Unfortunately N was not here again today. I'm really excited about his project and really want to get started filming, so it's very dissappointing when he's late or doesn't show up at all. Jenn and I tried to get a little work done by finishing up a couple of his props for the film. I'm going to make a couple of designs for tattoos for his character to use that he can pick from for next Tuesday. I'm also going to try to get some of the voice over work done. It's very frustrating trying to get a project done with a limited amount of time when your student is late or doesn't show up. When N does come, we always have a good time getting right into the project and each meet is very productive. For the rest of the class we played a drawing game with some people in the class and A that Alice organized. It was pretty fun, though A didn't seem that into it. Though he didn't seem that excited about the game, he did participate. I was surprised to see what a great, creative story he wrote about this little eyeball monster I drew. He wrote about it being part dragon and bat and that a witch created it. Though he doesn't seem very engaged with projects, he does get a lot of creative ideas from them. I guess the trick is just how to get that creativity that's in him out.
I don’t know what to do or think about today’s arts 2gether. I would not say I am frustrated however I am discouraged. I tried really hard to think of something to do with M because last week was so successful. He really enjoyed painting so much that he shared his excitement and joy with everyone around him. So I thought of bringing in another media to excite and experience within him. I am currently taking expressive arts in education where we learn to express ourselves through artistic methods rather then verbally. I feel this is something M does constantly because he has such a small amount of speaking skills. The goal of today was to make M comfortable by working without speaking and listening to music. He would draw how the music sounded to him or how it made him feel. He would draw until the music stopped, although this did not happen . I do not know if M didn’t understand the activity or if he just didn’t feel like doing this. I know sometimes students stop or act out when they don’t like or understand the activity. He kept writing on my paper, Cameron asked him if he wanted to work together. So next we integrated water with the oil pastels. He enjoyed working with the water to make the pastels move around the page. When Alice tried to collaborate with him he didn’t like it, but wanted to collaborate with me. When I noticed I was becoming a distraction I went to go put the materials away and he chased after me. So I asked him if he wanted to take a walk. We walked around the building and then went outside to look at the mountains. When I picked up some leaves for myself he only wanted to take them away from me and throw them on the ground. When I wouldn’t let him he would run around the area in circles. This was very interesting because he filmed the entire interaction and faced the camera at his own face while running continuously in circles. When we finally got him to come inside he kept trying to hold my hand or touch me. I know he was doing it in a completely friendly manner and I enjoy that he feels a connection with me but sometimes it makes me feel a little uncomfortable. I don’t want his desire to film me or talk to me to distract him from doing his work.
Taryn Pizza Disability Studies in Art Education Reflection Paper #5: November 13, 2012
Today was another very productive and definitely fun day with J. We were able to get down to the theater again and working with two of the theater majors work on some dancing and zombie acting. We also were able to talk to J and pin point exactly what scenes we wanted to do for the film. J took charge once again down in the theater, giving us spots to stand in and taking the lead in the dancing. Amanda filmed as the three of us acted as zombies and were lead through the dancing by J. We had a lot of success with the dancing and filming of it. J was enjoying giving us cues and having us follow along with the steps that she was doing. All of us were having tons of fun working with J and acting out our zombie parts- (one the way to the theater J had given us a demo of how she wanted her zombies to act). At a certain point during the process she even had us act as zombies and have a sort of “audition” rating us one by one.
Something that was also great about working today was that we once we had accomplished a lot in the theater we suggested that we work some more on the back drop and J was very excited to do it. She did not hesitate as she had before. When we got upstairs and laid out the back drop she immediately requested to paint the door black and was asking if she could use a roller for it. It was evident that J was happy to participate in working on the backdrop as she was taking charge of this task as well, requesting that Amanda and I paint the grass while she worked with the black painting. Between the splattered sky that J created last time and what we all worked on this time the back drop is looking quite nice and we are all excited to use it for the rest of the filming.
