THE BULLETEscola Americana de Brasília

October 2011

without

is just

Visit the EAB Bullet Blog at www.eabbulls.wordpress.com

As soon as I got to the auditorium, I saw this amazing

amazing photographer.

with us.

emotion of our Amazon captured trough his camera.

Julia Ziller

In English 12, we are having a great opportuni-ty to read one of the most notable titles of the American literature, The Sun Also Rises, written

by our Noble Prize winner Ernest Hemingway.

The 1926 novel covers the lifestyle and adventures of a group of American and British friends living in Paris.

that one that most stands out is the concept of the “Lost Generation”, referring to the post war genera-tion.

World War I changed the traditional view of moral-ity and faith. Men and women who experienced the war became psychologically and morally lost, and they lived without any purpose in a world that ap-peared meaningless.

-ters, each one living an empty and dramatic life. The

and escapist activities, such as drinking and dancing. At best, it allows them not to think about their issues or about the war. Although they spend nearly all of their time partying in one way or another, they remain

However the beauty of Hemingway’s writing style is that he never explicitly states that the characters’ lives are aimless, or that this emptiness is a result of the war. Instead, he implies these ideas through his por-trayal of the characters’ emotional and mental lives. Right away, we readers, can feel the unhappiness and desolation of the characters.

The brilliance of the text lies in his ability to describe this desolation, without having to tell us what his char-acters are feeling. This is the essence of desolation.

“The Lost Generation” written by Amanda M. Fair-

our generation.

“By this point in her life, Marilyn imagined that her daughter would have already embarked upon a well-paying career and be living on her own. She also wonders what it means for the next generation of 20-somethings, and whether they’ll have access to better opportunities than their parents’ generation.”This pas-sage shows that parents are always optimistic about their children’s future and always hoping for a better life than they had.

But the real question is; are we the ones to blame to be considered the “lost generation” or is the world changed and less opportunities are available?

For another perspective, read In Defense of My Gen-eration, by Jason Oberholtzer.

the sun also sets

WCarolina Ferreira

Columbia’s Dirty Secrets(in Three Acts!)

Judge for yourself: According to local myth this looks like a cashier machine. Do you agree?

THE ART OF WARJonathan Tee is an EAB student who is now enrolled in AP art. He is an amazing artist, whose drawings are eerily realistic. He is fond of the air force and military; this passion became his inspiration. When he showed his art work to our Media Class, we were shocked by the precision and excellence of his work. He is a dedicated artist, who shows extreme interest in the subject. His most recent work is the piece below. Because we are behind the plane and in the trajectory of the gunfire, we have the sense that we are part of the setting. The second drawing is so flawlessly detailed that the antagonists from the air forces even seem to be real people, and Jonathan not only drew, but also told a story by his art piece. The third picture shows different air forces from various countries. His fourth drawing is very detailed and he put not only effort into it, but time: he spent one month. The copious detail, which contrasts the architecture of the building in the background, and the subjects in movement, transmits true emotion. I had the honor to see many of his works and to know more about his personality by an exclusive interview.

Q: When did you start drawing?A: When I was 3, and I slowly improved.

Q: How did you discover your passion for art?A: I‘m a very visual person, so every time I saw something I enjoyed, I thought I should draw it.

Q: What inspires you to make your drawings?A: The military and fire planes, which are very inciting to look at, instead of normal cars or trucks.

Q: What is your style in art? What do you enjoy drawing?A: My style is drawing in black and white, old fashioned. I enjoy drawing aircrafts, the military, air forces, fire planes and fighter jets.

Q: Where did you learn how to improve your drawings? A: I took art classes in seventh grade and now I take AP classes with Mrs. Million here at EAB.

Q: From where do you take your images?A: Some images I take from the internet and some settings for the drawings, but mainly are from my imagination--I take the ideas from my head.

Q: What do you want to be when graduate? A: When I graduate I want to join the air force and become a fighter pilot. I even participate in a group in Facebook about the military and fighter jets.

Q: What about being an artist?A: I have already thought of doing comic books, but in the future I don’t want to do anything related to art, I draw for leisure.

