Urban Legends and Fables: Could “Humans Can Lick Too” do to teenagers what “The Wolf and the Seven Kids” does to children?

Open publication - Free publishing - More education

Television and English as a Foreing Language lessons: Introducing students´ interests in the learning process

Open publication - Free publishing - More education

The Good Parts: Reading it may cause parental unrest. Please, proceed with caution.

Student: Valeria Niell

Read “The Good Parts”, by Les Daniels, at your own risk.

It is important to bring a variety of books to the classroom not only to engage the interest of each young adult student but also to expand the school library. But having “The Good Parts” to be read in class may be matter of controversy and clash among parents and teachers.

Young Adult Literature (YAL) is the umbrella term for stories, books and novels meant for adolescents that include the features proposed by Robert Small Jr., (cited in S. Herz & D. Gallo, 1996):

• The main character must be a teenager
• The events and problems must be related to teenagers
• That main character must be the centre of the plot
• The dialogues and points of view must reflect adolescents’ way of speaking and thinking
• The main character must be sensitive, mature, intelligent and independent
• The story is short and simple
• The main character’s actions must affect the outcome of the story.

Also, the topics dealt with in the story must be attractive to adolescents. “The Good Parts” is about zombies, cannibalism, violence, sex and single parenting. It narrates the story of a zombie who enjoys pornography and eating living human’s genitalia. The knowledge he got from porn magazines and movies led him to impregnate a female zombie. They both end up being parents of a non zombie baby girl and the main character has to take care of her.

Even though the narrator of the story does not mention this male zombie’s age, “The Good Parts” seems to have a teenager as the main character because he spent most of his time watching porn movies and reading porn magazines and he was still a virgin when he “undied” (when he became a zombie). While he enjoyed such a repertoire of pornographic elements, he ate and ate. His obesity did not allow him to move when he was alive but it did not seem to be a problem when he turned into a zombie because he hunts by crawling.

Adolescents see zombies in movies, television series, videogames and comics. They are used to the gore, flesh eating and violent massacres that zombies and the humans that fight them display. “The Good Parts” is not an exception in the zombies’ universe. This story is filled with iniquity and butchery. The nameless main character seems to be the typical undead, always craving and searching for food. But this zombie is not like the others. He maintains the vice he had when he was alive:  he was a consumer of pornography.

He hunts not only to quench his hunger for food but also to slake his hunger for porn. He continues getting pornographic magazines and admires them as he did when he was alive. In fact, when he eats a living human, he takes care to eat the “good parts”, i.e. the body parts he sees in his magazines and movies. The story is not explicit in the sense of stating clearly the words “pornographic videos and magazines” or “vaginas”. The author provides innuendos that lead the reader to “see” those words. For instance, for “Romancing the Bone” or “Ballin'” the reader has to infer that those words or phrases refer to pornography. When the narrator says “good parts”, he describes:

 “(...) His favourite food tasted like a fish and cheese casseroles basted with piss (...) His yellow teeth were matted with pubic hair and mucous membrane; he never brushed.” 

The reader can guess what that refers to.

Teens are not unaware of sex and pornography. They discover them on their own, thanks to the Internet or to their peers, when they can’t find answers from adults. Sexuality takes a new role in their life. Their curiosity turns into instinct and they react to what their bodies feel. Like the main character of “The Good Parts”. When a female follows him to his shelter, he just obeys his instincts and they have sex. Of course, the reader has to infer this because the author never wrote it explicitly. After the sexual encounter, the female zombie gets pregnant and disintegrates sometime after the childbirth, leaving the zombie as a single father. At first he wants to eat the baby, who was a girl, but he realized that her “good parts” were not ripe. He decided to raise her in order to eat her later on. He fed the baby with canned food and protected her from other zombies. When the child grew, he was too weak to take care of her, so she had to feed him and read his magazines with him. This shows some kind of growth or maturation in the zombie’s life because he lets his baby live just to eat her later, but, eventually, he became a good and responsible father.

Many adolescents end up in the same situation as the main character of “The Good Parts” (single parents) and it can be enlightening to the teenagers who read this story to know that even a zombie can be a father... and a good one.

Going back to what R. Small defined as Young Adult Literature, for a story to be labelled as such, it has to include as the main character an adolescent and the events in the story should be related to them or be of their interest. Having stated this, it can be said that “The Good Parts”, by Les Daniels, is an example of YAL because the main character is a teen zombie, interested in porn and food and his instincts led him to be a single parent.

