VLOG : Mission In Action

This is the unit 2 Action Project for my Endurance course. This is the third humanities course in the senior Global Vision series. Unit 2 was titled Katabasis and focused on how to dive into your mission. The first unit was about identification and this unit was focused on action. Katabasis means diving into the strange underworld with dangers all around. We utilized Dante's Inferno as a key resource throughout the unit. It was extraordinarily moving for me and allowed me to further understand the heroes journey. Parallels were drawn between Dante's journey and my own. I began to take the story and relate it to my life. It was one of the most influential texts I've encountered during my schooling. The unit also investigated the the journey of remarkable individuals who endured seemingly crazy missions. David Blaine is a remarkable example of someone we learned and talked about. Seeing his feats and then hearing him talk about his mindset and the process behind them made me very excited. The things he accomplished were mind-blowing to me and he explained that through practice, handwork, patience, and a will almost anything can be done. For the AP, students were asked to work on their mission for at least 12 hours and document it. I decided to paint my largest canvas ever. My mission was to provide people with the keys to unlock their own doors of perception and I determined the best way to do so was with a large painting. I really enjoyed this project as it allowed me to work on something I truly love. In addition to the painting, I really liked making the video. It allowed me to utilize a different side of my creativity. The project was definitely challenging at times but my passion kept me engaged and moving forward. I adored this unit and believe this is one of my best AP's ever!

Autobiography

This is the unit 1 Action Project for my Endurance course. This course is the third and final humanities course in the senior Global Vision series. The course focussed on how to find your journey in life and live it. We examined historical examples of people who refused to lose or give up. We pushed ourselves in the course physically and mentally through a variety of exercises. We learned endurance through enduring. Unit 1 of was titled Morpheus and focused on the dream or mission one will pursue in life. This unit allowed me to further understand and explore where I want to be in life. A variety of readings, class discussions, and FE's made this unit run wonderfully. The action project asked students to put themselves in the future and write an autobiography about their life. I really enjoyed the creative aspect of this project and believed it wrapped up the unit very nicely. After completing my autobiography chapter, I reconfirmed my life's aspirations as well as paid homage to how I got there. Overall, I really enjoyed this unit and it's AP.

Chapter 1

A life Being Lived

MS, Warp of Life, 2017

It all began on Tuesday, August 18th, 1998 when a newly married couple decided to go for breakfast. The restaurant of choice was the original Mitchell’s on Clybourn Ave, which was a favorite spot of theirs but has been closed for many years now. Their food as well as the space was consistent but there was a unique vibe present in the atmosphere. It was a warm summer morning and the two lovers were eagerly awaiting their entrance into parenthood. Following breakfast, the couple continued to enjoy the beautiful day by going for a walk. What started as simple stroll soon shifted into a life changing moment. Intense and consistent contractions signalled to the couple that I, their first creation, was finally ready to come out into the world. While at Prentice Women’s Hospital, I continued to internally notify my mother that It was time for me to be free. At 9:02 PM, I made my entrance into the world. The cutting of the umbilical cord, the physical connector between my mother and me, left me as an individual for the first time. My first solo breathe signalled the start to a never ending personal journey.

My early years were spent bonding with my parents as well as learning about myself and the world through my experiences. My connection to my parents, particularly my mother, was very strong. Our similarities as well her unconditional love for me made it difficult for us to split. I remember hysterically crying when she left me at two hour daycare and not stopping until she picked me up. This deeply rooted connection as well as the emotions it produced evolved over time. When I was around five years old my mother went on a short getaway with her friend. At that point in my life, I was able to leave her with ease for short periods of time but hadn’t experienced prolonged separation. Her departure produced a feeling I’d never felt before. The mental sadness that often came with our separation wasn’t present. A physical sensation reminiscent of not being able to breathe took over my mind and body. The uncertainty of the situation landed me in the emergency room at Children’s Memorial hospital. The intensity of my emotions kept me from fully processing the situation. My father arrived and spoke with various staff members. What was initially believed to be a breathing problem turned out to be my separation anxiety manifesting physically. My father was pleased to hear it was an emotional issue as it allowed him to bring me home and have a plan for combating it. When my mother came back, my parents took me into the front of the house and sat me down to chat. They told me I was going to start seeing a feelings doctor who I could play and talk with. Their salesmanship was stellar, I instantly bought into it. The next week I went to meet him and have our first appointment. I played with toys, screamed, swore and even cried. Unknowingly at the time, I was beginning to embark on my life’s mission of consistent self progression.

