A Tale of Madness

Hey, hi, and hello. Welcome back to my blog where not all those who wander are lost (J.R.R Tolkien). In this post I will be focusing our latest project. This project was one of the most fun projects ever. The driving question was: “How might we craft a compelling vision of “Macbeth” set in the 1950s?” Our end goal for this project was to be able to create a film that combines the gruesome tale of Macbeth and the Cold War. The stages we went through to lead up to this final project were to analyze the story of Macbeth and different versions and to learn the history of the Cold War. At first I thought that we wouldn’t be able to acheive our end goal due to the teachers telling us tht no PLP class has been able to complete this project. However my thoughts were soon to be altered.

When we first started with the learning of Macbeth I found myself more enthusiastic than my fellow classmates. Back in elementary school, grade 7, I became so interested in Shakespeare and learning how to understand his work. I am always looking forward to when we incorporate Shakespeare into our projects. We started by getting a textbook copy of the play and started to read. As we read we would analyze and ask questions. We would also look a one or two different film adaptations to be able to get visual representation and see how different directors in vision this tragic tale of madness.

I found that we as a class were lacking on the knowledge of the Cold War and what happened during it. We only had two quick lectures and I think that we could have spent more time delving into it to then be able to have included it more into our final project. During this project we had to make a weekly literature note about something interesting we learned in class or something that sparked an idea in our head. One of the literature notes I was really proud of was the one I did after we analyzed the witches in Macbeth.

Once we had our knowledge on macbeth and the Cold War we then started into our final project. The first step was to assign roles, not casting but the roles like director or producer, even in my case, wardrobe manager. When we applied for a role we had to hand in a vision for the role and a resume tailored to that role. I applied for wardrobe manager and added in my experience of helping with the costumes at my dance studio into my resume.

The first thing I started to do was put together a Pinterest board of my vision. I collaborated a lot with Kaia, the director, on what her ideas and vision so I could stick to an idea. I had a rough idea of what Kaia had in mind for the story and used that to start planning costumes. Once we got the actual story and the class had collectively written it I formatted my final ideas. The next step was getting them. I went down with the rest of the wardrobe team (Natalie and Liam) to our school’s theatre to find some costumes. I was able to find quite a lot of costumes that would work with the time period of our film (the 50s) and any missing things would be brought in by the actors.

Now due to the timing of editing this film I will not have the film on my blog until a later date but once I do have the film available a link will be below.

Now as usual I will be not only evaluating how the project went but how I personally think I did and how I can improve. I think that we were able to achieve our goal in being able to create a vision of macbeth that was set in the 1950s. I did wish that we were able to learn more about the Cold War aspect of the 50s but due to our previous knowledge of the 50s I think we were able to execute this project well. Now before I began writing this post I asked myself some questions. What did I do? How well did I do? What should I do next? After answering these questions I collected one conclusion. This project was amazing. Not only did it go well but it allowed me to realize what my true academic aspirations are. This project helped me achieve a realization that I really want to become a costume designer for theatre or film. I think that this project was one of the best by far because it allowed me to use my creative and critical skills and helped me build on them. The best thing about this project was what I was able to take away from it and this is what is important in projects. I hope we get to do a project more based around my second career choice (creative writing) and that the next project will be able to help me focus on building my writing skills.

Stay tuned for the next post.

Peace ✌️

“Tension” by Fraser and Rhiann

Hey, hi, and hello. Welcome back to my blog where not all those who wander are lost (J.R.R Tolkien). In this post I will be continuing on the topic of historical significance and the Manhattan Project. I will also be adding in the idea of conceptual art and how we used it to convey different perspectives on what we learned throughout this project. Now lets dive in.

Near the beginning of this project we focused on historical significance and what makes something significant. Our main assignment for that section of the project was to take a historical event and create a post. You can find that post at [this link]. Along with learning about the Manhattan project we were assigned to read a book called “Hiroshima”. We participated in Socratic seminars and posed questions as we read. At the end we wrote a post of our opinion on the book. You can find that post at [this link].

