Archivo de la categoría: e-portfolio

Ensayo colaborativo – e-portfolio 5

Como cierre del libro «El coronel no tiene quien le escriba», realizamos un ensayo cooperativo en el que debíamos abarcar todas las características latinoamericanas presentes en el texto. El trabajo consistía de una parte individual y una colectiva. Cada miembro del grupo debía enfocarse en una característica de Latinoamérica (cultura, política, naturaleza…) para construir, de esta forma, un ensayo entre todos. La introducción, conclusión y corrección del trabajo debía ser entre todos, y de esta forma poder construir el ensayo colectivo acerca de «El Coronel no tiene quien le escriba». El trabajo consistía en, a partir de una cita que nos otorgaba nuestra profesora, poder desarrollar el aspecto que nos había tocado, en mi caso, política. El fin del ensayo era justificar el porqué este libro pertenece al boom latinoamericano. 

http://abrilteranfrias.cumbresblogs.com/2019/07/10/ensayo-cooperativo/

Esta actividad me resultó muy productiva ya que abarcó tanto lo individual como lo grupal. El ensayo contaba con una parte individual, en la que pudimos desarrollar todo lo que habíamos aprendido por nuestra cuenta, pudiendo expresarnos sin tener que acordar con otro que incluir. Creo que esta parte individual hizo al trabajo muy libre, pudiendo realmente expresar nuestros conocimientos y verificar que conceptos habíamos entendido y cuáles no tanto. La parte grupal fue muy enriquecedora para poder complementar y completar lo que nos faltaba, y así crear un ensayo unificado. El formato de este trabajo, un ensayo, me pareció la manera más acertada de retener toda la información y aprender sobre este tema que es tan importante en nuestro continente. En mi caso, me cuesta mucho manejar el tiempo, y el hacer este trabajo en parte en grupos me ayudó a poder hacer mejor uso del mismo gracias a mis compañeros. Por otro lado, el trabajar teniendo que identificar las características de Latinoamérica en uno de los textos leídos me ayudó a poder llevar lo aprendido a algo más cercano, y así aprender a identificar otras obras pertenecientes al boom latinoamericano.  

 

Mi parte en esta actividad pude conectarla con lo que está pasando hoy en día en Venezuela. A mi me tocó analizar la política, y tanto como en Venezuela hoy en día, se presenta la corrupción de las instituciones, la falta de apoyo por parte del gobierno y la burocracia. Esta actividad me permitió profundizar mis conocimientos sobre realidades como Venezuela y poder concluir que el pasado condena al presente. La posibilidad de aprender sobre estas realidades en distintas épocas me permite tener un mayor conocimiento y seguir conectando conceptos. De esta forma, no solo establecí una confección entre la política actual de Venezuela y la de la época de texto de García Márquez, sino que también relacione aspectos  como la naturaleza, clima que se ve presente en diversas áreas del continente hoy en día, como en los países más de centro América. De esta forma, esta actividad me ayudó a profundizar mi interés sobre mi continente, al poder relacionarlo con aspectos de hoy en día. Sin dudas, la realidad que más me impactó fue la de Venezuela, donde el hambre y el gobierno opresor y corrupto me recordaron a lo plasmado en el ensayo.

Literatura Argentina – e-portfolio 4

En la clase de lengua, estuvimos trabajando sobre la literatura Argentina durante todo el primer trimestre. Al principio, teníamos muy pocos conocimientos sobre el tema y sobre lo que este concepto abarca. Al final del trimestre, entre todos, hicimos una cartulina en la que debíamos expresar que pensábamos antes sobre la literatura Argentina, y que pensábamos luego de trabar sobre el tópico durante casi todo el trimestre. Aa partir de esto, pude identificar que antes consideraba a la literatura Argentina como un concepto reciente, surgido posteriormente a la conformación de nuestro sistema de gobierno y cultura. Además, consideraba que los autores propios de esta literatura provenían de estas últimas décadas. Sin embargo, después de estudiar sobre este tema aprendí que la Literatura Argentina se retoma hasta los orígenes de nuestra nación, cuando éramos una nación joven y nuestra literatura no estaba establecida. En la cartulina, incluimos imágenes de 3 importantes autores de la Literatura Argentina, que supimos conocer a través de sus obras leídas en clase; Julio Cortázar,  Jorge Luis Borges y Esteban Echeverría. 

