Art & Literature: a Reflection

In Literature Tutorials, throughout the last couple of weeks, we have been working on a group activity called «Art and Literature». We had been presented with 15 famous artworks from which we had to choose 10 and create a storyline to link them. I worked with Luz Esteban and Juana Zufriategui:

Her Revelation

Literature is a form of art. It includes authors like Virginia Woolf, Oscar Wilde, Ernest Hemingway, Bordean Deal, amongst many others. As we should, alas, we have analysed and learned about this type of artistry and this artist in any way we could possibly have. Yet, art also involves artists like Piccasso, Van Gogh, Dalí, Da Vinci, Monet, Klimt, Rembrandt, etc… Through the activity “Art and Literature”, I have reflected on how each painting, each text, paints an image. The authors tell a story in their own ways, either through music, paintings, dances, poetry or prose. 

It was very interesting and openminding trying to come up with a story in order to intertwine the art pieces that we were presented to and for it to make sense. And it was even more fascinating doing it in groups. That way, I could get to know more about the way of thinking and the way of writing of my teammates. It was fun brainstorming, mixing and matching ideas and combining our creativities. Besides, it shows how even though we are all different, art united us. Art gathers people together, regardless of its form. I might sound insane, but I believe it.

As great as it was making up a whole new story for the paintings, it would have been amusing if we had made research on each of them beforehand. That way we could have come up with a story that not only tied all the pictures together, but also honoured the true story behind each one of them. Simultaneously, honouring the original creators of the stories.

Publicado en 5AC2020, Activities, DHsecundaria, E-portfolio 2020, English, Language & Literature, Literature, Work in Groups | Etiquetado , , | Deja un comentario

Literary Periods

In Literature class we have been looking up the different literary periods that have taken place along the years. After summarising all the information, we rendered a timeline with all the periods. I worked with Abril Terán Frías and Trinidad Porretti.

The three literary periods that I find most interesting and appealing are the Victorian Period, the Renaissance and the Romantic Period.

Publicado en Castellano | 1 comentario

Mi Camino en la Literatura

En el día de hoy, la profesora de Lengua y Literatura nos pidió que, ya sea a través de un collage, un audio o un comic, expresemos como fue nuestra vivencia en la Literatura a lo largo de nuestra vida. Ya que habíamos estado analizando cual es la definición de Literatura, ¿Por qué no formar la nuestra propia?

Desde que tengo memoria, tanto mi mamá como mi papá, nos leían cuentos antes de irnos a dormir junto con mi hermano menor. Nos acomodabamos todos juntos, ya sea en mi cuarto como en el de mi hermano o en el de mis papás, y nosotros, al pie de la cama, escuchábamos con atención cómo un lobo desarmaba las casas de tres pobres cerditos con solo soplar, cómo una niña de melena dorada irrumpía en la casa de una familia de osos, cómo un grupo de miserables animales granjeros perseguían sus sueños o cómo una niña desobediente de capa colorada es engañada por otro lobo, entre muchas otras historias más.

Cerca de los 4 años, mis papás se propusieron enseñarme a leer (Así es que fui una de las primeras en aprender). Recuerdo perfectamente que me hicieron elegir con qué libro quería empezar. Indudablemente, el libro que elegí debía tener letra en imprenta minúscula en lugar de mayúscula, que eran las letras que yo sí sabía. De todas formas, comenzamos con ese libro: “Risco el chivito y su miedo a las alturas”; y todas las noches, sentados en mi cama, mamá o papá me enseñaban a leer el libro en partes, escribiendo arriba de cada una de las letras que no entendía, la versión mayúscula de la misma. 

Fue así que en poco tiempo estaba leyendo los carteles en los costados de la Panamericana y leyendo cuentos, individualmente, antes de ir a domir, con cada vez más fluidez.

Con el paso de los años mis gustos literarios fueron cambiando. Pasé por la etapa de los libros de La Bruja Winnie, Gaturro, de Judy Moody, la selección de Usborne, las aventuras de Tintín, cómics de superhéroes y por último en la de las sagas de ficción, de romance y de ambos géneros combinados. Si bien mi actividad literaria fue tomando descansos, especialmente a mediados del ciclo primario, nunca deje olvidado mi amor por los libros.

