Composition Evaluation
Imagine having to create a whole piece of music from nothing except for the imagination of your own mind... Well, this was the awesome task that we were assigned to complete in my music class. I worked alongside my friend, Alyana, who is excellent at creating lyrics and putting them into a melody. To start off, we asked each other what kinds of songs we were into and what we were comfortable playing. We came up with a variety of genres, including Pop, Love songs, and worship songs. We decided to go ahead with a theme of love/worship. I am a pianist and Alyana is a singer/drummer. We thought about adding in a drum beat, however, it did not suit the style of song that we made.
To start off with, I played random chords on the piano in the hope that some bass line would form. I must have gone through 100's of chords, but I finally came up with a chord progression that I felt was nice (and harmonic!). Once I found the chord progression, I went on to Garageband and began to record and put together the instrumental part of our song. I felt that leaving the piano on its own was not enough, so I added in a synthesizer and a backing of synth violins. Once I made the main parts of the song, I sent a copy to Alyana. Alyana then added in a melody that she would sing, as well as her own lyrics.
Overall, it is quite a hefty process. However, regardless of our final grade, I am proud of the work that we have put into our song. Making a composition is such a fun task that it isn't even a task but an interesting hobby. I now see and look up to all of the composers out there, seeing the process they go through and the achievement they must feel when publishing their songs.
Here is the final product!: Click Here
Friday, 2 August 2019
Friday, 26 July 2019
11ENG-Unfamilair Texts, Unfamiliar Non fiction
Unfamilair Texts, Unfamiliar Non fiction
Vocabulary Work
a.scooter-a light two-wheeled open motor vehicle on which the driver sits over an enclosed engine with their legs together and their feet resting on a floorboard.
b.intricate-very complicated or detailed
c.fete-a public function, typically held outdoors and organized to raise funds for a charity, including entertainment and the sale of goods and refreshments.
d.incomprehensible-not able to be understood; not intelligible.
e.estimated-(of a value or number) roughly calculated; approximate.
f.recruited-enlist (someone) in the armed forces.
g.invaluable-extremely useful; indispensable.
h.denied-refuse to give (something requested or desired) to (someone).
i.campaign-a series of military operations intended to achieve a goal, confined to a particular area, or involving a specified type of fighting.
I think the piece will be about someone who recruits himself into a campaign because he has an opinion that scooters should not be sold to people that are under 10 years old. This is because of the words that are in the given list, such as campaign, scooter, and denied, as well as the title "At Ten Years Old".
The Title
a. Write down two memories you have for the time you were ten.
I remember that when I was ten, I would play tag on the playgrounds with my friends at primary school. I also remember when I would play the ukulele after school, trying to learn new chords and songs.
b. What ideas do you think this piece might include?
I think this piece will include ideas about campaigning against something, ten-year-olds, and the use of scooters.
c.Write your prediction:
I think that this piece would be aimed at 10-year-olds, and in how they should be denied access to use a scooter for multiple and complex reasons, or due to a complex incident or problem.
The Background/Context of the extract
a. What things would you expect to be of concern to a sixteen-year-old student?
I think that a sixteen-year-old would be concerned about relationships and their future's. This is because at 16, a lot of pressure is put onto a student to decide what their future occupation will be, and even if they will be able to be what they want (results, exams etc.). Also, while a student is 16, emotions will feel stronger and fluctuate often, which can affect relationships and mental health. Also, many classmates may be getting into relationships and a student may begin to feel left out.
b. Thinking about the title and your predictions above, what do you think might be the main purpose of the speech?
I think that the speech could possibly be a warning from a 16-year-old student who has an opinion that scooters are not safe for children below 10 years old. This student could have had or known an incident that could have happened that supports their statement. Also, this student might have started up a campaign against the use of scooters for children below 10.
First Impressions
The speaker wants us to donate whatever we can spare to the Child Soldiers International campaign. We can make a difference with just a small amount. We can end people from taking away the lives of innocent children who have no choice. Caitlin has given a story from a child soldier that we can all have empathy for. She wants us to stop this, and to make a change.
Find the Pattern
Paragraph Summary
1 Memories of things the narrator did as a child, a list of what Juliet lost when she was 10.
2 Comparing what the narrator and Juliet remember being painted on their faces.
3 Comparing what the narrator and Juliet remember listening to and what beats were popular.
4 Comparing what the narrator and Juliet remember building and 'play-fighting' or 'real fighting'.
5 Juliet was a child that was denied her childhood, numbers of child soldiers are given.
6 Awareness is valuable, the narrator wants us to become more aware, understand not all children are lucky
7 The narrator leaves us a challenge, to take the time to donate to Child Soldiers International to end this problem where children don't have choices in their lives.
Summarise
In no more than three sentences, write what this piece is about.
This piece was given truly from the heart of the narrator, who feels empathetic to the child soldiers that have their lives taken from them at such a young age. The narrator shows us that what we take for granted (e.g normal life, face painting, playing) is a luxury, if not a dream, to those who are less fortunate. We are left with a challenge, a challenge to put the effort in to kindly donate whatever we can to help end this problem.
The writer/speaker wanted to teach us about child soldiers and the problem around it because we take a lot of things for granted, and we are not fully aware of what these child soldiers experience. She wants us to increase awareness and actually care to donate to end the plight of child soldiers.
Identifying how the idea is communicated
1.
Personal Pronoun-I
Facts/Structures-
Parallel Structure- At ten years old my days were
Jargon-
Imperative/Command-
Contrast-
Repetition-
Listing-
Adjective-
Anecdote-
Putting it all together
1. Select one language feature the author uses to set the tone of this piece.
-Parallel Structure
2. Give an example from the text.
I remember building mud forts... Juliet remembers building mud forts.
3. Explain how this and/or other language feature(s) help you understand the speaker's attitude towards child soldiers.
The speaker's overall purpose in this speech is to make people be aware of the plight of child soldiers. The speaker inputs her own idea, that we should kindly put in the effort to donate whatever we can to help end this problem. Their attitude towards this topic is definitely against this problem and the speaker wants us to be informed as to what child soldiers actually go through. We see this attitude when the speaker uses the technique of parallel structure. The speaker repeatedly uses comparison through parallel structures to show what we take for granted, in comparison to what they experience. This is seen in sentences such as 'I remember building mud forts... Juliet remembers building mud forts'. The effect of this is to emphasize how horrible life is for child soldiers. In fact, they have their lives completely taken away from them, some without even having a memory of a normal childhood. This also emphasizes that we take so many things for granted, such as building mud forts for fun, where child soldiers build mud forts for survival. The reason for this is so that we can see what some people actually experience in their lives, which can seem like (and is) a nightmare for a huge majority of children (approximately 800,000 children) because the speaker wants us to actually put these stories in reality, and not just something that passes by on the news. Another way this attitude is shown is through the technique of personal pronouns. We see this in almost every sentence in this speech. Such as where the speaker says 'I remember... She remembers...'. From this, we learn that these things happen to real people and that we personally take things for granted that specific people could only imagine having. It makes us think about what the less fortunate go through in an empathetic and personal way as if this speech is directed straight towards the reader. These circumstances can be pointed at our own lives, where we think that playing and being able to walk freely is just normal, whereas it is near-impossible for people, such as the unfortunate child soldiers. Finally, the author wants us to act in a kind manner, and donate whatever we can to help end the crisis of child soldiers and the poor children who have their lives stripped away from them. The author wants us to donate because we all have the power to change the world, which is hard to do alone. For example, if 10 million people were to donate 50c, that could become 5 million. Imagine the effect 5 million could make! A possible change is seen just like in the text when the speaker says that we can end this, and stop the recruitment of child soldiers.
