Post Visit

Survival
* Where is your internship?
At the Rock Church.
* How did you get there?
Took the school bus.
* How long did it take?
Same as normal school
* What did you eat for breakfast?
Starbucks
* What food, coffee, or other survival options are nearby?
Entirety of Liberty Station
* What can you eat for lunch in a normal day at internship?
Trader Joe's, Vons, 5 Guys
* Where will you sit, stand, be, or work when you are internship?
In my mentor's office
* Where are the bathrooms?
Near the entrance

People
* Who is your mentor and what is he or she like?
Dan Brown is a really cool guy
* What stands out most or seems most interesting about your mentor?
He's really supportive of me and my creative work.
* Who are your other coworkers?
I have not met my other co-workers.
* What stands out most or seems most interesting about your future coworkers?
See above.

Work
* What is your internship project likely to be?
Putting together a transmedia outlet for the church.
* What skills will you use at your internship?
Creativity, drawing, animation, computer skill.
* What are you likely to learn at internship?
The process of working in a workplace setting.
* What will you create at your internship?
A cartoon and possibly a game.

Thoughts
* What might present a challenge at internship?
Censoring my natural tendencies to be church-appropriate.
* What is surprising about your internship?
How much freedom i'm being given to work.
* How will you stand out at your internship?
By creating a new media line for the church.
* What will you do to make the most of this opportunity?
I will work as hard as I ever had before.

And...
* Create your own question and answer it here....
** How cool will this internship be?
SUPER COOL!

Internship First Thoughts

During this internship, I am most looking forward to improving my animation skills and expanding them to creating a full-length cartoon feature. My goal during the internship is to conceive, animate, and edit an animated segment for The Rock's children's program. I hope that, given the extended time to work on the project, I will be able to produce a high-quality piece of animation fit for viewing, as well as progress my ability as an animator. During the site visit, I hope to discuss all of the aspects of the production of the video with my mentor, from the general concept behind the piece, to the means of animation and editing. By the end of the visit, I hope to have a basic idea of what my project will be about.

Semester 1, Blog 12

Post your thoughts about your partnership with an Explorer student!

While it got off to a rocky start, I feel I will be able to further develop the relationship with my student, and learn what he wants out of his book.

What are you excited about?

I am very excited about being able to use my unique talents to benefiet the project.

What are you nervous about?

I am nervous that this project may detract from other personal projects and slow them down.

What are your hopes for this project?

My greatest hope is that I am able to connect with my student and produce a book he will like.

What are your fears for this project?

I fear that I may not be able to connect with my kid on a level where I am properly able to produce a book rightly suited to him.

What do you think your story will be about?

My story will most likely be a "Diary of a Wimpy Kid" style slice of life story with intermittent illustrations. I may also incorporate some mythical creatures, as my student has expressed interest in such creatures. "Diary of a Wimpy Minotaur", perhaps?

Blog 11!

What are you most proud to show during your Student Led Conference?

I am most proud to show my OPH project, as I feel that all aspects of the project turned out very well.

What would you like to change, following your SLC?

I would most like to change my grade in Engineering. Seriously, that thing's been at a C for weeks now!

What goals do you have for the remainder of the semester?

I plan on beginning publishing my webcomic, developing my flash game, and improving my figure drawing by the end of the semester. Oh, you meant for school?

What are your ideas for internship... and how will you work with a parent or guardian on securing a great internship?

I have 2 ideas for an Internship. Either I will secure a job doing work for one of the big San Diego game companies such as Sony or Rockstar, or I will conceive, storyboard, and animate a short for The Rock Church's kids department. I am currently working with my dad to flesh out my resume and my digital portfolio.

I HAVE INCLUDED THE QUESTIONS AND SEEK TO PROVIDE THE ANSWERS

1. What is history?

History is the viewing of past events through current lenses in order to ascertain meaning from them.

2. What is ideology?

An ideology is a set of ideals and principles that defines the moral and philosophical mindset of an individual or group.

3. Can history be neutral? Why or why not?

History certainly can be neutral, but to effectively utilize history as a tool in our mental arsenal we must assign biases to it. This isn't to say that we should use the 'History is written by the victors' mindset. Rather, we must assign cultural and personal biases to facts in order to avoid trivializing them. An entirely neutral history is little more than a record of dates and events with little value beyond passing a test. The past is our greatest learning tool, especially because the present is over much too fast to learn from, and we don't yet know what the future holds. However, in order to learn from it, we must assign context to it using biases.

4. Zinn discusses what he considers the typical way Americans study or understand history. How has your experience (either in school, or simply in your life) been similar?

I'll be completely honest: I completely forgot what Zinn discusses in Chapter 4. I read it, but for the life of me I can't remember what it said about education. So I guess I don't have anything to say for this one.

5. When you consider Zinn's discussion of the typical American study or understanding of history, how has your experience (in school or in life) been different?

This one either.

6. What did you read that stood out to you positively? Why?

I was very glad to see a history textbook that took such an unorthodox approach to history; a textbook that showed, in most cases, a completely opposing viewpoint to that which is usually presented in history class. Genocide where we see heroics, treachery where we see trustworthiness,  warmongering where we see valiance. And the best part is, it's all available for free online. Anybody can access it, without having to pay or join a school, plain and simple on an HTML page. True insight available for the masses. 

