Artwork analysis

Matías Ripoll



  1. Look for a definition of “Art” written by a well-known artist, writer, philosopher, thinker or musician, of any time. Write it down and specify the author.
  2. Observe the artwork of different media, form contemporary artists, presented in class. You can see it again by checking the blog:
    a)Choose the artwork that you think matches the art definition in question 1. Justify. b)Choose the artwork that you liked best.  
  3. Answer the following questions regarding the artwork chosen in question 2b.
    a)What is it made of? Specify media (if it is a painting, sculpture, performance, installation, illustration, etc.) and technique.
    b)What is represented? Describe the figures, images, what do they look like? Are they realistic, hyper-realistic, figurative or abstract?
    c)How is it represented?
    i. Composition: describe the organization of elements in the image (Where are they and how much space are they occupying).
    ii. Colour palette: describe the group of colours used, not naming each one separately but what identifies them as a group (cool, warm, light, dark, pastels, bright, saturated, de-saturated, complementary, contrast or no contrast, monochromatic, achromatic and/or polychromatic).
    d) How do you look at it? Describe where you look first and how your gaze moves around the piece, and explain why.
    e) How does it make you feel? Why? Describe your feelings, explain which visual resources you believe are triggering those feelings and why.
    f) What do you think is the meaning or message of the artwork? Explain with your own words what you believe the artwork is expressing, what topic it is referring to and the message or comment behind it. 
  4. Associate the analyzed piece of art in question 3 with a song. How are they related? What elements in the song can be considered similar to the visual art piece? Explain. 
  5. Together with all your classmates make a playlist in spotify with all the chosen songs. 
  1. ¨Art enables us to find ourselves and lose ourselves at the same time¨- Thomas Merton, the American religious writer.
  2. a)

I think that this drawing is a clear representation of the definition I looked. The artwork shows an abstract figure which could really mean something to the author, such us what he is, what he likes to do or if it represents something to him, which makes reference to the first part of the quote ¨art enables us to find ourselves¨. However, as it´s also very creative and abstract we can also see ow the author ¨loses himself¨, going beyond the limits of concrete figures and loosening himself and his feelings. 

b)This is the drawing I liked the most:



  1.   This artwork was done using painting by Cinta Vidal, a Spanish painter, who was born in 1982 and started painting at the age of sixteen. It’s an illustrated painting, as most of her works, mainly caused by the fact that Vidal studied in the school ¨escuela Massana de Barcelona¨ an illustration training course, which helped her to develop this type of painting.
  2. In this drawing, a white house can be seen, which contains several blue and green entrances, windows and balconies. Moreover, the painting shows a person in a balcony of the house.  As this are all real structures, we can say that the painting has a realistic side. However, we can see that the house has no ground and base, as every front and end is filled with a balcony, window or entrance, and it has no straight base which could be attached to the ground. This also shows something that’s not real, so we can´t state whether it’s real or not, showing that the painting it´s hyper-realistic. 
  3. i. If we refer to the composition of the painting, it has several elements. we can see behind the house a light brown background which shows different shades and tones of colours. In the middle of the painting we can see a house, containing several elements belonging to it, such as windows, balconies, doors, roofs. in addition, the drawing of the background and it´s colour and shades are similar to a floor made of wood, which can be understood and interpreted as the floor of the house. The connection between the background and the house, together with the different parts of the house, gives us an unified image.                                                                                   ii. The group of colour used is bright and light, showing a clear and vivid image of the house. Moreover, the colours are saturated as the painting shows colour and a vivid image rather than a dark side. Finally, as several colours are used to create this bright and light image it’s a polychromatic painting. 
  4. From my perspective and experience of analysing the painting, I do believe that the first thing which is seen is the house as a whole, the center of the house. Later on, you start getting into details, such as the windows, the roof, the plants hanging at the sides of the house, the balconies and even the person standing in this balcony. Finally, once the details of the house have been detected, you reach the outer parts of the painting, the light-brown background. 
  5. In my opinion, this painting transmits feelings of tranquility and calmness. It makes you feel secure, safe and cool. I do think that this is mainly caused by the light colours, which transmit coolness as they are soft. In addition, the image of the house also contributes to this idea of calmness and tranquility as our home is the place where we feel safe and secure, while being with the people we love, our family. 
  6. I think that the message and meaning of the artwork is the idea of how our home is the place which provides us with tranquility and calmness. Everyday we run from one place to another, rushing and always nervous but always when we arrive home we feel this calmness and safeness of being at our own place with ur family, which is  shown in the painting. It’s shown in the whole idea of the house, the bright and light colours of the house and the tranquility of the person standing in the balcony, which seems thoughtful and reflective. 

