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. 

E-portfolio – I hear an army

Some weeks ago, Pato told us to choose a poem and in pairs analyze it. I worked with Tomás Braun and we chose the poem “I Hear an army”, by James Royce. We should first of all look for information about the author and the literature period. After doing this, we should analyze the title of the poem, look for the theme, the tone and literary devices. Finally, we should look for one illustration for each stanza. All of these tasks should be combined into one presentation. We were also able to find out about a very interesting poem and about James Royce. This is the presentation I made with Tomás Braun.

This activity was also helpful for us. I was able to discuss with my partner about what we should and shouldn’t  include. In this way, I could see another perspective and point of view other than mine. I learned about a new literature period, Imagism and also learnt more about war poetry, thanks to this poem. Moreover, by having a partner with whom I could discuss and ask, I could understand the poem easier. He helped me to clear my doubt and I did the same thing. Although sometimes individual work is helpful, group work does not only allows us to exchange ideas, but also to have someone who can clear our doubts and answer our questions if we have some.

Finally, this poem is very related and connected to what we studied and saw in the first term, war poetry. We analyzed poems such as “Soldier, rest” or “Death”, which show the hardships and difficulties underwent by soldiers along warfare. War poetry shows how tragic war is, and this poem also narrates and presents the trauma caused in soldiers. Our poem, “I hear an army”, leads with the suffering of war and how tragic it is. The title, foreshadows that the poem is going to deal with the nightmares and horrors of war, as it presents an army approaching the narrator, which is being hunted. This is how I find a strong connection between the poem and war poetry, as “I hear an army” narrates the horrors of war, as well as the rest of the poems we studied in the first term. Finally, this is also related to what it’s happening nowadays, as many countries(in Asia for example) are at war, and have to undergo this trauma and the hardships war causes.

E-portfolio – Lengua

Una de las actividades que más disfrute del 2do trimestre fue una que realizamos al terminar el libro El Coronel no tiene a quien le escriba, de García Márquez. Después de leerlo, empezamos a informarnos y debatir en clase sobre las características latinoamericanas, incluyendo la economía, la cultura, la naturaleza, y la política. Gabriel García Márquez fue uno de los participantes del boom latinoamericano, dando a conocer las características de América Latina en muchas de sus obras. Así, analizamos cómo el autor había hecho presentes estas características en El Coronel no tiene a quien le escriba, con el objetivo de que Latinoamérica se de a conocer. Así, nos dividimos en grupos de 4, para ver cómo estas características aparecían en la obra de García Márquez. Cada uno de los integrantes lidiaba con una de estas características, fundamentando cómo Márquez la mostraba en la novela. Así, escribimos un ensayo en conjunto, con las cuatro características desarrolladas, y una introducción y una conclusión hecha entre todos. Yo trabajé con Bianca Ieraci, Lucia caviglione y Luz esteban. Este es nuestro ensayo.

Esta actividad, fue de gran ayuda y sirvió mucho. Por un lado, pudimos ver y entender las características de nuestro continente y cómo ellas se hacen presentes en la obra de García Márquez. Pudimos entender bien estas características, al tener claros ejemplos dados por el autor. A la vez, los trabajos en grupo siempre nos permiten complementarnos mejor, tener distintas perspectivas y opiniones y así poder trabajar mejor. Tener un grupo al cual consultar, con quien discutir y debatir, permite que haya mas ideas. Además, el hecho de trabajar con alguien y no hacerlo solo hace que la actividad sea más llevadera, y salir un poco de hacer todos los trabajos individuales que capas a veces es un poco repetitivo. Aparte, como los ensayos requieren distintas perspectivas y  opiniones para encarar la pregunta inicial, hacerlo en grupo permitió que podamos tener muchos argumentos y evidencia que quizás siendo uno solo no aparecían.

Al hacer el esnayo pude encontrar una gran relación a los que venimos haciendo en Inglés. Cómo era uno de los primeros que veníamos haciendo en Lengua, a diferencia de Inglés que ya hacíamos, pude encontrar una gran relación A pesar de que tanto el contenido y el tema del que hablamos en él es distinto, la estructura y la forma de presentar argumentos es bastante parecida a la de los ensayos que veníamos haciendo en Inglés. De esta manera, pude usar en este ensayo las técnicas o formas de presentar y justificar evidencia que ya había aprendido los anteriores años.

