En este post, voy a ir subiendo después de cada clase de arte, los trabajos que hicimos conforme a su categoría


Trabajo de cuerpo y cara humana y sombras

El ojo humano

La cabeza humana vista de 3/4.

 Las sombras y proyecciones de la luz

 Anatomía de la cabeza humana

 Trabajo de sombras y las proyecciones de la luz

Anatomía humana básica

Notas de la historia del arte


La moda en la antigüedad

Tipos de columnas y decoraciones

El partenón y como está formado







League on Nations: A League of it’s own

Our history teacher gave us a task on our new topic: The League of Nations
  1. The aim of the league was to solve international problems without resorting to war. Moreover, the League also aimed to discourage aggression from any Nation, to encourage countries to cooperate, to encourage nations to disarm and to improve the living and working condition of people in all countries.
  2. When Woodrow Wilson to the USA after signing the Treaty of Versailles he needed the approval of his Congress, the American Parlament.
  3. German immigrants didn’t want to join the league because the League was supposed to enforce the Treaty of Versailles, which basically was the punishment given to Germany post-world war one.
  4. The economic reason of why America didn’t join the League was that it imposed sanctions (which means, if a country was behaving aggressively, they would stop trading with her) and that might be American trade.
  5. Americans feared that the League would be dominated by Britain or France and that they would make them defend their empires.
  6. Serbia decided to take over Vilna because most of its population was Serbian, and not Lithuanian, due to the fact that Polland used to own that area. These were the kind of things that the League was supposed to stop, but when they realized that Polland could be a good ally against Germany they decided not to. Plus, the League of Nations had a really poor army, being incapable of taking down Polland.
  7. Upper Silesia was a very important region both for Poland and Germany because of its potential as an agricultural land and it’s resources.
  8. Upper Silesia was a land in between Germany and Polland. This area had a great agricultural potential, which is why both countries wanted it. During 1919-1921 there were riots between the fighting countries so the League had to intervene. What they did was separate the land between Germany, who received the biggest part, and Polland, who received the richest part.
  9. On October 7, 1920, the League arranged an armistice that gave the land of Vilna to Lithuania,  however, two days later a Polish General took Lithuanian troops out of Vilna and conquered Vilna, establishing its government at Vilnius.
  10. When the Aaland’s islands were disputed by Finland and Sweden, because the area belongs to Finland, but most islands were Sweden, these countries decided to ask the League for help. With one of their first successes, the League decided that they should remain with Finland, but weapons could not be held there.
  11. Mussolini invades Corfu because one of his teams, led by Fellini, got murdered at Greece while trying to resolve the border conflict of Corfu between Greece and Albania.
  12. Because they let Italy take the money even though they were the ‘villain’ in the story, and when they did the same they had to pay.
  13. It weakened the League because as GB didn’t sign an influence was spread and more countries would rebel.
  14. Greece invaded Bulgaria because a soldier of her’s got murdered at the border of her.
  15. Greece complained because she had done the exact same thing as Italy, though Mussolini was paid, meanwhile, Greece had to pay.

After doing these questions we analyzed the conflicts by drawing maps of where they happened.



Vilna Conflict (1920)

  •    Border dispute between Poland and Lithuania
  • Poland attacked Vilna (Lithuania) as after  WW1, almost all of Vilna’s inhabitants were Polish.
  • Lithuania went to the League of Nations but they did nothing as they weren’t yet prepared

Upper Silesia (1921)

  • Border dispute between Poland and Germany
  • Both of them wanted Upper Silesia because of it’s agricultural potential, but Germany had it at that time.
  • They asked the League for help so it sent a plebiscite to Upper Silesian’s inhabitants.
  • They decided that the rural part should go to Poland and the urban to Germany

Aaland Islands (1921)

  • Border dispute between Sweden and Finland
  • As both were peaceful they went to the LON for help
  • The League decided that as Finland was closer they should get it.

Corfu Conflict (1923)

  • Border conflict between Albania and Greece, both wanted Corfu
  • They ask the League of help and Mussolini is put in charge of solving the conflict
  • Mussolini sends Fellini and his team to Greece to discuss the problem
  • Fellini and his team are murdered on Greece
  • Full of anger, Mussolini invades Greece
  • The Italians were forced to leave by the League but Greece had to pay an indemnity

Bulgaria (1925)


  • A Greek soldier got murdered because of accidentally entering Bulgaria
  • Greece decided to invade Bulgaria seeking revenge
  • The League took care of this by forcing Greek troops to leave Bulgaria and making them pay an indemnity
  • Greece got furious because they said that it was unfair that when Italy did the same, they got paid instead of they themselves having to pay

Lab experiment: Growing Bacteria

August 23rd

Describe what we did last class (Wednesday) and the results today

You may add drawings or photos to be clearer


Last class we preapered flavourless jelly without cooling it to make it solid. Then, we decided that we wanted to watch bacteria reproduction, and as flavourless jelly is transparent and of an interesting solidity it was a nice thing to test it on.

To do this we had to choose between coughing on our hands, or touching dirty things such as the floor. We chose to cough and then we put our finger on the non-solid-yet jelly. All this we did on a petri dish which are used to grow bacteria.

Today, after 1 week we went to the lab to see the result of our bacteria growth. Our dish isn’t so dirty, so we can guess that one week ago our mouth was quite clean from bacteria. Instead, the people that chose to touch the floor got more disgusting results. Here is ours:


Activity on connectors

Our language teacher gave us a task on connectors. What we are supposed to do is to find how Roald Dahl uses connectors on his story, «Boy», by finding 4 examples of each type of connector in the book. If we can’t find what we are supposed to find, we should create the example ourselves. The ones from the book will be between inverted commas and the ones I created will not.


