«El coronel no tiene quien le Escriba»- Ensayo

Las ultimas clases, en literatura, estuvimos trabajando en un ensayo colaborativo basandonos en todo lo visto y aprendido en clase sobre el boom latinoamericano y sus caracteristicas. En el ensayo, analizamos en profunidad si el libro leido en este trimestre, «El coronel no tienen quien le escriba» de Gabriel Garcia Marquez, forma parte del boom latinoamericano. Yo trabaje con Luz esteban, Matias Ripoll y Bianca Ieraci. Este es nuestro ensayo:

– El coronel no tiene quien le escriba es un libro que participa del boom latinoamericano. 

          El boom latinoamericano fue un fenómeno editorial que surgió entre los años 1960 y 1970. El éxito de los autores del boom tales como, Gabriel García Márquez, llevó a que sus obras sean conocidas mundialmente. De esta manera, latinoamérica entró en el mapa mundial, dándose a conocer y mostrando sus características propias al resto del mundo. Uno de los libros más reconocidos del boom latinoamericano es, “El coronel no tiene quien le escriba”. El escritor colombiano, García Márquez, publicó esta obra en el año 1961, y en esta se pueden identificar perfectamente las características propias de latinoamérica tales como; su cultura, su política, su naturaleza y su economía. Estas características, al estar presentes en este texto, podemos afirmar que “El coronel no tiene quien le escriba” es un libro que forma parte del boom latinoamericano. 

(luli) Si hablamos de latinoamérica teniendo en cuenta su ámbito político se puede decir que, desde sus principios,esta fue muy conflictiva y corrupta. Esta características de la política latinoamericana, que hoy en día siguen tan presentes,  se pueden identificar explícitamente en el libro “El coronel no tiene quien le escriba” de Gabriel García Márquez. El coronel, quien es el protagonista de esta historia, se ve claramente perjudicado y afectado por la situación política del país, ya que él había servido y luchado para defender a su país en la “guerra civil”, y nunca cobró lo que le correspondía por sus servicios. El gobierno, el cual era totalmente corrupto, hacía y deshacía según sus propios intereses dejando al Coronel y una gran parte de la población, en la ruina. No había democracia, los ciudadanos no podían elegir quién querían que los gobernara, y la esperanza de recuperar la democracia era nula: “No hay esperanza de elecciones- dijo el coronel. No sea ingenuo coronel- dijo el médico. Ya nosotros estamos muy grandes para esperar al mesías”. Con esta cita podemos ver que claramente, los ciudadanos ya habían aceptado esta forma de vivir. Vivir en la “censura”, vivir sin poder de decisión por sobre las cosas que los afectan. No solo no podían elegir quien los gobernara si no que las restricciones eran completas; las peliculas, libros, diarios, solo mostraban lo que el gobierno quería que los ciudadanos sepan y vean; “Que hay de noticias-preguntó el Coronel. El médico de dio varios periódicos. No se sabe- dijo-. Es difícil leer entre líneas lo que permite publicar la censura”. Los ciudadanos no tenían acceso a toda la información, solo a lo que el gobierno quería que ellos sepan. Todo estaba censurado. No tenía libertad, estaban aislados de la información y el mundo. Esta política corrupta y restrictiva provocó la “circulación clandestina” de información, la cual le podía costar la vida a cualquiera si lo encontraban, tal como le pasó al hijo del coronel. García Márquez deja en claro que tener acceso a la información en esa época te podía costar la vida, pero a pesar de que el coronel vivo esto muy de cerca, prefería arriesgarse antes de ser parte de ese sistema corrupto. Además de la corrupción, la política latinoamericana también tiene como característica la inestabilidad y desorganización. En el libro, el autor hace referencia a esta característica tan propia de los países latinoamericanos; “Piense usted que ha habido siete presidentes y que cada presidente cambió por lo menos diez veces su gabinete y que cada ministro cambió sus empleados por lo menos cien veces”. Esta cita claramente muestra la inestabilidad del país, como la política era un caos y la justicia no existía. A lo largo de todo el libro el autor hace referencia a la conflictiva y desequilibrada política de esa época en latinoamérica, la cual nos permite caracterizar a esta obra como una parte fundamental del boom latinoamericano. 

