Author Archives: Meghan Wright

My Piano Recital For My Biggest Fan- Me!

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For my final learning project, I played “A Thousand Miles” by Vanessa Carlton! I was so excited to be able to play the song, there was one part of the song that I struggled with, and I plan on practicing more. I think my next step in the song process is fixing up the part I am struggling with. Then I will work on memorizing the song so that I can whip out my piano-playing skills whenever there is a piano nearby.

When I was practicing for this song, I thought it would be funny to write out lyrics to the song that has something to do with our EDTC class. You can find the lyrics below, the bolded parts are my lyrics and the other half are the lyrics from “A Thousand Miles” by Vanessa Carlton.

Making my way downtown- Chillin in EDTC

Walking fast, faces pass and I’m homebound- Blogging it up, playing bops, and were learning

Staring blankly ahead- Zooming into class

Just making my way- ready to learn

Making a way through the crowd- Learning about Twitter

And I need you- and bios

And I miss you- and hashtags

And now I wonder- and now we all know

If I could fall into the sky- Blogs need links and images

Do you think time would pass me by?- We need posts not pages

‘Cause you know I’d walk a thousand miles- ‘Cause you know i did my learning project

If I could just see you tonight- and posted it online

It’s always times like these when I think of you- At 7pm we gathered round started to learn

And wonder if you ever think of me – Thinking about cybersaftey

‘Cause everything’s so wrong, and I don’t belong- Cause everythings so sad and things go bad

Living in your precious memory- trusting in internet strangers

‘Cause I need you- cause it’s scary

And I miss you- and dangerous

And now I wonder- and we hope our students know

If I could fall into the sky- If they dont know, we’ll help them learn

Do you think time would pass me by?- do not trust randos on Social sites

Oh, ’cause you know I’d walk a thousand miles- OH cause you know even friends of friends

If I could just see you tonight- just might not be real

And I, I don’t wanna let you know- And we, we built eportfolios

I, I drown in your memory- we, we expressed ourselves online

I, I don’t wanna let this go- we, we read eachothers posts

I, I don’t- we, we blogged

Making my way downtown- Now that we are all done

Walking fast, faces pass and I’m homebound- we will take what we learned to the classroom

Staring blankly ahead, just making my way- teaching our students, how to be

Making a way through the crowd- responsible and safe online

And I still need you- And we are still learning

And I still miss you- We’ll make mistakes

And now I wonder- but we’ll look back on

If I could fall into the sky- what we we learned, in EDTC

Do you think time would pass us by?- I know we will remember why

‘Cause you know I’d walk a thousand miles- we need to keep a strong digital 

If I could just see you, oh-oh- IDENTITY

If I could fall into the sky- Our main takeaway from this course

Do you think time would pass me by?- To teach students to be safe online

‘Cause you know I’d walk a thousand miles- as well as use all our resources

If I could just see you- and broaden their minds

If I could just hold you- to give them the best 

tonight- EDUCATION

Please find my voice memo of me playing “A Thousand Miles” by Vanessa Carlton, just a reminder, I am definitely not a piano-playing genius but I tried my best and I plan on continuing my progress.

I had a great time learning the piano and as I went through my past posts I found some photos that show just how much I love the piano. Whether it be smiling while I play or goofing around for the camera I had a blast.

Thanks for reading, you’re a gem ?

I’ll catch you next time.

Meghan

Update: I went to Costco today and I sat down at the piano and continued to practice the section of the song I remembered.

I know the sound quality isn’t the best, but I am excited to practice whenever I get the chance.

I Tried My Best But I Plan On Getting Better

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My final EDTC post! I didn’t know where to start! How can I summarize everything I’ve learned and practiced? I will start with a quick review of my blog posts

Week 1

  • I set my goal of playing “A Thousand Miles” by Vanessa Carlton. We sang the song on my high school basketball team while we were waiting for our trainer to start our workout. It was a really beautiful moment and my goal was to be able to play this song in a similar

Week 2

  • I started to learn the keys of the piano. To remember them I started labeling each key on the piano. As I started to get better, I was able to take off more and more sticky notes. The last sticky note I took off was for the Middle C

Week 3

  • I started playing songs that were more challenging. I went from playing Mary Had a Little Lamb to playing “All of Me” by John Legend. This week I also used the tool Time Lapse. Although I would whole heartedly recommend this tool in the classroom it needs to be used properly. Because I used time lapse my videos did not have any sound. This proves that although the tool is useful, it is not helpful in every classroom area.

