Roll Play

ROLL PLAY

Anouk, Luz, Sol and Olivia

ELSA VON FREYTAG-LORINHOGEN, Dada Baroness and MARCEL DUCHAMP

 

SOL: SILENCE IN THE ROOM PLEASE. We are gathered here today in this trial on regards of the subject of who is the real and authentic author of the well know Fountain and, thus, who is the creator of “the readymade” art movement which creates pieces of art from any object that is already made as long as it transmits an idea. Now the debate can begin. Elsa Von Freytag Loringhoven Dada Baroness shall start with her arguments.

ANOUK: Sharah Freedman McPherson can tell you that I created the first readymade. She couldn’t believe me I could create a piece of art from an existing object. Thus I told her to bring me a can of soda that I would turn it into an artwork. This was how my first readymade was a rusty metal ring of a soda can over which a car drove and it was a year before Mr. Duchamp presented his first readymade.

OLI: I don’t believe you at all, can you please tell us your exact version of your process?ed to answer the question

LUZ: It was Monday April 2nd of 1917 when I was walking along with some friends of mine in the city of New York, when I bumped into J.L Mott Iron Works and saw this urinal and suddenly I had this amazing idea. I bought it and signed in permanent marker R. Mutt 1917.

OLI: I will interrupt you again, but… which  was the real purpose of the creation?

LUZ: Through this I wanted to express my critics in an indirect and poking way against the greedy and ostentatious collectors. I signed it Mutt because it is the last name of one of the characters from the Comic strip of “Mutt and Jeff” He was this ambitious, rich gambler who assimilated the features of the collectors quite impressively.

SOL: What is your response towards your opponent?o

ANOUK: Most of my art pieces are based on uncommon and rather erotic elements. Clearly, due to The Fountain’s lack of aesthetic appeal and obscenity that it perfectly matches my bawdy style.

OLI: I do believe that is utterly meaningless and irrelevant in this matter

ANOUK: I do not care in the least. Besides, the actual person addressed as Richard Mutt was living in Philadelphia at the same time that I lived there. And it has been proven that what you Marcel Dushit call “The Fountain” was not even in the catalogues of J.L Mott Iron Works from the period of time in which you allegedly purchased it.o

LUZ: You know Dada Baroness that there is actually no legitimate evidence for those facts here, right?

ANOUK: (Revises paperwork in desperation)

OLI: And, anyways, why didn’t you claim your author rights of the sculpture The Fountain and of the creation of the readymade art movement?

ANOUK: Eemmmm….

  1. SOL: After a long discussion with the jury and I, we decided that the one who is the real and authentic author of the Fountain is Marcel Duchamp. Thank you for your presence and time, to come over this debate. I believe that this subject is already done and the final result had already been decided.

LUZ: Have a great day.

Publicado en 4AC2019, ed estetica, ingles | Deja un comentario

Artwork analysis

Senior 4

ARTWORK ANALYSIS

  1. Sol Santayana

Questions:

1- Look for a definition of “Art” written by a well-known artist, writer, philosopher, thinker or musician, of any time. Write it down and specify the author.

2- Observe the artwork of different media, form contemporary artists, presented in class. You can see it again by checking the blog: http://vgrehan.cumbresblogs.com/2019/04/08/contemporary-art-for-artwork-analysis/

A) Choose the artwork that you think matches the art definition in question 1. Justify.

B) Choose the artwork that you liked best.

3- Answer the following questions regarding the artwork chosen in question 2b.

A) What is it made of? Specify media (if it is a painting, sculpture, performance, installation, illustration, etc.) and technique.

B) What is represented? Describe the figures, images, what do they look like? Are they realistic, hyper-realistic, figurative or abstract?

C) How is it represented?

I- Composition: describe the organization of elements in the image (Where are they and how much space are they occupying).

II- Colour palette: describe the group of colours used, not naming each one separately but what identifies them as a group (cool, warm, light, dark, pastels, bright, saturated, de-saturated, complementary, contrast or no contrast, monochromatic, achromatic and/or polychromatic).

D) How do you look at it? Describe where you look first and how your gaze moves around the piece, and explain why.

E) How does it make you feel? Why? Describe your feelings, explain which visual resources you believe are triggering those feelings and why.

F) What do you think is the meaning or message of the artwork? Explain with your own words what you believe the artwork is expressing, what topic it is referring to and the message or comment behind it.

4-  Associate the analyzed piece of art in question 3 with a song. How are they related? What elements in the song can be considered similar to the visual art piece? Explain.

5- Together with all your classmates make a playlist in spotify with all the chosen songs.

Answers:

1- Art is something we do, a verb. Art is an expression of our thoughts, emotions, intuitions, and desires, but it is even more personal than that: it’s about sharing the way we experience the world, which for many is an extension of personality. It is the communication of intimate concepts that cannot be faithfully portrayed by words alone. And because words alone are not enough, we must find some other vehicle to carry our intent. But the content that we instill on or in our chosen media is not in itself the art. Art is to be found in how the media is used, the way in which the content is expressed.” By William Joseph Nieters.

2-

A) Ithink that this image represents the definition because the image impacts more than what is written. Show mixed emotions by just seeing the image, shows reality in which we live.

Image

By: PEJAC

B)

imagen

By: BORDALO ii ( from Portugal)

3-

A) The  work is built with end-of-life materials. Where can be found in wastelands, abandoned factories or randomly and some are obtained from companies that are going through a recycling process. Also known as damaged bumpers, burnt garbage cans, tires and appliances.

B) The image I chose can be interpreted in different ways. I interpret it as something ecological, which reuses materials to recycle. I also think  that he, the artist also wants to pass a message, that is that there is always something good/bad about something bad/ugly. You as a person would never think that you could form an animal with that «garbage» and the artist wants to show you what it can and at the same time you do something good for the earth.

C) In the animale the colors are a little brownish but around the animal there are brights colours.

D) First I see the image and then I see what it is composed of. I believe that the artist wants to show that everyone is the same, in a way, but is “composed” by different things, but that does not mean that we are less or more.

E) It makes me feel happy, with hope, knowing that there are people that believe in things that we, as human beings, usually dont see or creative.

F) I believe the message is about the ecology, to reuse the materials. Also I believe that the message he wants to expresspass is that  there is always something good/bad about something bad/ugly.

4- Heal the world, By Michael Jackson. I chose this song because it talks about love, respect for others. And I think that this artist does that just by recycling, by repeating others and the planet.This are the word that represent by thoughts: “Heal the world

Make it a better place

For you and for me

And the entire human race

There are people dying

If you care enough for the living

Make it a better place

For you and for me

  1. https://www.youtube.com/watch?v=BWf-eARnf6U You need to include it in the group playlist 

 

Publicado en 4AC2019, ed estetica, ingles | Deja un comentario

EPORTFOLIO: The Destructors (2do Trimestre)

The Destructors and the Comparison to the real life

Sol Santayana

My second learning experience that I am about to publish on my e-portfolio is the story The Destructors by Graham Greene . This post is not necessary about an activity that we made o, although we made one  by answering some questions  and analyzing the story throughout an essay, but is post that I  decided today to write and express what i felt by reading this short story found on Stories of Ourselves, and how I connect to the real life. To sum up the story portraits a gang of children that looked to be innocent, until they destroyed an old man’s house. Also it if focused, algouth not directly, to the consequences of war that can leave on a society, throughout the story.