  (luz)  El análisis de la naturaleza,  una de las principales características latinoamericanas, es otro factor que contribuye a la participación de la obra en el célebre boom.  En su texto, García Márquez hace un excelente trabajo presentando a los lectores la ostentosa naturaleza que rodeaba a Latinoamérica. De esta manera, explora un carácter típico de la región y permite que los mismos lectores la aprecien también.  A lo largo de “El coronel no tiene quien le escriba” , García Márquez logra acentuar su profunda observación de la naturaleza utilizando un lenguaje hiperbólico al momento de referirse. De hecho, el autor recurre a este método en varias instancias de su obra, a fin de darle un lugar de cierta importancia. Es así como logró personificarla a tal punto que  se relacionaba con los sentimientos de los personajes. Además, como el texto indica; “ Durante media hora sintió la lluvia contra las palmas del techo. El pueblo se hundió en el diluvio. Después del toque de queda empezo la gota en algún lugar de la casa”, García Márquez empleó la naturaleza para describir la mísera circunstancia en la que los personajes vivían.  Esta instancia nos muestra que hacía falta tan solo una lluvia para destrozar el lugar, lo que comprueba la profunda influencia de la naturaleza sobre el libro. A través de la cita podemos ver también la utilización de un lenguaje hiperbólico cuando el texto declara al pueblo hundiéndose en el “diluvio”. Una vez más, el autor posiciona a la naturaleza en un papel protagónico, mostrando así uno de los rasgos típicos de latinoamérica e introduciendo su obra al extenso boom. 

(mati) Continuando con las características del boom, el aspecto cultural latinoamericano también fue utilizado por García Márquez en ¨El Coronel no tiene a quien le escriba¨, mostrando y resaltando su participación en el boom latinoamericano. Por un lado, Márquez refiere y presenta a la muerte como es visto en todo el mundo. Describe que ¨sentadas a la puerta de las casas las mujeres de negro esperaban el entierro¨, mostrando el lado emocional y de angustia de los entierros. También, presenta algo común en el ámbito cultural que es el hecho de guardar recuerdos de nuestros parientes fallecidos. En ¨EL Coronel no tiene a quien le escriba¨, una de las razones por la cual el coronel y su esposa en un principio quieren conservar el gallo es porque les recordaba a Agustín. Sin embargo, por otro lado, la participación de esta obra en el boom se debe y se ve presente gracias a la mención y referencia de Márquez acerca de la particularidad de la cultura americana y la diferencia de la misma con respecto al resto del mundo. En su obra, Márquez hace referencia reiteradas veces a la muerte, pero la particularidad que él muestra es cómo se diferencian los velorios en latinoamérica. La cita ¨Hasta donde alcanzaba su vista el pueblo estaba tapizado de flores¨ muestra como toda la gente compartía la costumbre de convertir un velorio y algo que supone ser sufrimiento y angustia en un ambiente lleno de colores y flores. No se lamentaba tanto la ida de los muertos, sino que se los pensaba como si continuaran allí, como si formaran parte, integrándose a la celebración. El ritual buscaba generar un ambiente y entorno colorido, diferenciando la costumbre exterior del lado oscuro de los entierros. El cuento de García Márquez nos permite encontrar una relación con la reciente película ¨coco¨, en la cual no solo se muestra la celebración de los muertos con flores y un ambiente colorido, sino que también trata con una especie de vida después de la muerte, mostrando este punto en común y de relación con la obra de Gabriel García Márquez. De esta forma, el autor presenta la particularidad del ámbito cultural latinoamericano en ¨El coronel no tiene a quien le escriba¨, mostrando la participación de la obra en el boom latinoamericano.

 (Bianca) Siguiendo con las características del boom latinoamericano en “El Coronel no tiene quien le escriba”, la economía fue muy protagonista a lo largo de todo el desarrollo del cuento. García Márquez resaltó este aspecto enfocándose en la calidad de vida del Coronel y su esposa, quienes se encontraban en una lamentable situación de pobreza. Estos tenían una paciencia que no es algo habitual debido a que dependían directamente de una  paga para poder subsistir, es decir para poder comer. Igualmente, ellos intentaban esconder esta triste realidad ya que tenían esperanzas de que cambiara. Por ejemplo, en un momento del cuento la esposa del coronel muestra esta negación cuando dice esta cita muy significante: “Varias veces he puesto a hervir piedras para que los vecinos no sepan que tenemos muchos días de no poner la olla”. El coronel acudía todos los viernes al correo a esperar una carta que no llegaba, una carta que representaba todas sus ilusiones y que hacía que se sintiese orgulloso por haber luchado y defendido lo que él creía durante la guerra civil. También podemos notar cómo gran parte de la sociedad estaba pasando por lo mismo. La gente del pueblo veía en el gallo una salvación, un método para ganar dinero, daban por sentado que su gallo iba a ser una fuente de riqueza y sus problemas se iban a acabar. Esto supuso que cegaran sus ilusiones en un simple animal, al igual que le pasó al coronel. A su vez, algunas personas de su entorno no colaboraban mucho con la situación del Coronel. Como cuando este le intenta vender el gallo a Sabas y este simplemente le ofrece 400 pesos, mientras anteriormente había afirmado que su valor podría ascender a 900. Este hombre intenta aprovecharse de esta gente necesitada. Una pareja mayor que no tiene otra salida que vender aquello que más aprecian para poder seguir viviendo. 