4) The song that I’ve chosen to relate to the analysed picture of question 3 is ¨Home¨ by Phillip Phillips. In this song, the voice and singer talks to another person, transmitting calmness and tranquility by saying phrases like ¨just know you are not alone¨, ¨I´m going to make this place your home¨ and ¨don’t pay no mind to the demons they fill you with fear¨. These three quotes try to make the other person feel safe and secure, which can be clearly related to the painting of Vidal, which uses light colours and an image of a home(safeness) to transmit this feeling of being calm. Finally, the rhythm and voice used to sing chosen by the author also it´s of joy and brightness, rather than of disappointment or fear. 



Is it art?

Some classes ago, after reading about Marcel Duchamp´s story, a discussion about if his urinal was art or not started. He claimed it was and gave several arguments supporting his positions is Duchamp´s urinal and readymade ART?


From my perspective and point of view, Marcel Duchamp´s readymade and urinal IS ART. An artwork needs to have a true message and sense for the author and person who created it, not to the rest one. Duchamp claimed it really ahd a true meaning for him, showing that he is doing it for a reason, other than money or fame. Moreover, art is based on creativity, new ideas and innovation, and what he did, not only had a message, but was innovative, unique and special. That is art. Something to become doesn´t need the approval from the resto of the people who have no idea about what made the artist to do it. Something tbecomes art as long as the artist considers it, according to what that piece of art means to him or her, and what made him create it. As Duchamp developed and claimed, the ¨readymade¨ was an invention, and unique and new ideas are pieces of art. Artworks also tend to transmit messages to people and the audience, as well as Duchamp´s urinal, which had a message and also an audience to transmit the message to. Finally, and to end, the urinal was something useless, an everyday object which Duchamp managed to turn and change into something new. Its innovative and unique and is still remembered with the passing of years, showing it is an artwork.

The destructors – Eportfolio

In the second term, we dedicated several classes to read the story ¨The Destructors¨. We started to read it all together and debating about literary devices, which appeared all along the story. We continued reading the story in class and some at home, but always discussing what was happening and how characters were affected with the development of the story.

The story was situated in London, after war had taken place and the consequences had been left. Everytjing was destroyed, every building and street, except for one house. The story shows how war left the society broke apart, with everything and everyone destroyed, physically and psychollogically. This is also shown by the acts done and taken by Trevor and his gang. The write shows how the gang needs to destroy the last house that was left for the war, to start all over again and begin from cero. With Pato, we discussed three conflicts. The first one is that one, called construction VS destruction, showing they had to demolish the last house remianing for the society to start all over again and build everything from cero again. The second conflict was the problems on who directe the gang, as Blackie was the leader of the gang, commanding every activity and plan of the gang, until Trevor arrived and proposed the demolishment of Old Misery´s house, acquiring leadership. The last conflict which we discussed was the one of Trevor with his one self. He belonged to a wealthy and well-educated family and as he belonged to this gang, he wanted to do things improper of him, showing this internal conlflict he had with himself, with his history and his wish of belonging to the gang. After discusing these conflicts and the story, we had to answer five questions in pairs. This is the work I did with Tomás Braun.

I really enjoyed reading this stroy as it was very catching. As we were reading the story, it became more catching and interesting, as each class one of this three conflicts appeared. Moreover, the fact that we discussed the story all together, exchanging opinions and points of view, helped a lot to understand even more the story and each confclit. In addition, all along the story, the writer is constantly adding suspense, causing intrigue and will to keep reading. This is another reason why I enjoyed reading this story. Finally, the fact that the questions were answered in pairs, helped me both in the questionnaire and for the term test, as I understood thanks to my partner, things I maybe wouldn´t have.


I could connect the conflict of constructions VS destruction with something that happens to me, and I do belive tha to many people in our lives. They needed to destroy Old Misery´s house, the last standing house, for the society to be built from cero again, and to start it development as one. I do belive that this happens to me. When we are sad or aren´t undergoing a great moment, in order to start al over again and begin to recover and feel better, sometimes we need to unload and discharge what we have left, as the gang did with the house. I felt identified with this conflict as its common that people after maybe crying a lot or discharging all the anger or sadness can overcome a difficult situation, similar to what happened to the society, which had been destroyed by the war.


