Dickinson College Humanities Program in Norwich

In August 2009, Earlham High School in Norwich shut its doors. At the start of September 2009, those doors reopened, but this time onto the City Academy Norwich, the replacement for the former high school. Months prior to the transition, members of the community were sent the proposal for a new academy and the expedited process that would take place before the transition’s completion. They were told that Earlham High School was considered for the transition because of low test scores and poor reports from Ofsted, the national organization responsible for investigating the performance of England’s schools. Over the last six months, the City Academy Norwich seems to have functioned just as every other school academy in the country. It remains sponsored and assisted by several organizations in Norwich, including the University of East Anglia. The transition may be too soon to yield any tangible improvements, but the overhaul plans to reinvigorate what was a struggling institution.

This type of transition has occurred in many other parts of England. When did this process start? What is its impact? Is this the right way to achieve success in state schools? The debate on privatization in schools encompasses many nuances and uses several definitions. Moreover, it is the subject of my research for this project.

The history of privatization in England’s state schools traces back to the 1850s when a state system of education first began to emerge. Fast-forwarding to the end of the Second World War in 1945 (yes, it is quite a leap, but a necessary one, unless this post becomes another research paper) the roots of the current education system became much clearer under the Labour government under Prime Minister Clement Atlee. It was during post-war reconstruction that the state began to provide free secondary education. Also, the different tracks on which students could learn were solidified, including grammar schools (for white-collar professions) and modern schools (for more manual, vocational professions). Selective education (run by a “survival of the fittest” mentality) became prevalent in England and defended by many. It raised issues of equality, but the rise of selective education encouraged privately-funded schools. By the 1970s, schools not receiving public funding and under private control began to increase in number. This occurred amidst attempts by the government to implement more democratic measures into the state education. Its efforts could not stop the already falling educational standards from further decline.

The 1980s saw an increased use of big businesses to run state education in what resembled a relatively free market economy. Enterprise, self-reliance, and competition remained key components of educational legislation under the Tories and Prime Minister Margaret Thatcher.

Since the 1980s, state education has shifted again, but it remains pointed in the general direction of privatization. Schools are encouraged to collaborate with one another, and private organization (often non-profit) are called upon to improve the efficiency and success of schools. While many of these organizations align themselves with struggling schools like Earlham High School, this process seems to be popular across the country, especially within the last decade under the New Labour government.

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My project combines research and investigation  into what I have seen as a very contentious and complicated issue in state education. I will research the history of privatization in England’s state education from the 1970s onwards, with a particular focus on how it has effected Norwich and Norfolk.

I then plan to answer several questions surrounding the debate on the issue:

• The benefits of private organizations in state education include improved efficiency, but at what costs?
• To what extent do politics guide the prevalence of privatization?
• I have read much about the presence of privatization, but to what extent are private companies really involved in state education?
• On a smaller scale, how does privatization, when it does affect schools (like Earlham High School), affect teachers? Administrators? Students?

By conducting interviews with members of the UEA community, teachers and administrators from state and privatized schools (or academies) in Norwich, and the Norwich City Council/Norfolk County Council, I will try to gauge how different people view this aspect of England’s state education. Striking balance will remain my overarching goal. My posts hereafter will deal primarily with the interviews I conduct with various individuals over the next several weeks. The first with Dr. Sandra Leaton Gray will appear in the next post.

To continue my research on the experiences of international students in East Anglia, I decided to visit INTO, that modern building near the Medical Center where I had never been inside.  I had always wondered why that building looked much modern than the rest of the University and who lived there. 

It is no wonder that a project like INTO is developing in places like the United Kingdom and the United States, only the two top destinations of international students. Many times, international students find that they are not entirely ready to access university right out of high school, not only because they might not be completely fluent in English but also because their education system might be very different to the ones in the UK and the US. This is why INTO offers international students intensive preparation for undergraduate and postgraduate study. The programme provides a whole year of extra English language teaching, academic preparation and cultural education for a university degree and is directed to students who have completed their secondary education in their own country. At the moment, there are twelve universities that offer the INTO program. It began in UEA and is currently being expanded to other universities in the UK and US (currently University of South Florida and Oregon State University have it).

