The Secret Life of Walter Mitty

Comprehension Question:

What were Walter’s daydreams about? Rank the daydreams from your favourite to your least favourite

1. Firing Squad
2. The Commander
3. Court Scene
4. The Sergeant Captain
5. The Doctor scene

What was Walter Mitty doing in his waking life? 

Simply put, it was going into town, dropping his wife off, getting overshoes and puppy biscuit; finally returning to the hotel that they--with his wife- were staying at. 

Does Walter Mitty enjoy his life? Why or why not?

It can be inferred that the real-life is not something that he enjoyed. He longed for stimulation and thus daydreams came to play. Though it can also be argued that most of his real life is composed of such daydreams. This would mean that if indeed his real-life was filled with such dreaming, it is his real-life. On a technicality--given that he enjoys daydreaming-- it would seem that he does enjoy his life. His life can be deemed as boring and simple, not much stimulation aside from his ever-occurring daydreams.

Find me one literary feature/device (simile/metaphor/onomatopoeia etc) from the text and quote the sentence it is in. 

"Then, with that faint, fleeting smile playing about his lips, he faced the firing squad; erect and motionless, proud, and disdainful, Walter Mitty the Undefeated, inscrutable to the last. " -Quoted from The Secret Life of Walter Mitty. the example above is a great example of listing. In addition, the emotive language given is great, sending shivers up the spine when I've first read it. It was impactful. 

Genius Hour: Passion Projects

The postponed 'Passion Projects' was started in the previous week. The 'Genius Hour'  as called was on the way. The previous week was the time where we started to plan, we got into a group containing 7 individuals and began to think of the project. The discussion that we had concluded into creating a sculpture, a Japanese inspired sculpture. We have decided to add additional limitations to the sculpture such as it needing to be in majority, sustainable. The sculpture that we are currently making is life-sized around an average height. The materials are mostly junk, cardboard, newspaper and other junk materials are being used to create the sculpture. 

The idea from the sculpture originated from a Kabuki play a form of theatre, a Japanese play, that I recently watched. The character titled "King of the Beasts" is what the sculpture is. In addition to the character originating from Japanese origins; the style in which we are building the sculpture also is in the style of Japan. Specifically "Miyadaiku" is a style of carpentry in which works by making joints in the woods and putting them together. It doesn't use any glue, adhesives or nails. However, there are minor pieces where we can't use this technique. 

"Driving Question" How can we use sustainable materials(recycle), such as newspaper and cardboard to create art--life-size sculpture?

The activity from the past week has been detailed in the following text:

 

Term 3 - 4	Monday	Tuesday	Wednesday	Thursday	Friday	Saturday  (optional)	Sunday (optional)
Week 8	Brainstorm ideas, we chose to create a lifesize sculpture using sustainable materials.	We created a plan and the measurement of the sculpture, we also thought about the materials we needed.	We began to measure the cardboard around the torso including arms and hands.	We cut out the pieces that we measured around the torso including arms and hands.	Measuring and cutting the body, head and put together some of the pieces cut.

 

Week 9

Reading

Reflection Section

We have been working on creating the Hair/ Wig. Using newspaper in strips we have been glueing on a base that is detachable. The base could be attached to the head when needed. The upper body began including the shoulders and arms.

We continue to create and attach hair to the wig. The wig is beginning to the longer. For the second structure The upper body is reinforced. The lower body is being planned.

Hair/ Wig is still in continuation for both the first and second structure. The upper body is finished for both of the structures and the head is placed. The lower body is being prepared and in process.

Keyboard Reflection

I learn some forms of playing the piano/keyboard such as how the start of "Un Sospiro by Liszt" was, the constant hitting of the keys falling and rising. Though I've learnt such types it was challenging to create a tune/piece that fits in with the key that is done. I've always enjoyed playing the piano, it is an extremely expressive instrument and quite complex in several ways. There are two instruments that I would like to learn next, guitar and violin. The guitar is the more probable choice. I enjoy listening to guitar and violin, fortunately, I have a guitar though not used.

 

Yellow Brick Road: Post-Reading

Upon reading the "Yellow Brick Road" by Witi Ihaimaera we come to questions that arose from completing it. Bellow the queries I have written my thoughts to better understand the story.

I have partitioned the story into fragments to better understand.

--The reason for the narrator to move to Wellington--

There are plenty of indications that are implied by the situation and statement said by the narrator. "Wellington is where the money is. And you have to go where the money is, ay Dad. No use staying in Waituhi and being poor all the time, ay. "- quoted. Events-- as observed by the narrator-- further indicates this. Examples include their vehicle and how cramped it was. Financial problem is a driving point for travelling and moving to Wellington. Opportunities to turn the tides in their favour are seemingly, in Wellington. 

--Big difference between Waituhi and Wellington does the narrator mentioned--

There are two differences that are stated between Wellington and Waituhi. Both, stated by the narrator. One of these differences lies with the people and the societal contrast between the two cities. Whilst in Waituhi where there are only a few Pakeha in Wellington there are plenty. The second traverse once more in the money problem; whereas in Wellington, the narrator views his family as being rich, in Waituhi it's the opposite.

--Dad told Uncle Sam they were moving to Wellington-- 

He was tired of "--shearing, the fruit-picking and the going down South to shear some more." -quoted. Moving to Wellington, the probability of working a better job increases as there are as quoted 'factories'. There are not many jobs in Waituhi but plenty in the other city. In addition to that 'Dad' wanted a better life for his children, that him, nor his wife had when they were young. He is fighting for his children to have everything.

--The narrator’s attitude towards moving changes once they draw nearer to the city--

Upon seeing the shining light of the Emerald City--Wellington--he felt glad, excited even. Though as they come closer his emotions change. To such an extent into which, the opposite from what he felt before is what he began to feel currently. Seeing 'yellow signs' that directs them where to go, it must've felt suffocating. He began to feel scared. Singing to himself to feel reassurance.

