AAE202 Group Project Members: Gillian Chang Yan Rong Nurshida Binte Abdul Hamit Noorlizah Binte Osman Nur Asyikin Binte Iskander Siregar Nur Liyana Binte Saine Lexical Relation: Polysemy Rationale of Concept/Content/Activity 1. Why we use cartoon characters and animation? We use as tuning in to engage and interest students. The music video after Polysemy Part 1 is to entertain students with lively and catchy music that is highly popular among children. The characters of Madagascar are incorporated because students are very familiar with the movie Madagascar, and it is very popular among children. Hence, it is used to capture their attention at the start of the video through colourful animation and sounds We used polysemous words involving body parts for students to easily make connections and relate examples to them so that they can understand better. Body parts are familiar words which students have prior knowledge on, hence we will use this to built on and introduce the concept of polysemy. 2. Structure of Lesson a. Intro We explain the concept of polysemy at the start of the lesson by giving them an example of a passage with polysemous words. b. Development We used repeated slide number, to reinforce understanding of the concept of polysemy and how words are related in meaning by the structure, function and location. 3. Conclusion Simple MCQ questions are given to assess students understanding of the main concept of polysemy. The extension activity is a higher-order activity to stretch students ability and if the video is used in class, teachers or even parents can check their understanding through the students' usage of the chosen polysemous word.

This is best viewed in full screen, and volume lowered to half. This is a NIE English Language project for AAE 202 module (Language meaning and use). This is a teaching tool for primary 5 students (mixed ability).

AAE202 Group Project Members:Gillian Chang Yan RongNurshida Binte Abdul HamitNoorlizah Binte OsmanNur Asyikin Binte Iskander SiregarNur Liyana Binte Saine Lexical Relation: Polysemy Rationale of Concept/Content/Activity 1. Why we use cartoon characters and animation? We use as tuning in to engage and interest students. The music video after Polysemy Part 1 is to entertain students with lively and catchy music that is highly popular among children. The characters of Madagascar are incorporated because students are very familiar with the movie Madagascar, and it is very popular among children. Hence, it is used to capture their attention at the start of the video through colourful animation and sounds We used polysemous words involving body parts for students to easily make connections and relate examples to them so that they can understand better. Body parts are familiar words which students have prior knowledge on, hence we will use this to built on and introduce the concept of polysemy. 2. Structure of Lesson a. IntroWe explain the concept of polysemy at the start of the lesson by giving them an example of a passage with polysemous words. b. Development We used repeated slide number, to reinforce understanding of the concept of polysemy and how words are related in meaning by the structure, function and location. 3. ConclusionSimple MCQ questions are given to assess students understanding of the main concept of polysemy. The extension activity is a higher-order activity to stretch students ability and if the video is used in class, teachers or even parents can check their understanding through the students' usage of the chosen polysemous word.

AAE202 Group Project Members:Gillian Chang Yan RongNurshida Binte Abdul HamitNoorlizah Binte OsmanNur Asyikin Binte Iskander SiregarNur Liyana Binte Saine Lexical Relation: Polysemy Rationale of Concept/Content/Activity 1. Why we use cartoon characters and animation? We use as tuning in to engage and interest students. The music video after Polysemy Part 1 is to entertain students with lively and catchy music that is highly popular among children. The characters of Madagascar are incorporated because students are very familiar with the movie Madagascar, and it is very popular among children. Hence, it is used to capture their attention at the start of the video through colourful animation and sounds We used polysemous words involving body parts for students to easily make connections and relate examples to them so that they can understand better. Body parts are familiar words which students have prior knowledge on, hence we will use this to built on and introduce the concept of polysemy. 2. Structure of Lesson a. IntroWe explain the concept of polysemy at the start of the lesson by giving them an example of a passage with polysemous words. b. Development We used repeated slide number, to reinforce understanding of the concept of polysemy and how words are related in meaning by the structure, function and location. 3. ConclusionSimple MCQ questions are given to assess students understanding of the main concept of polysemy. The extension activity is a higher-order activity to stretch students ability and if the video is used in class, teachers or even parents can check their understanding through the students' usage of the chosen polysemous word.