The INTO center at UEA covers 1.3 acres and has teaching and accomodation facilities for 600 students. Furthermore, it provides 24/7 student support. I must say that my visit left me very impressed. The building has several common rooms that are fully equiped: from a ping pong table to a plasma TV. It also has a very stylish cafeteria and a resource center of its own, apart from the access that the students already have to the UEA library and the rest of the facilities.

I had the chance to interview some “INTO students” and realized that the project is a great idea it works as a bridge in the life of the international student: from their home country to pursuing a university degree because ee in a new one. The building at UEA makes it even more effective in that the students feel very contained and among people who are going through the same experience as them.

Hours: 4

Today I went to Strangers’ Hall with the notion that I was going to be helping out with some children’s project or making another “robot” out of a box. Sadly, today was completely normal. After learning about what I was supposed to help out with today, my boss and I got on the subject of my research paper. This enthused her so much that I ended up doing research for my project instead (which I am not complaining about in the least!).

For the couple hours I was there we bonded over “museum talk” or the pains and joys of being involved with museums. In a mere two hours or so that I was at Strangers’ Hall, I learned its life story and why it is the way it is today. She brought out dozens of newspaper articles and photo albums of the museum in its heyday, about 30 years ago. Seeing the museum as it is today compared to what it was back then I couldn’t believe the difference.

What I noticed the most through my exploration of Strangers’ Hall’s history was the massive collection the museum houses. But what I noticed even more was that about 1/18 of that is on display today. I had no idea about the amount of “stuff” the museum owned. I learned that the Hall owns about 25,000 objects and artifacts, but the majority of them are stored away. Even the objects strewn about the museum today are reproductions. With reproductions it allows a museum to become “more accessible” to the public because it makes them feel like there are less barriers around and that they can touch “historical” objects.

This got me to thinking about what is better, accessibility to museums (through reproductions) or having more of the “real stuff” on display. I briefly discussed this with my boss, who told me a  story about the National Trust in England. The National Trust basically protects, preserves and funds sites all around England. What the National Trust is supposedly doing now is working with certain museums to “bring down the ropes” or the barriers behind authentic items to make objects and museums more accessible and have the “real stuff”.

Although that may sound like a great idea, I happen to disagree with the National Trust. In my years of working in museums, I have learned all to well that it is the adults you have to worry about more than the kids when it comes to handling objects. I’ve witnessed adults open closet doors, pick up priceless artifacts, try to go past “No Admittance” areas and even touch my personal objects. Sure there are also plenty of children that can be as bad and be reckless, but I believe adults are just as bad, or even worse.

Despite those qualms,  I am a fan of reproductions and authentic items and I think a museum needs a balance of both. I love reproductions because people can actually handle historical objects and understand more the lifestyle and people of the past. And I also love authentic artifacts because people do come to museums to “see the real thing” and there is so much more meaning in seeing a real, historic object compared to a reproduction of the same thing. My question to any of you reading this entry is, what do you think?

Hours logged: 2 1/2
Total hours: 11 1/2

Several weeks ago, Audrey, Kelley, Chelsea and I took a tour of the Great Hospital which was given by a member of the Board of Trustees for the Hospital, Pam Petersen. Pam, a vivacious elderly woman with a quirky yet endearing sense of humor, proved to be a wealth of information regarding the Hospital, medieval life, and fun, strange facts about Norwich and Norfolk.

The tour began in the Church of St. Helen, a small, modest church which was, at the time it was built, one of the most impressive church buildings of its kind in the city. As The Great Hospital, originally St. Giles’s, underwent multiple renovations and restorations, certain areas of the church were walled off and transformed into hospital wards. Pam pointed out several interesting features within the Church, including the elaborately decorated vaulted bosses in the chantry chapel, a special stained glass window and carved wooden bench ends. The bosses are all hand-carved, hand-painted, and depict significant biblical scenes. The stained glass window was donated from a church which was largely destroyed during the air raids on Norfolk during WWII. Amazingly, the window survived, and now rests within the walls of the Church. The bench ends were carved by John Hecker between 1519 and 1532, and are fine examples of medieval woodworking.

