They are ready for you! They are ready for you! They are ready for you! Are you? Are you? Are you? May 2013 In this issue The non-Traditional The FAC A cross-cultural experien- ce The end of the journey Think Up Welcome to unreality Personal experiences The MEXTESOL expe- rience Working as a Spanish teacher In the picture above you can see students from Cuch Holoch paying attention to the recommendations and advice of their LEII tutors and visiting teachers. The project in Cuch Holoch supported the students with their English writing and motivated them to continue learning English. Fo ryo u , b y yo u
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Transcript
They are ready for you!
They are ready for you!
They are ready for you! Are you? Are you? Are you?
May 2013
In this issue
The
non-T
raditional
The FAC A cross-cultural experien-ce The end of the journey Think Up Welcome to unreality Personal experiences The MEXTESOL expe-rience Working as a Spanish teacher
In the picture above you can see
students from Cuch Holoch paying
attention to the recommendations
and advice of their LEII tutors and
visiting teachers. The project in Cuch
Holoch supported the students with
their English writing and motivated
them to continue learning English.
Fo
r y
ou
, b
y y
ou
2
¡Hola UADYs!
Hola amigos, es un placer para
nosotros presentarles una nueva edi-ción de “Learn it and Play it”.
Como hemos mencionado en edi-ciones anteriores, el proyecto “Learn it,
Play it” sigue una simple filosofía: “el
aprendizaje y la enseñanza son una práctica social con relevancia en la vida
real”. El objetivo principal de este pro-yecto es promover el cooperativismo y
el trabajo en equipo de los estudiantes de la Facultad de Educación mediante
la creación de nuevas entregas de ésta,
una revista hecha de ustedes y para ustedes.
En esta ocasión les presentamos el número cuatro. Ha sido un trabajo ar-
duo, pero muy enriquecedor. El conte-
nido de este tomo ha sido creado por los estudiantes de octavo semestre de
la Licenciatura en Enseñanza del Idio-ma Inglés, con la participación especial
de Alfonso Marrufo del 6th semestre y bajo la supervisión del profesor Hum-
berto Cervera.
En esta edición podrán disfrutar de las secciones ya conocidas y apreciadas
por ustedes: “The Fac” (p 3-5), “Think Up” (p 19-21), “Facbook” (p 6-8), e
“Insights” (p 9-11). De igual manera,
encontrarán una nueva sección dedica-da exclusivamente a “Technology” (p
15-18), en la que hallarán información muy útil acerca del uso de la tecnología
en el ámbito de la enseñanza de len-
guas. También verán una sección de “Health” y otra de “Sports” como mues-tra de nuestra preocupación por la salud y bienestar de los estudiantes de
nuestra Facultad. Y, finalmente, tenemos la sección de “Express yourself” en la que se pueden decir y/o plasmar cosas de interés particular, en un afán
de volver aún mas personalizada esta edición. Este es tu trabajo y esfuerzo, ahora es momento de verlo cobrar vida y
disfrutar de nuestra labor en conjunto. Adelante...
Staff
Editor in Chief and designer:
Mariana Moguel
Contributing writers:
The 8th Semester group:
Abigail Sánchez, Atalía Macías,
Celeste Poot, Diego Sánchez,
Giovany Sevilla, Irving Martin,
Irene Castillo, Stephanie Sosa,
Mariana Moguel, Jaime Ac,
Karla Ramírez, Jesús Tzel,
Jorge Pérez, Lizmar Lara,
Pablo Medina, Iván Chí,
Sonia Noj, Stephen Duarte
and Wilbert Cámara.
Special contribution from
Alfonso Marrufo (6th Semester)
Photography:
The Cuch Holoch children,
Juanito and others
Outside consultant:
Humberto Cervera
3
May 2013 The FAC
Background
We recently had an experience
helping students from the Cuch
Holoch community. Their ages are
between 11 and 15. They attend a
“Telesecundaria” from 8:00 am to
2:00 pm. In addition, most of them
are becoming trilingual. They speak Maya,
Spanish and some English. Even though
their writing is not accurate, they can make
short sentences in Maya and have mas-
tered their speaking and listening skills.
Purpose of the project
Our main purpose was to help them
with a project they are working on,
“Translanguaging the Gulf”, in which they
have to send letters about themselves to
their peers in Florida using the 3 lan-
guages: Spanish, Maya and English. They
also have to produce a piece of writing
about a relevant topic in their community.