However, belonging to the field of YAL does not mean that a story or book is appropriate to be read in class. As stated before, “The Good Parts” can cause controversy among parents and teachers. The themes that this short story deals with may be regarded as taboo: violence, pornographic articles, sex and single parenthood.  Some school authorities even designed lists of banned topics that should not be dealt in class and tested in order to prevent conflicts. The Department of Education of New York composed the following list:

Banned words and topics:

• Abuse (physical, sexual, emotional, or psychological)
• Alcohol (beer and liquor), tobacco, or drugs
• Birthday celebrations (and birthdays)
• Bodily functions
• Cancer (and other diseases)
• Catastrophes/disasters (tsunamis and hurricanes)
• Celebrities
• Children dealing with serious issues
• Cigarettes (and other smoking paraphernalia)
• Computers in the home (acceptable in a school or library setting)
• Crime
• Death and disease
• Divorce
• Evolution
• Expensive gifts, vacations, and prizes
• Gambling involving money
• Halloween
• Homelessness
• Homes with swimming pools
• Hunting
• Junk food
• In-depth discussions of sports that require prior knowledge
• Loss of employment
• Nuclear weapons
• Occult topics (i.e. fortune-telling)
• Parapsychology
• Politics
• Pornography
• Poverty
• Rap Music
• Religion
• Religious holidays and festivals (including but not limited to Christmas, Yom Kippur, and Ramadan)
• Rock-and-Roll music
• Running away
• Sex
• Slavery
• Terrorism
• Television and video games (excessive use)
• Traumatic material (including material that may be particularly upsetting such as animal shelters)
• Vermin (rats and roaches)
• Violence
• War and bloodshed
• Weapons (guns, knives, etc.)
• Witchcraft, sorcery, etc.

As it can be seen, “The Good Parts” treats some of the topics that are included in that list. Therefore, this story will be regarded as polemic by New York’s Department of Education.

However, some teachers, like Timothy Dalby, encourage the use of taboo topics in the classroom to

“Allow the practice of skills such as debating, critical thinking, negotiation, agreeing, disagreeing, explaining opinions and justifying. It also opens up language areas such as euphemisms, slang, formal and informal language, double meanings, body language and politically correct terminology.” 

But parents cannot be forgotten. They also have a say. Some of them share their concerns about what their children study at school. The following is a letter to the headmaster of a Catholic School sent by a mother who is disturbed about contraception to be taught. The letter was found in Concerned Catholic Parents of Ottawa:

“Dear Mr. Hanlon,
I am writing to express my disappointment with your responses to my concerns. Since my first contact with you on October 20th I have yet to receive an explanation that addresses the questions raised about Free the Children's family planning advocacy.
As mentioned before, the following statements can be found in their community reports,
"The women's groups also learned the importance of family planning and how to best prevent sexually transmitted infections." (Free the Children's Enelerai Community Report)
"Mamas in the community also bring their families to the clinic to receive immunizations and for weekly family planning sessions." (Free the Children's Pimbiniet Community Report)
"They also learned about family planning and how to prevent HIV/ AIDS." (Free the Children's Motony Community Report)
"the provision of health workshops and family planning" (Free the Children's India Fact Sheet)
As a Catholic parent and ratepayer I wanted to know what family planning methods were being promoted by Free the Children. In your responses to me you acknowledged that you did not know. Rather than leveraging the partnership our board has with this charity and pushing for answers, you instead provided me with a contact at Free the Children if I wanted to learn more. I definitely did want to learn more, but was surprised to learn that you also didn't want more information given your duty to preserve the school board's Catholic identity.
The contact you referred me, Scott Baker (Executive Director), also said he didn't know and was too busy to find out. I then asked him if Free the Children had any policies in place that prohibited the promotion of contraception as a legitimate method of family planning. As of the date of this letter, he has not replied to this question.
In your letter to me on November 22nd, you asserted that Free the Children does not promote contraception. Given that both yourself and Mr. Baker have both admitted to not knowing which methods are being promoted in the communities mentioned in the excerpts above, it is difficult to understand how you could have come to this conclusion.
The concerns being raised about Free the Children and contraception are new. The excerpts from the Free the Children community reports I have provided were not made available to other school boards in the past and were definitely not available when the decision was made to feature this charity in the Fully Alive program. As a result, it is not acceptable for you to abdicate your responsibility in this matter by simply saying that Free the Children must be 'ok' because other school boards also partner with them and they are featured in the Fully Alive program.
I am asking you to require Free the Children to provide detailed information with regards to the family planning methods they promote as a condition for the continuation of the existing partnership with our school board. Transparency should be a cornerstone of all partnerships the board engages in, whether charitable or not, and in particular when the questions being raised relate directly to Catholic morality.
To decide to do otherwise would seriously undermine any claims the OCSB makes about the importance it places on preserving the Catholic identity of our schools.
Sincerely,
AP
I encourage all readers to contact your trustee or the Director of Education and ask them to do their job and find out what kind of family planning work Free the Children engages in.
In the end, what's the point of having a Catholic School Board if the ones in charge of ensuring its Catholicity don't really care about what the Catholic Church teaches.”