Tengo una cantidad impresionante de libros para leer y estoy muy ansiosa de empezar. De a poco voy a encararlos y investigar “el poder del pensamiento positivo”, la importancia de vivir en el “ahora”, descubrir el mundo en donde el papel de libro arde en llamas y las maravillas que se pueden encontrar en el fondo de un ropero. 

Publicado en 5AC2020, Actividades, Castellano, Lengua, Literatura | Deja un comentario

How to write a Literary Paper

After reading the instructions to how to write a literary paper, along with Sofía Mele and Belén Brito Peret, we were able to summarise it. This is the presentation:

How to write a Literary Paper?

Publicado en 5AC2020, Activities, English, Project, Work in Groups | Deja un comentario

All my Sons by Arthur Miller

In Language and Literature we will start working with one of Arthur Miller’s most famous plays, «All my Sons». In order to little by little get deeper into the plot of the play, tge teacher told us to do both, a collaborative work in pairs consisting of a summary of Miller’s life and an individual work regarding the answering of a series of questions related to responsibility.

Collaborative work

Every pair had to gather 10 relevant facts of the author’s life, each from a different link. Once the 20 facts were chosen, we had to debate with our pair so that your facts would prevail in the final summary of only 10 facts from the chosen 20. I did it with Marcos Okecki:

  • He was born October 17, 1915, New York, New York, U.S. and died February 10, 2005, Roxbury, Connecticut
  • He came from an immigrant family of Polish and Jewish descent
  • He was an American playwright, who combined social awareness with a searching concern for his characters’ inner lives.
  • The Great Depression brought financial ruin onto his father, demonstrating to the young Miller the insecurity of modernity
  • In 1956, Miller divorced his first wife, Mary Slattery, his former college sweetheart with whom he had two children, Jane Ellen and Robert.
  • All My Sons (1947; filmed 1948), a drama about a manufacturer of faulty war materials
  • In The Price (1968) Miller explored the theme of guilt and responsibility to oneself and to others by examining the strained relationship between two brothers
  • He criticised both Anti-Semitism in his plays
  • The House Un-American Activities Committee (HUAC)refused to renew Miller’s passport because of some of his work
  • In 1962, Miller married Austrian-born photographer Inge Morath and had two children Rebecca and Daniel. Daniel who was born with Down syndrome was excluded from the family.

Individual work

Following the order of questions that were posted in the teacher’s blog, we had to answer them:

  • How would you define a responsible person?
  • Are you a responsible person? Why or why not? Give examples of people you know in your personal life or in the public domain who are responsible. How do these individuals support your definition?
  • How does one learn to become a responsible person?
    Who are the “teachers” and where do we find them in our lives?
  • Is being responsible a character trait that you value a lot?
    Why or why not?
  • The Golden Rule is “Do unto others as you would have others do unto you.” What does this statement mean? Can you think of a situation in your own life in which you used this statement as the guiding principle for the action that you took? If “yes,” explain.

In my opinion, a responsible person is someone who has an obligation and, without any foreign input, does the right thing. I consider myself a responsible person on account that, even though I may seem to carry out everything at the last minute and without any time, I still do what I’m asked for or have to do as a personal commitment. For instance, I go to school everyday, I do my homework, though often at the last moment and, no matter what I’m doing, everyday I have dance lessons I get up, get dressed, get out of my house and attend. I have the duty to do something and although I don’t always want to, I do it due to the fact that I commited, not only to do it, but also to my teachers, my parents and myself. I was not so hard for me to follow the path of responsibility as I am the eldest sister of my two younger brothers, thus I might have an unconscious thought that I have to set a good example. However, one may be taught to be responsible by one’s parents, teachers, friends or even by people whom are strangers to you, yet you have seen taking care of their obligations and made an impact on oneself to become them. These “teachers” become themselves through our own eyes, setting an example, or pointing out the consequences of not doing one’s compromises that one never thought about and affect us in a way that makes us walk to the startline of the responsibility race.

I believe being liable is of sheer importance at the moment of analysing the qualifications of a person. Not necessarily talking about a job, also about friendship or parenthood. Being responsible assures a future. Between a person who is responsible and one who is not, the first one will have the more avail at the moment of putting up for a job, of becoming a parent and even of becoming a friend. It creates trust in the other either it is a contract or a baby or a very personal issue that its set within the hold of one’s hands. Otherwise, the company won’t be sure it the contract will be done in time, you may not have faith on yourself to raise a baby and your friends may not fully bond with you unless you show them they can.

