Primera traducción

Pasión por la Moda

En Inglaterra es un icono de la moda. Con su toque de excentricismo, Zandra Rhodes ha vestido a Diana de Gales y a Freddie Mercury. Hoy sus retos son diseñar vestuarios para óperas y conservar su originalidad.

Zandra Rhodes es una diseñadora británica de moda quien ha estado creando atuendos para personas ricas y famosas durante los últimos 40 años. Entre sus clientes se encuentran dos iconos como; la princesa Diana y Freddie Mercury, aunque ella admite que este último fue una experiencia amena “antes de que Freddie adaptara su apariencia de los Village People!”

Con su reluciente cabello rosa, exótico maquillaje y su ropa excéntrica, Rhodes tiene una apariencia realmente extravagante. No es sorpresa que sus creaciones estuvieran a la vanguardia del movimiento punk a finales de los 70s, cuando ella diseñaba telas rotas y usaba joyería de broches y cadenas. Y aun con el acentuado contraste, en los últimos años ha diseñado para la opera.

Cuando Zandra conoció la revista Speak Up le preguntamos qué pensaba acerca de la situación actual de la moda en Inglaterra:

Zandra Rhodes (Acento Británico): Pienso que es una pregunta bastante tendenciosa porque cada diferente área del mundo tiene sus altibajos a veces momentos buenos o malos. Me refiero a que el Reino Unido es un país de muchas ideas, por lo tanto somos afortunados cuando nuestras ideas son usadas de manera comercial; pero generalmente, lo que pasa es que cualquier cosa fuera de este país realmente no llega a ser tan comercial. A menos que se vaya a París o Milán, por ejemplo, como dice Paul Smith: las tiendas se abren en cualquier lugar, como estrategia para que después se extiendan en todo el mundo; pero de hecho, en algo como la moda, si realmente no se muestra en Paris o Milan –y a veces en Nueva York- no es notada. Aunque en Nueva York es mas como un estilo, no como un nuevo diseño. Pienso que la moda debe ser mostrada en aquellos lugares clave o no será notada del todo.

DI y Yo

La conversación después se torno en el trabajo de la finada princesa Diana:

Zandra Rhodes: Le hice cerca de cinco o seis vestuarios, de los cuales uno de ellos fue el rosa del cuento de hadas que ella vistió en Japón, de esos sin hombreras con puntos, y muy delicado. El otro fue uno más como un traje normal; pero de hecho fue gracioso cuando en la exhibición de Christine, Suzy Menkes del Herald Tribune se acercó a mi y me dijo: “Sabes Zandra tu moda se destaca desde aquí y no luces como alguien más” ellos no fueron muy conservadores que digamos, el vestuario fue solo un típico vestido de cuento de hadas de Zandra Rhodes que ella tuvo en una ocasión especial.

De la pasarela a la Opera…

Zandra Rhodes, quien describe su raiz familiar de “clase-trabajadora”, no solo diseña ropa para la pasarela. El año pasado diseñó tanto el escenario como los trajes para la producción de la opera de San Diego Les Pecheurs de Perles (Los pescadores de perla) de George Bizet. Ella también diseñó trajes exuberantes para la opera de Huston Grand y producciones de la Opera Nacional Inglesa de Aida por Giuseppe Verdi. Rhodes es la fundadora de la Moda y el museo Textil en Londres. El llamativo amarillo y rosa edificio se abrió en mayo del 2003. El museo es el actual anfitrión de una exhibición que muestra una nueva oleada de moda sueca y diseñadores de joyería titulada Explorando una nueva identidad.

THIS is The Maslow pyramid

Oral approach and situational language teaching

the Objectives are:

• a practical command of the four basic skills of a language, through structure
• accuracy in both pronunciation and grammar
• ability to respond quickly and accurately in speech situations
• automatic control of basic structures and sentence patterns.

The syllabus:
Situational Language teaching uses a structural syllabus and a word list.