And those concerned and disturbed parents can even force authorities to remove certain themes or material from the schools. The following extract was found in a homophobic parent’s blog, “El Científico Juan”. (The original article can be found at Diario El Siglo Web Argentina)

“La Red de Padres de Tucumán denunció que el Ministerio de Educación de la Nación distribuyó en todas las escuelas y colegios del país seis millones de ejemplares de una revista de educación sexual destinada a las familias cuyos contenidos eran altamente cuestionables. Al mismo tiempo se invitó a que sea rechazada.”

Therefore, if a teacher brings “The Good Parts” to his classroom with the idea of creating a debate about contraception for example, there is a chance that some Christian students, or even their parents or school authorities, may feel offended because the Church bans contraception. As the following article found in the BBC Religions states:

“Since these churches (Less liberal churches) regard sex outside marriage as morally wrong (or if not wrong, as less than good), they believe that abstaining from sex would be morally better than having sex and using birth control.” 

A discussion about sexuality in the classroom can cause unrest in the students. A teacher narrates her experience when dealing with Shakespeare and how her students reacted to homosexuality in “Teaching Tolerance. Controversial Subjects in the Classroom”:

“Three students in a college Shakespeare course I taught accused me of trying to make them say two female characters in A Midsummer Night's Dream were lesbians. Since my lesson plan involved Shakespearean diction and close reading, I didn't take them seriously.
I laughed.
My response made the students even angrier, and they stormed out of the room, one gliding defiantly out on roller blades.”

Therefore, belonging to Young Adult Literature does not necessarily imply that a story can be appropriate to be read in class. It is necessary to weigh up its pros and cons in order to be sure whether to read it or not. It is important to take into account the context in which the story is going to be read so as to know if it contains any taboo topic that may cause controversy or problems within the classroom. “The Good Parts” is a good example of this. The topics it deals with are cannibalism, pornography, sex and single parenthood, all of which may cause a storm of angry parents... especially  if the teacher is open minded and attempts to explains to his class what “romancing the bone” means. The decision of reading “The Good Parts” or any other story that may include polemic themes, thus, should not rest on the teachers’ shoulders only. It would be necessary to count with the opinions of the students, their parents and the school authorities to prevent an outbreak of tension and altercations within the classroom.

REFERENCES:

• Concerned Catholic Parents of Ottawa (2012) http://concernedparentsottawa.blogspot.com.ar/ (Accessed 07/12/12)
• Contraception: Christian teachings on contraception and birth control - a contentious subject particularly in the Catholic Church and in countries with high incidence of HIV. (2009) http://www.bbc.co.uk/religion/religions/christianity/christianethics/contraception_1.shtml#top (Accessed 07/12/12)
• Dalby, T. (2007) Using Taboos to Bring Cultural Issues into the Classroom https://sites.google.com/site/timoteacher/usingtaboostobringculturalissuesintothec (accessed 07/09/12)
• Dwyer, L. (2012) Testing Taboos: The 50 Topics Banned From Standardized Exams
 http://www.good.is/post/testing-taboos-the-50-topics-banned-from-standardized-exams/(Accessed 07/09/12)
• “El científico Juan” (A concerned and homophobe parent) (2012) http://elcientificojuan.blogspot.com.ar/2012/04/doctores-defienden-ante-el-parlamento.html (Accessed 07/07/12)
• Herz, S & D. Gallo (1996) From Hinton to Hamlet: Building Bridges between Young Adult Literature and the Classics. Westport, CT, Greenwood Press.
• La educación sexual impartida a los niños genera polémica en la provincia (2011)
• http://www.elsigloweb.com/nota.php?id=80714 (Accessed 07/12/12)
• Teaching tolerance.  http://www.tolerance.org/activity/controversial-subjects-classroom (Accessed 07/11/12)
• Una revista del Gobierno nacional que promueve las relaciones homosexuales y la masturbación. (2011)  http://www.contexto.com.ar/nota/56299/una-revista-del-gobierno-nacional-que-promomueve-las-relaciones-homosexuales-y-la-masturbacion.html (Accessed 07/10/12)

