literature
Shakespeare and a Pigeon with a Death Wish
Summer has arrived in Spain. It’s been pleasantly cool up until now, but yesterday somebody upstairs decided to crank up the thermostat. Two months ago it was finally warm enough to ditch the thermals by night, and now it’s shirt season. Which, for anyone who knows me, suits me just fine.
I haven’t done a random regular update in a while. I guess that with all of the to-and-froing after Semana Santa I’ve hardly had the time: in less than a month I’ve been to El Rocio, Sevilla, Cordoba, Barcelona, Andorra, Calatayud, Monfrague and Jerez de los Caballeros, not to mention taken part in a Romanian art school exchange and worked a weekend at an English immersion event. It’s been pretty non-stop since the 23rd of March. But life goes on, and as I try to make clear on this blog, life is not one massive series of amazing year abroad adventures – unless you count the everyday as an adventure in itself, and I wouldn’t blame you if you did. It’s full of trials and tribulations of its own.
Well, what’s to say? Here I am in the staffroom at my afternoon private school, waiting for my Upper Sixth class to arrive for a catch-up class (I’m still making up for those hours I lost by being in Barcelona, one month later – take note, future me!). It’s hard work but rewarding, teaching Upper Sixth… They don’t all take part as they should, but those that do do so with a spectacularly high level of English. The others are just as good, if only they’d speak more (an eternal problem with teenagers). I look back to the honeymoon period when I’d first arrived and it was a barrage of questions from all sides… but even if they aren’t as proactive with familiarity, at least being settled pays off. And at least I know their names. It hardly needs saying, but that’s crucial to good relations.
Teaching at the public school this morning was uncharacteristically problematic. For the first time this year I forgot to set my alarm, with the result that I only woke up at the sound of my flatmate leaving, some fifteen minutes before my first class. In my haste to leave I startled a recently fledged pigeon that had been sitting on the doorstep of the block of flats which, as Fate would have it, flew straight under the wheels of a car. In that dark mood I went on to teach two Lower Sixth classes about the End of the World, painfully aware that the biggest challenge – trying to teach Shakespeare – was still around the corner. Even so, I’d prepared a nifty presentation for the job, which would do the trick.
Provided the computers were working. Which they weren’t.
For the second week in a row my premier class had to suffer an off-the-cuff lesson where all the visual prompts and gags had to be done manually. I’ve got to say it; if my mother hadn’t gotten me into drawing, I don’t know what I’d do in such situations. Drawing skills are a genuine lifesaver in teaching. No PowerPoint? Whip out the chalk. Trouble explaining a word? Draw it. Need to motivate the kids? Get scribbling. It’s a defibrillator that never runs out of juice. I owe my parents, my friends and my art teachers so very much for encouraging me on that front. I don’t know where I’d be without a pencil in my hand and an image in my head.
It’s 15.30. My Upper Sixth class should be here in a couple of minutes, but if they play their usual ‘I went home for lunch’ card, I’ve got at least another twenty minutes until they turn up. In the meantime, I’ll get prepping their mock exam. Let it never be said that a language assistant is a cushy job. You land a job as good as this, you’d better earn it. BB x
Diamond in the Rough
This week started just about the same way as every week begins, with me waking up to the sound of my seven o’clock alarm, with the morning’s first class just an hour and a quarter away, and finding myself struck with the weekly conundrum that is ‘now, what am I going to teach today?’.
For the first three weeks I had some stellar lesson plans, but we’re filing into my fifth working week here now (I told you before, my observation week became my first teaching week) and my tried-and-true classes have come and gone. Four down, twenty-seven to go. Since in school I teach across the age-groups, from six to twenty-two, I have to split my material in half depending on their ability, which requires two new lesson plans each week. Not exactly a challenge, per se, especially when several of those are shared between groups, meaning it’s possible (and highly recommended) to recycle material; but it’s a weekly problem, after a weekend spent traveling, partying or what have you, that on Sunday night the question is always there on the tip of my tongue as I bed down for the night. What am I going to teach them today?
Today I thought I’d brave it and try literature on the kids. Foolhardy, I know, especially after my last attempt at sparking some creativity amongst the would-be dullards, but I’m not about to give up on them yet. To spark their interest – and since I’ve just spent most of the weekend reading the tale – I kicked things off by drawing a blackboard-sized Moby Dick on the board, complete with scars, harpoons and rigging. Most of them had heard of it, but understandably, none of them had actually read it.
Well, not quite. One of them had.
I did a little double-take at this and made him explain the plot to the class. The way he put it, in English, a language that is not his own, told the tale better than Herman Manville (personally, I found the text hard-going, turgid even, though the story itself was impeccable). Better yet, he beat me to it and cited Manville as the author. I thought I’d let him sit on his laurels for a while and ask the others for any books they’d read recently, but they just stared blankly at me, as though I’d asked them if they’d like to spend the rest of the day doing quadratics. Moby – the pseudonym I shall forthwith use for this very literate kid – had his hand up the whole time and went on to tell me about Bram Stoker’s Dracula, Jules Verne’s Around the World in Eighty Days and Edgar Allan Poe’s The Tell-Tale Heart. That he had read them in translation is beside the point. This is a boy of fifteen who’s busy working his way through the classics.
