Introduction to ePortfolio

My academic journey has definitely been a rollercoaster ride throughout the years. I've gone from being a high of being overly excited about school to an all-time low of slacking off and letting my grades suffer. I've never been consistent throughout my school years and while some years are painful to remember due to less-than-stellar grades and a lack of achievements, I have never been ashamed of my past and am still willing to share my story with anyone willing to listen. Everyone has experienced the highs and lows of school and probably have a mountain of stories to tell about them, no matter how embarrassing they might be.

I've been all over the spectrum when it comes to grades-from A pluses to a pathetic F-and yet here I am, at 19 years old, still standing on my own two feet with my whole life ahead of me. I want people to see how I've changed and developed throughout my years to being the college-bound student that I am today. Grades can be superficial; just by looking at my high school transcipt, I'm sure most people would assume that I would have totally blown off college and given up on school completely. But I would like people to see that even after my lowest of lows in school, I perservered and never gave up hope of achieving my goals or believing that I couldn't overcome past failures. My school years began when I was in kindergarten and I'm sure I've got many more to go in college. I will treat my highs just as I treat my lows in this ePortfolio-as points my life that signify who I was at the time and where I was headed in life. This isn't meant to be a shameful story, but rather a strengthening and even enlightening story for those who usually don't hear me say a whole lot. Hopefully, this story speaks for itself.

Online Honors Institute Infomercial

Having taken a film class in high school before and actually being required to produce my own film, it's already pretty easy for me to lay out an idea in my mind of what an ideal infomercial for the Honors program should look like. The first thing that I would take into account is my audience, which would be prospective or current Foothill students. So I would have to direct my film to these students and make it interesting for them. I think the best way that this can be done is by showing other students talking about the program, such as the Slippery Rock College did. Students would want to see other students talking about the program, rather than adults like the faculty, who they may not really relate to. I noticed that with the films made in high school, the more successful and popular ones that students enjoyed were the ones that featured students the most. This wouldn't mean that I wouldn't interview some faculty of the honors program, it's just that I wouldn't make them my main focus, but rather the students that benefit so much from the program.

I'd probably start off the film by showing video of the Foothill Campus, the Honors Institute office, and in the classroom of different honors classes. I don't think I'd have a narrator, as that can give a less-personal feel to the film. The students interviewed would be asked what their majors are, how long they have been at Foothill, where they want to transfer, etc. I'd also want to make clear some facts about the Honors Program and clear any myths or worries that some students might have about the program. I basically would like the students to describe the program and what it is doing for them. After watching the infomercial, the goal should be that students should be well-informed of everything about the Honors Program, as well as getting a good idea of how other students feel about the program.

Pre-Planning My ePortfolio

I definitely think that I am going to focus on my academics for my ePortfolio because it is really the only area of my life that I can really reflect on. I don't want to go overboard with my exact platform for my ePortfolio, so I do think that I will keep it simple and maybe go for a blog. The digital stories I viewed online did look really fun to make, however, I just don't think that I would have the time to make one. As for my evidence that I will show, that is a bit trickier for me but I have kept some old essays that I wrote over the past couple of years that I am proud of, so those could be a part of it. My evaluators will most likely either be a friend (if I can persuade one to do this) or a family member and a teacher. I know for sure that someone like my mom will have no problem evaluating my ePortfolio for me and teacher-wise, I will most likely go to a teacher who I have a class with this quarter. Specifically, though, I haven't made up my mind although I do have the following choices: Dr. Barkley, Ms. Huerta, etc.

A video enhancement to my ePortfolio would be ideal, but again, if time becomes an issue than I will resort to doing audio instead. During week 9, I should focus directly on my topic and start to gather the evidence that I will use. During week 10, I will get my platform set up (blog), as well as recording either my video or audio portions; basically just finish my rough draft of my ePortfolio. Week 11 will probably be spent looking for evaluators to look at my ePortfolio, specifically teachers. Lastly, Week 12 will consist of just fixing anything that has been brought to my attention and just cleaning up my ePortfolio. I would want to use my work (such as the essays) to show my evolution as a writer, student, and thinker and how I have developed into the student that I am today.