I became fully immersed in the psychoanalytic process, attending sessions four days a week. Each session produced new answers along with new questions. The process brought a plethora of my internal issues to the surface. I thought I entered psychoanalysis for one reason but it turned out to be for several. Coming to this understanding was initially very discouraging as It left me believing I had moved backwards. It took me a lot of time to realize that uncovering and working through the issues was a necessary step in effectively moving forward. Once I wholeheartedly embraced the process of problem solving, psychoanalysis became my favorite thing in life. It allowed me to explore myself and my ideas in ways I never imagined possible. I gained tremendous confidence and excitement which directly translated to my creative business ventures. Learning how to problem solve and plan on a personal level was extremely beneficial in the creation of several businesses throughout my life. Seeing the impact of psychoanalysis in my life allowed me to become consciously aware of it being my central mission. I was seeing it, therefore I was believing it.

Psychoanalysis helped engrain my mission of self progression into my mind, body, and soul. The years of my engagement in the process gave me the ability to recognize that traditional schooling wasn’t my fit. I was able to speak up and change my situation for the better. Being able to recognize where you fit in is key but it must be followed by action. Knowing that I wanted to endlessly work on bettering myself, I explored for the best outlet to do so. For my whole life I had been a creative spirit who enjoyed to doodle and make a mess. Out of pure curiosity and spontaneity, I began to make doodles again. These doodles quickly turned into paintings and each painting became progressively larger. I was slowly working my way towards the mirror to my soul. The large scale artwork provided me with a type of emotional outlet I’d never experienced. I was able to translate every emotion, energy, desire, thought into something permanent. I started using the canvas as a mental playground with no rules or expectations. Painting has taught me to be in the moment. The pieces I created were direct translations of my inner world. I was finally finding the gratification and contentment I was after.

The paintings got bigger and the vision progressed. I utilized my increasing self awareness to recognize the current moment and react to it artistically. Just like life, my art became a compilation of my emotions and energies. I admitted my ignorance along with my desire to grow and set off for NYC. I left all that I had known but that was alright because I was going towards what I believed I wanted. I was responding to the ebb and flow of life. Preparation was essential, but nothing could effectively prepare me for the transition. It was scary because it was brand new. There were no expectations, only possibilities. My life long vision was coming into fruition. Things were occurring as I imagined them in my head. The focuss became centered and the purpose was clear. I was to make as much honest artwork as possible in order to be happy. I had found my key to the now, my access to myself.

Sitting all alone in a spacious and well lit room, I think of my past. I know the past is gone forever and the future is just out of reach. My breathe allows me to feel everything, my entire universe, while only being present in the here and now. How and why did I get to where I am? How did my journey unfold? I continuously question myself, but often never find the answers. All I can do is pay tribute to those who’ve undeniably played a role in my life. My grandpa, my father's father, was born in NYC during the great depression. His entire life was defined by overcoming adversity and making the most of every situation. His experiences in life have been super important in instilling ideas of patients, respect, and awareness in me. His subtle way of speaking inspired me to become a better communicator. Such a large part of why I create is to communicate. I want to work in a medium that has no boundaries. I want my artwork to cross all walks of life and the earth. I’ve seen the direct impact of working on myself and want to share the experience being in touch with one's inner self through art. My goal in life has and will continue to be providing people with the keys to unlock their own doors of perception.