Jugate conmigo - revival (TV show proposal)

Mr Yankelevich:

We are writing this letter as a response to your advertisement looking for new ideas for a teenagers T.V show.

Taking into account the characteristics and interests of teenagers nowadays, we are pleased to present you our idea about the revival of one of the most famous entertaining  T.V programme of the nineties in Argentina: “Jugate Conmigo”

This show, which will be broadcast weekly, will include different sections in which participants, arranged in two teams, will have to demonstrate their abilities in singing, dancing, acting and playing games. The winner will get a Prize: a trip to Brazil.

As regards singing and dancing, participants will have to recreate a video clips from pop artists chosen by the opposite team.

As for acting, a few members from each team will pick a card where they will find the explanation of the situation they will act out.

Each of the previously mentioned performances will be judged by four celebrities, all of whom have great knowledge about acting, dancing and singing.

Concerning the game section, it will include some ball games, such as “Football Tennis”, general knowledge games such as quizzes, action games such as paintball wars.

We look forward to hearing from you in the near future.

We can be contacted at the above address.

“The great, big, enormous turnip”: Inhumanity in a children's tale

by Valeria Niell

We help old ladies to cross the street, we carry our grandmother's shopping bags and we go visit them in order to get cookies. Only a cruel beast makes them work and hurt their fragile bones by pulling great, big, enormous things.

The great, big, enormous turnip, a short story about an old farmer and his adventure with a massive, titanic turnip, is an example of how inhumanity can be turned into a children's tale.

The above mentioned old man planted a turnip, and he fed it with water and greed: “Grow, grow little turnip, grow strong”. But he did not know that we have to be careful with our wishes, because they may come true. He tried to pull up the turnip using his brute force, but he could not pull it up. Therefore, he decided to turn to a helpless old lady. Of course they could not pull it up! Grannies are delicate and weak due a long life of hard work. Consequently, the old lady had to call her granddaughter to help her with such a great, big, enormous effort. Did the man say anything like “No, sweetie, that’s OK. I will just bring a shovel”? No. However, the three of them were unable to carry out the man’s duty.

But the story does not end. The man, seeing his goal not accomplished, accepted the help of three innocent animals. They all pulled and pulled again and could finally get the huge turnip.

This could be a story about the value of team work. However, the farmer could have used the help of a policeman, a fireman or any other person at the service of the weak. He could even have used the same shovel employed to plant the turnip seed. But he resolved to use the strength of an old lady, a frail girl and three little pets.

Reading this story, children may think that it is OK to abuse of weaker living beings in order to achieve one’s goal. I’m not against team working, but I would never ask my grandma to help me pull a great, big, enormous and colossal turnip!

Super-Ultra-Hyper-Megazord, Activate!- Mighty Morphin' Power Racists

Valeria Niell

Go, go Power Rangers! How to forget that group of five "overbearing and overemotional teenagers with attitude” , who were endowed with the duty of protecting Earth (actually, just California) from Rita Repulsa,  with the help of mysterious dinosaur forces (Dinozords).

The team was a multicultural mixture of adolescents. The leader, the Red Ranger (Jason), a strong weight-lifting native American; with the power of the T-Rex. The Pink Ranger (Kimberly), a beautiful and healthy American girl; with the power of the Pterodactyl. The Blue Ranger (Billy), the wisest, with power of the Triceratops. The Yellow Ranger (Trini), a Martial Arts expert Asian girl; with the power of the Sabre-toothed Tiger. And the Black Ranger (Zack), an Afro-American break-dancer; with the power of the Mastodon...

Why? Why the colours that they were assigned by sage Zordon are not related to their inner power, but to their skin “colour”? Why couldn't they wear the same colour? Why the black boy has break-dance fighting style? Is it because he is a gangster, like all “black people”? Why, Alpha 5? Why?!