Emerald City, Yellow Brick Road, Flying Monkeys, scarecrow, tinman and cowardly lion, are all allusions (references) to______

All of the allusions stated are part of a narrative titled "The Wizard of Oz". In my opinion, there are several connections that I can see in relation to the common aspects of the plot and characters of both stories. Much like the characters from The Wizard of Oz they are travelling upon a path where opportunities lay. The yellow brick road. Upon their travels problems arose, similar to what happened in this text [Yellow Brick Road]. 

The characters from The Wizard of Oz believed that by going to the Emerald City where they'll be helped; they'll gain what they wanted for, be it a heart, a brain or courage. Akin to the characters in this story. They are moving to Wellington for prosperity, money. However, there is one wish that both stories possessed in the way. Home. In the Yellow Brick Road they're hesitant, and the family, in each of their ways, wanted to go home. In a way, the story leaves us between the devil and the deep blue sea. What can you give for a better life, for your ambition, what are you willing to do. A quote from the story is a great example of this "You and your dreams, son.". 

I believe that the comparison gives us a lesson to create our own paths. The narrator--Matiu--had ambitions for the Emerald City, as well as his father. They and their family may not entirely know what will happen in Emerald City. But, by following their own "Yellow Brick Road"  they may find answers to questions they don't have, yet answers they need nonetheless.

Yellow Brick Road: Pre-Reading Blog

Witi Ihimaera--author, novelist, short story writer, anthologist and librettist. Ihimaera, a New Zealander, was born in Gisborne. Witi Ihimaera was the first-ever recorded Maori to publish books--stories-- about Maori rather than a European. Several of the short stories that Witi Ihimaera had written were adapted into a film, including; 'Mahana', 'Déwé Gorodé : Écrire Le Pays', 'White Lies', 'Kawa' and 'Whale Rider' in no particular order. 

Witi Ihimaera

We now begin to look at one of his works titled "Yellow Brick Road". Before doing so questions need to be answered. The meaning of the title, I've watched "The Wizard of OZ"  and have known that the "Yellow Brick Road" is the way home. It may be that the story surrounds that idea of home, or at least the want to be home. By following the path you'll be led to your home, the place which brings you comfort. 

The title "Yellow Brick Road" could imply that following the path in front of you may lead home. It may also imply that the character wants to go back home instead of being in a place new to them. 

Lockdown: Painting

Resuming the artistic style of Joanna Margaret Paul, we are then tasked with completing a painting of what we see outside our windows. Before doing so I began to look at several of the works of Paul; 'Interior With Bed And Doll', 'The Plum Tree, Barry’s Bay' are some examples of these. 

In the piece, I've had unexpected issues. Running out of acrylic paint only 1/3 through the art was quite problematic. I've had to resort to using oil paint which was quite challenging to paint with given the time. Wet on wet painting was the method that I needed to use, though as challenging as it was, it was quite enjoyable. 

However, it was not only the supply and methods that I had some challenges on, Joanna Margaret Paul's technique was testing as well. Her ability to give such vibrancy to her work had become an admiration of mine. And the way she painted and moved was taxing, to say the least. 

After finishing the piece I was pleased. Though I have not fully captured her style, I was glad to at least try and achieve a fragment of the vibrancy she gave her paintings. I enjoy how the colours popped. The flowers were probably the part I liked the most. My mood has defined how I painted. Music has been a great part of it. Listening to "Waltz of Flowers"-Tchaikovsky, "Feeling Good"- Nina Simone, "La Mer" -Charles Trenet played a great part.

Social Studies -- Holocaust Letter

In the last activity for the topic of Social Studies, we look at creating a letter in which we imagine a scenario where we are a principal. In this scenario, as a principal we receive a complaint from a parent in regards to what their child has learnt, that being the 'Holocaust'. They are seemingly upset that their child was to learn of this event. 

The task presented is to write a letter detailing our perspective and opinion about the subject. The letter should include the reasons as well as the decision to include this topic in the programme. Emphasis on human rights and Anti-Semitism.

The Letter:

Dear Mr/Mrs---------

I have received and reviewed your concern about what we have included in our education programme. The disquietude you've felt upon hearing your child being taught this topic. We understand why you may feel such a way.

Knowledge is of utmost importance as a school and as an individual. Our ambition for the students that attend our facility is that we are able to give them such knowledge. This knowledge comes into the form of subjects, which includes Social Studies. Primarily Social Studies focuses on people, their relation to each other and the world. The subject is broken into fragments of topics that included the Holocaust and the history and WWII.

Although the intent to give knowledge is fundamental, forget we not, that conduct and morals are as cardinal as knowledge itself. We emphasize kindness in this school. This is why learning about 'Human Rights' and 'Discrimination' --especially 'Anti-Semitisim'--became a topic that we found to be not only crucial but also, necessary. 

Kindness, humanity now, has it an important value. However, history has not been truthful and has done many acts in which contradicts so. The tragedy of the 'Holocaust' has provided us with how 'unkind', to say the very least, we were. Atrocities of war have equipped us with experience of the scale of devastation morally unjust decisions that we can make. 

 

Our thoughts and morals have made it an obligation to help not repeat unjust decisions that have been made in the past. Educating students, the individuals of the future, to critically think about morality and rights as a human. The school equips its pupils with not only morality in teaching this topic but as well as the significance of values, knowledge and ethics. 

We acknowledge your concerns. We take worries and regard each of them with importance. If the concern that you have is unequivocally serious; you do not desire for your child to learn of this topic anymore, contact once more. However, even so, we take your regards into consideration.

Kind Regards,

---

Axle S.

Principal of Pierce Academy