Gerhard Richter Painting Review

This is the action project for the elective course titled Ollywood. Ollywood is the suffix for Hollywood, Bollywood, and Nollywood. The course investigated various movies and analyzed how stories are told through film. We discussed several films and gave them our thumbs up or down. Amazing discussions were had during and after each movie we watched. Getting to hear all my classmates perspectives was very eye opening and added to my overall positive experience in the class. We examined the three stages of movie creation, pre production, production, and post production. Students learned about what takes place before the camera start rolling and all the work that must take place to create a movie. During our study of production we took on the role of director and focused on framing and lighting. The last stage of movie creation, post production, is where all the final edits and changes are made. We went on a wonderful FE to Morningstar where we met with their in house video team. Getting to see professionals do their work and hear them speak was a pleasure and added to my overall understanding of many of the concepts. The course had one culminating action project that asked students to utilize skills from all three units. Students were asked to select a movie and conduct a review of it. I selected one of my all time favorite films titled, Gerhard Richter Painting. Below you can find my review of the documentary: Gerhard Richter Painting Review from Max Sheridan on Vimeo.

Redesigned Area

This is the unit 3 action project for my Urban Planning course. Unit 3 was titled “Flow” and focused on cities as a whole. We learned about cities’ origins and how they have evolved over time. We looked at what makes a good or bad city. The class examined what goes into making a functioning and efficient city. Cities throughout history and around the globe were studied in order to inform us as well as spark our interests. The unit’s action project asked students to design and build a perfect block. The purpose of the project is for students to take what they've learned and use it to redesign an existing city block. I loved this project because it allowed for us to take any city in the world and do to it what we please. I really enjoyed the ability to be conceptual with my ideas and then turn them into a 3D model. Overall, I loved this AP and am very happy to finish off my junior STEAM track with this course and this final project!

Palais Royal, 2016, MS

The real urban area I chose to redesign was Rue De Valois in Paris, France. Rue De Valois is a channel of the 1st arrondissement of Paris. The 1st arrondissement is one of twenty and is located at the city’s center. It is home to the the headquarters of the Ministry of Culture and its name has become synonymous with the Ministry in French media. Rue De Valois has a five star hotel named The Grand Hotel du Palais Royal. Rue De Valois is an area called the Palais Royal District which is the third of four administrative districts located in the 1st arrondissement. The Palais Royal was originally built in 1629 by a French Minister named Cardinal Richelieu. In the 1870’s the palace underwent an expansion in which arcades and shops were added. It currently houses the Council of State as well as other government offices. The actual palace is not open to the public but there is a wonderful courtyard and garden. The courtyard, Cour d’Honneur, contains various sculptures and fountains. The palace gardens, Jardin Du Palais Royal, is laid out around a center fountain. It's a peaceful and quiet escape in the center of the city. There are hundreds of arcade buildings along the sides of park as well as a selection of restaurants, shops, and galleries. The garden is an outstanding place to experience the harmony, beauty, and charm of French culture and architecture. This area possesses so much strength and value due to its amazing blend of modernity and nostalgia. This is a spectacular area due to its ability to combine commerce with culture. There is something for everyone at the Palais Royal and on Rue De Valois! Palais Royal and Rue De Valois’ importance is unparalleled making easy accessibility very important as well. Paris’s train and bus systems do a fantastic job of getting people to the area. One of the things that attracts me to the Palais Royal and Rue De Valois is its blend of the past and present. 17th century architecture collides with modern sculpture. I feel that the blend of times results in aesthetic beauty but would also like to see it applied to their energy systems. The palace uses a lot of power in order to operate all of its different attractions and areas. Traditional electricity methods are used which are costly both for France and the environment. This area needs a modern energy revival. It is now time for them to take action and implement several new sustainable and efficient energy systems.