I feel like something that is helpful in getting J on task and getting more done is us having a set plan and conveying that to her. By telling her exactly what we are going to be working on she was definitely more focused. Overall we had a great time working with J today. She continues to have a lot of energy and this positive attitude has a great influence on the working environment.
This week was very similar to last week with J except today we began filming. The theatre people that met with us today were also very helpful and J took to one of them quite well, knowing her from last year. I think since we’re now a constant, having the theatre people is exciting because they’re new. Again, we let J lead; telling her specifically that for the dance, she would do the move and the zombies would follow her. She very much so liked that idea. She was very excited to see the video after we were done shooting as well. I think the sense of control that she has over the project is empowering to her. As a 12 year old, especially one with a disability, she probably does not have much control over many aspects of her life. Having control in this creative situation and dictating what people do the suit her needs and wants. Although her personality seems fit for this type of way to work, it is probably very freeing for her to play with the music and create simultaneously. We also continued the painting. She wanted to use the rollers that she saw in the supply closet and suggested that it would be perfect to make the door. It’s interesting how creatively and uniquely her mind works, which I think is a similar situation to her brother. She seems to think about these types of ideas in a different way and find new uses for the tools. It might simply be because she does not know the intended use, however, it is quite interesting to see the outcome of her painting.
Michelle Williams Disabilities Studies in Art Education Arts-2-Gether Reflection Paper #5 November 20, 2012
Our last class meeting was another enjoying day with A and T. I know they are both enjoying it, especially T. She keeps asking how much longer we will be meeting, and every time she asks if we can keep working until her winter break. When her grandmother comes to pick her up, she’s always disappointed to leave. As always, they are really excited to work on the video, and love the way its progressing. Amy and I do our best to include them in on the editing. We go over different options, and then vote on which one we like best.
Last class, I was nervous about how A really felt about the project. I knew he was enjoying himself, but I was more concerned about how he feels about collaborating his story with T’s characters. We had a few minutes with A before T showed up, and I asked his opinion on the project. He told me he really liked it, and was excited about the video and the blooper reel. He then mentioned that he’s been thinking about how hard it is going to be to combine two different stories, yet it is possible. I was so happy he expressed how he felt to me, without me even asking if he had any concerns! We talked it over together a bit, and told him that we would go over with T how and where we might add the characters. A agreed, and I furthered the discussion by asking T what her ideas are, and we discussed where would be best to place them in the story line. They both consented on a place and scene, and plan to work on this directly next class.
Something I mentioned in class, and keep noticing with A is a sense of comfortability. He comes into the class tense, and almost nervous. Yet, this disappears within minutes of us being together as a group in our own classroom. I know that he senses that this is a judge-free zone, and we’re all coming together as friends to create something. I also I have been thinking about the role of Amy and I as friends and leaders of the project. I’m trying my best to find a good balance. As Alice said, sometimes you need to interact with the student on their level. I feel that Amy and I have accomplished this. Theres a level of security that allows the students to tell us their ideas and opinions. Yet, I have trouble sometimes taking the role of facilitator. It is easy for them to get distracted, such as watching the videos we have just filmed. I think I need to keep the work a little more focused, and I feel this can be accomplished because their is mutual respect between all four of us. We listen to each others thoughts. We discuss ideas and options. We have fun together, without judging one another.
I’m really looking forward to each day we have together. Bringing joy to these students brings me more happiness than I realized it ever would. My goals for the next class are that A and T discuss, plan out and finish drawing their combined stories. Hopefully, this will bring new dimensions to Raphael, A’s cat that is seen in all of his drawings.
Our last arts together class, Mia and I started working with A on some dot creations. We noticed A started to make monsters out of the dots so we began to make our own monsters. He seems to like the idea of using fantasy in his artwork. I think A might not be that interested in the connecting the dots theme then I had thought he would be. It has been a challenge to find a topic that A is interested in. We have tried multiple things to get A interested but he just says yes he likes the topic then starts talking about something different, so I’m not so sure. I’m thinking maybe we can use the topic of monsters and expand it in some way. I know A had done a project before involving monsters but maybe we can use a different medium. The drawings he made before were small and look like they were color pencil or markers but maybe we could make the monsters much larger use paint and create a story behind the monsters. I am a little hesitant to change our topic but I feel like this is really what A likes to draw/ paint. He seems to always come back to the topic of mysterious creatures so I think maybe we should create a project based around this. At the end of class Alice suggested that we play a game where we draw a character and then someone else writes a story about that character then the next person draws the character based on the description alone. This seemed like a good start to get A excited about the process of making a character and writing a storyboard for it.
