Skip to content

Posts tagged ‘shs’

7
May

More from Mrs. Morgan Flagg-Detweiler – World Cultures II

Boxer Rebellion by Danny Then (12th Grade) and Joel Montanez (12th Grade)

Students were assigned topics pertaining to Imperialism in China. Danny and Joel chose the Boxer Rebellion.  For the assignment, students completed Keynote slides highlighting the big ideas of the topic and then created a depiction of their topic.  Danny and Joel chose to embed a rap about the Boxer Rebellion at the end of the slideshow presentation.

4
May

No Place for Hate – Antibullying Activity

The Salisbury High School No Place for Hate Team produced two videos used recently during a school-wide Anti-bullying activity.

The activity involved all SHS students completing a pre-video survey on Falcon Apps about their understanding of bullying and their involvement in bullying situations. The students then watched two student-created videos on bullying.

Video credits – Calvin Ng produced Bullied to Death; Carly Fortunato produced How Would You Feel?

After viewing the videos, students completed the post-video survey to measure changes in attitudes and understanding of bullying. The survey also provided students with the opportunity to suggest ways of raising student awareness about bullying.

This is one of three No Place for Hate school-wide activities planned for this school year. By conducting these activities, Salisbury High School will have the distinction of being identified by the Anti-defamation League as a “No Place for Hate” school.

The staff and students of Salisbury Township School District are very proud of what the students have accomplished in such a short period of time. Special thanks go out to No Place for Hate advisers Morgan Flagg and Laura Dos Santos. Their dedication to get No Place for Hate up and running is commendable!

Join the SHS No Place for Hate group on Facebook!

Follow the No Place for Hate group on Twitter!

1
May

Macbeth

This post was submitted by Salisbury High School sophomore, Asia Letlow.

I completed this project for Miss Piagesi’s “Macbeth” unit. The assignment included a choice of making a mix tape relevant to the plot of Macbeth. Track listings include an array of musical genres from different decades, ranging from Stevie Wonder to Sara Bareilles. I carefully selected and sampled songs based on the characters and their attitudes in the plot of Macbeth.

Tracks include “Superwoman” by Stevie Wonder, “The Sweetest Taboo” by Sade, “Legend” by Nelly Furtado, “Right Place, Wrong Time” by Dr. John, “Fairy Tale” by Sara Bareilles, “Play Dead” by Bjork, “The Co-Dependent” by Sia, and “Magic” by Olivia Newton-John.

“Superwoman” by Stevie Wonder
Stevie Wonder’s “Superwoman” (1972) best relates to Lady Macbeth in regards to her being the queen alongside Macbeth.  Her undying strength and willpower push Macbeth into the belief he ought to be more of a man than he is; to fight and kill in order to establish his place as a king, and get what he wants, when he wants it. “Mary wants to be a superwoman, and try to boss the bull around.” Through the perspective of Stevie Wonder’s song, Lady Macbeth is Mary; the woman trying to boss “the bull” or, the figure who is supposed to be in higher strength, around, and eventually she gives in to the overbearing pressure of her own crimes.

“Sweetest Taboo” Sade
Sade’s “Sweetest Taboo” (1985)  models the irony of the relationship between Macbeth and Lady Macbeth. King and queen romances are always groomed in the media to seem glamorous, proper, and grand, what with the numerous tea parties, gatherings, and affairs the king and queen attend. Few individuals associate king and queendom as a messy, murderous, and selfish scheme as exhibited in Macbeth, as people are made to believe “King” is as grand as heaven.

“Legend” Nelly Furtado
Nelly Furtado’s “Legend” (2000) depicts Macbeth’s hell-bent attempts to gain recognition as a king and leader in his village.  Overly ambitious, he blinds himself with thoughts of taking over only to forget about those who matter.” He wants to be, he wants to be, with everything, under the sun. And like a legend that rises and falls, I’ll never be his only one.” Macbeth ultimately rises and falls in the battle between himself and Macduff.

“Right Place, Wrong Time” Dr. John
Dr. John’s “Right Place, Wrong Time” (1973)  primarily models the death of King Duncan and the framing of the murder on the guards. Ordinarily, the guards would be doing their assigned jobs to ensure the safety of the residents in the castle; being intoxicated left them entirely vulnerable to the situation at hand and both guards were in a prime position to be blamed for the murder.  Duncan was in the right place at the wrong time because, although he was warmly invited by Lady Macbeth into Macbeth’s residence, he failed to grasp any concept of Lady’s plans to kill him, thus, he died.

“Fairy Tale” Sara Bareilles
Sara Bareilles’ “Fairy Tale” (2007) highlights Shakespeare’s inclusion of feminism in early works of literature, namely Macbeth. Sara alters the common fairytale stories of princesses such as Cinderella and Snow White, putting them in hum-drum situations whereas they do not wish to be with their kings because they’d rather be alone. Lady Macbeth prayed to be “de-sexed” by the gods in order to gain strength to fight many battles coming with her queendom.

“Play Dead”, Bjork
Bjork’s “Play Dead” (1992) best highlights the fall in Lady Macbeth’s mental stability toward the end of this tragedy. Her strange ways of coping with the remorse she feels for plotting a murder take over in her sleep, and she attempts to wash away every bit of evidence so nobody knows she aided in the murders. She tends to lament to elements of the murders, overheard by the doctor and gentleman in act 5, scene 1.

“The Co-Dependent”, Sia
Sia Furler’s “The Co-dependent” (2010) represents multiple bonds between different sets of characters in Macbeth. “I’m gonna watch you drink it all, I’m gonna watch you fall. You’ll find me by your side, if you find me at all.” The song highlights the fidelities shown between characters, the few which are present.

“Magic”, Olivia Newton-John
Olivia Newton-John’s “Magic” (1980) relates to the Three Witches and their effects on the fate of all who surround Macbeth. Magic associates itself with witches, spirits, and other immortal beings said to possess the ability to alter fate. “Got to believe we are magic. Nothing can stand in our way….If all your hope survives, destiny will arrive, bring all your dreams alive, for you”. Macbeth’s changes for the better as he claims the title of King graced upon him from the witches. Everybody knows the rule “be careful what you wish for”, heavily examined in Macbeth’s case; receiving anything one desires possesses the potential to turn awry.

Through the course of the project, I taught myself how to use Garage Band on the laptops and I found the self-teaching aspect very useful. I found it a great challenge to cut and edit parts of my soundtrack. As I progress through high school and into college, I will need to continue to teach myself how to approach unfamiliar things in order to get acquainted with them; in this case, I’ve grown technologically and plan to use Garage Band again in the future.

30
Apr

Projects from Miss Piagesi’s English Class

The following projects were submitted to TL2014.org by students of Salisbury High School English teacher, Miss Jennifer Piagesi.

Paige Ackerman

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.

Amy Zamora

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.

Antigone Character Political Views: Differences and Similarities presentation.

Ian Carey

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.

3
Apr

The Herd – Please Vote!

This story contributed by junior Tommy Walters. Please visit the YouTube link and vote!

About a month ago, I finished a video for a scholarship program called the Courageous Persuaders, an organization that aims to reduce alcohol use among young people. The video made it through the first round of judging and could now win me a $2,500 scholarship. The video and the actors also have a shot at getting on TV in Michigan where the contest is located. My video can win if I get the most “likes” on YouTube by May 1. Thanks for your vote!