Art as a form of creation – Eportfolio

Art as a form of creation

E-portfolio

Yesterday, Pat divided us in different groups from the ones of the presentations, so that we would change partners. We discussed in these groups the material we had to bring to the class, asking questions about how it was related to the presentations and why we had chosen it. We could discuss articles, songs, pictures and poems. After doing this activity, Pat gave us papers in which we should write a word, a phrase and an idea which we considered important about this activity and the presentations.

  • Explain the activities we did yesterday.
  • Focus on the material you brought to class. Include it in your blog.
  • Connect that material to the poems read.
  • Choose 1 person in your group and comment on the resources he/she brought. How’s that related to the topic discussed/what I brought.

 

These are the pictures I brought to class:

 

 

In my opinion, these pictures are very related and connected to two poems we read, the one I presented, “Soldier, Rest” and “Dulce et Decorum est”. Both of these poems, refer to the pain and suffering underwent by soldiers during warfare. The inhuman conditions in which they lived in trenches and the constant risk they has to face are several aspects developed in the poems. Their message it’s to make people understand how harsh and heavy war was for soldiers and the trauma caused by it. In both of these pictures, the awful conditions in which war was fought. The precarious state of trenches together with their bare feet are some examples of their poor living conditions. This is also one of the reasons of why war is so harsh, negative and has to be avoided, and it’s not something to be proud of. This idea is mainly shown in the poem “Dulce et Decorum est”, which emphasizes that dying for your country is not honorable, but “an old lie”.

From my group, an interesting song was brought by Luz, called ¨Brothers in arms¨, by Dire Straits. This song or poem is really attractive and interesting, as it describes the pain and suffering underwent by soldiers during war and how evil is war, which causes many losses. I relate this song to the poem ¨the death bed¨, as in this one death is personified and chooses someone to die, showing that war leads to a constant battle and risk between life and death, and that anyone could be chosen to die during war, as casualties are something common. Moreover, this song is related to the poem, ¨soldier rest¨, by Sir walter scott. I believe this, as both of them show the horrors of war, and how soldiers are traumatised by it, as a consequence of their constant pain felt in warfare.

Starting our e-portfolio

In the our last literature class, our teacher pato, told us to start with our project, the e-portfolio, which is a tool that allows us not only to learn but keep process o what we do. The first task was to watch a video and read a text on her blog, and write a text summarizing what they talk about and the connection between them. after this, we would have to look and read 3 portfolios from the previous year and talk about why we liked and what it missed.

Task 1: watch the video.

Task 2: read the text.

Task 3: Make connections between the video and the text. Write the summary.

An e-portfolio is a website build by ourselves in which we add and put all of our learning to get it recorded and saved. Not only it allows students to learn,but it also lets us keep track of what we are studying. In addition, an e-portfolio is a way in which can connect and relate different classes, which seem to have nothing in common but end up providing help for another subject. E-portfolios is a way to reflect and express in a website what you learn, the work you do but also things yo enjoy doing. Moreover, as the video well explains, an e-portfolio allows students to improve semester after semester, year after year, as these records lead to self-evaluation and correction of mistakes. By looking back to what you have done, instead of throwing each essay or work you do, you can correct and change what you’ve done wrong, leading to improvement and development in that subject. Furthermore, e-portfolio invites us to talk about what we study or learn, but also about what we like and enjoy, improving not only the way we talk and express but also our creativity. Also, although this website may be started by your own and without anyone you share with, you may share it through dialogues or interaction, making it social and learning with another person.

Task 4:

Visit some blogs from the students who are in Senior 5 now. Check out their last year portfolios. Choose 3 students and say:

-what you like about their portfolio

-what is missing according to what you have read

1: Silvestre Braun

I really enjoyed reading Silvestre’s portfolio due to the dedication he put into it. He talked about each literature work they did, but in a different way. Although he developed the message about every story or poem they read, what I mostly liked about it was his capacity to relate every story or poem with things that happened to him in his daily life and what he enjoyed. For example, he related the story «The girl in the looking-glass» with his spiritual retreat or how the poem «Ode on Melancholy» made him remember about the argentinian rock songs he loved. This is the positive and great side about his portfolio which I really liked. The only detail that I think that was missing was maybe an interaction or relation with others students from his class or with other portfolios.