Best viewed in full screen, and volume lowered to half This is a NIE English Language Project, for AAE 202 (Language meaning and use) module. This is a teaching tool targetted at the primary 5 students (mixed ability)

Best viewed in full screen, and volume lowered to half This is a NIE English Language Project, for AAE 202 (Language meaning and use) module. This is a teaching tool targetted at the primary 5 students (mixed ability)

http://www.dbloveskittens.blogspot.com

Returning to the theme of TV/internet convergence, both in terms of TPTB's promotional materials and our own vlogging experiences. SPOILER SAFE: I mistakenly thought a certain major event was going to happen tonight, but in fact it's To Be Continued. Skip from 0:35-0:38 to avoid the mention of the character's name, or just start watching after that if you're especially sensitive.

Kudis to kbeare for uploading this in the first place.

A short animated piece in which a hungry planet attempts to devour its own moon... unsuccessfully. I created this piece with no special animation equipment besides a consumer grade scanner, a stack of white computer paper, and a piece of plexiglass with a lamp underneath it. I scanned in each frame and strung them together using Final Cut Pro. For the sound, I recorded three different notes using a synth setting on my keyboard, then edited the tones in Final Cut to fit with the images. I don't know the exact number of individual drawings I made, but I estimate it to be somewhere between 400 and 500. The whole thing took me about a month or so from start to finish. This is the first hand drawn animated short I've ever created. I plan to create more in the future.

ANIMATION BY CORINNE HEATH, You Tube Channel Here: http://www.youtube.com/user/corheath Corinne Heath Website Here: http://www.corinneheath.com/ POETRY BY ERIC HEATH PRENDERGAST, Blog Here: http://polysemic.org/ HE DREAMT THE SKY BLED GREYBLUE AND POETRY POEM BY ERIC PRENDERGAST Where the waves, rabid, rushed the shore and sunk their teeth ever deeper. Where the clouds roared above, aloft on brickblunt cuttooth whipping winds. He thought some law he could deduce might make legible this spectral body of words, like murmurs, part sound part silence in messy shreds, discarded out of order that filled and drained his inner half, screamed softly nonsense nursery rhymes as if were wisdom. As if he could hold them, a pile upon the palm, dump across a desk, paste together with tweezers, precise, archeologist of echos who sets his remasterpiece in a box, glass, open and willing, perfect from all sides. When here it only gave rocks and clumsy numb dumb fingertips too slowly scratching, fumbling after loose bits of word, little sound scraps snatched up again by impatient gusts. Returned to the sky where they belong.

ANIMATION BY CORINNE HEATH, You Tube Channel Here: http://www.youtube.com/user/corheath Corinne Heath Website Here: http://www.corinneheath.com/ POETRY BY ERIC HEATH PRENDERGAST, Blog Here: http://polysemic.org/ AMID THE MIDWEST, THEY WAIT POEM BY ERIC PRENDERGAST And so the day ended much as was. as will, as ever under a vast expanse of ashengrey accents amid otherwise little to mention; chance of snow perhaps tomorrow, A moment to bask in the afterglow of a list made neat from dotted-line clippings: milk gallon, a letter to somewhere, dry cleaner's Made up debts made time for the game at seven, or the highlights at least and an early turn in; to Church in the morning to shake hands and smile. The blacktop lays at his feet like a lead apron while, as before, the sky half-threatens. In a parking lot dribbling out mid-market minivans he fumbles for keys, and shifts sole to sole. After, he waits for the heat to kick in. She returns from dyeing. The greys are ensconced beneath streaks of blonde like great gramma Mimmi's, whose long braid stayed bright to the last. In the winter demand for heirloom seeds wilts, but well, she can manage and has always yet. There's the charming location, and the plaque for design. Middleton Business Bureau's. "A modernistic nod to the canals and euros; even in November you can nearly feel the sun." That builder with the goatee never did return her necklace. Her husband had given it on their twelfth anniversary. But Diane saw him buy it the very day of. Barn av skogene. Kind der Äcker, From a car on the interstate, strict sixty-five, it watches with interest the passing surroundings. The spaces in places where there should be solidity. Between the prim farmhomes and generous fields, the4 main streets, antique shops, chapels in white. The three beat gap dividing answer from question. The moments when no one should be looking. It watches and learns. Adjusts. Until it no longer wonders what distance there's left to cover, It merely holds its breath and counts the seconds. Amid the Midwest, they wait.

