Showing posts with label Aldana P.. Show all posts
Showing posts with label Aldana P.. Show all posts
Nov 24, 2014
Aug 25, 2014
Jul 7, 2014
Craving for a taste
by Aldana Pires
Being used to watch or read about zombies craving for brains and living-human meat, one is inevitably taken aback by Eat me, a shocking short story written by Robert Mccammon. Nostalgia, loneliness, zombie-like love and sexual desire are explored by Jim, the main character. When reading this intense story, one can feel empathy for the living dead, and also a sense of familiarity with his experiences. Metaphorically, the story is a portrayal of teenage undergoings, and therefore, it fits the profile of young adult literature.
Robert C. Small Jr. has stated a list of characteristics that are unique to Young Adult novels. The one stating that the main character is a teenager clearly does not correspond with our story; Jim is an adult who has been turned into a zombie and misses his old normal life. Nevertheless, the feelings and situations the restless dead faces bear metaphorical similarities to those which are dealt by actual adolescents. Just like a young man mourns for the body he used to have during his childhood (as stated by Argentinian psychoanalyst Arminda Aberastury), our dead misses his living anatomy and despises his current lean and rotten flesh. Furthermore, Jim also craves his previous normal life; in this sense, he resembles the fact that youngsters miss their unconcerned and playful childhood years likewise.
Revolving around a grieving atmosphere, the living corpse roams down the streets feeling he does not belong to the new dead world. Everything that used to rule and order his life is now pointless; he lacks aim, excitement and pleasure. He craves for the things he used to enjoy: the good smell of perfumes, the beauty of flowers, the shining of women’s hair, and love. He searches as he walks into places he has never walked before, and finally ends up in a bar where many dead dance to the sound of music. There, the loud beatings silence his sorrowful brainwork. Isn’t this constant searching for one’s self, the sense of feeling lost, and the escaping of thoughts what adolescents go through either? Herz and Gallo numbered a variety of situational archetypes which are recurrent in young adult literature. Among them, the search for self is relevant for this story. Teenagers are at a stage in life where they must develop their identity. And for his part, Jim wanders restlessly trying to find himself within the zombie chaos.
More significantly, Jim’s yearning for vivid sensations is what ultimately leads him to the turning point where he meets Brenda, a zombie girl. Coinciding with Small’s characteristics, his actions are major factors in the outcome of his internal conflict. When he nervously approaches Brenda, he does not even remotely imagine what will later happen between them; but undoubtedly, he has found someone to explore zombie passion and sensations with. In addition, all about their encounter is closely analogous to teenagers having their first sexual and love experiences with a desired other.
Having a changing a body, searching for oneself, escaping troubling thoughts, approaching somebody in order to experience body pleasures and find love are all situations around which teens’ life revolve. Without doubt, the short story is an appealing and metaphorical depiction of juvenile people. For all the stated, and for its unexpected and exciting outcome, Eat me perfectly fits in any young adult literature compilation.
Being used to watch or read about zombies craving for brains and living-human meat, one is inevitably taken aback by Eat me, a shocking short story written by Robert Mccammon. Nostalgia, loneliness, zombie-like love and sexual desire are explored by Jim, the main character. When reading this intense story, one can feel empathy for the living dead, and also a sense of familiarity with his experiences. Metaphorically, the story is a portrayal of teenage undergoings, and therefore, it fits the profile of young adult literature.
Robert C. Small Jr. has stated a list of characteristics that are unique to Young Adult novels. The one stating that the main character is a teenager clearly does not correspond with our story; Jim is an adult who has been turned into a zombie and misses his old normal life. Nevertheless, the feelings and situations the restless dead faces bear metaphorical similarities to those which are dealt by actual adolescents. Just like a young man mourns for the body he used to have during his childhood (as stated by Argentinian psychoanalyst Arminda Aberastury), our dead misses his living anatomy and despises his current lean and rotten flesh. Furthermore, Jim also craves his previous normal life; in this sense, he resembles the fact that youngsters miss their unconcerned and playful childhood years likewise.