In the previous time with A, we were trying to continue working with him on creating geometric patterns. It is difficult to engage A and to get him to tell you what he is thinking. It is difficult to know whether or not he is having a good time. We switched from using a large paper on the wall to a smaller graph paper on the table. This made it a little easier to talk to him and get him to open up, even though he is still a bit of a mystery to me. I tried to put on Pandora for him because the first class he mentioned that he liked music. When I asked him what song he wanted to listen to and who his favorite artist was, he seemed to draw a blank. I am not sure if he didn’t want to answer or if he truly did not know. I put on the Michael Jackson station because he liked to listen to thriller in the beginning. He didn’t seem to amused by the music and it was distracting since there was other music playing around the room as well. Towards the end of the class we started creating monsters out of our geometric shapes. We added things like tooth and hands to create the monsters. This sparked and idea to create a character on a piece of paper and pass it to another person. This person would then see your character and create a story behind the creature. This did no last very long as class ended but we plan to continue this for the next class. He seems more interested in the monster idea than he has any other idea. I am hopeful that we will be able to inspire him into creating a very special monster.
During our time together we reviewed many archery related topics on the computer, all in preparation of making a documentary type film on our student’s favorite hobby. We viewed YouTube videos that taught us “How to Shoot a Compound Bow” similar to how our student shoots. We learned also about Quick Releases and a Jaw Release along with wearing a glove. We discovered there are other types of silencers too. Our student has very good recall of the details of his favorite hobby.
We discussed together the need for a license to hunt and fish, comparing it to hunting with a gun. We all recognized that getting a license for archery hunting is very important. Bow fishing was another sport reviewed together, recognizing it as a tough and precise sport. We again watched YouTube to learn more about Bow Fishing for Carp. Our discussions were very interactive.
Another aspect of archery we learned about was that there could be Armless Archers. We saw people with this physical disability on YouTube too as we reviewed two types of Bows.
The Compound Bow is the kind that our student has. He also taught us about the Recurve Bow, illustrating both kinds of bows on a note card. These bows we discovered were priced from $290.00 to $3,000.00. This could be a very costly sport and hobby depending on your budget for supplies.
Our student uses simple targets, paper target. Our discussion revolved around how they are used and mounted on foam board over a wooden wall, which is pretty think. When the arrow hits the wood it never goes though the wood. His simple paper target that he uses is colorful. We looked at that on the computer as well.
Along with the arrow we took a closer look at the arrowheads, learning that broadheads are for hurting like the Grim Reaper hurts, according to our student. Our student was more like our private instructor today on archery and parts of an arrow.
He also shared in detail about add-ons for different bows that one must know about in archery. This one primary add on according to him is called sights, which is usually on the bow. He compared it to a rifle sighting and/or a rifle scope. He called it a peep, which is a round hole to look through at your target, which is usually on the bow. We discovered with our student Bow Sighting 101 on YouTube, which explained sights more with visual references.
We finally wrapped up this preplanning session with a review the bow’s firing mechanism, called a Quick Release, True Fire Quick Realease, or a JAW Release, which is used by our student.
