Comedy/ Tragedy
Dee Clements
CO
The first five things that came to my mind in this sculpture are remorse, poor, a family struggling, a husband having no hope and the woman have more, and and a family struggling with a hand of help being portrayed.
This sculpture makes perfect sense to me because my mom and dad are not the closest and when it comes to them staying together my mom has more hope then my dad. Our family has had hard times and felt remorse as well as needing help.
Katrina
Osamede Obazee
The first five things that came to my mind in this sculpture was a storm, an african american woman that is lost, balance trying to be gained, struggle, and need for help as well. This sculpture reminds me of a time in my life where i was lost and not sure what i wanted to do in life. The storm is a time of finding yourself and regaining focus and balance to put you back on the right path. Many times we struggle and lose balance, but we can stand on one foot and get that other foot back down with power and will which it looks like she is attempting to do.
Zion
Grant Standard
SD
The first five things that came to my mind in this sculpture was a gladiator, ring of power, the world with holes in it, protection of something golden, power within, and lords. This sculpture reminds me of the Lord of the Rings and looks as if there is power within another power. It seems like there is a world inside another world. Maybe even a hint of afterlife. Lastly, the the armor looks like armor that a gladiator would wear.
Tuesday, April 19, 2011
Friday, February 25, 2011
Emperor's Club Reflections
1. Mr. Hunderts quote "youth ages, immaturity is outgrown, ignorance can be educated, drunkenness sobered, but stupid last forever" is a very intelligent quote. Being stupid, like Sedgewick was, is proof of it lasting forever. He attempted to cheat twice even when it seemed like he had bought in to the Academy. Everything else in that quote is something that only lasts temporary (immaturity, drunkenness, and ignorance).
2. Mr. Hundert is struggling with Sedgewicks negative and positive leadership skills that he brings to the academy and shares with the other students. Mr. Hundert is also under pressure because Sedgewicks father has a high rank in the white house. He does not want to disobey the country and the people who have eyes on him. He is shook because he see's great values in his student, so much that he put him in place of another student for a contest.
3. The impact that Sedgewick Bell has on these other boys is huge. The other students follow while he leads. In the beginning, the students get comfortable enough with Sedgewicks ways that they start to experience reckless activities and lose focus from what they were there to do. When Sedgewick finally catches on with the school, the boys then regain focus and try to be the smartest one in class.
4.The dilemma Mr. Hundert experiences is the choice on wether or not to put Sedgewick in the contest or put Martin in the contest who actually deserved the third place spot. He see's how far Sedgewick has came and put so much effort in his process that he makes the switch and gives Mr. Bell a chance.
5.Mr. Hunderts second dilemma is when he takes notice to Sedgewick cheating by looking around and then eventually reading words off his sleeve. Mr. Hundert lets it pass by not calling him out in front of everyone, instead, he asks a question that he knows Sedgewick wouldn't have on his sleeve. When he confronts Sedgewick, Sedgewick lets him know that he figured that Mr. Hundert knew, but he didn't care and needed to win.
6. Mr. Hundert decides to host the contest because he knows that Martin will be there and he can allow him to re- enter the competition and let him know the truth. His hope is crushed because thinking that Sedgewick has really grown up and matured. He realizes that Mr. Bell is cheating again at the competition from someone in the back of the room, but his hopes were renewed when he asked another question that would trully test him just like twenty-four years ago. Mr. Bell did not know the answer and Martin ended up answering it.
7. The film definitely resolves this tension. Those words were true words from Sedgewick's heart and his son was in the bathroom the whole time listening to his dads horrible words. He was instantly confronted with life which Mr. Hundert was trying to explain to him in that same conversation. They never show how the relationship between him and his son turned out but it was probably the same as him and his father had experienced. Like father, like Son.
10. Mr. Hundert gets to see his done work when the men return. They all seemed mature with families and children showing him that they are living a well structured life and his teaching paid off. They all had different jobs and were contributing to society in a positive way.
2. Mr. Hundert is struggling with Sedgewicks negative and positive leadership skills that he brings to the academy and shares with the other students. Mr. Hundert is also under pressure because Sedgewicks father has a high rank in the white house. He does not want to disobey the country and the people who have eyes on him. He is shook because he see's great values in his student, so much that he put him in place of another student for a contest.