 

Activity:

Questions: 

  1. The Wormsley Common Gang. Comment on membership, recruitment, enemies, activities, and motivations. How about gangs today?
  2. What do you see as the central theme of this story? Remember: a theme is not simply a subject like “love”. It is a fuller expression of what an author is trying to suggest about this subject. Write a paragraph explaining your interpretation of this story’s theme.
  3. 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.
  4. Draw an image of Mr. Thomas’ house. Now explain the gang’s motivation to destroy the house by webbing out points and quotations to each of the ideas below:

a) the age and beauty of the house

b)the gang’s usual pranks around London

c)what has occurred in the recent past with T’s parents

d)Blackie’s reaction to the word “beautiful”

e)The boys’ reaction to Mr. Thomas’ gift of chocolate

f)Summers’ reaction to the word “please”

g)the burning of the banknotes

h)their consideration for Old Misery

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?

6. Address the following quotation in the story by explaining its context and overall significance to the story:  “Streaks of light came in through the closed shutters where they worked with the seriousness of creators—and destruction after all is a form of creation. A kind of imagination had seen this house as it had now become.”

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

8. 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? Give reasons for your answer.

9. Research a definition of the philosophy of nihilism. How might the Wormsley Common Gang actions in the story demonstrate a kind of nihilism?

 

Answers: 

  1. The Wormsley Common Gang’ members are Mike, Summers and Blackie who is the leader. Later on, Trevor joined that gang and took Blackies position and became the leader with an ambitious objective. His desire was to destroy Mr. Thomas, Old Misery, house. Trevor’ hatred toward him grew increasingly as the time passes. Competing his objective would satisfy all of his proud and envy. His lack of revenge took control of his mind and body to make him to destroy Old Misery’s belongings, as the war did to him. However, gang’s today are not the same as they were some time ago, today are more likely to be integrated by old man or kids playing.
  2. The main theme of The Destructors is “Destruction is necessary for new beginning”. There are a lot of tension between classes, the social classes. Mainly from T’s perspective because of how the war had destroyed everything he had, his house. He wanted to take revenge on Mr Thomas because of the conditions of his house, damaging the physical conditions of it.

a)“Crippled house”

b)“ The gang met every morning in an impormout car-park, the site of the last bomb of the first blitz.”

c)“It was the word “beautiful” that eoried him – that belonged to a class world that could still see parodied at the Wormsley Common Empire…” (for him a house is never beautiful; in fact, nothing is, due to the fact that he was a class boy, a poor boy.)

d)“ Bet someone dropped them and he picked’ em up’” (nothing good can come from society)

e)“But his authority has gone with his ambiguity. He was only one of the gang” “Summers mimicked him, and then suddenly struck home with the fatal name” (irony, he couldn’t believe)

f)“Old Misery’s savings”…”We aren’t thieves” T, said. “Nobody’s going to steal anything from this house. I kept these for you and me- a celebration”…” We will burn them”

g)“Here’s a blanket” the voice said, and long grey sausage was worked through the hole and fell in swathes over Mr Thomas’s head”…”we want you to be comfortable tonight”

4.

Draw: 

a)“Crippled house”

b)“ The gang met every morning in an impormout car-park, the site of the last bomb of the first blitz.”

c)“It was the word “beautiful” that eoried him – that belonged to a class world that could still see parodied at the Wormsley Common Empire…” (for him a house is never beautiful; in fact, nothing is, due to the fact that he was a class boy, a poor boy.)

d)“ Bet someone dropped them and he picked’ em up’” (nothing good can come from society)

e)“But his authority has gone with his ambiguity. He was only one of the gang” “Summers mimicked him, and then suddenly struck home with the fatal name” (irony, he couldn’t believe)

f)“Old Misery’s savings”…”We aren’t thieves” T, said. “Nobody’s going to steal anything from this house. I kept these for you and me- a celebration”…” We will burn them”

g)“Here’s a blanket” the voice said, and long grey sausage was worked through the hole and fell in swathes over Mr Thomas’s head”…”we want you to be comfortable tonight”

5.  The setting of the story have a significant meaning. The author of the story is an English written and wrote this story in 1954, during the WW2. The war affected London and damaged it in a harras way. The streets and houses were destroyed and people living conditions decreases. This made Trevor to take revenge on Old Misery’s house  because of his envy and lack of resentment. The war destroyed T’s house and all of the other houses in the neighborhood, except Mr.Thomas house.

6. This quotation is refering the post war situation, and the ridiculousness of war itself. The quote is very ironic, as it shows the hard work of human people, to build whole cities, to destruct them in a short and fast time. It’s very ironic the the people make the same mistakes throughout our history, and we can’t learn about them, to prevent how to stop before happens.

7. What happens in the resolution is that they locked down Mr Misery in the bathroom cubicle and a men who had the house tied down to his lorry broke the house down. What Graham Greene wanted to do with the ending of the story is that even though war had already destructed the London what would give the last straw that broke the canela back would be the british society.

8. The kids are a metaphor of war and the house is a representation of London. The author wants to portray how war had destructed the society of London and how it had been damaged from the roots. The kids represent war and violence, that’s why they break the house, because the author wants to make a critic about the consequences of war in the society. The kids didn’t care about Mr misery, they only wanted destruction, which is what war represents violence destruction and hatred. And the house was london, it did not survived the “war”.

9. Nihilism is a condition in which all ultimate values lose their value. That means that traditional values and beliefs are unfounded and that existence is useless and senseless. In our opinion, the Wormsley Common Gang represent a society post war where the nihilism is present. Nihilism is based on a belief where conditions in the social organization are so bad as to make destruction desirable for its own sake independent of any constructive program or possibility. That could be compared to the gang and to the society at that time.The situation was so destroyed, that the gang finish with the destruction, they end up with the only thing that survived war to begin all over again.They forgot about the moral values in society, because there was any value in society at that time.

 

Essay:    

Graham Greene’s portrayal of human nature, in “The Destructors,” conveys the idea that people have the instinctive ability to distinguish, and make a conscience choice, between what they believe to be good and evil. This message is clearly projected by the characters and their actions: that children born to a traumatized society will grow rebellious. Comment closely on this.

Graham Greene’s portrayal of human nature, in “The Destructors,” conveys the idea that people have the instinctive ability to distinguish, and make a conscience choice, between what they believe to be good and evil. This is clearly projected in the story by the main characters and their actions.