The area I’m redesigning is surrounded by four streets which form a rectangular shape. The distance from the corner of Rue De Montpensier and Rue De Beaujolais to the corner of Rue De Valois and Rue De Beaujolais is the width of the rectangle and measures roughly 413 ft. The distance between the corner of Rue De Valois and Rue De Beaujolais and the corner of Rue Saint Honoré and Rue De Beaujolais is the length of the rectangle which is estimated to be 1253 ft long. The estimated total area of the the space, which can be found by multiplying the width by the length, is 517,489 sq ft.

Palais Royal Redesign, 2016, MS

My redesign for Palais Royal focuses on extending the area’s wonderful blend of nostalgia and modernity to the physical design of the space. It’s beautiful to see classic French sculptures and architecture seamlessly mixed with modern art and culture. I would like to see solar panels implemented on the roofs of the arcades. These panels could be installed to give the roofs a modern look as well as to generate renewable energy. This renewable energy could greatly reduce their spending and cut back on resources. The space is so popular and frequently used that there should be no excuse for the interference and disturbance of mother nature. A retractable glass sunroof, inspired by the design of the Louvre Pyramid, should be added in order for the space to always be useable. The wide and long walkways are fabulous but contain few areas to sit and rest. I want to add several benches and chairs. Going along with the theme of modern design, I would want the pieces to be designed and created by contracted artists. I want the traditional French sculptures to be complemented by their modern counterparts. I would once again contract artists to create sculptures which would be placed in the rectangular grass areas in front of and behind the central fountain. Lastly, I want there to be a freestanding wall located in the area of the already existing modern art piece titled the Buren Columns. This wall would be a reflection of the people that enter the space. It will be left open for additions and customizations. Its intention is to provide people with a free form way of expressing their feelings surrounded by their presence in the space. The wall will continuously evolve and act as a symbol of the different people and ideas that entered the space.

The long rectangles are representative of the solar panels that will be on top of the arcades. The dashed lines coming off of the panels are parts of the retractable roof. The four smaller rectangles are the new benches and sitting areas. The two stars located in the center green areas are the modern sculptures and the square on the right is the modern art wall.

My redesign was inspired by the cities and spaces I studied throughout the course. The two major changes to the physical structures are the solar panels and retractable roof. These were inspired by Denmark's energy plan. It was captivating to learn about the initiatives occurring in Denmark and how solar panels played a huge role in their success. I thought it would be interesting to redesign a very traditional space with a newer form of technology. My other additions were inspired by the TED Talk given by James Kunstler where he explained the need for a space to have a purpose and definition. My interest in art and design propelled a search for cities that used public spaces to implement medium to large scale art pieces. My research kept bringing me back to my hometown Chicago. The city is full of various art pieces in its neighborhoods and has Millenium park which is full of several large pieces. Chicago’s public art acted as my source of inspiration for a majority of my additions.

My redesign has little effect on transportation and housing. In terms of transportation, it provides walkers or bikers with areas to sit and rest. My plan impacts infrastructure in the sense that I’m proposing additions to already existing structures. I am looking to alter the present infrastructure by installing modern technologies. The goal of the redesign is to make these installations seamlessly flow and blend with the traditional infrastructure. The addition of benches and chairs also relates to infrastructure. My plan also impacts services. My plan would eliminate the need for electricity from outside sources. If enough solar panels were put in place, the Palais Royal could become completely self-sufficient.

One of the two new modern sculptures is comprised of a sphere resting on top of a cylinder. The radius of the sphere is 5 ft. Using the equation for the volume of a sphere, 4/3πr^3 , you’ll find the volume of the sphere is 524 sq ft. The cylinder supporting the sphere has a radius of 5 ft and a height of 10 ft. Using the equation for a cylinder's volume, πr^2h, one will find the volume of the cylinder to equal 785 sq ft. The second modern sculpture is a pyramid with a square cut out. The pyramid has a square base with an area of 100 square feet and a height of 25 feet. The volume of this particular pyramid is 833 sq ft. A 5 by 5 by 5 cube is cut out of the pyramid’s center. This has a volume of 125 sq ft. If you subtract the volume of the cut out cube from the volume of the pyramid, you’ll find the total volume of the sculpture equals 708 sq ft.