Picture poem – Eportfolio

About two weeks ago, Pato told us to look for an image we had taken and that we liked. Based on this image, we should first look for five nouns, five adjectives and five verbs which could be seen or could be related to this image. After doing this, we should make two literary devices about this image. With the literary devices, the nouns, adjectives and verbs, we should make our own poem, as we liked. Although it was a very open activity, with plenty of choices and options to do, it was a little bit complex and difficult, but much more entertaining and fun, for myself. I chose a picture I had taken one week before in Independiente´s stadium. After selecting everything Pato told us to, I wrote the following poem, showing and trying to show in it how passionate I and every Independiente fan is for the club, and how every match is lived in the LDA.


I really enjoyed performing this activity. To begin with, I liked the fact that I could do it individually, as I could express and write whatever I wanted about, without needing to consult and ask someone else if they agreed. Although sometimes writing essays or doing works in pairs helps to exchange ideas and complement each other, I´m really glad this activity was individual, otherwise I wouldn’t have been able to express fully as I wished. Moreover, the fact the option and task was so open and free to choose was also great, as I could write about my passion and however I wanted to. I really enjoyed writing this poem and didn’t see it like a task or a work, but as a way of putting in words something I really enjoyed doing every weekend. Also, changing and doing different activities is always nice instead of doing always the same things. Having the chance of varying is enjoyable and fun, and even more if we are able to use things we have learnt to express ourselves about whatever we like or want. 

This is my work.

I could relate and connect this activity with two things. On the one hand, the most obvious one is my passion, football and Independiente. As it was about what my poem was about, a lot of memories and moments came to my head when writing the poem. I had plenty of things to connect and express about and this is thanks to how much I love playing football and going to this stadium. When I was writing the poem I felt as if I was in the stadium, chanting and cheering up the players, feeling the atmosphere and climate. 


On the other hand, I could also relate this with an activity we did with our Art teacher in the first term. In this one, we had to choose a picture we liked of ourselves doing something that we liked, draw it and finally develop why we had picked that picture and why we liked what we were doing. It made me remember about this activity, as first we were free to choose a picture we liked or something we enjoyed doing, and also the freedom to do whatever we wanted was the same in both activities. Finally, both in the literature and art activity we had to describe in some way why we liked this picture o why we chose it.

The lady in the looking glass: A reflection – E-portfolio

One of the activities I enjoyed the most was when we read and analysed the story “The Lady in the looking glass: a reflection”, by Virginia Woolf. First of all, we did research about the author and the context and background of the story. She fought for women’s rights and was a courageous woman, and very revolutionary for that time. This research allowed us to know the context and background of the story and the author’s biography. The story has a really interesting development and plot twist. The main character is Isabella, who appears to hide her true inside by showing through the outside another side and many layers who hide her true self. From the outside, she appeared to be someone who was cared for, with many letters from friends and appreciated her. However, as we reach the end, we realize that those “letters” turned out to be bills. This showed Isabella’s two sides. The one from the outside, which was the one she showed to everyone,to hide her other and true self, from the inside. She was lonely and had many debts, which she wanted know about, hiding them behind these layers of life. Virginia Woolf uses metaphors, comparisons and similes to show these two sides of Isabella, throughout the house’s appearances. As well as Isabella, the inside of the house was creepy, dark and messy, but from the outside, you could see a colourful garden with many flowers and hiding this darkness with a lot of brightness and positivity.


       I really liked this activity for several reasons. First of all, the story was incredible and fascinating from every aspect. The amount of comparisons and diverse metaphors to represent one thing used by Woolf was really impressive. Moreover, the use of symbols such as the mirror and how it reflected someone’s inside and outside also caught my attention a lot. In addition, the way message given by Woolf is very true and worth to think about. Isabella is very unhappy as she hides her true self with layers filled with lies, and with this Wool wants to transmit that we need to accept how we are, and love ourselves as we are. We don’t have to be afraid of what we like, what we do, or how we are, and begin to love ourselves with our good and bad things, no matter what others may think or say.