Revolving around a grieving atmosphere, the living corpse roams down the streets feeling he does not belong to the new dead world. Everything that used to rule and order his life is now pointless; he lacks aim, excitement and pleasure. He craves for the things he used to enjoy: the good smell of perfumes, the beauty of flowers, the shining of women’s hair, and love. He searches as he walks into places he has never walked before, and finally ends up in a bar where many dead dance to the sound of music. There, the loud beatings silence his sorrowful brainwork. Isn’t this constant searching for one’s self, the sense of feeling lost, and the escaping of thoughts what adolescents go through either? Herz and Gallo numbered a variety of situational archetypes which are recurrent in young adult literature. Among them, the search for self is relevant for this story. Teenagers are at a stage in life where they must develop their identity. And for his part, Jim wanders restlessly trying to find himself within the zombie chaos.
More significantly, Jim’s yearning for vivid sensations is what ultimately leads him to the turning point where he meets Brenda, a zombie girl. Coinciding with Small’s characteristics, his actions are major factors in the outcome of his internal conflict. When he nervously approaches Brenda, he does not even remotely imagine what will later happen between them; but undoubtedly, he has found someone to explore zombie passion and sensations with. In addition, all about their encounter is closely analogous to teenagers having their first sexual and love experiences with a desired other.
Having a changing a body, searching for oneself, escaping troubling thoughts, approaching somebody in order to experience body pleasures and find love are all situations around which teens’ life revolve. Without doubt, the short story is an appealing and metaphorical depiction of juvenile people. For all the stated, and for its unexpected and exciting outcome, Eat me perfectly fits in any young adult literature compilation.
May 26, 2014
“Chicken”
Written by Kathy Stinson
(Reviewed by Aldana Pires, Eliana Romero and Nicolas Vincenti)
Gone are the days when chicken was a game between car drivers. Canadian writer Kathy Stinson brings a new compilation of short stories for adolescents called “101 Ways to Dance”, and “Chicken”, the third story from the book, presents an innovative version of the game.
Once the kids had finished painting the church basement and everyone had gone home, the main female character and Bram, a boy who was rumoured to be expecting a child, were left alone in the place. Challenging, he asked the girl if she had ever played chicken, and supposing that he was talking about the game with cars, she replied that she had never played it. Certainly, Bram was not proposing a car competition, instead, he was giving it a twist: each of them had to put a finger on the other’s forehead and move it down until one of them said “stop”; whoever said it first was the chicken.
Playfulness takes control from the very first image the tale draws in your mind; then it merges yourself into a stream of consciousness, and finishes up setting a climax for an open ending. Attractive themes such as sexual desire and curiosity are just some of the spicy condiments of the story. Furthermore, chicken will be read in a blink of the eye, which is essential for modern times when young adults’ attention has a short span. As if this was not enough, the story breaks your expectations. Do you think that it is obvious who the chicken will be? Well, don’t be so sure about that.
Nowadays, the law for teenagers is not to read, but we bet they won’t resist this entertaining and catchy story. Its shortness and defying atmosphere provide reasons for its effectiveness. A five-star badge for Chicken!
(Reviewed by Aldana Pires, Eliana Romero and Nicolas Vincenti)
Gone are the days when chicken was a game between car drivers. Canadian writer Kathy Stinson brings a new compilation of short stories for adolescents called “101 Ways to Dance”, and “Chicken”, the third story from the book, presents an innovative version of the game.
Once the kids had finished painting the church basement and everyone had gone home, the main female character and Bram, a boy who was rumoured to be expecting a child, were left alone in the place. Challenging, he asked the girl if she had ever played chicken, and supposing that he was talking about the game with cars, she replied that she had never played it. Certainly, Bram was not proposing a car competition, instead, he was giving it a twist: each of them had to put a finger on the other’s forehead and move it down until one of them said “stop”; whoever said it first was the chicken.
Playfulness takes control from the very first image the tale draws in your mind; then it merges yourself into a stream of consciousness, and finishes up setting a climax for an open ending. Attractive themes such as sexual desire and curiosity are just some of the spicy condiments of the story. Furthermore, chicken will be read in a blink of the eye, which is essential for modern times when young adults’ attention has a short span. As if this was not enough, the story breaks your expectations. Do you think that it is obvious who the chicken will be? Well, don’t be so sure about that.