Vocabulary Work
a.scooter-a light two-wheeled open motor vehicle on which the driver sits over an enclosed engine with their legs together and their feet resting on a floorboard.
b.intricate-very complicated or detailed
c.fete-a public function, typically held outdoors and organized to raise funds for a charity, including entertainment and the sale of goods and refreshments.
d.incomprehensible-not able to be understood; not intelligible.
e.estimated-(of a value or number) roughly calculated; approximate.
f.recruited-enlist (someone) in the armed forces.
g.invaluable-extremely useful; indispensable.
h.denied-refuse to give (something requested or desired) to (someone).
i.campaign-a series of military operations intended to achieve a goal, confined to a particular area, or involving a specified type of fighting.
I think the piece will be about someone who recruits himself into a campaign because he has an opinion that scooters should not be sold to people that are under 10 years old. This is because of the words that are in the given list, such as campaign, scooter, and denied, as well as the title "At Ten Years Old".
The Title
a. Write down two memories you have for the time you were ten.
I remember that when I was ten, I would play tag on the playgrounds with my friends at primary school. I also remember when I would play the ukulele after school, trying to learn new chords and songs.
b. What ideas do you think this piece might include?
I think this piece will include ideas about campaigning against something, ten-year-olds, and the use of scooters.
c.Write your prediction:
I think that this piece would be aimed at 10-year-olds, and in how they should be denied access to use a scooter for multiple and complex reasons, or due to a complex incident or problem.
The Background/Context of the extract
a. What things would you expect to be of concern to a sixteen-year-old student?
I think that a sixteen-year-old would be concerned about relationships and their future's. This is because at 16, a lot of pressure is put onto a student to decide what their future occupation will be, and even if they will be able to be what they want (results, exams etc.). Also, while a student is 16, emotions will feel stronger and fluctuate often, which can affect relationships and mental health. Also, many classmates may be getting into relationships and a student may begin to feel left out.
b. Thinking about the title and your predictions above, what do you think might be the main purpose of the speech?
I think that the speech could possibly be a warning from a 16-year-old student who has an opinion that scooters are not safe for children below 10 years old. This student could have had or known an incident that could have happened that supports their statement. Also, this student might have started up a campaign against the use of scooters for children below 10.
First Impressions
The speaker wants us to donate whatever we can spare to the Child Soldiers International campaign. We can make a difference with just a small amount. We can end people from taking away the lives of innocent children who have no choice. Caitlin has given a story from a child soldier that we can all have empathy for. She wants us to stop this, and to make a change.
Find the Pattern
Paragraph Summary
1 Memories of things the narrator did as a child, a list of what Juliet lost when she was 10.
2 Comparing what the narrator and Juliet remember being painted on their faces.
3 Comparing what the narrator and Juliet remember listening to and what beats were popular.
4 Comparing what the narrator and Juliet remember building and 'play-fighting' or 'real fighting'.
5 Juliet was a child that was denied her childhood, numbers of child soldiers are given.
6 Awareness is valuable, the narrator wants us to become more aware, understand not all children are lucky
7 The narrator leaves us a challenge, to take the time to donate to Child Soldiers International to end this problem where children don't have choices in their lives.
Summarise
In no more than three sentences, write what this piece is about.
This piece was given truly from the heart of the narrator, who feels empathetic to the child soldiers that have their lives taken from them at such a young age. The narrator shows us that what we take for granted (e.g normal life, face painting, playing) is a luxury, if not a dream, to those who are less fortunate. We are left with a challenge, a challenge to put the effort in to kindly donate whatever we can to help end this problem.
The writer/speaker wanted to teach us about child soldiers and the problem around it because we take a lot of things for granted, and we are not fully aware of what these child soldiers experience. She wants us to increase awareness and actually care to donate to end the plight of child soldiers.
Identifying how the idea is communicated
1.
Personal Pronoun-I
Facts/Structures-
Parallel Structure- At ten years old my days were
Jargon-
Imperative/Command-
Contrast-
Repetition-
Listing-
Adjective-
Anecdote-
Putting it all together
1. Select one language feature the author uses to set the tone of this piece.
-Parallel Structure
2. Give an example from the text.
I remember building mud forts... Juliet remembers building mud forts.
3. Explain how this and/or other language feature(s) help you understand the speaker's attitude towards child soldiers.
The speaker's overall purpose in this speech is to make people be aware of the plight of child soldiers. The speaker inputs her own idea, that we should kindly put in the effort to donate whatever we can to help end this problem. Their attitude towards this topic is definitely against this problem and the speaker wants us to be informed as to what child soldiers actually go through. We see this attitude when the speaker uses the technique of parallel structure. The speaker repeatedly uses comparison through parallel structures to show what we take for granted, in comparison to what they experience. This is seen in sentences such as 'I remember building mud forts... Juliet remembers building mud forts'. The effect of this is to emphasize how horrible life is for child soldiers. In fact, they have their lives completely taken away from them, some without even having a memory of a normal childhood. This also emphasizes that we take so many things for granted, such as building mud forts for fun, where child soldiers build mud forts for survival. The reason for this is so that we can see what some people actually experience in their lives, which can seem like (and is) a nightmare for a huge majority of children (approximately 800,000 children) because the speaker wants us to actually put these stories in reality, and not just something that passes by on the news. Another way this attitude is shown is through the technique of personal pronouns. We see this in almost every sentence in this speech. Such as where the speaker says 'I remember... She remembers...'. From this, we learn that these things happen to real people and that we personally take things for granted that specific people could only imagine having. It makes us think about what the less fortunate go through in an empathetic and personal way as if this speech is directed straight towards the reader. These circumstances can be pointed at our own lives, where we think that playing and being able to walk freely is just normal, whereas it is near-impossible for people, such as the unfortunate child soldiers. Finally, the author wants us to act in a kind manner, and donate whatever we can to help end the crisis of child soldiers and the poor children who have their lives stripped away from them. The author wants us to donate because we all have the power to change the world, which is hard to do alone. For example, if 10 million people were to donate 50c, that could become 5 million. Imagine the effect 5 million could make! A possible change is seen just like in the text when the speaker says that we can end this, and stop the recruitment of child soldiers.
Tuesday, 23 July 2019
11ENG-Unfamiliar Texts, Poetry Booklet
Unfamiliar Texts, Poetry Booklet
1.Link to the poem:
https://drive.google.com/file/d/0ByBim7vQfjGbRm1zRmtGM0JwaW9sOWhVUllFQmpGNXFCek9Z/view
2. Record your first impressions below:
The poem's title is "tooth". I think that this poem is going to be about the journey of a singular tooth as it falls out and leaves the person. I think that this poem makes the reader think between the lines, as it never directly says "a tooth fell out", but it uses other sentences and words to describe what it is like. This is seen in sentences such as "In the morning, I'll show you how it can rest safely upon its starboard". This works well, as it makes the poem a story, adding in interest for the reader.