Re-Assessing the Honors Institute

Overall, I think I am pretty happy with the Honors Institute and the benefits it offers, such as the popular UCLA Tap program. I'm pretty sure that without that agreement, I definitely would not have been accepted to UCLA. However, I do have some issues with the program, but it's one in particular that bothers me the most. I think that there needs to be a bigger variety of classes available each quarter or at least a repetition of classes. For example, I wanted to add a particular seminar class that was being offered in the fall quarter. Yet, of course, when I went online and tried to add it, the class was already full and there was a waitlist. I thought that wouldn't be a problem, only to find out that that class was only being offered that quarter, one time, for the rest of the year. I just think it's not fair, especially to the people who are already in their 2nd year and are likely leaving at the end of the spring quarter. We are basically given only one chance to take a particular class and after that, it's too bad too sad.

More and more people seem to be joining the Honors Program so I just think that out of a matter of fairness and equal opportunity to all, there should be either a bigger selections of classes in general or at least have some of the same classes be offered during different quarters. So at least there is an opportunity to take a particular class another quarter. Of course, I might just feel this way because I have had a bad experience with signing up for classes, while others who have had no problem with getting the classes they want might not see it as being a big deal. Even with that little issue, I still think the strengths of the program (UCLA Tap, Honors Scholar) greatly outweigh the weaknesses.

Steve Jobs' Stanford Graduation Speech 2005

The part that I identified most with Steve Jobs was the fact that his parents always pushed him to go to college. My entire life my parent's have been saving up for me to go to college and not going ever really didn't seem like an option. And even though I'm not really at that point of actually being in a university, I do worry about some things that eventually made Jobs drop out, such as money. I worry that, as is stated in the article, I'm just draining all of the money that my parents have moved aside for me. And not only that, but I'm considering going to a private university as well, which would be double the cost. Although, in the end, I can't imagine that I would ever drop out of college as Jobs did, but I'm sure that Jobs never would have imagined that he'd drop out either. It would just seem like too much work has been put into getting accepted, attending, and graduating college just to throw it all away at the drop of a hat.

Jobs mentions in his speech how he was fired from his job at Apple but actually looks back at it as a good thing. He says that you can really only connect the dots in your life when you look back at them, not while you're in them, which I think is really what an ePortfolio is all about. You're reflecting on your past work and achievements, which is literally impossible to do while you are in the present. In the present-time, Jobs must have thought that his dropping out of school would just lead him down a path of total failure, completely unaware of what was to lie ahead of him. It's only that by looking back, he can see how he maybe strengthened as a person and was able to focus more on what he really enjoyed doing. In this case, an ePortfolio would be really helpful for Jobs to look back and see how his life choices regarding his education changed his path in life.

Weaknesses as a Learner

Besides procrastination, I still have a few other weaknesses as a learner that I need to work on. First, I would say that I am easily distracted when I am working on school work. Whether I'm doing homework on the computer or not, I always find myself losing focus on my work and eventually doing something else entirely. When I'm on the computer, I always tell myself that I am going to work on my assignment right away, however, I usually get distracted by some form of entertainment to me like Facebook or Perez Hilton. This in turn causes me to take even longer to do an assignment that might really not take very long if I had just started it right away and not stopped in the middle to look at something else.

Anther weakness that I have as a learner is probably going to school not prepared enough to learn, such as not getting enough sleep. No matter how much sleep I do get, though, I always find that I am the worst when I get up early. It doesn't matter if I get 12 hours of sleep the night before, I am always going to be exhausted if I have to get up at 6 or 7 in the morning. The easiest solution for this problem of course is to maybe choose classes that start later in the day. However, the one gripe I have with the Honors Program is that certain classes are offered only at a certain time and there is no way around it. My Music 8 class starts at 8 o'clock in the morning and I wanted to take it later but, alas, they don't only it later, it's either 8 o'clock or nothing. Hopefully in college, where I've heard there's fewer/almost no classes offered in the morning, I'll be able to focus better in class and not be so groggy.