Today was another day filled with information about archery. As I have been telling Freida and our student, “My knowledge bucket has been filled for the day.” I am amazed every time by the amount of recall and knowledge he can store and explain to us. He is very patient when explaining, and re-explaining when Freida and I don’t quite understand. Freida is really great at taking down all this information- she is writing everything down on note cards, keeping them organized based on the information he is explaining. Through him, I believe I am also becoming an archery specialist! As we spend more time with our student, his personality is really starting to come out. He seems indifferent at first glance, often times with a very placid look on his face. I believe this is because he has to listen harder to understand, and he is always concentrating. Thought it takes him a little longer to get most things out, he is extremely thoughtful in what he does say. I love candid moments when he tells something funny, or we tell a joke. His laugh and smile are so incredibly genuine I have never seen something so pure and natural coming from someone that is 16 years old. He really seems to enjoy what he does, and that really shows through his knowledge of his hobbies.
Today was a productive day in arts together. Once again, we facilitated a open-minded and comforting space. I noticed that the connection between Michelle, T, A, is growing. T and A keep asking how much longer we will see them for during arts together. I always feel bad telling them that each week there is one less day that we will see them. They really seem to enjoy our presence, and the video production lesson.
The one issue that has occurred is that T and A get so excited about the video project, that after each time they film, they want to watch it. This makes it a bit hard to do work at a good pace. However, we Michelle and I can get through to the students to proceed with the creation of the video. I think that it just so exciting for the students, they just need to step back and continue. I am glad this is possible.
I think that A and T have contributed very good ideas. T is very good at her language choice. She usually says something along the lines of, “I like your idea, A, however maybe you could consider adding another character.” She is good at both complimenting while adding insightful comments. As well, A seems to have a clear vision of his narrative video. When Michelle and I act something how that he feels doesn’t fit the character (such as the accent being off), he is able to express it politely and respectfully. He gets his opinion across with great language and courtesy.
I am looking forward to the last couple of sessions of arts together with T, A, and Michelle. I am also sad that it will be ending. I feel like we truly have made a positive impact on their lives!
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ReplyDeleteBuy Coursework Online | GCSE Coursework | Science Coursework | Statistics Coursework | Sociology Coursework | UK Coursework Writing | Research Paper Writing
Tell me about yourself
DeleteAlice
Unfortunately N was not here again today. I'm really excited about his project and really want to get started filming, so it's very dissappointing when he's late or doesn't show up at all. Jenn and I tried to get a little work done by finishing up a couple of his props for the film. I'm going to make a couple of designs for tattoos for his character to use that he can pick from for next Tuesday. I'm also going to try to get some of the voice over work done. It's very frustrating trying to get a project done with a limited amount of time when your student is late or doesn't show up. When N does come, we always have a good time getting right into the project and each meet is very productive. For the rest of the class we played a drawing game with some people in the class and A that Alice organized. It was pretty fun, though A didn't seem that into it. Though he didn't seem that excited about the game, he did participate. I was surprised to see what a great, creative story he wrote about this little eyeball monster I drew. He wrote about it being part dragon and bat and that a witch created it. Though he doesn't seem very engaged with projects, he does get a lot of creative ideas from them. I guess the trick is just how to get that creativity that's in him out.
ReplyDeleteYes, I am concerned about A. Mia and Rebecca, I think we should meet together
DeleteAlice
I don’t know what to do or think about today’s arts 2gether. I would not say I am frustrated however I am discouraged. I tried really hard to think of something to do with M because last week was so successful. He really enjoyed painting so much that he shared his excitement and joy with everyone around him. So I thought of bringing in another media to excite and experience within him.
ReplyDeleteI am currently taking expressive arts in education where we learn to express ourselves through artistic methods rather then verbally. I feel this is something M does constantly because he has such a small amount of speaking skills. The goal of today was to make M comfortable by working without speaking and listening to music. He would draw how the music sounded to him or how it made him feel. He would draw until the music stopped, although this did not happen . I do not know if M didn’t understand the activity or if he just didn’t feel like doing this. I know sometimes students stop or act out when they don’t like or understand the activity. He kept writing on my paper, Cameron asked him if he wanted to work together.
So next we integrated water with the oil pastels. He enjoyed working with the water to make the pastels move around the page. When Alice tried to collaborate with him he didn’t like it, but wanted to collaborate with me. When I noticed I was becoming a distraction I went to go put the materials away and he chased after me. So I asked him if he wanted to take a walk. We walked around the building and then went outside to look at the mountains. When I picked up some leaves for myself he only wanted to take them away from me and throw them on the ground. When I wouldn’t let him he would run around the area in circles. This was very interesting because he filmed the entire interaction and faced the camera at his own face while running continuously in circles.