En conclusión, como analizamos previamente, el libro “El coronel no tiene quien le escriba” de Julio Cortázar, muestra vívidamente características del boom latinoamericano. En el libro pudimos reconocer  la conflictiva y corrupta política de latinoamérica, la naturaleza propia del continente y la exaltación de la misma, su cultura peculiar y extravagante, y por último su economía, y cómo la desigual situación económica en latinoamérica, afecta al protagonista durante toda la historia. Mediante este libro García Márquez, dio a conocer a latinoamérica, mostrando sus características propias al resto del mundo. 

TP Historia: El gobierno de Stalin visto a través de las inteligencias múltiples

En nuestra clase de historia, estuvimos estudiando acerca del gobierno de Joseph Stalin. Una vez que terminamos con el tema, nuestra profesora Belén nos dividió en grupos y nos asignó hacer 6 actividades, cada una de ellas acorde a una de las inteligencias multiples con las que venimos trabajando en el colegio. Utilizando cada una de las inteligencias multiples debiamos presentar y describir el gobierno de Stalin. Yo trabajé junto a Trinidad Porretti, Juan Elia y Bautista Buljevich. Este es nuetro trabajo:

Art work

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Written work describing your whole creative process: 

  • Image of analyses art work (name the artist, technique, year)

  • Image of your art work

I created an artwork about how us, human beings, are the cause of all the pollution and contamination in the world. I inspired my work on a masterpiece created by a well known artist; PEJAC. This masterpiece was made in 2016 and it’s one of PEJAC’s most known work. I was really caught by the message of his painting and all that it transmits, so I decided to create an artwork that gives the same message. In his work PEJAC makes the message very clear; the world is dying, and humans are responsible, responsible for the pollution of the rivers and oceans. It perfectly shows the huge damage we have done to the world. This is an issue that’s occurring since always and that needs to stop. A change needs to be done. I consider that this problem is extremely important and people should care and do something about it as it affects us all. So I decided to base my own work on this same message; pollution and contamination. 

 

The process of creation of my artwork was, at first, very stressful. I had a lot of ideas and things I wanted to transmit but I didn’t know how to put them into practice and create a work which would transmit my ideas as I imagined them. My first idea was to do something that had to do with a collage and cutting things to give different shapes and volume which would provoke more impact. I thought about using trash and stick it to the the paper, but i didn’t knew what to draw in the middle. I realized that the message that I wanted to transmit was about the world and how us humans are damaging it not measuring the consequences. So another idea came to my mind; I could cut faces from magazines and stick them on the page and draw in the middle a world. I was very satisfied by that idea although I realised that the message was not clear enough. So, after thinking and having many doubts about what to do, I decided to draw fists on both sides of the world to cause the effect that humans beings are “hitting the world” which means they are damaging it a lot. I collected some magazines and cut some faces, all with different shapes and sizes, which I would use for my work. While doing all the cutting, I saw a painting of a world full of animals and flowers on one page of a magazine which I liked a lot. So I decided to inspire myself and draw my world similar to the one on the picture. I consider that the most difficult part was to draw the fists as at first I didn’t know how to start drawing. I decided to base my drawings on some models I found on the internet because I wanted my work to be as precise as possible. 

 

With all my ideas know clear in my head I started to draw, cut, paint, stick and correct every detail. I am very happy with my final result, as it’s not as precise as I imagined I consider that I put my best effort and it is really shown in my work. Besides, the most important thing about my work is that it has to transmit a specific message as PEJAC’s, and I consider the message is clearly transmitted. 

 

 

Women in India- Gender Inequality

Women in India

     All over the world gender inequality is present. It used to be common for men to be consider more important, intelligent and valuable than women. Women have been trying to confront and change this inequality for centuries; they’ve treated them like crazy and never accepted what they were asking for: equality. Nowadays, although it’s still  a lot to work to do, it is little by little changing in some aspects. This is due to women’s every day fight for their rights, not only political rights but also social ones; one of the main objectives of this worldwide movement is to change society’s mind about what women are supposed to do and how they are supposed to act. Women are as free as men and can do whatever they want and like without any restriction at all. Gender is not at all a requisite for doing certain things and that’s what people need to understand. Although a huge progress has been made women continue to suffer inequality mostly in the middle east were their opportunities and power of deciding are none.

     This takes me to India, where women’s participation and action in important things are considered something crazy. Women are seen as an object, something that can be used by men and do not have a voice at all. Gender inequality in India also refers to health, education, economic and political inequalities between men and women. Although the constitution of India grants men and women equal rights, gender disparities remain.

