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Roy, front of the class, is demonstrating through a simple walking exercise five things which are involved in writing: the children recognise these as the five senses – smelling, tasting, touching, listening, looking and Roy says you need all five in order to write a story. He elaborates by suggesting that it’s the senses that make characters and places of stories come alive and also help you get ideas and help you describe situations.

It’s a large class – the whole of KS2 and year 2 : there must be at least 50+ kids in the room together with 3 staff who are sat at the back, watching. He stands front on to the class; behind him is a data projector and 2 school benches upon which are placed, stood up, a selection of about 20 of his books. These help draw the gaze to him and give him a status: another form of disguise perhaps.

The attention of the group wanders: a small group of girls look at each others socks, a small group of boys natter quietly to each other. We’re in the afternoon, feeling a bit post lunch lethargic and we’re post serious education of the morning. He moves on to the ‘shed in the heads’ concept – ‘where all the things you’ve sensed go, you can see what’s lurking around’. He points to a red bag he’s previously planted in the hall – an example of something which is in his shed in the head…. He brings out a box of fish fingers and points to one of the books on the bench as including a box of fish fingers. “This book by Roy Apps…” he refers to himself in the third person.

He starts to read out from one of Roy Apps’ books and offers the group a chance to join by calling out ‘Cheerios’ as he reads out sentences in the book which have the ‘c’ word missing. He points to a magic word in the paragraph which suggests something is about to happen: SUDDENLY.

Suddenly, he points to another bag which he’s planted in the hall earlier. He collects stuff out of the bags – ketchup bottle, garlic, blood stained stake, capes – the competition in the book is a device to get rid of mum and dad so that lead character, Jonathon, can go and stay with granddad who’s a vampire. He reads out and splits the group so that they can listen for things that Jonathon senses. He calls out for a gold bag – kid pulls out blank piece of paper (scary! He explains the fear of the blank piece of paper to a writer) and goes onto suggest that the five senses aren’t everything…. The magic of stories needs imagination too (which he describes as a word with a silent letter c – imagi©nation…

Imagi©nation causes a shift from the ordinary to the extraordinary. How? He hands out sheets of paper to kids who line up.. which spell out ‘I wonder what would happen if’ when aligned properly. He relates his own background to the family story – his Uncle Watte, the cook in the navy who would scare people and had teeth which looked like vampire fangs: ‘Do you like my claw hand?” Uncle Watte would ask when playing with a piece of chicken tendon. Years later, Uncle Watte’s claw hand has metamorphosed into the hand of the story teller.