#class summary

This printable works in the following way: for every class you take in school you write the main topics of what you learned in that day under Summary as soon as class ends.

Under Do After Class you will write tasks you want to do related to that particular class, not only homework: notes, extra exercises, google something etc. etc. (stuff that you might forget when you get home)

This is simple but it will 100% keep you on track with a rough schedule. As you can see, it doesn’t matter the order of the classes: it all goes to the same page where you will be able to get a precise overview of the content given in school, that you will have to review later.

It’s also a way to look back after a few weeks and check how much you’ve learned / accomplished in class so far.

I honestly wish I did this during high school, but I can’t wait to use it in university! 

Extra tips:

+ color code each class to make it look more fun and more organized.

+ mark the difficulty of each class with differently colored X’s or with a question mark

+ keep your most recent sheet inside a notebook, binder, planner or folder you always carry to school. Keep the full ones at home to a) keep track of what you need to study and b) remember the tasks you wrote under Do After Class.

Enjoy! Xx

PS: This time around I’ve included a black & white version for those without color printers.

PPS: Take a picture of you using the printable in your studyblr posts through out the school year!

As I was introduced to the adaptation process, I understood that in essence, adaptation is a very difficult process that we unconsciously perform when writing. For my adaptation, I chose, “The Gift of the Magi” which I thought would be an easy adaptation. However, I noticed that the process demanded a lot of creativity to successfully keep the essence of the original plot. I wanted to take the story to the next level by having different points of view as compared to the original which just shows one. By doing that I had to eliminate the element of surprise. The exchange was obvious from the moment the items were purchased. Therefore, I focused on the delivery and made it unique by adding the element of surprise to the characters, not the audience. The main difference of my adaptation is the plot being plot driven as to the original being character driven.

An excerpt from an article I wrote for the promotional plan summarizes the adaptation:

“The story is set into motion when Tom, a high school student, is told that he will be moving to another state with his parents. Upon telling his best friend, Katy, they agree to get each other a parting gift.  They soon find out that sacrifices need to be made to cover the expense of a gift that represents their time together. Once Tom sells all of his games and Katy her charm bracelet, they find themselves not having access to the item. The story then takes the viewer to the last day of school where Tom sneaks his gift into Katy’s jacket and Katy sneaks her gift into Tom’s backpack. Once they say goodbye and away from each other, they find the gifts with a note and during they read the note, flashbacks show the viewer how they seemed to get the gift that appeared out of reach.”

Guards are a lightly armored class specializing in blocking. They use no magic and prefer one-handed weapons in close combat. One of the rarer classes among the Dragonguard, there are only three potential recruits with this class.

Wrapping up the Declaration and getting of the meat of the Revolution

Beginning of the American Revolution:

Summary of projects

1. Personhood: related to personhood generally, all about what it’s all about being a person. Connected to the human psyche and condition. Find artists as influences, explore their works and discuss them. Submission via USB and class presentation. (Due: W2)

2. Environments: Focus on exterior environment, looking outside of the self. exploring the relationship between the natural and artificial. An examination of an individuals place in the world. Submission via USB and class presentation. (Due W3

3. Open Theme: Acceptance of chosen theme through Consultation with Claire, self directed and independent. Same or more amount of research required. Also submitting a 300 - 500 word artist statement. Create a total of 5 - 10 resolved works. (Due W6)

---

Exploring artists in class:  1. Claude Cahun: Explores “Personhood” through self portraiture. She explores the returned gaze, gender, sexuality and the representation of the individual. her subject matter of the self directly responds to “personhood” by presenting herself as the focal point of the majority of her images, documenting herself as the artwork being an individual and reaching a higher state of being. 

2. Julie Rrap: Strictly exploring the limits of the body, Rrap distorts and abstracts the human form to offer some sort of intrusive thoughts about how far the mind and body can be pushed into obscurity. Rrap in her images wishes to reduce the human body into individual forms. 

3. Ryan McGinley: I am personally drawn to Ryan McGinely’s images because they feature water than I am inherently bound to in my own life, but also the inclusion of people as subjects but are not the spectacle of the image. His images resonate a feeling of calmness and shared wonder at the beauty of water and the natural world. 

After reviewing this artists and exploring what has drawn me to them, at this point I am very interested in featuring people somehow in my works for “Personhood”.  --- 

Technical Skills

Aperture: Controls diaphragm to allow light to enter the body of the camera. Shutter Speed: amount of time the shutter opens ISO: Sensitivity of film

These three settings create the exposure.  Depth of Field: Small Aperture: f/22 (large depth of field) Large aperture: f/1.8 (Shallow depth of field. )

---