Good and Bad Procrastination

Paul Graham's take on procrastination takes a different view than John Perry's, since Graham clearly states that to-do lists of what's more important and what's not don't really work out in the end. Graham says to do what you want, even if they are small, do-nothing errands, at least you will get some pleasure out of doing them and seeing them be done. I like how right away, Graham says that there are plenty of other sources that try to "cure" procrastination (like the CalPoly article) but it is impossible and I totally agree. I have no shame in saying that procrastination will stay with me probably throughout my adult life. I've always wondered why I procrastinate when it comes to school work and why I even started. Graham takes note of this issue in students and it's a fairly simple and agreeable argument. He says that students just don't enjoy the work that they are told to do, so of course they'll find something else to do that they enjoy more (TV, video games, internet, etc.).

We live in a world where time if of the essence and if people feel as if they've wasted even 2 mintues of their time, they're pissed. Graham notes that some procrastinators might feel as if they wasted their time if they end up failing the assignment they were supposed to do. I don't really feel that this particular concept applies to me really because I wouldn't think of my time being wasted unless I really DID get a bad grade. Otherwise, it would be time well-spent. Some tricks that Graham gives that I think could actually work (more so than the CalPoly suggestions) was to work on somewhat smaller projects that could eventually turn into big projects, like doing just bits and pieces of a big project over time or to split the work evenly with a partner(s). I agree with Graham that some of the best work can be done through these methods and the best part is that nobody has to know that you used them.

CalPoly Procrastination

After reading just the first paragraph of the procrastination characteristics section, it felt like I was reading an article that described me to a T. I TOTALLY take advantage of my time, as the article notes that if something is due in two weeks, you start to think that two weeks is more than enough time. I also strongly identify (and agree with) the part where it says that if you procrastinate on an assignment yet still get a pretty good/decent grade, it's almost encouraging the behavior to procrastinate again in the future. After all, you got a pretty good grade when you procrastinated, so why not do it again? The article at times felt like a psychological evaluation of procrastinators, even using the term, "A Frustrated Victim," to describe anther characteristic of procrastinators. However, I really liked the part where the article listed four reasons for procrastination and also listed some suggestions to help change those habits.

I can see how an article like this might help some kids who are struggling to turn their work in on time; however some kids just might be so used to procrastinating that it would be really hard to break the cycle. The article seems to be just focusing their attention on students, who are famous for procrastinating the worse, even though I'm sure adults in professional fields procrastinate as well. And even though some of the suggestions listed do sound pretty useful and insightful, the lure of procrastination also lingers in the back of student's minds that's sometimes just too strong to resist. Instead of just making me feel stupid and lazy like some articles on procrastination do, I think this one almost empathized more with students as to what causes them to procrastinate.

"Structured Procrastination" by John Perry

In some ways, I understand John Perry's theory of structured procrastination, but I feel as if he's maybe trying a little too hard to look at procrastination in a positive light. By no means do I think that procrastination is a bad thing (because I do it all the time-look at the time of these posts), but it seems like he's trying to apply this logic to an area where I don't think it really applies. Procrastination affects everyone at some point--from the total lazy kids who couldn't care less to even the smart, 4.0 kids who get stuck doing an assigment or two last minute. According to Perry, structured procrastination allows someone to accomplish lots of lower-importance tasks or even difficult tasks, just as long as something else looms to be finished as well, we always do something else instead. I feel like I do this sometimes with school work based on the class; if I find the work in a class a bit easier, I might do that before something else that I might find a bit harder. However, this could work in the reverse too, since an assignment could be so relatively easy that you just blow it off to the last minute because it won't take that long anyways.

