Archivo de la categoría: Literature

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:


Malala´s dreams poem:


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;


          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 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”.


Questions – The Destructors

1.The Wormsley Common Gang. Comment on membership, recruitment, enemies, activities, and motivations. How about gangs today?


1_ members

  •  Blackie who was the leader at first 
  • T_ trevor . He became the leader after defying blackie
  • Mike 
  • Summers 

-they made up a gang and had no enemies. they gathered close to old misery’s house in a parking lot.

-not many members were recruited, trevor had been the first one in a long time. although they were used to joking and bothering the new gang members, this didn’t happen with trevor.

-they voted on all the activities which were to be carried out, each with an equal vote


  1. Identify three important conflicts present in the story. Explain what exactly is causing the problem—and whether they are internal or external in nature. Finally, explain which of these conflicts seems to the central problem.



  • Internal conflict
  • First blackie was the leader of the gang 
  • He had a strong personality.
  • He was humiliated by Trevor
  • Blackie lost the vote as well as the leadership
  • Blackie has a competitor (t) 
  • Losing leadership ‘it was the end of the leadership’
  • Blackie was humiliated in front of his gang, nevertheless he was still interested in Trevor’s plan.


General conflict

  • The destruction of old misery’s house
  • External conflict
  • Differ on taking a decision as regards how to accomplish the objective


Final conflict

  • Mr thomas is approaching the house while the gang is inside.
  • Should the gang leave or continue destroying?
  • Finally stayed, locked Mr Thomas and destroyed the house.


  1. Describe what happens in the resolution of the story. Why might Graham Greene have ended the story in this ironic manner?


3) In the resolution of the story, the gang tied with a rope the wooden struts of the house to a lorry. The next morning, the driver came to fetch his truck and when he accelerated the car, the house collapsed.


  • The author might have ended the story in such an ironic way so as to make reference to what war left to society, the damage that war left. 
  • Greene portrays a broken and damaged society who is characterised  by a great lack of empathy towards the other.

quotation: “ you got to admit it is funny”


4) On the surface this is a story of action, suspense, and adventure. At a deeper level it is about delinquency, war, and the hidden forces which motivate our actions. Do you agree?


4) We agree with this as we believe that trevor reasons to destroy the house were not the ones that he publicly expressed to his gang. His actions were determined by the impact and consequences that war had had in him and his family. He had hatred towards a house that had survived the attacks and was in perfect conditions as before the war he belonged to a very wealthy family who had suffered the war and as a consequence they had lost their fortune. The house was trevor’s object of desire as he had resentment that it had survived after ww1 while his family was devastated by the war.

quotation: “ i am looking for something special” , trevor said showing his resentment and envy.


5. Of what significance is the setting of this story in blitzed London? Does the story have anything to say about the consequences of war? About the causes of war?


5) The setting of the story is significant as London was really involved in war and had really suffered the consequences and causes of it. England ended the war with a lot of casualties, traumas and destructions. All this hatred that trevor has towards the house is lead by the fact that he is not able to desist from his object of desire that is destroying the house. For trevor, the destruction of the house is a symbol of moving on and leaving the war behind, not being attached to it anymore.

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.

Gender Inequality – Art as a form of creation (Final Work)

          Gender inequality is a problem all around the world, in which one gender has advantages over the other in many aspects of life, without taking into account that we should all have equal rights. This happens in many countries, although in some countries this is much more present. Nowadays, this topic is really discussed, as one of the main objectives of the century of numerous women is to achieve gender equality. This does not only occur in countries where this inequality happens constantly, but also in nations where this difference in rights between men and women can be slightly seen, but still there is struggle to achieve total equality. I decided to develop this topic as it is something that it is present nowadays all around the world, and that it is something that will determine the future in which I will live.

          As this final work, I chose to tackle the problem of gender inequality nowadays. After some research I tried to find a country where this difference in rights was really remarkable. Finally, I decided to focus on India, where this inequality can be seen in their everyday lives. India is an Asian country ruled by Ram Nath Kovind. Gender inequality in India constantly put women in disadvantage in almost every aspect of society, including medical care, education and job opportunities and participation in politics. I chose India as the country to focus as it is a place where the inequality is really extreme and where the fight and struggle from women is really active, to try to solve and revert this situation.