3. The impact that Sedgewick Bell has on these other boys is huge. The other students follow while he leads. In the beginning, the students get comfortable enough with Sedgewicks ways that they start to experience reckless activities and lose focus from what they were there to do. When Sedgewick finally catches on with the school, the boys then regain focus and try to be the smartest one in class.
4.The dilemma Mr. Hundert experiences is the choice on wether or not to put Sedgewick in the contest or put Martin in the contest who actually deserved the third place spot. He see's how far Sedgewick has came and put so much effort in his process that he makes the switch and gives Mr. Bell a chance.
5.Mr. Hunderts second dilemma is when he takes notice to Sedgewick cheating by looking around and then eventually reading words off his sleeve. Mr. Hundert lets it pass by not calling him out in front of everyone, instead, he asks a question that he knows Sedgewick wouldn't have on his sleeve. When he confronts Sedgewick, Sedgewick lets him know that he figured that Mr. Hundert knew, but he didn't care and needed to win.
6. Mr. Hundert decides to host the contest because he knows that Martin will be there and he can allow him to re- enter the competition and let him know the truth. His hope is crushed because thinking that Sedgewick has really grown up and matured. He realizes that Mr. Bell is cheating again at the competition from someone in the back of the room, but his hopes were renewed when he asked another question that would trully test him just like twenty-four years ago. Mr. Bell did not know the answer and Martin ended up answering it.
7. The film definitely resolves this tension. Those words were true words from Sedgewick's heart and his son was in the bathroom the whole time listening to his dads horrible words. He was instantly confronted with life which Mr. Hundert was trying to explain to him in that same conversation. They never show how the relationship between him and his son turned out but it was probably the same as him and his father had experienced. Like father, like Son.
10. Mr. Hundert gets to see his done work when the men return. They all seemed mature with families and children showing him that they are living a well structured life and his teaching paid off. They all had different jobs and were contributing to society in a positive way.
Monday, February 14, 2011
My early experience came as a sophomore in high school. I was going through many challenges in public school like fights, grades, and just a bad attitude towards anything having to do with school. I couldn’t quit find any motivation to push myself to that next level because of all the distractions that I allowed to distract me. My grades were poor and needed major help, just was not sure on what to do. A childhood friend whose dad is a pastor, had heard through the community that I was struggling and was headed down the wrong path. He came and spoke with me and really touched me with his words. He stated that I am here for a reason and that I have to good of heart to do the wrong thing. Not having a true father figure in my life made it hard to want to listen to someone who is not my father. However, I took his words of wisdom in and I ran with it. He suggested that I make a change and switch schools because the way I was headed would probably get me kicked out anyway. He was a pastor at a private school called Capital Christian High School and advised that school for me. Me playing football made it hard to step back and want to attend a private school that was not big for sports. However, their education was phenomenal and could push me to the level I needed to be at. With the position I was in and a quick decision to be made, I took the advice given by the pastor and changed schools. I was able to get involved with a smaller school and receive personal attention that I wasn’t able to at public school. The teachers really wanted the best for me and took many hours to tutor me and make sure I knew the information fully. Capital Christian and my friends Father had a huge impact on my education and getting me back on track. Like Fredrick Douglas, I felt like I was stuck in an uncomfortable position (public school and Douglas’s slavery) and had to rely on another source to get out.
Wednesday, February 9, 2011
Banking Concept of Education
What Friere means by “truly human” (which he says we can’t be) is that knowledge comes through communication and not just one person giving out all the information. The students have to discover that they can educate the teacher instead of just thinking that the teacher holds all the knowledge and creativity when he speaks of “liberation education” , he is referring to the teachers and students coming together and working out problems in the class as one and not with one side having total dominance. “Authentic Liberation” is stating that the teachers thinking is authenticated based on the authenticity of the students. This is thinking that is real life reality and only takes place in communication. The teacher cannot think for the student. “Authority on the side of freedom” denies that man is abstract, alone, independent and unattached to the world.
My memorable experience was very recent. It was during the interim here at Sioux Falls. I never was one to interact much with my teachers until I came across Joy Lind. She did an excellent job everyday on using problem posing skills and open communication. She made me feel as if I was so important to the class even when I didn’t want to be. She got us together in group activities and made herself apart of each group as well. Her office hours were key to me and she communicated with me until I understood what it was I was struggling with, not one time did she make me feel dumb or stupid for not knowing the information.
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