2: Juana Perez Muniz

Secondly, I also found Juana’s portfolio attractive and catching. She did not only explained deeply each work and talked a lot about the poems, stories and it’s relations, she also added a lot of pictures, images and colours which made the portfolios attractive for me to read. I think that her portfolio was really creative and innovative, because she looked for different ways to transmit what she thought, in means of posters, pictures or presentations. Juana’s portfolio was very catching and colorful, together with a lot of information and connection within the literature work and her life, however, as well as Silvestre’s I think that it lacked interaction with another students. Despite this, it’s creativity and colors made the portfolio really interesting.

3: Jero leguizamón

Finally, Jero’s portfolio was also a great and creative portfolio, not only because he also added images and pictures, but because he related a lot the poems and story’s messages with his life and experiences. I also think that he was very dedicated to his portfolio and put a lot of work into it. Moreover, it was also a great portfolio as it was easy to understand and follow as it is well organised. The only thing I do believe that could have be worked out more was as well as Silvestre’s and Juana’s his interaction with the rest of the class, as it was mainly self-reflection and analysis rather than sharing with others.

 

 

Pupil reflex

This is the work Tomas Braun and I did in the last Biology class

Use a torch to focus on a companion’s eye.

Write down your observations with bright kight and dim light.

Search a video which explains the pupil reflex.

Complete the following chart.

Observations: when the eye was closed, no light could enter to it. Therefore, the pupil dilated. However, when it was exposed to the light of the torch, the pupil constricted, to regulate the amount of light that enters to

Flow Diagram in bright light:

  • Stimulus: Light
  • Receptor: Cones
  • Coordinator: Brain
  • Effector: Muscles of the iris
  • Effect: Circular muscles contract and radial muscles relax
  • Response: Pupil constricts

Flow diagram in dim light:

  • Stimulus: Dim light
  • Receptor: Rods
  • Coordinator: Brain
  • Effector: Muscles of the iris
  • Effect: Circular muscles relax and radial muscles contract
  • Response: Pupil dilates

 

Video:

https://youtu.be/WwB2jyj2lYM

 

Literature – Self-reflection

Prepare a last post in your blog with your reflections on your own learning.

Here some questions to guide you. (you do not need to answer all the questions, just use them to guide your thinking)

Imagen relacionada

  1. Now that it’s over, what are my first thoughts about this overall year? Are they mostly positive or negative?
  2. If positive, what comes to mind specifically? Negative?
  3. What were some of the most interesting discoveries I made while working on Literature? About the subject? About myself? About others?
  4. What were some of my most challenging moments and what made them so?
  5. What were some of my most powerful learning moments and what made them so?
  6. What is the most important thing I learned personally? What moments was I most proud of my efforts?
  7. How well did I and my school mates communicate overall?
  8. What were some things my school mates did that helped me to learn or overcome obstacles?
  9. Were my objectives and goals mostly met, and how much did I deviate from them if any?
  10. What did I learn were my greatest strengths? My biggest areas for improvement?
  11. What would I do differently if I were to approach this subject again?
  12. Could I teach what I have learnt to someone else easily? Why or why not?
  13. What could I do differently from a personal standpoint the next time I work with the same group or a different one?
  14. What’s the one thing about myself above all others I would like to work to improve?
  15. How will I use what I’ve learned in the future?

REFLECTION:

My views and thoughts about this year are mostly positive. I managed to understand most of the poems ans stories well thanks to the analysis we made in class together. We made essays on most of the poems and stories and these ones, together with the analysis we made with Pat, helped me on the Literature IGCSE exam. I also think I generally did well on the IGCSE, which was my main aim of this year, and this is also positive. The most challenging moment was the Literature IGCSE exam, as it was something we had been preparating for all throughout secondary. I was nervous and although it wasn’t so difficult and complex, I expected to be so, causing me to be nervous and making it a challenging moment. My most powerful learning moments were when we discussed the stories and poems together. Maybe I disn’t understand them entirely when I read it on my own, but by discussing about it I managed to finally understand them. I was proud of my efforts when I had to sit for the IGCSE and I had essays and analysis I had done to study from. Although I had some material from myself, i think that the help  my classmates provided to me was also essential. They helped me to understand some things I wouldn’t have understood by myself. My greatest improvement was on producing essays and understanding poems. However, I think I still have to improve in the understanding poems and making introductions as these are my biggest weakenesses.

