Oral Reflection

My analysis of how successful and how did this artwork affect the society and culture as its target

With reference to your text identify what response your play write is aiming to elicit and how you as a director would realise this in performance.

This class relate to my major in the way that as a Dental Assistant, I need to have the knowledge to used instruments to make my job easier and precise, just like in this class we used tools to make our sculptures faster and dynamic. When filling in a tooth I need to have the skills to reshape the teeth back to its natural shape, like in art I need to be able to use my skills to shape clay to a sculpture. In a dental office before starting a procedure, I need to be able to explain the patient what they will go through. In class, I need to present my sculpture and explain why I created it. This class and my major also require people skills and acceptance of different cultures and opinions.

Discuss why people can respond differently to the same artwork. People can respond differently to the same artwork because whatever mood a person is in can affect how that person responds to an image.

How does your piece of art communicate, evoke, or inspire? What do you think the artist was trying to say with his or her work?

Since the beginning of time, artists have labored extensively to find innovative ways to convey sentiment, passion, and feeling. Telling stories and trying to unlock the minds of people through different avenues of artistic labors. Art touches and affects people in unique ways; it can have special or unusual meaning on the person depending on how one views it. Artists’ rendering of their art is interpreted in numerous ways by others who view it unless it is explained by the artist on its meaning giving a clear example of what they are portraying. Two people looking at the same painting, sculpture, portrait, or photo may come to different views on the arts meaning even though they are looking

Reflective Summary and

I could understand art beyond others’ opinion about them. Moreover, I realized that it was a

making Practice-Based Learning work Reflection on PRACTICE A resource commissioned by the Making Practice Based Learning Work project, an educational development project funded through FDTL Phase 4 Project Number 174/02 and produced by staff from the University of Ulster. www.practicebasedlearning.org Author Patricia McClure School of Health Sciences, University of Ulster www.practicebasedlearning.org contents Reflection on Practice 02

felt that the frame of mind of the artist when he creates a work of

A work of art can capture a moment in a person’s life. When observing art it’s almost like a snapshot of a brief point in time. The artist tries to create this specific point, and within this creates a story or meaning. The art has something to say and the artist wants you to react or take something away from this experience. The reaction is the function of the specific work of art. Whether it’s a favorable or awful reaction, the viewer still walks away changed.

As onlookers peer into the artworks in front of them, there is no question as to whether or not they considered what the artwork means, where it came from and what the artist was interested in who created it. The

Reflection is considered as a vital element of professional practice as it precedes to insight and then subsequent change in practice. The hypothesis of reflection is not new as it can be tracked as far back in the 5th century by the influential Greek philosopher, Socrates and to the 1930s primarily focusing on John Dewey’s work. Dewey is one of the founders of learning from experience. He theorised reflection as ‘active, persistent and careful consideration’ (Dewey, 1933) initiated by a specific situation which was opposing, perplexing or uncertain. One of its most common use today is coming up with a thought, an idea, or opinion made or an observation made as a result of concentration, suggesting in essence a way of thinking in which one looks back and meditate upon (Agnes, 2004).

Towards the end of the second paragraph, I incorporated my first rhetorical strategy. I used foreshadowing when I stated, "As we approached the first RV park, I felt a lump in my throat and sick to my stomach. Looking back, I realize that the promise was kept, I truly did grow as a person," (Singh 1). Foreshadowing is meant to convey or hint a larger event that occurs later in the text and/or story. I used foreshadowing because, for me, that first RV park symbolized a barrier. That is, it symbolized me breaking out of my comfort zone. It also symbolized the first time that I experience a level of pressure during the trip. The use of foreshadowing allowed me to describe my seemingly intuitive apprehension to the journey. I felt that the use of this rhetorical device would be most effective at the end of the second paragraph because of the way in which I organized my speech. I broke up my experience on the RV into three parts that were separated into three paragraphs. Furthermore, the speech was written to follow the chronological order of events. I felt that using the rhetorical device there would artfully convey my fear and apprehension in the early stages of the trip. Using the device early in the speech allowed me to prove my gut-wrenching intuition correct later in the story. A challenge that I faced early on with the use of this device was how to truly show my audience how I felt. How do you describe a feeling like that? How do you even show people a feeling without

The area of art is popularly known for heightening emotions, challenging stereotypes, and ultimately providing insights into how individuals view the surrounding world. The artist and the observer time and time again see pieces in overwhelmingly different ways. Individuals may wonder why this is so. What could possibly create such a drastic change from one perspective to another? When it comes down to it, experiences are the answer. The artist and the observer have different