When we finally got him to come inside he kept trying to hold my hand or touch me. I know he was doing it in a completely friendly manner and I enjoy that he feels a connection with me but sometimes it makes me feel a little uncomfortable. I don’t want his desire to film me or talk to me to distract him from doing his work.
Taryn Pizza
ReplyDeleteDisability Studies in Art Education
Reflection Paper #5: November 13, 2012
Today was another very productive and definitely fun day with J. We were able to get down to the theater again and working with two of the theater majors work on some dancing and zombie acting. We also were able to talk to J and pin point exactly what scenes we wanted to do for the film. J took charge once again down in the theater, giving us spots to stand in and taking the lead in the dancing. Amanda filmed as the three of us acted as zombies and were lead through the dancing by J. We had a lot of success with the dancing and filming of it. J was enjoying giving us cues and having us follow along with the steps that she was doing. All of us were having tons of fun working with J and acting out our zombie parts- (one the way to the theater J had given us a demo of how she wanted her zombies to act). At a certain point during the process she even had us act as zombies and have a sort of “audition” rating us one by one.
Something that was also great about working today was that we once we had accomplished a lot in the theater we suggested that we work some more on the back drop and J was very excited to do it. She did not hesitate as she had before. When we got upstairs and laid out the back drop she immediately requested to paint the door black and was asking if she could use a roller for it. It was evident that J was happy to participate in working on the backdrop as she was taking charge of this task as well, requesting that Amanda and I paint the grass while she worked with the black painting. Between the splattered sky that J created last time and what we all worked on this time the back drop is looking quite nice and we are all excited to use it for the rest of the filming.
I feel like something that is helpful in getting J on task and getting more done is us having a set plan and conveying that to her. By telling her exactly what we are going to be working on she was definitely more focused. Overall we had a great time working with J today. She continues to have a lot of energy and this positive attitude has a great influence on the working environment.
This week was very similar to last week with J except today we began filming. The theatre people that met with us today were also very helpful and J took to one of them quite well, knowing her from last year. I think since we’re now a constant, having the theatre people is exciting because they’re new. Again, we let J lead; telling her specifically that for the dance, she would do the move and the zombies would follow her. She very much so liked that idea. She was very excited to see the video after we were done shooting as well.
ReplyDeleteI think the sense of control that she has over the project is empowering to her. As a 12 year old, especially one with a disability, she probably does not have much control over many aspects of her life. Having control in this creative situation and dictating what people do the suit her needs and wants. Although her personality seems fit for this type of way to work, it is probably very freeing for her to play with the music and create simultaneously.
We also continued the painting. She wanted to use the rollers that she saw in the supply closet and suggested that it would be perfect to make the door. It’s interesting how creatively and uniquely her mind works, which I think is a similar situation to her brother. She seems to think about these types of ideas in a different way and find new uses for the tools. It might simply be because she does not know the intended use, however, it is quite interesting to see the outcome of her painting.
Michelle Williams
ReplyDeleteDisabilities Studies in Art Education
Arts-2-Gether
Reflection Paper #5
November 20, 2012
Our last class meeting was another enjoying day with A and T. I know they are both enjoying it, especially T. She keeps asking how much longer we will be meeting, and every time she asks if we can keep working until her winter break. When her grandmother comes to pick her up, she’s always disappointed to leave. As always, they are really excited to work on the video, and love the way its progressing. Amy and I do our best to include them in on the editing. We go over different options, and then vote on which one we like best.