Just like every project we have a driving question, however in this project we had 3 sub questions. One for historical significance, one for the bomb, and one for conceptual art. I was able to answer the first two in my past two posts however i still need to answer the third and the driving question. 

Now to answer the conceptual art question (How can we express ideas through art?) I need to talk and reflect on our trip to downtown. In the middle of November we went to two museums. I went into this project thinking that conceptual isn’t art and that it is pointless. After experiencing the Yoko Ono exhibit my feelings changed. I now think that conceptual art is art, however i still dislike ready made art. With this new view i am more able to answer the question. I think that the best way to express ideas with art is to add some sort of element to the piece that will keep the viewers wondering so that they will try to find the meaning, idea, or concept behind the piece. 

To answer the driving (How did the development of the atomic bomb change the world?) I will explain me and Fraser’s project. For winter exhibition we had to create a piece of conceptual art, either on our own or in groups. Our art piece had to somehow reflect an aspect of the Manhattan project and to fit under one of four categories. Politics and warfare, ethics and morals, technology and science, and society. Fraser and me created a piece that was balloons filled with sand suspended above pins creating the idea of tension and anxiety that the balloons could pop at any moment just like how nuclear weapons could be fired off at any moment. Each balloon is filled with the same amount of sand to represent that each balloon has the same amount of impact however the bigger balloon the more of an obvious threat compared to the smaller balloons. The closer to the pins the balloons are the closer to the decision to set of the weapons. 

In conclusion I think that the development of the atomic bomb has made nations more cautious towards other nations with not knowing if they posses these weapons or not. Over the years with new developments in technology the tension and anxiety grows between nations. I quite enjoyed having the three different sub questions in this project and i think it helped build up to answering the driving question.

My Opinion

Hey, hi, and hello. Welcome back to another post. Recently my class has been reading the book Hiroshima to aid in our learning of the Manhattan project, or as its more commonly known as the “Atomic Bomb.” This event cannot even be explained as tragic or devastating due to it being far worse than those words. Let’s jump right in.

When I was first told to write a literary criticism on Hiroshima many ideas flooded my head. Many thoughts and questions, “what do I write?” “Should I focus on one idea or many?” All of these thoughts and more, however one stood out to me. “What is my opinion?” I have many opinions on many things and they are constantly being changed. For example I used to think that contemporary art was not art until I went to a Yoko Ono exhibit. It only takes one thing to change someone’s mind. My opinion on this book and specifically different aspects of this book has changed over reading it.

Before reading this book I had thought that the Americans made a smart move to end the war. After reviewing this I realized that I was looking though one viewpoint, this book allowed me to see through another. In this book we read through the view of 6 survivors and their experience. This allows you to sympathize and remember that there are always two side to a story. At the end of this book I had one main question, “Can we blame the US for making the atomic bomb and not taking the time to test for long lasting effects if they were just trying to get there before the Germans did?” The US might have made a smart move in saving their own men by bombing the Japanese, however it was not ethically the right thing to do. Let’s look at this through the trolley problem.

“There is a runaway trolley barreling down the railway tracks. Ahead, on the tracks, there are five people tied up and unable to move. The trolley is headed straight for them. You are standing some distance off in the train yard, next to a lever. If you pull this lever, the trolley will switch to a different set of tracks. However, you notice that there is one person on the side track. You have two (and only two) options:
Do nothing, in which case the trolley will kill the five people on the main track.
Pull the lever, diverting the trolley onto the side track where it will kill one person.
Which is the more ethical option? Or, more simply: What is the right thing to do?”

Is it more ethical to end the war and save your men by bombing innocent Japanese civilian lives or to continue fighting and lose more lives? In the book, John Hersey wrote “Mrs. Nakamura and her relatives had been quite resigned and passive about the moral issue of the atomic bomb, but this rumour suddenly aroused them to more hatred and resentment of America than they had felt all through the war.” This showed that even a survivor of the event questioned the morality of the bomb.