Our work consisted in helping them to
correct the most common mistakes when
writing.
Carrying out the activity
At the beginning of the activity we
introduced ourselves and so did they, but
they also had prepared a speech in Maya
for us. It was really wonderful. After that,
we made groups of 3 and started reading
what they had written. I must say that it
A cro s s -cu ltu ral e x pe ri e n-
ce : vi s i ti ng C u ch-H o lo ch
was very interesting to see their
excitement about this kind of activities
and their willingness to participate.
Among the things I could observe, the
most relevant one for me was that they
write as if they were speaking, I mean,
they use the fillers that we use in spoken
language. The first thing I recommended
was to delete all the fillers that were not
needed, like: “bueno es que…”, and things
like that. Another thing I observed was
that they wrote about common problems
in their local environment, like: teenage
pregnancy, and addictions problems. I
think it is important for them to be aware
of these kind of problems in order to
avoid them in the future.
Moreover, I could observe a sociolin-
guistic aspect which is: “code-switching”.
As they spoke Maya and Spanish, they
communicated among themselves in
Maya and then they translated to Spanish
so we were able to understand it. It was
amazing to see how fast they did it.
In general, it was very nice to have this
kind of experience, because it helps us, as
future teachers,, to be aware of how
education is related to socio-cultural
aspects and also to notice that our work is
of great value for people from this kind of
community. We will have to be ready to
cope with these kind of situations in the
very near future.
By Irene Castillo
TheTheThe FACFACFAC
4
The FAC May 2013
Cuch Holoch Team Impressions
“It was a great and new experience for me. I had the opportunity to work with stu-dents from different backgrounds who spoke two or three different languages. It was very interesting to see how teachers are promoting English as a foreign lan-guage in the Yucatecan villages.” – Aby Mitzy
“The trip to Cuch Holoch was a
great experience! It has helped me to
understand how important English is
for people and the great effort
teachers around the world make to
teach English. Sometimes you need to
change your perspective.” – Diego
“It was a wonderful experience. We were dealing with three languages: Maya, Spa-nish, and English. We discussed some of the aspects that make Maya a unique lan-guage and then we compared its grammar and pronunciation with the English and Spanish ones. The students were very smart and eager to learn more!” – Stephen Duarte
“Working with those children made
me realize how much we can do to
help others. I felt like I inspired them,
which made me feel even more ex-
cited about my future teacher prac-
tice.” – Liz Lara
Ph
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5
May 2013 The FAC
The end of a journey The end of a journey The end of a journey
There were 31 of us, but only 19 were able to endure the hard training we underwent during these years. Despite the many challenges and bumps in the road, here we are ending a very important journey that marks the beginning of our professional lives. But, we could not just end it without leaving something behind to be remembe-red: the LEII Academic Talks. To close this end of the journey with pomp and circumstance, the students of the eighth semester participated in the first LEII Academic Talks, where all of them showed not only to the audience, but also to themselves, how much they had acquired along this journey. They presented 3 diffe-rent talks: Testing, Standard English and Other Varieties of English, and Educational Management. All of them were very well prepared and delivered in a very professio-nal manner. Students from other semesters commented that they enjoyed the activity
The students of eighth semes-ter have arrived to the end of their journey…a journey that began four years ago with expectations, fears, dreams and goals. In fact, four years ago, around the same time, all of us were getting ready to take the CENEVAL Entrance Exam. Many were worried that they might not make it since there were only 31 open spots and 130 ap-plicants. Then the results came. We were in. We celebrated it. The journey had begun…
and that they looked forward to achieving the same and become as professional as their peers have become. Of course, such successful event had to be celebrated, so our dear professors organized a small gathering where each participant received their certificate of acknowledgement in the hands of our dear teachers, and our distinguished school authorities. After that, we had a small lunch, for which all of us were very gra-teful. We give special thanks to Professor Myrna Balderas for putting together such a memorable celebration for her students. And this is how this professional journey came to an end… Memories that will last a lifetime and that always will be with us wherever we go… Congratulations to all of you, who strived to finish this journey with an enthu-siastic and hard-working spirit and who seized the opportunity of getting an
education at UADY.