7. What did you read that you disliked? Why?

I was particularly annoyed by a certain instance of hypocrisy present in Zinn's article about the American Indians. Zinn spends several pages of his works explaining the journalistic sin of de-emphasizing important parts of history. He elucidates how emphasizing certain facts over others can taint the piece with a severe bias over one facet of it. The fact is still presented in order to quell suspicions otherwise, but it is presented as so insignificant in comparison to other facts as to be trivial. Clearly, this is an action Zinn despises, so it struck me as odd that he himself presented this sort of bias.

The bulk of the article is committed to presenting the atrocities that European settlers committed against the Native Americans. However, the only true acts of peaceful negotiation with the natives that were not mere tricks to further enslave or decimate are skimmed over with a single sentence. "For a while, the English tried softer tactics." No mention of what these tactics were or how long they were enacted, and the very next line in the article is "But ultimately, it was back to annihilation." Now, I have no problem with biases in historical retellings. In fact, I believe that it's completely impossible to abandon bias in any work. And Zinn never claims to be unbiased, and in fact outright says he will not attempt to suppress his biases. But this blatant use of one of his most reviled journalistic biases strikes me as hypocritical and lazy.

8. How were some of your biases or preconceived notions confirmed by what you read?

I had known for quite a while that Christopher Columbus was a less-than-heroic figure in our history. Christopher Columbus being a terrible person is one of those things that gets passed around in middle school because it's enough of a defiance of preconceived authority to be edgy while being relatively harmless to one's psyche, as it's relatively easy to ignore atrocities committed hundreds of years before your birth. The farther away a horrific event is, the easier it is for one to distance one's self from it, hence the large number of Lincoln Assassination jokes in relation to 9/11 jokes.

9. How were some of your biases or preconceived notions challenged by what you read?

"How the US Lost Out on iPhone Work" shattered my preconceptions on why so many companies outsource their labor nowadays. I had always assumed it was simply a wage issue. America has minimum wage laws; many other countries have no such law. Hence, it would be cheaper to produce iPhones overseas. And while that is a part of it, it's certainly not the whole story. After all, the lack of minimum wage laws only saves Apple fifty-seven dollars per iPhone. The much bigger reasons are the flexibility of the workers, the eagerness of factories to please, and the size and concentration of different factories all in one area.

10. What unique perspective, element of creativity, or new questions do you bring to our study of history?

I wish to bring to the table a question to be explored in depth pertaining to the thoughts of people both today and yesterday. Namely, where should an ideology come from? Should it be built up from scratch? Should other parties be allowed to influence it? Should it be flexible or solid? How have ideologies influenced the course of human history? Oh wait, that was five questions.

Number 9, number 9, number 9, number 9 Number 9, number 9, number 9, number 9 Number 9, number 9, number 9, number 9 Number 9, number 9, number

What was most significant to you about the Our People's History Project?

The most significant thing about the Our People's History Project for me was the critiquing process. This is the first project I've had critiqued that seriously changed between criticisms. Usually I spend so much time on the first draft that by the time I get to the critiquing process, there's not much my critique partners to give me. But for this project, with the combination of critiques from my partners and from Randy and the usage of writing tips, I was able to seriously improve on my first draft.

What do you feel that you learned from the project?

I learned the most from all of the new writing tips Randy introduced to the class. While some I already knew, like to use a good hook to interest my readers, much of it was new. I had never before thought to arrange my sentences for emphasis or to underline my writing with a central question.

What are you most proud of in the narrative nonfiction story that you wrote?

I am most proud of being able to revise my work after the first draft. Barely changing drafts are a huge flaw in my writing, and I'm glad to be taking the first steps towards changing that.

What surprised you about the project—what happened along the way that you did not expect?

The most surprising thing about this project came from the interview I had with my grandfather. I learned a number of interesting things about football that I'd never know before. I leaned things like how football used to be played only on Sundays, or how the Chargers used to be an LA team, or how the AFL used a different-sized ball than the NFL.

What lessons are you taking as you go forward with your Humanities (and overall) education?

I am taking with me the writing tips I received from Randy, both in class and personally. I am taking with me new ways to correct my work. 

Semester One, Blog EIGHT

Think of the experience that you would like your audience to have as they read your narrative nonfiction piece.

I would like my audience to experience the thoughts of these characters and the impact this historical event has on them. I want them to be questioning whether or not the games will be postponed, and I want this question to carry them through the story.

Think of the emotions that you would like them to experience as a result of interacting with your characters, traveling through your settings, and experience your plots.

I want the audience to be able to understand what a momentous event the death of John F Kennedy was and to experience the country's grieving.

Now, think of your characters. Post images that represent them, and add a simple description of how you are bringing them to life in your writing. what is working? What are you trying?

Milt Woodard:

I try to bring him to life by exploring the conflict he faces when the president is killed.

Ross Woodard:

I bring him to life by highlighting an important moment in his life (when he finds out about the death of JFK)

Think of your settings. Post images that represent them, and add a simple description of how you are bringing them to life in your writing. what is working? What are you trying?

I try to bring to life the setting of the 1960's. I do this by establishing one of the revolutionary moments of the 60's, the death of John F Kennedy.

Think of the conflicts and resolutions in your story. Post images that represent them, and add a simple description of how you are bringing them to life in your writing. what is working? What are you trying?

My conflict is a moral decision too complex and abstract to represent graphically. Instead, here is a gif of a football.

DUDE WHY WONT IT ANIMATE

What do we need to do now to make sure that your final draft (due on Thursday!) is an extremely satisfying read for your audience?

We need to run over the paper one last time to fix any sentences that don't work in the context of the story, and to adjust the pacing of the piece.