          This activity is connected to our everyday life. At least I felt really identified with Woolf’s message. I sometimes hide what I like to do or act in a different way according to who I am with, fearing what people may think or say. Everyone has sometimes experienced this and mainly adolescents have. Although I might keep doing it sometimes without realizing, the poem and message given by Virginia helped me to understand that I have to stop hiding my true self, and be how I really am. I don’t need to be afraid to show my true self, as I have good things and bad things, which is good to accept them. It’s true, as Virginia shows, that by loving yourself and liking how you are with your good and bad things you will be happier, as hiding your true self like Isabella leads to loneliness and unhappiness. You have to be proud of who you are, accept your positive and negative aspects and love yourself, letting everyone to know your true self.

Las Hermanas Ocampo – E-portfolio

En el último trimestre, comenzamos a investigar y buscar sobre la vida de las hermanas Ocampo. Silvina Ocampo era la menor, mientras que Victoria era la mayor. Ambas pudieron destacarse y ser reconocidas en el ámbito literario, Victoria como cronista y periodista, y Silvina como escritora de cuentos de ficción. Las hermanas Ocampos, utilizaron la escritura y su reconocimiento social para luchar y oponerse al estereotipo femenino de la época, y el rol de la mujer que la sociedad imponía, oprimiendo a las mujeres de ese entonces. Victoria, logró hacerlo a través de su forma de vivir y sus logros, mientras que la hermana menor, Silvina, lo hizo a través de sus obras. Luego de debatir y poner en común la vida de las Ocampo, leímos y analizamos las tres obras de Silvina Ocampo: “La Boda”, “Clotilde Ifrán” y “Ana Valerga”. Luego, Cami nos dio dos distintas opciones para realizar un ensayo sobre estos textos, justificando con citas de los mismos. Las opciones eran o hablar del binomio vida/muerte, o desarrollar cómo las hermanas Ocampo rompían con los estereotipos femeninos de la época. Este es mi ensayo.


Elegí esta actividad primero porque creo que es la que más abarca, resume y muestra lo que hicimos y sobre lo que trabajamos en este último trimestre. Además, la vida de las hermanas Ocampo, sus logros y cómo ellas lucharon para oponerse a este rol de mujer que imponía la sociedad es un tema muy interesante e importante para aprender sobre nuestra literatura y país. Me interesó ver como Victoria, pudo animarse a pesar de que los que la rodeaban se oponían, a ser periodista, dar a conocer a muchos escritores argentinos y crear la editorial SUR. Ella pudo sobrepasar muchas barreras sociales y estereotipos de la época y me interesó conocer su historia y cómo ella logró esto con personalidad. Por otro lado, también esta actividad me gustó gracias a los interesantes cuentos de la menor de las Ocampo, Silvina. Las tres obras fueron realmente fascinantes, sin embargo, las más interesantes desde mi perspectiva fueron “Ana Valerga” y “Clotilde Ifrán”, lo cual me ayudó a realizar este trabajo, ya que debía tratar con estos dos textos. 


Esta actividad me hizo acordar mucho a la actividad de cierre que hicimos con nuestro profesor de History. Esta consistía en una asamblea situada en la revolución Francesa. Nos dividimos en grupos de 3 y cada grupo debía representar a una persona dentro de esta asamblea. Dos de ellos, Marquis de Condorcet y Olympe de Gouges, en sus propuestas para la asamblea buscaron la inclusión de las mujeres tanto social como políticamente. Promovieron la inclusión e igualdad oponiéndose a los estereotipos y roles de la época, y tratando de concientizar y mostrarle al resto de los miembros por qué las mujeres también debían participar política y socialmente. Esto tiene un estrecha relación con las hermanas Ocampo, ya que, a pesar de que los medios fueron distintos(escritura), ellas también se opusieron a las barreras sociales y estereotipos, al igual que Condorcet y Gouges.

Borges y La cautiva – E-PORTFOLIO


Durante el primer trimestre de este año, leímos sobre distintos autores de nuestro país y uno de ellos fue Jorge Luis Borges. Luego de leer ambos de sus cuentos, “El Cautivo” y “Historia del guerrero y La Cautiva”, realizamos una actividad en relación con el poema escrito por Esteban Echeverría, La Cautiva. La actividad consistía en dividirnos en grupos de cuatro personas, elegidos por Cami. Mi grupo estaba conformado por Marcos Okecki, Olivia Obligado, Tomás Braun, Sofía Mele y yo. Con el análisis en conjunto que ya habíamos hecho antes de la actividad, cada grupo debía realizar una actividad con estos textos, de acuerdo a la consigna asignada por Cami. Nuestro grupo, debía tratar con las continuidades y rupturas de los cuentos de Borges en relación a La Cautiva. Ya que considerábamos que muchos de los aspectos de La Cautiva, eran retomados por Borges en sus obras, separamos cuales aspectos eran continuados y de qué manera(con citas), y cuáles no lo eran. Este es el Trabajo que realizamos.