“My best wishes to all of you,
colleagues!!”
By Stephanie Sosa
6
May 2013 Facbook
talks, research reports, workshops, poster ses-sions and book presen-tations held during the event. All of them relat-ed to the different as-pects of ELT. I also had the opportunity to meet many teachers from oth-er parts of the country and have an insight of how the profession is growing in Mexico. But the outstanding point was the opportunity to meet the international and recognised teacher and writer Jeremy Harm-er, who was the special guest of the event. This is a relevant aspect of the MEXTESOL conven-tion: they invite promi-nent and recognised professionals of the area to be part of the talks or p l e na r y ses s io n s . The trip also allowed visiting other states of the country, knowing about other customs, trying new food and enjoying the hospitality of the places visited. Overall, a really nice e x p e r i e n c e . I would definitely en-courage you to at-tend a MEXTESOL convention. The school administration provides financial support (not very much but still a prop-er mount) for stu-dents of the seventh
Personal experiences
As many of you already know, MEXTESOL is most commonly identified as the annual convention event of the Mexican As-sociation of Teachers of English; one of the most important of its kind. The event gathers national and international professionals in ELT, teachers, practi-tioners, and students in-terested in learning more about this specific area of language knowledge. Last year, I was able to attend with some of my classmates the 39th Inter-national MEXTESOL Con-vention, which took place in Puerto Vallarta, Jalisco. The experience was won-derful, the trip a little bit tiring; however, if you ask me if I would go to this year’s convention, my an-swer, without a doubt, would be ‘definitely yes’. The most significant high-lights of the convention were the opportunity to attend the interesting
The MEXTESOL Experience
by Irving Martin
semester to attend the convention. For my schoolmates that are in second and fourth semesters, I would sug-gest that you start think-ing about it and saving some money to plan your trip when you are in sev-enth semester. For the ones in sixth semester, I would encourage you to start thinking seriously about going to this years’ convention, which is go-ing to be held in Queretaro, from Novem-ber 6th to November 10th. Remember that the ad-ministration only pro-vides support for ‘one’ convention during all your academic stay, and they do it when you are in seventh semester. So boys and girls of the sixth semester this is your op-portunity, take advantage of it, you won’t regret it. Who knows, perhaps you will have the opportunity to meet Penny Ur or Douglas Brown this year!
By Irving Martin
7
Facbook May 2013
Last summer I had the en-riching opportunity to work as a Spanish Teacher at the Central College in Mérida. I can honestly say that it was a wonderful experience which helped me with my profes-sional and personal growth. I had just finished my sixth semester of the ELT major when I was offered the job. I was very excited; however, as it was my first time teaching Spanish, I was worried about whether I would be a good teacher or not. As a Spanish native speaker I knew the descriptive part of the lan-guage, but how to explain the grammatical aspects? That was the challenging part. In order to be a successful
teacher, I started studying all the grammar aspects related to the Spanish language. Fortu-nately, as I had taken some Spanish courses previously, this part was not so difficult. Regarding the methodology used, I put into practice all the strategies and techniques taught by my teachers. As I was teaching Spanish as a second language, I tried to expose my students to the situations they would probably face outside the classroom. All the activities designed were
based on the communicative approach. I learnt a lot from this expe-rience. For instance, it was very interesting to share many Mexican customs and traditions with people of dif-ferent nationalities. At the same time, I had the oppor-tunity to learn from the cul-ture of my students. Learning about their lifestyles, likes, dislikes and culture opened up a new world to me. As a conclusion, I could say that my experience as a Spanish Teacher was chal-lenging, but rewarding at the same time. I learned that it does not matter if it is English or Spanish the language you teach, the more effort you put into your class, the more you will get out of it. By Abigail Sánchez
Chichilandia In this s o ci al s e rvi ce ypu vill haxe uhe pppptuuoiuy up help
uhe apnnuoiuy by eoaputagiog uhe eldetly vpneo up apoui-
Do you skip breakfast when you are in a hurry to go to school?
Or when taking a meal, do you prefer eating only your favorite food? Do you prefer to buy a soda instead of drinking just water? Do you prefer to eat “chips” or chocolates instead of an apple?
IT´S POSSIBLE
What this means is that when some people enter the university, their eating habits change because of the school routine.
