“Home is So Sad” Song

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

Philip Larkin, 19221985

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:

Resultado de imagen para home is a place you grow up wanting to leave and grow old wanting to get back to

 

“Rooms” Collage

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.

 

Virginia Woolf Biography

Virginia Woolf

  1. write down important facts about her life
  2. her influence on women writers
  3. the technique she introduced in Literature

Answers:

  1. She was born on January 25, 1882 in London, England. She died on March 28, 1941 in Lewes, Sussex, England. She was an english novelist, critic, and essayist. Her novels can be described as impressionistic, a literary style which attempts to inspire impressions rather than recreating reality. She studied german, greek and latin at the Ladies Department of King’s College London. She had mood swings and depression: she committed suicide in 1941. She began battling psychological issues right after her two half brothers sexually abused her. These issues worsened when her mother and one of her sisters died and were worsened even more after her father’s death, which led to her first stay in a mental health facility.
  2. Virginia tries to show in her novels that women can be satisfied without the company or the dependence of men. In the majority of her works, she portrays her feminist attitudes so that her ideas can be expressed
  3. In the writing, she masterfully employed the stream of consciousness technique which stresses “free writing”. In literary criticism, stream of consciousness is a narrative mode that seeks to portray an individual’s point of view by giving the written equivalent of the character’s thought processes, either in a loose interior monologue, or in connection to his or her actions.

 

The Hollow of the Three Hills Trailer

I will start my e-portfolio by presenting an activity I prepeared for the story we read in our literature class called “The Hollow of the Three Hills”, written by Nathaniel Hawthorne. I made a trailer about this story as if a movie about it was going to be launched. I hope you like it!

I prepared this trailer with the previous black and white pictures in order to portray how dramatic and gothic the story is. I chose those pictures to prove where it was set, in a hidden hollow between crumbling mountains . To be able to portray that atmosphere of of secrets, horror and misery, I chose a picture to expose the fact that the environment is far from society, dark, at twilight. I also selected several pictures of a woman in order to describe the protagonist’s isolation. Moreover, the picture of the witch is used to state the supernatural event in the story. Furthermore, I chose a picture of her possessing the young lady in order to express the unexplained manifestation that in the story takes place. Finally I decided to include pictures of a couple in order to show the protagonist’s previous life, where she had a husband and a son, with the intention of describe it before something terrible happen!

“Rooms” and “Home is So Sad”

In our literature class, we started reading a poem called “rooms”, written by Charlotte Mew. After reading it, we had to do an activity that consists in two parts. In the first part, we had to answer some questions about the previous poem, while in the second activity, we had to read a poem called “Home is So Sad” and contrast it to “Rooms”  in terms of style, language and form.

Activity 1:

Activity 2:

I did it with Silvestre Braun

Poster

 

AS Short Stories Writers

This year we are starting our preparation for the AS exams. So Pato, our literature teacher, decided to collect information about the authors who wrote the short stories. She divided us into several groups and assigned us two authors for each. We were suppose to investigate their biography so as to learn about their lives, to understand the movement which they belonged to, and their main themes when writing. Here is the presentation which includes all the writers. Enjoy it!

 

Tyres

In our literature class we read a story called “Tyres”, written by Adam Thorpe. Here is the analysis of it and the stages of rite of passage I wrote with Victoria Landolfo, Lola Villegas, Rosario Vago and Sybilla Correa Perkins

Analysis                                                                                                                               Setting: Macrocosm (historical-social context)
• war (dark)
Microcosm
• life in a french village
• Love relationship (clear)

(P. 404)
Key moment
• Now, they can see the war is near!
• war is really happening in front of their eyes!

Love and war get interconnected

• specularity -> he feels reflected on the body of a young boy (son of a butcher’s)

• Climax: point of no return
He finally feels involved/touched

 

(P. 405) -> description of the “act”
• full of emotions
• The narrator feels more alive than ever before!

=\=

Ending (p. 407)
Dead -alive
• he is alive but dead inside
• Narrator:
~ feels guilty
~ he never grew out of it
~ senseless life
~ stagnation (stillness)
• he spends the rest of his life paying for his mistakes

• Voice: a narrator telling his memories (a flash back)

• Theme:
~ never letting go
~ paying for your mistakes
~ loyalty to the girl, country
~ love for the girl and for France
~ no cutting corners
~ love vs war
~ how individuals are kind of determined by the reality of society and the content they lived in

• Tone:
~ sad / depressing
~ romantic
~ guilty / remorseful

 

STAGES OF RITE OF PASSAGE:

from not knowing that war was near to experiencing it.

  • Object of desire: the girl, Cecil                                                                                              
  • Trespassing, breaking the law of “the father figure”: when he prefers the girl over his own father
  • there should be a dare (taking action): when he breaks the tyre of the Gestapo officer, he “cuts corners”

Trespassing and dare are connected

  • The mischief should be owned up: he don’t confess and accept, he feels guilty and remorseful. He didn’t speak to his father or to Ceci’s family. He got stuck in the past. He is dead-alive
  • An act of atonement: he decides he’ll never be happy again. He punished himself. He didn’t move on, because mature people accept their responsibilities, without forgetting it, but continue living their lives. However, he never had a family or kids.

 

Song: By Lady Mary Wroth

In our literature class we read a poem called “Song” by Lady Mary Wroth. After reading it, we did an analysis and we complete a photocopy explaining what does each stanza mean. Afterwards, we saw a presentation on our teacher’s blog and we comment if we agree with that presentation or not. I wrote my comment with Rochi Segura and Fefi Marty.

Analysis:

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Photocopy:

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