3.Vocabulary Work
a. Circle or highlight any words in the poem you are unfamiliar with:
moored, alveolus, matai
b. Use a dictionary or your device to find the definition for your words (from task a) that makes sense for this poem. Write that definition in the space provided:
Moored-make fast (a boat) by attaching it by cable or rope to the shore or to an anchor.
Alveolus-the bony socket for the root of a tooth.
Matai-a coniferous New Zealand tree which yields pale timber.
4. What is my interpretation of stanza 7?
Now that I know that this stanza is referring to Lazarus in the 'Doctor Who' series, I can see that since the person loses a tooth, this acts as a moment of 'becoming younger', which is what happened to Lazarus when he went in a machine and came out younger. This connection is where the narrator measures age in teeth, and suddenly the subject now is "eleven teeth old" in comparison to before, being "12 teeth old".
Identifying the point of change
1. Identify the line where the first point of change occurs.
I think that the point of change occurs in the stanza: 'As I stroke you, your eyes collect water; your gums are an ocean of blood.'
2. Identify the line where the second point of change occurs.
I think that the second point of change occurs in the stanza: 'Suddenly, you're eleven teeth old and have grown, like Lazarus, younger beneath moonlight.'
3. Describe the atmosphere in the first three stanzas of the poem.
In the first three stanzas, there is a certain atmosphere that hints at the person losing something.
4.Words such as 'fossick' and 'goodbye' show this, as they hint at something or someone getting lost or something leaving.
5. Describe the atmosphere in stanzas 4-6 in this poem.
In stanzas 4 to 6 there is an atmosphere that the event (of a tooth falling out) is sudden and unexpected.
6.The Phrase 'only when you're sleeping' points at something sudden and unexpected. This poem indicates that the event only occurred when the person was sleeping, putting it as an unknown and untimed event.
7. Describe the atmosphere in the last three stanzas in this poem.
In this poem, the last three stanzas give an atmosphere of patience and prosperity. This is because the poem talks about the person getting younger and that this can all be solved the following day, which makes the person wait.
Identifying how the poem is communicated
Examples of (blank) in the poem
Alliteration-twelve teeth
Metaphor-tooth's a boat
Adjective-polished
Personal Pronoun-you
Listing-shells, starfish, pipi, and paua
Simile-and have grown, like Lazarus
Direct address-like Lazarus
Extended metaphor-White and hull-shaped, tooth's a boat, isolated by low tide.
Personification-
Feature Example Effect
personal pronoun you're Direct address to the subject of the poem/feels personal
listing cake, chips, and drinks To add information for a long list of things to inform the reader
Simile he eats like a pig To compare something to another by saying they are like it, but not exactly the same.
Alliteration the silly seal sat slowly To add interest in the text, appealing to the reader.
3. Underlined extended metaphor:
ocean of blood. anchored to blue woollen blanket. white and hull-shaped, tooth's a boat, isolated by low tide. safely upon its starboard.
4. What are these references to sea and boating being compared to?
I think that boating is referring to the act of losing a tooth, as it says "tooth's a boar". I think that the sea is referring to the points in time throughout the process of losing a tooth. Being apart from the mouth by being isolated by "low tide".
5. What is the effect of this extended metaphor?
It helps the reader understand that losing a tooth is not easy and direct, it is rocky just like being on a boat. This is done so we might think about the whole poem as one story that has a continuous flow to it.
Putting it all together
1. Select one language feature the author uses to describe the setting.
-Metaphor
2. Give an example from the text.
your gums are an ocean of blood.
3. Explain how this and/or other feature(s) help you to understand the poet's feelings on the loss of her child's tooth.
The poet is saying that she feels the pain (empathy) of her child, through the use of the metaphor "your gums are an ocean of blood". This is an exaggeration of what it is actually like to lose a tooth. The poet also uses an extended metaphor of the sea and boat to notify us that it is a rocky experience, and nothing can be known in the process for sure. This can even be linked to when we lost a tooth, as we know it is an unstable experience.
1.Link to the poem:
https://drive.google.com/file/d/0ByBim7vQfjGbRm1zRmtGM0JwaW9sOWhVUllFQmpGNXFCek9Z/view
2. Record your first impressions below:
The poem's title is "tooth". I think that this poem is going to be about the journey of a singular tooth as it falls out and leaves the person. I think that this poem makes the reader think between the lines, as it never directly says "a tooth fell out", but it uses other sentences and words to describe what it is like. This is seen in sentences such as "In the morning, I'll show you how it can rest safely upon its starboard". This works well, as it makes the poem a story, adding in interest for the reader.
3.Vocabulary Work
a. Circle or highlight any words in the poem you are unfamiliar with:
moored, alveolus, matai
b. Use a dictionary or your device to find the definition for your words (from task a) that makes sense for this poem. Write that definition in the space provided:
Moored-make fast (a boat) by attaching it by cable or rope to the shore or to an anchor.
Alveolus-the bony socket for the root of a tooth.
Matai-a coniferous New Zealand tree which yields pale timber.
4. What is my interpretation of stanza 7?
Now that I know that this stanza is referring to Lazarus in the 'Doctor Who' series, I can see that since the person loses a tooth, this acts as a moment of 'becoming younger', which is what happened to Lazarus when he went in a machine and came out younger. This connection is where the narrator measures age in teeth, and suddenly the subject now is "eleven teeth old" in comparison to before, being "12 teeth old".
Identifying the point of change
1. Identify the line where the first point of change occurs.
I think that the point of change occurs in the stanza: 'As I stroke you, your eyes collect water; your gums are an ocean of blood.'
2. Identify the line where the second point of change occurs.
I think that the second point of change occurs in the stanza: 'Suddenly, you're eleven teeth old and have grown, like Lazarus, younger beneath moonlight.'
3. Describe the atmosphere in the first three stanzas of the poem.
In the first three stanzas, there is a certain atmosphere that hints at the person losing something.
4.Words such as 'fossick' and 'goodbye' show this, as they hint at something or someone getting lost or something leaving.
5. Describe the atmosphere in stanzas 4-6 in this poem.
In stanzas 4 to 6 there is an atmosphere that the event (of a tooth falling out) is sudden and unexpected.
6.The Phrase 'only when you're sleeping' points at something sudden and unexpected. This poem indicates that the event only occurred when the person was sleeping, putting it as an unknown and untimed event.
7. Describe the atmosphere in the last three stanzas in this poem.
In this poem, the last three stanzas give an atmosphere of patience and prosperity. This is because the poem talks about the person getting younger and that this can all be solved the following day, which makes the person wait.
Identifying how the poem is communicated
Examples of (blank) in the poem
Alliteration-twelve teeth
Metaphor-tooth's a boat
Adjective-polished
Personal Pronoun-you
Listing-shells, starfish, pipi, and paua
Simile-and have grown, like Lazarus
Direct address-like Lazarus
Extended metaphor-White and hull-shaped, tooth's a boat, isolated by low tide.