Al realizar esta actividad, pude poner en práctica distintas cosas y me sirvió en distintos aspectos. Para comenzar, el trabajo en grupo siempre contribuye tanto para mejorar el trabajo como para profundizar, compartir y debatir ideas. Como éramos cinco personas, no solo pudimos complementarnos y de esta manera sacar provecho de lo que mejor hacía cada uno, sino también permitir que el otro nos corrija, y nos ayude a entender citas que capas nosotros no las veíamos de una manera que contribuyera a la consigna. Además, no solamente pude profundizar mis conocimientos sobre La Cautiva  y las obras de Borges, sino que también logré encontrar una relación la cuál al principio no pude ver. Al buscar evidencia de cómo el autor retoma estos aspectos del poema de Echeverría, pude conectar los textos y ver cómo estaban relacionados, a pesar del tiempo que se llevaban ambas obras. 


Esta actividad está muy relacionada con una que realizamos en Art el trimestre pasado. Esta consistía en analizar dos historias sobre dos personas que creaban arte a partir de objetos de su día a día. Ambos reclamaban ser los creadores e inventores de estos objetos artísticos, llamados “Readymade”. El trabajo consistía en resumir ambas historias y ver las dos perspectivas. Luego de realizar esto, deberíamos hacer un texto, explicando cuál considerábamos que era el inventor del “Readymade” y por qué, justificándolo con citas y ejemplos. Al hacer este trabajo de Borges pude verlo muy relacionado, ya que tuve que conectar más de un texto, y hacer uno incluyendo ambas obras, justificándolo con citas. Esto es exactamente lo que hice en el de Art, y por eso pude encontrar una relación, y usar recursos del otro trabajo en esa actividad. 

Ensayo – Las hermanas ocampo

Este es el ensayo que realicé luego de haber leído en clase la historia de las hermanas ocampo y las tres obras de Victoria Ocampo: “Ana Valerga”, “La boda” y “Clotilde Ifrán”.




Consigna: Presentar un ensayo argumentativo que permita sostener la siguiente afirmación: «Las hermanas Ocampo se enfrentaron a los estereotipos femeninos de su época, tanto a partir de su vida como a través de su obra». 

El argumento debe desarrollar un mínimo de 3 argumentos. La utilización de citas resulta obligatoria. Se deben tomar en cuenta por lo menos 2 de los textos leídos en clase.


A fines del siglo XIX y comienzos del siglo XX, la imagen y el estereotipo de la mujer era muy diverso al actual. En aquel entonces, se sostenía y se creía socialmente que la mujer debía permanecer en la casa, realizando tareas de hogar y criando a los niños. Tanto Silvina como Victoria Ocampo, a lo largo de su vida, lograron oponerse y enfrentar estos estereotipos marcados e impuestos por la sociedad. Victoria, la hermana mayor de las ocampo, a pesar de las fuertes restricciones sociales, se convirtió en una gran y reconocida periodista, cronista y mecenas, enfrentándose a este estereotipo femenino de la época. Silvina Ocampo, la menor de las Ocampo, por su parte, fue una gran escritora que también logró romper con las restricciones sociales. A diferencia de su hermana, ella logró hacerlo mediante sus obras literarias, como “Ana Valerga” y “Clotilde Ifrán”, las cuales muestran claramente la perversidad de las mujeres, rompiendo con el rol habitual de la época. 