Basically, Perry seems to state that procrastinators are good, accomplished people which is somewhat true, but as always, there are horrible procrastinators that never get anything done. But I do like the ending of Perry's article, where he states, "And what could be more noble than using one character flaw to offset the bad effects of another?" I guess that's just what's so powerful about procrastination; use some of your other academic skills and you just may pull everything off without a hitch.

Extra Credit Review: Ohio University Second Life Campus

Overall, I think the YouTube video on the Ohio University Second Life Campus pretty much summed up what Second Life is all about and the various things you can do while on the Second Life Campus. Just from viewing the video, the Second Life Campus looks like a Sims game, with various characters walking around campus and interacting with other characters. Thus, it can make Second Life appear to be more of a fun game than just an interactive site which may or may not disappoint people. But I generally do like the concept of Second Life because it allows students to meet (online) other students at Ohio University, so it may help some of the shyer folks to get out there and interact with other fellow students. And, judging by the comments section, the makers of Second Life seem to also accurately portray the school's campus, which also might be useful in getting new students to get almost a virtual tour of their new surroundings.

One particular aspect of Second Life that I liked is the Art and Music Center which boasts music, film and art not only from well-known famous faces, but also Ohio University students. I think this can be a great way to encourage students to show off other skills and interests besides their academic ones. Of course, as with any internet program, there can be several cons to Second Life, as I saw listed on Wikipedia. Some people who still may get overwhelmed just by going online probably will not benefit from a Second Life experience as the video explanation of all there is to do might easily freak-out a less-than-savvy computer person. However, it seems most likely that hard-core, Ohio University students may totally love the idea and would do anything to further show their school pride. I think any way that schools try to incorporate the internet into student's academic lives can only be positive for both the student and the school.

The Journey

I think it would be easiest for someone my age to consider my academics as my "journey." Being in school since kindergarten, I think I have already had plenty of experiences, yet I still have (what feels like) a ways to go. Currently, as of spring quarter 2008, I think I am in "The road of trials" chapter of my academic success. I am still in school and plan in staying in school for a while until I finish getting all the degrees necessary to finally go out into the workforce and sustain a well-paying job. But with school, "the call" really wasn't due to my own planning or will; I, like every other kid, was technically forced to go by law. So even as un-heroic or impassionate that may seem, I think the experiences that I had were very valuable, from all the roadblocks that I've overcome to the friends that I've made to the great teachers that I've had. It sometimes feels like I learned just as much, if not more, from the experiences and people that I met outside of the classroom than the curriculum I studied in the classroom.

Some phases of the journey seem to still apply to me, such as "the ogres" that I still face everyday (and probably will) throughout my academic career. I still deal with hard classes, schedule confusions, and such on an almost-daily basis. The phase of "the ogres" seems to be one that occurs before the actual journey, "the road of trials", begins but I still think that "the ogres" can still occur even during the actual journey. Being on my academic journey, it's much easier to look back than it is to look forward into the future because I still feel like I am evolving and whatever new-found passions come my way will probably greatly affect the goals I have set for myself (such as my major/minor). I know that I will be on this "road of trials" for the next couple of years and I can only imagine what the next two phases, "the return guardians" and "the homecoming" will be like for me, but I can only wish that they are as beneficial and meaningful to me as other phases of my academic life have been.

Exploring Digital Storytelling

I must say that this aspect of the ePortfolio gets me totally excited. Digital storytelling seems like just a more educational approach to making movies and after watching some examples, it seems like it would be a lot of fun to actually make one. I've only made one short film before for a film class in high school and as soon as I started watching the clips on Dr. Barrett's site, I immediately thought of my film and the process I went through of adding sound, images, voice-overs, and music. All of those components seem to fit into what digital storytelling is basically comprised of, but you get to tweak it to represent more of who you are as an individual. I can imagine myself using digital storytelling in so many different ways. The most obvious way would be using digital storytelling to describe myself and using my narration and various images of myself that would hopefully give the viewer a better understanding of who I am.