Modern Sculpture 3D Model, 2016, MS

Overhead 3D Model, 2016, MS

I created my 3d model using various materials and used roughly a 1/100 scale. I represented the base of the space with a rectangular metal container. I created the arcades and the surroundings of the palace using business cards supported by toothpicks. On top of the cards on the right side of the model there is a green plastic piece symbolic of the solar panels or strips. On top of the cards to the left is piece of the retractable roof. The metal container on top of the base is the modern art area where an already existing piece is located as well as my redesigned modern art wall which is represented by the charging block. The green lighters are the green areas that surround the fountain. The fountain is shown by the 10 bottle cap. The cardboard strips are the walkways with the crumbles representing both individual and group sitting area.

I encountered a variety of issues during the process. The initial step of choosing a city and then a specific area within that city to redesign was difficult. I was interested in so many cool spaces in various cities around the world that it was hard to finally pick one and dive deeper into it. A major difficulty for me was focus. As the end of the year approaches my attention span plummets. My abilities decrease and the time it takes me to complete tasks increases. I took it upon myself to recognize this shift and make the necessary adjustments in order to move forward with the the project in a positive direction. Additionally it was difficult to select the medium I wanted to use for my model. Overall, this was a difficult action project that required tremendous effort and commitment. I loved being able to take one of my favorite spaces in the world and rework it based solely on my creative vision

Popsicle Stick Bridge

Unit 1 of the Urban Planning course was titled load and evaluated how infrastructure overcomes obstacles. We learned about weight, load and all forces. Newton’s laws of motion were examined and applied in various problem solving tasks. Students investigated the math and science behind concepts such vectors, bridges, geometric modeling, and much more. Bridges were analyzed throughout the unit. For the unit’s action project students were asked to design and build a bridge out of fifty popsicle sticks and glue. I enjoyed the entirety of this unit as I felt it was both interesting and relevant to my daily life. I am most proud of my ability to fuse my creativity and design sense with math and science concepts.

Time Telling For The Visually Impaired

This is the unit 3 action project for my Light,Sound,Time course. Unit 3 was focused on time and examined some of histories earliest methods of telling time. We explored the connection between time telling techniques and math concepts such as the embodiment of trigonometry concepts in sundials and the the presence of arcs and circles in pendulums. Longitude and latitude as well as time zones were looked at. The class explored how different cultures used light and sound to tell time. The action project called upon students to take what they had learned and design a time telling device. A new device had to be designed and explained. This was an outstanding unit with a brilliant action project. I enjoyed the entire unit and felt as if this was a relevant and creative final project. Overall I am very happy with my new understanding of time as well as my new design.

MS, 2016, Watch Design

The device I designed is a time-telling bracelet intended for those who are visually impaired or blind. The watch is a snap-on bracelet produced from recycled plastics. A thin solar panel runs through the watch’s center and absorbs light which is then used as a source of power. The watch doesn’t have a traditional face with hands or digits but rather a moveable and constantly changing surface that translates the current time into a feelable and recognizable braille pattern. It contains an automated voice recognition and response system that allows the user to directly interact with the device by answering essential question such as what time is it, or what’s the date. An additional feature, which can also appeal to the deaf and auditory impaired community, is the watch’s vibrating capabilities. The device uses vibration to tell the time as well as send signals which act similarly to an alarm clock. It employs concepts of both light and sound to tell time. It utilizes the absorption of light to power the device and uses the user's voice along with the automated internal voice to obtain the time and date. There are a variety of units in which my device can tell time and the user has the ability to choose their prefered unit. In addition, the device will ask for your location in order determine your time zone and provide you with weather information.