After pondering my original question (Can we blame the US for making the atomic bomb and not taking the time to test for long lasting effects if they were just trying to get there before the Germans did?) I remembered a quote from my favourite musical (which happens to be Newtons Third Law), “Hamilton.” As Daveed Diggs (Thomas Jefferson) said “Every action has an equal opposite reaction.” There were clear consequences to the bomb being dropped wether the US decided to ignore them or just didn’t pick up on them.

In my opinion everything we do has equal consequences, the US might not have considered the consequences or the ethics if they felt a rush to get there first however they have learned their mistake and I hope that there will be more consideration in the future. This book has left behind an impact on the minds of many Americans and I hope that more historians and journalists consider writing in this method.

Stay tuned for my next post.

Peace ✌️

The Telegraph

Hey, hi, hello. Welcome back to another post. This post is going to be talking about something I have talked about in the past. Historical significance. Now as most people know, the past is everything that has ever happened. Whereas history is specific significant events from the past that have left great impact. Now with this in mind lets dive into the post.

Now talking about historical significance I thought I would give an example of a significant event that impacted communication and technology. The invention of the telegraph and morse code. Before the telegraph was invented communication was different. It was different for each culture, for example civilizations in China, Egypt and Greece used drumbeats of smoke signals to communicate over long distances. Then the telegraph was developed in the 1830s and 1840s. Samuel Morse (the inventor) sent the first telegraph message in 1844 from Washington D.C to Baltimore Maryland. Until the early 19th century telegraphs were not wireless causing weather to effect to communication. The electric telegraph was then created allow contact with ships, trains, and places of longer distance. 

With the invention of the telegraph came the creation of morse code. Samuel Morse and Alfred Vail assigned letters to certain sets of dots and dashes. More commonly used letters got simpler codes compared to those less common. Nowadays we may no longer have telegraphs however we still use morse code. One of the main ones is SOS signalling. There are two main ways I know of to do this. One is three whistle blasts, this will usually get someone’s attention and someone will help. The second is to do the morse code for SOS (3 dots, 3 dashes, 3 dots) with a flashlight.

Before I delve into why i think this event is significant I want to explain what makes a historical event. A historical event is determined by historians. These events need to leave an impact over both time and distance (geographically). For example the creation of the atomic bomb is significant whereas buying chocolate milk instead of eggnog isn’t significant. 

Now, with the knowledge of what makes something significant I think that the creation of the telegraph and morse code is a significant event. Without the telegraph we would probably not have developed phones or a well known way of signalling for help. Now knowing this it’s strange to think what our lives would have become without Samuel Morse and many great inventors. 

Thanks for reading this post. If you want to learn more about the telegraph click this link. Stay tuned for my next post. 

Peace ✌️ 

Women’s Roles in the 50’s

How did Canadian life develop after WWII? With this current project I have found that the topic that has jumped out to me is gender roles in the 50’s, more specifically the roles of women. Women’s roles changed when soldiers returned home which effected Canadian lifestyle. I have found many examples that support this idea and may make you look at this topic differently. 

Women’s roles in the 50’s were focused around the household. They would clean, cook and take care of the kids. Women in the 50’s were expected to fit the description of a perfect wife. When we watched “Leave it to Beaver” in class I noticed that the father referred to the mother as a dish washer. I was able to connect this to the “Back in Time for Dinner” episode we watched when Tristan commented on how she had to do all the work while her husband relaxed. Beauty standards also went up after Cinderella was released. 

Women had finally gained independence during WWII with all the men going to war and jobs needing to be filled. But once the war ended they went back to being seen as a wife and nothing more. Most women were told to quit their jobs and find a husband. These job positions were then filled by the men coming home from war. Women lost their independence and started having to depend on their husbands. 