Week 4

  • This week I used the piano app Simply Piano. I think that there are many apps that can be useful in the classroom. This app was very helpful in my learning process however, the cost was too extreme to pay for a subscription. If the price was lowered or if the app was used in a music class where many students used it, it would be very helpful.

Week 5

  • I started playing the piano with two hands. The left-hand plays the lower and slower notes on the piano and the right plays the melody.

Week 6

  • This week I looked at piano theory. I practiced reading notes on sheet music. This is a skill that I defiantly did not master. When I read pieces previously in my life, I only focused on treble clef so reading music in base clef was a tough transition.

Week 7

  • I played a bunch of different songs this week. There were all at about the same difficulty level. However, the difficulty level was a bit too difficult for me! I solved this problem by using final cut pro to speed up my playing. This is a useful tool, however, something that not all schools have. I think that any tool that can show a student’s progress in a short time would be great for them to see their progress!

Week 8

  • This week I played “I Can Show You the World” from Disney’s Aladdin. I used the voice memo tool to record my piano playing. I will use this app whenever necessary in the classroom. Because you can voice record while using other apps, I was able to record while reading the piano music off my phone. This is great for any students who need to record themselves but have their notes on a separate document on their phones. I also included the importance other apps on my phone like the reminder’s app or the clock app to help with time management.

Week 9

  • I started my overall goal of playing “A Thousand Miles” by Vanessa Carlton! It took a lot of practice and it took me practicing daily to understand one section of the song. I used the Reminders app and the Clock app to help me with my time management.

Week 10

For my final learning project, I played “A Thousand Miles” by Vanessa Carlton!

 

Thanks for reading, you’re a gem ?

I’ll catch you next time.

Meghan

Update: I went to Costco today and I sat down at the piano and continued to practice the section of the song I remembered.

I know the sound quality isn’t the best, but I am excited to practice whenever I get the chance.

I Can (Try To) Help!

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I am always looking for support from my colleagues which means that I must do my best to support them as well! EDTC 300 was a very supportive community. Sometimes it is hard to find friends in online classes, but it was helpful that I made friends in other classes that transferred over to EDTC.

Comments on Other People’s Blogs

My comments on other people’s blog posts were more encouraging rather than informational. Although I did give some advice on classmates’ song choices. You can see some of my comments in the images below.

Help Outside of the Classroom

A few classmates and I made a group chat on Snapchat. It was really helpful to talk through assignments and confirm due dates with each other. The group chat says “Blog Post Mondays because every Monday we would meet up in the afternoon and write our blog posts for the week. This was a great way for us to bond and get our work done at the same time.

Participation on Twitter

I enjoyed tweeting, and although I didn’t tweet every day, I found it a very useful tool to find resources for lessons and learn from other teachers. Some images from my Twitter are below. 

Participation on Discord

I was least communicative on Discord, although I did try my best to help those when I could. An example is in the video below.

Overall, I am proud of my participation in this class, helping people when I could!

 

Grab Your Popcorn and Watch What We’ve Learned!

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This has been a very interesting class! I enjoyed taking the class along with my friend Faith. So we decided for our summary of learning, we should work together. Our first plan was to explain our summary of learning just by sitting down and talking about what we had learned. And although that would have worked well, we wanted to change it up a little bit. So instead of talking about our learning, we decided to act it out. Please take a look at our summary of learning, and I hope you enjoy it!

A Thousand Miles? More Like A Thousand Tries

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My goal at the beginning of the year was to be able to play “A Thousand Miles” by Vanessa Carlton. This week I started the task. Throughout this semester I practiced different songs building in difficulty until I got to where I am. When I sat down at the piano, I was excited to start learning. Although I tried my best throughout the semester, I was only able to play the song with one hand. I couldn’t train my brain to think about two different hand movements while also keeping time and hitting the right notes! My respect goes out to all the piano players out there because this is a tough instrument to play.

When I started playing this song I found a website called Sheet Music Direct. This website sold sheet music for around $5 unless you got a subscription to the company. I was not keen on spending $10 a month for sheet music so I went for the free trial to test out the website.