As I was struggling to elicit some kind of interest from the rest of the class – who, as you might expect, were getting visibly bothered by Moby’s contributions – my colleague spent the hour taking notes of other writers that he might enjoy, amongst them Arthur Conan Doyle and Charles Dickens. One of Moby’s companions lost it and complained loudly that it was unfair that only Moby was talking. My colleague and I soundly brought him down a size by repeating that all I was asking for was a story any of them had read, and that as Moby was the only one who was willing to talk, they only had themselves to blame for their silence. I opened the floodgates a little by allowing them to tell me about a film or television series they might have seen, but on that inch they took a mile and missed the point completely; three accounts down the line I had to remind them that match reports, game shows and reality TV are not stories, and consequently didn’t count.
Pushed into a corner, one kid looked very chuffed to say he thought his favourite TV show, a Spanish version of Match of the Day, was far better entertainment than any book he’d ever read. Granted, he probably hasn’t read very widely – I hadn’t at his age – but for good measure I told him that a show where two obnoxious early retirees discuss what happened, what might have happened, what should have happened and what might happen next time in a football match for an entire hour could hardly be as entertaining as a decent read. I could have done worse, of course, but I held back. Most of it went over his head anyway, as it was supposed to. I’m not foolhardy enough to let my personal prejudices against the tedium that is the world of football discussion ruin my relationship with my students, who already know I’m none too keen on it.
As you might have guessed, I was getting pretty frustrated by this point. I’ve learned to mask it after a month of teaching these kids, but it’s still pretty galling when you ask a simple question and all you get in return is twenty-three gormless expressions. But Moby came back with the goods, stating that he hadn’t read any books in English yet, but that over Christmas he was going to try with Tolkein’s The Lord of the Rings. You’ve got to hand it to the kid; starting to read in a foreign language with Tolkein…? That takes guts. My parents are prolific readers and they can’t stand his writing, and sadly they’re not alone (though I, for one, can’t get enough of the stuff).
In the other establishment I work at there are several kids like Moby in every class; students who are well-read, well-cultured and whose English is streets ahead of their companions. It’s the norm in a private school. And teaching in both private and state has its merits. But kids like Moby make the state school experience so much more worthwhile, for all the challenges. Here is a boy who, despite everything, is working his way through the literary greats for the pure pleasure of it, with his mind bent on attending university in Toronto of all places. It’s kids like Moby who remind me just why it is that I love teaching. Because for all the sour looks, disinterest and gossipping that goes on, when there’s at least one kid who’s shining with promise there’s a reason to go on. Obviously you can’t cater to that one child alone – if it were that simple, everyone would want to be a teacher, I think – but as long as you know that what you’re dealing is going towards somebody’s personal development, that’s reward enough for all your travails.
As for me, I’ve got a fair amount of catching up to do. Moby Dick was this weekend’s read; The Adventures of Tom Sawyer and Robinson Crusoe await, along with Allan Quatermain (after a two-month hiatus). Maybe I’ll recommend King Solomon’s Mines to Moby when I next get the chance. It’s certainly one of my favourites. BB x
The End is in Sight
It’s the last week of exams, which means most people are finished for the year. Most people. Everyone not doing Spanish Texts, that is, which has been lovingly placed on the last Friday of exams. How generous. On the plus side, no more Arabic Literature! What was set to be the toughest exam turned out to be a relative walk in the park, compared to the nefariously difficult Persian and Arabic papers. Though the Dissolute Poets didn’t feature at all – it was never very likely that they would – I still got the chance to quote our favourite poet, Abu Nuwas, in one of the questions, so all’s well that ends well. I’ve also learned from my mistakes, balancing eloquence and originality with the academic writing preferred by one of my lecturers. I take a Beyoncé approach to essays, these days: if you like it, then you need to put a lid on it, because it’s not meant to be an entertaining read, of course. See what I did there? Yeah, it wasn’t exactly inspired. I’ll try to avoid out-and-out humour.