Types of learning techniques and activities:

• A situational presentation of new sentence patterns
• drills to practice the patterns
  

Theory of language:The Structural view of language is the view behind the Oral Approach and Situational Language Teaching. Speech was viewed as the basis of language and structure as being at the heart of speaking ability. This was a view similar to American structuralists, such as Fries, but the notion of the British applied linguists, such as Firth and Halliday, that structures must be presented in situations in which they could be used, gave its distinctiveness to Situational language teaching.

Theory of learning:The theory of learning underlying Situation Language Teaching is behaviorism, addressing more the processes, than the conditions of learning. It includes the following principles:

• language learning is habit-formation
• mistakes are bad and should be avoided, as they make bad habits
• language skills are learned more effectively if they are presented orally first, then in written form
• analogy is a better foundation for language learning than analysis
• the meanings of words can be learned only in a linguistic and cultural contex

http://www.sil.org/lingualinks/languagelearning/waystoapproachlanguagelearning/SituationalLanguageTeaching.htm
Also it is important to know that the Teacher's Role and Student's role influence in the learning, there is an interaction in order to improve

Piaget

Jean Piaget (August 9, 1896 - September 16, 1980), a professor of psychology at the University of Geneva from 1929 to 1954, was a French Swiss developmental psychologist who is most well known for organizing cognitive development into a series of stages.

For example, he outlines four stages of cognitive development:

1. Sensorimotor
2. Preoperational
3. Concrete Operational
4. Formal Operational

These four stages have the following characteristics:

1. invariant sequence
2. universal (not culturally specific)
3. related to cognitive development
4. generalizable to other functions
5. stages are logically organized wholes
6. hierarchical nature of stage sequences (each successive stage incorporates elements of previous stages, but is more differentiated and integrated)
7. stages represent qualitative differences inmodes of thinking, not merely quantitative differences

Piaget's theory supposes that people develop schemas (conceptual models) by either assimilating or accommodating new information.

These concepts can be explained as fitting information in to existing schemas, and altering existing schemas in order to accommodate new information, respectively.

Although some of Piaget's ideas are similar to those of Lev Vygotsky, Piaget was apparently unaware of Vygotsky's work. Originally a marine biologist, with a specialization in the molluscs of Lake Geneva, he embarked on his studies of developmental biology when he observed the way his infant daughters came to grips with and then mastered the world around them.

Piaget's theories of psychological development have proved influential. Among others, the philosopher and social theorist Jürgen Habermas has incorporated them into his work, most notably in The Theory of Communicative Action.

http://www.crystalinks.com/piaget.html

Vitgotsky

Vygotsky was born in 1896 in Orsha, in the Russian Empire (today in Belarus). He was tutored privately by Solomon Ashpiz and graduated from Moscow State University in 1917. Later, he attended the Institute of Psychology in Moscow (1924–34), where he worked extensively on ideas about cognitive development, particularly the relationship of work that is still being explored.
The major theme of Vygotsky's theoretical framework is that social interaction plays a fundamental role in the development of cognition. Vygotsky (1978) states: "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals." (p57).
A second aspect of Vygotsky's theory is the idea that the potential for cognitive development depends upon the "zone of proximal development" (ZPD): a level of development attained when children engage in social behavior. Full development of the ZPD depends upon full social interaction. The range of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone.
Vygotsky's theory was an attempt to explain consciousness as the end product of socialization. For example, in the learning of language, our first utterances with peers or adults are for the purpose of communication but once mastered they become internalized and allow "inner speech".
Vygotsky's theory is complementary to the work of Bandura on social learning and a key component of situated learning theory.
Because Vygotsky's focus was on cognitive development, it is interesting to compare his views with those of Bruner and Piaget .
http://tip.psychology.org/vygotsky.html

Learner´s style

I think I am a visual and somekind of conceptual learners
Sometimes I use visual references and I remember when I see the word in my notebook. I may usually like to see, diagrams, slides, charts, and other visual aids in the classroom. I write notes and if i do no have them i try to look them in the internet the concepts. I could benefit by drawing outlines of my notes and. I am not able to memorize because sometimes it is difficult to me so i try to relate with sth particular of my knowledge of the world.