My watch design is a meaningful and effective way of time-telling because it allows the visually impaired to access the same instantaneous and accurate time-telling information that people receive with traditional watches. It utilizes the functioning senses of the visually impaired such as their ability to feel and hear to tell time. There is an existing market for time-telling devices for the visually impaired but many of the products lack multiple functions and the ability to operate effectively and efficiently. My time-telling device is better than what’s already out there because it contains three effective methods of telling time and is environmentally friendly because of its recycled materials and solar power capabilities. The device solves common problems found in watches designed for the visually impaired because rather than the traditionally designed watches this new design removes the useless face and replaces it with braille readings. The braille readings constantly change and correspond to the current time. The watch removes the need to press a small button to hear the time and allows the user to directly interact with the device by speaking to it to retrieve the time. The voice recognition and accessibility can be used to program the device to generate timers and alarms that work based on vibrations. Active braille technology, interactive voice accessibility, and responsive vibration technology is what set this device apart from all other products. The desire to aid the visually impaired is the central goal of the design and the three features are seamlessly fused into a product which is both environmentally sustainable and effective in fulfilling the user's time telling needs. 

The device demonstrates both math and science concepts studied during the internal investigation of the unit. It demonstrates the math concepts of arc and pi. The watch is semicircular and has a circumference of 7 inches which is the average circumference of a wrist. With the arc angle equaling 320 an equation can be set up in order to find the arc length. The equation would be as follows: arc angle / 360 = arc length / circumference 320/360=x/7 360x=2240 x=6.22. In addition to the math concepts involved with my device there are science concepts that are present as well. The science concept of the sun and solar rays is present with the device because it contains a solar power strip where sunlight is collected in order to power the device.

My device has an interesting history and evolution. Watches designed specifically for the visually impaired have been around for many decades but have seen little innovation or evolution. Minimal progress in the design of this particular type of watches has caused me to make an evolutionary leap with my device. The ancestors of my device have ranged from traditional watches with a face and sound buttons, faceless watches with strictly audio, watches with large digital numbers, and much more. There has always been a need to find ways to allow the visually impaired to be able to easily tell time. Regardless of this need, time-telling devices for the visually impaired have seen minimal innovation during recent times. My device puts the user first and allows them to create an experience that works for them best. My device has a very close relationship to the culture associated with it. The device was designed with the sole intention of creating a product for the visually impaired that can effectively and efficiently tell time. The common struggles faced by the blind community were taken into consideration while designing the device in order to ensure that the product achieved what it needed to, tell time to those who can’t see. The close relationship between the device and user is evident due to the multitude of effective features. The Chicago lighthouse website had a tremendous article, titled “How Can People Who Are Blind or Visually Impaired Tell Time?”, talked about a variety of ways people who are visually impaired tell time and how people shouldn’t take the ability to glance at your watch and tell the time for granted. The article provided me with a foundation and a general understanding of what the market was comprised of and what it was missing. This particular article as well as the field experience the class took to the Chicago Lighthouse really inspired me to to focus this action project on aiding the visually impaired.

This was a great action project that allowed me to unleash my creativity. I loved being able to dive deep into the concept of time and then being able to create my own time telling device. I learned a tremendous amount about the visually impaired and the challenges they face with time telling. I set out to design a device that allowed the visually impaired the same instantaneous access to time. This entire project was enjoyable and I'm pleased with the final outcome.

References:

"How Can People Who Are Blind or Visually Impaired Tell Time? - The Chicago Lighthouse." The Chicago Lighthouse How Can People Who Are Blind or Visually Impaired Tell Time Comments. 10 Mar. 2016. Web. 21 Mar. 2016.

"...Braille: Deciphering the Code..." ...Braille: Deciphering the Code... Web. 21 Mar. 2016.

