Trabajo Cooperativo Revolución en los 60s

Este es el trabajo de historia que hicimos con Feli y Trini acerca de la Revolución en los 60s, concentrándonos en la Primavera de Praga y el Mayo Francés. La meta de nuestro grupo era Meta del grupo: “que los alumnos comprendan las características de los sucesos de la primavera de praga y del mayo francés como fenómenos arquetipos de las protestas en que por primera vez se unían reclamos sociales con reclamos estudiantiles.”

Este es nuestro trabajo, ya presentado el miércoles pasado en clase:

Carpeta Google Drive

 

 

Ode to Autumn

 

This is the activity that Pato left to us in order for us to work in class. I worked with Alina.

  • Compare the seasons Autumn and Spring. What do they symbolize?
  • Compare the poem “Ode to Autumn” to the poem “Ode on Melancholy”

 

    • Create a poster, using posermywall.com and illustarte the poem “Ode to Autumn”

 

  • Find a song connected to the themes of poem “Ode to Autumn”

 

  • Write a short paragraph of what Autumn means to you. What do you like doing in Autumn? Do you remember a special day in Autumn?

 

Compare the seasons Autumn and Spring. What do they symbolize?

The spring season is usually related to rebirth. In this season all plants and animals come out of their winter sleep and  back into the bright sunlight. For some it’s the perfect seasons, because you still have that enjoyable winter chill, but also begin to feel the sun warm on your body and can see flowers growing here and there.

 

Autumn is the opposite of this season, related to death. Here the leaves change colours, they can become red brown and orange. They fall off the trees where children play with them. Whereas spring is the sign that Winter has already ended, autumn arrives to say he summer is finally over.

 

Colorful plants and green leaves versus brilliant reds and browns and falling leaves ‘“an awakening from the cold, and the end of the hot summer heat. The eager anticipation of sunny days and breezy nights, and the stark reality of a vacation ended on a high note. These are usually the things that come to mind when you try to differentiate between the two seasons of spring and autumn.

 

Compare the poem “Ode to Autumn” to the poem “Ode on Melancholy”

 

Both Ode to Autumn and Ode to Melancholy are poems written by the British Romantic poet John Keats, where he explores deep feelings towards seasons and sensations, showing nature to be somewhat perfect at peak times. In ‘Ode on Melancholy’, beauty must die; joy bids adieu; pleasure turns to poison; “aching pleasure” is a Keatsian oxymoron showing melancholy will be experienced at times. Reference to the human world is significant because it helps emphasise the importance of the natural world.

Melancholy is personified many times, for example in in stanza three, using a  goddess to show the opposition of joy and sorrow. Beauty, Joy and Pleasure show Keats’ emotions and feelings. These are the positive aspects of life. He is explaining at times everyone will feel like this, and that you can’t be sad and emotional all the time but you also can’t be “Beautiful” and “Joyous” no matter how hard you try as this does not follow nature’s course.

 

‘Ode to Melancholy’ describes flowers, uses colour imagery and at points enforces its beauty, while in ‘Ode to Autumn’ emphasizes the bees and flowers and all ripeness this season brings nature, which brings out positive connotations. The season of autumn seems almost relaxed and at one with the poet. Within ‘Ode on Melancholy’ there are a lot of references to death as well as dark imagery at the start of the ode as melancholy is at its peak here. “Wakeful anguish of the soul” begins a turning point in life, showing joy can arise at any moment, not everything has to remain melancholic.

‘Ode to Autumn’ also refers to the idea of death, the death of autumn. “Soft dying day” shows the changes in seasons as winter arises. Showing nature does not last forever, perfection is sometimes lost. The idea of showing nature has to take its course in order for you to live. When the beautiful season of autumn comes to an end his mood turns to melancholy which associates well with ideas portrayed in ‘Ode on Melancholy. ‘ ‘Ode to Autumn’ concentrates supercicialy on one season only, but metaphorically also deals with the cycle of life, going throughout youth, the working age, and finally the third Age, as well as in “Ode on Melancholy which also focuses on nature’s cycle as a whole.


Poster:

Song: https://www.youtube.com/watch?v=GY6SAuu6JGY

We chose this song, because although it does not relate to all the themes in the poem, we find that as the poem it talks about Mortality, Time, Man and the Natural World.

 

Write a short paragraph of what Autumn means to you. What do you like doing in Autumn? Do you remember a special day in Autumn?

For us Autumn symbolizes the end of Summer, the end of fun and vacations. Less time to spend on friends and the things we most enjoy  doing. It means going back to school, the day-to-day routine. The boring at of the year. However it also represents a beautiful time of the year, full of unique colours and charming sights. We like to wander around the city and explore its brand new seasons corners. With new colours and tastes in the differents neighbourhoods.

Canción del Esposo Soldado – Miguel Hernandez

Miguel Hernández
Miguel Hernández Gilabert. (Orihuela, 30 de octubre de 1910 – Alicante, 28 de marzo de 1942). Poeta y dramaturgo español.
De familia humilde, tiene que abandonar muy pronto la escuela para ponerse a trabajar; aún así desarrolla su capacidad para la poesía gracias a ser un gran lector de la poesía clásica española. Forma parte de la tertulia literaria en Orihuela, donde conoce a Ramón Sijé y establece con él una gran amistad.
A partir de 1930 comienza a publicar sus poesías en revistas como El Pueblo de Orihuela o El Día de Alicante. En la década de 1930 viaja a Madrid y colabora en distintas publicaciones, estableciendo relación con los poetas de la época. A su vuelta a Orihuela redacta Perito en Lunas, donde se refleja la influencia de los autores que lee en su infancia y los que conoce en su viaje a Madrid.

Ya establecido en Madrid, trabaja como redactor en el diccionario taurino de Cossío y en las Misiones pedagógicas de Alejandro Casona; colabora además en importantes revistas poéticas españolas. Escribe en estos años los poemas titulados El silbo vulnerado e Imagen de tu huella, y el más conocido El Rayo que no cesa (1936).
Toma parte muy activa en la Guerra Civil española, y al terminar ésta intenta salir del país pero es detenido en la frontera con Portugal.  Condenado a pena de muerte, se le conmuta por la de treinta años pero no llega a cumplirla porque muere de tuberculosis el 28 de marzo de 1942 en la prisión de Alicante.
Durante la guerra compone Viento del pueblo (1937) y El hombre acecha (1938) con un estilo que se conoció como “poesía de guerra”. En la cárcel acabó Cancionero y romancero de ausencias (1938-1941). En su obra se encuentran influencias de Garcilaso, Góngora, Quevedo y San Juan de la Cruz.

 

“Canción del Esposo Soldado”

 

He poblado tu vientre de amor y sementera,
he prolongado el eco de sangre a que respondo
y espero sobre el surco como el arado espera:
he llegado hasta el fondo.

Morena de altas torres, alta luz y ojos altos,
esposa de mi piel, gran trago de mi vida,
tus pechos locos crecen hacia mí dando saltos
de cierva concebida.

Ya me parece que eres un cristal delicado,
temo que te me rompas al más leve tropiezo,
y a reforzar tus venas con mi piel de soldado
fuera como el cerezo.

Espejo de mi carne, sustento de mis alas,
te doy vida en la muerte que me dan y no tomo.
Mujer, mujer, te quiero cercado por las balas,
ansiado por el plomo.

Sobre los ataúdes feroces en acecho,
sobre los mismos muertos sin remedio y sin fosa
te quiero, y te quisiera besar con todo el pecho
hasta en el polvo, esposa.

Cuando junto a los campos de combate te piensa
mi frente que no enfría ni aplaca tu figura,
te acercas hacia mí como una boca inmensa
de hambrienta dentadura.

Escríbeme a la lucha, siénteme en la trinchera:
aquí con el fusil tu nombre evoco y fijo,
y defiendo tu vientre de pobre que me espera,
y defiendo tu hijo.