One example that I watched was titled "Jonathan" and it described a young mother's love and journey with her new son Jonathan. I think it was wonderfully done and that digital storytelling example gave me an idea of another digital storytelling video I could do. I figured that I could also do a digital storytelling of important people, places, and events in my life that have helped in changing/shaping who I have become. I think even people who do not consider themselves very creative would have a really fun time coming up with ideas of what pictures and music to add because in the end, it's really all about the person that is actually making the video and, really, what's more fun/interesting than describing yourself? I could really go all out with digital storytelling and since I already have some experience in filmmaking, I think it could make digital storytelling even just a little more sophisticated and would give me tons of much-needed confidence.

Exploring Cloud Computing and Web 2.0

While looking around Dr. Helen Barrett's site on Google Apps, I must admit that at first I was really confused. I've always considered myself an internet-savvy person, judging by the fact that I'm on it almost every day and kind of grew up with it, but maybe it was all the words or the little diagram that was at the top of the page, but I was totally lost. But after reading up on it for a short time, I think I finally got the jist of what Google Apps are all about. The YouTube video was also pretty informative and basically made Google Apps seem like the newer, technological way to send and edit documents. First off, a big benefit is that the Google Apps list is long, therefore giving students and teachers more options on not only how to upload work, but also on how to comment on it. Google Groups seems like a great area is share ideas between teachers and students about the work being submitted. I'm sure I'd love using Google Apps just because it'd make the process a whole lot easier since there are so many different applications with specific purposes, that it would seem really hard to forget where you put something or where to go to find something.

I was really all for the benefits of Google Apps because I could see so many right off the bat. However, I can understand some people could get easily confused (like I was in the beginning, but just stay that way). Something could easily go wrong in the uploading/sharing process and either not get uploaded or get uploaded totally weird or whatnot. Also, I'm not sure if this is exactly true or not, but if it is, I think some students in particular might feel kind of embarrassed to let other kids see the comments teacher make to them about their work and make it totally public. It's like posting your grade for all to see, which I'm sure a lot of kids would not appreciate very much. Also, if people for some odd reason absolutely hate Google I'm sure then that they would not be very excited to use all Google applications in helping to create their ePortfolio.

Learning Portfolios

I think it would be fun to do an ePortfolio on my favorite movies, since I was planning on being a film major when I first enrolled in community college. Movies are very interesting to me and I have a few particular favorites that I never get sick of watching. My target audience, would most likely be my family and the people that know me best (such as my friends). There might also be a few people here and there who are also movie-fanatics who might be interested in my ePortfolio. I would show several video clips of parts of my favorite movies (courtesy of YouTube, perhaps) and then I would explain in detail why these clips are important for people to see. I wouldn't just want to direct my ePortfolio towards people who have already seen the films that I cover, but also ones who may have an interest in film in general and want to see several different movies that they maybe haven't seen before. To show my evolution of learning, I would show, maybe through text, some movies that were my favorite as a kid (mostly Disney films) and would proceed to show how my interest in films was shaped throughout the years. Images of movie posters and the actors in the movies would also be extremely efficient to show that as I got older, I didn't like movies just for the actors in them, but also mainly for the script and plot as well.

Hopefully, I would be able to get some insight from other viewers of my portfolio, but if not, then just compare my thoughts about movies to other movie critics and see how sophisticated I have become when it comes to movie-watching. Even though I have chosen not to major in film anymore, I still have quite a passion for movies and watch as many as I can (Oscar-worthy or not) every year. My overall goal would be to show others how movies can shape people's lives and how big of a role they play in our society through their famous words and images. By showing the movies that I like in particular, I hopefully would be able to encourage others to step forward and reveal their favorite movies, no matter how popular they are or not. And hopefully, people will learn about more independent, cult classic films that they have never heard of before, thus enhancing their overall movie knowledge.

Practical Portfolios

I can see myself using ePortfolios in only a few ways, one of them being for gaining employment. This option really seems the easiest to me because the freedom of the internet allows you to make your ePortfolio on your own time, at your home (or other place of choice), and you can add decorations to the webpage that you aren't necessarily allowed to do on a paper portfolio. Most of the ePortfolios I viewed were resume-type portfolios that listed all of their achievements, awards, and past jobs. I would have no qualms in making such a portfolio and I think more businesses/companies would be more interested in it if they learned more about ePortfolios.

While that may seem like the easiest and most beneficial ePortfolio to make, I also wouldn't mind making an ePortfolio that showed my work in school and how it has (hopefully) progressed throughout the years. I have already had to do such a portfolio (on paper) when I was in the eighth grade and I actually did find it pretty fun to be able to look back at all of my work, some that I was proud of and others that I wish I never did. Looking back at such work can be beneficial in realizing that school (and life) can be a rollercoaster sometimes of things that you are proud of and no so proud of, but you made it through anyways. This ePortfolio could also be considered as being made simply for my own personal pleasure, because I can't really imagine a lot of people being interested in a complete stranger's past schoolwork. But if I were to make an ePortfolio just for the sake of wanting to make one, I'd choose a topic that I have a keen interest in and others might too (such as animals or even one that might document the school life at whatever college I end up at). ePortfolios seem to be making ground in the internet world and just like any other portfolios, can be used in various ways.

Sample ePortfolios

The first search I did to find ePortfolios was on law ePortfolios. The first real ePortfolio (www.utexas.edu/academic/cit/eportfolio/portfolio/?portfolio=117) I found was on a woman's ePortfolio that described her venturing into the realm of law and justice. This woman seemed intent on pursuring a career in law and in turn, wrote about her many experiences interning at some law offices. Overall, the woman included a little statement about herself and her goals and all the experiences she has had with her career thus far. The only weakness with this particular ePortfolio is that the setup is not all that nice and it is impossible to read some of the words, but overall, I think it represents what an ePortfolio is all about. The second ePortfolio (http://www.sarahfayyaz.com/) was about another woman seeking a career in law. The ePortfolio has a simple look to it and the links are all easily accessible. I honestly couldn't find a big weakness in this particular ePortfolio because the woman included everything from the courses she is taking to the diplomas she has received thus far. I think the ePortfolio gives a good, general sense of who this woman is and what her goals are and based on the site layout I think this ePortfolio is much better than the earlier one I looked at.

The second search on astronomy ePortfolios gave me a lot more ePortfolios to look at. The first one (www.personal.psu.edu/klr279/) actually seemed more like a blog than a true ePortfolio, but there were some links that included personal information such as his current academic situation and some of her favorites (music, interests). The second ePortfolio (www.davidtylerhill.com/) went back to a more traditional ePortfolio, listing the writer's achievements, awards, etc. The strength seemed to be the content of the site, as it was useful in helping to understand the pursuits and strengths of the particular person. It was hard to find a lot of faults in these ePortfolios because the only aspect that I could truly judge was the basic look and layout of the sites. Most ePortfolios that I looked at (including this last one: eportfolio.cfa.arizona.edu/resume.php?portid=273) mostly listed personal information and career achievements (such as resumes) that the particular person has accomplished. These seemed most useful in helping a potential employer better understand the person, rather than having them communicate on a person-to-person level.