  • «At first I only heard the crack…»
  • «…Mr. Coombes’s performance the second time…»
  • «The third one seemed worse than the second…»
  • «…Fifth Form next to them!»


  • «…But it was the result of tremendous…»
  • «Thus, the unsuspecting parents received…»
  • «I must tell you, therefore, that it was…»
  • Argentina didn’t win the world cup, so I got sad


  • «So indeed was the entire mantelpiece…»
  • «Quite obviously our opinions on anything…»
  • «…and acting generally like a man with some serious…»
  • «In fact, we often went the other way»


  • «If there are, for example, ten people…»
  • «…all manner of treasures, such as a magnet…»
  • I can do several things, for instance, play the guitar
  • I can’t do several things, namely, play baseball


  • «…just as the manly lover always did it»
  • «…the second time was the same as the first»
  • Not only he is blind, but also deaf
  • This smell is similar to my house’s


  • «…they agreed to separate because  each of them…»
  •  I play football due to the fact that I like it
  • Since I like gaming, I play video games
  • I go to school as I am obliged to


  • «In addition to that, my father became…»
  • «…as well as her two unmarried sisters»
  • I play the guitar, and the piano too
  • I went to football and tennis classes


  • «It was, nevertheless a touching and generous…»
  • «Although they came from a simple family…»
  • «None of these things are important, but each of them…»
  • «Better even than the Welsh ones, despite the fact…»


One art – Elizabeth

One art, by Elizabeth Bishop

«The art of losing isn’t hard to master;
so many things seem filled with the int
to be lost that their loss is no disaster.
Lose something every day. Accept the fluster
of lost door keys, the hour badly spent.
The art of losing isn’t hard to master.
Then practice losing farther, losing faster:
places, and names, and where it was you meant
to travel. None of these will bring disaster.
I lost my mother’s watch. And look! my last, or
next-to-last, of three loved houses went.
The art of losing isn’t hard to master.
I lost two cities, lovely ones. And, vaster,
some realms I owned, two rivers, a continent.
I miss them, but it wasn’t a disaster.
—Even losing you (the joking voice, a gesture
I love) I shan’t have lied. It’s evident
the art of losing’s not too hard to master
though it may look like (Write it!) like disaster.» 
Our literature teacher gave us a task on Bishop’s poem, «One Art» [Here is the link to the task]
  1. I think that by «the art of losing» the writer refers to when you are forced to forget something or to get over it. At first, she is not so serious about it, and she mentions losing things not ‘that’ important, such as «keys», but then she starts mentioning things such as «cities[…]a continent[…],y mother’s watch[…] you». By mentioning a person, she takes the problem of losing to another level of serious, to a much higher one.
  2. I found the poem’s format/form very useful to understand it, as it helped organize things and make them clear. Also, she uses modern language, which makes it easier for us to read it
  3. The writer makes use of two main refrains that help for our understanding of the story. One is «The art of losing isn’t hard to master»/»The Art of losing’s not too hard to master», which she uses to show us the clear message that the poem tries to point out. The repetition of these sentences explain very well the poem and make it clearer. The meaning of this phrase changes as at first is says that is really easy to master, but then it is actually more difficult. The other one is «disaster», by using this word the author explains what losing/forgetting causes in life, this being not really a disaster at first, and then still, but looking like «(Write it!) Like disaster»
  4. We are supposed to believe that she overcome them, as although it may look like «Write it!) Like disaster» it «wasn’t a disaster».
  5. Probably not so much, as we would think that losing a «mother’s watch» or even a «continent», should actually be «a disaster». Instead, she says that although it may look like «(Write it!) Like disaster» it «wasn’t a disaster», which is kinda hard to believe.


One art                                                                                                                ↧


  • 19 lines
  • 6 stanzas (5 treats 1 quartrian)
  • 2 refrains
  • 2 rhymes

Stanza 1➝ SETS THE THEME➝ Losing is part of life so we should get used to it and deal with it. Enjambment (L 2-3)

Stanza 2➝ Pedantic tone (arrogant). Accept it! Losing is part of life (keys, hours). Enjambment (L 1-2)

Stanza 3➝ Loses are more significant but still not ‘that’ important

Stanza 4➝  Personal level➝ Mother’s watch➝ emotional significant

Refrain➝ it becomes more important. She’s lying to herself

Stanza 5➝  Loses = cities/rivers/a continent Can you own this- Difficult to understand the writer now.- «Miss»➝What? Who?

Stanza 6➝  The loss = a beloved person- She realized she should´t have lied to herself!➝ Epiphanic stanza (self-discovery)➝IT´S HARD TO COME TO TERMS WITH LOSS.➝ It IS a disaster, ACCEPT IT!

2 Endings Neggative ending She´s still young to herself and can’t recover from her loss                                                                                                                  Possitive ending She feel like a ¨disaster» but she can recover. Life goes on


Seed germination- Biology project

  1. On July the 5th, we prepared a flask with soaked lentils, cotton and blotting paper to make the seeds germinate. In my case, as I didn’t had a flask that day, I started the project by myself on Mar Del Sur the 22nd of July.

We worked in pairs, in my case, with Lucas Alonso Breuer studying variables (temperature, water, sunlight and oxygen).

The variable we studied was with sunlight, so Lucas protected his flask from sunlight, but he made a mistake and give it artificial light, which we later found out that also helps for photosynthesis. Also we couldn’t compare perfectly our results as I by mistake put in another temperature than him, more info below (;.

Besides of starting a couple of weeks later, I actually had more difficulties than that one. In MDS, the temperature was very cold, which I did most definitely not expect, so I didn’t know when to water it or were to leave it. After fighting for 3 days with the seeds, the 4th day they germinated.Pitifully, they died on day 7 because of the cold (I suppose). After seeing this, I accidentally dropped the flask and couldn’t take a proper picture