ANIMATION BY CORINNE HEATH, You Tube Channel Here: http://www.youtube.com/user/corheath Corinne Heath Website Here: http://www.corinneheath.com/ POETRY BY ERIC HEATH PRENDERGAST, Blog Here: http://polysemic.org/ BECAUSE HE FEARED THE TURN OF SEASONS POEM BY ERIC PRENDERGAST By Fall's invitation the clouds come to meet him. Their ears aren't what they used to be, so they'll gather close with all the wisdom that grey eyes grey beards, grey sighs convey. They don't care much about speeding citations, rip-off dealers in the park, "I'm not sure I understand the question," her smile as she closed the door. But they'll watch with respect. Private audience to a show too chaotic to follow most times. And they don't mind a bit-part's stagefright or bother too much if he mumbles his lines. They'll rustle applause all the same, and often shower the stage with fire bouquets. Spring's clouds prefer a balcony seat. They splatter the players with spittle. Incessant twittering laughter at moments all wrong, according to script. Open-air theater takes getting used to. There is no exit stage left.

V. Sundaram, ReadyMade2005, The Brief Ascension of Marian Hussain. Lovely Chrétien relates the search for a solo exhibition in Tokyo around 2028. The video shows the artist non-naked and dressed up, a video picture in the nawa-shibari style, characterised by the artist non-bound and non-suspended in the auditorium of MuHKA. By associatively linking desire and video art, voluntarily appropriation and captivity within the white walls of the exhibition space, dependencies, networks, complicity, and cliques, L.C. von Sukmeister creates a polysemous play of thought: Who are the string-pullers? Who are the curators? How do things stand with the notations? Images themselves are accomplices in the dominant system of truth and as such are inevitably bound up with power relations of knowledge. H. Steyerl's text by M. Ammer, p.310, is a tour de force of analogies and correspondences in which the world appears just as complex and interconnected as it actually is. Credits: Art Director: L.C. von Sukmeister Cinematographer: Vivan S. Camera Operator: Le Chef du Bureau Location: Antwerp (Belgium) Date: 16 March 2008, ReadyMade 2007 Script Consultant: Maunuela A. for Hito S. Prop assistant: M. Hussain Serie: MARTIN SASTRE WIE IS DAT? PLUK JE KUNST PLAKJE KONST!

ANIMATION BY CORINNE HEATH, You Tube Channel Here: http://www.youtube.com/user/corheath Corinne Heath Website Here: http://www.corinneheath.com/ POETRY BY ERIC HEATH PRENDERGAST, Blog Here: http://polysemic.org/ PRAGMATIC / TRAUMATIC POEM BY ERIC PRENDERGAST Mechanized masquerade, wisdom while you wait. The right words for every persuasion. A game to play with animals, Means to an end. Means to ammend the labyrinth scheme of favors. courtesy, the wolf's forked paths. A red light (means) turn right. Sparkle-wit chit-chat; slop for the trow. Honey-dipped razors; treats for the sweet. Liar, liar, set afire. Schizo indifferent. Dancing onn the edge. Careful there. Someone might give you a push.

A music video to Waltz #2 (Xo) by Elliott Smith by A2 media students. Music is polysemic if it doesn't adhere to your previous reading... deal with it.