet been touched and his clothes are covered in dirt and looked worn down. The boy's arms and legs are covered in flies, but he does not seem to care. The boy’s facial expression gives off the feeling of confusion as to what was going on. The subject is positioned in the upper left third of the image. Our eyes are drawn to the area of the boy’s eyes and eyebrows. In his eyes is where you can see all of his emotions. The eyebrows are furrowed and gives off a confused and saddened emotion. The lighting came from the sun behind him, creating a shadow to appear upon his face and chest. Since the lighting is coming from behind him, it also helps accentuate his hair. The light also seems to be coming from the left side, highlighting part of his cheek and forehead. The contrast of the light and shadow gives more depth to the picture and making it more dramatic. Subject POV My head is spinning, I don’t know what to do. I feel confused. Aches run through my body. Up and down my arms and legs, I feel my skin burning from the sun’s heat. I’ve sat here on this grass field for hours in this same spot because of the reason that I am useless in my community. As I stare off into the distance becoming more unaware of my body, I see my mother with my two older sisters in the tent we call home. It’s not much compared to our home back in Oklahoma, where we had cattle, good health, and dinner on the table. I do have my mother, a strong, loving woman who now has to worry more for our families health. My father missed a day of work yesterday. He could have earned our family 8 cents. My mothers heart broke when my father told her the news. She's doing everything she can for us. I wish I could help, but because of my size and because of my strength, I simply cannot. I look into the future, hoping for a better day than it was yesterday. Hoping that I live to see the next sunrise. Hoping that my family and I will regain strength and be able to have a more stable family. As of right now I'm not sure about any of those things. My oldest sister is sick. My family and I aren't sure how long she'll live for. I wish my sister the best. I wish my family the best. All we have now is, hope. Photographer POV I walk through the field with my feet dragging against the tall blades of green grass, my hands hang beside me, and my head hangs low. Noises of people talking come before me. I lift my head up and see tents made out of cloth, straw, and even cardboard with families living inside them. I walk closer to the tents and see a boy with light hair and dark eyes sitting on the ground playing with his feet. A tall man covered in soil worked behind the boy, but the boy was not bothered by his presence. I walk to him and kneel down to where I am almost level with him. At first he does not notice me. Until my second knee hits the ground and dirt shuffles causing him to finally look up at me. His eyes slowly drift up to meet mine as if he was unsure if he was allowed. As our eyes met and immediately his eyebrows had furrowed. Confusion filled his face. I was a stranger to him. He was a stranger to me. As we sat there staring into each other's eyes, I could feel his pain. His body looked weak. He looked as if he had given up. As if all hope was lost. He looked over my right shoulder. I turned around to see what had caught his attention. There stood a woman looking down at him, a woman who looked almost as weak as he did, a woman who looked very sick to where her arms and legs were stick thin, a woman who looked like she was struggling to survive. I stood up to greet the woman. I introduced myself as Dorothea Lange. She smiled and replied back saying,”Hello Dorothea, I’m Norma, his mother.” The last thing we did in humanities this week was pick a place that we would like to take pictures at that would represent humanity. My teacher told us a good photo is when we can see ourselves in the photo, the photo needs to be relatable to people. The place my friends and I picked to take photos at was downtown. We want to take the pictures also in the nighttime. In the photo we want to show two things, the people who don't own a car and have to take public transit, and the people who have to work late in order to make a living. Chemistry In chemistry this week we were taught how to use photo shop when editing our pictures. We got taught little tips and tricks in photoshop that we should use when we are editing. Our job was to take someone in our class' portrait and turn it black and white. Below shows the image before and after editing. In the photo on the right, I adjusted the contrast in lights and darks, I adjusted the red, yellow, and blue undertones of the picture, and adjusted the photo's histogram. This week we learned how to set up and make emulsions, started reading the book Of Mice and Men by John Steinbeck, and got group roles for chemistry. In our project we are learning different techniques to use for our photos each week. After we are done taking those photos we are going to develop the pictures in the dark room. Instead of using the technology we have now, we are going to use the emulsions we make to develop our pictures in black and white. At the beginning of this week we got our classroom roles that will also come into play in our groups when we make the emulsions. Using our roles we got, we made the dark room. In humanities we started to read a book written by John Steinbeck. We learned about the background history behind the book and how it has a religious meaning to the book. Humanities This week in humanities we studied pictures from The Great Depression. Individually we all picked a picture that was