The refrain “Do unto others as you would have others do unto you” is one of the essential parameters in life. It expresses neatly the circularity of life; how your actions affect the other and thus they affect you in response. It is very common to hear it at the moment of planning a revenge on someone that will later prejudice you. I know it was in my case: someone had certainly done something hurtful to me so that in between anger and misery I began coming up with many different ways in which I could pay the aggressor back. Yet, suddenly, probably my mother, jumps into my ball of thoughts and disentangles them by presenting me to my reason. This one automatically makes me realise that if I do any of the things that I was planning, I would become the other person, which I most certainly did not want to happen.

Publicado en 5AC2020, Activities, Drama, English, Language & Literature, Work in Groups | Etiquetado , | Deja un comentario

Working with Connectors

For this beginning of the year, in Language and Literature, the teacher assigned us to complete 3 tasks in order for her to know what are our difficulties with connectors. The first task was to do some exercises and comment on the post in her blog whether we found them difficult or not and if we did, what was exactly the problem.

Task 2: Copy this essay in your blog and add connectors

Causes and Effects of Uncontrolled Urbanization

If you are an urban dweller, you may know the real meaning of urbanization. 1. However, this does not always indicate your sufficient insight in the “uncontrolled urbanization”  topic too. To form a causal chain, it is right to say that more jobs, more services in the urban side and absence of land in the countryside force people to migrate to larger cities which brings about uncontrolled urbanisation. 2. Besides, some problems arise such as unemployment, inadequacy of infrastructure/services and some environmentally unwanted events as well as unpleasant demographic incidents.

3. On the one hand, it is a good point to dig up the reasons for people to come to larger cities. First of all, by all accounts, cities are perceived to offer a wide variety of job opportunities on the grounds that there are very different branches of  businesses in cities. Inasmuch as unemployment level is hugely high in the rural areas and the work is only about farming in contrast to countless business sectors in chief cities, more and more people choose searching for their chances in the metropolis.

4. On the other hand, comes another significant reason: There are better services in cities. As a matter of fact, transportation is extremely developed so as to make use of time efficiently. Medical services are supported with the latest technological improvements, there are unbelievably modern hospitals. 5. Furthermore, education is taken into account seriously. There are very high-quality schools with excellent teachers, teaching with up-to-date techniques. None of these can be found in the rural areas, at this stage.

6. In addition to the factors causing migration to big cities, there is a strong push factor stemming from absence of enough land. It would be very hard and useless to cultivate the land if it is too small to make an agricultural production. One important thing triggers this incident increasingly during the last years; namely, division of land. To explain, in the rural areas when someone dies, the inheritance would usually be the land. 7. In this case, the land is divided into many parts due to the fact that in the countryside it is common to have lots of children and they all have rights to take one part of the inherited land. 8. As a result, what they get are useless small lands rather than a gigantic land which is capable of making a great deal of agricultural production itself. The inability to do the only thing, farming, again brings about migration to big cities with the hopes of making money.

As mentioned earlier, all these facts and figures necessitate uncontrolled urbanization, in the midst of the causal chain. 9. Yet, what are the side effects and drawbacks of this growth?

Task 3

After working on connectors, you are going to create a quiz to test your classmates!

My Quiz

Publicado en 5AC2020, Activities, English, Language & Literature, Quizes | Deja un comentario

¿Ángel o diablo?

Como trabajo final del trimestre, en Lengua realizamos un resumen de alguno de los cuentos escritos por Silvina Ocampo, a elección. Pero, la peculiaridad de este resumen fue que consistió de la producción de una imágen, incluyendo una cita y una afirmación a la misma. Como ya saben, a lo largo de este trimestre estuvimos leyendo los cuentos cortos “Clotilde Ifrán”, “Ana Valerga” y “La boda” de S. Ocampo. Cada uno de ellos, sea de una forma u otra, muestran explícitamente la perversidad de la mujer, lidiando con el maniqueísmo de la mujer como ángel o diablo. 