Nacerá nuestro hijo con el puño cerrado
envuelto en un clamor de victoria y guitarras,
y dejaré a tu puerta mi vida de soldado
sin colmillos ni garras.

Es preciso matar para seguir viviendo.
Un día iré a la sombra de tu pelo lejano,
y dormiré en la sábana de almidón y de estruendo
cosida por tu mano.

Tus piernas implacables al parto van derechas,
y tu implacable boca de labios indomables,
y ante mi soledad de explosiones y brechas
recorres un camino de besos implacables.

Para el hijo será la paz que estoy forjando.
Y al fin en un océano de irremediables huesos
tu corazón y el mío naufragarán, quedando
una mujer y un hombre gastados por los besos.

 

  • 11 estrofas con 4 versos cada uno.

 

  • historia:

 

El poeta nos muestra las realidades a las que se enfrenta el soldado en la trinchera. Por un lado la de estar luchando en la batalla y, al mismo tiempo, pensar en la mujer que deja atrás, en su esposa Josefina y en el hijo que esta por nacer. Es duro saber que se está luchando y que la mujer está embarazada, mientras espera en la trinchera para combatir.

 

Recuerda a la mujer que ama, su cuerpo y lo que lo desea. Analiza el embarazo de su esposa con la imagen de la cierva, como si fuera una señal de pureza y tiene miedo de que le ocurra algo, tanto a ella como al niño que lleva dentro. El soldado le expresa todo el amor que le tiene sabiendo que puede morir por un disparo, algo que éste no desea.

Anhela los besos de su esposa mientras la muerte lo rodea y los cadáveres se hacinan. Lo único que le mantiene con ánimo es el deseo de volver a besarla. Le pide que le escriba para darle fuerzas para regresar a casa y poder cuidar de ella y del pequeño. Desea dejar atrás su vida de soldado y ver crecer y educar a su hijo en un país y tierra libres.

Es soldado es consciente de que, para que viva, otros tienen que morir. Sólo ella será capaz de hacer olvidar esos recuerdos tan dolorosos. Mientras ella pare, mientras ella traía al mundo vida y amor, a él lo rodea la guerra, la muerte. El soldado desea que sus actos hagan que su hijo viva en un país en paz y que tras tanto sufrimiento y muertos, el amor esté nuevo entre ellos, que solo importe el amor que los une.

El poeta nos recuerda en este poema lo cruentas que son las guerras y como separa a hijos de sus padres, a esposos de sus mujeres e hijos. Lo único que separa el retorno de la muerte es la suerte de no recibir el impacto de una bala y quedar tendido en el suelo, que será pisado por otros soldados que avanzarán hacia una nueva batalla. Lo más importante de este poema es que, aunque es un momento trágico, un instante previo a la batalla, podemos intuir una ligera esperanza y creencia de que el soldado volverá junto a su mujer y verá crecer a su hijo.

.

  • Historia: Guerra Civil Española. Hernández se alistó por entonces en el bando republicano. En el verano de 1936 también se afilió al Partido Comunista de España y desde comienzos de 1937 es comisario político militar. El 19 de diciembre de 1937 nació su primer hijo, Manuel Ramón, que murió a los pocos meses, el 19 de octubre de 1938.

 

  • Lingüista: pertenece al género lírico porque el autor transmite los sentimientos por el nacimiento de su hijo pero a la vez de nostalgia por no estar con su esposa e hijo por nacer.

 

My Son The Fanatic

After reading the short story by Hanif Kureishi, “My Son the Fanatic”

we were asked to answer the following questions. I worked with Alina, Tota and Clari.

1. What prevents Parvez from communicating directly with his son?
He is afraid of confronting him, and finds it easier to find the answers on his friends, who speculate on possible situations that the son might be going through, which results in the worst. They prejudge him.

2. What is Parvez’s dream for Ali’s future?
He wishes his son to become an accountant to fulfill his bigger dream that is to fit in the English society.