was taken in The Great Depression era by a photographer named Dorothea Lange. From there we will take that image a write about it using five different perspectives. As of right now I only have two out of the five perspectives done. The five perspectives I picked were historical, emotional, subject pov, composition, and autobiography. In the historical perspective, I will be talking about the history behind the picture and the history of the area where the photo was take. For the emotional perspective, I will be talking about the emotion that the photo conveys to the viewer, For the subject pov, I will take some of the history behind the photo and create a story that goes along with the photo. For the composition, I will just be talking about the technical aspect of the photo and what makes it a good photo. For the autobiography, I will be talking about how the photographer sees the photo and what it makes them feel. Below shows the picture that I based my five perspectives on and the two perspectives I have written. Composition
The subject in the photo is the boy. The boy is around the age of 3. He sits on the grass field as he rests knees on the edge of the bucket buried in the ground with his feet hanging inside. His clothes are covered in dirt and his hair has not been touched. The boy's arms and legs are covered in flies.The boy’s facial expression gives off the feeling of confusion as to why what was going on. The subject is positioned in the upper third of the image. The lighting came from the sun behind him, creating a shadow to appear upon his face and chest. Since the lighting is coming from behind him, it helps accentuate his hair. The light also seems to be coming from the left side highlighting part of his cheek and forehead. The contrast of the light and shadow gives more depth to the picture. Subject POV My head is spinning, I don’t know what to do. I feel confused. Aches run through my body. Up and down my arms and legs I feel my skin burning from the sun’s heat. I’ve sat here on this grass field for hours in this same spot for the reason that I am useless in my community. As I stare off into the distance becoming more unaware of my body, I see my mother with my two older sisters in our tent we call home. It’s not much compared to our home back in Texas, where we had cattle, good health, and dinner on the table. But I do have my mother, a strong, loving mother who now worries for our families health. My father missed a day of work yesterday. He could of earned our family 5 cents. My mothers heart broke when my father told her the news. She's doing everything she can for us. I wish I could help, but because of my size and because of my strength, I simply cannot. I look into the future, hoping for a better day than it was yesterday, hoping that I live to see the next sunrise, hoping that my family and I will regain strength and be able to have a stable family. As of right now i'm not sure about any of those things. My oldest sister is sick. My family and I aren't sure how long she'll live for. I my sister the best. I wish my family the best. All we have now is...hope. Also this week in humanities, we started reading the book Of Mice and Men by John Steinbeck. In the book John Steinbeck writes the book in a biblical way. Even though John Steinbeck is not a religious man, he relates his book back to the sycamore tree. Aldo he wrote the book in a certain order that relates back to the bible. He writes the order were he first talks about nature, then animals, and then man. After that we were first introduced into the two main characters named George and Lenny. George and Lenny are very different in their appearance and in their mind. Lenny is a very tall buff man and George is very short compared to Lenny. Lenny is very forgetful and George is the leader out of the two of them. Chemistry This week in chemistry we got assigned roles in order to create the dark room for our photographs. In the dark room we had to block out all light from entering the room because if we are putting the chemicals on our photos to develop them and the chemical get exposed to light, it will ruin the development of our picture. The role I got was the clean team. For my job I got to organize the classroom and clean up the desks and counters. In chemistry we got to set up our apparatus’. The tools we need to to set up were a hot plate, a pot filled with water, a ring stand, two beakers, a couple of clamps, and a thermometer. We had the claps connected to the ring stand that were also hold the two beakers that were suspended in the water. The hot plate was at a temperature where the water was not too hot were it was boiling and not to low where it would not heat our emulsions. We had our thermometer also suspended in the water to make sure it was at the right temperature. The apparatus will help us make our emulsions easier to work with. This week we to tried taking photos using different lighting techniques, did a safety test for chemistry, and made t-shirts. When taking photos we got to get in groups and practice taking self portraits of each other using different lighting techniques. We turned one of our classroom into a dark room and used that area to take pictures. We were also allowed to go anywhere around the school to find different backgrounds and natural light we wanted to use. In second semester, I am taking chemistry so the first thing that I will need to know before doing experiments are all of the safety requirements when working in the lab. Instead of taking a quiz, we got into small groups and played jeopardy. The questions were still about the safety requirements