With all these women marrying and starting families there was the baby boom. Suburban life emerged and the ideal family was set. The husband would go to work and the wife would be expected to raise the children. Boys would be raised knowing they will get a job and family one day while girls were taught how to be a mother. Girls would help their mother clean and cook and if they went to school they would take a home economics class. These home economics classes would teach them how to take care of a home when they grow up. This caused many girls to only dream of becoming a mother rather than an astronaut or to work in a business. 

In conclusion I think that women had worked so hard to get more respect and then were set back to square one in the 50’s. Their roles did indeed change when soldiers came home and it still leaves behind an impact today on Canadian lifestyle.

Romeo and Juliet

Hello and welcome back to another blog post. This will be my last post for this quarter as I will be moving on to quarter 3 starting Monday. This post is about our latest project in PLP 10 and it’s all about Shakespeare. Now at the start of this project I thought “great another Shakespeare project” but in the end this project was by far one of my favourites. The driving question to this project was changed from “how do we modernize Romeo and Juliet to appeal to a younger audience?” To “how can we present a live audio story that makes an audience appreciate the relevance of Shakespeare?” The reason of the change is that we couldn’t create a good enough adaption of the entire play. So we just adapter certain parts in the end. But let’s not rush. This project started with comparisons, more specifically that of the original play, the 1968 movie, and the 1996 movie. I also created 2 new podcast episodes, these episodes were different because I had co-hosts, Thomas and Julia.

For this project we 3 curricular competencies that represent each PLP area of study, English, Social Studies, and Maker.

English 10: I can express an understanding of how a text uses literary devices to make meaning.
I can express an understanding of the role of contexts, values, and perspectives in texts and how language is used to construct personal, social, and cultural identity.

the stepping stone that best represented this competency was the act comparison charts. For these stepping stones we read through the Romeo and Juliet play and watched the movies to compare how they were similar and different. I found that I was able to get a better understanding of the play through seeing the movies.

Maker 10: I can select and use a design solution to a problem, process, or challenge.

The milestone that best represented this competency was milestone 2, this milestone was our first co-hosted podcast. For this episode i had to solve the problem of how does Shakespeare connect to the BC outdoors. I answered it with bard on the beach, bard on the beach is a festival held at a park in bc and they preform Shakespeare plays.

Social Studies 10: I can explain and infer different perspectives on past or present people, places, issues, or events by considering prevailing norms, values, worldview, and beliefs.

the milestone that best represented this competency was milestone 4, our second co-hosted podcast episode. In this episode Thomas, Julia and I talked about how the location for the Romeo and Juliet movies we were watching in class adapted to fit the time era and characters. We also talked about our different views on the Romeo and Juliet movies and which adaption we liked the best.

The final step to this project was to wright our own adaption and preform it as an auditorial story. It was a challenging process but it turned out well.

In conclusion this was my favourite project yet and i hope we get to do more similar projects in the future.

The Colourful 60s

Hey guys, welcome back to another blog post. In todays post i will be talking about the colourful fashion of the 1960s.

Many things were happening in the 1960s, one of the major things was women’s rights, now I’m not here to talk about that but about the style of the 60s. The 60s was known for their colourful style of neon and flowers

The Mysterious Attack

Hey guys welcome back to another blog post. As you may know from my last project post we are creating podcasts this year. If you want to catchup on my podcast journey make sure to read my Greatest Canadian post and my podcast trailer post.

Anyways, for episode 2 of my podcast “Rhiann’s Nature Scope” we had to answer the driving question:

How might we use stories to understand the causes and consequences of WWII?

To answer this question we had to tell a WWII story and be able to support our story with an interview. With my podcast topic being the outdoors of BC I decided to see if there were any places in BC that were effected by the war. I happened to stumble upon a location on the west coast of Vancouver island. Estevan Point lighthouse has a very mysterious story, June 20, 1942 a Japanese submarine shelled Estevan Point Lighthouse.