3. How would you describe the personality of the following characterize:
a. Parvez
self-centered, cares a lot of image or reputation, idealistic, doesn’t have a paternal image, etc.
b. Ali
fundamentalist, able to do anything in order to transmit his religious beliefs, even sacrificing his life and other innocent ones.
c. Bettina
She is a prostitute, who tries to help and give advice although she doesn’t have children.
She interferes in Parvez and Ali relationship which might not be the best option, as it weakened their relations.

4. How would you describe the following relationships?
a. Parvez and Ali at the beginning of the story
They are strangers. They live under the same roof but barely know each other. Parvez had an idealistic son but Ali showed him that he was not who he thought.
b. Parvez and Ali at the end of the story
They finally revealed their true self at each other and derived in a serious conflict, which even involved violence.
c. Parvez and Bettina
They support each other and provide company and advice. They also were involved in a sexual relationship.
d. Parvez and his coworkers
They do not have enough confidence to show themselves as they really are, and have a superficial relationship.
e. Parvez and his wife
We don’t know anything about their relationships. They don’t share anything more than a son, to whom they didn’t have a relationship either.

5. What advice does Bettina give Parvez?
To talk to him, listen and find the true side of him. Understand his teenage mind, who is going through a temporary face in his life that with time will go away.

6. What memory from Pakistan haunts Parvez?
It is a memory about his childhood when he went to school where they forced to learn the Koran, even when tiredness conquered them. This strict and insistent measures made him walk away of any type of religion.

7. What rules does Ali criticize Parvez for breaking?

Drinking alcohol & eating meat

8. Why does Parvez like England?

Because they have access to anything they want there, and doesn’t have to follow any religious beliefs that condition their lives.

9. Why does Ali hate London?

Because he believes that western education cultivates an anti-religious attitude.

10. What was the “last straw” that led Parvez to violence?

When, after having excessively drunk, goes to Ali’s room and finds him praying, after all that have happened.

11. What does Ali mean in the last line of the story?

By saying that, he intends to say that he is no longer the only fanatic. His father has shown that he is so caught up in his ideology of adapting that his son.

Task 2

Complete the plot diagram online

Task 3

Finally, choose one of the following tasks to write between 450 and 600 words

a. write a different ending of the story.

b. write a letter to Parvez showing empathy.

c. write the story from the point of view of the mother.

I chose option but was handed in on paper.

Descriptions

In our literature class, Pato gave us the task to choose 2 pictures and write a description connecting them.

This is the work that I did with Clari and Vicky.

Photo number 1 takes place in a fancy restaurant. The setting conveys a formal and congenial atmosphere, with jazz music lifting softly through the ceiling. Pleasurement is also a feeling that is spreaded in the armonius restaurant, but is drastically interrupted by a couple arguing. The women is taking a leading position, and is shown furious expressing a discomfort towards his partner. His partner, on the other side, is retaliated and receiving all the verbal punches coming from her wife. We can guess they are arguing about the husband having an affair, driving the woman to a total sense of annoyance and distrust. The mood that prevails in this scenario is a tense one, full of insults and doubts and lacking chemistry.

We can link it with the fifth picture. It also portrays a stressful situation being dealt by a man, which in this case is crowded with work. He feels trapped into his obligations, not allowing him to find a way out of his anxiety. The setting in place is a disorderly and filthy office, which tends to drive people to an unwanted state of depression and oppression. This situation is a reflecting mirror of the inner state of mind of the man, that is as tangled as his office itself. He is probably dealing with a sense of being between a rock and a hard place, guessing he needs to achieve a tough goal in a short deadline.

 

Histograms

In our history class we have been studying the industrial revolution and Lenny have came uo with the idea od creating Histograms for different characters of the age.

With Clari Allende, we have chose Sarah Guppy who is a modest English engineer born in Birmingan in 1770 when the industrial revolution was powering its way through the northern and midland countries of England.

Here’s our feed, check it out

instagram.com/sarah__guppy1770