Yo realice la actividad en conjunto con Lucía Caviglione y Valentina Re y elegimos basarnos en el cuento “Clotilde Ifrán”:

En esta corta historia, la perversidad de Clemencia está capturada en el detalle del disfraz de diablo que ella independientemente elige por sobre uno de princesas, por ejemplo, lo que sería natural para una niña de esa edad y de esa época. Por otro lado, la perversidad de la modista se puede ver a partir no solamente del hecho de que, a pesar de estar muerta, aparece físicamente, sino también de que, como personificación de la muerte/diabla, irrumpe en la casa para llevarse a Clemencia con ella hacia el infierno. Fueron estas características las que quisimos captar en la tapa ficticia del cuento para resumirlo. 

Como ya dije en entradas anteriores, personalmente tengo una memoria muy visual, por lo que recrear imágenes y dibujos me es muy útil al momento de retener información. Asimismo, el trabajo en grupo me resulta mucho más beneficioso ya que se pueden discutir los diferentes puntos de vista y las distintas ideas y pensamientos de cada uno. Además, las fortalezas de los distintos miembros de complementan; mientras que yo soy buena dibujando, a partir de la cita que encontró Valentina y la afirmación que realizó Lucía, juntas pudimos debatir y formar un dibujo que resuma el cuento. 

Esta actividad pude fuertemente relacionarla con un trabajo que hicimos en Literature sobre “Lady in the Looking-Glass: A Reflection” de Virginia Woolf. Después de leerlo en clase, en parejas realizamos un cuestionario, una de cuyas preguntas incluía crear un dibujo del espejo y lo que se refleja en él que tanto se describe en la historia:

El cuento se centraba en la vida de Isabella Tyson, la cual se podía interpretar como el interior de la casa, y el contraste que tenía con lo que los demás creían sobre cómo era su vida, representada por el jardín. Adentro era un completo caos, oscuridad y muerte mientras que afuera de la casa todo era hermoso, atractivo y vivo. De esta forma se puede entender la doble personalidad de la mujer y sus lados angelicales así como diabólicos. Además, se puede comprender que la mujer no siempre aparenta ser como ella verdaderamente es. De igual manera se puede entender a Clemencia y a Clotilde Ifrán. Por un lado, Clemencia es una niña la cual generalmente se ve como un angelito. Pero, debido a su elección del disfraz de diablo y su decisión de irse con Clotilde Ifrán es inicuo. Por otro lado, Clotilde, como modista, sigue uno de los roles femeninos estereotipados por la sociedad. No obstante, al haber muerto varios años previamente al encuentro y haberse llevado a la niña, esta retrata su lado oscuro y caótico.

Además, lo pude interrelacionar con La cautiva de Esteban Etcheverría que leímos en el primer trimestre. Al leer este, analizamos el movimiento del cual forma parte: el Romanticismo. Dentro de las enumeradas características que este comprende, una de ellas es el maniqueísmo de lo bueno y lo malo. En esta categoría es en la que recae la figura de la mujer como ángel o como diabla. A lo largo del poema, María en lugar de mostrarse como ángel, rompe con los estereotipos y se destaca empoderada, con superioridad sobre el resto de los hombres. En este caso, el personaje no captura la imágen de una damisela en peligro, sino, al contrario, una potente y capaz guerrera, aunque su apariencia no lo demuestre.

Publicado en 4AC2019, Actividades, Calendario, E-portfolio 2019, Lengua, Literatura | Etiquetado , , , | Deja un comentario

El feminismo

En Lengua durante este último trimestre estuvimos leyendo, analizando y aprendiendo sobre las vidas de les reconocidas hermanas Ocampo, Victoria y Silvina, y los maravillosos cuentos fantásticos que la última escribió en sus años como autora. Los que leímos fueron “Clotilde Ifrán”, “Ana Valerga” y “La boda”. Con los primero dos llevamos a cabo una actividad de citas y afirmaciones. La profesora, Camila Aliberti, nos asignó 6 afirmaciones (3 de cada cuento) a las cuales debíamos encontrarles marcas textuales que las justifiquen en grupos de a 3. Yo era con Olivia Obligado y Sol Pardo Santayana:


Clotilde Ifrán


  1. El relato participa del género fantástico ya que un evento sobrenatural irrumpe en la realidad cotidiana.
  2. Los 3 personajes femeninos que aparecen en el texto comparten una perversidad que es propia de las mujeres presentadas por Silvina Ocampo.
  3. La elección del disfraz de la niña no es accidental, permite proveer una interpretación al cuento.


Ana Valerga


  1. Como en otros cuentos de S. Ocampo, la perversidad se encuentra donde menos la esperamos.
  2. El relato participa del género fantástico ya que un evento sobrenatural irrumpe en la realidad cotidiana.
  3. El cuento rompe con el estereotipo femenino de la época, tanto en lo físico como en el rol que cumple la mujer.


Luego de encontrar las citas que emparejaban estas afirmaciones, todos juntos debatimos cuales eran correctas y cuáles no, así como también intercambiamos ideas dependiendo de la interpretación de cada uno. 


En el caso de “La boda”, en lugar de tener afirmaciones para emparejar con citas textuales, en los mismo grupos, debimos formular afirmaciones que justifiquen el texto. Las que hicimos son las siguientes:


La boda


  1. Como en otros escritos S. Ocampo rompe con los estereotipos de la mujer como angelical.
  2. Pertenece al género fantástico debido a la aparición de hechos sobrenaturales a través de los ojos de la niña.
  3. Tanto Roberta como Gabriela muestran la perversidad de la mujer.
  4. El texto introduce el feminismo a través de la poca aparición de la figura del hombre.


Desde mí punto de vista, leer, buscarles citas a las afirmaciones y debatir sobre los cuentos colectivamente fue ambos, muy benéfico y productivo. Por un lado, logré comprender perfectamente las historias por más complejas que sean y pude asociar las marcas textuales con los mensajes reales que estas escondían. Por el otro lado, tuve la oportunidad de enriquecerme con las distintas concepciones de los escritos que tenían los otros compañeros y así entenderlos aún más al abrirme a escuchar pensamientos diferentes a los míos. Además, trabajar en grupos e interactuando con otros es más entretenido que analizar una historia completamente en soledad.


Fue la última actividad la que encontré dificultosa. Tal vez fue debido a la complejidad del texto o al hecho de que no tuvimos tiempo de consultar el resultado en clase, pero no pude exitosamente justificar las afirmaciones con citas del cuento. No logré encontrar marcas textuales que capturen lo que yo estaba estableciendo, especialmente aquellas relacionadas con la perversidad de Gabriela. 


Al realizar esta asignatura comprendí la extensidad de la lucha de la mujer contra la sociedad tradicional acostumbrada a la superioridad del hombre sobre la mujer. De esta manera con lo que pude entrelazar esta actividad fue un texto que comprendió parte de una actividad de Literature. Después de leer la historia “Lady in the Looking-Glass: A Reflection” de Virginia Woolf, en parejas respondimos una serie de preguntas relacionadas. La última de la lista consistía en leer un escrito llamado “The Madwoman in the Attic”, por Sandra Gilbert y Susan Gubar, y desarrollar una justificación sobre cómo está relacionado con el cuento de Virginia Woolf, quien fue una de las mujeres que comenzó el movimiento feminista mediante la literatura, al igual que Silvina Ocampo. El escrito del duo S. Gilbert y S. Gubar se focaliza en la forma en la que las mujeres solían vivir bajo la opresión de la sociedad que la consideraba un “cero” si no contaban con la compañía de un hombre. Teniendo esto en cuenta, a través de sus cuentos, Silvina Ocampo lidia con el rol tradicional de la mujer. Sin embargo, a medida que las historias se desenvuelven, ella también rompe con esa percepción de la mujer y le otorga poder e integridad. Adicionalmente, el hecho de que los personajes protagonistas de todos los cuentos son femeninos, dándole lugares poco relevantes y subordinados por la figura de la mujer hace énfasis en la oposición a la autoridad del hombre.


De la misma manera, logré hacer una conexión de esta actividad con el proyecto en el que estuvimos trabajando en History a lo largo de este tercer trimestre. El profesor nos dividió en 7 grupos, cada uno de los cuales fue asignado un personaje relevante que participó de la Revolución Francesa y buscar información sobre el mismo, así como también qué fue exactamente su rol en la Revolución. En mi caso, trabajé con Juan de Elia, Luz Esteban y Sofía Mele sobre Olympe de Gouges. Ella fue la representante principal del movimiento feminista y la creadora de la Declaración de Derechos de la Mujer. A partir de ella, millones de mujeres se sumaron a alzar sus voces y defender sus derechos de los cuales era privadas pero tanto merecían mientras que los hombres disfrutaban de ellos. A pesar de que no tuvo un efecto pronto, años más tarde finalmente los deseos se cumplieron, aunque no hayan sido concretados en su totalidad. De igual forma que Olympe de Gouges, Silvina Ocampo indirectamente se impuso frente a la sociedad tradicional para reivindicar el rol femenino, rompiendo con los estereotipos de la época.