Personification-
Feature Example Effect
personal pronoun you're Direct address to the subject of the poem/feels personal
listing cake, chips, and drinks To add information for a long list of things to inform the reader
Simile he eats like a pig To compare something to another by saying they are like it, but not exactly the same.
Alliteration the silly seal sat slowly To add interest in the text, appealing to the reader.
3. Underlined extended metaphor:
ocean of blood. anchored to blue woollen blanket. white and hull-shaped, tooth's a boat, isolated by low tide. safely upon its starboard.
4. What are these references to sea and boating being compared to?
I think that boating is referring to the act of losing a tooth, as it says "tooth's a boar". I think that the sea is referring to the points in time throughout the process of losing a tooth. Being apart from the mouth by being isolated by "low tide".
5. What is the effect of this extended metaphor?
It helps the reader understand that losing a tooth is not easy and direct, it is rocky just like being on a boat. This is done so we might think about the whole poem as one story that has a continuous flow to it.
Putting it all together
1. Select one language feature the author uses to describe the setting.
-Metaphor
2. Give an example from the text.
your gums are an ocean of blood.
3. Explain how this and/or other feature(s) help you to understand the poet's feelings on the loss of her child's tooth.
The poet is saying that she feels the pain (empathy) of her child, through the use of the metaphor "your gums are an ocean of blood". This is an exaggeration of what it is actually like to lose a tooth. The poet also uses an extended metaphor of the sea and boat to notify us that it is a rocky experience, and nothing can be known in the process for sure. This can even be linked to when we lost a tooth, as we know it is an unstable experience.
11MUS-Solo Performance Evaluation
Solo Performance 1
In music, we were asked to perform a solo piece to an audience (our music class). The piece that I played was Waltz in A Minor. This is a classical piano piece that was made by Frederic Chopin sometime between 1843 and 1848. I am starting to get more and more confident in playing the piano, as I have been learning and playing this instrument for 3 years now.
I was really ecstatic when I saw that I received excellence. My teacher said that it was confident and convincing. My teacher also said that it was controlled and accurate. Thank you, Mrs Beer! My next step is to play something that can loosen me up in terms of playing the piano. I think I would head somewhere down the genres of Jazz/Blues to learn how to play a groovy and uplifting song. I think that the solo performance went really well, and I am thrilled to have received a grade of 'excellence'. I felt that playing to an audience was (of course) slightly nerve-racking, but it adds to the whole experience of actually performing rather than just practising.
I think next time, I could try to be more in rhythm when playing the arpeggios up, or where the song changes sections (from a sad mood to a reasonably happy one.)
Below, I have attached a video of my performance. I hope you enjoy it!
Wednesday, 26 June 2019
11ENG-Unfamiliar Texts, Poetry
Unfamiliar Texts, Poetry
In English, we are studying unfamiliar text and how to unwrap and delve into an unfamiliar poem. Below is my interpretation of the following three poems, and what I take away from them in how to unlock a poem. In the end, I made a collage showing the meaning of poem number 1 in a visual form of art.
Poem 1:
How to Eat a Poem
by Eve Merriam (1916–1992)
Don’t be polite.
Bite in,
Pick it up with your fingers and lick the juice that
may run down your chin.
It is ready and ripe now, whenever you are.
You do not need a knife or fork or spoon
or plate or napkin or tablecloth.
For there is no core
or stem
or rind
or pit
or seed
or skin
to throw away.
What does this poem suggest about the way we should approach poetry?
Answer: This poem tells us that we should be looking at all of the external parts to a poem (language features) and not at the core, for there is no core. In the text, it says that there is nothing to "throw away", meaning that everything is important in a poem.
Poem 2:
Eating Poetry
by Mark Strand (1934– )
Ink runs from the corners of my mouth.
There is no happiness like mine.
I have been eating poetry.
The librarian does not believe what she sees.
Her eyes are sad
and she walks with her hands in her dress.
The poems are gone.
The light is dim.
The dogs are on the basement stairs and coming up.
Their eyeballs roll,
their blond legs burn like brush.
The poor librarian begins to stamp her feet and weep.
She does not understand.
When I get on my knees and lick her hand,
she screams.
I am a new man.
I snarl at her and bark.
I romp with joy in the bookish dark
What does this poem suggest about the way we should approach poetry?
Answer: This poem tells us that poems are full of metaphors and similes-things that don't literally mean what they say. In the text, the narrator is the dog, where he says "When I get in my knees and lick her hand".
Poem 3:
Unfolding Bud
by Naoshi Koriyama (1926– )
One is amazed
By a water-lily bud
Unfolding
With each passing day,
Taking on a richer colour
And new dimensions.
One is not amazed,
At first glance,
By a poem,
Which is tight-closed
As a tiny bud.
Yet one is surprised
To see the poem
Gradually unfolding,
Revealing its rich inner self
As one reads it
Again
And over again.
What does this poem suggest about the way we should approach poetry?
This poem shows us that "at a first glance" a poem is not amazing to the reader. However, the poem eventually begins to "gradually unfold", revealing its inner self. This shows that it takes time and effort to fully understand the concepts and meaning behind a poem.
I will be making a visual collage about the first poem. This can be seen below:
In English, we are studying unfamiliar text and how to unwrap and delve into an unfamiliar poem. Below is my interpretation of the following three poems, and what I take away from them in how to unlock a poem. In the end, I made a collage showing the meaning of poem number 1 in a visual form of art.
Poem 1:
How to Eat a Poem
by Eve Merriam (1916–1992)
Don’t be polite.
Bite in,
Pick it up with your fingers and lick the juice that
may run down your chin.
It is ready and ripe now, whenever you are.
You do not need a knife or fork or spoon
or plate or napkin or tablecloth.
For there is no core
or stem
or rind
or pit
or seed
or skin
to throw away.
What does this poem suggest about the way we should approach poetry?
Answer: This poem tells us that we should be looking at all of the external parts to a poem (language features) and not at the core, for there is no core. In the text, it says that there is nothing to "throw away", meaning that everything is important in a poem.
Poem 2:
Eating Poetry
by Mark Strand (1934– )
Ink runs from the corners of my mouth.
There is no happiness like mine.
I have been eating poetry.
The librarian does not believe what she sees.
Her eyes are sad
and she walks with her hands in her dress.
The poems are gone.
The light is dim.
The dogs are on the basement stairs and coming up.
Their eyeballs roll,
their blond legs burn like brush.
The poor librarian begins to stamp her feet and weep.
She does not understand.
When I get on my knees and lick her hand,
she screams.
I am a new man.
I snarl at her and bark.
I romp with joy in the bookish dark
What does this poem suggest about the way we should approach poetry?
Answer: This poem tells us that poems are full of metaphors and similes-things that don't literally mean what they say. In the text, the narrator is the dog, where he says "When I get in my knees and lick her hand".
Poem 3:
Unfolding Bud
by Naoshi Koriyama (1926– )
One is amazed
By a water-lily bud
Unfolding
With each passing day,
Taking on a richer colour
And new dimensions.
One is not amazed,
At first glance,
By a poem,
Which is tight-closed
As a tiny bud.
