Limestone by Fiona Farrell

We are studying the unfamiliar text in class for the level 3 exam.

Compare and contrast the attitude to departure and arrival presented in each text. Give details from the texts to support your answer.

The text “Limestone” by Fiona Farrell displays contrasting ideas on Clare’s departure from Europe and arrival to their home town in NZ. Clare (the POV Character) seemed to have loved Europe as even when she is leaving she is describing the beauties of the mountains and rivers as well as the forests and hills “a pristine place of forested hills and snow-topped mountains through which wind the rivers that are named for the old goddesses – Rhine and Danube and Volga – legendary and beautiful from 30,0000 feet, shorn of their clutter of rusted cargo boats and effluents and chemical spills and millennia of quarrelsome human history.” The author does this to create imagery of what Europe meant to Clare, however, when Clare is thinking of home the mood shifts a little “She has a sudden longing for home: that dream of primaeval beaches scattered with driftwood, and dark forests, and plains burned to a tawny hide in late summer. That dream she knows to be corrupted by reality: the beach is already threatened with subdivision and the trees with clear-felling, and the tawny plains are bordered by the dry beds of intricate vanished trees.” It seems that Clare has a sour feeling about her home where she doesn’t see the beauty in the beaches or the dry beds and even claims that the “dream of primaeval beaches… is corrupt by reality” However, later on, she acknowledges that perfection isn’t something that can be achieved and the line “we are all just trying for happiness” seems to humble her a little. “she was born on, that funny little semicolon where all the big continental statements finally stutter to silence.” By the end of the poem, Clare doesn’t seem to have a longing for a better place anymore but instead is content with what she is given. 

Mad Max Fury Road -Hero's Journey: Furiosa

 

This is the hero's journey of Imperator Furiosa from the movie Mad Max Fury Road.

Auteur Theory

 For English, we are learning about Auteur theory and about directors who are auteurs

What is Auteur Theory?

There are three circles to the auteur theory, the first one is about the film techniques that are used to create a film. He states that this is not that important as “Technique is simply the ability to put a film together with some clarity and coherence. Nowadays, it is possible to become a director without knowing too much about the technical side, even the crucial functions of photography and editing. An expert production crew could probably cover-up for a chimpanzee in the director’s chair” (Sarris, 1962)  and in his opinion, the way to tell if there is a chimpanzee in the director’s seat or a human being is watching more than one film that they have made and seeing the similarities between the movies and that leads us to the second circle. 

The second circle is about the style of the director, this can be seen through all his movies. The idea of this is you can watch one movie and draw parallels to other movies the director has done in talking about the film Every Night at Eight Sarris states “if I had not been aware if Walsh in Every night at Eight, the crucial link to High Serra would have passed unnoticed. Such are the joys of the auteur theory.” (Sarris, 1962) any director can have recurring themes in his movies but it takes an auteur to put himself in the movie and use his life experiences to influence decisions and this leads us to the third and final circle of the auteur theory.

The third circle is -as Sarris mentions- interior meaning. “The corresponding role of the director may be designated as those of a technician, a stylist, and an auteur … In fact, the auteur theory itself is a pattern theory in constant flux. I would never endorse a Ptolemaic constellation of directors in a fixed orbit.” (Sarris, 1962) This shows that without the interior meaning, auteur theory isn’t complete. It’s to say that without putting your soul into the movie you have not become an auteur.

Sarris, A. (1962). Notes on the auteur theory in 1962. The Film Artist, 561-564. 

This is a collaborative essay with Rosa Cameron of 13Ca. 

The information shown above is from this site: https://dramaandfilm.qwriting.qc.cuny.edu/files/2011/06/Sarris-Notes-on-the-Auteur-Theory.pdf

Basic Math Terminology and Shapes

We have been tasked to explain basic mathematical shapes and terminology (Equalateral and Quadrilateral shapes). We have to Identify, Describe and Explain each shape and its properties. 

By definition, an equilateral shape is a shape that has all its sides an equal length.  Take, for example, the Equilateral triangle.  

This is an equilateral triangle. An equilateral triangle is a 3 sided, 2-dimensional shape like any other triangle however as the name suggests all sides and angles of this triangle are equal. All angles are 60 degrees and add up to 180 degrees. 

A Quadrilateral shape by definition is a four-sided, 2D shape. Unlike the Equilateral shapes, quadrilateral shapes do not have to be equal length. Some examples of quadrilateral shapes are the following shapes below.

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All these shapes are quadrilateral shapes. Some examples of a quadrilateral shape is a square and a parallelogram.

A square has 4 equal sides and equal angles. It is both a equilateral and quadrilateral shape, making it the only shape that is both an equilateral and quadrilateral. The diagonals of the square are equal as well. 

The parallelogram unlike the square does not have 4 equal sides and angles, instead it is a 4 sided regtangular shape with opposite sides parallel to eachother. The opposite angles are also congruent (equal in length) and it's diagonals bisect eachother.  