At the beginning of the story, we realize that children know, what is right and what is not. They just like to feel the adrenaline of being rebellious and doing something that is wrong. All this is related to the rite of passage and to the postwar crisis its consequence.

Moreover, we can notice that the author uses rite of passage along the story. This consist on the process of matureness, and it contains 5 different elements that must be accomplished. The 5 elements are; an object of desire; trespassing (defying authority); dare/challenge (construction of identity); the mischief (should be owned up and dealt in a mature way); atonement (confession, acceptance and regret). To specify more I will leave all the steps of the story in the context of the rite of passage. An object of desire: T’s desire to destitute power by proving himself what is capable of doing. He wants to turn into the leader of the gang by taking over Blackie.Trespassing (defying authority): Defying the law, defying the adults and lastly defying Blackie’s leadership by breaking into the house. T’s looking for power and respect. Dare/Challenge (construction of identity): Challenges the authority by planning to break inside the house. T wishes to have their orders completely followed. The mischief (should be owned up and dealt in a mature way): Rite of passage not completed. T and the other members of the gang did not feel sorry for what they did. They think it’s actually funny. The gang did not realize about what they have done and did not accept the consequences of destroying the house of a good man. Atonement (confession, acceptance and regret): Again the same. The gang did not apologize to Mr Thomas. The action of regretting and assuming responsibility and maturity is missing. No one feels sorry for Mr Thomas neither the gang nor the driver of the lorry.

By analyzing each step in “The Destructors”, we can conclude that its not have been completed, so this means that they are just kids, but they know that what they have done was wrong, but still they thought it was fun, because they are still innocent kids and they don’t know the severity of the situation.

Furthermore, the destruction of Old misery’s house was more senseless than the destruction brought about war. The war had an aim, soldiers fought to gave their lives for their people and country, while what the kids did with Old misery’s home had no sense for them, except for Trevor. He was just jealous that his house wasn’t destructed by war. 

 The story is set in London, which was extremely damaged after World War Two. The story complains about the consequences of war. Firstly, because it explains how war destroyed every house placed there. Secondly, because it affected people emotionally. In the story, the children did not trust that something good could happen and wanted to destroy the only house that survived the war, the members of the gang didn’t understand why Trevor wanted to destroy Mr Old mystery’s house. 

In conclusion, Greene do not conveys the idea that people have the instinctive ability to distinguish, and make a conscience choice, between what they believe to be good and evil. Trevor and the other gang’s members are innocent kids that thought that what they did was good, they didn’t think of two sides, good and evil. They felt desire of destructions and anger, towards Mr Thomas’s house. This can be compare to the destruction and pain war caused in this kid, in a cruel manner. 

 

 

I have today to important subjects to talk about, the first one is about the consequence of war, that it can also be related with the poems that we have read during the year, that also talks about the after war, and also we can connect to the subject history, that i saw in school, in my case, the WW1 and the beginning of the WW2. And the other subject I would like to talk is about the gangs now a days. So let start with the first subject.  The story deals with the results of WW2, and  how traumas are so deep after war it is so painful and destructive, as the name of the short story, that the damage is also phycological to all the society, that is why it can be said that the story clearly represents a broken society, after war. It is clearly shown how  war can cause that one person changes its attitude and emotions; how it can actually change the society’s behaviour and way of thinking.

As I said I could also relate this story to the poems read during this year about the consequences of war, and the impact to people. One of the poems that had a big impact on me was “Soldier Rest!”, by Sir Walter Scott whose aim is to protest the whole meaning of war. His finles word in the poem was to transmit the message the the war is so horrible that is even better to die than to live after war since living as a veteran is that bad. Another poem that I liked was Dulce Et Decorum Est by Owens that mainly criticized the church and the government, that made kids go to war forced. 

 

Last but not least, is the second subject, that is about the gangs nowaday compared to that time and with the gande described on the story. Gangs nowadays have really changed to the point of being very interesting comparing between them. In the past they were quite innocent groups of friends, just as the story describes, they were innocent kids, that enjoy jumping  despite the seriousness of what they made at the house. Their “crimes” where nothing compared to gangs nowadays. Their aims are very different, o maybe you can say that the way that they express nowadays is very violent. They used to be trouble makers, for the law. Nowadays members are usually from 16 upwards, their activities are violent and illegal. They are involved with drugs and violence, and sometimes with death. Also they are a threat for society, they are dangerous. 

This is what it looks like a gang of nowadays

 

Thats why I really liked this story, because it made me think about a lot of interesting subjects, such as life after war and the comparison with gangs nowadays and before. It made me also able to  understand Trevor,  and why he made all the thing that he made to Mr Thomas, although I also feel sorry for him. This story covers many topics, that it is one of my favorite activities, and also interesting, that why I loved it so much. 

Publicado en 4AC2019, eportfolio, ingles, literature | Deja un comentario

EPORTFOLIO: The lady in the looking glass – A reflection of ourselves (2do Trimestre)

The Lady in the Looking Glass – E-Portfolio

Sol Santayana

One story that really got my attention was ‘The Lady in the Looking-Glass’, by Virginia Woolf. Although the story criticizes society in the 19th century and complains about the fact that a woman did not get married and take care of a family, I saw the story on a different point of view and with a message. 

We now live on a society where everyone is judged by their outside, and nobody cares about their inside, and this woman, Isabella is the perfect example of a person who really cared about it outside, and how people saw it, than it inside where when it looked into their inside there was nothing at all.

The story describes the story of Isabella, who shows herself as a happy person without problems and very social, this is combined with her outside house as garden plenty of colorful flowers. However, she is dead inside and empty and has a sad and messy life just as her inside house.

With Pato we made an activity, after reading the story, that was to write on a sheet of paper, with an image of a mirror, and write what you think you have in your inside. This poem and activity took me to ask myself if I knew me. For me it wasn’t easy at all, I simply wrote sad thing because for me was sad not to know who I was, or am. I felt vulnerable, although I liked the activity because it made me think and reflect about a lot of things. It made me think about my “outside house” and “inside house”, where I always try to look happy, but I also have insecurity, a dark side, with full of questions and doubts. But also it made me see and realise that I wasn’t alone on this world, because a lot of people, especially teenagers passed through this, and sometimes we keep important stuff inside of us, because of social pressure, because they can’t accept themselves or sometimes because they don’t feel safe by opening up with someone. 

 

Activity:

 

In a way I connect this to the Cenacle Retreat that I made with my friends. Because although it was religious, I took as a space to think about myself and try to find me, unfortunately I couldn’t but I could take every sadness I felt in my soul to all my group of friends. It  made me stronger, and with more enthusiasm and more energy to really work to find myself, or at least something. But I find it more difficult than others, or that’s what I feel, because I do not like being exposed to others and everyone knowing what I feel or what I’m go through, because sometimes people can use this “information” or feelings against me.  