The Cuban Missiles Crisis

After reading about the Cuban Missiles Crisis, we had to do a task, which involved three questions. In the first one, we should produce a mindmap including the causes of the crisis. In the second one, we should create a Venn diagram comparing how resopnsible Cuba, Usa and the Ussr were for the start of the crisis. In the third one, usinf the diagram, we should answer which country is most responsible for the crisis. This is my work:

Inversion – Poem

Last class, Pilar told us to look for a poem which included inversion, as this is the topic we have been studying. This is the poem I chose, which includes the inversion «little did we know».
LITTLE DID WE KNOW – ROXY GONRO

Who knew you and I would be in this place.
I still remember the day we met.
You caught my eye and said hey, I said hello.
Soon enough we were best friends.
Little did we know…

My hand would be in yours
You’d be putting your arms around me, holding me close
And promising never to left go,
You’d be the one I would trust with my life
Little did we know we just might fall in love.

You asked me to be yours and it all started.
I was too young to feel something real,
To me it was a fling, but to you it was more
When you told me you loved me
I got scared and broke your heart.
I left you behind,
Little did I know…

You’d hang on.
You’d still be the hand I could hold when I was down
You’d be the shoulder I’d cry on
You promised we’d always be friends
And you would always be one I could trust
Little did I know I was falling in love.

It took me a long time,
But I realized I made a mistake in letting you go
You were everything I could ever want
All I hoped is you could take a chance on me again
Little did I know…

You felt the same.
You would put my hand in yours,
You’ve never wanted anything more than to put your arms around me
And hold me close, never letting go.
Little did I know you would take a chance on me

Now I see
I had broken the heart of a boy
Who will always be there to put mine back together.
My hand will always be in yours,
You will put your arms around me and never let go.
I can trust you more than I can trust myself.
Now we know, we’re in love

Literature – Activity

After reading Billenium, we discussed the story in class and analysed it altogether. After doing this last class, our Literature teacher, Pat, asked us to answer in groups some questions about Billenium. I did it with Bautista Buljevich and Olivia Obligado and these are our answers:

  • 1. Write a detailed synopsis of the story.


This story, called Billenium, is situated in the future. There is overpopulation and for this reason people are forced to live in small cubicles. The population density is too high, so the government limits the people’s living space. People are forced to create bonds and friendships with people living nearby, as the old friends live far away and it’s impossible to visit them. Family traditions and relations are weakened for the same reason. Money loses value as, and richness is represented by having land. Ward and rossiter were close friends who decided to live together so that they could have more than one cubicle. They discover a hidden room which allows them to have more space. They invite girls to the room, who later on invite their relatives. They end up having the same space as before. For this reason, they decide to remove the wardroom. This shows that billenium is a circular story, as they want to have more space but when they get it, they buy furniture which occupies room and invite more people.

  • 2. Discuss the theme of over-population and the effect it has on both the way of life and quality of life of the inhabitants of the city.

 

          The term ‘overpopulation’ explains the reality of that society which lives without space, that is to say that there are more people than place where to live. It is ironic the condition of getting more place since  to obtain it, you have to marry and have three children so that finally they give you an apartment with more place. However, not only the place increases but also the people, so the department ends up being small and oppressive due to the number of inhabitants inside.

 

  • 3. The quest for living space has become an overriding obsession with the people of the city. Discuss this theme in detail. Include in your answer some discussion of the ways in which Ballard makes the quest for space dominate the characters’ lives.

 

In “Billenium”, people’s most precious and valuable thing was space. They have a quest for living space. When Ward found a lot of space to live, he reduced it by sharing it with other people, as he used to live in a very little place.

  • 4. What sort of relationship does Ballard put forward between the inner world of the individual (as represented by Ward and Rossiter) and the outer world in which they live. In other words, how does Ballard conceptualise the effect of surviving daily life in a hopelessly over-crowded city on the consciousness of the individual as demonstrated by the ways in which Ward and Rossiter manage the gift of space in the secret room they discover?