Still, if today’s weather sets a precedent for the rest of the term, I’ll be one happy guy. It was absolutely b-e-a-utiful this afternoon. Exams or no exams, I joined the rest of the lit crew to chill for an hour or so outside the Swan and Three in the sun, if just to revel in the knowledge that we don’t need to read up on Modern Arabic poetry, Jurji Zeydan and the maqamat anymore. I’m not free yet, but with the shackles of a history-based exams removed, I feel like flying. I’ve already been told that originality is valued over quoting in my last exam, which is much more up my street, so I’m not so worried about that. What I should be doing in the meantime is booking those flights to Amman. This time next month, I’ll be there. And that’s a little alarming… BB x
Wine, Women and Song
As compensation for far too many hours spent trawling the internet for absolutely anything and everything to do with Extremadura, I’ve finally settled back into the all-too unfamiliar rut of revision. It’s not quite as entertaining as browsing beautiful images of the high sierras, rolling steppe and quaint medieval towns that’ll be my home next year, but I reckon I’ve nearly exhausted all the internet has to offer as far as Extremadura is concerned. Even so, I’m still no closer to having a decent idea as to where I might end up, or what it will really be like to live there. Just goes to show how a little knowledge can only take you some of the way. The rest will come in time.
So I spent most of today back in the armchair in the living room swotting up on the dissolute poets of the Abbasid Caliphate and their ringleader, the infamous Abu Nuwas, lover of wine, music, lewd verse and just about anything that walked on two legs. It seems that the scoundrel managed to carve a niche for himself into the fabric of Arabian myth as a master poet of almost unparalleled skill, along the way chasing slave boys, playing out some of the earliest rap battles, insulting almost everyone and everything and generally being an all-round prankster, for which he is so wittily remembered in several tales of the Arabian Nights. So outrageous a character is he that he is one of the only characters in the Arabian Nights that infuriates Shahriyar to such an extent that he threatens to break the frame narrative and kill Shahrazad (also Scheherezade), the narrator, if she mentions him again. Twice. But he’s obviously just too big a character and crops up time and time again. To give you an idea of his style, here’s a verse from the Mathers translation of the Arabian Nights. Obviously it sounds better in Arabic, but it’s such a high style Nuwas uses that it’s well beyond the comprehension of a second-year Arabist, and the meaning’s clear enough. Here, Abu Nuwas describes one of Caliph Harun al-Rashid’s slave girls, whom the Caliph has ordered to conceal a wine goblet in order to prevent the rapscallion from drinking any more:
Even as I desire the cup
The cup desires
Lips secret and more pleasant
And has gone up
Within her garments hollow
Whither the cup aspires
Nuwas would follow
If only Harun were not present.
Raunchy stuff. His legacy extends beyond the Arabian Nights; most of Baghdad’s nightclubs and restaurants are based in Abu Nuwas Street and the city is home to an immense statue of the rogue, with wine goblet in hand. For a man who is essentially the Arab world’s most glorified scoundrel and bisexual, it’s a miracle IS hasn’t done away with the effigy. And long may that be the case. After all that reading, it’s got to be a life ambition of mine, to see that statue with my own eyes. Let’s just hope the linguistic brilliance of his poetry continues to outweigh his lewd behaviour.
That was a little too informative for a blog post. But, as usual, I thought I’d share it with y’all in case you’re interested. My friend and I have some kind of cult-hero thing going on with Abu Nuwas so I’ve probably got the guy blown way out of proportion, if just in the vague hope that he comes up in the upcoming exam, so that I can use all this knowledge I’ve gleaned. I guess that’s the point of revision.
Oh, but hurry up next year already! I’m chomping at the bit to get teaching, wherever it is that they send me. As if that wasn’t already obvious… Until the next time! BB x
Back to the Drawing Board
The waiting game continues. The last language exam is around the corner and then it’s two essay-based exams and then I’m done on the academic front – for the time being – and it’s headlong into three weeks straight of rehearsals, gigs and parties. Isn’t that what summer’s for? As I explained earlier, there’s quite a bit of admin to get through, and I’ve already set out on that, but I can’t tackle the two most pressing until I have a vague idea exactly where it is I’ll be spending the bulk of my year abroad. So roll on Friday! I’m kind of past caring where the British Council send me now, I’m sure it’ll be an enriching experience wherever it is. How’s that for prefabricated merchandising?
So today, tired of revising Arabic grammar, I shut al-Kitaab for the first time in days, shoved it down the side of the sofa and turned my attention back to La Celestina, one of the texts I’m supposed to be writing about in next week’s exam. I’d quite forgotten how good it is. More than that; by academic standards, it’s praiseworthy to say the least, but even as regular books go, it’s really quite amusing. A lot of the gags and stitch-ups are as true-to-life today as they were then. The birth of satire, or something like that. If I can spin a yarn like that in the exam I should be alright. We’ll see. Long ways to go, really – we’re talking next Friday. When that’s over, I’ll be finished, so it ought to be at the bottom of my priorities. But it’s a heck-of-a-lot easier to revise texts because it means I can doodle and muse to my heart’s content and still call it revision. Brilliant. So I thought I’d share with you one of my revision doodles. Featured are Areusa and Elicia, two subsidiary characters from the tale. Yes, they’re quite clearly based on Margaret from the latest Poldark series. So judge me. I’m hooked. It’s a bloody good job the series ended the weekend before my exams began, or I’d really have been doomed. Small mercies! x