“““thinthinthin University student to University student to University student to
If you answered “Yes” to at least in one of the previous questions, you are not having healthy eating habits. It is said that the evolution of the student in this degree is from:
Why?Why?Why? The one million dollar question is…
Our bodies need food to grow healthy and also increase our productivity in the routine. Unfortunately, University stu-dents eat “junk food” instead of healthy food. In addition to that, they do not take enough time when having a meal; they do it in a hurry. How you eat your food is as important as what you eat. So, the next time you sit down to eat, enjoy your meal by keeping these 5 points in mind:
* Eat slowly; chew your food well: if you take the time to chew your food well, you will find you end up eating less. * Eat less red meat: red meats are high in saturated fat. Chicken and fish are the best meats options. * Have onion and garlic: onion decreases blood pressure and garlic decreases cholesterol! * Have foods that contain iron: fruits, vegetables, beans, dried fruits and whole grains. It could be difficult but... AVOID eating junk food!
and present them in class in order to practice their speaking skills, or you can
make your own slideshow and video and create a dynamic and entertaining
way to present a topic. Here are two useful web pages:
www.photopeach.com and www.animoto.com/education.
Wikis – A wiki is the best example of a website where people can modify, create
and share information in the Internet. Cooperative writing and communicati-
ve skills can be practiced using wikis. Here are some educational web pages
related to wikis: www.wikisineducation.wetpaint.com/ and
www.wikispaces.com
Presentations – PowerPoint presentations are becoming obsolete and students can
get bored with them. Now, interactive and dynamic presentation can be done
using www.prezi.com. It is a novel and free tool.
In addition, you can also try some web pages to create and prepare mate-rials for your classes:
Flashcards – To prepare flashcards for your classes try www.quizlet.com and http://cambridgeenglishonline.com/Flashcard_maker/
Educational Social Network – Get in contact with teachers all over the world. Get and share ideas, activities and lesson plans. www.edmodo.com is the best educational social network available nowadays.
Videos – Do you need to project videos and you are scared of possible inappro-priate content in Youtube? You can try www.youtube.com/education or www.schooltube.com
Platform - http://www.edu20.org/ is a free and amazing tool for online classes and homework.
Getting ideas – You can find ideas, information, activities and lesson plans in web pages like www.discoveryeducation.com, www.teflpedia.com, www.google.com/edu/ and www.teachingenglish.org.uk. Although the Internet provides lots of tools that are specialized in learning English, in order to be successful you need to be creative, not to overuse them, always have an educational purpose and try to find more tools so you can have a wider variety of options.
Nowadays, we are living in a world where proprietary software is the leader in the field of technology, Microsoft with millions of followers all around the world is the perfect example. Many people only use this kind of software in their computers because they trust in their reliability over free software. However, if we compare products we will see that there is no much difference between them, and we can find
Welcome to FREEDOM! even more benefits from free software. The term “free software” has been misun-derstood for many people due to the word “free” which in English can have two different meanings; “It does not cost you any money” and “freedom”, which is its real meaning. It is called “free softwa-re” because it gives the users the freedom to share study and modify it according to their needs.
The Advantages: *One of the main advantages of free software is that it is available at a low cost or in some cases it can be totally free. You can share it with anybody without worrying about copyright. * You can install the software in many computers as you wish. You do not have to buy extra-licenses. *Free software also provides better secu-rity to the users. Proprietary software is vulnerable to hackers’ attacks and it is more likely to be threatened by virus. Many people use
proprietary software without buying it. They crack it, and this contribu-tes to piracy, one big problem to-day. It is time to change our minds
and stop thinking that proprietary softwa-re is better. Now we can find many alter-natives to expensive software at lower costs which can do almost the same tasks. To end this article, we would like to invite you to try free software, and if you like it,
spread the idea among your friends and family. Let’s become part of a social movement in favor of FREEDOM.
19
May 2013 May 2013 Think up
Front of the Class narrates the true story of
Brand Cohen, who has suffered from Tourette’s
syndrome since a very young age. Tourette is a
sometimes misunderstood disorder that doesn’t
allow the person to control his/her outburst
movements and noises. In this movie, we get to know the life of a
courageous man who, despite being challenged by Tourette, manages
to become an outstanding second grade teacher.