From the Church of St. Helen, Pam led us into Eagle Ward. Eagle Ward was formed as a result of the renovations previously mentioned, and was converted into accommodation during the mid-fifteenth century, and served as such up until the first part of the twentieth century. The ceiling of the Ward is adorned with 252 tiles, each painted with an eagle. The creation of the ceiling was to celebrate the coming of Anne of Bohemia, the wife of King Richard II, to Norwich. Today, the Ward serves as an exhibit and is preserved to look as it would have in the first part of the twentieth century, complete with tea cups, doilies, reading glasses, bed pans and other period artifacts that would have belonged to the residents who lived there.
We moved on to the Refectory, which is where the priests of the medieval hospital would have taken their meals, and where events, meetings and small banquets are still held today. The ceiling of the hall is supported by exposed beams which feature carved dragons, similar to those which can be seen in nearby Dragon Hall. An antique table stands at the back of the room and was cut from a single tree. The table is very unique and quite valuable, according to Pam. Among other artifacts, including banners and framed documents, the Refectory houses a slightly more grotesque artifact: a goose quarterer. St. Giles’s was known for their annual goose feasts, and even boasted its own swan pit. The walls of the Refectory are lined with photographs of feather-plucking – which was, according to one caption, a social affair – and charts depicting the various branding marks which would be cut into the beaks of the swans.
As we left the Refectory and made our way to the Ivory Room, Pam spoke about the current operations at The Great Hospital. Currently an assisted living facility, the hospital houses 126 residents and offers three different types of care: independent with no care, independent with some care (help with dressing, household chores, etc.) and full care. However, there is no nursing service offered by the hospital.
The Ivory Room, actually a house in its own right, was built and restored by the Thomas Ivory family, with whom the hospital maintained a close relationship. The building is quintessentially Georgian, and features Roman style murals and trompe l’oeil throughout. The Ivory Room is currently undergoing major restoration, but the grandeur of this magnificent building is discernible even through the scaffolding and littering of paint cans and toolboxes. In a room which faces the Norwich Cathedral, painted cherubs adorn the silk-lined ceiling, and the entire celestial scene is lined with crisp crown mouldings.

From this room in the Ivory Room, I looked out onto the steeple of Norwich Cathedral, slightly silhouetted against a pink-grey sky. It seemed like the perfect location – and ambience – in which to end our tour. Before wrapping up our tour, Pam shared with us a recipe for Swan, laughing all the while. We made small talk as she showed us back out to the road, and asked us where we were all from. We answered and Pam responded that the only American geography she knew she had learned from The Simpsons. We, laughed, thanked her and walked along Pottergate, under the Norwich sunset.

Length of tour: approx. 1.5 hrs. Total time logged: 2.5 hrs.

On February 11^th and February 18^th I was able to make my fourth and fifth visits to the Norwich Archive Centre.  I was able to listen to around six audio recordings from US WWII veterans.  I won’t mention all of them but I will try to touch on a few.  The first audio recording was of a veteran who served primarily as a co-pilot throughout the Second World War.  He mentions basic training and gives a brief overview of some bombing missions he took part in.  For the most part this audio recording was fairly straight forward with few anecdotes.  However, one interesting thing to note is that this veteran published a book about his experience during the War – “The Saga of a Reluctant Co-Pilot” (available at the 2nd Air Division Memorial Library). In the audio recording, he expands on his reluctance.  He notes that he was unhappy most of the time with military life.  The training was too regimented in his opinion and as a result he never got to make close friendships; this was only compounded by the fact that groups changed frequently.

The next audio recording was also of a co-pilot of a B-24.  After briefly going over his training he was keen to mention his plane, “Gerocko.”  He noted how its unique nose art made it stand out from all the other aircraft.  Being stationed in Britain, he watched cricket for the first time with a certain fascination.  He then notes all the types of missions he fly while in Britain.  These range from bombing aircraft plants to railroad yards to airfields to V1 rocket sites to oil refineries.  In total he flew 24 missions but he did have a few notable missions.  The one that really stood out was a bombing mission to Evereux, France.  During the course of the mission, his plane took damage to the engines and they were forced to land on French soil.  Interestingly, because of the forced landing his plane was the first four-engine bomber to land on free French soil.

The next veteran was a ball turret gunner for a B-24.  He mentions enlisting at 18, being inducted in 1942 and describes his training.  He has numerous anecdotes including one about the English sense of humor.  Noting the poor weather one day to an Englishman, the veteran asked, “Do you ever have summer?”  The Englishman replied, “Yes, I believe we do and it came on a Saturday last year.”  The next anecdote he mentions is about a train ride back from London.  On the train he noticed a particularly attractive young Englishwoman.  Mustering up courage, he was able to start a conversation with her.  Eventually he managed to ask her if could have her address so they could go on a date.  She agreed and he took out a slip of paper to write on but unfortunately could not find a pen or pencil on him.  However, when he looked up he noticed two Englishmen and two Englishwomen offering pens.  So he got the address after all.

Before I end I have to mention an interesting development at the Norwich Archive Centre.  In my last blog post I ended with a story of WWII veteran who was interned in Turkey.  From his audio recording I had the suspicion that he was involved with some type of covert operation or involved with the OSS (Office of Strategic Services).  One of the archivists mentioned that this veteran actually came to the Norwich Archive Centre about a week ago.  The archivist was able to speak with him for a bit and it was revealed that this “unassuming fellow” was actually ex-CIA.

Volunteer Time: 4 hrs. 30 mins.

Total Time: 10 hrs.

On Wednesday morning I got up bright and early to ensure that I would beat all of the rush hour traffic because I needed to be at the BBC station in the Forum by 9am. Departing the UEA campus a little before 8am I made it to Norwich City Centre in record time, I was getting off the bus around 8:15 (shocker there wasn’t any traffic in Norwich on a typical workday morning..) So I sat in Starbucks reading and enjoying a chai tea latte before my “workday” started.

I arrived at BBC and waited for David Webster, the producer of the afternoon radio programme who I would be shadowing, to arrive. Eventually Stephen Bumfrey, the presenter of the programme came down and got me settled in at the desk and introduced me to some of the other BBC staff members. Dave arrived a few minutes later and brought me on another brief tour of the staion, this time to show me two of the most important rooms (the kitchen and the toilets).

After talking with Dave and Stephen about my research, my interest in radio, and what the program they work on entails, Dave decided that it would be valuable for me to sit in on some of Nick Conrad’s programme because it deals directly with community/station interaction. Nick presents a topic and the public calls in to discuss it. For the majority of the show I sat in with the producers of the show who take the calls and decided which callers will be allowed to talk on air with Nick. It was interesting to hear some of the calls, and to hear both on and off air reactions to them. One thing that I noticed was that even when Nick was disagreeing with a caller his responses were not that out of place. Speaking with the assistant producer he informed me that unlike in the US, UK disc jockeys never fall into the shock-jock category. The Brits uphold their typically mild-mannered behavior even when producing radio intended to get a rise out of people.

While I was sitting with the producers Nick invited me into the studio to show me how all the ‘button pushing’ worked. The topics of discussion while I was sitting in on the show were: jurors in the UK, overweight pets, and pension changes; a variety of topics, but all were clearly of interest to the general public because the phone was off the hook the entire time I was there. There were also two guests in the studio to discuss some of the topics with Nick from a more professional level rather than the opinion based level that the majority of the program was on.

As the programme was coming to an end, I met back up with Dave and Stephen to discuss what was on schedule for their afternoon programme, before heading to the daily 11am meeting. At the meeting Dave and Stephen filled everyone else in on the schedule of the show and then left to get back to finalizing song playlists, etc. They left me with the news editors who talked about the important issues of the day locally/regionally that should be included in the afternoon broadcasts as well as for the following morning’s Breakfast Show. When the meeting was over I sat with Rita, one of the News Editors and talked about all aspects of radio, both in the US and in the UK, comparing and contrasting the similarities and differences to commercial radio, and the advantages and disadvantages to the different formats. Rita was also immensely helpful in suggesting other people whom I may be intrerested in talking with/interviewing.

After a brief break for lunch I moved into the stdio with Dave for Stephen’s show. The first hour of the show revolved around a contest called War of the Workforce, followed by interviews and other topics of entertainment. I spent the three hours of the programme answering calls from listeners, talking on-air about Reader’s Digest (and blimps..), and speaking with the guest on Wednesday’s show, 14-year-old Josh Worley. Josh started his own radio station South Norfolk Youth Action (SYNA Radio) about a year and a half ago and just recently won a local youth achievement award.

Overall another productive and informative day at BBC Radio Norfolk. All of the staffers are so friendly and helpful and told me I was welcome back for a shadow-day anytime, or for anything else I may need for my research. I still need to connect with someone at Future Radio, and I’m hoping I will be as lucky with talking with them as I have been working with BBC Radio Norfolk.

Hours: 7 hours

Total: 8 hours

This week I completed four more hours of the experiential component of my Humanities 310 project.

If you happened to be shopping at Morrison’s between the hours of 11.00 and 13.00 on Wednesday than you may have seen me in my scout uniform bagging groceries with the Explorer scout group I volunteer with… Yes that’s right, bagging groceries.  In the U.S. helping out at the local supermarket would never be considered community service since almost every store employs grocery baggers. In England however bagging groceries as community service makes a lot of sense.

Because you can take the 25 or 35 bus directly to and from Morrisons a lot of older people tend to shop there since there is less walking involved.  Often times these older people have difficulties bagging their own groceries. That’s where the scouts come in.  Although I found it a bit awkward at first asking people if they wanted their groceries bagged for them most people were quite happy to not have to do it themselves. Even many of the younger shoppers complied.  One young customer’s face lit up in a similar fashion to mine every time I go to a gas station in New Jersey.  Overall it was a good experience doing some community service in Norwich.  All of the scouts seemed to really enjoy themselves and Morrisons really appreciated our help. Ever since I stopped bagging groceries in high school I never thought I would have to do it again but this time it felt as though I was doing something worthwhile.

Tonight I attended another Explorer Scout meeting.  Lucky for me there was no twenty minute walk involved as we met in Earlham Park for a “Scoutwide Game Night”.  This meant that both the Cub Scouts (Ages 10-13) and Explorer Scouts (ages 14-18) were present. After distributing glow sticks to everyone we headed down towards the center of Earlham Park where we played two hours of “The Peg Game”.  I had never heard of this game before but it was actually pretty fun.  We were divided up into two teams.  One team was made up of “attackers” and the other team was “defenders”.  There was a clothesline strung between two trees about 4 feet off the ground.  The glow sticks were put in a circle surrounding the clothesline.  The “attackers” were given clothespins or “pegs” and the goal was to attach them to the clothesline without being tagged.  The “defenders” goal was to tag the “attackers” before they got inside the glow stick circle. If tagged the attacker would have to forfeit his/her peg to the defender.  Whichever team had more pegs at the end would win the round.

During the first round I was an attacker.  I managed to get a few pins on the line before the round was over and my team emerged victorious! Being a defender was not as fun. You had to be more stationary and it was difficult to spot the attackers running full speed through the woods.  We switched sides two more times and before I knew it it was almost 9:30.  My legs were quite tired from all the running by the end.  It had been awhile since I played a game like that but I really enjoyed it.  I even got told I was a fast runner by a ten year old.  Although I would beg to differ if that’s not a good compliment than I don’t know what is.

One thing i’ve begun to notice about scouting here compared to the U.S. is that it’s geared more towards the social aspects than the rank advancements. Although I have helped the Explorer Scouts work on their cooking badge, the other meeting I attended we made troop t-shirts and last week when I was in Denmark they went bowling.  Originally I thought it was odd that a scout meeting was scheduled on a Friday night from 7:30-9:30 but because of how social a group it is for these kids it now makes perfect sense.  All the scouts present really seem to enjoy themselves at meetings and everyone seems genuinely excited to be part of the group.  This is more than I can say about many scouts that I have encountered in the U.S.

Volunteer Hours: 4

Total: 9.5

“Education is the transmission of civilization,” (Will Durant) therefore, factors such as what we teach, how we teach, and who we teach in our education system should send a message about your society. Afterall, Durant states it is indeed a direct representation of our civilization. As I have been volunteering with an organization, BUILD, for the past three months I have been observing how the English education system, as well as the society, regards individuals with learning disabilities. Furthermore, without the ability to control it, I have been analyzing the American education system as well. Does our society and the English society have full acceptance of individuals with learning disabilities, or are they still viewed as burdens? What kind of support is provided to individuals with learning disabilities? Is that support enough?

Rarely do we think of what teenagers and adults with learning disabilities have to deal with when they enter educational and social settings. BUILD, which is a Norwich based organization, uses a range of services to reach out to individuals with learning disabilities in the Norfolk area. These services include socials where individuals get to interact with mentors/volunteers and other participants of the program, one-on-one mentoring, educational programs and etc. Through this organization, individuals get to expand not only their social skills, but also gain comfort and confidence. Organizations like BUILD provide individuals with learning disabilities services and needed advice that the education and the government system does not. From the success of the organization, it is safe to say that the volunteers and the participants are doing something right. But it is also unfortunate to say that organizations such as BUILD is non-profit and relies on the donations of individuals. It is important to further question what kind of support the government and the education system in U.K. provide to individuals who might need further help, and whether that further reflects our society’s view on individuals with learning disabilities. Some of these questions I hope to further answer in my research paper.

One workshop that BUILD is hoping to hold within next few weeks with which I’ve been helping to organize is regarding educating participants of BUILD in government, policies, and voting system. When I heard the plan that the director of the organization is organizing, I was impressed and excited, because even I still need help with learning about UK political system. However, the demographics of voting are not positive. Although 80% of people with learning disabilities are registered to vote, only 1 in 6 participated in their local election and 1 in 8 in the last general election. Upon further research and discussion, it seems that the complexity of the system, and a shortage of accessible information keeps individuals from actually voting. Therefore, BUILD’s workshop would encourage individuals to get involved and educate in areas where the society and the education system fails to do so. The first goal is to have more accessible information about candidates and the actual voting system. I wonder for why the running candidates do not reach out to individuals who have learning disabilities. The possibility is that our society still does not view all individuals as equals, equals in learning, achieving the same level of success, or picking their next leader.

As I  continue to volunteer with BUILD, I learn that such organizations pick up the slack of where the actual system fails. We should all further question what does our education system represent, is it a mirror image of our society?

I plan on exploring this further.

Interview with John Osborne, member of Aisle 16**

On Monday night, at the Norwich Arts Centre, I got to play member of the press. Showing up for my interview with Aisle 16, I bought my ticket for the show and asked at the front desk where I could find the poetry group for their interview. They sent my name back, and I got escorted into the performance area not only for my interview, but o see a little tech setup behind the scenes action (pretty cool). There, I spent some time talking with John Osborne, of Aisle 16.

Since my arrival in Norwich I have noticed that there is a very accessible and large poetry scene here. Osborne gave several reasons he thought that Norwich was unique. The first is UEA, which brings a lot of good caliber writers to Norwich. The second is the Bird Cadge which opened in 2006 when Osborne was a student at UEA. While Osborne admitted, “I can’t really say how it’s different since I don’t know a lot of other areas,” he was willing to say, “it’s better than other areas and when people come to t he area they are impressed with it.”

In the history of Norwich and East Anglian poetry there is a long line of rural and agricultural poetry. But Aisle 16’s poetry, and the contemporary poetry in Norwich has moved significantly away from that. Osborne suggested that this is because poets write about what they know, what touches and influences them on a daily basis. For those poets, farming was central to their lives, but today that average person in East Anglia may never visit a farm.

I asked Osborne how Norwich and UEA influenced his experience with poetry. He admitted, “I really didn’t have any knowledge of poetry. I liked song lyrics but I had never heard of performance poetry until my time at UEA. I learned about performance poetry from my friends and people I met at UEA.” This is just another way that the contemporary Norwich poetry has changed from the time of Bloomfield and other historic East Anglian Poets. With the university there begins a learning process and collective exploration that was not there before.

In my studies of East Anglian poetry, and poetry in general, I have always been more familiar with the published and printed poetry rather than the spoken word poetry. When asked to comment on this Osborne suggested that performance poetry is a cross between stand-up comedy and poetry. There are some live poems he would never publish because they just don’t look good on paper. But when you hear them, they are brilliant. Others don’t sound as good, they might be really depressing and people just don’t want to hear that. You always have to keep in mind your audience. But hopefully a poet’s persona as a published poet and a performance poet is not too different. He offered an analogy to a vendiagram to explain this. One circle is you when you perform, the other is you when you write. The center overlap is your identity as poet. The bigger the center the better more successful poet you will be.

Osborne's vendiagram of poetry

When asked the classic chicken-egg question: what came first, the poetry or the theme of the show? Osborne explained that in this case the theme of ‘going home’ came first, and the poetry was written around that, but that that is not always the case. With the publication of Aisle 16 book, Live from the Hellfire Club, Osborne noted that they would still consider themselves a performance poetry over a written poetry group.

Finally, for all you aspiring poets out there, Osborne’s big piece of advice is to write everything down. Keep a notebook by your bed and write down all your ideas, even if they are just words or sentences. Because, as Osborne explains, the blank page can be hard to conquer and it is much easier to start with some old ideas.

**Please note that despite the use of quotations this post is a paraphrase of what was said during the interview with John Osborne

The Show: Local Boys Done Good

The show itself was fantastic. It combined both the spoken word of the poets and various videos and music which flashed and played on a large projector screen behind them. It opened with a piece on the awkward teenage years, by Tim Clare, which he performed at the UEA Grad Bar the week before. Then, Aisle 16 members Ross Sutherland, Joe Dunthorne, and Chris Hicks performed an interactive poem called, “Raise Your Status,” which, as the title suggests, offered various comical ways to raise your status. But both these acts served simply as an introduction to the real show.

After the break, Sutherland introduced the theme of the show by defining ‘home.’ He touched on Freud’s Beyond the Pleasure Principle, and used a circular diagram to describe the progression of the hero after he’staken away from home as he seeks to return home. However, Sutherland asked what would happen if suddenly the diagram was flipped, and home was on the dark uncertain side of the circle, and we were trying to escape home rather than return to it? I found this very moving, especially when he said, “Home is the place that knows us better than anywhere.”

The cycle of leaving and returning home

After this introduction each member of the group discussed their experiences performing in their hometowns, while a video clip played behind them. Each member also performed the piece they wrote for their hometown.

John Osborne, first performed his piece “Local Boys Done Good” in the town hall of his hometown in Brigg. Ross Sutherland wrote “When Paper Boys Roam The Earth” about his hometown Coggeshall Essex and performed it in the Chapel Pub there. Joe Dunthorne read his poem about the rough nature of the city Swansea in Wales where he grew up entitled, “Wild Wild West.” Chris Hicks grew up in Quarley, Hampshire. Unlike the performers before him, Hicks had a terrible time doing the show for his hometown and called it one of the “worst experiences of his life.” He performed two poems, “Monkstone Demands 20” about the neighboring town, and “Yesterday Reenactment Society.” And last but not least, the show closed with Tim Clare who explained his experience going home where he realized, “My hometown had done better than I had.” Because the town had done so well, the only venue he could book for him hometown show was the playhouse. And to close the show, Clare performed a touching song (which unfortunately I cannot find a video of) on a ukulele called, “Think of England.”

The show offered something for everyone: comedy, drinking, frustration, and a poignancy that forced us all to consider how our hometowns have shaped us, how as children we dreamt of getting far away, and how as adults we must eventually return and confront a place central to who we are.

Hours: 3

Total Hours: 3

Today was the re-opening of Strangers’ Hall to the public, thus meaning it would be busy today. I got placed in the Undercroft, which is where they hold all the children’s activities. Once again I was instructed to make a robot/invention sort of thing for the children to look at. That fell way to the many little visitors that soon took up all the table space.

After learning about Victorian cleaning tools and techniques, the children were instructed to make some sort of cleaning invention or robot. Now with children there from ages 2-10 you can imagine the variation in things being created. I saw a total of 3 castles being made, 2 homes, 4 rubbish cleaning bins, a beauty bin and a video camera. I thought it was incredible watching the children who were given a box and a table of various papers and bits and see their imaginations at work. And I was also surprised that the children took to the craft. I must admit I was a bit skeptical about the idea of the craft, but the children had a great time and really used their imaginations.

Before the children came down to make crafts, a woman from the press was at the Hall to take pictures of the conservation that was happening. Today there was no conservation happening of course because it was just re-opened to the public. So we had to put together a sort of “scene” that made it look like the museum was still conserving something. One of the volunteers was used in the pictures to demonstrate how the equipment was used. He kept nicely arguing with the photographer about how he is supposed to be properly using the equipment compared with what she wanted to make a good picture. In the end, it is always what makes a better picture than wins, not the accuracy of the scene. And I know that is how most things are with the press and the media, but it still frustrates me as a historian…I’m all about accuracy, accuracy, accuracy! I guess we’ll see what the museum has in store for me later this week!

Hours logged: 3
Total hours: 9