Last class, I was nervous about how A really felt about the project. I knew he was enjoying himself, but I was more concerned about how he feels about collaborating his story with T’s characters. We had a few minutes with A before T showed up, and I asked his opinion on the project. He told me he really liked it, and was excited about the video and the blooper reel. He then mentioned that he’s been thinking about how hard it is going to be to combine two different stories, yet it is possible. I was so happy he expressed how he felt to me, without me even asking if he had any concerns! We talked it over together a bit, and told him that we would go over with T how and where we might add the characters. A agreed, and I furthered the discussion by asking T what her ideas are, and we discussed where would be best to place them in the story line. They both consented on a place and scene, and plan to work on this directly next class.
Something I mentioned in class, and keep noticing with A is a sense of comfortability. He comes into the class tense, and almost nervous. Yet, this disappears within minutes of us being together as a group in our own classroom. I know that he senses that this is a judge-free zone, and we’re all coming together as friends to create something. I also I have been thinking about the role of Amy and I as friends and leaders of the project. I’m trying my best to find a good balance. As Alice said, sometimes you need to interact with the student on their level. I feel that Amy and I have accomplished this. Theres a level of security that allows the students to tell us their ideas and opinions. Yet, I have trouble sometimes taking the role of facilitator. It is easy for them to get distracted, such as watching the videos we have just filmed. I think I need to keep the work a little more focused, and I feel this can be accomplished because their is mutual respect between all four of us. We listen to each others thoughts. We discuss ideas and options. We have fun together, without judging one another.
I’m really looking forward to each day we have together. Bringing joy to these students brings me more happiness than I realized it ever would. My goals for the next class are that A and T discuss, plan out and finish drawing their combined stories. Hopefully, this will bring new dimensions to Raphael, A’s cat that is seen in all of his drawings.
Our last arts together class, Mia and I started working with A on some dot creations. We noticed A started to make monsters out of the dots so we began to make our own monsters. He seems to like the idea of using fantasy in his artwork. I think A might not be that interested in the connecting the dots theme then I had thought he would be. It has been a challenge to find a topic that A is interested in. We have tried multiple things to get A interested but he just says yes he likes the topic then starts talking about something different, so I’m not so sure. I’m thinking maybe we can use the topic of monsters and expand it in some way. I know A had done a project before involving monsters but maybe we can use a different medium. The drawings he made before were small and look like they were color pencil or markers but maybe we could make the monsters much larger use paint and create a story behind the monsters. I am a little hesitant to change our topic but I feel like this is really what A likes to draw/ paint. He seems to always come back to the topic of mysterious creatures so I think maybe we should create a project based around this. At the end of class Alice suggested that we play a game where we draw a character and then someone else writes a story about that character then the next person draws the character based on the description alone. This seemed like a good start to get A excited about the process of making a character and writing a storyboard for it.
ReplyDeleteIn the previous time with A, we were trying to continue working with him on creating geometric patterns. It is difficult to engage A and to get him to tell you what he is thinking. It is difficult to know whether or not he is having a good time. We switched from using a large paper on the wall to a smaller graph paper on the table. This made it a little easier to talk to him and get him to open up, even though he is still a bit of a mystery to me. I tried to put on Pandora for him because the first class he mentioned that he liked music. When I asked him what song he wanted to listen to and who his favorite artist was, he seemed to draw a blank. I am not sure if he didn’t want to answer or if he truly did not know. I put on the Michael Jackson station because he liked to listen to thriller in the beginning. He didn’t seem to amused by the music and it was distracting since there was other music playing around the room as well. Towards the end of the class we started creating monsters out of our geometric shapes. We added things like tooth and hands to create the monsters. This sparked and idea to create a character on a piece of paper and pass it to another person. This person would then see your character and create a story behind the creature. This did no last very long as class ended but we plan to continue this for the next class. He seems more interested in the monster idea than he has any other idea. I am hopeful that we will be able to inspire him into creating a very special monster.
ReplyDeleteNovember 6, 2012 Arts - 2 – Gether Freida Wright
ReplyDeleteDuring our time together we reviewed many archery related topics on the computer, all in preparation of making a documentary type film on our student’s favorite hobby. We viewed YouTube videos that taught us “How to Shoot a Compound Bow” similar to how our student shoots. We learned also about Quick Releases and a Jaw Release along with wearing a glove. We discovered there are other types of silencers too. Our student has very good recall of the details of his favorite hobby.