Publicado en 4AC2019, Actividades, Castellano, E-portfolio 2019, Lengua, Literatura | Etiquetado , , | Deja un comentario


Throughout the third term, we have separately analysed different poems. In pairs, we had to choose a poem from our classbook Songs of Ourselves and create a presentation elaborating on the background life of the author, the movement the poem was from, the meaning of the title and the literary devices that we could find, such as the theme, tone, metaphor, simile, etc… As the final project we were told to choose a picture from our camera roll and write a poem based on it.

As the first time writing a poem, it was quite challenging. Not only had I had to attempt to describe a picture including a significant meaning, but I had to manage to include 5 nouns, 5 adjectives, 5 verbs and literary devices. Moreover, I had to look up new vocabulary in order for the final words of the line to rhyme. It was difficult even choosing the photo from my camera roll as it had to portray specific characteristics in order to transmit a message. Nevertheless, once I found it, I just let my mind flow and express the thoughts flowing inside. This way, I learnt that one doesn’t have to be professional at doing something to have a good result. I never thought I could write a poem that actually made sense and was able to transmit a message at the same time that it rhymed or included literary devices. I realised that if you talk about something that is meaningful to you, the mind just flows and writes for itself what it is thinking and feeling.

Besides, I understood that sometimes a poem doesn’t have to include rhyme, and if it starts rhyming, then if its broken, it is useful to create impact on the reader and emphasise on the message. In my poem, in the first two stanzas the second line rhymes with the last line. Meanwhile, in the last two stanzas, the rhyme is broken; it is where the message is expressed, where the truth is revealed.

Throughout this year, I have taken a make-up course and am taking another one, for is something that I am fond of and find very interesting. I like to draw portraits as well as painting drawing in colour. Therefore, doing make up combines both of these hobbies, making it more enriching and enjoyable. The image is one of my models from the course, but while it may be portraying something, the insides do not capture the same.

At the beginning, I didn’t even know which photo to choose. Yet, scrolling over the pictures of my make-up course, I remembered how the use of makeup can be perceived. Many people see make-up as a paint palette used to conceal what is below and colour a completely different image above. The picture shows a pair of closed eyes coloured in satin diverse blues and strong black eyelashes. Sometimes makeup might cover so much that none of the real details are left into sight and the person may even act differently. Makeup usually transmits confidence, but also the impulse to act as a distinct person. Thus, people receive a fake or disturbed version of the real person, without getting to really know him or her.

However, makeup needn’t always have this effect. It should gracefully blend with the beauty below, just enhancing it; that’s what I love about it. Makeup does not always have a negative impact, as it may seem for what I previously stated, on the contrary, it is empowering.


Publicado en 4AC2019, Activities, E-portfolio 2019, English, Literature, Poetry | Etiquetado | Deja un comentario

Is it Art?

In Art class, during the second term, we have watched the documentary called «Exit Through the Gift Shop». After we carried out a debate to discuss whether what Terry, the protagonist, made was art. We then proceeded to learn about the cases of Marcel Duchamp who stated arguments for justifying their being the creators of the ‘readymade’ art movement. But… Is Duchamp’s «readymade» artwork Art? Why?

I know that Marcel Duchamp’s «readymade» urinal is art. I think of the concept of «art» as a creation by someone who had the intention to do it and meant to express a specific message, an idea, his or her feelings through it, no matter what the medium used was. This form of expression should definitely appeal to the senses of anyone to whom is presented. I do not believe an artwork ought to be related to beauty or valued aesthetically. It can be a horrendous piece, yet it can be art. Through the urinal Duchamp purchased from the first store he saw, he does transmit the message he intended to regarding his bitter feelings towards the ego, ambition, conservativeness and close mindedness that, through his eyes, the members of the National Academy of Design impersonated. Thus he did make a creation communicating a message, idea and his feelings not following an aesthetic aim. In my opinion, the lack of aestheticity was on purpose to express the disgust he felt towards them. He came up with the simplest idea to sign the urinal “R. Mutt” to transmit a fully developed message.


Publicado en 4AC2019, Activities, Debate, Ed.estetica, English | Etiquetado , | 1 comentario