Have I constructed an original connection between myself, the text, and the world? The milestone I showed my best work to respond to text would be my story connection milestone. The story connection milestone was where we read or listened to people’s story that had a connection to WWII. We had to listen or read the story, and fill out a template of the story’s story arc, connect it to another source, connect it to a personal story, find the message of the story, and find 3 or more vocabulary words and definitions. I found that as we work through the 3 stories I progressed in telling the different aspects to the story we heard or read.
Have I found diverse sources and evaluated them for their relevance, accuracy, and reliability? The milestone I showed my best work to using evidence and resources would be my research milestone. For this milestone we had to find 5 sources to support the story we were telling in our podcasts. One of these sources had to be an interview or piece of audio. I had found many website sources that informed me about the attack but a couple also gave me information about it’s history before WWII, I found all this information very helpful for this episode.
Who or what influences events to occur and what were the consequences of those events? The milestone I showed my best work to analyzing cause and Consequences would be milestone 1. For milestone one we revisite our nationalism project from last year and looked at how Canadian nationalism might be different to different countries. For example canada is very accepting whereas America can be seen as not so accepting. We created a collage of different shapes and photos to represent Canadian nationalism and presented it by saying how these photos or shapes represented and cause us Canadians to be who we are. We also had to create a small reflective paragraph about how we as individuals are impacted by where we grew up and where we live and how it shapes our identities.
How might I use technology to connect to the world? The milestone I showed my best work to Globally collaborate would be milestone 5. Milestone 5 was our podcast episode, I think that my interview within my podcast best showed my work for this competency. It took me a really long time to be able to find someone to interview, first I emailed BC Parks but they never responded, so I emailed someone on a website that I found who had a page about Estevan Point, luckily enough the person I reached out to had the email of the actual lightkeepers at Estevan Point Lighthouse, I got a response from Maureen Schmidt and we scheduled an interview. I feel that my interview with Maureen went really well, she told me a bit about her role as a lightkeeper, what happened at the lighthouse during the attack, and what she would do in that situation.

In conclusion I really enjoyed this project because I got to learn not only about how BC was connected to WWII but also a bit of our history here on the west coast. I felt that I didn’t represent my best work during this project but will hopefully be able to improve for the next one.


I hope you enjoyed learning about my recent project, make sure to listen to my podcast.

Peace ✌️

Kids during WWII

hey guys welcome back to my blog. With our new normal hybrid model at school we are doing a new project each 5 weeks for my PLP course. We are currently working on a new project that revolves around WWII. I have always known more about WWII than most major events in history.

On Wednesday the 25 we read a short book about a girl named Rose Blanche. This book was about Rose watching trucks with soldiers driving down her street and one day she noticed a boy trying to escape one of these trucks, so she decided to follow it. While following it she happened across a barbed wire fence, behind that fence were kids around her age wearing striped pajamas, she overheard some of the kids say they were hungry, she had some food left over from her lunch and decided to give it to the kids. She kept collecting food and going back to the fence to give it to the kids, she noticed that more kids kept coming to the camp and some were even wearing yellow stars. One day her small town starts to evacuate, she doesn’t know what is going on and decides to go to the fence. As she’s walking in the woods to find the fence there’s a shot.

When I read that part I immediately knew what happened (she was shot). It took a couple other people to realize what happened. I found the story very sad because the girls mom didn’t even know that she had been giving kids food at the camp or where she had gone the day of the evacuation. I decided to tell my mom about the book once I got home from school. She told about a book she read called “The Boy in The Striped Pajamas” and how it was similar to the Rose Blanche story I read.

the boy in the striped pajamas is about a boy whose dad works at an internment camp but doesn’t want his family to know. The boy decided to go explore behind their backyard, despite his father telling him not to. The boy stumbles apron a barbed wire fence and meets this young boy around his age. The two boys become friends a come up with a plan to play together, the boy in the camp gives the other boy some extra pajamas to be able to come into the camp. Little do they know that the day the boy enters the camp under cover is the day of the showers. The dad eventually realizes that his son has died.

In conclusion I have learnt that people interpret things differently and don’t always understand things for what they really are. I am very grateful that I didn’t grow up during that time of war.