Esta actividad me resultó muy útil para poder realmente saber lo que había entendido y los conceptos que todavía no tenía claros. El hecho de construir la cartulina todos juntos me permitió poder clarificar mis dudas con los aspectos que mis compañeros habían aprendido y poder profundizar y recordar lo que habíamos aprendido. El plasmar las imágenes de Borges, Cortázar y Echeverría sirve para poder recordar claros ejemplos de autores parte de la literatura Argentina y remitir a los textos escritos por estos reconocidos escritores. El hecho de ser una cartulina y poder plasmar la información de una forma atractiva visualmente me permite recordar y plasmar la información en mi memoria por más tiempo. Me resulta más fácil aprender lo que veo de forma visual, por lo que esta actividad me permitió profundizar lo que sabía sobre la literatura argentina. 

 

Esta actividad pude conectarla con una actividad cooperativa que hicimos en Art. El trabajo consistía en, a partir de 2 palabras dadas por la profesora, debíamos realizar un dibujo plasmando lo primero que pensábamos acerca de ambas palabras. Esto debíamos hacerlo en media hoja, para que en la otra mitad de la hoja, nuestro compañero de grupo pueda plasmar lo que a él/ella personalmente se le venía a la mente al escuchar las mismas dos palabras. El trabajo consistía en poder ver lo que cada perspectiva había interpretado, y, de manera cooperativa, poder aprender del otro. Relacioné la cartulina de la Literatura Argentina con este trabajo de Art ya que ambos apuntan al trabajo en grupo, y el poder aprender y enriquecernos de lo que aprendió e interpretó el otro. Aunque el tema y el trabajo en sí no abarcan nada parecido, creo que en el fondo uno de los fines es el mismo; el poder ver los diferentes caminos que tomamos o las diferentes formas en las que aprendemos y lo que retenemos en la mente, y, a partir de eso, poder complementarlo con la forma de aprender del otro. Ambas actividades, además, fomentaron nuestra creatividad y ayudaron a poder desenvolver y plasmar información de una manera diferente, ya sea mediante el dibujo en Art o mediante una cartulina con párrafos acotados en lengua. 

Las Hermanas Ocampo — E-portfolio 3

                    En las clases de lengua, estuvimos trabajando con las hermanas Ocampo, aprendiendo sobre su vida y sus obras. Como trabajo final para cerrar el tópico, nos dividimos en grupos de a tres. El trabajo consistía en elegir una de las obras de Silvina que leímos y analizamos en clase, y, a partir de eso crear un resumen visual del mismo. Para lograr esto, debíamos hacer un dibujo o símbolo que represente el texto, y luego escribir una afirmación y elegir una cita que también permitan caracterizar y resumir la historia elegida. Mi grupo eligió la narración  «La Boda». Como dibujo, elegimos representar a la novia de la boda con la araña en el rodete, y como afirmación decidimos plasmar el importante hecho que «La Boda» rompe con los estereotipos femeninos de la época, mediante la perversidad de sus personajes. De tal forma que nuestra afirmación pueda ser justificada, elegimos las citas. En este trabajo trabajé con Trinidad Porretti, Sofía Mele y Belén Brito Peret.

                   Esta actividad me permitió profundizar mis conocimientos sobre «La Boda». Me pareció un muy buen cierre a un largo proyecto del tercer trimestre, y verificar si realmente habíamos entendido y podido captar lo principal de la historia. El hecho de trabajar en grupos, permitió complementarnos y asegurarnos que todos los integrantes habíamos entendido realmente la historia. La actividad no sólo proponía la búsqueda de una o dos citas adecuadas, sino que también requería la capacidad de hacer un dibujo y formular una afirmación que abarque todo el texto. Esto hizo que cada persona se destaque en el grupo y el poder focalizarnos en lo que a cada uno le sale mejor. Además, esta actividad nos sirvió para aprender a resumir y realmente focalizarnos en lo más importante del texto. Aprender a resumir es algo que considero una de mis flaquezas,  por lo que también me sirvió esta actividad para mejorar esto. Considero que una de mis fortalezas es saber coordinar dentro de un grupo de trabajo, así que el trabajar con mis compañeros es algo que me gusta y que me parece enriquecedor para cada una de las partes. 