Honestly, it was not my favorite site. The sheet music was good, but it gave no context on how the song should sound. This is a debatable concept because if I was good at reading sheet music I probably would have had a better chance of appreciating the website. One part that I did appreciate from the sheet music was the letters shown on the notes. I know where all the keys on the piano are, but reading the sheet music is still difficult and a slow painful process so I am glad the note letters were provided in the music.

So then I had to do some sleuthing. I found a few different videos that taught me how to play this song, but the one I found is from YouTube linked here. YouTube is possibly one of the most useful tools to use when teaching students. There are so many different videos put on the app, so as long as the teacher has an idea of the videos being shown to the class, YouTube is a tool that should be utilized constantly.

With the help of the YouTube video, I was able to play the melody of “A Thousand Miles”! This was a difficult challenge because when I first sat down to play, the song was almost unrecognizable. I even had some of my friends ask if I should choose a different song! I don’t blame them though; it was not going great! I decided to take a break and go on a road trip to Walmart (that store makes everything better)! When I came back, I gave the song another shot. This time I focused on one section of the song, (1:20- 1:55). This part of the song gave me so much struggle! But after a lot of practice (and a few tears), I finally got the section of the song, and after that, I was off to the races!

This was the practice week but be ready for the performance next week!

Thanks for reading!

You’re a Gem

I Can Practice Piano

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I took a break from piano practicing and let me tell you it was not a good idea! When I started playing again, I became very overwhelmed because I felt like I lost a lot of my skills because I hadn’t been practicing enough. My solution was a very simple one the reminder app on my phone! I asked Siri to remind me every day to practice piano and that is what she did! Every day at 4 pm my phone alarm would go off and remind me to practice the piano.

Then I used the timer of my clock app to make sure that I only practiced for an hour. My struggle was that I wouldn’t practice piano for a few days and then I would practice for 3 hours! I was exhausting myself. When I practiced daily, I was able to improve my confidence in playing, and playing became less of a task and more of an excitement.

I think apps already provided on my iPhone like the reminders and clock apps are very helpful and something that I often take for granted. I think students can benefit similarly from apps like these. When I am teaching in my pre-internship, I always have a countdown timer playing for my students to know how much time they have left in the class. This is a tool I plan on using throughout my teaching career. The reminders app will be useful for my students who have access to phones when they are at home. I could even use the remind app that makes it possible for a teacher to professionally message students for reminders such as “make sure to bring your signed spelling test to school” or “today is track and field make sure you bring your running shoes”. These simple reminders could help students prepare for their day as well as cause teachers less havoc because the students hopefully will use the reminders to bring the necessary materials to the school.

The other tool I used for my piano lessons this week was voice memos. I tried my best to play the song “I Can Show You the World” from the Disney movie Aladdin. The voice memos were SO helpful! Previously I have watched videos or used apps to read my music, so I always had to use a friend’s phone to record my videos, however, the voice memos app is different. If I’m not playing or recording a video, I can use voice memos to track my progress. The voice memos allowed me to look back on my first recording of the day to my last so I could see how much I had improved with an hour of practice.

This was my first try playing the song. It is clear that I am struggling, in this first recording. The last recording I took, although not perfect was much better.

I would use voice memos in my classroom whether it be for the students to use to record themselves presenting or the teacher recording a lesson they teach for absent students; the voice memos app is a great tool!

Thanks for reading!

You’re a gem ☺️

I Believe You

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…instances where an adult saying “I believe you” would have changed their lives. Imagine the difference across race, across class, across gender if we would say “I believe you” to one another instead of “really?” or “well, actually . . .” It is no small thing we do when we structure our classrooms around respect and empowerment — our words can make all the difference in the world.

 

As a teacher, I commit to using language with my students that will create a trust and allow students to see me as a safe place. Using the statement “I believe you” for small issues in the classroom gives students the opportunity to feel safe and understood if they have bigger issues at home. When a teacher responds to a student’s concerns with “I believe you” and then gives a opening to discuss a solution students feel accepted and gain the skill to talk issues out with their peers. People sometimes use other statements on students that try to make the student see things differently. The problem is these statements do not have the safe effect on students, they make students believe that the teacher only believes you if they agree with you. In these statements student’s declarations are questioned leading them to assume they will not be believed in the future. I commit to using the statement “I believe you” whenever a student comes to me with a problem they are having.

Infographic- Habitats

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Our challenge was to make an infographic that we could present in a split-grade classroom.