  

Inequality in India is also seen as their culture shows a strong preference for male children. When a baby boy is born in this country there are huge celebrations, however when a girl is born people give their condolences to the mother. Specially in that society, the exact moment girls are born they are considered inferior only because of being a girl, how can that be even possible? Education is also a key fact to take into consideration, literacy for females stands at 17.86%, compared to 82.14% for males. This is mostly about the parents’ perceptions that education for girls are a waste of resources as their daughters would eventually live with their husbands’ families. This chauvinist perception is the one that women are fighting for, this stigmatized thing that women are only useful to have children and take care of the house. What if they don’t want to have kids? What if they want to work? They can be as capable as men of working and having important charges. This social perception is the most difficult to change as it has been installed on society about million of years ago. Although we do not have much information about it, in India there’s a huge feminist movement which are aimed at defining, establishing, and defending equal political, economic, and social rights and equal opportunities for women in India. It is the pursuit of women’s rights within the society of India. Like their feminist counterparts all over the world, feminists in India seek gender equality: the right to work for equal wages, the right to equal access to health and education, and equal political rights. Indian feminists also have fought against culture-specific issues within India’s patriarchal society, such as inheritance laws and the practice of widow immolation known as Sati.

  

     This incredibly important issue which concerns not only women in India but all over the world, are in India carried out by huge organizations which fight every day for Indian women equal rights. Organizations such as:

  • All India Democratic Women’s Association
  • National Commission on Women
  • Ministry of Women Children and Development
  • International Center for Research on Women
  • UN Women

I decided to talk about this topic as I consider is crucial nowadays. Feminism is a huge movement in which we all should be included and be a part of it; not only women. Inequality is a problematic which affects women all over the world but mostly to women living in the middle east were an ancient culture is above their rights.

This inequality has existed since always and although it’s very difficult to be change, little by little women from all over the world are speaking up and fight for equality, for women’s rights, which are in fact human rights.

I started to get really interested in this topic when I read a book called “Milk and Honey” by Rupi Kaur, an Indian woman which I really admire.

She was born in India but grew up in Canada. In spite of this, she never hide her indian culture and is, in fact, very proud of it.  Here’s a short biography about her life and career that I took from a book that I read, which I really recommend, called “Mujeres Autoras”

Resultado de imagen para rupi kaur biografia de mujeres autoras  

In her short poems the Indian culture is really present as she  talks about her relationship with her father difficult was for her to deal with him and his patriarchal actitudes from the tough and unequal indian culture.

  

 

 

 

 

 

 

 

This are the poems that I personally like the most from the book Rupi Kaur wrote “Milk and Honey”

Finally, I leave here a video of Rupi Kaur giving a speech in India Today Conclave , a thought platform, were Kaur made an impressive speech about her mother and what had she told her the day of her wedding. Within her words the patriarcal Indian society can clearly be seen.

 

 

✨Art as a form of Creation✨

Art as a Form of Creation

    🌼This first term, in literature, we have been analyzing several poems in connection with wars. We divided in groups, and each group presented and explained a different poem to the class. After the presentations, our teacher Pat asked us to bring material in connection with the poems that we learnt; it could be a song, video, poem, article, a speech or whatever we wanted in connection with the topic. We divided in new groups and each member of it shared what she/he had brought to work. I worked with Belu Brito, Bauti Buljevich, Oli Llobet and Sofi Mele. What I liked most about our group is that we all brought different things; belu brought a song, olí and bauti a picture, sofi a drawing and I brought a video, so a lot of interpretations could be done and analyzed.

     🌼I brought a video which caught a lot my attention. I saw it on twitter a month ago (the 2nd of April the day we argentinians honor and respect the veterans that fought to defend the Falkland islands against GB) and I decided to save it as I considered it’s very powerful and transmits a really important message by making a huge criticism towards politicians and society. When Pato told us that we had to bring something to class in connection with the poems we had read and analyzed, I immediately remembered about that video. After I watched it again I realise the connection it has to the poems we had read in class; but mostly with the one I’ve worked with “Dulce et Decorum Est”. This poem written by Wilfred Owen, besides retelling and describing the atrocities that he struggled at war, also makes a huge criticism; a criticism to society, to church to politicians. A criticism to the ones who tell “the old lie” that dying for one’s country is “sweet and proper”. This huge criticism that Owen makes and transigir throughout this poem, is clearly seen in this video; how shamed this young veteran is about all what he has done, he can’t forgive himself the fact that he believed what society told him. He believed that the right thing to do was that: kill innocent people to defend his country. In the video he mentions that he now realised that it’s all a matter of power, of who has more territory; they don’t care about young kids who risk their lives neither the innocent people dying at war. We can also see that, although many years have passed since Owen wrote this poem, this continues happening; kids are still forced to fight and die for a cause they don’t even care and that it’s not worth it.