Para comenzar, Victoria Ocampo, la mayor de las Ocampos, logró oponerse y enfrentar este estereotipo femenino a lo largo de su vida, mediante actos y formas de vida. A diferencia de Silvina, ella, al ser mayor, se encontró con muchas responsabilidades y barreras sociales que debió sobrepasar, oponiéndose a un sociedad opresiva y con muchas restricciones para las mujeres.  En un principio, ella vivía distinto a la mayoría de las mujeres de la época. Victoria, manejaba, fumaba y actuaba de una forma liberal impropia de aquel estereotipo impuesto e impulsado por la opresiva sociedad. Además, a pesar de las restricciones sociales, se animó a escribir sobre lo que veía en el día a día, aunque la sociedad rechace a la mujer en el ámbito literario. De esta forma, oponiéndose a estas barreras sociales, se convirtió en una gran cronista y periodistas, siguiendo su afición por el escribir y narrar. Además, Victoria Ocampo, en 1931, fundó una editorial llamada SUR, que permitió y dio lugar a que el mundo conozca muchos escritores argentinos y los argentinos puedan conocer diversas corrientes intelectuales de aquel entonces. Además, ella logró mostrar al resto del mundo la cultura argentina y las figuras de nuestro país, dando a conocer escritores argentinos mediante su revista SUR o reuniones en su casa de San Isidro. Debido a su esencial rol en el ámbito literario, ella fue designada miembro de la Academia Argentina de Letras, siendo la primera mujer en lograrlo. 

Silvina Ocampo, la menor de las Ocampo, también luchó por la igualdad de género y mostró una disconformidad con el rol ya impuesto socialmente de la mujer. A diferencia de Victoria, ella logró manifestarse a través de su obras, presentando la perversidad de las mujeres en ellas, oponiéndose al común estereotipo de la época. En su cuento “Ana Valerga”, Silvina Ocampo, presenta a la protagonista, una maestra, que maltrata y controla a sus alumnos mientras disfruta de hacerlo. Mediante sus actos y apariencia, la autora, rompe con el estereotipo de la mujer. En un principio, esto se puede ver a través de las acciones de ella. En el cuento, se muestra que la protagonista “tenía un sistema para domarlos: los amenazaba…”, rompiendo con la común imagen de la mujer como alguien angelical y que no poseía crueldad. Además, Victoria logra romper con este estereotipo mediante la descripción física de la protagonista. Ella narra que las características de la protagonista, “hacían de ella un animal más que una mujer”, ya que ella tenía “la boca de un anfibio, las manos de araña y el pelo de un caballo”. Estas citas muestran cómo la autora del cuento se opone al común estereotipo femenino de la belleza y la delicadez, presentando a la maestra y protagonista con estas características semejantes a las de un animal. Así, se opone y realiza una crítica a la sociedad que impone un estereotipo y rol de la mujer mediante la apariencia de la protagonista y la forma de actuar de la misma.

La hermana menor de las Ocampo, también logró mostrar esta disconformidad social con el estereotipo de la época a través de su cuento “Clotilde Ifrán”. Este cuento muestra la figura de la mujer de una forma distinta a la de aquella época. En un principio, la madre de Clemencia, le dice a su hija: “Ya tenés nueve años. Sos bastante grande para ocuparte de tus cosas”. Esta cita demuestra que la madre de Clemencia se rehúsa a ocuparse de su hija y le exige que se ocupe de sus responsabilidades. Esto rompe con el estereotipo de madre buena, protegedora y que está siempre atenta a las necesidades de sus hijos, ya que ella se despreocupa y le dice a Clemencia que se haga responsable de sus propia cosas. Por otro lado, Victoria Ocampo, rompe otra vez con esta figura impuesta socialmente con el personaje de Clemencia. Ella, en vez de querer un disfraz de una princesa, que entraría en el estereotipo angelical de una niña de nueve años, pide y prefiere un disfraz de “diablo”. También, la historia muestra cómo el personaje de Clemencia rompe con el estereotipo angelical a través de la siguiente frase: “era la pequeña venganza que utilizaba en contra de su madre”. Victoria Ocampo, muestra esta perversidad y crueldad de la niña que contradice y se opone a la figura angelical de una niña de nueve años, impuesta por la sociedad. 

En conclusión, tanto Victoria como Silvina Ocampo, lograron enfrentarse y mostrar una clara oposición a las barreras sociales y los estereotipos femeninos de la época. Silvina, logró hacerlo mediante su forma de vida y sus acciones como periodista y cronista, mostrando la cultura argentina y los escritores del país al resto del mundo, a pesar de que la sociedad le ponga obstáculos. Por otro lado. Victoria, logró hacerlo mediante sus obras e historias. Tanto en “Clotilde Ifrán”, como en “Ana Valerga”, presentó personajes que rompían con este estereotipo femenino, mostrando la perversidad de sus personajes y cómo estos difieren de la figura angelical de la época. De esta manera, al igual que su hermana, logró oponerse a este estereotipo, mostrando su postura disconforme con la sociedad opresiva que fomentaba estos roles y estereotipos.