Nowadays, the law for teenagers is not to read, but we bet they won’t resist this entertaining and catchy story. Its shortness and defying atmosphere provide reasons for its effectiveness. A five-star badge for Chicken!
May 5, 2014
Crossed Positions (TV proposal)
´Dear Sir/Madam
We are writing in order to present you our brand new idea for a television show. As we have been informed, you are looking for an entertaining, exciting and catchy programme directed to teenagers, and we are sure we have just what you are looking for.
Mainly, the show would be a weekly hot debate held by teenagers. We believe that the programme will create a sense of belonging among adolescents because it is meant to be a free space for them to express any idea they want.
As it is already known, teenagers can get really passionate in their stands, so we suggest having a presenter who will act as a mediator when the debate gets too heated. The name of the show would be “Crossed Positions.” Besides, we have thought of a slogan to be said by the presenter; it would be, “Crossed Positions: the only place without restraints.”
Furthermore, we are strongly concerned with the power and influence that social networks have on teenager’s lives; and we are aware of the popularity of these communicative tools, so we would propose our young adults to choose the topic of each debate online. They would be also able to join the debate and share their ideas through Facebook and Twitter, among other communicative channels.
Although our main objective is to make an enjoyable, pleasant and relaxing show, we wish the topics of the debates to be related to common problems concerning a teenager, such as ethical values, dysfunctional families, eating disorders, development of sexuality, substance abuse and bullying, and so forth.
We look forward to hearing from you as soon as possible. Any suggestion or idea will be evaluated with gentle and positive disposition.
Yours faithfully,
the ideas-producers company.
We are writing in order to present you our brand new idea for a television show. As we have been informed, you are looking for an entertaining, exciting and catchy programme directed to teenagers, and we are sure we have just what you are looking for.
Mainly, the show would be a weekly hot debate held by teenagers. We believe that the programme will create a sense of belonging among adolescents because it is meant to be a free space for them to express any idea they want.
As it is already known, teenagers can get really passionate in their stands, so we suggest having a presenter who will act as a mediator when the debate gets too heated. The name of the show would be “Crossed Positions.” Besides, we have thought of a slogan to be said by the presenter; it would be, “Crossed Positions: the only place without restraints.”
Furthermore, we are strongly concerned with the power and influence that social networks have on teenager’s lives; and we are aware of the popularity of these communicative tools, so we would propose our young adults to choose the topic of each debate online. They would be also able to join the debate and share their ideas through Facebook and Twitter, among other communicative channels.
Although our main objective is to make an enjoyable, pleasant and relaxing show, we wish the topics of the debates to be related to common problems concerning a teenager, such as ethical values, dysfunctional families, eating disorders, development of sexuality, substance abuse and bullying, and so forth.
We look forward to hearing from you as soon as possible. Any suggestion or idea will be evaluated with gentle and positive disposition.
Yours faithfully,
the ideas-producers company.
Oct 16, 2013
The lion’s den
by Pires, Aldana and Vincenti, Nicolas
The reissue of ‘The Lion King’ as a 3D film, and its subsequent 3D Blu-ray release back in 2011, brought the film back into discussion. It definitely stands as one of the most successful and well-received Disney’s classics of all time: it ranks 2nd in the list of the highest-grossing animated films, and 20th in the list of the highest-grossing films of all time. Moreover, the film has an overall approval rating of 90%, and thus, its re-release was not a surprise.
Its success can be partially justified by the apparent messages to children: on the one hand, the idea of being willing to obey parent’s orders, and on the other hand, the notion of growing up and, as a consequence, of being responsible. But the question is, are these the only messages of the film?
Certainly, there’s something really important to consider that needs to be brought into focus. The Lion King does not only encourage being obedient and assuming responsibilities, but it also stands for the notion of white supremacy and black segregation.