But that is something that I need to work on, I need to work one trusting people and finding myself and expressing my feeling and concerns with others. That’s why I thank so much for reading “The Lady in the Looking Glass” and for the “E-portfolio” activity, because one made my realised things that maybe I wouldn’t knowledge or maybe I would knowledge later or during my life, and the other one made me put my feeling into words, and made me practice more about who should I say how I feel or think. 

So thank you for both Pato for having introduced them to me and to the whole class!

 

Publicado en 4AC2019, eportfolio, ingles, literature | Deja un comentario

EPORTFOLIO: La Cartulina de la Cultura (2do Trimestre)

La Cartulina de la Cultura

Sol Santayana

Durante el año estuvimos leyendo cuentos y libro de la Latinoamérica, y relacionándolas con su época, ya sea en política, el movimiento literario, la cultura, lo que fuera, siempre estábamos relacionándolo con lo que ocurría en aquel momento que se fue redactada la historia y con el presente. Durante el segundo trimestre leímos dos libros de Gabriel García Márquez, “El coronel no tiene quién le escriba” y “Del amor y otros demonios”, donde luego hicimos un ensayo del “El coronel no tiene quien lo escriba” en grupos dividiendonos los diferentes conceptos que abarcaba el libro. Luego fuimos divididos en  otros grupos donde cada grupo era libre de elegir un aspecto del libro, de la realidad y del continente y relacionarlo con el libro, “Del amor y otros demonios”, y luego discutir y desarrollar con citas en su cartulina, y es el cual me enfocare hoy más. 

Mi grupo (Anouk de Laferrere, Marcos Urbano Okecki y Juana Zufriategui) y yo teníamos que plasmar en una cartulina, el concepto de la cultura, donde utilizamos imágenes, dibujamos, y citas extraídas del libro para darnos fundamentos. Nos enfocamos más en la cultura del paganismo, donde todo se basaba en rituales y pociones, que en esa cultura y época se utilizaba, generalmente quienes los practicaban eran los esclavos. Pero si miran bien en la cartulina hay una pequeña parte que mostramos lo que hoy en día se utiliza, una cultura más globalizada, que es la de la medicina, comprobada por cientistas, mostrando que los valores, y sus ideologías cambian aunque algunas veces se permanecen para siempre.  

Cartlina:

Citas en la cartulina:

 

  • «como si creyeran que el muerto las escuchaba desde el más allá»

 

  • «las mujeres… salieron al medio de la calle y lanzaron gritos de alabanzas, de gratitud y despedida»
  • «la encerraron desnuda en la bodega de cebollas para desvirtuar el maleficio del perro»

 

 

Un tema muy interesante que me llamó la atención de esta actividad era el paganismo y sus creencias en los rituales que me encantó estudiar y aprender un poco de él a través del libro y de esta actividad y también cómo la tecnología influye mucho al cambio de la cultura. Creo que hoy en dia vivimos en un mundo donde la cultura cambió mucho a través de los años pero siempre tiene una pequeña “herencia”, de los ancestrales que por ejemplo para el continente Latinoamericano, seri los españoles y  los portugueses. Creo que todo se junta entre la tecnología y el paganismo, los rituales y la herencia de los ancestros. A pesar de que hayamos evolucionados cosas quedan como por ejemplo el tarot, la religión,el idioma, las tradiciones. Todo eso era del pasado pero permanecen. 

El símbolo del paganismo

 

Uno de los típicos rituales del Paganismo

 

La actividad me hizo pensar y reflexionar de varios temas, ya sea del pasado o  del presente o tal vez el futuro. Tambien aprendi mucho de los otros, y de sus cartulinas, fue como la actividad que hicimos con Pato de “Students Teaching Students”, donde traíamos cosas de afuera que tenían que ver con los poemas que les enseñamos a los demás. Fue una nueva dinámica que me gusto mucho donde fue divertido, creativos y al mismo tiempo educativo, fue una manera muy divertida de aprender. También me gusto mucho relacionar el pasado, osea el contexto del libro y del continente, con el ahora, y ver cómo las cosas cambian y avanzan. A mi siempre me gustó trabajar en grupos ya que intercambiamos ideas, donde puedo aprender más sobre ellos y sobre sus puntos de vistas y así formar una opinión o una forma de ver las cosas más completa y al mismo tiempo poder comprender el texto/libro mejor.  Otra cosa que me gustaría resaltar en esta actividad es el hecho de hacer una cartulina y no un texto, ya que me cuesta a mi en particular hacer textos, pero no solo eso, creo que me ayuda mas verlo en vez de imaginarlo, puedo ver el concepto visual, ya sea  con citas, dibujos, imágenes, gráficos. En mi caso eso me ayuda a retener la información mejor. Por eso me gustaría hacer más actividades así, para ser más entretenido, y no solo eso, sino practicar el hablar enfrente de la gente y explicarlo bien para que así todos entiendan ya que creo que eso nos fortalecerá mas para el futuro al momento de presentar algo. 

Publicado en 4AC2019, castellano, eportfolio, lengua | Deja un comentario

EPORTFOLIO: Borges y Sus Cuentos (1er Trimestre)

Borges y sus Cuentos

Sol Santayana

Durante el primer trimestre de cuarto año, estuvimos leyendo el libro La Cautiva de Esteban Echeverría, donde luego Camila, nuestra profesora de literatura, nos introdujo A a dos cuentos escritos por Jorge Luis Borges, relacionados con La Cautiva y con la misma temática, y explorando el binomio “civilización y barbarie”. Las historias eran, El Cautivo y Historias del Guerrero y La Cautiva. Luego de leer los cuentos debimos hacer un ensayo en grupos, donde cada grupo tenia un aspecto que analizar en ambos cuantos. El ensayo en el que yo participe fue hecho también por Gonzalo Irazusta, Abril Teran Frias, Oliverio Llobet y Luz Esteban donde debíamos analizar el binomio “civilización y barbarie” en los cuentos de Borges. Al leer y analizar los dos cuentos puede relacionarlo a dos temas muy interesantes, en mi punto de vista, que es la identidad de cada uno y las diferentes sociedades que hoy en día hay. 

 

 

 

Ensayo:

¿De qué manera Borges trata el binomio “civilización y barbarie” en sus historias?

 Jorge Luis Borges, nacido en 1899, fue uno de los escritores argentinos más destacados de la literatura del siglo XX. En sus obras explora el binomio “civilización y barbarie”, tratando con un cruce de fronteras interculturales como tópico significativo. Borges, en sus textos, entrelaza las culturas y características de los dos grandes grupos sociales existentes de aquella época; la civilización y la barbarie. Este aspecto lo podemos encontrar reflejado en textos como «El cautivo» e «Historia del guerrero y la cautiva».  

     En su reconocida obra, “El cautivo”, el autor presenta los términos de “civilización y barbarie” a través de la figura del personaje principal, quien opta por convertirse en bárbaro y dejar su posición de civilizado. Este hecho le permite a Borges, y a los lectores, unificar ambos términos, creando una representación más homogénea de estos conceptos, a diferencia de todos los autores de la época. Esto se puede distinguir claramente mediante la presentación que hace Borges en el texto sobre el concepto de identidad; es algo que se construye, no se determina con el nacimiento. De esta forma, y con un concepto claro sobre el tópico de identidad, Borges describe en “El cautivo” al personaje principal como “un indio de ojos celestes”. Esta cita, además de reafirmar su idea de identidad, permite una profunda conexión y reflexión acerca del binomio “civilización y barbarie”, ya que muestra la imagen de un indio representado por la figura de un criollo, reivindicando el concepto de estos opuestos. 

Durante esa época, la sociedad y los autores mostraban a la civilización como todo lo correcto, lo culto, educado e ideal, y por el otro lado, a la barbarie como lo salvaje, lo malo y lo marginado. La condición de civilizado o barbarie se daba por el nacimiento, y era una condición determinada que no se podía cambiar. Esto se ve representado por autores como Esteban Echeverría en La Cautiva, quien presentaba un maniqueísmo extremo, describiendo a los criollos como los civilizados y heroicos y a los indios como los bárbaros. Por el contrario, como mencionamos anteriormente, Borges, en “El cautivo”, reivindica estos conceptos y  plantea una perspectiva más neutral que relaciona y unifica este binomio. En esta obra, se presenta a un criollo que fue capturado por la barbarie, y al cabo de un tiempo terminó por adquirir todas sus costumbres y características, hasta tal punto que optó por permanecer en el desierto cuando se presentó la oportunidad de volver a la vida civilizada. Esto reivindica el concepto de indio, y muestra de una forma más dócil el concepto de civilización y barbarie, lo que permite interrelacionar estos conceptos. El nacido criollo se vuelve bárbaro, un bárbaro con ojos celestes, lo que permite cruzar estos opuestos como ningún autor lo había hecho en la época. 

A si mismo, en “Historia del guerrero y la cautiva”, Borges vuelve a homogeneizar a los opuestos “civilización y barbarie” a través del personaje principal. Este texto cuenta dos historias opuestas. En la primera se relata la historia de un guerrero bárbaro que va a atacar Ravena y al vivenciar su belleza opta por defenderla y vivir en lo civilizado, lo que finalmente hace que cambie su condición de indio a civilizado. Esta idea se ve reflejada particularmente al final del relato, cuando Borges menciona; “No fue un traidor… fue un iluminado, un converso”, mostrando que su decisión no se debió a la lucha, sino que realmente se convirtió en civilizado y supo apreciar Ravena desde otro punto de vista, más aferrado a la civilización. Esta historia retoma lo explicado anteriormente, ya que cambia rotundamente la visión de la época en la que la condición de bárbaro no podía cambiarse, era determinada al nacer. 

Por otro lado, Borges presenta la historia de una mujer nacida en Inglaterra que, al ser capturada por los bárbaros terminó adaptándose a su cultura y forma de vida, hasta tal punto que se autoreconocía como tal. A pesar de que tuvo la oportunidad de volver a la civilización, ella dejó en claro “que era feliz”, y “volvió… al desierto”, lugar con el que ella realmente se identificaba. “Historia del guerrero y la cautiva” presenta el binomio de civilización y barbarie mostrando estas historias de forma paralela. En una, se muestra la conversión de barbarie a la civilización, y en la segunda, viceversa. En ambos casos se lo presenta de la misma manera, lo que deja como mensaje que es lo mismo cualquier conversión, ninguna es más importante o mejor que la otra, lo que hace que se rompa con los estereotipos y pensamientos de la época. El hecho que Borges relata según sus puntos de vista, experiencias y dejando en claro que las historias lo “conmovieron”, hace que su texto tenga más identidad, y permite al autor que a los conceptos de “civilización y barbarie” se los tome como algo propio.

En conclusión, Borges, a lo largo de estas dos famosas obras, hace un excelente trabajo en presentar dos conceptos totalmente opuestos, como lo son “civilización” y “barbarie”, unificados y relacionados. Esto lo logra a través de la figura de los personajes principales, quienes optan por convertirse en bárbaros, renunciando a su posición civilizada, o viceversa. Así, Borges, a diferencia de otros autores tales como Esteban Echeverría, plantea una perspectiva neutral y deconstruye el binomio “civilización” y “barbarie” , describiendolos  como dos conceptos paralelos que van de la mano. De este modo, el autor rompe con la idea que relaciona a los “buenos” con los civilizados y a los “malos” con los bárbaros, como está demostrado en La cautiva.

 

 

 

Para empezar me gustaría dejarlos en tema, al decir esto me gustaría dejarlos un pequeño resumen de cada cuento, ambos presentan la identidad como algo cambiante, que se construye a partir de las circunstancias en la que uno se encuentra a lo largo de su vida. El primer cuento es El Cautivo, este texto trata de un chico que fue capturado tras un malón, y que es encontrado por su familia años después. Durante todo el tiempo que vivió en el desierto, él fue “trabajado por el desierto y por la vida bárbara”, y como resultado se convirtió en un indio. Cuando su familia lo encuentra, él vuelve a su casa, pero después de un tiempo el vuelve al desierto, porque ese se convirtió en su nuevo hogar. Cuando estuvo en el desierto, él dejó de ser el hijo que sus padres conocían y se transformó en un indio, irreconocible a sus ojos; “el hijo renació y murió en aquel éxtasis”. En el desierto su identidad se construyó acorde a lo que lo rodeaba, los indios, y es por eso que decide volver allí, porque allí es donde él siente que pertenece. Su identidad antes de estar con los indios murió, y una nueva se creó.

El otro texto es Historia de un Guerrero y la Cautiva, donde consiste en dos pequeños cuentos, En el caso del guerrero Droctulft, el cambia su forma de pensar y de cierto modo su identidad al morir “defendiendo la ciudad que antes había atacado”. Este cambio le llevó muy poco tiempo. Al ver lo que era Ravena, “una ciudad, un organismo”, el queda asombrado por su estructura y funcionamiento, y esto lo lleva a “abandonar a los suyos y pelea por Ravena”. Por esto se lo llama un “converso”, alguien que cambia sus ideologías y creencias por otras nuevas. Esto pone en evidencia cómo las circunstancias, haber visto la magnificencia de la ciudad, llevan a Droctulft a reconstruir una nueva identidad. Después de relatar la historia de este guerrero, Borges la compara con la historia de una india británica quien su abuela había conocido. La mujer era británica y había emigrado a Buenos Aires, pero llevada por los indios en un malón y ahora estaba casada con uno de ellos y tenía dos hijos. La mujer era rubia y con ojos grises, lo que la asemejaba a una británica, pero al mismo tiempo caminaba descalza y vestía mantas coloradas, lo que la asemejaba a una india. Al escucharla hablar, la abuela del escritor había notado como la mujer había perdido sus tradiciones británicas y adoptado las indias, silvestres y brutales; “detrás del relato se vislumbraba una vida feral”. La india había sido “transformada” luego de convivir con los indios. Las circunstancias de sus últimos años de vida cambiaron su identidad. 

Como dije al principio estos cuentos los puedo relacionar con la identidad de las personas, lo que quiero decir con esto es que las identidades cambian debido a sus alrededores, y esto generalmente lo podemos relacionar con los adolescentes, ya que son más vulnerables y sufren más por la presión social. Concuerdo plenamente con los pensamientos de Jorge Luis Borges, donde dice que las identidades si cambian, debido a sus alrededores, ya que constantemente cambiamos nuestras formas de pensar por los demás o por una nueva propuesta dada por los otros. Seguro, vos, el que está leyendo esto, ya hayas cambiado una vez o millones de veces tu forma de pensar o la forma de ver las cosas debido sus alrededores, ya sea por tus padres, amigos, conocidos, o por la sociedad y tu país. Todos evaluamos, ya sea algo bueno o algo malo. Siempre cambiamos, nuestras identidades son consecuencias de nuestras experiencias.  

  

Adolescentes question a dose quienes son

 

Otro tema interesante que me llama la atención es las diferencias de las sociedades, ya sea en el pasado o en el presente. En el pasado había una gran división entre las civilizaciones y los barbaries, donde había gran enfrentamientos y los barbaries eran aquellos que “dominaban” y controlaban todo, y creo que esto fue la causa de hoy en día donde la consecuencia sería que todavía había, y hay, diferentes tipos de sociedades donde muchas luchan entre sí, lo que quiero decir es que el pasado condena al presente, no necesariamente son las mismas divisiones pero siempre con el mismo propósito que sería el terreno, o talvez solo hay conflictos de prejuicio entre los demás. Un ejemplo claro sería Estados Unidos y toda Latinoamérica, donde ellos creen que son superiores a los del resto del continente, y se autoproclaman como los dueños del continente Americano, ya que constantemente se les gusta decir “Americanos” a ellos mismos como una forma de superación. Claramente, como ya dicho, está también la lucha de terrenos, como Siria contra Estados Unidos. Encontré un artículo, de TELESUR, que habla del conflicto y porque le dan tanta importancia al terreno siriano. Siria tiene una posición geográfica de gran valor, ya que comparte fronteras con Turquía, Líbano, Israel, Irán, Irak y Jordania lo que permite conectar las importantes fuentes de petróleo y gas de los mayores productores de Oriente Medio e Irán con Europa a través del Mediterráneo. Debido a este conflicto millones de personas murieron desde 2011, y sigue. Creo que lo único que es ser humano nunca cambió y siempre va a formar parte de su identidad es el juzgar y los ciegos que son por el poder y la riqueza. 

 

La actividad me encanto, creo que la dinámica y el método fue el correcto, ya que trabajar en grupo siempre esta bueno debido al intercambio de ideas y así enriquecer su opinion y mente, también me gusto el echo de aprender bien el binomio de “civilización y barbarie”, ya que me costo mucho entenderlo, y este ensayo me ayudo mucho. Me parecieron muy interesantes los cuentos y como ya he dicho concuerdo con lo que dice el escritor, personas cambian, aunque a veces hay temas que el ser humano nunca podrá cambiar, que es la ambición y el juzgar. Esta actividad me permitió reflexionar sobre dos temas muy importantes, por eso lo escribo en mi eportfolio ya que quiero que los demás reflexionen sobre estos temas, principalmente el de las diferentes sociedades, para parar de juzgar y realmente importarse con lo que realmente es importante para todos.

 

Publicado en 4AC2019, eportfolio, lengua, Uncategorized | Deja un comentario

When You Are Old

With Olivia Obligado and Luz Esteban we read the poem «When You Are Old», written by William Butler Yeats, and made a presentation with the tasks given by our teacher, Pato. Here I leave you the presentation:

 

Publicado en 4AC2019, ingles, literature | Deja un comentario

The Destructors Activity – Sol and Belu

The Destructors

Belu Brito Peret and Sol Santayana

Questions: 

  1. The Wormsley Common Gang. Comment on membership, recruitment, enemies, activities, and motivations. How about gangs today?
  2. What do you see as the central theme of this story? Remember: a theme is not simply a subject like “love”. It is a fuller expression of what an author is trying to suggest about this subject. Write a paragraph explaining your interpretation of this story’s theme.
  3. 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.
  4. Draw an image of Mr. Thomas’ house. Now explain the gang’s motivation to destroy the house by webbing out points and quotations to each of the ideas below:

a) the age and beauty of the house

b)the gang’s usual pranks around London

c)what has occurred in the recent past with T’s parents

d)Blackie’s reaction to the word “beautiful”

e)The boys’ reaction to Mr. Thomas’ gift of chocolate

f)Summers’ reaction to the word “please”

g)the burning of the banknotes

h)their consideration for Old Misery

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?

6. Address the following quotation in the story by explaining its context and overall significance to the story:  “Streaks of light came in through the closed shutters where they worked with the seriousness of creators—and destruction after all is a form of creation. A kind of imagination had seen this house as it had now become.”

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

8. 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? Give reasons for your answer.

9. Research a definition of the philosophy of nihilism. How might the Wormsley Common Gang actions in the story demonstrate a kind of nihilism?

Answers: 

  1. The Wormsley Common Gang’ members are Mike, Summers and Blackie who is the leader. Later on, Trevor joined that gang and took Blackies position and became the leader with an ambitious objective. His desire was to destroy Mr. Thomas, Old Misery, house. Trevor’ hatred toward him grew increasingly as the time passes. Competing his objective would satisfy all of his proud and envy. His lack of revenge took control of his mind and body to make him to destroy Old Misery’s belongings, as the war did to him. However, gang’s today are not the same as they were some time ago, today are more likely to be integrated by old man or kids playing.
  2. The main theme of The Destructors is “Destruction is necessary for new beginning”. There are a lot of tension between classes, the social classes. Mainly from T’s perspective because of how the war had destroyed everything he had, his house. He wanted to take revenge on Mr Thomas because of the conditions of his house, damaging the physical conditions of it.

a)Construction versus destruction: The gang members grew up seeing the destruction of war. They act as if destruction is a form of creation.In the story, not only the house of Old Misery was destroyed, but also the whole society after the war.The children, which are involved in the destroyed society, destroy the man’s house. Carrying out that act, it can be understand as if the children are ending with war. The house was the only thing that survived war, and destroying it means, starting all over again. The destruction of all, means the start of something new.

b)Society postwar: This external conflict points out the fact that the society was broken down after the war. Every person in society saw themselves totally affected and prejudiced by the war and tried to build up their normal lives back. However, war left an atmosphere of unconfidence, untruthful sense.

c)Building up society again would take a lot of time belonging: last but not lest this conflict could be understood in two different ways. On the one hand, it can be understand as if T wants to belong to the gang. He is looking to fit on a group and to feel comfortable in it. That is a internal conflict since it is the character’s feeling. On the other hand, the sense of belonging could be understood to becoming part of society. At that moment in history, the society was destroyed after the war. That is why belonging to society was difficult to achieve. In our opinion, the central conflict is a combination of all of them. The war have left a destroyed society, harmful, where the people could not find their place. The destruction of the society, creates a new beginning.

4.

Draw: 

a)“Crippled house”

b)“ The gang met every morning in an impormout car-park, the site of the last bomb of the first blitz.”

c)“It was the word “beautiful” that eoried him – that belonged to a class world that could still see parodied at the Wormsley Common Empire…” (for him a house is never beautiful; in fact, nothing is, due to the fact that he was a class boy, a poor boy.)

d)“ Bet someone dropped them and he picked’ em up’” (nothing good can come from society)

e)“But his authority has gone with his ambiguity. He was only one of the gang” “Summers mimicked him, and then suddenly struck home with the fatal name” (irony, he couldn’t believe)

f)“Old Misery’s savings”…”We aren’t thieves” T, said. “Nobody’s going to steal anything from this house. I kept these for you and me- a celebration”…” We will burn them”

g)“Here’s a blanket” the voice said, and long grey sausage was worked through the hole and fell in swathes over Mr Thomas’s head”…”we want you to be comfortable tonight”

5.  The setting of the story have a significant meaning. The author of the story is an English written and wrote this story in 1954, during the WW2. The war affected London and damaged it in a harras way. The streets and houses were destroyed and people living conditions decreases. This made Trevor to take revenge on Old Misery’s house  because of his envy and lack of resentment. The war destroyed T’s house and all of the other houses in the neighborhood, except Mr.Thomas house.

6. This quotation is refering the post war situation, and the ridiculousness of war itself. The quote is very ironic, as it shows the hard work of human people, to build whole cities, to destruct them in a short and fast time. It’s very ironic the the people make the same mistakes throughout our history, and we can’t learn about them, to prevent how to stop before happens.

7. What happens in the resolution is that they locked down Mr Misery in the bathroom cubicle and a men who had the house tied down to his lorry broke the house down. What Graham Greene wanted to do with the ending of the story is that even though war had already destructed the London what would give the last straw that broke the canela back would be the british society.

8. The kids are a metaphor of war and the house is a representation of London. The author wants to portray how war had destructed the society of London and how it had been damaged from the roots. The kids represent war and violence, that’s why they break the house, because the author wants to make a critic about the consequences of war in the society. The kids didn’t care about Mr misery, they only wanted destruction, which is what war represents violence destruction and hatred. And the house was london, it did not survived the “war”.

9. Nihilism is a condition in which all ultimate values lose their value. That means that traditional values and beliefs are unfounded and that existence is useless and senseless. In our opinion, the Wormsley Common Gang represent a society post war where the nihilism is present. Nihilism is based on a belief where conditions in the social organization are so bad as to make destruction desirable for its own sake independent of any constructive program or possibility. That could be compared to the gang and to the society at that time.The situation was so destroyed, that the gang finish with the destruction, they end up with the only thing that survived war to begin all over again.They forgot about the moral values in society, because there was any value in society at that time.

 

Essay:

Graham Greene’s portrayal of human nature, in “The Destructors,” conveys the idea that people have the instinctive ability to distinguish, and make a conscience choice, between what they believe to be good and evil. This message is clearly projected by the characters and their actions: that children born to a traumatized society will grow rebellious. Comment closely on this.

Graham Greene’s portrayal of human nature, in “The Destructors,” conveys the idea that people have the instinctive ability to distinguish, and make a conscience choice, between what they believe to be good and evil. This is clearly projected in the story by the main characters and their actions.

At the beginning of the story, we realize that children know, what is right and what is not. They just like to feel the adrenaline of being rebellious and doing something that is wrong. All this is related to the rite of passage and to the postwar crisis its consequence.

Moreover, we can notice that the author uses rite of passage along the story. This consist on the process of matureness, and it contains 5 different elements that must be accomplished. The 5 elements are; an object of desire; trespassing (defying authority); dare/challenge (construction of identity); the mischief (should be owned up and dealt in a mature way); atonement (confession, acceptance and regret). To specify more I will leave all the steps of the story in the context of the rite of passage. An object of desire: T’s desire to destitute power by proving himself what is capable of doing. He wants to turn into the leader of the gang by taking over Blackie.Trespassing (defying authority): Defying the law, defying the adults and lastly defying Blackie’s leadership by breaking into the house. T’s looking for power and respect. Dare/Challenge (construction of identity): Challenges the authority by planning to break inside the house. T wishes to have their orders completely followed. The mischief (should be owned up and dealt in a mature way): Rite of passage not completed. T and the other members of the gang did not feel sorry for what they did. They think it’s actually funny. The gang did not realize about what they have done and did not accept the consequences of destroying the house of a good man. Atonement (confession, acceptance and regret): Again the same. The gang did not apologize to Mr Thomas. The action of regretting and assuming responsibility and maturity is missing. No one feels sorry for Mr Thomas neither the gang nor the driver of the lorry.

By analyzing each step in “The Destructors”, we can conclude that its not have been completed, so this means that they are just kids, but they know that what they have done was wrong, but still they thought it was fun, because they are still innocent kids and they don’t know the severity of the situation.

Furthermore, the destruction of Old misery’s house was more senseless than the destruction brought about war. The war had an aim, soldiers fought to gave their lives for their people and country, while what the kids did with Old misery’s home had no sense for them, except for Trevor. He was just jealous that his house wasn’t destructed by war.

The story is set in London, which was extremely damaged after World War Two. The story complains about the consequences of war. Firstly, because it explains how war destroyed every house placed there. Secondly, because it affected people emotionally. In the story, the children did not trust that something good could happen and wanted to destroy the only house that survived the war, the members of the gang didn’t understand why Trevor wanted to destroy Mr Old mystery’s house.

In conclusion, Greene do not conveys the idea that people have the instinctive ability to distinguish, and make a conscience choice, between what they believe to be good and evil. Trevor and the other gang’s members are innocent kids that thought that what they did was good, they didn’t think of two sides, good and evil. They felt desire of destructions and anger, towards Mr Thomas’s house. This can be compare to the destruction and pain war caused in this kid, in a cruel manner.

 

Publicado en 4AC2019, ingles, literature | Deja un comentario

The Lady In The Looking Glass – Activity (questions)

The Lady In The Looking Glass

Luz Esteban, Olivia Obligado y Sol Santayana

 

Questions

  1. Notice how the mirror in the first paragraph is set up as the frame for a kind of a portrait.
  2. The unnamed narrator attempts to construct a portrait of the Isabella Tyson that consists of her outer self and her inner self. The portrait is reflected in the objects inside and outside the house as they reflect in the mirror. Describe the images reflected in the mirror.
  3. What kind of contrast is there between the objects inside the house and outside the house, as they are reflected in the mirror?
  4. Describe how the narrator attempts to compose the portrait through the mood inside the room, through her own imagination, and through the presentation of Isabella in the mirror
  5. What are the known facts about Isabella’s outer self?
  6. What material objects inside and outside the house does the narrator use to imagine Isabella’s life?

