After reading the poem “The Lady in the Looking-glass, I prepared the following presentation to express my interpretations of the story.
Furthermore, I would like to add to my e-portfolio another activity on the poem called “Home is so Sad”, written by Philip Larkin
Home is so sad. It stays as it was left, Shaped to the comfort of the last to go As if to win them back. Instead, bereft Of anyone to please, it withers so, Having no heart to put aside the theft And turn again to what it started as, A joyous shot at how things ought to be, Long fallen wide. You can see how it was: Look at the pictures and the cutlery. The music in the piano stool. That vase.
While I was reading the poem, I realized something was missing. I could not understand what it was, but later I had an epiphanic moment. The poem is full of images such as tactile, visual and auditory. So I imagined that I could increase those nostalgic and melancholic emotions about home, by adding “piano” music and images to visualize and set to music the magnificent alliterative poetry.
This is the song I chose to musicalize the poem:
In our literature class, we read the poem called “Rooms”, written by Charlotte Mew. In this post I made a collage that shows many kinds of rooms: happy ones, abandoned, forgotten, rotten, colorful, etc. I created this to portray Charlotte’s point of view about the fact that rooms are memories, and memories die in our minds. No matter if they are delighted or sorrowful memories, what matters is that, at the end of the day, they will disappear, they will die. “Out there in the sun—in the rain” it does not matter when, since they will all finish in a “dustier bed”, buried inside our memories, our minds, ourselves. Such personification is portrayed by the use of images that exposed melancholic and nostalgic emotions.
Una vez leidos los libros de Martín Fierro, ambos escritos por José Hernandez, nuestra profesora decidió hacer un proyecto grupal. Este consistía en dividirnos en grupos de a seis y elegir una de las escenas sucedidas en el transcurso del relato para trabajar. Luego debíamos elaborar un guión cinematográfico y actuarlo. Yo realicé mi trabajo con María Roggero, Silvestre Braun, Otto Kreutzer, Martina Ibarbia y Federika Marty.
Representación del guión:
In our art class, we started a project after our teacher, Toia, showed us many sculptures, installations, paintings, etc done by different artists. The task consisted in choosing one artist with their art piece, as we were going to work with it all this term. I decided to do my work in group, so I worked with Rosario Vago, Federica Marty and Milagros Mendez. We chose Cornelia Parker with her installation “Dark Matter”.
En este trimestre, estuvimos trabajando con los equipos del mundial en nuestra clase de historia. Nuestra profesora, Belu Trimestra, nos separó en grupos y nos dio a cada uno una zona de los equipos de futbol del mundial 2018, con el objetivo de que cada integrante del mismo se apropie de un país y describa sus culturas, su historia, su aspecto político, económico, social, religioso, entre otras cosas mas. Mi grupo fue asignado la zona B, la que conforma los paises Marruecos, Portugal, España e Iran. Yo realizé la presentación de Iran, mientras que mis compañeros realizaron las otras. Ojalá aprendan nuevas culturas a través de este post!
Marruecos: Realizada por Victoria Landolfo
Portugal: Por Milagros Montanelli
España: Por Silvestre Braun
Iran: Realizada por mi
In our language class, our teacher Marcela divided us in several groups and told us to do a presentation to explain the vocabulary of different topics in order to improve our English. I had to prepare a presentation about degree and intensity and I did mine with María Roggero and Vignesh Manwani. This is it. At the end of it we prepeared an activity in case you would like to improve your English too!
Hope you like it.