The golden lions from the royal family depict what is good and civilised, while the antagonist, Scar, being a lion from the same family himself, has a darker tone. This representation of evil characters as the ones whose fur colour is non-golden also applies to Scar’s hirelings: the hyenas. The indicated latent fact may look silly and irrelevant, and it may be called an exaggeration, but these little details are by no means innocent and do carry a strong sense of ideology within them.
Undoubtedly, the choice of the cast lacks innocence as well. Whoopi Goldberg and Cheech Marin, two well-known black actors, were chosen to interpret two out of the three hyenas. Jim Cummings completes the trio, and as Goldberg and Marin do, he pitches his voice to portray the way in which the afro-American cultural groups speak. The three of them use the typical vocabulary and pronunciation of the African American vernacular English. Most people would laugh at these impersonations, but taking a deeper view, they only keep on undervaluing the black cultural society.
Actually, if the same characterisation had been imposed to all the members of the cast, there wouldn’t be any problem as the story is set in Africa, but, as far as it can be observed, none of the golden lions speak as the hyenas do.
Apart from their sounds and their previously mentioned dark colour, the feliforms were also fashioned with misshapen bodies and clumsy movements. To make a clear contrast, the amber lions carry an emblematic-shaped body and an elegant demeanor. In this sense, the visual aesthetic is added to the degradation and discrimination of black ethnic groups making them look hideous.
As if this wasn’t enough mistreatment for black cultures, the hyenas, the ones who represent what’s wrong and uncivilised, are out of place. They can not occupy a place in the kingdom, and therefore, they are segregated to the elephant graveyard, where they suffer from hunger and misery. This could be compared to black ethnic communities that live in ghettos located near great cities.
All these offenses cannot be ignored when deciding if it is good to bring back this classic into our lives. ‘The Lion King’ has been good in its time, but nowadays our society is much more conscious as regards tolerance to diverse ethnic groups. The underlying notions of racism in the film give enough reasons to question its revival.
The reissue of ‘The Lion King’ as a 3D film, and its subsequent 3D Blu-ray release back in 2011, brought the film back into discussion. It definitely stands as one of the most successful and well-received Disney’s classics of all time: it ranks 2nd in the list of the highest-grossing animated films, and 20th in the list of the highest-grossing films of all time. Moreover, the film has an overall approval rating of 90%, and thus, its re-release was not a surprise.
Its success can be partially justified by the apparent messages to children: on the one hand, the idea of being willing to obey parent’s orders, and on the other hand, the notion of growing up and, as a consequence, of being responsible. But the question is, are these the only messages of the film?
Certainly, there’s something really important to consider that needs to be brought into focus. The Lion King does not only encourage being obedient and assuming responsibilities, but it also stands for the notion of white supremacy and black segregation.
The golden lions from the royal family depict what is good and civilised, while the antagonist, Scar, being a lion from the same family himself, has a darker tone. This representation of evil characters as the ones whose fur colour is non-golden also applies to Scar’s hirelings: the hyenas. The indicated latent fact may look silly and irrelevant, and it may be called an exaggeration, but these little details are by no means innocent and do carry a strong sense of ideology within them.
Undoubtedly, the choice of the cast lacks innocence as well. Whoopi Goldberg and Cheech Marin, two well-known black actors, were chosen to interpret two out of the three hyenas. Jim Cummings completes the trio, and as Goldberg and Marin do, he pitches his voice to portray the way in which the afro-American cultural groups speak. The three of them use the typical vocabulary and pronunciation of the African American vernacular English. Most people would laugh at these impersonations, but taking a deeper view, they only keep on undervaluing the black cultural society.
Actually, if the same characterisation had been imposed to all the members of the cast, there wouldn’t be any problem as the story is set in Africa, but, as far as it can be observed, none of the golden lions speak as the hyenas do.
Apart from their sounds and their previously mentioned dark colour, the feliforms were also fashioned with misshapen bodies and clumsy movements. To make a clear contrast, the amber lions carry an emblematic-shaped body and an elegant demeanor. In this sense, the visual aesthetic is added to the degradation and discrimination of black ethnic groups making them look hideous.