Arts Education Grade 3

CP3.8 Create artworks using a variety of visual art concepts (e.g., contour lines), forms (e.g., drawing, sculpture), and media (e.g., pencils, pastels, found objects).

a) Observe visual details, and include details to enhance depictions of animals, people, and objects.

f) Recognize circles, squares, triangles, and rectangles as geometric shapes and apply this knowledge to artwork.

Using the concept of contour lines, students will work with different geometric animals. Students will identify the different geometric shapes and work with lines in different positions and different colour combinations in order to differentiate each geometric shape they find in the animals.

Science Grade 4

HC4.2: Analyze the structures and behaviours of plants and animals that enable them to exist in various habitats.

(b) Recognize that each plant and animal depends on a specific habitat to meet its needs.

(c) Identify factors (e.g., availability of food, water, and shelter, weather conditions, and available living space) that influence the ability of plants and animals to meet their needs within a specific habitat.

Students will work in groups to hang up different animals (including the ones made in art) in the different habitats posted around the classroom.

Physical Education Grade 3

PE3.6: Apply movement variables of:

  • extensions in space,
  • a focus on effort (time/ speed, force, flow),
  • relationships with objects and others

to increase complex movement skills and sequences while participating in body management activities (including dance and educational gymnastics, and others such as yoga, skipping, aerobics, and track and field).

(d) Demonstrate the ability to change directions, pathways, and body positions quickly and appropriately by participating in chasing, fleeing, and deking activities.

(h) Design and demonstrate, with a partner, a variety of statues (balances) of different shapes, with one person bearing some or all of the weight of the partner, while focusing on being as stable as possible.

Students will be put into separate groups of 3-4. Music will be played as students move around the gym like different animals (previously assigned). When the music stops, the students must find their group members and build a habitat with their group members. The group members will also need one or two students to act as animals that belong in the habitat. The groups can choose any habitat and animal they like and display it in whichever form they choose.

Social Studies Grade 4

RW4.1– Analyze the strategies Saskatchewan people have developed to meet the challenges presented by the natural environment.

(a) – List the challenges and opportunities climate presents for residents of Saskatchewan.

(b)- Determine safety measures necessary for living in the Saskatchewan climate (e.g., clothing; safety package for vehicle; never leave vehicle when stranded in winter; checking highway hotline; not licking frozen metal).

Art 3 Outcome- CR3.2- Respond to arts expressions that use the environment (natural, constructed, imagined) as inspiration.

The students will draw a picture of their habitat. This can be a picture of Canada, of their home, of their room, or anything that the student views as their habitat. Then using the think, pair, share technique the students will share their drawings and answer the question “What do you need to survive in your habitat”. If their picture is of Canada they might need winter clothes, their house would need a heater and their room would need a bed.

English Language Arts Grade 4

CR4.1 Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address:

  • identity (e.g., Expressing Myself)
  • community (e.g., Building Community)
  • social responsibility (e.g., Preserving a Habitat) and support response with evidence from text and from own experiences.

View, listen to, and read a variety of texts related to theme or topic of study and show comprehension by:

  • retelling and explaining the ideas and information presented in texts
  • recognizing and understanding the text structures (e.g., narrative, informational, poetry) and features (e.g., description, figurative language, graphics)
  • responding to and interpreting the texts, and explaining and supporting response with evidence from the texts.

(c) Connect the insights of an individual or individuals in texts to personal experiences.

Introduction to the term community- Ask students questions such as “What are some places in our community?” “Who is in your community?” Ask questions such as “How is our home/community our personal habitat?” “What animals do you think could live in your habitat?” What animal habitat do you think you could live in? Next, have the students fill out a “My Habitat” worksheet. Each section will be titled “I Live” I Eat” and “I Drink” and have a space for students to write a paragraph and draw a picture. This worksheet will allow students to make comparisons between animal habitats and their own personal habitats and see the similarities and differences between the two.

Our infographic! It’s extremely blurry, so please find the information above!

Exciting New Learnings 5

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In class, we talked about language and gender. I did not realize how passionate I was about this topic until I listened to the podcast by Lexicon Valley. The podcast had a lot of interesting information but also had some negative drawbacks.

