The following projects were submitted to TL2014.org by students of Salisbury High School English teacher, Miss Jennifer Piagesi.
For my Honors English class we read the Greek plays, Oedipus and Antigone written by Sophocles. After we finished reading the two plays, we were assigned to complete a project that utilized the knowledge we gained from reading these plays. I decided to create a mask reflecting a character from Oedipus. I chose to illustrate Creon’s personality and emotion in my mask. Creon is a very wise man who often gives Oedipus words of wisdom to help lead Oedipus in the right direction. I decided to illustrate the wise attributes of Creon by using an animal that many consider to have that personality. My mask is of an owl and shows Creon’s emotional aspect of his personality. The purpose of the red feathers is to infer that later on in the Oedipus plays, Creon becomes greedy and shows anger towards Oedipus’ family. Creon denies one of Oedipus’ son a proper burial because he turns against Creon and tries to become king. I chose to create my mask reflecting Creon’s character because I feel Creon reminds me of my grandfather who always leads me in the right direction. My grandfather constantly gives me words of wisdom when I am in the process of making a difficult decision. I chose to show Creon’s knowledgeable personality in my mask because for the majority of the play, Creon gives Oedipus advice on how to rule the people of Thebes. Overall, my mask displays Creon’s personality which consists of being wise.
From this project I learned about the overall story of Antigone and why there was conflict between characters. This project is different because it ties in a modern family who had the same problems as this ancient one. To complete this project I used the technology offered by the laptops; overall aiding in my research and in the easiness of the overall task. I hope you enjoy my project.
This project allowed me to investigate the movie effects available through iMovie, specifically the audio and lighting effects. I was able to use these effects and my learned knowledge of them to create a piece which accurately portrayed my tone when reading poetry allowed. I will use these tools when creating visual aids and presentations in order to get my point across when appropriate. Sometimes it was challenging to manipulate or apply the effect to have the desired impact on the audience.
In Mrs. Beth Prokesch’s English classes, students worked in groups using their creative movie making skills to express their understanding of short stories. Students read an assigned short story in class. They then created a script and selected roles for their movie trailer. Students analyzed the plot parts of the short story and filmed the actors. Students selected music to represent the mood of the short story and revised and edited their final project using iMovie software.
Students also included bloopers at the end of their iMovie trailers for added laughs. The students filled out a self-assessment and had their peers evaluate their work. All students played their movies for a live audience at the conclusion of the unit.
“All Summer in a Day” was performed by Matt L. Daniel B., Leandra R., and Taylor V.
“The Third Wish” was performed by Mahlon R., Logan K., Andrew F., and Joahna H.
Miss Jennifer Piagesi, English teacher at Salisbury High School, provides choice for her students when demonstrating their learning. After reading the nonfiction piece, “The Flood,” Miss Piagesi’s students chose to use Animoto to display knowledge of the author, Annie Dillard, the information discussed in the selection, and the literary terms pertaining to the text.
The Flood – Annie Dillard – Animoto by Ashley Ortiz