 

Ballard creates similarities about the inner world of the individual and the outer one. In the outer worlds, it can be seen that people hate to live like this, as they can’t visit their relatives, go to have lunch and spent hours travelling. The government can solve over-population by imposing different measures but instead decides to solve over-population by encouraging people to have more kids. In the inner world, meaning the way in which Ward and Rossiter manage the gift of space, something similar happens. They hate living in small cubicles but luckily they find a secret room which has lots of space. Instead of enjoying it, they overpopulate ir and invite people to occupy it. Both events show that Billenium is a circular story which will eventually lead to the same spot, overpopulation.

  • 5. In the story, Ballard does attempt some sort of explanation of the social, political and economic causes of the extreme over-population that has beset the world. Explain his views as they are presented in the story.

Ballard does attempt some sort of explanation of the social, political and economic causes of the extreme overpopulation that has beset the world by explaining that the resposables of it was the government as they said that if you wanted to have a more spacious place, you had to have three children. So, this made the problem of overpopulation develop, as by the time, the population increased.

 

  • 6. Do you agree with his argument? Do you think that current population growth projections indicate that we are likely to end up in the situation portrayed in the story?

 

I do not think that people in the future will live in cubicles at all. This Is because there are many people in charge of having that issue under control. Moreover, there are many measures are being carried out to prevent what happened in the story “Billenium”.

  • 7. Describe and analyse Ward’s character in some detail. What values does he hold? Why does Ballard make use of this type of character as the main character for this story?

John Ward is the protagonist of the story and works at a library. He has a friend called Henry Rossiter and they both share a living space. Ward hates the government, the authority and the landlords, as they reduce their living space, and designate the slight cubicles in which people live. However, at the end, Ward ends up being the landlord who decides who should enter the room, what should be removed and how the space should be distributed. He becomes what he hated and Ballard chooses him as the protagonist to show this contrast.

 

  • 8. What role does Rossiter play in the story?

 

Rossiter is a close friend of the main character, Ward. However he is a more aggressive character as it is the one who persuades Ward to let their girlfriends into the spacious room, affecting also the girls families. Rossiter also sacrifices the Victorian wardrobe, a symbol of total beauty at that times.

  • 9. Describe the role of the female characters in the story.

There are two female characters in the story. They are called Judith and Helen. Their role in the tale was to bring their family to the cubicle that was found by their friends, Ward and Rossiter. As a consequence, the new space that was found was not beneficial to the protagonists and His friends although they had found it.

 

  • 10. Discuss the effects that overpopulation and its attendant ills has had on the nature of family life in relation to Ward’s family as well as Judith and Helen’s family relationships.

 

The effects of overpopulation caused people to have more kids, as they would have a bigger cubicle. However, by encouraging people to have kids and reproduce, you are not solving overpopulation but fomenting it’s growth. For this reason, the ills of overpopulation, cause people to have more space and have a family life to acquire more space. Despite this fact, the having of a family means the sharing of space between five, which again reduces the space and increases the population density. This again shows that Billenium is a circular story.  

  • 11. What does the secret room symbolise in the story?

 

  The secret room symbolises the urgent need of privacity. In addition it also represents the lack of freedom and therefore, of space.

  • 12. Why do you think Ward and Rossiter are unable to keep the gift of space to themselves? Is Ballard making a comment on how our inner world ultimately reflects the shape of the external world in which we live?

 

Ward and Rossiter were unable to keep the gift of space to themselves because they used to live in cubicles, so when they found the new “gigant” cubicle they had to share it. They couldn’t take advantage on the new place to live.

  • 13. What sort of living arrangement do they eventually end up allowing (and accommodating to) in their secret room?

Ward and Rossiter were willing to have more space so they moved together to a new place, where they find the secret room, which would bring them much more space. However, they invite people and people. First, some girls and then the girls’ relatives. In the end, they end up allowing the same or a worse sort of living arrangement. The large room was divided into seven people, so they ended up living in smaller cubicles. The finding of the room was non-sense and they wasted their chance of having a comfortable life, as they had adapted to a suffocating and uncomfortable sort of living arrangement.

  • 14. Discuss Ballard’s style and language in the story? Consider also in what ways it is appropriate to the nature of the story being told.

Ballard uses different writing techniques to emphasize and explain to the readers his point of view about the overpopulation. The author uses oxymoron and hyperbaton to refers and depict his feelings towards the society and the conditions in which they lived. All along the story  the word “cubicle” is named, emphasizing that that society was destined to live in an oppressive and extremely small place.