Yet one is surprised
To see the poem
Gradually unfolding,
Revealing its rich inner self
As one reads it
Again
And over again.
What does this poem suggest about the way we should approach poetry?
This poem shows us that "at a first glance" a poem is not amazing to the reader. However, the poem eventually begins to "gradually unfold", revealing its inner self. This shows that it takes time and effort to fully understand the concepts and meaning behind a poem.
I will be making a visual collage about the first poem. This can be seen below:
Friday, 21 June 2019
11ENG- Unfamiliar Texts: Workbook
Unfamiliar Texts: Workbook
Pre-reading activities
Vocabulary Work
a. inherited: I inherited my grandmother's engagement ring. I can't wait to try it on!
b. expelled: The kid who was always rude got expelled from school. We won't be seeing him for a while
c. persuaded: He persuaded me into helping him with a task. Hopefully, I can do it right!
d.transferred: We had just transferred our bag of vegetables to the market, it is now in their hands.
e.atmosphere: It is hard for rockets to leave earth's atmosphere, therefore copious amounts of fuel are required.
f.armament: The military always has a generous stack of armament. I guess they have more weapons than people!
g.pouting : I saw her pouting at me when I walked past. She either hates me or likes me...
h.apprentice(s): My apprentice is attempting to follow in my footsteps, I think he may even be greater than me one day.
i.Cavalier: A Cavalier is someone who supported King Charles 1 during the English Civil War.
j.holy orders: Holy orders are the orders that are accepted as important in Christianity.
The Title
Title: Friendly Persuasion
Definition of Friendly: kind and pleasant.
Definition of Persuasion: the action or process of persuading someone or of being persuaded to do or believe something.
Connotations of Friendly: Kind, Helpful, Easy to talk to
Connotations of Persuasion: Bring to a side, Bias, Tell the truth, change someone's mind
I think this story is about two people, where one tries to inform or persuade someone in a kind way to become a supporter of King Charles 1. This is because persuasion is the act of telling someone to do or believe something, and friendly turns this into a positive thing.
Words I relate with school:
-Joyous
-Stressful
-Friends
-Achievement
-Study
-Learning
My first impression of this extract is that it suddenly takes a sad turn at the end, and it changes emotions a little too fast. I think that it was actually quite different from my original thoughts because the text did not focus on the 'friendly' part too much.
I was correct when I predicted that this text relied on the theme of persuasion and that this is what affected the parents' thoughts. This is seen where the text says: "Alan's parents were easily persuaded into most things; they found it a lot less trouble than having to make their own decisions".
I was incorrect when I predicted that it was ultimately about friendly persuasion because, in the text, it followed a negative track, where persuasion practically turned into a forced decision.
I think this is because the text used a lot of the words to mean the opposite or a different thing. For example, there was nothing really 'friendly' about the persuasion as it became a forced decision upon the parents.
One thing that surprised me about the story was the fact that words were used to mean a different thing than the definition. The words were used in metaphors to over-exaggerate certain sentences.
I think that the intended audience is for people in secondary schools. This is said in the biography of the author David Hill. Also, the fact that he was a high school teacher means that he could put in personal experience.
I think that "people were upset by Alan's behavior", and that this statement is true. This is true because Alan always seemed to be up to some mischief, such as where he would drive his car onto property that was owned by other people. Also, to support my answer, the teachers at the school "sighed with relief" when he left. This indicates that tension was taken off of their shoulders and that they are now in a relaxed and calm state.
I can see a point of change in the 5th paragraph "Alan's mini". The change that separated this from the previous paragraphs, is that it brings up the main subject to the story, Alan's car. The paragraph switches from an introduction to Alan to the topic of his car. This change helps us understand the purpose of this piece of writing because it brings in what everything was leading up to beforehand. It puts purpose into the introductory paragraphs as we now know who Alan is, to foreshadow that this car may not be the best gift for a boy like him.
I think that the title of the story (Friendly Persuasion) is appropriate because the story does revolve around the decisions that are made by others regarding Alan (i.e. the persuasions). Also, friendly does somewhat fit in with the story, as it covers over his 'friendly smiles' that never do work out to his benefit.
I think that the title relates to the author's attitude towards the characters in his story because it shows that he stresses the importance of the friendly persuasion that affected the decisions of the characters. He makes the characters sound controlled and unable to make decisions, and this is why the 'persuasion' in the title fits in with the characters.
If I were to write a different title for this story, I would name it "Not my decision". This is because of the parents, and the way in which they simply let the decision be made up for them. This is because "they found it a lot less trouble than having to make their own decisions". These 'persuaded decisions' end up making bad choices for Alan and his life, and in the end, even cost him his life.
I think that the title and the point of change work nicely together because they both cover over the main points to the story. They cover over persuasion and the consequences that come with persuasion. The word 'friendly' in the title also fits in with the group of friends that Alan has (or 'apprentice Romeos') which were a changing point in his life.
Language Features
repetition-totally charming and totally irresponsible
adjective-slim
adverb-hastily
metaphor-
compound word-
parallel construction-The girls all wanted to mother him; the boys all wanted to smother him.
onomatopoeia-
question-
listing-Slim, tanned, black-haired, and hazel-eyed
simile-made him look like a Cavalier on holiday
alliteration-similar scarves
euphemism-Alan and his Mini were unrecognizable
An example of a metaphor that is used in this text is: "He'd gathered a small following of apprentice Romeos". It is significant because it implies that he was the leader and that he had apprentices/followers.
Euphemism example one:
Euphemism example two:
Pre-reading activities
Vocabulary Work
a. inherited: I inherited my grandmother's engagement ring. I can't wait to try it on!
b. expelled: The kid who was always rude got expelled from school. We won't be seeing him for a while
c. persuaded: He persuaded me into helping him with a task. Hopefully, I can do it right!
d.transferred: We had just transferred our bag of vegetables to the market, it is now in their hands.
e.atmosphere: It is hard for rockets to leave earth's atmosphere, therefore copious amounts of fuel are required.
f.armament: The military always has a generous stack of armament. I guess they have more weapons than people!
g.pouting : I saw her pouting at me when I walked past. She either hates me or likes me...
h.apprentice(s): My apprentice is attempting to follow in my footsteps, I think he may even be greater than me one day.
i.Cavalier: A Cavalier is someone who supported King Charles 1 during the English Civil War.
j.holy orders: Holy orders are the orders that are accepted as important in Christianity.
The Title
Title: Friendly Persuasion
Definition of Friendly: kind and pleasant.
Definition of Persuasion: the action or process of persuading someone or of being persuaded to do or believe something.
Connotations of Friendly: Kind, Helpful, Easy to talk to
Connotations of Persuasion: Bring to a side, Bias, Tell the truth, change someone's mind
I think this story is about two people, where one tries to inform or persuade someone in a kind way to become a supporter of King Charles 1. This is because persuasion is the act of telling someone to do or believe something, and friendly turns this into a positive thing.
Words I relate with school:
-Joyous
-Stressful
-Friends
-Achievement
-Study
-Learning
My first impression of this extract is that it suddenly takes a sad turn at the end, and it changes emotions a little too fast. I think that it was actually quite different from my original thoughts because the text did not focus on the 'friendly' part too much.