          The participants in this problem include women, government and society. Women are the ones that suffer as a consequence of gender inequality, women of all ages. As a way of protest they are forced to constantly fight for something that should be already granted  for the simple fact of being humans, equal to men. This leads to many activists, as writers, who are becoming famous promoting this struggle.  Not only women, but this conflict also involves the government, who has the responsibility of changing this reality for women. Although the actual government of India, with Ram Nath Kovind as president, publicly expresses his concern and the need of a more equal society, their measures are not efficient, which is a sufficient reason making gender equality in India still something impossible. This produces a fight between society, whose protagonists are women craving for equal rights, against government whose measures and speeches promising equality are not real or enough.


          When India’s population is examined as a whole, women are at a disadvantage in several aspects of life. Discriminatory attitudes towards women have existed for many generations, and it is something that could not be eradicated yet. The Indian Constitution grants men and women equal rights, but gender disparities remain. A great example is in the matter of jobs opportunities and payment, where men are paid more than women, and where opportunities are highly better for one gender. This prevents women from career development and progress. Moreover, another aspect in which this disparities can be analysed is in the medical care, where women are more likely to have health disorders. Woman are condemned to fight since they are born. Sometimes they are unwanted, aborted or abandoned just for not being males. They are constantly afraid, as rapists, kidnappers and sometimes even family members are a threat for them.

          Providing a solution is really difficult, as it involves a lot of factors and the participation of many. Government, society, activists and other countries too should work together and help towards this same objective of equality between men and women in India, and all around the world. I believe that marches, manifestations and struggles are excellent and effective ways to achieve gender equality. Making all population aware of this should have an impact, and making more people support the cause. As I said, manifesting this inequality is effective, but measures should also be taken to another length. I believe that encouraging women to participate in aspects like politics or introducing this problem to another sectors and inviting them to participate are good ways too. We, from the other side of the world, can support the cause by sending our strength to all fighters, an by extending this fight in our own country.

          Women and men despair in India affects all the female gender in their daily life. I chose to show two testimonies by female Indian residents, who have to struggle constantly, and, just as a consequence of being woman, will have to continue fighting for the rest of their lives, daily. The testimonies portray the gender discrimination and violence women suffer in India. These type of information make people all around the world become aware of this tragic reality and encourages more people to join the fight, These are the testimonies;


 “In New Delhi, there are 13 times more toilets for men than there are for women. Specifically, there are 3,712 male public toilets, and a mere 269 female toilets.

“Public Toilets in New Delhi are just one example of discrimination against women in India; it starts before women are even born, and continues throughout their entire life. Girls can be perceived as a financial burden in parts of India, as a result of their limited income opportunities and costly dowries; 500,000 Indian girls have died as a result of pre-natal sex selection and infanticide over the last 20 years.

If a bride can’t fulfill her dowry, she faces the risk of torture and death at the hands of her in-laws. Nearly 7,000 Indian women were killed for being unable to meet the financial requirements of their dowries, some of them as young as 15 years old.

Indian women are humiliated, abused, and killed every day. Before they are even born, their opportunities and experiences are decided for them. They will face violence and inequality at almost every turn; and even something as simple as access to public restrooms is not guaranteed for them.

There are ways to encourage gender equality in India, though they may be easier said than done. Laws that discriminate against women need to be amended; girls need to be educated to level the intellectual playing field, and India’s practice of perceiving men above women, needs to be addressed for change to last.”



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.



War Poetry – Presentations

In Literature we have been dealing with the topic War Poetry . Our teacher Pato divided us in groups, in which each had to work in a specific poem to then teach it to the rest of the students. The presentation had to include 8 points of analysis;

  1. Information about the author
  2. Context in which the poem was written
  3. Presence of literary devices
  4. Connections to real life
  5. Themes and tones
  6. Important quotations
  7. Title
  8. Our personal opinion

These were the presentation: