Category: Banging on about… Education

Tiny Stories, Noisy Histories

Tiny stories is a  technique used within the practice of creative writing workshops. Nanofiction or microfiction are terms given to writing exercises in which the length of a story is arbitrarily determined to perhaps absurd lengths: Stern’s microfiction model for example states that micro-stories should be no more than 250 words. The World’s Shortest Stories (Moss, 1998) is more stringent: stories should contain no more than 55 words (excluding the title which must be no more than 7 words long) and each story must contain the following four elements: 1) a setting, 2) one or more characters, 3) conflict, and 4) resolution.   Snellings Clark (2008) refers directly to the term tiny stories and whilst offering another set of limits on length (100 words) also directs the writer not to use the same word twice (albeit making an exception for contractions).  She also offers a set of aesthetic criteria which describe how the tiny story might most effectively function:

Little stories that are larger on the inside than they appear on the outside.

Stories that leave an aftertaste, that linger.

Special nod to stories that include elements of the fantastic.

Little things with big effects: lost keys, a scrap of paper, a chink in the armour, a missing screw.

The inexplicable in the definable, the fantasy in the reality, the uncommon in the everyday, that something under the surface.

The secret little things….

The results of  the Closing Schools for the Future project are written as a series of tiny stories which conform to the Snellings Clark model: no more than 100 words in length, in commemoration of the age of the school at its closure.  78 tiny stories were written, each one representing a child who would have been on the school role had it been kept open in September 2008.

Whilst this constitutes a small ethnographic project where n=1 and where the characters, narrative, dialogue and critical actions appeared to inhabit a microworld with microscopic movements, cataclysmic change was felt widely, resonating out across the landscape in which the school is based in ways not fully understood or predicted.

The soundscape of the territory was a microcosm of silence. Resistance had been purposeless, directionless if not completely futile. Questions remained unanswered, under investigated, under challenged: the assumption of logic, incontestability was all pervasive.  In this world of tiny stories, teachers identities were sometimes subtly, sometimes seismically challenged: John, a class teacher of some 15 years in the school had decided he just wanted to continue to teach in any school, despite being offered extra pay for taking on enhanced management duties.  But he just wanted to teach; and unable to play the job interview game refers in an observed class to the on-looking new head in a throwaway aside as an old witch  which didn’t enamour him with her – so he failed to win the job in the new school and had to revisit his cv, his approach, his understanding of how he did what he did.  No longer a respected teacher for 15 years who had taught at the school classes across the range – he was now back in the market place with a label of as being a bit of a trouble maker.

These tiny stories were not part of the building schools for the future meganarrative of secondary schools; no bright new shining vision of educational pods for sophisticated young people who are able to opt for down loading content from their mobile phones over the attendance of a master class by an overperforrming uberteacher who would be performing ballet steps one minute an entertaining the visiting private sector funders the next.

These stories had no shine, no brighter picture of a future but were stories of a quiet, seeping desperation which was prevented from turning into a collective madness by the efforts of teachers and children who continue from day to day as if nothing was about to happen. This was not a indignant narrative about the alleged lack of consultation of the authorities, an ironic parable about administrative dysfunction or a moralistic tale of performative brutalism – although each of those narrative genres emerged in the fabric of this story of school closure as it unravelled in its last few months.  It’s  a collection of tiny stories of a tiny school told by tiny narrators.

Behind these tiny stories, more complex narrative compete for attention and recognition as sources of authoritative voice.  The  bigger narratives pull at the microscopic texture of school and community and family relations and the unravelling of that texture pulls on deep seated threads which pull elsewhere in our civil fabric: echoes and rumours of closure and melt down permeate the rest of the community.  The loss of a name is mirrored close by with the demolition of  a local church and the  slow seepage away of local sights, knowledge and identity:  the local Centenary Vic Working Men’s Club has to announce it’snot closing in a letter to the press, perhaps indicative of  a microscopic flaking away of community of which the school is part of.  These microscopic actions have macro effects which are unpredictable, chaotic, complex and still only partially understood.

Closing Schools for the Future is to be performed at  Tête à Tête Opera Festival, Riverside Studios, London, 4 – 5 August. 

The Blind Date Experience: Writers in Schools revisited

A  Blind Date pre-date encounter

Questioner       If you were a crisp flavour, which one would you be?

Contestant     Curry flavoured, because I like to be hot AND spicy!

Audience        Whooooooooo!
Subtext          Pick me and we’ll have sex.

Contestant 2    Beef flavour, because I like a man with some meat!
Audience         Whooooooooooooooo!
Subtext          Pick me and we’ll have sex.

Contestant 3      Obvious really, tomato sauce flavour because when you pick me I’ll be getting saucy with you!
Audience          WHOOOOOOOOOOOOOO!
Subtext            Pick me and we’ll go on holiday. And have sex.

A real world, lived experience of a writer visiting a school encounter

The protagonists: Carol, (writer), Jean(teacher), Jeff (head teacher)

What they said (1)

Carol      I think there’s much fertile ground in the class for more of the same, and hope that what we began together can be a first stage for others — including their lovely class teacher — to develop further. The time felt so short, but the nurture of the imagination wont be hurried. So, with the little time we did have I was delighted, often amused, and frequently moved by all that happened. The children clearly respect and like you Jean. I know you were modest enough to say it was because they were such a nice class — they are — but your cheerful, authoritative and sensitive approach must also set a standard for them to behave as well as they did. It was a pleasure working with you I’m still chuckling at the head stands and cartwheels and ‘sausage rolls’!

Jean      We all got on well and the children like Carol. Our aims were to develop writing skills of children and help children understand some of the different processes involved in producing a finished piece of writing. Also to have fun….We worked to a bigger scale than usual – 3 stories was a challenge…. A day of writing is hard going but we were all able to mix in different activities…. We worked together on a story…. We have finished and edited the work to produce books…. Writing in the past was an area where they lacked knowledge….We spent time discussing what they had done both with the writer and later in class….. Many increased confidence by achieving a finished book….We produced bound books.

Jeff   Our residencies to date have varied considerably, but all have added huge impact. Carol helped develop pupils extended fictional diary writing which had huge benefits of off-site research and writing – highly recommended for both adults and children. The atmosphere of writing in a local museum had considerable impact on the final piece.

What Happened Next: writers in schools conference, 6 months later

What they said (2)

Jeff      I have huge concerns about what I heard from Carol at this mornings conference. I am not sure if she was being deliberatly contentious, but felt too uncomfortable to challenge her comments or indeed present what I wanted to. I just hope that none of her bitterness filters back to my school community. If our work is all that wrong, I see no point in continuing with the project.

A Blind Date post-date encounter: on the sofa with Cilla

Questioner            I think I really love her and I hope we keep in touch.

Lucky Contestant    I thought he was a bit of a tosser really.

Positivity. Tell us a happy story, not a negative one.

Keeping positive entails holding both a fixed grin and  troubling intestines in the same social body.  Having a positive attitude is like smiling in the face of adversity, knowing that the train coming down the track is a train, and not the light at the end of the tunnel and yet somehow fixing  the smile to show resilience, pragmatism, an undaunted sense of optimism perhaps in opposition to everything your experience is telling you.  In Rogerian terms, unconditional positive regard is a counseling term used to encourage blanket acceptance and support of a person regardless of what the person says or does – and may have some link with the need to ‘be positive’ and upbeat in whatever situation one finds oneself: redundancy, bereavement, behaviour modification, the works.

The fixed grin of the positive attitude is essential at times when all the other options have been taken away and exist no longer.  Whilst attempting to develop a ‘positive attitude’ may lead to one straying into the realm of self help manuals which can be purchased frequently at motorway service stations, in this context, it might be enough to glance at the work of Dan Berg, Founder of Attitutor Services for the web site http://www.teach-kids-attitude-1st.com to alert us to the perils of mindlessly adopting the fixed grin of the positive attitude: In education positive attitude is not mere obedience. Nor is it unreflective or unthinking conformity. A positive attitude in education is about learning to be in touch with reality, which inherently means a life long process of continuously deepening our practice of disillusionment. (Berg, 2009)

The juxtaposition of education at the start of the phrase as somehow deepening our practice of disillusionment is an interesting one in that it seems counter-intuitive.  Surely education is about not disillusioning people, but about re-illusioning them? About enlightenment through illusion? Not becoming satisfied, becoming more experienced at being dis-illusioned? Of having our dreams and aspirations washed away from us in an inevitable tide of disillusionment due to the workings of some other bigger, more forceful realities?

Artists in schools: Preparing the workforce of the 21st century with the employment practices of the 19th

Employing artists in schools is frequently couched in terms of preparing the workforce of the 21st century (ie children). It’s a pity then that it’s the employment practices of the 19th century which are used to bring about this transformation.  This includes:

  • The absence of any job description or focused person specification;
  • The need to wait patiently at the dock gates (or, in contemporary terms, at the end of phone or email correspondence chain) for the whims, airs and graces of the dockside steward (aka programme co-ordinator)
  • No career structure;
  • Favouritism, lack of transparency about employment practices and avoiding anybody who looks like they might have an opinion, are going to argue back or at the very least critique the so-called work plan.

If you get through the dock yard and onto the boat, you can be confronted with wish lists of multiple dreams which contain all the packaged up school problems, organisational stupidities and blocks which need solving by some kind of outside magic – or failing that, the artist workshop who comes to school for 6 half days a term and is still expected to tolerate the sponsored bouncy castle event intruding into the rare time that has been allocated.

Go on, they say, wow us then… 

What does it mean to be European?

We’re here in a restaurant: one German, one Brit, one Rumanian, two Turks, two Hungarians and a Dutchman. Our gestures give us away; the sweep of the hand from the plate to the waitress, the cough, the handshake, the momentary awkwardness which signifies major, troubling difference.

But there’s a generational context to this idea of Europe: the younger ones here are laughing as if nothing were amiss. This is about us, here and now, putting our history behind us and ignoring the coughs and embarrassments of their elders and adopting the easy going nature of a young Hungarian lad whose laughing with a Romanian girl with no more to it than that.

And what binds us? Allegedly a spirit of peace, democracy and don’t forget the economy… Of course, it’s all about that and where we can get the next generation of refuge workers from who will do shite jobs for the lousiest of pay and then not unreasonably apply for a national, legal identity.

What IS the point of school?

What’s the point of schools any more?  Kids are socialites at 7, adults at 12 and doubting everything the teacher and the school stands for. Behaviour is questionable, deference is a quaint notion of a rose tinted past when teachers were head of the classroom and everyone knew and welcomed their places.

Curriculum is irrelevant and has been superceded by the Internet where children work out of their own curriculum and syllabus, perhaps blindly, perhaps intuitively, perhaps guided by who knows what – certainly things we parents and teachers know nothing or little about.

These are desperate existential times when all our purposes reasons and rationales have been thrown up into the air and scrutinised like never before. So what place the teacher? The school? The curriculum even?

For all that despair and deep questioning…there is still the essence of the adult / child relationship at the heart of the learning process – the adult / old knowledge can’t be swept away. There is history -culture – language – the other – to contend with.Stuff which resides in the old, the unfamiliar, the awkward, the stuff the young don’t / won’t access drily through the Internet and the fashionable modes of social networking.

What we are left with -.and what can’t be swept away in a tide of acronyms and text speak – is us – you and me here and now in real time and space and our awkwardnesses and misunderstandings.
What is the point of school, teachers, curriculum? To learn of the other, from the other; to socialise the unsocial and antisocial; to expose our awkwardnesses and differences and to acknowledge, value and celebrate difference and otherness.

No amount of befriending on facebook or googling the worlds ever expanding databases will ever be able to emulate the simple purpose of education and all it’s agents: the ability for me to understand you and you to understand me, in all our differences, three dimensional truths and multi dimensional complexities.