Frequently Asked Questions about ePortfolios

The question that I chose to respond to from Dr. Helen Barrett's "Frequently Asked Questions about ePortfolios" is the question that asks, "What do I put into an electronic portfolio?" First off, I have never even heard the word 'ePortfolio' in my entire life and I'm still trying to get a general idea of what it is. However, I'm most intrigued by what I'm actually going to be putting into my ePortfolio. I have made portfolios for school in the past, but they were all done in person with paper and envelopes, while ePortfolios are done all online (a LOT better, in my eyes). In the portfolios that I made for classes years ago, they generally consisted of work that I had done throughout the school year that I considered to be my best. The way that Dr. Barrett describes ePortfolios, is that the owner of the ePortfolio should really decide what to put inside the portfolio.

But I get a general sense that ePortfolios are basically the same as regular, paper portfolios except that with ePortfolios there are no papers but instead online writing (such as blogs!). The part that seems like the best benefit to ePortfolios is that it allows me to also include pictures and videos that I would not be able to include in an actual paper portfolio. I think such media can help greatly, especially in cases where words may not be enough to describe a certain aspect of someone's character. Nowadays, the internet gives so many different options that other sources would not be able to give and I'd be happy to use them all to my advantage.

Blog Search

The first search that I did for blogs, I looked up the word "dogs" and came up with a bunch of hits. The first site that I actually took the time to read was called Two Barking Dogs (twobarkingdogs.wordpress.com). The blog is essentially about a woman and her life with her two black Labs. The posts can be random, such as when she wrote about one of her dogs and all the little quirks about him and his temperment. Others are about trips that she made with her dogs, such as to a yard sale, the blogger's favorite, and the items she picked up. Pretty much every post though has some mention of either one of the blogger's dogs. Overall, the blog isn't that bad, but it is kind of hard to think of people that would religiously read the blog or had an intense interest in everything the blogger was writing.

To kick things up a bit, the next search I did was on polygamy, which I figured I would get a lot of hits for due to all the recent news about a certain polygamous sect. A lot of the blogs were people's personal blogs and they just happened to mention polygamy only once and then they went on to some other random thought. However, I eventually did come across a blog that dealt with polygamy, titled Christian or Biblical Polygamy (polygamy.joshuashouse.com). Now I actually got kind of scared at first to read the blog because I wasn't sure what to expect. I didn't know if the writer was going to preach that polygamy was a good thing or say that it was an absolute disgrace. While there wasn't an exact statement on that issue, I did find a lot of religious quotes taken from the Bible, so I can only assume that the blog was trying to make the point that polygamy is okay. Most of the recent blogs were on the FLDS sect situation that unfolded recently and one in particular, caught my attention as the bloggers basically agreed with a news article that the sect's separation of families is causing harm. A creepy site, nonetheless, and a ton times more interesting than the previous blog I looked it, but the controversial topic does pique my interest more.

Fantasy U-Museum

Upon entering my Fantasy U-Museum, right behind the doors, will be a huge picture (almost covering the wall) of my dog Louie. He means everything to me and is a big part of my life, so it would make sense to have him be the first thing that everyone would see. Moving along to the room to the left of Louie's picture, will be a gallery of how I think people think of me. The room will be white and bland with no windows; since I never talk in classes, most people don't even know that I'm there so I tend to blend in. White walls never really stick out to anybody, which is the way that I feel sometimes. There won't be much in this room, since most people don't get to see much of me anyways.

In the next room, however, will be a gallery of how I think the people that know me think of me. Loud music will be playing, as I love music, and pictures of me with my family and friends (and Louie) will be scattered about. The room itself is bright, open and sunny with zebra-striped patterened walls. To get out of the room, however, one must go through a maze and figure out which way to take to get to the next area. I love analyzing and figuring out puzzles, so this would be just my thing. Leading out of the maze will be a gorgeous garden with plenty of flowers, shady trees and a trickling pond. I have a fondness for nature and it always seems to relax me, which is how I would want people to feel after seeing my U-Museum. I'd want my U-Museum to overall be an eye-opening experience to other people about who I am as a person. Nothing is extragantly over-the-top or fantastical because that's not really the kind of person I am. I'm simple and somewhat boring, but I do have my passions that play a big part in who I am.