Sierra Olsen

https://docs.google.com/document/d/1koIC1xdX0URtpqbOFd0OU33721hxzHz7SMkdlcGhv4Q/edit?usp=sharing Reflecting on this project, I am unsure if I would use it in my high school class. Although I did enjoy many aspects of this project, it just seems a bit too unbridled and individualistic for high school students. That being said, I believe this project was appropriate for both our age and skill level. We were given the freedom to discuss what we wanted to, which was way fun to explore where our lives and opinions intersected. I still believe that an overall theme would have been helpful. Our guided discussions at the beginning where pretty helpful at accomplishing an individual theme for our performance, but I was still not sure about what was expected of us. I would have also appreciated to see more examples since I was kind of unsure about what was expected, despite having a grading rubric. If I were to adapt this project for high school students, I would have formatted it to align w...

https://docs.google.com/document/d/1koIC1xdX0URtpqbOFd0OU33721hxzHz7SMkdlcGhv4Q/edit?usp=sharing

https://docs.google.com/document/d/1koIC1xdX0URtpqbOFd0OU33721hxzHz7SMkdlcGhv4Q/edit?usp=sharing

https://docs.google.com/document/d/1koIC1xdX0URtpqbOFd0OU33721hxzHz7SMkdlcGhv4Q/edit?usp=sharing

https://docs.google.com/document/d/1koIC1xdX0URtpqbOFd0OU33721hxzHz7SMkdlcGhv4Q/edit?usp=sharing

Our project is how we have felt like outsiders in our families and/or communities and how we have evolved based on that conflict.

https://docs.google.com/document/d/1koIC1xdX0URtpqbOFd0OU33721hxzHz7SMkdlcGhv4Q/edit?usp=sharing

Not a big fan of this and the quality sounds like I recorded it in the 1920's but I hope it works

https://two.byu.edu/1951-2/ second potential article: https://universe.byu.edu/2016/11/04/lgbt-byu-students-explain-why-they-chose-to-attend-and-stay/

LESSON PLAN #3                                                           Class and Grade Level: Title/Subject of Lesson : Symbolism and Character Development in Speak Grade Level: 11-12th Grade Learning Target(s) : Students will be able to explain the symbolism of the Tree in Speak Students will be able to use the symbolism of the tree to show how the theme is developed in the story Formative/ Summative Assessment(s): The analysis we will do together in class will help me know if students are understanding how symbolism shows character development, as well as the activity to show that they know the characters well. State (or Common) Core Curriculum Standard(s): ...

Creating with Words project: Style Hack (139-142). Students take an alternative genre of media and demonstrate understanding of a subject. I did something similar to this in High School, where we had to create social media accounts for characters in a book. It made us have a deeper understanding of the character because we would have to post things that would be in character for them. Creating with Images: Emoji Story (175-178). Students tell or recreate a story through emojis only. I think this would be interactive and fun for teenagers and would prove their understanding of the story line. Creating with Sounds: Playlist a Life (195-197). Students create a biographical playlist for a subject. I actually do this in my free time, creating playlists for characters in shows or movies that I like. It is really fun to contemplate the mood and personality of the character and what songs best exemplify their persona. Creating with the Body: Humojis (210-213). Students create emojis from th...

Before pointing out its flaws, I would first like to say that I absolutely adore The Little Prince . The lessons and morals within the story touched me in ways as a 12th grader that was incomparable to everything else I learned in high school. However, there was always just one thing that always bothered me about the book. The way women and female characters were portrayed went against what I stood for and my identity as a female. The Little Prince employs the “Smurfette Principle”. Before this project, I had no idea what the “Smurfette Principle” was. I knew that there was something about the way women were portrayed in television, media, and popular culture that really irked me but I did not have the words to define why. A quick google search and Wikipedia article later, I finally understood why I feel as a woman that my gender is my number one defining characteristic. To define the “Smurfette Principle” in a nutshell, it’s the way that media portrays women as a character depen...

I never thought I would see the day that I, a well versed internet user, would do a horrendous fusion of Shakespeare and (now outdated) slang. I vow to never try to use slang like this again.

https://tma457emilytrejo.blogspot.com/2019/02/seat-assignment.html "In 22 minutes in class today, you will design a costume for a mythical creature by taking photographs of clothing items that are being worn by peers throughout the HFAC and post your images to your blog as a collage" I realized that I misread the prompt and took pictures from art and objects around the building rather than from people. However, I had to work with what pictures I had taken on my short walk around the HFAC and created my monster from those. Also, it does not look like a mythical monster at all.

Introducing myself into an artistic community was and is somewhat difficult. My mom was an art teacher, but neither me nor any of my siblings expressed any kind of burning artistic passion classified as the traditional painting and sketching. That is, until I became a college student and was desperately searching for things to waste time on. I loved doodling in notebooks, but taking drawing seriously wasn’t interesting to me until I found animation and fanart communities. Watching speed drawings became a way for me to both engage with people in an online community and to help me learn about digital art. Although my mother was always available to help me navigate through artistic communities and practices, it was fundamentally up to me to express interest and drive to participate. I have found that I have two very distinct artistic communities that I associate with. One is through an online, anonymous presence, and the other is the friends and family who I share my art with...

Visual Poetry Read and chose from one of the three poems provided and draw most important elements. Note key words, themes, general ideas. Then, using the ideas from the poem, either cut out words and arrange them into a visual poem that reflects the story told or use a word processor on a personal computer to arrange them into a picture that reflects the poem. You can either use all the words in the poem or just the essential key words. Visual Poems Material: poem on paper, scissors, glue, background paper OR word processor on personal computer Process: Read poem and draw most important elements. Note key words, themes, general ideas. Then, using the ideas from the poem, cut out words and arrange them into a visual poem that reflects the story told. You can either use all the words in the poem or just the essential key words to represent the poem. Form: visual poem made in the end Content: one of the three poems provided Context: online resources are available for ...

My sister and I bond over Japanese culture. We love going to Japanese restaurants, learning some phrases from the efficient teacher Duolingo, and sharing a vast collection of Studio Ghibli movies. Someday, we hope to visit Japan. However, the funds and language barrier prevent us from doing so. After being assigned the assignment to use a medium to create a piece of art and figure out the limitations, I immediately thought about taking my sister on a trip to Japan- digitally. I took a picture from the internet (courtesy of Compathy.net) and photo shopped me and my sister into it. We have digital proof that we have visited Japan, something we can show others and something we could potentially post on our social media. Nevertheless, we did not experience it. We did not actually go to Japan, create the memories, enjoy the food, or encounter residents. I remember being a senior in High School and having a discussion with my AP French teacher. What makes travelling so compelling? Why ca...

         For my creative interpretation of Larry Woiwode’s “Ode to an Orange”, I decided to translate the prose into a commercialized instruction label for oranges. My reasons are as follows: Woiwode’s description on how to eat an orange was very specific, much like something you would find on the back of a packaged meal. His use of imagery and particular directions on how to peel, cut, or obtain an orange called this image of an instruction label to my mind, so I decided to format it as such. Although my creation/interpretation of “Ode to an Orange” isn’t intrinsically media centric (instructions aren’t typically seen as popular media), I believe it gives commentary on art and commercialization. This may be a bit of a stretch, but as I created the label, I thought of how art can be commercialized and things that are commercialized can become art. For example, my friend showed me a video last night of a person talking in a commercial without any music, and s...