 

                   Al realizar esta actividad pude conectarla con lo que muchas veces hacemos en historia, con las rutinas de pensamiento. A pesar de que este trabajo no era propiamente una rutina de pensamiento, abarcaba aspectos parecidos. En las clases de historia, al terminar un proyecto o tema, realizamos distintas rutinas de pensamiento para verificar si realmente entendimos o no el tema, y para darle un cierre al mismo. En estas rutinas tratamos de abarcar una idea, una palabra y algún color, animal, etc que pueda representar lo aprendido. Aunque, como ya dije anteriormente, esta actividad no era una rutina de pensamiento, apuntaba a lo mismo; dar un cierre. Además, tanto en historia como en lengua, ambas actividades sirvieron para trabajar el poder quedarse con lo más importante de lo aprendido. 

 

                 Respecto al tema de esta actividad, las hermanas Ocampo, puedo conectar su vida con la de Virginia Woolf. Durante el segundo trimestre, en literature, estuvimos estudiando sobre la vida de esta autora y, tanto como las hermanas Ocampo, supo luchar contra los estereotipos femeninos y rompió los límites de lo que supuestamente debía realizar en su vida por el simple hecho de ser mujer. Las hermanas Ocampo, tanto como Woolf, vivieron en una época en la que las mujeres debían cumplir con ciertas normas y estándares, y no debían cruzar esas líneas. Sin embargo, estas figuras, mediante la literatura y mediante su vida misma, se enfrentaron a estos estereotipos y perduraron a lo largo de la historia, y hasta el día de hoy, como figuras de movimiento feminista muy importantes en todo el mundo.

Picture poem – eportfolio 5

                      Our teacher, Pat, proposed an activity in which we had to create our own poem. The activity consisted of many steps to be able to finally produce our own poem. Firstly, we had to choose a picture that we had taken. Then, we had to look at the picture and write 5 nouns, 5 verbs and 5 adjectives that came to our minds when looking at the photo. The third step was to choose 2 literary devices (metaphor, simile, symbol, personification…) and think of them while looking at the picture. Finally, taking into account that we had to include all the words and the literary devices, we started writing our own poem, which had to be based on the photo but did not have any other condition. While writing, we had some minutes in which we read our poems to a classmate and shared questions and feedback. I chose a picture of a landscape, whose main focus was a blue sky with some clouds scattered along it. 

                      The activity was really enjoyable, mainly because we were free to write the way and with the structure we wanted (respecting that it was a poem and not a story). I was able to reflect upon the picture and let my hands write whatever came to my mind with just looking at the picture. I really loved the idea about this work being totally individual as it would have been difficult to perform this activity in pairs. In pairs, we would not have been able to completely reflect and choose a picture that we both had something to transmit. However, I loved the fact that we had a moment for feedback and questions with a classmate. I believe this activity invited us to reflect and think a lot, using elements we had learnt in literature the previous years.  It was a completely different activity to the ones we usually perform at school, which is why it was also really fun and entertained us a lot. 

                    As we did this activity, I directly thought of an activity we did last year on Language class with Pilar Pando. The activity was in groups, and each one had to focus on a different task. Our group (Tomas Braun, Sofia Mele an I)  had to write a poem based on Malala Yousafzai´s dreams (as we were reading the book about her life). I immediately connected these two activities as in both processes the final product was the same. I remember that for that poem we had to focus on facts and look for the most important words, ideas and feelings we wanted to transmit about Malala´s dreams. In this activity, we also focused on a range of verbs, nouns, adjectives and literary devices we wanted to include. Although Malala´s poem was in groups and this one was individual, the fact that in this activity we had the opportunity to receive help and ideas from a partner was also helpful.

                     I also thought about another poem we had to write last year on Literature, where I worked with Anouk Laferrere and we wrote about Museo Nacional de Bellas Artes. While connecting this three activities, I reflected on how by three completely different processes and tasks we reached the same final product in all three cases. 

 

Picture poem:

http://abrilteranfrias.cumbresblogs.com/2019/11/04/picture-poem/

 

Malala´s dreams poem:

https://docs.google.com/presentation/d/1yI9o5oJnwIQa5RADyQQMU2kiJMxMlZbsybtoWRS2o4w/edit?usp=sharing

 

Museo Nacional de Bellas Artes poem

«Where art lives»

Near the core,

the flow of burgeoning dwellers

beholds an emblem of artistic heritage.

 

Antique structure,

walls used to conceal

the hollow pumping of drainage,

Like the lub-dub of a heart.

 

But now filled,

embracing the modern art

of the once colonizers,

and the once colonized.

 

Alluring beauty of art

maintained with passion and thrust,

Shall reflect awe,

and impression in your view.

«A complaint» groupwork – E-portfolio 4

          To start this last term, we worked on an group activity which consisted in choosing a poem and be able to give information about the author, movement in which he participated (e.g; romanticism) and finally analysing the poem itself. All this information had to then be included in a presentation and uploaded to the blog. My group was conformed by Trinidad Porretti, Sofia Mele and I, and we worked on William Wordsworth’s poem “A complaint”. While investigating about the author, we discovered how he was one of the founders of english romanticism and how this, and other aspects of his life, influenced in his writing. Analysing the poem gave us a deeper understanding and permitted us to connect this activity with other topics, and aspects of our lives, as the poem tackles the theme of love. The presentation also had to include an explanation of the title, which we were able to easily understand, and a drawing summarizing the poem (or one for each stanza). Here is our presentation; http://abrilteranfrias.cumbresblogs.com/2019/10/07/presentation-a-complaint/

 

          Thanks to this activity, I was able to reflect on this method of learning, and how helpful it is. I think one of the reasons that explain how well I understood the poem is group work. I was really able to discuss and look up information with my teammates and learn from their point of views about the poem. I believe that, although individual work is also important, group work is helpful when analysing stories or poems as it offers us a much deeper analysis with different ideas and perceptions. In this case, we were able to connect our thoughts and the three of us were able to learn from each other.  Also, having to place all the information in a presentation really helped me to visualize all the work we had done in a more organized and appealing way, making it more easy to retain the information. A presentation forces you to reduce and summarize the information as much as possible, something that is hard sometimes. 

 

          I was able to connect this poem with many aspects of our everyday life. Sometimes, we experience situations which make us feel that we are totally broken and that we will not be able to recover. This can be something simple or something extreme. We many times wonder why things happened, and continue thinking over and over the same thing instead of trying to move on. This idea of thinking that the world is going to end is what the voice transmits in the poem as a consequence of losing his beloved. While doing this activity, I also thought about another poem we had read last year, “She was a phantom of delight”, which was also written by William Wordsworth. This poem narrates three moments in the relationship between the lyrical voice and the woman he/she refers to in the poem: the moment when they first met, how they got to know each other better, and the occurrences that took place after their marriage. The voice expresses, throughout the poem, how much he loved her; In the first stanza describing her as a spiritual, pure and perfect character, and, in the last stanza, finally accepting she was more an earthly woman than spirit. The whole poem describes how much the voice is in love and admires his beloved. I was able to connect it to “A complaint”, written by the same author, as something similar occurs. Being left by his beloved made the voice´s heart become completely broken, he felt emotionally poor, as he deeply and madly loved her. This shows how William Wordsworth tackles this idea of love and relationships in more than one poem.  

E-portfolio 2 — Cartulina Gobiernos de facto

          Durante todo el 2do trimestre, en la clase de lengua, leímos “El coronel no tiene quién le escriba” y “Del amor y otros demonios”, ambos por García Márquez. Luego de leer, analizar, y discutir ambos textos mediante distintas actividades, tuvimos que realizar una última actividad grupal enfocándonos en una característica de Latinoamérica, y no solo poder relacionarla con alguno de los libros leídos (o ambos) sino también con la realidad del continente. El trabajo debía ser plasmado en una cartulina, donde se presente claramente una conexión con alguno de los textos, una conexión con la actualidad y donde finalmente explicáramos una conclusion final. Mi grupo estaba compuesto por Trinidad Porretti, Lucía Caviglione y Valentina Re, y nos tocó enfocarnos en los gobiernos de facto. Nuestra cartulina incluía varias citas de “El coronel no tiene quien le escriba” que permiten revelar cómo los personajes se sentían durante el gobierno de facto y que explicaban lo que se vive en un período bajo el mando de un gobierno de ese tipo. Respecto a la actualidad, nos enfocamos en el caso de Pinilla, cuyo gobierno de facto fue impuesto en Colombia en 1953 (en el período en el que fue escrito el libro), y el caso de Venezuela actualmente, con Nicolás Maduro. De esta forma, pudimos concluir que el pasado condena al presente (la historia se repite), y que, al menos por ahora, no hay fin a la violencia y desolación impuesta por estos gobiernos, lo que nos deja pensando si existirá una solución para poder de una vez por todas terminar con esta problemática en Latinoamérica. 