Brand Cohen goes from being ridiculed, mocked, beaten and ex-
pelled from several schools, to become a remarkable man who learns
how to deal with Tourette with his positive attitude and determina-
tion to achieve his goals becoming an encouraging role model.
Tuesdays with Morrie is a
non-fiction novel that tells the
story of Mitch Albom,a success-
ful sports columnist, and his old
sociology profesor, Morrie
Schwartz. Live turned them apart, but death
cross their paths again.The book is based on the
last fourteen Tuesdays they met. Their weekly conversations were
about acceptance, communication, love, values, openness, and
happiness.
You cannot miss the opportunity to learn about the life and legacy of
Morrie Schwards, the teacher we all would like to have or have had.
Reviews
By Mariana Moguel
20
ALBERT’s new invention didn’t work again. This was the 1,000 try he had made. He was very sad to keep working on that. It was too late, so he went bed and fell asleep straightaway. When Albert woke up, he wasn’t in his bedroom anymore. He was sitting against a tall apple tree in a strange place he’d never seen. ‘Where am I?’ He talked to himself. When he stood up, he realised that there was a tall white salmon wearing a black dinner jacket oppo-site him. The salmon tipped his gray hat to him and said: ‘Good morning, sir! You must be Albert!’ ‘Yes, I am… and you are…’ ‘Mr Salmon, you can call me Mr Salmon.’ The salmon interrupted. ‘Oh, I should have guessed so.’ Replied Albert. ‘Welcome to Unreality!’ Said Mr Salmon with en-thusiasm. ‘Unreality? Where on earth am I?’ Asked Albert. Mr Salmon’s enthusiasm lowered. He got a little angry. ‘Manners! Manners! It’s what I always ask people for when they visit us. Humans! You cannot be-have yourselves anywhere! Anyway, you must be one of those inventors whose ideas seem undoa-ble, aren’t you?’ ‘Hmm… I guess I am,’ he said with a downcast expression. ‘By the way, can salmons speak?’ Albert said to Mr Salmon with a puzzled face. ‘In dreams we certainly can.’ The Salmon said looking into Albert’s eyes. ‘-So, if this is a dream, you must be part of my imagination, and therefore, this is not real, is it?’ ‘Reality! Why are humans always talking about reality?! They should talk about unreality, too!’ ‘That’s because unreality doesn’t exist, does it?’ Albert said with his folded arms and frowning at Mr Salmon.’ ‘Well, listen. For thousands of years humans have wondered whether unreality exists and where it is.’
‘Yes, we have.’ ‘Well, unreality does exist.’ ‘It does?!’ Albert said astonished. ‘Yes, it’s just that humans haven’t found the place where it is located. I’ll tell you where it is: inside your dreams. Dreams are the place where your imagination lives, where you create crazy things, things no one has ever imagined. Then, you work out how to make those things real, and you invent them. And that is the precise moment when those things become real; when they become part of the world you live in: reality.’ ‘So, this dream, I mean, this place is called Unre-ality. It seems logical. But anyway, could you tell me what I am doing here?’ ‘You will find the answer in your right trouser pock-et. But don’t search your pockets for it yet, please. Come with me first.’ ‘Yes, sure, but where?’ ‘Wait and see.’ Mr Salmon clapped his fins twice
and both he and Albert disap-peared. In a mat-ter of seconds they found them-selves outside a huge pale yellow store. There was nothing else around them. ‘We’re now right in the centre of Unre-ality’ said Mr Salm-on enthusiastical-ly. ‘But there is noth-ing else around!’ Albert said sur-prised. ‘Yes, you are right; that empty space will be occupied when this store
becomes bigger; when people like you come up with new ideas.’ ‘I don’t understand.’ ‘You will soon, Albert, very soon.’ Mr Salmon sounded as if he was making a big promise to
May 2013 Welcome to Unreality! By Stephen Duarte
21
Mr Salmon clapped his fins twice. They appeared in a completely white room. There was nothing but a door on their right. There was also a big calendar in front of them. ‘Look Mr Salmon. There’s a calendar. Let me see what date it is. It seems it is… Failure the 1000th? What?!’ ‘Like money, neither months nor days exist in Unreality, Albert.’ ‘Does this place have something similar to my world?’ Albert wondered. ‘Oh yes, this calendar includes a word-of-the-day section.’ ‘Yes, you’re right!’ There was something written in the calendar which read: search in your right trouser pocket for it. Albert looked at Mr Salmon and Mr Salmon nodded. Then, Albert dug in his pocket and brought out a folded piece of paper. ‘What is this Mr Salmon?’ ‘You’ll see.’ Mr Salmon replied firmly. Albert nodded this time. He unfolded the piece of paper and read what was written on it aloud: Persistence: the act of turning unreal things into real ones in spite of the number of tries they may take. As soon as he finished reading this, Mr Salmon’s watch started to go off. Albert realised his time was up. ‘Thank you Mr Salmon. I’ll never forget this day, I mean, this Failure.’ ‘Thank you for your visit, Albert. Open that door on the right and don’t forget that Unreality does exist.’ ‘I won’t, I promise. By the way, where does that door lead to?’ ‘Just open it and enter. You’re already familiar with that place.’ ‘Goodbye Mr Salmon!’ Albert said as he waved his hand and entered the place. Albert woke up.
The end
Albert. ‘Anyway, feel like doing some window shopping, Albert?’ ‘Yes, why not?’ ‘Let’s go then.’ They entered the huge store. The place seemed even much bigger inside. There were hundreds of things Albert had never seen before. The Salmon smiled at him and said: ‘Check the prices.’ ‘But I have no money.’ ‘Don’t worry! Money doesn’t exist in Unreality.’ ‘How much does that flying house cost?’ ‘Check it yourself.’ Albert came close to the price tag of the flying house and it read ‘50,000 failures plus 25% of taxgination’ ‘50,000 failures plus 15% of taxgination?’ Albert wondered. ‘I told you money doesn’t exist here.’ Suddenly, something else called Albert’s attention. ‘Wow! An endless-ink pen! It costs… 8,000 fail-ures plus 15% of taxgination. Everything here is very expensive Mr Salmon!’ ‘Very expensive indeed! That’s one of the biggest differences between your world and my world: in Unreality you cannot get new things by simply using money. You need failures and imagination.’ ‘Oh, I see.’ Albert said as he nodded. Then, Albert realised that there was also a time machine. He ran towards it and checked the price tag which read: priceless. Mr Salmon smiled once again and said: ‘There are things that will never become real, Albert. No one will ever invent a time machine. However, this doesn’t mean that you cannot imag-ine what would happen if it existed. Someone has imagined it and that’s why it exists at least in the unreal world. But this is one of the very few unreal things that you cannot turn into a real one. There are lots of inventions waiting eagerly to appear in your real world!’ Albert got speechless at Mr Salmon’s speech. Afterwards, Mr Salmon looked at his watch. Al-bert’s time in Unreality was running out. ‘Follow me, Albert. We should make one more stop.’ ‘Ok, let’s go.’
May 2013
22
May 2013
Poetry in motion...
Express
yourself
By Alfonso Marrufo
Poema 2
Acariciando la piel de la poesía,
me he embriagado de vuestras palabras.
Este andante caballero que a diario pelea enardecido
tendrá en su alma en cuenta,
que aunque las noches sean largas
anhelará siempre vuestra compañía en su corazón enaltecido.
Tener siempre el alimento que me proporciona,
de tu recuerdo los apasionados versos
dado me ha todavía más ganas de escribiros.
Y vuestra presencia y vuestro encanto,
he de deciros…
¡Subliman, oh Princesa, tu presencia,
tu sonrisa y tus besos!
Y si por lo anterior vos sintiere
que he escrito algo que vuestro corazón repeliere,
decidme sin dudar que es aquello que mi ser disidiere
y lo que vos deseáis…
¡qué con el corazón en la mano yo hiciere!
23
May 2013 Express yourself
Mariana Moguel
Atalía Macías
Doodling
Stephen Duarte
24
May 2013 Express yourself
Seiji Yokoyama
Shingo Araki &
Two important men in the Saint Seiya world
When we think
of Saint Seiya’s
popularity, we
allude it all to
Kurumada-sensei,
the man behind
the story. We
rarely think in
the important role that the
characters and the
quality of its melodies
had in its popularity.
How can we forget
those elegant and
beautiful main charac-
ters? Or the melodies
we can hear in each
saga? But, who are the
people behind these
two forms of art?
First, we have
the visual part which
was done by the
animation artist and
character designer,
Shingo Araki (1st
January 1939 - 1st
December 2011). Many
of his characters
feature slim and flexible bodies,
either male or female ones.
However, sometimes he also
designed characters with huge
bodies. Other noticeable characte-
ristics are the expressive
eyebrows, large and stylised eyes,
and long and thick hair. Although
his work was exceptional and ele-
gant, rich in form and colour, we
wouldn’t have many of the finest
Saint Seiya characters if Michi
Himeno hadn’t become his
assistant. She was trained
in an art academy; hence
she has a delicate stroke
which portrays sweetness
in her characters with a
fragile and feminine
personality. Having realised
this, Araki put her in
charge of outlining his
sketches and even polishing
his work. Since then they
worked together, and were
known as the Araki-Himeno
duo; he was in charge of
the male characters,
whereas she focused on
the female ones. That’s
the way they worked for
Saint Seiya and thanks to both of
them we have such fine and
beautifully elegant characters.
Now we have the musical part which
25
May 2013
was developed by Seiji Yokoyama
(17th March 1935). He’s a graduate
student of the Kunitachi College of
Music, where Kazuko Kawashima,
the woman who sings in “Aria of the
Three” and “Hyoga’s Theme”, also
studied. Yokoyama’s influences are
baroque music, especially the work
of Johann Sebastian Bach, and the
pre-romantics and romantics from
the XIX century. For
Saint Seiya he
mainly used classical
music instruments
like the piano, violin,
harp, trumpet, flute,
and trombone. His
favourite one is the
trumpet and it’s evident in
songs like “Elysium” and
“Seven Senses”. He also
used modern instruments
like the electric guitar,
bass, and drums.
“Pegasus Fantasy” and
“Blue Forever” are the
best examples of this. He used
many other instruments like the
mandolin, harmonica, xylophone
(another fetish), and even the
organ to depict the religious
atmospheres for the film Warriors of the Final Holy Battle (1989). But
beyond the wide number of instru-
ments he used, Yokoyama was a
genius at depicting with his music
situations of hope, sadness, happi-
ness, or when the Saints where
fighting. It is also
worth to mention
that he compo-
sed new songs
for each saga
and that they
brilliantly
corresponded
to each context. It was
partly this music style what made
many people become so
attached to the series.
I know that without
Kurumada’s story we
wouldn’t have Saint Seiya,
but Shingo Araki and
Seiji Yokoyama’s work
(plus their women’s) play an
important role in the anime
series’ popularity and it is
fair to acknowledge it.
Without any of them, things
wouldn’t have turned out the
same.
By Karla Ramírez
Express yourself
26
Entertainment May 2013
ELT Crossword Puzzle
Across
2) It is a term which describes the techniques teachers use in order to get
information from the learners. 3) Mistakes which students can’t correct
themselves and which therefore need explanation. 5) During this process
we get an overview of a reading or listening passage. 6) It is when a
student tries to say something but does not yet know the correct way of
saying it. 8) This term refers to the relationship that the students have with
their teacher and vice versa. 9) Mistakes which students can correct them-
selves once the mistake has been pointed out to them. 11) This term is
used when the input becomes part of the learning process. 12) It refers to
1.- In the ____________ skills students respond to language and the meaning
is obtained from the discourse. 4) This process focuses on the individual
details like words or phrases to understand the whole. 7) In the ____________
skills students have to produce language. 10) It refers to the idea that if
learners pay attention to the form and meaning of certain language struc-
tures in input, this will contribute to the internalization of the rule (Batstone,
1996). 13) According to Guy Cook (1989) this term refers to “our pre-
existent knowledge of the world”.
HUMOR Be a happy face in
the crowd...
Can anyone tell me the
imperative of the verb
"to go?"
Go, class, go! Thanks! See you
tomorrow!
If big elephants have
big trunks, do small
elephants have
suitcases?
By Sonia Noj
28
Eventually you’ll be in charge of the talks.
Are you getting ready for the challenge?
á
LEII Academic Talks is an event in which the students from the last semester share their knowledge with their peers from previous semesters. In this event you will have the opportunity to show all the improvement and knowledge you have gained during
8 semesters in LEII.
We had our first LEII Academic Talks in May 2013 and we are looking forward to making this a tradition.