Painting Progress Blog L2: 2020

7/27/2020

As of  7/17/2020 I have changed to painting and have started with the same Kaupapa/theme (losing my culture and blending into the culture around me.) I am gonna be painting a lot of eyes specifically open and closed eyes to signify 'opening my eyes to a different culture' and eyes in the background signify 'people watching my every move' this shows how I feel pressured to fit into the community around me, especially since I have moved a lot in my life and have had the opportunity to experience different cultures. This board is gonna show how I lost most of my culture trying to fit into a 'white' culture, to feel valid.

The painting/sketches below are the backbones of my board and I'm gonna be working on a lot more pieces after this post. 

This is a design I'm working on to put on the pieces that show the Indian culture just so it's different from the other pieces and also because this design is quite common in 'Hand arts'. 

The eyes that I mentioned earlier signifying the change in culture and trying to fit in.  

Sketches of Indian women and more eyes. This is loose sketches of what I want on a particular piece and what elements I want to have in said piece.

  

Photography level 2 Art 2020: Line 2

11th Feb 2020

Level 2: What is my kaupapa?

This year my visual arts course will be focused on Photography. This is my first year of Photography because I didn't take it last year. Photography is a strong passion of mine so I am lucky to make it into the class despite not doing it last year. My Kaupapa for this yeah will be based around spiritual and cultural development, because I think I can closely relate to this topic as I am someone who has had the privilege to experience many cultures. 

I've gone through the artists in my theme on the matrix found on AKO and created my mood board here:

From here, I have decided on Olivia Parker, Mark Adams and Bill Brandt as my artist models for 2.1. These artists will also help me get started with 2.2 which is the folio. 

We did brainstorms on our themes for our boards which is here:

My brainstorm is generally about culture and how, many cultures combined make up my beliefs and my ideas based around different cultures and Beliefs 

Section 3 booklet- At ten years old

ANSWER TO QUESTIONS

At ten years old- Poem

Scooter- kids toy 

Intricate- detailed or very complicated 

Fete- a public function typically held outdoors and organised to raise funds for charity 

Incomprehensible- not able to be understood 

Estimate- roughly calculated or extend of 

Recruited- enlist someone in the armed forces 

Invaluable- extremely useful 

Denied- refuse to give something or refuse to admit something

Campaign- an organised course of action to achieve a goal 

My Predictions
I think that the piece might be about describing someone or something when they were a child, as a significant moment that happened that was memorable and maybe they were going through memories that had and impact on them

2 memories when I was ten
I remember that my dad once bought a life-size doll and scared my mother with it after they watched a horror movie
I also remember how we discovered a snake in our house

I think this piece might include the joys of growing up and how the world is seen by a ten-year-old

Now I think this piece might be about how a ten-year-old see the world and experiences it because the information I have gathered seems to be pointing in that direction

maybe how the world has changed from the good old days when she was carefree

The main purpose of the speech might be letting people know how much everything has changed and how it might not all be for the best

The speaker wants us to donate to the child soldiers international and support them to stop the recruitment of children for war

• how Juliet had to prepare for war by painting her face while other kids her age were getting face paints 
• How music to Juliet was drum beats marching them into war and not like a normal 10-year-old listening to music and dancing in their bedrooms 
• Juliet was a child who was denied her childhood and about 300,000 other children were also taken to war against their will 
• donate to the campaign and give these children their childhood back 

summary 

This piece is about a young girl named Juliet who was taken from her home and made to fight in the war and how it is estimated that about 300,000 other children are suffering the same fate. This poem is giving awareness and asking people to help make a difference 

The writer/speaker wanted to teach us about how what was going on that we couldn't see because it is unfair that these innocent children were made to give up their lives to fight in the war

• personal pronouns- It makes it sound like a realistic experience and when the reader is reading this it makes it sound like this happened to them- At 10 years old I remember having my face painted- As readers see this it immediately brings them into the picture 
• Listing- listing down things to show how much Juliet missed- play-fighting with boys at school, water fights, water balloons and laughter/ real fighting, grenades and silence of death- the reader is clearly shown the differences of Juliet's childhood and a normal child's childhood
• repetition- to draw attention to the word/phrase- at ten years old- it is showing that Juliet was only 10 and this was happening to her 

Personal pronouns- e.g at ten years old MY trips, I remember the music

The speaker's attitude towards children going to war is not good. We see this attitude when the speaker uses repetition. She is constantly stressing the fact that this child was only 10 and how her childhood was taken from her. This is proven when she says "at ten years old my days were filled with trips down to our local beach""at ten years old Juliet was taken against her will""Juliet was a child who was denied her childhood". The point of this is to emphasise her point which is that this is happening and it shouldn't be.  The speaker's overall purpose is to spread awareness on this topic and to help stop it.
Another way this attitude is shown is when she uses the technique listing. Which we see in the line "Juliet was taken away against her will, from her family, her friends, her education, school and community". From this, we learn that this ten-year-old has lost so much of her freedom because she was taken to war. It makes us think about how this is a serious issue and how this 10-year-old shouldn't be forced into that life. Finally, the author wanted us to remember/act/learn that these children are being taken against their will and made to fight in the war when they should be living their childhood. Because no child especially as young as 10 deserves to be living this life. Just like in the text when our character Julie is taken away when she should be living her life.