As if this wasn’t enough mistreatment for black cultures, the hyenas, the ones who represent what’s wrong and uncivilised, are out of place. They can not occupy a place in the kingdom, and therefore, they are segregated to the elephant graveyard, where they suffer from hunger and misery. This could be compared to black ethnic communities that live in ghettos located near great cities.
All these offenses cannot be ignored when deciding if it is good to bring back this classic into our lives. ‘The Lion King’ has been good in its time, but nowadays our society is much more conscious as regards tolerance to diverse ethnic groups. The underlying notions of racism in the film give enough reasons to question its revival.
Aug 21, 2013
Old Hat, New Hat
By Stan Berensain, Jan Berenstain.
(reviewed by Aldana Pires)
With simple descriptions and colourful pictures, the story “Old Hat, New Hat” is an easy-to-read and attention-grabbing book. The authors and illustrators Stan and Jan Berenstain, relate the experience of the Brother Bear of The Berenstain Family at a hat shop.
Astonished at the sight of new hats in the display window, Brother Bear decides to replace his old and ragged one. Decisively, he walks in the store and asks the seller to show him hats. Trying to satisfy his customer, the shop assistant presents him a wide range of them that vary in size, shape and colour; but none seems to please the young bear. Surprisingly, he finds the most perfect hat of them all… His own and old one! Very happy with his final decision, the character leaves the store.
This enjoyable story is narrated with two-word phrases that qualify the hats that the bear tries on. Most of the sentences are merely formulated with the adverb ‘too’ and the addition of an adjective. The use of simple constructions and repetition make the reading of the book easy and rhythmical for children. In this sense, the didactic purposes of the book are very explicit. Whether to be read in the classroom or at home, the story is a useful tool to introduce adjectives, expand vocabulary and to attend children’s first readings.
On balance, this laugh-provoking book with its unexpected ending will result really entertaining. Moreover, its plain narration will help to boost confidence and encourage first readings. Definitely, a must for teachers’ and parents’ bookshelves!
(reviewed by Aldana Pires)
With simple descriptions and colourful pictures, the story “Old Hat, New Hat” is an easy-to-read and attention-grabbing book. The authors and illustrators Stan and Jan Berenstain, relate the experience of the Brother Bear of The Berenstain Family at a hat shop.
Astonished at the sight of new hats in the display window, Brother Bear decides to replace his old and ragged one. Decisively, he walks in the store and asks the seller to show him hats. Trying to satisfy his customer, the shop assistant presents him a wide range of them that vary in size, shape and colour; but none seems to please the young bear. Surprisingly, he finds the most perfect hat of them all… His own and old one! Very happy with his final decision, the character leaves the store.
This enjoyable story is narrated with two-word phrases that qualify the hats that the bear tries on. Most of the sentences are merely formulated with the adverb ‘too’ and the addition of an adjective. The use of simple constructions and repetition make the reading of the book easy and rhythmical for children. In this sense, the didactic purposes of the book are very explicit. Whether to be read in the classroom or at home, the story is a useful tool to introduce adjectives, expand vocabulary and to attend children’s first readings.
On balance, this laugh-provoking book with its unexpected ending will result really entertaining. Moreover, its plain narration will help to boost confidence and encourage first readings. Definitely, a must for teachers’ and parents’ bookshelves!
Jul 8, 2013
The Gingerbread Boy, A Read Along With Me Book (reviews)
Debby Slier (author), Olivia Cale (Illustrator)
(reviewed by Aldana Pires and Nicolas Vincenti)
Didactic and enjoyable, “The Gingerbread Boy” retells the old fable about a gingerbread man who escapes from various pursuers, and his eventual death between the jaws of a fox. With Debby Slier's experienced writing and Olivia Cale's illustrations, the story can't help but being catchy for the youngest audience from beginning to end.
The gingerbread boy is born in the kitchen of an old woman’s house. She and his husband don’t have any children, but the sudden appearance of this little fairy shakes up their quiet lives. The gingerbread boy manages to escape from the house and starts a journey in which he upsets various animals. He makes fun of whoever he can with his catchy tease “Run, run, as fast as you can, You can’t catch me, I’m the gingerbread man!.” While looking for a way out, he finds a river which he can’t swim across, for he would die. A fox appears in the scene to help our little friend; but when he tells him to sit on his nose, the fox betrays the gingerbread boy. With just one bite, the animal enjoys the taste of the loaf.