          Esta actividad me permitió reflexionar de una manera profunda, ya que no solo me quedé con la información y enseñanza del libro, sino que también pudimos aplicarlo a nuestra actualidad. El hecho de habernos dividido en grupos fue muy útil para no solo quedarnos con el aspecto analizado por nuestro grupo, sino también para aprender sobre otros aspectos de latinoamérica analizados por nuestros compañeros. De esta forma pudimos conectar información, reflexionar y llevar lo aprendido a nuestra realidad de una manera mucho más fácil que si nos hubiésemos simplemente quedado con la lectura y el análisis del tiempo en el que fue escrita la novela. Además, el hecho de trabajar de forma grupal y no individual sirve para aprender e intercambiar ideas con otras personas, lo que hace al aprendizaje mucho más completo. En mi caso, realizar una cartulina me fue de gran ayuda, ya que ver conceptos de forma visual, incluyendo imágenes, citas y gráficos hace que la información me quede mucho más en la memoria. 

          Pude conectar esta actividad con history e historia, otras dos materias que tenemos en el colegio. En estas, vemos y vimos a los largo de secundaria diferentes problemáticas del mundo en diferentes períodos, y muchas veces enfocándonos en el impacto sobre la sociedad. Un claro ejemplo es la Gran Depresión sufrida por Estados Unidos en los años 30, en donde no solo ese país fue afectado, sino muchos otros. Además, las consecuencias no fueron sólo inmediatas, sino que repercutieron por un largo tiempo. Nosotras en nuestra cartulina nos enfocamos en Venezuela, y tanto como en history e historia, pudimos reflexionar sobre el caso al enfocarnos en el impacto que los gobiernos de facto tienen y tuvieron a lo largo de la historia sobre la sociedad y el mundo. Venezuela no solo afecta a los venezolanos sino que afecta a cualquier pais que quiera establecer relaciones de cualquier tipo con ella. Es por esto también que gracias a esta actividad, pude conocer diferentes realidades y aplicar lo aprendido en otras materias y al conectarlo con ellas, acordarme de otras problemáticas ya vistas, como La Gran Depresión. 

 

E-portfolio 3 — «The Lady in the looking glass»

          The activity I enjoyed the most was reading and discussing «The Lady in the looking glass». We dedicated several classes to the reading, as to fully understand and reflect on the story. Firstly, we contextualized the story and period by investigating about the author, Virginia Woolf. Then, the first step when reading was focusing on symbols of the first two pages. We identified the symbols of the flowers mentioned when describing the garden on the text, which mostly symbolized innocence, but without realizing the connection between the symbols and the story. Also, according to the pages read, we described the protagonist, Isabella, with the information revealed by the text. The next class, we finished reading and, after analyzing and talking throughout the reading, we were able to fully understand the story, and deeply reflect on it. Throughout metaphors, comparisons, symbols and a powerful epiphany portrayed by the object of the mirror, we were able to understand the complete contrast between the inner and outer self of the protagonist, depicted by the inside and outside of the house. This invited us to reflect on this story easily. 

           «The Lady in the looking glass» describes the story of Isabella, who shows herself as a cheerful girl, full of friends and with a really great life. This part of herself is portrayed in the story with the description of the outside of the house, a garden full of colorful and gorgeous flowers and with no imperfections. However, Isabella’s real self is nothing as the garden. She is dead alive, and feels empty. Her life is sad, and messy, just as the inside of her house. This permits to establish a constant parallelism between the house and Isabella, where the outside and the inside matches with the inner and outer self of the protagonist. I was able to reflect through this method of learning, as the story invites us to perform this reflection upon ourselves. This is possible as «The Lady in the looking glass» ends with a moral; «people should never leave a looking glass in their rooms». This invites readers, and made me reflect upon this phrase. The symbolism of the looking glass is reflecting the universe and our real selves, so by leaving a looking glass we should be conscious and prepared that the truth will come to light. This story, and especially the role of the mirror on it, made me reflect on how, although I try to always show happy, I still have a dark side with sad or obscure thoughts, as well as a part of me that is full of questions and doubts. By reflecting on this, I understood that although people usually show their outer self, their «colorful garden», we all have an unrevealed side, our messy and disorganized part, that we sometimes keep just inside of us, and is not revealed, at least until we find ourselves in a moment of revelation, were everything comes to light. 

          Throughout this activity I was not only able to reflect upon myself or connect it to people’s inside and outside, but also to today’s reality. Many people are not able to truly express who they are, because of social pressures, or just because it is too harsh to accept it. Many people’s dark side is bigger than others, and it can not be solved if it just stays in the inside just as Isabella. While performing this activity, I could think about two Ted talks I had previously watched. One was about a woman who expresses how she hid her true self for so many years, until she finally realized and accepted who she really was.. At the end of the talk she says; “My biggest obstacles I would ever have to overcome are my own fears and insecurities. I believe that by facing my fears inside I will be able to change reality outside.” These last sentences made me find a really intimate connection between Isabella and Morgana Bailey from the ted talk, as they both showed themselves in a way they were not, and finally their true selves came to light. I believe that in different lengths every human is scared about facing their own fears, which is why I really thought about this ted talk while doing this activity. I was also able to connect this work with another talk I have watched, which was performed by a model who expresses how aspect is no guarantee that you are going to get everything you want in life, no matter how beautiful or happy other people perceive you, you can still be very insecure or empty. In “The lady in the looking glass”, readers at the beginning thought Isabella was really happy and fulfilled, as she supposedly received letters from friends, was rich and people admired her. However, we then realise that although she superficially showed herself this way, she was dead alive. This ted talk, in a less extreme way, transmits the idea that having money, being beautiful or being admired by people does not mean you are complete on the inside, and explore how “image is powerful, but also superficial”, just as in “The lady in the looking glass”.

 

E-portfolio 1 — Los cuentos de Borges

 

          Una de las actividades que más gustó del trimestre fue leer los cuentos de Borges; «El Cautivo» y «Historia del guerrero y la cautiva». En ambos textos Borges explora el binomio “civilización y barbarie”, tratando con un cruce de fronteras interculturales como tópico significativo. Al leer y analizar estas historias puede ver cómo se entrelazan las culturas y características de estos dos grandes grupos sociales existentes de aquella época; la civilización y la barbarie. En dos diferentes clases leímos los cuentos y los analizamos todos juntos, junto con Cami. Luego, el trabajo más difícil era establecer la estrecha relación entre estas dos historias. A mi particularmente me tocó como principal actividad sobre estos textos hacer un ensayo enfocándome en estos textos y su relación con la civilización y barbarie, por lo que pude profundizar este tema en gran medida. 

 

         Gracias a esta actividad pude reflexionar sobre las grandes diferencias dentro de las sociedades, diferencias que se hacen constantemente y que terminan profundizando una división y generando conflictos. La lectura y análisis de los cuentos de Borges me sirvieron para reflexionar, sobre realidades políticas y sociales, y sobre cómo, aunque el paso del tiempo ocurre, hay características y hechos que persisten a lo largo de las décadas, mostrando que el pasado condena al presente. Además, gracias a la posibilidad de reflexionar que esta actividad permitía, pude aprender mucho más sobre estos dos conceptos complejos y finalmente entender la importancia de ambos en la literatura latinoamericana y su diferente uso dependiendo del autor y época. 

           Por otro lado, me permitió reflexionar sobre otros aspectos vistos durante el trimestre, como la literatura Argentina en sus inicios y el romanticismo, que fue un tema clave en los estos meses de clases. Esto se debe en gran parte a la amplitud y diversidad del binomio de “civilización y barbarie”,  ya que este tópico no solo se presenta en los cuentos de Borges sino también en muchos otros textos que nos remiten a los inicios de la literatura Argentina y a la influencia del romanticismo. Aunque me costó entender completamente este tema al principio, me gustó haber tenido que realizar un ensayo sobre este binomio, ya que me permitió reflexionar y entender mas inclusive. 

 

         Reflexionar sobre los cuentos de Borges me fue muy útil para conectar esta actividad con lo que se vive en nuestro país día a día, con esa división y marginación que existe en distintos aspectos de nuestro país. Nuestra política está caracterizada por constantes grietas entre dos ramas o partidos políticos predominantes; en la actualidad representado por la figura de Mauricio Macri y Cristina Fernández de Kirchner. Por otro lado, el concepto de civilización y barbarie presente en los cuentos de Borges se ve presente en nuestra sociedad; la parte privilegiada de la sociedad siendo las clases a las que se le presta mayor atención, y las personas humildes siendo marginadas, demostrado a grandes rasgos por el lugar en donde viven, un lugar totalmente marginado. Un claro ejemplo de esto son las villas, donde habitan personas con muy bajos recursos, y cuyo contraste con los alrededores es muy grande. Esto causa una gran división, lo que profundiza aún más la grieta social. Por otro lado, los modelos económicos también pueden representar esta idea, mostrando la imposición de diferentes modelos dependiendo del gobierno que lo aplique y dependiendo del punto de vista del que se lo mire. Gracias a esta actividad pude establecer estrechas relaciones con el día a día, con aspectos de nuestra realidad que se conectan íntimamente con la actividad de los cuentos de Borges, y principalmente con la” civilización y la barbarie”. De esta forma, se puede concluir que el pasado condena al presente, y que lamentablemente por ahora no hay fin a la marginación y división en las sociedades, presente ya hace muchos años.

 

E-portfolio 2 — Working with «The Destructors»

e-portfolio activity

-Experience (description)

-Reflection (what did you learn, how and obstacles found?

-Connection (to another learning experience and real life)

 

Reading the destructors 

  • Reading and debate
  • Analysis
  • Cooperative work

 

          The activity I enjoyed the most was reading and working with “The Destructors”, to which we dedicated three classes only to read and debate about it, being able to deal with this text really deeply. We firstly read the story and analysed it part by part, connecting it with war consequences in the setting (London) society. While dealing with “The Destructors” we focused on literary devices, on the conflict of leadership between the characters and the constant parallelism established between T’s and Old misery’s house after war. We dealt with the story in different ways to analyze it properly, in which we did not only discussed all together but we were also able to discuss a part of the story in pairs. This pair activity consisted in individually reading part III of the text and then being able talk about it with our classmate. After reading, debating and analyzing the story throughout different classes, discussions and activities we did a cooperative work, in which I worked with Trini Porretti and Juana Zufriategui, and where the final work had to be writing an essay about “The Destructors”. However, first we had to develop some questions about the plot, the protagonists and the background. This helped us, not only to develop the essay easily and clearly, but also to finish our analysis and have a full understanding of every aspect of the story. 

 

          The story “The Destructors” deals with the results of WWII in Britain. This fact made me easy to reflect about war nowadays, and how traumas are so deep after war, to an extent that envy and resentment are the only feelings that remain in society. War is so harmful, painful and destructive that the damage is not only territorial or physically, but also phycological (individual damage and as a society too). With this activity I was able to truly reflect, mainly thanks to the extended metaphor presented in the story. For Trevor, the only way to move on, and leave war behind was by destroying Old Misery’s house, which represented destructing the last thing that remained after war, in order to be finally able to start all over without leaving anything attached to war and to life before war. The Destructors clearly present a broken society, whose life was upside down and whose lack of empathy was a  characteristic that defined them. The text is able to always establish a parallelism between Trevor’s and Old Misery’s houses, which showed two opposite faces. Old Misery and his house represented what Trevor had once been, before war. His world was turned upside down by war, and destroying what has remained intact after the bombings was also a way of ending with the unfairness created by war. Why did some people had to lose everything and others hadn’t? That’s a question I constantly asked myself while analysing the text and helped me to understand the story and finally be able to align with Trevor, acknowledging the reasons why he was so determined to destroy Old Misery’s house.

 

          I was able to connect the story with different aspects of my life and reality nowadays. Thanks to my reflection I could connect it with nowadays wars around the world. Although I had many times thought about this topic or felt empathy towards people living in a troublesome environment, I had never been able to truly put myself in that position and really understand war traumas. The story contained metaphors and symbolism, facts that forced me to reflect on the text even deeper, and finally being able to connect it with reality in other countries nowadays.

I then tried to think of this activity in a more personal way, and I was able to connect this story with history. For three years we deeply analysed the two world wars, and particularly its impact in countries as London. This connection I was able to establish made me reflect and understand the hidden message of the story even deeper, and be able to remember, thanks to what we studied at school in history, on how great the impact of war was. This made me feel even more aligned to Trevor, and acknowledge how broken he and society were. 