This TV series is stereotypically racist, even though it tries to provide moral values, like Martial Arts are not meant to hurt people, but to defend yourself and the importance of team working to solve problems...But why the black youngster has to control an elephant?  Is it because he comes from Africa, where people are used to see elephants? (In fact, in one episode, he was the only one who could defeat a Lion, one of Rita's minions).

Mighty Morphin' Power Rangers is full of racist epitomes. Let's take Rita Repulsa. Her name has a Latin hint. Why couldn't she be named “Michelle Phillips” or “Mean Lady”? Is it because calling her “Rita”, like my neighbour, gives her an extra-disgusting evilness?... And her brother's name was Rito Revolto...

Another example is the first leader of the team, Jason. Why was he given the Red Power? Probably because he is a native American...and his red skin matches perfectly the Red Power Suit... And sadly he didn't last much as the leader because he was replaced by the White Tommy, I mean, the White Ranger.

“Yo, Alpha, “wassup”!” … Yes, that is Zack, the Black Ranger, who sounds like a rapper gangster, and he was given a gun. Along with the Dinozord Powers, the Rangers were given weapons like swords, axes, crossbows...but the Black Ranger was given a gun. Because black people like guns.

Why this TV programme had to be so mean to their characters? Didn't Zack feel offended when he read the plot and his lines? What did the other members think about the heavy amount of stereotypes?

Maybe it is not appropriate for an Afro-American to be a White Ranger, because he would feel funny by wearing white or maybe because he would not look as good as “Tommy”, the last Ranger to join the team...At first he was the Green Ranger because he was the bad guy, but when he left the Dark Side, he was given the Power of the White Ranger, to control a Dragon...And as I said before,  he became the leader until the end of the three seasons. 

Maybe Billy had to be the Blue Ranger because wearing a brown suit wouldn't match his blue eyes. 

And maybe Trina has Yellow Powers because she is always wearing yellow shorts. And she doesn't need to wear a skirt because it is too feminine for a martial artist (?)

Who knows, maybe Kimberly is allergic to orange or grey. That is why she had to wear the Girly Pink Skirt Power Suit...

There are too many questions and too many doubts that the universe may never answer... Maybe because the truth is too much for our brains to handle, or maybe because the creator of the Power Rangers thought that if they wore their “typical racial skin colours”, they would be easier to identify. For example, I remember that the black guy was the Black Ranger, and I also remember that he looked good wearing black shirts.

The Foot Book (review by Valeria Niell)

Dr. Seuss gifts us The Foot Book, perfect to read along with young children because of its short and repetitive phrases and attracting drawings.

The Foot Book describes all sort of feet and the characters are simple and funny, like doodles, and they clearly express what the words depict. For example, for “slow feet” there’s a big monster denoting laziness with his long ears and arms hanging still, and there’s a sense of calmness in his eyes and smile. We can easily imagine him walking in slow motion. And for “trick feet” there’s a dog juggling with his feet.

The most interesting feature of this engaging book is the rhyme and the repetition of phrases, encouraging the young reader to “foresee” or anticipate what the words will read (to cite an instance , the repetition of “Here come...”).

Dr. Seuss plays with words and their sounds creating rhymes, like “In the house and on the street, how many, many feet you meet”.

The presence of rhymes and repeated phrases is an excellent resource in children's books, because the readers will never sound dull or boring due the melody these rhymes give to their voice. I recommend this book because it will help young readers/listeners to include new words to their vocabulary, such as adjectives (since all the feet in The Foot Book are accompanied by an attribute: Sick, slow, fuzzy, etc.) and opposites (small and big, etc.).

The building Ant

Once upon a time there was a little ant, Red Ant, who was extremely sensitive. However, the rest of the ants were not such nice people.

Being very young, Red Ant started building a new house. Her friends laughed at her and said to her “Why are you working so hard? Let’s have fun together!” But little Red Ant never gave up her dream. She wanted the house to protect her family, her friends and future ants from the wind.

Day by day she worked so hard while the other ants ate and

laughed. Month by month, year by year she never quit. So old and tired but so inspired she saw her dream came true. In that moment an amazed an

t approached Red Ant and told her “You’ve wasted your whole life building such a big house. And now that you’ve finished it you are about to die”. “What’s wrong with that?, said little Red Ant. “It makes room for new people”. “I’ve never wanted the house to protect myself; I wanted it to protect you, and your friends”, explained Red Ant.