I was correct when I predicted that this text relied on the theme of persuasion and that this is what affected the parents' thoughts. This is seen where the text says: "Alan's parents were easily persuaded into most things; they found it a lot less trouble than having to make their own decisions".
I was incorrect when I predicted that it was ultimately about friendly persuasion because, in the text, it followed a negative track, where persuasion practically turned into a forced decision.
I think this is because the text used a lot of the words to mean the opposite or a different thing. For example, there was nothing really 'friendly' about the persuasion as it became a forced decision upon the parents.
One thing that surprised me about the story was the fact that words were used to mean a different thing than the definition. The words were used in metaphors to over-exaggerate certain sentences.
I think that the intended audience is for people in secondary schools. This is said in the biography of the author David Hill. Also, the fact that he was a high school teacher means that he could put in personal experience.
I think that "people were upset by Alan's behavior", and that this statement is true. This is true because Alan always seemed to be up to some mischief, such as where he would drive his car onto property that was owned by other people. Also, to support my answer, the teachers at the school "sighed with relief" when he left. This indicates that tension was taken off of their shoulders and that they are now in a relaxed and calm state.
I can see a point of change in the 5th paragraph "Alan's mini". The change that separated this from the previous paragraphs, is that it brings up the main subject to the story, Alan's car. The paragraph switches from an introduction to Alan to the topic of his car. This change helps us understand the purpose of this piece of writing because it brings in what everything was leading up to beforehand. It puts purpose into the introductory paragraphs as we now know who Alan is, to foreshadow that this car may not be the best gift for a boy like him.
I think that the title of the story (Friendly Persuasion) is appropriate because the story does revolve around the decisions that are made by others regarding Alan (i.e. the persuasions). Also, friendly does somewhat fit in with the story, as it covers over his 'friendly smiles' that never do work out to his benefit.
I think that the title relates to the author's attitude towards the characters in his story because it shows that he stresses the importance of the friendly persuasion that affected the decisions of the characters. He makes the characters sound controlled and unable to make decisions, and this is why the 'persuasion' in the title fits in with the characters.
If I were to write a different title for this story, I would name it "Not my decision". This is because of the parents, and the way in which they simply let the decision be made up for them. This is because "they found it a lot less trouble than having to make their own decisions". These 'persuaded decisions' end up making bad choices for Alan and his life, and in the end, even cost him his life.
I think that the title and the point of change work nicely together because they both cover over the main points to the story. They cover over persuasion and the consequences that come with persuasion. The word 'friendly' in the title also fits in with the group of friends that Alan has (or 'apprentice Romeos') which were a changing point in his life.
Language Features
repetition-totally charming and totally irresponsible
adjective-slim
adverb-hastily
metaphor-
compound word-
parallel construction-The girls all wanted to mother him; the boys all wanted to smother him.
onomatopoeia-
question-
listing-Slim, tanned, black-haired, and hazel-eyed
simile-made him look like a Cavalier on holiday
alliteration-similar scarves
euphemism-Alan and his Mini were unrecognizable
An example of a metaphor that is used in this text is: "He'd gathered a small following of apprentice Romeos". It is significant because it implies that he was the leader and that he had apprentices/followers.
Euphemism example one:
Euphemism example two:
Wednesday, 12 June 2019
11ENG-How to: Unfamiliar texts assessment
How To Get E8 (High Excellence) in Unfamiliar Texts Writing
In order to get a High Excellence, the student who is getting assessed must:
-Identify certain aspects within the text that reinforce and provide concrete evidence to back up the thesis of the text.
-Add in a personal voice, to strengthen your ideas and examples submitted in the answers.
-Talk about the effect, and not simply about, the language features
-Add in the authors' purpose
The differences between Achieved, Merit and Excellence
In order to get achieved, the student must show some basic understanding of the text provided, and follow the directions carefully. Also, the student must quote or identify certain aspects that are important in the text as a whole. To make the step up to Merit, the student must draw conclusions based off of the test, and develop each answer thoroughly and logically, as well as follow the steps above. In order to reach the highest step of an Excellence, the student must add in personal input, and link some examples/aspects to the outer world (apart from the text).
Let's be honest here, it does not seem too hard to get achieved in this assessment if you put in the right amount of time and effort, however, the difficulty steps up the higher you aim for. To really aim for a grade, you should aim for the grade above (e.g if you want to get a merit, aim for excellence etc). To aim for excellence, aim for high excellence (e.g. add in extra info that would support your ideas).
In summary, short answers tend to aim towards an Achieved, whereas longer answers that are more in depth tend to aim towards an Excellence. The NZQA provides a whole page per answer, which is enough to begin an answer then cross it out if it was a mistake. It is recommended to fill up the page in order to aim for a high score, as the more that is inputted, the more likely it is for you to receive excellence or somewhere thereabouts.
In order to get a High Excellence, the student who is getting assessed must:
-Identify certain aspects within the text that reinforce and provide concrete evidence to back up the thesis of the text.
-Add in a personal voice, to strengthen your ideas and examples submitted in the answers.
-Talk about the effect, and not simply about, the language features
-Add in the authors' purpose
The differences between Achieved, Merit and Excellence
In order to get achieved, the student must show some basic understanding of the text provided, and follow the directions carefully. Also, the student must quote or identify certain aspects that are important in the text as a whole. To make the step up to Merit, the student must draw conclusions based off of the test, and develop each answer thoroughly and logically, as well as follow the steps above. In order to reach the highest step of an Excellence, the student must add in personal input, and link some examples/aspects to the outer world (apart from the text).
Let's be honest here, it does not seem too hard to get achieved in this assessment if you put in the right amount of time and effort, however, the difficulty steps up the higher you aim for. To really aim for a grade, you should aim for the grade above (e.g if you want to get a merit, aim for excellence etc). To aim for excellence, aim for high excellence (e.g. add in extra info that would support your ideas).
In summary, short answers tend to aim towards an Achieved, whereas longer answers that are more in depth tend to aim towards an Excellence. The NZQA provides a whole page per answer, which is enough to begin an answer then cross it out if it was a mistake. It is recommended to fill up the page in order to aim for a high score, as the more that is inputted, the more likely it is for you to receive excellence or somewhere thereabouts.