     🌼As I said before what I liked the most about our group was that each of the members brought something different to share. I really liked what Belu brought: a song. I consider that music is essential for any human being; it has the power to create emotions, to bring images, connections, i think that art in general but more specific music makes us perceive the world in a different way. That’s why I really liked the fact that Belu brought a song to share. The song is called “Goodbye” and it has a lot of connections with most of the poem we had read. It deals with war, death, how hard is for soldiers to fight at war and see their friends die; knowing they could be the next one. In the song, we can see how the soldier is dying, after so much suffering, so much pain he is finally resting in peace. This has a huge impact on his friends the other soldiers who saw him die in their arms; feeling useless as they couldn’t do anything to save him. In the video that I brought to share, the veteran talking makes reference to how tough and traumatic was making friends and then seeing them die; an event that cause trauma and will last in their memories forever.

    🌼I really enjoyed this activity, I consider that it was the best way to close up and fully understand all the poems we have analyzed in class in a creative and entertaining way.

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. I worked with Abril Teran, Valentina Re and Trinidad Porretti and we taught the poem «Dulce et Decorum Est» by Wilfred Owen.

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

Here are the 5 presentations:

 

CONTEMPORARY ART for ART WORK ANALYSIS

CONTEMPORARY ART for ART WORK ANALYSIS

The last classes, with our teacher Toia, we analysed all together some images of contemporary art from a lot of different contemporary artists. After having analysed all this masterpieces, out teacher made as a project to work on; we have to first look a definition about art by any artist, it could be a painter, musician, etc. After choosing the definition we liked the most, we had to choose a contemporary art which matched with our definition. The second task, was to choose the contemporary art we liked the most and answer several questions which consisted on identifying what we had seen in class with the painting we have choose. This is my work:

1.Picasso about art: “Art is a lie that makes us realize the truth”

 

 

 

 

 

 

 

 

2.  a) The artwork made by Alex Senna, a Brazilian artist, I consider is the one that matches perfectly with my definition. I consider this because in this masterpiece we can observe how people or society itself is truly represented. In the definition that I choose Picasso affirms that art shows us the truth about the world. In this art work we can see how society is portrayed as a monotonous and a controlled one. All dressed the same way, doing the same things every single day. I think that this shows a clear criticism to society, how we never take risks and choose to live a boring and monotonous life instead of being ourselves and doing what we like the most.

b) The artwork I like the most:

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.

This artwork made by PEJAC and is a painting. We can see how attractive this painting is as it has a huge variety of different colours. At the bottom of the painting we can see how realistic the objects are. We can see very precisely what that things are. In contrast with the top of the painting, in which we can not identify the objects of the artwork as it tries to make the effect that there are many things very far away.

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

In this artwork it is clearly portrayed the pollution and contamination in the world. I consider that this masterpiece shows how humans destroy the planet. Also I think it wants to bring awareness of the living conditions in which some people are living nowadays due to contamination and the unhealthy conditions which are shown in this painting. The image clearly shows how trash and dirt have contaminated all the crystal and pure water. It also shows how two little children are trying to fish something from this polluted river, trying to find anything to survive. This is a realistic picture.

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).

In this artwork, as I have said before, we can see that the main objective is to cause an impression, an effect on people. To show how many children all over the world live in deplorable conditions and have no access to essential things. So, because of this, both kids in the boat are on the center of the picture. They are the most important part of the picture. They are in the center of the artwork. They occupy a little part of the artwork but still cause a huge effect. However, we can see that they are surrounded by a huge amount of trash. The trash is not in the center of the picture, but it occupies the 80% of it, which also means it’s an essential part of the picture. It’s the first thing you see when you look at the picture which also causes an effect on us.

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).

In this artwork we can see their is a huge variety of colors. On the one hand, we can see all the trash which contaminate a river. It occupies most of the picture. The trash if shown with many bright colors, all very different. This bright colors are used by the artist to attract people. We can also see, that there is a path of the river which is not contaminated were we can see a bright blue. This shows a cool atmosphere.  This brightness is used to show the purity of the water. How clean and pure it really is. On the other hand, we can see how the two kids and the boat are shown with dark colors. I consider that the artist did this in order to show a contrast. What I mean with this is that, the surrounding of the boat (the trash) are shown in very bright colors full of light, so in order to make a contrast, he used dark colors to represent the kids. Besides, I also consider that the dark colors are used in order to show how kids lived. How obscure their lives are. It shows that their body is full of dirt and their cloths too.

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

When I looked at this artwork for the first time, the first thing that I saw were the two little boys in their boat. Although, now that I had a clear view of all the picture, I think that the common thing would have been that I looked first to all the trash because it occupies the 80% of the picture and because of it bright colors. In spite of this, I looked first at the kids cause it was what it first caught my attention; because the contrast it makes within all the picture. As I didn’t understand quite well what the picture was trying to show I looked to what it called my attention next: the huge amount of trash surrounding this little boat. Finally, the last thing I looked at was the light blue pure river, because my attention was so focus on all the contaminating objects surrounding the poor little boys, that when I at last looked to what they where doing I finish to understand another message of the artwork; not only to cause an effect on pollution, but to cause an effect of the living conditions of kids all over the world.

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

This artwork caught my attention as soon as I saw it. The main aim of the artist which was to cause an effect on us was ,in my opinion, fulfilled successfully. This picture really caused an effect on me. I consider it’s incredible how a painting can transmit much more than any text. Besides of being a an incredible painting with great techniques, it shows important issues which are happening nowadays. It also, in my opinion, shows a criticism to society; how we let this happen. How we don’t care about the world at all, how we damage our planet and create deplorable conditions for kids to grow up and form. This painting transmits so much to me and makes me rethink many issues; my lifestyle, how I do not care about the planet as I should. How I sometimes do not value what I have, knowing there are people who would die to have what I do. I think that the fact that the painting is so realistic causes a bigger effect on me and provoke all this feelings. If the panting had been abstract, it wouldn’t had called my attention as it did.

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.

As I have mentioned previously, I consider that the main purpose of this painting is to bring awareness to society. Which this I mean that the artist is trying to show a reality which a lot of people do not know about (or prefer to ignore). This artwork deals with to important topics which people should know and become involved; pollution and the bad living conditions in which many kids are living nowadays. This is a situation which is very preset all over the world, and need to change as it consequences are terrible. When I saw this painting I realised that maybe, in our daily routine we don’t even notice all this things as we are worried about others. However, choosing and analysing this picture made me realise how less compromise we put to this things, which in fact are the most important ones. We should start to care about real issues like the one the painting is transmitting, instead of superficial things. This masterpiece caused a real effect on me and I think on every person that has seen it. It made me think how far was I doing something to change this. I think the message of this picture is really clear and it produces a huge effect on the people who see 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.

The song that I choose is “The landscape is changing” by a band called Depeche Mode. I think that the painting that I choose and this song have many things in common mainly because they both transmit the same message, the fact that humans are destroying the world. First of all, they both deal with a criticism to society; the song says “cause I don’t care you are going nowhere, you take care of the world”. With this the song shows how us human beings do not take care of the world, as it’s also shown in the painting. In the picture this is shown by presenting a blue crystal river full of trash which contaminates it all, damaging not only the purity of the water but the sea animals. The song and he painting are both similar because they were made for a specific purpose, an specific meaning. Music and and paining are both a form of art which, in this case, are used to transmit the same message.

 

A brand new way of learning :)

 E- portfolios

Last week our literature teacher, Pat Chujman, presented us how we are going to work this year; instead of learning in a traditional way we are going to make our own e- portfolio. This is a brand new method of learning and understanding things we analyse in class. But the best part is that we are able to connect what we learn with things we like; it can be connected with books, series, paintings or even with personal experiences. We are free to choose how to make our e- portfolios which is also great because it’s a way of showing our knowledge and being able to connect what we like with what we learn . After watching a video and reading some texts about what an e- portfolio is, our teacher gave us a task: make a summary of what e- portfolios are and take a look on the e- portfolios of students that are now in senior 5, and make a reflection about their portfolios. Here I will leave the summary of some texts and videos we analysed in class and my reflection on some e- portfolios. 

TASK 1: Make connections between the video and the text. Write the summary.

An e- portfolio is a new method of learning in which students show their knowledge and understanding on one subject by making several posts in their electronic folder. E- portfolio, besides of showing the understanding and knowledge of the students, is a way of learning. They learn the different topics by relating them with things they like or personal experiences. It’s also a good way for students to see their progress and learn from their mistakes in order to improve.

Besides of relating their classes with personal experiences and things they like, the e- portfolio allows students to relate the topics seen in class with other subjects too. E- portfolios are not only a way of showing understanding on certain topics, but a way of expressing, of showing how creatives students are, a way to develop their imagination. The e- portfolio is totally personal; students can include whatever they like in order to provide a true understanding on subject. They are free to organise it the way they like the most and the way they consider is the best for their true understanding. The method of learning that e-portfolios implicate is called constructivism, and it suggests that people can learn by constructing knowledge on their own. This means that with all the information learnt, they are able to connect it with other things and come up with new ideas and conclusions. The process of learning is more important than grades and results, that’s why the e- portfolios are a great way of learning; they show the process the student has made and their knowledge. E- portfolios show teachers the student’s process as well as their understanding of the topic in a innovative and creative way.  

TASK 2: Visit some blogs from the students who are in Senior 5 now. Check out their last year portfolios. Choose 3 students and say:

-what you like about their portfolio

I visited all the blogs of the students from senior 5, and the ones that I liked the most were from; Rochi Vago, Margui Muller and Otto Kreutzer. On the one hand, I really liked the portfolios of Margui and Otto because they both connected what they had seen in class with their lives and personal experience. Margui, after reading the poem “Home is so sad” , made reference to the different homes were she lived since she was little and how each house has a different memory, creates a different emotion on her.  And Otto, after reading “The lady in the looking glass” , made a connection with the protagonists feelings and fears, compared to a similar situation he had been through when he was young. Besides, Otto in his posts, made references to other portfolios from his classmates, which I think it was very interesting! On the other hand, I really liked Rochi’s e- portfolio because it was very complete and organised, but mostly because in some of her post she made references to music. She related the poems and stories she had read with songs and connect them, providing a very interesting analysis. I was able to notice how much effort and dedication the three of them put on their e- portfolio and how they were really able to understand certain topic relating them with their personal experiences or the things they like.

 

-what is missing according to what you have read

If I had to analyse what is missing in each of the portfolios I would said that in Otto’s for example, the use of images could have helped for people to visualize what he was saying, a way of causing not only an effect with words but also a visual effect. On Rochi’s and Margui’s eportfolio I think that nothing is missing. They both connected what they learnt in class with personal experiences; providing pictures, poems, references to series and books they had read.  However, on Margui’s eportfolio I could observe that there is not a final post about the eportfolio. Something to conclude, to share her feelings and emotions about this new projects.

Blogs:

Ensayo Literatura- Julio Cortazar

Ensayo Literatura

Consigna de trabajo:

A partir de la lectura del cuento “Casa tomada” de Julio Cortázar y de una de sus clases impartidas en la universidad de Berkeley, y tomando en consideración su biografía, escribir un ensayo argumentativo que permita sostener alguna de las siguientes hipótesis:

  1. “Casa tomada”, cuento escrito por Julio Cortázar, es un texto que participa de la literatura argentina.
  2. Julio Cortázar puede ser considerado como un modelo del escritor argentino e incluso del escritor latinoamericano.

Moción 1):

Julio Cortázar, es un reconocido escritor argentino y fue una de las grandes figuras de la literatura del siglo XX. Hijo de padres Argentinos, sin embargo, nacido el veintiséis de agosto de 1914 en la ciudad de Brujas, Bélgica por mera casualidad del destino, ya que su padre fue un funcionario asignado a la embajada de Argentina en Bélgica. Debido a su compromiso constante hacia los acontecimientos políticos y sociales ocurridos en el país, sus varios cuentos e historias escritas en el dialecto propio de la región y como él mismo se definió toda su vida como Argentino hacia el mundo, podemos afirmar que Julio Cortázar puede ser considerado como un escritor argentino.  

Cortázar vivió en Argentina desde los cuatro años de edad en la localidad de Banfield donde se desarrolló y creció como persona y como escritor hasta que decidió formarse y realizar sus estudios profesionales en el primer mundo. A pesar de haberse formado académicamente en Europa, Cortázar nunca perdió sus raíces. Al regresar a la Argentina, compuso grandes textos los cuales forman parte de la literatura Argentina. Uno de ellos es el conocido cuento “Casa tomada” el cual fue publicado en el año 1948. El mismo es identificado un texto que forma parte de la literatura debido a diversos argumentos tales como; la referencia que hace a hechos históricos en el país, la cultura, el dialecto y la ubicación de la historia en cuestión.

Julio Cortázar, en este cuento, da a entender su disconformidad hacia el movimiento político de esa época; el peronismo. En una época dura para la Argentina debido a los diversos gobiernos de facto que habian mandado por varios años, Juan Domingo Perón ganó las elecciones en el año 1944. Esta forma de gobierno se regía bajo ciertas convicciones e ideales muy establecidos con los cuales Cortázar no estaba de acuerdo y criticaba mucho. En el cuento “Casa Tomada” podemos notar cómo el autor hace indirectamente referencia hacia este sistema político y lo critica simbolizando a la casa como el sistema político que predominaba en ese entonces. El autor relata una descripción muy particular de la casa. Este, hace referencia a la misma como opresiva y deja a entrever, que la casa condiciona la vida y las decisiones que los personajes toman a lo largo del cuento. Cortázar, cuando este cuento fue publicado, vivía en Buenos Aires, Argentina, por lo cual podemos darnos cuenta que hace referencia a el gobierno peronista. Nosotros, como lectores, interpretamos esto como una forma de mostrar su oposición hacia este sistema político, como ya mencione, basada en la literatura de una forma indirecta. Cortázar, a lo largo de su vida, ha dado su opinión y a tomado partido sobre muchas cosas que conciernen a la Argentina, ya que como afirmó en una charla que dio en Berkeley en el año 1980, consideraba que un buen escritor es aquel que no solo escribe por el placer de hacerlo o por “el arte por el arte mismo” sino que, escribe bajo un fundamento y una posición tomada sobre ciertos temas. Los mismos pueden ser políticos o sociales, pero siempre involucrándose y dando su opinion sobre la realidad que lo rodea. También, este escrito simboliza cuan oprimido él se sentía con este gobierno y lo disconforme que estaba al no poder expresar su opinión públicamente, lo que provoca que acepte una beca en París y se instale en francia en el año 1951. El hecho de que él se comprometa tanto con asuntos políticos y que se refiera a los mismos en su cuento “Casa Tomada”, convierte al mismo en un texto literario argentino.