Little Red Ant, admiring her good job, realised that her main aim of helping others was fulfilled. Thus, she decided to take a rest, a long one.

Red Ant is now remembered in the colony because of her kindness.

Exquisite cadaver

Caroline hid behind the oak tree, but her shadow could be seen projected on the field. Therefore the criminal saw her spying on the murder that was taking place and realized she could reveal the truth.

Caroline suddenly burst into tears because she could recognize the man. He was her beloved husband. The closer the man was to her, the more astonished she felt since she could not believe what she was seeing. She felt extremely disappointed.

The criminal was decided to put an end to that situation shutting the witness´ mouth for ever but when he faced her everything changed and she went away without saying a word. 

And she went away without saying a word, after finding her Duckling playing happily in the water.

The beautiful Mother Duck was in the lake enjoying a warm and sunny day with her five yellow Ducklings when one of them disappeared.

“Oh, my God! One of my babies is missing!”, said the Mother.

“Oh, my God! One of us is missing!”, said the Ducklings.

Then they began to look for him. They looked under the Big Tree where they use to play. But he wasn’t there. They looked behind the Old Rock. But he wasn’t there. They looked in Mr. Turtle’s house. But he wasn’t there. They looked in the Three Little Pigs’ house. But he wasn’t there. They looked in The Smurfs’ Village... But he wasn’t there.

The Sun  was going down and Mother Duck was very sad and the Ducklings were crying. So, they came back to the lake... and saw the little Duckling was having a bath at home. Bob Marley was on, and the duck was feeling so relaxed that he thought, “I wonder why the room looks so foggy. It´s almost like being in heaven.”

The little duckling used to take that kind of baths frequently. It helped him forget that everyone consider him the ugly one of the family. He didn’t have any friends, so he usually talked and reflected upon things with his inner duck. It brought peace and comfort to his life.

All of a sudden his mother entered the room and screamed at him, “Stop smoking that shit”, to what the little duckling answered, “I tried to give up smoking weed many times, but the truth is I like it too much," Caroline wrote in her private diary. She started using grass some years ago, in those times she could afford it, but nowadays it is too expensive and she is unemployed. She decided to grow her own plants so she moved to the countryside where legislation is not a matter of concern. Caroline’s friends were so excited to smoke her plants that they would stay with her for ever. On the other hand, her family tried to change Caroline’s mind, and warned her about ending up in jail.

One night, Caroline was relaxing at home when she started listening strange noises, as if someone was forcing the locks, outside, near the gate. Since Caroline had been smoking all day, her blood pressure increased and her heart bits grew faster and faster. Adrenaline ran through her blood stream and desperation took over her. Unable to think clearly she went out through the kitchen door to the garden and got into the oak wood.

“Caroline is not in the house, let’s search the garden”. 

“Look this is legal evidence, let’s confiscate it.”

“She can’t be that far, search the wood”

Caroline ran as far as leopard, sweating and trembling. She looked in her pockets for one last joint. 

The invulnerable oak started firmly among the trees. Caroline went straight towards it, with the lighter ready in her hand. She fell on her knees and lit her precious, mind blogging ciggy.

An aromatic thick, grey smoke filtered through the branches of the oak as the silver moon rays reflected in the mist.

“That’s smell, let’s go right there”

Caroline hid behind the oak tree but her shadow could be seen projected on the field.

Flash fiction

Teacher: You’ll have a zero. Student: Pity you won’t be able to write it.

A priest in need is a kid in danger.

Rastafarian Airlines: take a trip to paradise.

People getting married. Lawyers delivering pamphlets.
(M. A., Natalia Brucciamonti, Camila Chaves, Cintia López, Julián Riobó, Gonzalo Viola)

Growing inside me after such desperate wait.
(Valeria Niell, Nadina González, Gisela Méndez)

Come back. You forgot your life.
(Gisela Méndez)

-“You take it. I’m totally lost!... I can’t read it” –“It’s upside-down”
(Valeria Niell)

Five minutes to evacuate… Get your ticket ready. No ticket, no life.

Can I live in your bubble? Mine is leaking air.

Be clear when you order. Mine was delivered with blue eyes.
(Julieta Acevedo, Gabriela Belitzky, Marisa Gallardo, Betina Ricchezza)

Son: Don’t cry, I’ll be your angel.
(Nadina González)