Cartulina- Eportfolio

Después de leer El coronel no tiene a quien le escriba Del amor y otros demonios de Gabriel García Márquez, Cami nos asignó un trabajo práctico sobre estos libros y Latinoamerica. Nos dividimos en 5 grupos distintos y cada uno debería tratar con una característica de Latinoamerica, explicando cómo se hace y se hizo presente en América Latina y como se relaciona con estas novelas. Nuestro grupo se conforma por Tomás Braun, Juan Elía, Francisco Montoya y yo, y la característica con la que tratamos fue “La pobreza”. Nosotros, comenzamos nuestra presentación y cartulina hablando de la pobreza latinoamericana en 1950, en Colombia. En esta época, Colombia y Latinoamerica vivía en una extrema pobreza, y como dijo la Secretaria ejecutiva de la Cepal, el 55% de Latam vivía en pobreza. Así, relacionamos esto con lo que narra Márquez en El coronel no tiene a quien le escriba, ya que muestra como el coronel y su esposa casi ni comían y su única fuente económica y esperanza para salir de la pobreza era el gallo. Luego, mostramos cómo se hace presente la pobreza actualmente, en Venezuela, dónde alcanzó el 80% y también hablamos del resto de los países latinoamericanos.

Esta es la cartulina que realizamos:

Este trabajo práctico fue muy importante y me ayudó personalmente. Primero, porque al trabajar en grupo podemos compartir distintos puntos de vistas y opiniones. El trabajo en grupo nos sirve para poder complementarnos y cada uno aportar distintas ideas. Además, el trabajo me permitió ver cómo fue evolucionando la pobreza en nuestra historia y poder ver la realidad que atraviesa Venezuela. Finalmente, la cartulina sirvió mucho para poder ver visualmente y analizar distintos aspectos de la pobreza. También es una forma creativa de presentar algo, ya que nos permite salir un poco de los textos para presentar fotos, con flechas que ayuda también a entender.

Finalmente, esta actividad se puede relacionar con una que hicimos hace un par de semanas con Pat en literature. En esta, debíamos hablar sobre un conflicto actual, hablar sobre los participantes, mostrar una foto o un poema y encontrar una solución. Yo elegí la inestabilidad actual en Venezuela. A pesar de que hablé principalmente de la dictadura del país, la pobreza y el hambre en Venezuela cada vez aumenta más, tal como describo en la actividad. Esto se relaciona con este trabajo que realizamos en Lengua, en el que explicamos y presentamos a la pobreza como una principal característica de Latinoamerica, teniendo como ejemplo a Venezuela y sus problemas económicos actuales.

 

E-portfolio – war poetry

The activity I liked and enjoyed the most was the first one we did, the war poetry presentations. Pat divided us into 5 groups, and each one of these had one poem to work on. My group worked with the poem “Soldier, rest”, while the other poems were “death”, “dulce et decorum est”, “futility” and “anthem to doomed youth”. Each group should work deeply on these poems, looking for literary devices, themes, tones, interpretations, context and message. After this, we should make a presentation putting in all the information we collected. Then, we dedicated 3-4 classes to teaching these poems. Each group would pass to explain the poem and present it, and after this, they would answer the questions and doubts of the rest of the class.

This is the activity:

https://matiasripoll.cumbresblogs.com/2019/05/28/war-poetry-presentations/

 

        Talking about the activity, I found this work really helpful, as it made us learn in different ways. First of all, it allowed each group to learn from the others’ presentations, listening to diverse perspectives. Moreover, it allowed us to explain our own poem and presentation. This is also another way of learning as by explaining to another person, you also clear your own doubts and remember better what you are explaining. In addition, in the beginning, when we had to make the presentation, discussing in groups what to include and what to leave aside is really helpful. Finally, I personally prefer activities in group, as we can interact with others, instead of being on my own doing everything which sometimes turns quite boring.

 

         Referring to real life, this activity can really be seen in our day to day routine. Everyday, I discuss matters with my friends and family. I talk about recent news that appeared, football and other subjects, and everyone of them include debating and sharing opinions, as we did with my group when preparing the presentation. In addition, everyday I either explain something to someone or I am explained by someone. In the activity, first, you had to expose your presentation and then listen to others’ explanation. This is seen in our daily basis, as I always explain to someone either something I understand or something that happen to me and the other way round. The activity is present in my day to day routine, and helps me to improve my capacity to explain and listen to others’ which is main and essential for every human being.

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.