Argentina tiene un dialecto y costumbres muy particulares de la región. A pesar de el cuento este escrito en español, el idioma predominante del país, en el cuento no encontramos ningún vocabulario propio argentino en cuestión como, por ejemplo, el lunfardo. Esto se debe a que, Julio Cortázar, afirmaba que un texto para que sea propio de una cultura en particular no tiene que obligatoriamente hacer referencia a típicas palabras o frases de la región; el consideraba que un texto para que sea considerado parte de la literatura argentina tenía que tener cuenta otros aspectos ya mencionados como involucrarse y tomar una posición sobre los asuntos predominantes en el país. Sin embargo en varios de sus textos como “Casa Tomada” podemos ver claramente costumbres propias del argentino.  En el texto hay distintas costumbres adoptadas por los personajes; “ yo cebaba mate con mucho cuidado” La costumbre de tomar y “cebar mate” es muy propia del argentino ya que es parte de nuestra cultura y proveniencia y Cortázar al incluir esta particular costumbre el el texto, deja a entrever un poco de la cultura propia de un argentino. La referencia al mate, el cual es parte de la cultura argentina, permite darnos cuenta a nosotros como lectores que este texto es parte de la literatura Argentina y también, permite a extranjeros conocer nuestras costumbres y nuestro dia a dia. Por otro lado también, El autor de “Casa Tomada” vivió gran parte de su vida en Argentina, Buenos Aires, principalmente su infancia y adolescencia. Debido a esto Cortázar conocía muy bien la ciudad y sus diversos barrios. En el cuento “Casa Tomada” podemos notar que el tiempo y espacio del cuento es en Buenos Aires Argentina. Esto se debe a que el autor hace referencia a calles como “ Rodríguez Pena” la cual demuestran la ubicación de los personajes . Esta mención, nos permite afirmar que este cuento pertenece a la literatura argentina por la mención de lugares y calles específicos de la región.

Cortázar es un escritor conocido por sus obras mayormente relacionadas con cuestionamientos existencialistas y la búsqueda de la autenticidad; el para qué venimos y cuál es la misión del hombre dándole siempre un sentido profundo a la vida y al mundo.  En una charla que dio a un grupo de estudiantes en Berkeley, el divide sus 30 años como escritor en tres fases; la estética, la metafísica y la histórica. En la última fase el desarrolla sus cuestionamientos sobre la vida y el propósito de la misma. En el cuento “Casa tomada” no encontramos ningún cuestionamiento existencial como en su más conocida obra “Rayuela”, sin embargo, considero que cuando él escribió este texto estaba pasando su etapa metafísica ya que estaba involucrado con los asuntos que lo rodeaba, tomó partido y se ve que se involucro y dio su opinion sobre politica. En este cuento y en muchos otros esto se ve reflejado ya que Cortázar toda su vida estuvo involucrado en asuntos sociales, se identificó con las clases marginadas y estuvo muy cerca de los movimientos de izquierda. Un gran detonante que cambió su forma de ver la vida y de escribir fue un viaje a Cuba que hizo en 1962, en donde yo considero fue la etapa en donde paso de su fase metafísica a la histórica

En conclusión, podemos afirmar que el cuento “Casa Tomada” de Julio Cortázar es un texto que pertenece a la literatura argentina debido a diversos argumentos. Este texto hace puntual referencia a la historia de el país y lo que estaba viviendo la gente en ese entonces simbolizado en la opresión que una casa causaba en la gente y cómo las decisiones de los mismos se veían condicionadas gracias a esto, haciendo referencia al peronismo. También hace referencia a la cultura del país mostrando sus más conocidas costumbres y hábitos. La ubicación, por más de que no sea el argumento más sólido, también contribuye a que el texto sea considerado parte de la literatura argentina. Por último yo creo que la opinión personal y el posicionamiento político que Cortázar toma en este texto, siendo un ciudadano Argentino, es uno de los argumentos más fuertes para afirmar que el cuento “Casa Tomada” es partícipe de la literatura argentina.