and you had to get a certain number of points to pass. This past week our new president Trump had made an announcement on his plan to build the wall and blocking out Syrian refugees. After our class had read an article learning more about this announcement, we made t-shirts responding back. Humanities This week we go to experiment with different lighting techniques and angles. We got into groups and took turns taking the photo, positioning the lights, and being the model for the pictures. In the images below you will see some images my group had taken using different light. In this image is Dani, a girl in my group, we had our lighting in the upper right hand corner. Having the light on the right side caused a shadow to form on the left side of her face. Having the light being more angled up made more of her features to be brighter such as her cheekbone, forehead, and chin. We posed her to have her looking more into the light to make her eyes brighter and only have a little bit of shadow on the lower left part of her face. In this image above is me, another person in my group took this image. In this photo, we positioned the camera in the back upper left hand corner. Having the light come from the back made my hair have more detail. Having the light come from the upper left caused a shadow to form and the right side of my face. My group had positioned me to look down and away to create brightness on the side of my nose and a triangle shaded shadow under my left eye. Having the light be from the top also gave me a more predominant jaw line. Also another thing we had done in humanities this week was learn a little about The Great Depression. We learned about what started The Great Depression, how people survived it, and how long it lasted. We read an article written by John Steinbeck and his perspective on The Great Depression. The Great Depression took place in the 1930's and lasted about a decade. In the South there had been a drought causing the dirt to be dry. When the wind would blow, the topsoil would be swept off the ground and into the air causing was was known as "The Dust Bowl." People from the South left their homes to try and get away from all the dust. When they reached a land where they wanted to stay, people went out looking for jobs. Many landed in California, but they only had one field for people to work on. After learning this about The Great Depression, we had to wrote an essay that answered this question,"Does our society depend on creating and maintaining a peon class?" Below has the link to John Steinbeck's article and my answer to this question. Link: http://newdeal.feri.org/steinbeck/hg01.htm "I think that our society does depend on creating and maintaining a peon class. Having a peon class keeps society the way it is. As a society we need people to always be doing peon class jobs, if we didn’t, no one would want to do them. Peon class jobs are a necessity for other peoples living. Peon class jobs are one of the most helpful and hardworking jobs. No one wants to do those job, but yet someone always has to end up doing them. Not everyone knows about those jobs and never expects to be doing those jobs and putting themselves in their shoes. They just assume to have people be there. People don’t know that people are forced into those jobs and don’t have a choice on which job they want to pursue. They are never taught how to read or write, so they will never be successful at any other job. People who have that kind of education such as reading and writing, will want to succeed and want to have a successful job. Money plays a big key in jobs. Nowadays for just your essential things you need to live, costs a lot of money. People who have peon class jobs are most likely having to work two or more jobs. People want to have a job that pays a lot of money so they can raise their family. No one wants to do peon class jobs. I think that race has to do a lot with peon class jobs as well. If you look at the world as it is right now, the most successful people are white men. Most people who do those jobs you see are Latinos. Latinos are the ones that put in the extra effort in order to make other people's lives better with their work." The last thing we did in humanities this week was make t-shirts about President Trump's new announcement. Trump made a recent announcement on his plan to build the wall. He will be deporting all illegal immigrants back to their country and will be shutting down the refugee program for a certain extent of time. We read an article that gave us more information about Trump's announcement. Going along with Trump's announcement, we read the poem that sits on the front of the Statue of Liberty. The poem was written by Emma Lazarus that talks about the Statue of Liberty's torch meaning world-wide welcome and her mild eyes command. After reading both the article and the poem, we had to design a t-shirt that resembles both our response to Trump and the Statue of Liberty. Below has the link to Trump's article, Emma's poem, and my t-shirt design. Article:https://www.nytimes.com/2017/01/25/us/politics/refugees-immigrants-wall-trump.html?_r=0 Poem:https://www.poetryfoundation.org/poems-and-poets/poems/detail/46550 In the image above shows the t-shirt I created for the Statue of Liberty and Trump's announcement. My design has the torch from the Statue of Liberty and a quote from Emma Lazarus' poem. The quote is " From her beacon-hand Glows world-wide welcome," and I think that this says a lot about Trump's announcement as well because he wants to kick everyone out, but what the Statue of Liberty's torch stands for is world-wide welcome.