By: Letícia Lopes

his one goes out to all you visual learners

and the artsy-fartsy geeks and even the easily distracted... What was I taking about again? The art of doodling in class. Yep, it’s an art. And it goes beyond a pretty picture--it can actually help you learn.

Just as tables, charts, pyramids are all great ways to visualize and break down information, doodles, when applied wisely, can be great ways to quickly summarize information for later reference. Some simple examples include stars to highlight important information, as well as circles and arrows to achieve a similar purpose; but, once you really get the hang of it, doodling can be a great note-taking tool. It becomes especially handy once you create symbols that help you easily identify information. For instance, if a teacher is talking about different aspects of a novel that includes, say, religious, political and social issues, you could quickly separate the information with symbols that help you identify each category. That way, when referring back to that information, it becomes visually clear where you need to be looking as opposed to having to read through everything. This is particularly helpful when you’re listening to one of those tedious yet information-packed lectures. Switching between writing and doodling will not only give your hands a much needed rest but it balances that clutter of information into a more digestible, visually appealing reference that won’t tire your eyes as much. Apart from that, doodling can actually help you pay attention!

Not convinced? Let’s consider a recent study conducted by psychologist Jackie Andrade of the University of Plymouth. She gathered a group of people and had them listen to a lecture, and, instructed half of them to doodle while listening. Results showed that doodlers remembered more information--an average of 30% more--than nondoodlers. Andrade explains that, by doodling, one avoids the demanding and distracting act of daydreaming and uses just enough energy to still keep paying attention. Who knew a bunch of silly scribbles could get you those extra-hard-to-remember-because-I-was-too-busy-daydreaming bonus points on that quiz!

A helpful guide for identifying different characters in a novel. Here, the visual representatives help to easily identify and differentiate between them - ideal when referring back to them.

Lets’s be honest - we’re all guilty of these silly doodles. Emotionally reassuring? Yes - but relevant to your education.... not so much.

The great thing about this is that you don’t have to be Da Vinci to be a pro doodler. Just make sure you don’t get carried away!For more inforation check out this site on the Do’s & Don’t’s of Doodlin’: http://www.time.com/time/health/article/0,8599,1882127,00.html

Maria Antonietta Bugané

The poems aside were written in the English 12 class taught by Mr. Robertson. All by seniors: Leticia Carvalho wrote the black poem with a heart at the side, Henrique de Abreu e Silva wrote the green-forest poem, Gabriela Lima wrote the

Bugané chose to write about terrorists, in blue.

The technique of blackout poetry is commonly known as the “art of creative destruction” by many who practice it. It is poetry made by hiding words in a text with a marker, leav-ing behind only a few chosen words in order to create the poem.

According to Mr. Roberston, “[He] tweeted the author of Blackout Poetry, Austin Kleon, with a link to [the Media

we used the idea for his book for our own inspiration. He is currently working on a book entitled Steal Like an Artist, so I’m not surprised that we borrowed his idea for some of our own poetic schemes.”After all, according to Pable Picasse,

Back to our senior poems, Henrique’s work is named “For-est” and it talks about the relationship between books and students – a great connection for us scholars who just came back from holidays. On the other hand, Leticia chose to dis-cuss love and its effect on men. Gabriela Lima talked about pirates and their sovereignty and conquest of the seas. Julia had a funny poem about a pig, and Maria Bugané chose a redundant but ironic poem about terrorism.

All authors were very creative in evidencing their themes. While Henrique decorated his poem in green and in the sym-metry of a tree, Leticia decided to hide the unnecessary words in black – expressing the melancholy of the poem – and de-

-tion. Maria Bugané drew a gloomy face and highlighted her poem in blue. Gabriela and Julia chose a more simplistic for-mat, simply hiding the words with a black pen. Nevertheless, all had very clear and somewhat humorous messages.

-come much more engaging.

Julia Cardoso

EAB Idol 2011

Art Week

Making Art Out of My Girlfriend’s Misfortune

The True Life Story of Tom (the Thumb)

h i m

Media Class 2011

Julia CardosoTess Dzurny

Carolina FerreriaNetsai KizitoLeticia LopezLucus LundellZena Salameh

Julia Ziller