One of the positives from the podcast is the way that the hosts speak about the different ways your voice can change the meaning of what you say. I’ve always been interested in this idea. For example, the words “excuse me” can have so many different meanings. First, if you don’t understand what someone said you can say “excuse me” with the intonation at the end posing it as a question, this is also known as uptalking. You could say the words with more syllables than necessary portraying an insulted feeling. You can also say excuse me in a more apologetic way with a regular voice if you need to move past someone. The podcast did give us important information about what is called vocal fry or creaking. One study mentioned in the podcast was done by Ikuko Yuasa who found that American women creak twice as much as American men. This is interesting because before I listened to this podcast I had never heard of vocal fry, and I don’t think I really noticed anyone use it. Altogether it was a very informational podcast but there were some negative sides to it as well.

To begin I think I was most noticeably upset when listening to this podcast when one of the hosts spoke about how revolting it is to hear a woman’s voice creak. I was upset by this because of his mere lack of empathy and hatred towards how many people in this generation speak, not just women. My biggest takeaway for people who make fun of how someone speaks is that they need to listen to what words are coming out of someone’s mouth not just the way they are sounding. I was also upset to hear that many women creak their voices “possibly in an attempt to be like [men]” (Barry Pennock-Speck, as cited in Lexicon Valley, 2012). I feel I might be taking this a little bit hard. But I don’t agree with this information as men do the vocal fry as well. If women were the only people who had a vocal fry, and it was more than just mainly American women, I might believe that there is a connection. But if men with low voices creak, then I think that this debunks that theory.

Finally, something else I found interesting in the podcast was the connections to women in movies. The hosts brought up a clip from Reece Witherspoon in the movie “Legally Blonde”. It is really interesting how we can hear the vocal fry in the clip that was played however the clip from Movieclips (2015) tells an entirely different story.

The clip that is linked is at the end of the movie. Reece Witherspoon’s character Elle Woods is questioning a witness at a murder trial. I think it is interesting that at the beginning of the clip Elle is somewhat unsure of herself, you can hear her voice creak especially at (0:49). But as the clip goes on Elle becomes more and more confident and powerful, I found it hard to find any creaking near the end of the clip. I also think it is important to note that Witherspoon is playing a bubbly sorority girl in the movie, so I think that it is safe to say that she might be raising the amount that she creaks to portray the “valley girl” image.

Something else we talked about in class was the use of the word “like”. It was funny when we were aware of our habits in saying this word. My group was very observant of the word “like” and how much we used it in our conversations. I feel like I say this word too often. But it was interesting when Rubina explained that it is nothing to be embarrassed about because this is the way our language has evolved. My group figured that the reason we all say “like” so often is because it is a filler word. Instead of making the sound “um” when we are taking a break in a sentence, we use the word “like”. I think that as a person that uses this filler word, I need to be more forgiving of people who use different filler words that I am not used to.

In class we had some L2L students come to our zoom classroom. It was so fun to have a discussion with them. Because of COVID-19 and quarantine, I had not been able to go in a classroom and interact with students before today. In the zoom class today, my group of L2L students had some struggles when it came to their confidence. It took some time to connect with the students enough for them to feel somewhat comfortable speaking. Once I found out the students enjoyed drawing, we drew pictures together on a word document. I was excited when another classmate of mine came into the breakout room and we were able to bounce ideas off each other. That way, if I said something that the students didn’t understand she could say it in a different way. Another reason a partner was helpful was when the students said something that I didn’t understand, my classmate might be able to catch what they were saying. I’ve included images below of the pictures we drew, it was a lot of fun and really cool that the students were also able to draw on the word document. The students were able to talk about their own dogs and choose funny colors to make their own dog together. I had one student who didn’t want to speak but she was able to write in the chat. It was difficult to talk with the students and write back to this student in the chat. However, when this student became more comfortable, she started drawing the dog with us. I had the best time when the students were laughing and enjoying themselves. They were even able to do things on the document that I did not know, like putting in the stars.

References

Lexicon Valley #24: Get Your Creak On from Spectacular Vernacular | Podcast Episode on Podbay. (2012). Podbay. https://podbay.fm/p/lexicon-valley/e/1356931800

Exciting New Learnings 4

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In our group discussion, we talked about the meaning of the word Pidgin. The Free Dictionary defines the word as “a simplified form of speech that is usually a mixture of two or more languages.” (2016) I found it so interesting that I didn’t know what the word meant as I have heard a form of Pidgin being spoken. Because my city has a large Filipino population it is common to hear Tagalog being spoken. Sometimes you could also hear English words interspersed when Tagalog is being spoken. My friend explained to me that they were speaking Tanglish, a combination between Tagalog and English. Tanglish is a Pidgin. My friend jokes that she speaks Tanglish because she is a bad Filipino. She says that some of the words in Tagalog are really deep and she finds it much easier to say them in English. It is interesting that she labels herself as a “bad Filipino” because she finds it easier to speak Tanglish rather than Tagalog. She feels as though she is “white-washed” and not involved with her culture enough. We as a city encourage English, especially in our high school. This is why I feel like we need more incorporation of the languages in my city like Tagalog. I think that our immigrant population should be encouraged to keep their language and traditions rather than encouraging English. I think there is a way to include both in our city, we just need to be more inclusive. Why don’t our schools bring in different language speakers more often, showing students that it is okay to speak your first language and even encouraging students to speak their language?

It is interesting that you can tell where people are from based on their dialect. People could be speaking the same language but not understand each other. For example, words like toque or toboggan are not used in the United States. An American understands a toque as a beanie and a toboggan as a sled. Another example is donut holes, I wouldn’t understand if someone talked about eating donut holes, but I would understand if someone talked about eating Timbits. We found this cool because even though we both speak the same language we still have our originality. I had an experience with a different language at a restaurant. I wanted to try something new and so I tried bangers and mash a dish from England. I was surprised to see that I got sausage and mashed potatoes. Canada also has different versions of English: the word bunny hug is only used in Saskatchewan while most others call it a hoodie. If someone says “I’m just going to go put on my bunny-hug” I would understand that they were just going to go put on their sweater, but someone from Ontario might not know that word. The article linked here by Laux, 2019 is a list of words you will only hear in Canada. It feels kind of cool that we as Canadians have words that are different than anyone else in the world.

I am reading the novel The Marrow Thieves by Dimaline (2017) in my Early Childhood Education class, and it focuses a lot on the loss of language. The novel is in a post-apocalyptic world (only 30-40 years in the future). The novel is about a world where only Indigenous peoples can dream. The focus is an Indigenous family running away from “recruiters” who are trying to steal their bone marrow because that contains the ability to dream. A turning point in the novel is when an Indigenous elder Minerva is captured, and the Recruiters try to extract her bone marrow. She started singing “words in the language that the conductors couldn’t process, word the Cardinals couldn’t bear, words the wires couldn’t transfer” (Dimaline, 2017, p. 172). This really shows the importance of language, and all that I as a white person do not understand. To the Indigenous children in the novel, language is everything they have lost. But by the end language was the key to saving the Indigenous peoples.

I had never heard of the words “Benevolent Racism” before this class. It took me some time to understand what it meant. Someone in class said that colonization and residential schools were benevolent racism. This makes so much sense when the settlers came into Canada with the idea that the Indigenous peoples needed to be saved, needed to learn English, and change the rest of themselves to survive in the world. They were already surviving but the settlers had the view that they were saving Indigenous peoples. I think another example of Benevolent Racism is an Instagram page called Barbie Saviour linked here. Barbie goes around posting pictures of herself volunteering in different countries and speaks about how much she is helping them. If someone were to do this, they would likely be looking for acknowledgment for being so helpful, rather than helping with no appreciation from their peers.

One question I have for the future is, if we ever get to a time when there are more people who speak Tagalog rather than French, would the national language change? I think that the national languages are in our constitution, but can that change? I think that it should, but would Canada choose a language that is not predominately spoken by white people to be one of their national languages? My group discussed the fear of change, and the “if it’s not broken, don’t fix it” mentality in the government. We also thought that the government’s motivation to make people from other countries feel at home seems to be a lot of talk and no actions, so they wouldn’t change the language unless it was mandatory.

References

Laux, S. (2019, October 24). 7 words you’ll only hear in Canada. Cottage Life. https://cottagelife.com/general/7-cottagey-words-youll-only-hear-in-canada/

Barbie Savior (@barbiesavior) • Instagram photos and videos. (2018). Instagram.com. https://www.instagram.com/barbiesavior/?hl=en

Dimaline, C. (2017). The marrow thieves. Dancing Cat Book

The Free Dictionary. (2016). pidgin. TheFreeDictionary.com. https://www.thefreedictionary.com/pidgin