Diddley Bow

MS(2016) Diddley Bow

This is the unit 2 action project for Light, Sound, and Time. Unit 2 of the course focused on sound. We investigated the human ear and learned about different organisms' ability to hear and produce sound. The course taught us the concept of sound as a wave and learned about the speed of sound and how different mediums affect it. We learned about a variety of instruments and their various ways of creating sound. For the unit’s action project we were asked to design and build our own diddley bows or one string guitars. This unit refined and reinforced my previous understanding of sound. The in-depth research and experimentation we did allowed me to look at sound in the context of math and science which in turn allowed me to develop a stronger overall understanding. I’m really proud of my ability to better grasp the concept of sound. I’m proud that this unit has left me with a strong understanding of something so universal and integral to life.

MS(2016)Diagram

The diddley bow I created produces sound when the string is plucked or strung. The vibration of the string becomes amplified and echoes through the cylindrical can located at the end of the device. The tension of the string allows for a certain pitch to be achieved while the volume is dependent on the strength of one's pluck. The diddley bow I created demonstrates a variety of the key science principles we studied and examined in the unit’s internal investigation. It demonstrates sound waves in several ways. When the string is plucked a sound wave is formed and travels through the tin can amplifier. The pitch/frequency of the diddley bow was determined by the tension of the string. How hard you pluck the string will determine the sound wave’s amplitude otherwise known as its volume. The Doppler effect is the apparent change in frequency of a sound wave due to motion relative to the listener. My diddley bow doesn’t directly demonstrate the Doppler effect but there could be a situation in which it would in fact demonstrate the Doppler effect. For instance, if I were strolling along the sidewalk playing a melody on the diddley bow, the person I would be approaching would be perceiving the sound waves as higher frequency while the person I had just walked past would experience the frequency decreasing. The data and measurements associated with my device are as follows: Length of vibrating string - 17 1/4th IN, ½ - 8.625 IN, ⅓ - 5.75 IN, ⅔ - 11.5 IN, ¼ - 4.3125 IN, ¾ - 4.9375 IN. The thickness of the string is .044 IN and the volume of the cylindrical tin can is 31 IN. The formula used for the volume of a cylinder was πRxR x H. The open pitch of the diddley bow is A# and has a frequency of 233.08 Hz and a wavelength of 148.02 cm. The first four harmonics along with their frequencies and wavelength are as follows: 1:466.16 Hz 74.01 cm, 2:699.24 Hz 49.34 cm, 3:932.32 Hz 37.005 cm, 4:1165.40 Hz 29.604 cm.

MS(2016)Harmonics

The recording I created uses a slide in it to alter the strings pitch. A metal slide was placed over my finger and while plucking with my other hand the slide was moved across the string to produce carrying pitches. It changes the pitch because it is altering the length of the string, a factor that alters pitch. I’m very pleased with the outcome of my project. I feel as if I designed and created a functioning diddley bow the demonstrates a variety of the key science and math principles from the unit’s internal investigation. If I were to do the project a second time I would take the knowledge I gained from the unit and the building experience to alter the design in a way which would produce an overall better functioning device. I would have loved to make my diddley bow come alive with color and additional design. Overall I am very pleased with the outcome of this unit and project as it provided me with a strong understanding of sound as well as allowed me to create a functioning musical instrument.

Creativtiy 101

This the Unit 1 action project for my Arguments course. Unit 1 we learned about the fundemental compents that form an argument. We examined the anotoamy of an argument and reviwed two common types of reasoning, deductive and inductive. The United State's Declaration Of Independence was examined by the class and in specific the premises upon which our nation was founded. For the unit 1 action project students were asked to demonstatre their understanding of an arugment by contrcuting an Declaration Of Independent Study. This unit was wonderful and I learned a vast amount about argument and logic. In addition, I learned a tremednous amount about political uprisingings and the births and rebirths of nations through history. I am really proud of my ability to take the action project as an opertunity for me to talk about and argue on a topic I feel extremely pasionate about. Overall this was an amazing first unit with a phenominal culminatiing project that resonated with me several levels.