 

Answers

  1. The mirror in the first paragraph is set up as a frame for a kind of portrait. This is because it reflects what the narrator can see regarding to Isabella’s life. The mirror is big and luxurious, through which we could see the reflection of Isabella’s house and garden. This image portrays the aspect of Isabella’s external life; what the narrator uses to inspire her imagination. However, is this image the one hiding Isabella’s real identity.  
  2. The mirror reflects and portrays to readers part of Isabella’s house and her garden. This environment is fancy and depicts luxury, which reflects the image the narrator has about Isabella. It seems to belong to a successful, wealthy person with no problems ahead. However, the inner part of the house has nothing to do with this description of the outer and beautiful part.
  3. The huge contrast between the objects inside and outside the house portrays the chaos and confusion in her mind creating a sense of 2 different Worlds between the inner and outer parts. Inside the house, there are objects moving all the time expressing turmoil and mess. Nevertheless, in the outside everything is still and extremely quiet.
  4. The narrator build up the mood inside the house as one full of harmony, tranquility and happiness. She describes Isabella as a very successful person and in fact, she now lives surrounded by the consequences of her success. Furthermore, Isabella seems to be happy and experienced, based on her adventurous look.  
  5. In the story, very little is known for a fact about Isabella’s outer self and the only thing we know is that she is quite wealthy and she lives alone; the description in the story is based purely out of suppositions.
  6. The material objects inside and outside the house that the narrator uses to portrait the image of Isabella’s life are, to begin with, the letters. The letters portray Isabella as a social, interesting and passionate woman. Moreover, the narrator saw grey-green dresses, shoes and ‘something sparkling at her throat’. This shows an Isabella who is superficial, materialistic and who cares too much about appearances.

 

Picture

Find a picture of a room inside and a garden to illustrate the house in the story.

We chose this image because it has many objects inside, which can create, if they aren’t well organized, a disturbing image that stands for a chaotic mood. A disturbing room for the eye can be portrayed with Isabella Tyson´s mind. The garden outside seems very peaceful, as the one in «The Lady in the Looking Glass».

 

Text: 

Read the following text. How is this related to the story? 

 

The story is related with this text since Sandra Gilbert, Susan Gubar and Virginia Woolf were all feminist literature writers. Over 1980 women writers were badly seen and they were discriminated by men writers for their work. What they have in common is that they fought for their rights in both their poetic identity and in their role in life rights. Virginia affirmed that women should kill the «angel» and the «monster» topology in her stories so as to end up with the masks invented for women. We can perceive this in the text as the Isabella at the beginning of the story, the one who only shows her appearance, is dead, as that is not reality. At the same time, the Isabella at the end of the story is almost also killed as she is dead alive for not  having feelings or thoughts. So Virginia applies to the story her ideas of how woman must behave in order to achieve being respected by men in their day to day life and in their literature works. 

Publicado en 4AC2019, ingles, literature | Deja un comentario

The Lady in the Looking Glass: A Reflection

After reading the story by Virginia Woolf, The lady in the Looking Glass, we had to join a group and answer some questions on Patos blogs. And here is the final result.

The Lady In The Looking Glass

Luz Esteban, Olivia Obligado y Sol Santayana

Questions

  1. Notice how the mirror in the first paragraph is set up as the frame for a kind of a portrait.
  2. The unnamed narrator attempts to construct a portrait of the Isabella Tyson that consists of her outer self and her inner self. The portrait is reflected in the objects inside and outside the house as they reflect in the mirror. Describe the images reflected in the mirror.
  3. What kind of contrast is there between the objects inside the house and outside the house, as they are reflected in the mirror?
  4. Describe how the narrator attempts to compose the portrait through the mood inside the room, through her own imagination, and through the presentation of Isabella in the mirror
  5. What are the known facts about Isabella’s outer self?
  6. What material objects inside and outside the house does the narrator use to imagine Isabella’s life?

Answers

  1. The mirror in the first paragraph is set up as a frame for a kind of portrait. This is because it reflects what the narrator can see regarding to Isabella’s life. The mirror is big and luxurious, through which we could see the reflection of Isabella’s house and garden. This image portrays the aspect of Isabella’s external life; what the narrator uses to inspire her imagination. However, is this image the one hiding Isabella’s real identity.  
  2. The mirror reflects and portrays to readers part of Isabella’s house and her garden. This environment is fancy and depicts luxury, which reflects the image the narrator has about Isabella. It seems to belong to a successful, wealthy person with no problems ahead. However, the inner part of the house has nothing to do with this description of the outer and beautiful part.
  3. The huge contrast between the objects inside and outside the house portrays the chaos and confusion in her mind creating a sense of 2 different Worlds between the inner and outer parts. Inside the house, there are objects moving all the time expressing turmoil and mess. Nevertheless, in the outside everything is still and extremely quiet.
  4. The narrator build up the mood inside the house as one full of harmony, tranquility and happiness. She describes Isabella as a very successful person and in fact, she now lives surrounded by the consequences of her success. Furthermore, Isabella seems to be happy and experienced, based on her adventurous look.  
  5. In the story, very little is known for a fact about Isabella’s outer self and the only thing we know is that she is quite wealthy and she lives alone; the description in the story is based purely out of suppositions.
  6. The material objects inside and outside the house that does the narrator use is to portrait the imagine of Isabella’s life are, to begin with, the letters. The letters portray Isabella as a social, interesting and passionate woman. Moreover, the narrator saw grey-green dresses, shoes and ‘something sparkling at her throat’. This shows an Isabella who is superficial, materialistic and who cares too much about appearances.

Picture

Find a picture of a room inside and a garden to illustrate the house in the story.

I chose this image because it has many objects inside, which can create, if they aren’t well organized, a disturbing image that stands for a chaotic mood. A disturbing room for the eye can be portrayed with Isabella Tyson´s mind. The garden outside seems very peaceful, as the one in «The Lady in the Looking Glass».

Text

Read the following text. How is this related to the story? 

The story is related with this text since Sandra Gilbert, Susan Gubar and Virginia Woolf were all feminist literature writers. Over 1980 women writers were badly seen and they were discriminated by men writers for their work. What they have in common is that they fought for their rights in both their poetic identity and in their role in life rights. Virginia affirmed that women should kill the «angel» and the «monster» topology in her stories so as to end up with the masks invented for women. We can perceive this in the text as the Isabella at the beginning of the story, the one who only shows her appearance, is dead, as that is not reality. At the same time, the Isabella at the end of the story is almost also killed as she is dead alive for not  having feelings or thoughts. So Virginia applies to the story her ideas of how woman must behave in order to achieve being respected by men in their day to day life and in their literature works. 

Publicado en 4AC2019, ingles, literature | Deja un comentario