Chemistry In chemistry this week we were given an equation that we had to figure out the meaning of and what it teaches us about chemistry. 1. AgNO + NaCI ➡ NaNO3 + AgCI 2. AB + CD ➡ CB + AD A = Ag = Silver B = NO3 = Nitrate C = Na = Sodium D = CI = Chlorine This equation teaches me that different chemicals can be mixed together and also that each chemical has a code for it. At the bottom it tells you what the codes means. The equation means that Silver and Nitrate plus Sodium and Chlorine is equal to Sodium and Nitrate plus Silver and Chlorine. What we had done this week was practiced taking photos with different techniques, learned the history behind photos, and made posters for safety rules in our chemistry class. When taking photos I used the techniques focus/blurs and thirds. Thirds is when you split your photo up into three rows of three and play with positioning of the subject of your photo. We also go to learn about the history of a photo taken on Elizabeth Eckford, the first African American woman to enroll and attended and all white school. We discussed the emotions and the story in which the image was telling. We talked about the competing values in the picture and what they meant. In chemistry we got to learn about all the safety tips we needed to know when dealing with chemicals. We created posters to explain what each safety rule meant. Humanities In humanities class this week we had to write a paper describing the photo in a certain perspective. I decided to do the historical perspective on how I would be describing the picture.. The picture was an image of Elizabeth Eckford, a teenage African American woman. Below is showing the picture we had gotten to look at, below that is the paper I had written describing the image. “Elizabeth Eckford was a woman who made the first move on desegregating schools. Elizabeth was a teen African American woman attending an all white school. Many people express anger as the watch Elizabeth walk to the front doors of the school. A soldier had to be in the presence of the crowd to keep the people calm. People, including students who went to the school, yelled, screamed, and chanted all they could to try and stop Elizabeth from continuing to walk. Elizabeth had the courage to walk to the front doors of the school by herself. More people from Elizabeth’s family planned on walking with her, but Elizabeth did not know that. Elizabeth was only in high school when she walked. Elizabeth lived in Dunbar and went to an all black school. She knew that in Central, where the all white school was located, could give her better education and give her more options in a career she would like to pursue. Elizabeth was known as something called the “Little Rock Nine." Also this week we got to practice taking photos and use different techniques. The techniques included focus/blur, thirds, the golden ratio, etc. Below are some photos I had taken practicing the techniques. At the bottom of each photo has a brief explanation on the technique and what I did to get it. In this image I played around with the lighting. I tried to get a contrast with sun being so bright and it causing the branches to make a shadow. In this photo I tried using focus and blur technique. I focused on the flower and made the background a blur so the flower would be the main focus.
Chemistry In chemistry this week, we got to learn all the safety rules that comes with taking chemistry class. After learning all of the rules, we got into groups and were assigned a certain safety rule to make a poster out of. I was partners with Charlotte, and the safety rule we were assigned was don’t pour chemicals down the drain. Below is the poster we created based on the safety rule. |
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