I declare that there be a course focused on creative literacy, titled creativity 101, in which students explore their creative capabilities and work towards answering the guiding question: how do you prepare for an unknown future? Creative literacy is an understanding of the mental, emotional, and sociological tools used for creative thought. We live in a pragmatic society and the arts are a polar opposite to pragmatism. Being able to approach situations and issues in an untraditional and more conceptual way allows for a wide variety of possible outcomes. The one who is creatively literate can locate purpose as well as apply meaning to both their life and the world rather than the contrary of having meaning forced upon you. It's necessary for me to write this Declaration of Independent Study because students deserve to have their uninhibited minds stimulated and have their creativity be cherished rather than diminished and looked down upon. Every individual has a unique capacity to think and create and I believe it is time to call upon the educational system as a whole to recognize the vast possibilities that can come from the nurturing and promotion of creativity in school. In my opinion the purpose of school is for students to undergo personal growth and improvement. I believe school is a developmental process in which students evolve as individuals as well as citizens. School should be an opportunity in one’s life where they’re able to discover who they are by exploring their interests. The unalienable rights ones has as an American teenaged student are the rights to freely express ourselves and create without restriction or imposition. This Declaration of Independent Study is an expression of these rights because it outlines a course whose intention is to utilize and maximize every student's unique creative capacity to learn, develop, and create. Students should have the right to use their imagination and creativity in an uninhibited way that promotes self development. My formal argument for this course is expressed below:
P1: Everyone has the ability to create.
P2: Creativity and imagination are powerful tools that can make new ideas, develop products, create art, etc.
P3: Creative freedom puts you on experimental path that allows you to think and grow, two concepts central to school and the education process.
C: All GCE students should have the opportunity to enroll in the creative literacy course
The guiding question that will be pursued with this Independent Study is, how do you prepare for an unknown future? My desired outcome and hope for this independent study is for students to recognize the immense power of creativity. The objective of the Independent Study is to show the versatility of creativity. The course will be offered during the elective term because it's a course that students across all four grades can and should participate in. The course will be broken down into three units, each of which will include with a culminating project. Unit 1 will focus on creativity in the context of self-expression. This unit will focus on creativity as a means of expression. A wide variety of medial and techniques will be experimented with throughout the unit. Unit 1 will conclude with students creating a piece of art and artist statement. Unit 2 will incorporate STEAM concepts and focus on creativity as a form of development. The unit will examine issues faced in the world in order to attempt to find creative solutions to them. In the units final project, students will choose either health, water, or energy and design a device or system that attempts to alter one of these resources in a way that is positive and beneficial. The final unit is one that combines concepts from both unit one and two in a comprehensive manner in order to show the possibilities of combining several creative minds. In the unit, students will collaboratively create art pieces as well as participate in STEAM-based activities. The STEAM based activities students will participate in during the third unit of the course will include designing and building a clock lamp and creating an led light art piece. An FE for the course could be one to the Art Institute to observe the great variety of creative work. The course will be held in Skylight because of the natural light present in the room. The light is perfect for working and creates a calm vibe in the environment. This course needs to exist because students have the right to explore their creative capacities. Student’s imaginations and creativity need to be given the same level of time and attention that traditional school courses do and this proposed course does exactly that. A variety of resources are necessary for the carrying out of this course. Hiu will be the teacher of the course because of her extensive knowledge of art, which I feel is an integral portion of the course. In addition to Hiu, other partners would include The SAIC and Beyond Design Chicago. Beyond Design Chicago is a strategic product development firm. They develop design solutions that work towards driving innovation for their customers. They would be an optimal partner of the course because of the direct connection between design and technology. I demand that students have their minds and creativity used in school for the progression of self and society. I hope this course on creative literacy will instil students with the understanding that their mind and creativity is their most valuable and powerful asset and they should be utilized to their fullest ability.











MS(2016)Syllogism