Thursday, 23 May 2019
11MUS- Music research for Solo Performance
Music research for Solo Performance
In music, we have been studying all about the history of our choice of instrument and what it means to be a solo performer. I have made two slideshows showing my research, one on some various information about the piano, and the other to do with my performance portfolio. I hope you can learn something from it! Here is the link to my slideshow which talks all about the history and information of a piano:
Click here
Also, here is the link to my slideshow which is my solo performing portfolio:
Click here
In music, we have been studying all about the history of our choice of instrument and what it means to be a solo performer. I have made two slideshows showing my research, one on some various information about the piano, and the other to do with my performance portfolio. I hope you can learn something from it! Here is the link to my slideshow which talks all about the history and information of a piano:
Click here
Also, here is the link to my slideshow which is my solo performing portfolio:
Click here
Friday, 29 March 2019
11MUS-Group Performance Evaluation
Group Performance Evaluation
In Music, we have recently performed a well thought out and rehearsed song in groups, with the class being the audience. Below I have attached the link to the performance video, in order for you, the viewer, to leave a comment to this post, with what your opinions are on the performance. In my performance, I received an excellence grade, and I am stoked to have received this for my piano playing. I found that working in a group was slightly challenging, having to keep all of the instruments and vocalists in time. In the end, though, we successfully managed to work out the correct timing and were synchronized just like a real band would have played. I enjoyed working with everyone in this group, and I enjoyed working on the timing the most, as this skill will particularly help in the future if I were to play with a band again. Without further ado, here is the link to this awesome performance!
https://drive.google.com/open?id=13GTSoRSFacJXXMBOyB0yX3akDPVSPVbo
In Music, we have recently performed a well thought out and rehearsed song in groups, with the class being the audience. Below I have attached the link to the performance video, in order for you, the viewer, to leave a comment to this post, with what your opinions are on the performance. In my performance, I received an excellence grade, and I am stoked to have received this for my piano playing. I found that working in a group was slightly challenging, having to keep all of the instruments and vocalists in time. In the end, though, we successfully managed to work out the correct timing and were synchronized just like a real band would have played. I enjoyed working with everyone in this group, and I enjoyed working on the timing the most, as this skill will particularly help in the future if I were to play with a band again. Without further ado, here is the link to this awesome performance!
https://drive.google.com/open?id=13GTSoRSFacJXXMBOyB0yX3akDPVSPVbo
Wednesday, 6 March 2019
11ENG-Visual Language Features
In English, we are currently studying the topic of film study. We are learning a whole lot of film techniques, shot techniques, and terms related to films. This slideshow presented below shows a definition of what the visual language feature is, what the effect is, and an example. This slide show was created by Johnny and I. credit to hhsjohnnyl.blogspot.co.nz
Tuesday, 19 February 2019
11MUS-Performance Portfolio
Who inspires you?
Here is a blog post on two people who inspired me to play the piano. It has now become a part of my life!
Well, to give a quick history of my musical life, back when I was a kid, I started to pick up a ‘desire’ towards instruments. I started off with the accordion (which my Grandad taught me), to playing my grandparents acoustic piano. I was only around 5 then, so no real talent there. Then, when I moved into year 9, I started to pick up the piano from a Japanese homestay student (Who could play awesome classical songs!). Ever since then I was inspired by him and decided to take the piano more seriously. Now, at that same time, I was learning the guitar and the ukulele, so I had to choose what to continue with. Nowadays, I play the piano mainly, but play the guitar whenever it is needed or for fun. So there you have it, my Japanese homestay student did truly inspire me to develop skills on the piano.
My second inspiration would be Beethoven. Yes, I know he is long gone, but his music still remains. He inspires me as he was partly deaf, moving on to practically fully deaf and he still composed the best works of all time. His music is a true beauty and I have learned a number of his songs, at least the ones I can play at the moment.
Fur Elise (The first song I learned) -https://www.youtube.com/watch?v=_mVW8tgGY_w
My instrument
The piano, a truly beautiful instrument that is part of the strings family. The piano has been my go-to instrument to play, to listen, and to stare with amazement at for around 3 years.
Tuesday, 12 February 2019
11ENG-Creative Writing Practice
Creative Writing Practice
Here is my writing piece based on The Goldfinch by Donna Tart, the first part being from the book, carried on by my personal writing.
“Though we’d been driving a while, there were no landmarks, and it was impossible to say where we were going or in which direction. The skyline was monotonous and unchanging and I was fearful that we might drive through the pastel houses altogether and out into the alkali waste beyond, into some sun-beaten trailer park from the movies.” [Carried on here] The sky was a mountain of rust, blanketing the gloomy city below. The sun barely gleaming through, as if it was only a spec of dust. The car crawled tiredly along the packed road, which carried all of the workers back to their place of rest. The city looked bored as the day reached its pinnacle, showing no vibrant signs of rejuvenating colour. The buildings sat roasting in the swarm of heat that radiated throughout the city. The air tasted dry as it stationarily brushed past my mouth. The cities sounding like a motorway filled to the brim with cars. I felt as if we were going through a crowded desert... A place far from home. Everyone was a racer, passing by all their fellow competitors wanting to crash into their set destination: home.
Here is my writing piece based on The Goldfinch by Donna Tart, the first part being from the book, carried on by my personal writing.
“Though we’d been driving a while, there were no landmarks, and it was impossible to say where we were going or in which direction. The skyline was monotonous and unchanging and I was fearful that we might drive through the pastel houses altogether and out into the alkali waste beyond, into some sun-beaten trailer park from the movies.” [Carried on here] The sky was a mountain of rust, blanketing the gloomy city below. The sun barely gleaming through, as if it was only a spec of dust. The car crawled tiredly along the packed road, which carried all of the workers back to their place of rest. The city looked bored as the day reached its pinnacle, showing no vibrant signs of rejuvenating colour. The buildings sat roasting in the swarm of heat that radiated throughout the city. The air tasted dry as it stationarily brushed past my mouth. The cities sounding like a motorway filled to the brim with cars. I felt as if we were going through a crowded desert... A place far from home. Everyone was a racer, passing by all their fellow competitors wanting to crash into their set destination: home.
11MUS-Group Performance
11MUS-Group Performance 2/2/19
Welcome! this is my group performance blog which will be updated weekly, showing the progress that my group develops. I hope you enjoy this process.
11MUS-Group Performance 19/2/19
So far, our group performance is going great! We all have learned around a third or two of our sections and have actually started to practice as a group to get our dynamics and timing as close to perfect as humanly possible! As of the moment I find the intro timing challenging as it switches between different patterns (The beat is the same though!). My rehearsal goal for this week is to get all of the instruments to play at the same time, and for the singers to attempt to harmonize the song.
Friday, 8 February 2019
11ENG-Similies and Metaphors
Similies and Metaphors
In English, we are studying similies and metaphors and how they can be integrated into creative writing texts. Similies and metaphors are both creative writing features that are used commonly in various formats and situations. To demonstrate this, we all get a light bulb in our brain when we hear: "He eats like a pig", or "They were as brave as a lion". Our task provided was to research and locate two songs containing Metaphors and Similies within the lyrics of them to show that they play a sincere part in songs and these features give the lyrics a relatable twist. I highlighted the obvious similies in red and metaphors in blue text, so keep an eye out for them.
