Essay on the poem «For Heidi with Blue Hair»

In the last Literature classes, we have been working with the poem «For Heidi with Blue Hair». This is the essay I made based on it:

How does Adcock vividly convey solidarity and sympathy for Heidi in her poem “For Heidi with Blue Hair”?

In the poem “For Heidi with Blue Hair” Adcock vividly conveys solidarity and sympathy for Heidi by describing her situation and character by giving some details or ideas which makes us feel identified with her. These ideas are her rebellion and her mother’s death.

At the beginning of the poem it is told that Heidi was a girl who was sent home from school because she had died her hair blue. This, obviously, made readers think she was a rebel girl who just wanted to call people’s attention as most of the teens do. That made teen readers feel identified with her as many of them do this sort of things, and although many teens don’t do such “extreme” things, there is always the situation of rebellion and punishment. Furthermore, when his father had to talk with the school authorities he said “… she (Heidi) is not a punk in her behaviour…”, teens were also identified with this, as in this stage of life they do many things which don’t truly represent how they actually are although they know it and their parents know it. All in all, this kind of situation is the one most of the teens are used to be involved with as they are always trying to call the attention and do things which the would never do so they are able to feel identified with Heidi, due to this, they feel sympathy and solidarity for her.

In the fifth stanza of the poem it is easy to realize how the mood changed drastically from humorous to sorrowful. This happens because a really sad and key factor is mentioned: Heidi’s mother death. When the father says “It would have been unfair to mention yours (Heidi’s) mother’s death…” we can easily realize the reason of Heidi’s decision of dying her hair blue (symbolizes sadness). This makes readers feel empathy for her, but teenagers are particularly able to feel in her situation as, although most of them don’t do this kind of things because of these causes, they can feel as Heidi as there is always another reason for a rebellion apart from the reason people take into account at first sight. All in all they are able to feel empathy and sympathy for Heidi due to the association with her because of the deep causes of the rebellion.
        In conclusion, Adcock uses examples of situations most of the people are going to be identified with as they have , at least once, been involved in those conflicts, to make readers feel sympathy for Heidi in the poem “For Heidi with Blue Hair”.

Educación Tecnológica 21/3

El jueves pasado tuvimos una charla con Carolina Mantilla, una de las dueñas de Maldon y nos dijo que para empezar a hacer un juego hay dos formas. La primera es pensar para qué edades no hay tantos juegos y la segunda era pensar una idea. También dió unos consejos y avisos para crear nuestros juegos:

Los materiales son muy caros, por lo tanto un juego con cartas sería buena idea ya que sería entretenido y no muy caro.
Para asegurarnos que a chicos de varias edades les guste tenemos que pedirles a algunos de ellos que los prueben y nos digan que opinan.
Un juego para chicos de 5 a 8 años tiene que ser dinámico.
Hay que ser claros con las instrucciones.
Aceptar ayuda de gente de afuera .
Pensar en hacer juegos en grupos. Por ejemplo, de 4 contra 4.
No copiar juegos del mercado.
Si es por tiempo incluir un reloj de arena.
Buscar ideas para todo tipo ej:para viajes.
Primero sucede el desarrollo y una vez hecho se empieza a producir.

Además nos contó la dinámica de la creación de un juego en 7 pasos:
Tener una idea básica.
Investigar (probar cambios, jugarlo).
Diseño (pensar en cómo tendría que ser el tablero, las fichas, etc.).
Desarrollo (mandar el diseño a un lugar en el que los tableros, las fichas, etc. sean fabricados).
Producción (poner las fichas, tableros, cartas, etc. en la caja).
Venta (venderlos).

También nos explicó que hay dos tipos de precio mayorista o minorista:
Mayorista: es el precio que se cobra al venderlo a una persona que lo distribuye en varios lugares como jugueterías, librerías, etc. Este es más barato que el minorista y se vende por cantidad.
Minorista: es el precio que paga una persona cuando compra el juego en una librería, juguetería, etc. Este es más caro y en poca cantidad.

Además, nos contó que cuando se vende algo se lo puede vender en consignación, es decir, uno le da sus juegos a otra persona y una vez que los vende, el segundo le tiene que dar sus ganancias al primero.

Analysis on the poem «For Heidi With Blue Hair»

In our last Literature classes, we have been reading the poem for Heidi with blue hair and this class we were said to see a post in our professor’s blog and anwer the questions given in the presentation (inside the post).

Answers to the questions:

  • The poem is about a girl called Heidi (the author’s god-daughter) who dyed her hair blue and was sent home from school. Her father totally supported her decision and even discussed with the school authorities to defend her, but there was no result as he didn’t want to mention the fact that Heidi’s mother had recently died, which was a possible reason of why she decided to change her hair to blue (symbolises sadness). At the end of the story Heidi’s friend dyed her hair too but in the school colours to mock the school’s headmistress as she had told Heidi her hair wasn’t appropiate as it was not in the school colours.  The subject of the story is Heidi who had to cope with her mother’s death to what she responds dyeing her hair blue.
  • The writer purpose is to make a sort of tribute to Heidi who had such difficult times during her adolescence. Adcock’s intentions seem to be to make teenangers be indentified with Heidi.
  • The structure and puntuation reflect that the poem is written in a narrative style as there are, for example, dialogues inserted. Furthermore, Adcock uses a technique called enjambment which consists in ending stanzas without finishing the sentence so readers keep on reading.
  • The poem’s structure reinforces an important idea in her poem as the quantity of lines in each stanza is freely decided, but is the same quantity in each one. This reinforces the idea of freedom against conformity. Which is one of the themes of the poem as Heidi tries to be free against the strict school.
  • The headmistress and the teachers are made to sound ridiculous by using irony. For example: «… yours was, apart from anything else, not done in the school colours». In this quote she was refering to the colour of her hair and it isn’t normal to send  student home from school because she didn’t dye her hair in the school colours.
  • The tone is from Heidi’s god-mother and its mood and feelings are mostly mocking except for the fifth stanza in which Heidi’s mother death is mentioned. In this stanza the mood is sad, depressive and gloomy.
  • The tone and the feelings of the poem highlight the main ideas by using literary devices on them. A clear example is when the school is mocked by saying «… yours was, apart from anything else, not done in the school colours». This deals with the idea of school conformity.
  • Some literary devices used are: symbolism (blue hair), irony and metaphors.
  • The rebel in the poem is made to sound vulnerable by mentioning her mother’s death, which may have been the cause of her decision of dyeing her hair. She is supported by her father, who was in favour of her decision and her friend who decided to dye her hair in the school colours to mock the school.
  • The battle which is named at the end of the poem was the one fought against the school.

WWI Poster

In our History class, we made a poster about Propaganda, Trench warfare, New Weapons and the Home Front during WWI. Here is the poster I made with Manuel Carrizo, Eloisa Mainero and Lucas Vorbeck:


In this work, I had to develop a topic called Propaganda. It was very interesting as it is shown how the governments persuaded people to join the army, donate money, among other things. The links I used to gather information are:

The tool we used to make the poster was ThingLink and we learnt it is very useful as you can just put images and kind of link them with text or the other way round. We also used Pic Collage to make wallpaper.

I believe I’ve got a 9 in my research as although I had some difficulties at first as I couldn’t identify what was relevant and what wasn’t I could then realize so and I believe my research ended up being really good as I could understand it very well and it make it really easy to make the poster as the information was brief and useful.

I believe my group got an 8 in the group work as we were able to decide quite easily what information we should include and what we shouldn’t and although the four of us worked really hard and great as a group a member wasn’t able to tell his part of the work so I believe that will lower us some points


Brainstorm about Cells

Our Biology professor told us to watch some videos which were in her blog and make a brainstorm about each one.

Introduction to Cells: the Grand Cell Tour

Cells-Mitochondria-Cytoplasm-Endoplasmatic Reticulum (E.R)-Golgi Apparatus-Vacuole-Large Vacuole-Organelles-Chloroplasts

Cell Theory:

Zacharias Jansen-Cell Theory-Leewenhoek-Newton-Hooke-Microscope-Animacules-Schleiden-Schwann-Free cell formation-Virchow-Remak

La Identidad Nacional

En el blog de la profesora de Formación Ética y Ciudadana hay una entrada acerca de la identidad nacional donde nos hizo la siguiente pregunta: ¿Cómo describirías a la identidad nacional Argentina?

La identidad nacional se basa, principalmente, en el idioma, costumbres y tradiciones, religión y etnia. En Argentina, hay muchas costumbres y tradiciones como, por ejemplo, tomar mate, vino Malbec (originario de Argentina)y comer asado. Otras son el tango y el hecho de que a la mayoría de los Argentinos les gusta el fútbol. De hecho, muchos países conocen Argentina gracias al fútbol y sus figuras, como por ejemplo, Messi o Maradona. Además en Argentina se encuentran diversos paisajes naturales únicos y mundialmente conocidos, como el Cerro de los Siete Colores, Las Cataratas del Iguazú, el Glaciar Perito Moreno, Los Andes, entre otros. Además, en la capital de Argentina hay un barrio llamado La Boca en elcual hay casas muy pecularies que lo caracterizan. Con respecto al idioma, en todo el país se habla castellano. Además, los monumentos como el Obelisco, el Monumento a la Bandera, el Cabildo y la Casa Rosada caracterizan a este país.

Esta es una imagen que caracteriza la identidad Argentina:

Educación Tecnológica – 31/6 y 7/6

En la clase de Educación Tecnológica del 31/6, fuimos al Centro Metropolitano de Diseño (CMD) con algunos profesores y los alumnos de 5to año para ver que se hace allí y conocer las herramientas que nos pueden ayudar para nuestro proyecto. Primero vimos algunos emprendedores y luego nos mostraron la impresoras 3D y cortadoras láser. Esto último fue lo que me resultó de mayor interés.

Con respecto al lugar,me pareció muy bueno ya que tiene mucha historia. Además, me gustó mucho la visita ya que nos explicaron muy bien todos los temas y nos dejaban ver como trabajaban.

En la clase de Educación Tecnológica del 7/6 algunos presentaron los juegos que habían planeado.