As I was able to connect the story to other aspects easily, I tried to connect it with my daily life trying to give this analysis even a deeper meaning. Although I wasn’t able to directly connect it with my daily life I was a able to connect it with bad thoughts I, or any of us, may have. Many times we are so angry with a particular matter or we are not able to express our feelings in a correct way that we have dark thoughts or we make things without truly doing it with the intention of harming someone. Sometimes we are so overwhelmed by anguish, anger, envy, or by our own necessities that we do things we are not really conscious about. We are able to perform things that are not good, that show our lack of empathy as a society even knowing we a great life overall, or at least without having suffered such a trauma as war is. If we are capable of this, how, from our privileged position, can we judge someone who at a so early age had to experience a tragic and devastating war? This question left me thinking, and, although I also feel sorry for Mr Thomas who had nothing to do with it, I was finally able to truly understand Trevor, which is why I consider this my favourite and more interesting activity.

Art as a form of creation – e-portfolio 1

Art as a form of Creation

          For yesterday’s class, our teacher Pato, had asked us to bring an article, song, picture, poem or video that had any connection to war itself. The purpose of this was to be able to connect our material with real life and with the poems we had previously read. Yesterday, in class, we were divided in groups, composed by 5 different members (each member had dealt with a different poem) with the purpose of being able to share and exchange ideas from different perspectives and with a poem fully analyzed different from the rest of the groups. The work consisted in gathering together and sharing the information we had brought with the rest of the group. Then we were able to ask questions or doubts. Finally, as a group, we connected the material brought to the poems analyzed the previous classes.

 

 

          I personally decided to bring two images to share with my group. First, I brought a painting by Nora Neilson-Gray. Neilson-Grey served during WW1 as a volunteer nurse at a scottish hospital. In her paintings she depicted their role as women in World War I and how treating the war casualties at hospitals was also a tragedy and something really damaging for them. She, in her paintings, tryed to depict that every civilian suffered and had a role during war, not only on-duty people. I also chose a painting by Amr Fahed, from Syria, who paints about war today and is able to explore children suffering due to Syria’s war, mainly by focusing on their facial expressions. I was able to connect these images, although they are from different places, different wars and different moment of history. In many poems or sources the pain depicted is mainly focused on people who actively participated or participates in war, as soldiers, instead of also portraying off-duty suffering, as women, children and other civilians. This is what the images I brought are able to portray, war suffering from other perspectives.

          The poems we read in class mainly focused on soldiers and    their´s reality, instead of picturing civilians too. However, I can connect the material I brought with the main themes of every poem we read. War poetry shares the theme of suffering, and in the poems we read, this topic is really present, as they explore soldier´s psychological as well as physical damage. I can also perceive this theme in the images I brought; The painting from World War I clearly portrays women in a hospital treating soldiers, and the painting from Syria explores perfectly a kid´s anguish and his expressions showing pain. Another aspect of connection is the theme of horrors of war, which is shown in the pictures I brought, as well as in the poems we read. Moreover, the imagery, mainly visual, that can be perceived in the poem, expressed through words, can be depicted in these paintings by the choice of focusing on specific details, colours and by highlighting a certain topic.

 

          I really liked what my groupmate Luz Esteban brought to share with us. She brought a song called “Brothers in arms”, by the british band Dire Straits. This song clearly and vividly portrays the horrors of war, which is why I can really connect it to my paintings and the poems read in class. The lyrics of the song are really powerful. What used to be field to harvest or where flowers used to grow became “fields of destruction”, as the poem says. What I also liked about the song, and a fact that also helped me to connect it to my material and to the other poems was the purpose for what it was written. It was written to create awareness of what war really produces, such as the purposes of my paintings and the purposes of many of the poems we analysed. The title of the song is closely connected mainly to “Dulce et Decorum Est”, as the poem deals with the theme of brotherhood and “Brothers in arms” are men who serve together in a conflict, especially war. Men who share a very close, strong relationship. Finally, I found really interesting the fact that this song was inspired by the Falklands War, which opens a new scenario and period in history. The material I chose, the poems read in class, and this song where all written during different years and making reference to different conflicts. In spite of this fact, all 3 share messages, themes and feelings which show how war is always tragic and causes damage in every aspect of society.

 

I really liked this activity, as it allowed us to learn in a different way, interacting with our classmates. We were able to benefit ourselves from group work, interacting and exchanging ideas, letting all of us participate and share thoughts. Also, we were able to acquire more knowledge and understand a lot of new concepts. Studying the horrors of war encourages us to find solutions and to work towards a much more equal and peaceful society, using our education to work towards it. Education is the basis, and by activities as this one we are able to truly reflect and use this as our path to learn and work towards a better future.