From its very cover, the book is established as a read-along-with-me book. When it is opened, there’s a message to parents that offers suggestions about how to encourage children to read. This piece of advice is quite a helpful tool for parents who wish to give a hand to their children's reading skill. Furthermore, in order to stimulate and facilitate the first practices of the skill, the story is accompanied with some images* that replace words. These pictures are also found at** the margin of each page with its name beneath it for children to start learning the symbols that stand for words. Clearly, the didactic purpose of the book is mainly focused on the acquisition of reading skill, rather than on the message given by the fable.
In brief, the book serves as an excellent tool for parents to entertain their children and to help them on their first readings. It’s a must for every home bookshelf. Highly recommended for parents!
(reviewed by Aldana Pires and Nicolas Vincenti)
Didactic and enjoyable, “The Gingerbread Boy” retells the old fable about a gingerbread man who escapes from various pursuers, and his eventual death between the jaws of a fox. With Debby Slier's experienced writing and Olivia Cale's illustrations, the story can't help but being catchy for the youngest audience from beginning to end.
The gingerbread boy is born in the kitchen of an old woman’s house. She and his husband don’t have any children, but the sudden appearance of this little fairy shakes up their quiet lives. The gingerbread boy manages to escape from the house and starts a journey in which he upsets various animals. He makes fun of whoever he can with his catchy tease “Run, run, as fast as you can, You can’t catch me, I’m the gingerbread man!.” While looking for a way out, he finds a river which he can’t swim across, for he would die. A fox appears in the scene to help our little friend; but when he tells him to sit on his nose, the fox betrays the gingerbread boy. With just one bite, the animal enjoys the taste of the loaf.
From its very cover, the book is established as a read-along-with-me book. When it is opened, there’s a message to parents that offers suggestions about how to encourage children to read. This piece of advice is quite a helpful tool for parents who wish to give a hand to their children's reading skill. Furthermore, in order to stimulate and facilitate the first practices of the skill, the story is accompanied with some images* that replace words. These pictures are also found at** the margin of each page with its name beneath it for children to start learning the symbols that stand for words. Clearly, the didactic purpose of the book is mainly focused on the acquisition of reading skill, rather than on the message given by the fable.
In brief, the book serves as an excellent tool for parents to entertain their children and to help them on their first readings. It’s a must for every home bookshelf. Highly recommended for parents!
Jun 3, 2013
The ambitious red ants
Once upon a time, there was a colony of red ants who wanted to expand their kingdom. They wished to build markets, shopping centres, houses and flats. In order to have more space for their buildings, they needed to cut grass, plants, flowers and trees. But there was a little group of black ants who didn't like this situation.
When the red ants began their reformation, a black ant climbed up to a tree and shouted to the Red Ants: "You mustn't damage the environment!". "What's the problem with that?" said little red ant. "It makes room for new people", she continued. "What about the other animals? What about foxes, rabbits, frogs, birds and the rest of our brothers? They also need space and you’re taking it away from them!", replied the black ant furiously. The red ant said nothing and started to think.
After reflecting for a while the Red Ant said: "Oh! Shame on us! We didn't realize we were affecting our brothers. I think we should stop here. We're really sorry!". An this is how Red ants learned to leave their ambitions aside and to live in peace with other species.
The End.
When the red ants began their reformation, a black ant climbed up to a tree and shouted to the Red Ants: "You mustn't damage the environment!". "What's the problem with that?" said little red ant. "It makes room for new people", she continued. "What about the other animals? What about foxes, rabbits, frogs, birds and the rest of our brothers? They also need space and you’re taking it away from them!", replied the black ant furiously. The red ant said nothing and started to think.
After reflecting for a while the Red Ant said: "Oh! Shame on us! We didn't realize we were affecting our brothers. I think we should stop here. We're really sorry!". An this is how Red ants learned to leave their ambitions aside and to live in peace with other species.
The End.
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