We discussed together the need for a license to hunt and fish, comparing it to hunting with a gun. We all recognized that getting a license for archery hunting is very important. Bow fishing was another sport reviewed together, recognizing it as a tough and precise sport. We again watched YouTube to learn more about Bow Fishing for Carp. Our discussions were very interactive.
Another aspect of archery we learned about was that there could be Armless Archers. We saw people with this physical disability on YouTube too as we reviewed two types of Bows.
The Compound Bow is the kind that our student has. He also taught us about the Recurve Bow, illustrating both kinds of bows on a note card. These bows we discovered were priced from $290.00 to $3,000.00. This could be a very costly sport and hobby depending on your budget for supplies.
Our student uses simple targets, paper target. Our discussion revolved around how they are used and mounted on foam board over a wooden wall, which is pretty think. When the arrow hits the wood it never goes though the wood. His simple paper target that he uses is colorful. We looked at that on the computer as well.
Along with the arrow we took a closer look at the arrowheads, learning that broadheads are for hurting like the Grim Reaper hurts, according to our student. Our student was more like our private instructor today on archery and parts of an arrow.
He also shared in detail about add-ons for different bows that one must know about in archery. This one primary add on according to him is called sights, which is usually on the bow. He compared it to a rifle sighting and/or a rifle scope. He called it a peep, which is a round hole to look through at your target, which is usually on the bow. We discovered with our student Bow Sighting 101 on YouTube, which explained sights more with visual references.
We finally wrapped up this preplanning session with a review the bow’s firing mechanism, called a Quick Release, True Fire Quick Realease, or a JAW Release, which is used by our student.
Hannah was not here this day
ReplyDeleteToday was another day filled with information about archery. As I have been telling Freida and our student, “My knowledge bucket has been filled for the day.” I am amazed every time by the amount of recall and knowledge he can store and explain to us. He is very patient when explaining, and re-explaining when Freida and I don’t quite understand. Freida is really great at taking down all this information- she is writing everything down on note cards, keeping them organized based on the information he is explaining. Through him, I believe I am also becoming an archery specialist!
ReplyDeleteAs we spend more time with our student, his personality is really starting to come out. He seems indifferent at first glance, often times with a very placid look on his face. I believe this is because he has to listen harder to understand, and he is always concentrating. Thought it takes him a little longer to get most things out, he is extremely thoughtful in what he does say. I love candid moments when he tells something funny, or we tell a joke. His laugh and smile are so incredibly genuine I have never seen something so pure and natural coming from someone that is 16 years old. He really seems to enjoy what he does, and that really shows through his knowledge of his hobbies.
Amy Diener
ReplyDeleteDisability Studies
Today was a productive day in arts together. Once again, we facilitated a open-minded and comforting space. I noticed that the connection between Michelle, T, A, is growing. T and A keep asking how much longer we will see them for during arts together. I always feel bad telling them that each week there is one less day that we will see them. They really seem to enjoy our presence, and the video production lesson.
The one issue that has occurred is that T and A get so excited about the video project, that after each time they film, they want to watch it. This makes it a bit hard to do work at a good pace. However, we Michelle and I can get through to the students to proceed with the creation of the video. I think that it just so exciting for the students, they just need to step back and continue. I am glad this is possible.
I think that A and T have contributed very good ideas. T is very good at her language choice. She usually says something along the lines of, “I like your idea, A, however maybe you could consider adding another character.” She is good at both complimenting while adding insightful comments. As well, A seems to have a clear vision of his narrative video. When Michelle and I act something how that he feels doesn’t fit the character (such as the accent being off), he is able to express it politely and respectfully. He gets his opinion across with great language and courtesy.
I am looking forward to the last couple of sessions of arts together with T, A, and Michelle. I am also sad that it will be ending. I feel like we truly have made a positive impact on their lives!
N*** did not attend this week, which is why I didn't write a reflection paper.
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