Song No.1: Stitches-Shawn Mendes
I thought that I've been hurt before
But no one's ever left me quite this sore
Your words cut deeper than a knife
Now I need someone to breathe me back to life
Got a feeling that I'm going under
But I know that I'll make it out alive
If I quit calling you my lover
Move on
You watch me bleed until I can't breathe
I'm shaking falling onto my knees
And now that I'm without your kisses
I'll be needing stitches
I'm tripping over myself
Aching begging you to come help
And now that I'm without your kisses
I'll be needing stitches
Just like a moth drawn to a flame
Oh you lured me in I couldn't sense the pain
Your bitter heart cold to the touch
Now I'm gonna reap what I sow
I'm left seeing red on my own
Got a feeling that I'm going under
But I know that I'll make it out alive
If I quit calling you my lover
Move on
You watch me bleed until I can't breathe
I'm shaking falling onto my knees
And now that I'm without your kisses
I'll be needing stitches
I'm tripping over myself
Aching begging you to come help
And now that I'm without your kisses
I'll be needing stitches
Needle and the thread
Gotta get you out of my head
Needle and the thread
Gonna wind up dead
Needle and the thread
Gotta get you out of my head
Needle and the thread
Gonna wind up dead
Needle and the thread
Gotta get you out of my head
Needle and the thread
Gonna wind up dead
Needle and the thread
Gotta get you out of my head, get you out of my head
You watch me bleed until I can't breathe
I'm shaking falling onto my knees (falling on my knees)
And now that I'm without your kisses
I'll be needing stitches (and I'll be needing stitches)
I'm tripping over myself
Aching begging you to come help (begging baby please)
And now that I'm without your kisses
I'll be needing stitches
And now that I'm without your kisses
I'll be needing stitches
And now that I'm without your kisses
I'll be needing stitches
Song No.2: Believer-Imagine Dragons
First things first
I'ma say all the words inside my head
I'm fired up and tired of the way that things have been, oh ooh
The way that things have been, oh ooh
Second thing second
Don't you tell me what you think that I can be
I'm the one at the sail, I'm the master of my sea, oh ooh
The master of my sea, oh ooh
I was broken from a young age
Taking my sulking to the masses
Write down my poems for the few
That looked at me, took to me, shook to me, feeling me
Singing from heartache from the pain
Taking my message from the veins
Speaking my lesson from the brain
Seeing the beauty through the
You made me a, you made me a believer, believer
(Pain, pain)
You break me down, you build me up, believer, believer
(Pain)
Oh let the bullets fly, oh let them rain
My life, my love, my drive, it came from
(Pain)
You made me a, you made me a believer, believer
Third things third
Send a prayer to the ones up above
All the hate that you've heard has turned your spirit to a dove, oh ooh
Your spirit up above, oh ooh
I was choking in the crowd
Building my rain up in the cloud
Falling like ashes to the ground
Hoping my feelings, they would drown
But they never did, ever lived, ebbing and flowing
Inhibited, limited
'Til it broke up and it rained down
It rained down, like
You made me a, you made me a believer, believer
(Pain, pain)
You break me down, you built me up, believer, believer
(Pain)
I let the bullets fly, oh let them rain
My life, my love, my drive, it came from
(Pain)
You made me a, you made me a believer, believer
Last things last
By the grace of the fire and the flames
You're the face of the future, the blood in my veins, oh ooh
The blood in my veins, oh ooh
But they never did, ever lived, ebbing and flowing
Inhibited, limited
'Til it broke up and it rained down
It rained down, like
You made me a, you made me a believer, believer
(Pain, pain)
You break me down, you built me up, believer, believer
(Pain)
I let the bullets fly, oh let them rain
My life, my love, my drive, it came from
(Pain)
You made me a, you made me a believer, believer
In English, we are studying similies and metaphors and how they can be integrated into creative writing texts. Similies and metaphors are both creative writing features that are used commonly in various formats and situations. To demonstrate this, we all get a light bulb in our brain when we hear: "He eats like a pig", or "They were as brave as a lion". Our task provided was to research and locate two songs containing Metaphors and Similies within the lyrics of them to show that they play a sincere part in songs and these features give the lyrics a relatable twist. I highlighted the obvious similies in red and metaphors in blue text, so keep an eye out for them.
Song No.1: Stitches-Shawn Mendes
I thought that I've been hurt before
But no one's ever left me quite this sore
Your words cut deeper than a knife
Now I need someone to breathe me back to life
Got a feeling that I'm going under
But I know that I'll make it out alive
If I quit calling you my lover
Move on
You watch me bleed until I can't breathe
I'm shaking falling onto my knees
And now that I'm without your kisses
I'll be needing stitches
I'm tripping over myself
Aching begging you to come help
And now that I'm without your kisses
I'll be needing stitches
Just like a moth drawn to a flame
Oh you lured me in I couldn't sense the pain
Your bitter heart cold to the touch
Now I'm gonna reap what I sow
I'm left seeing red on my own
Got a feeling that I'm going under
But I know that I'll make it out alive
If I quit calling you my lover
Move on
You watch me bleed until I can't breathe
I'm shaking falling onto my knees
And now that I'm without your kisses
I'll be needing stitches
I'm tripping over myself
Aching begging you to come help
And now that I'm without your kisses
I'll be needing stitches
Needle and the thread
Gotta get you out of my head
Needle and the thread
Gonna wind up dead
Needle and the thread
Gotta get you out of my head
Needle and the thread
Gonna wind up dead
Needle and the thread
Gotta get you out of my head
Needle and the thread
Gonna wind up dead
Needle and the thread
Gotta get you out of my head, get you out of my head
You watch me bleed until I can't breathe
I'm shaking falling onto my knees (falling on my knees)
And now that I'm without your kisses
I'll be needing stitches (and I'll be needing stitches)
I'm tripping over myself
Aching begging you to come help (begging baby please)
And now that I'm without your kisses
I'll be needing stitches
And now that I'm without your kisses
I'll be needing stitches
And now that I'm without your kisses
I'll be needing stitches
Song No.2: Believer-Imagine Dragons
First things first
I'ma say all the words inside my head
I'm fired up and tired of the way that things have been, oh ooh
The way that things have been, oh ooh
Second thing second
Don't you tell me what you think that I can be
I'm the one at the sail, I'm the master of my sea, oh ooh
The master of my sea, oh ooh
I was broken from a young age
Taking my sulking to the masses
Write down my poems for the few
That looked at me, took to me, shook to me, feeling me
Singing from heartache from the pain
Taking my message from the veins
Speaking my lesson from the brain
Seeing the beauty through the
You made me a, you made me a believer, believer
(Pain, pain)
You break me down, you build me up, believer, believer
(Pain)
Oh let the bullets fly, oh let them rain
My life, my love, my drive, it came from
(Pain)
You made me a, you made me a believer, believer
Third things third
Send a prayer to the ones up above
All the hate that you've heard has turned your spirit to a dove, oh ooh
Your spirit up above, oh ooh
I was choking in the crowd
Building my rain up in the cloud
Falling like ashes to the ground
Hoping my feelings, they would drown
But they never did, ever lived, ebbing and flowing
Inhibited, limited
'Til it broke up and it rained down
It rained down, like
You made me a, you made me a believer, believer
(Pain, pain)
You break me down, you built me up, believer, believer
(Pain)
I let the bullets fly, oh let them rain
My life, my love, my drive, it came from
(Pain)
You made me a, you made me a believer, believer
Last things last
By the grace of the fire and the flames
You're the face of the future, the blood in my veins, oh ooh
The blood in my veins, oh ooh
But they never did, ever lived, ebbing and flowing
Inhibited, limited
'Til it broke up and it rained down
It rained down, like
You made me a, you made me a believer, believer
(Pain, pain)
You break me down, you built me up, believer, believer
(Pain)
I let the bullets fly, oh let them rain
My life, my love, my drive, it came from
(Pain)
You made me a, you made me a believer, believer
Subscribe to:
Comments (Atom)