Saturday 27 November 2021

Why Randomise your French?

 Joe Dale has contacted me to let me know he's made a Spinner Wheel out of one of my Keep Talking Sheets


In the picture you can only see two of the four wheels. You can click to spin each wheel individually or spin all wheels at once. They are designed so that they produce grammatically correct French. Whether or not the sentence makes sense, is a different question. When you have spun the wheels, it will pop up the result in a text box for you to read.


Joe actually referred to it as a Sentence Builder but if you look at it, you will see it's not about building a sentence. When you have spun all 4 wheels, it doesn't come to a full stop. "I can sing in the garden, but if it is cold..." is the random sentence I got by spinning Joe's wheels. So now I need to spin again to carry on.


So I now have, "I can sing in the garden, but if it is cold I like to play the trumpet at the youth club, but if it rains..." and round again we go.

So the French is grammatically correct, the meaning is random, and the lack of full stops makes it ultimately incoherent. So what is the point?

There are 3 points.

1. Showing pupils that writing and speaking French doesn't happen by magic. It is built out of recombinable chunks.

2. You don't start with a blank piece of paper or a blank mind and wonder what to say and come up with nothing or come up with something you can't say. You start with the chunks, and make something out of them.

3. The French is actually easy. You just use the chunks you have been learning. You practise using them over and over. But the real job is, once the French is flowing, to make sure it makes sense, to make it coherent, to make it something you do want to say.

Joe was really pleased to send me this, because he knows it's something I have been looking for for a very long time. In 2006 the tech department made me one out of wood, with spinning cardboard tube barrels. And in 2011 I made this machine for writing French:



Instead of spinning barrels or wheels, this one works with a shape sorter. But it works on the same principle of producing a long sentence in French through mechanical non magical means. It was part of a series of sessions for a group of disaffected boys, to change their attitude to French by showing them the step by step processes.

So it might seem odd to produce random sentences, but it is the physical, mechanical nature of the process that we are trying to emphasise.

We do the same thing in speaking activities in class. We use dice for conjunctions so that where a sentence would end, the pupils always have and, but, so, for example, especially if, because... and carry on.


We tell pupils we want them to beat the world record for the longest French sentence:

This often brings two different reactions from pupils. One is that pupils love to make silly sentences, enjoying the creativity and fun. The other is that they desperately want to take control and make it make sense. Both of these reactions are good.

And the next step is to work on the coherence, taking one idea at a time and developing it. But the ability to talk and talk spontaneously, giving opinions and justifying them, always reaching for a conjunction to carry on, is the core of their repertoire across all topics. In the GCSE Game Plan, it is playing the ball out from the back, keeping possession without taking risks, moving the ball confidently and moving into space to get the ball back. (Before moving into the opposition half to try something fancy or score a goal.) In the food tech metaphor, it is the cake you can always make out of store-cupboard ingredients. (Before putting on the icing and smarties.)

So Spinner Wheel and Flippity are both fantastic for showing pupils how you start with the ingredients and combine them to create French. How do I use them in class?

I actually use them very rarely in class. In the early but important stages of moving pupils to thinking about how to use the French they have learned. It's as an initial demonstration rather than as an activity. Firstly for the mechanical process of putting chunks together. And secondly for evaluating meaning and coherence. Is our sentence a good one or does it need tweaking? Flippity has the ability to re-spin or even nudge the barrel, which is fantastic for sorting out sentences that are grammatically correct but not logical.

 I do like to use them for homework. Asking pupils to spin and write down the sentence in French and English. Because it's an activity they have to do, without being able to just use google translate.

I know other people use them differently. For example with the barrels/wheels in English for pupils to translate. Or with infinitives that the pupils have to conjugate depending on the person. Esmeralda Salgado's amazing blog has great examples.

We have come a long way since spinning toilet rolls on bits of wood!




Saturday 13 November 2021

Part Two. Sartre, Proust, Almodóvar -Volver.

In Part One we met our three protagonists: Proust, Sartre, and Almodóvar. Let's see where we left them...

Marcel Proust. Life wasted because we all seek the anesthetic of habit to ward off the paralysing fear of death. Moments of liberation through art and ultimate hope of salvation through his own creativity as a writer. Moments of ecstasy and a sense of self through the senses. Anesthetic, aesthetic, synaesthetic.

Jean Paul Sartre. Our experience of the universe always mediated by human senses and conceptualisations. The meaningless absurd universe is disconcerting, but ultimately it is us that give it meaning. Just existing is a creative act. We determine our own identity, create our own self and our life's meaning through our actions. And it is our responsibility to accept this freedom and act authentically, without falling back on the excuse of how society expects us to behave.

Almodóvar. In his own life, embraces freedom as he comes of age at the end of the dictatorship. Personal, political, sexual, religious, artistic freedom. Paralysing fear of death makes him question the validity of constantly striving to be authentic.

In his films. Likes to play with layers of fiction and reality. Sets up his films as a petri-dish to explore philosophical ideas. Is on a trajectory that can be plotted on a graph where over time the emotional impact of his films is heightened, and the intellectual games become less frequent. His attitude to romantic or sexual love is becoming less hedonistic and turning into a worry about self gratification, predatory relationships, abuse. This is replaced by a strengthening attitude towards family love. And through all these shifts across his career, the one constant is the human voice. One person telling their story to another.

This concern with authenticity in life and the destruction of death come to a head in the pair of films Todo sobre mi Madre  and  Volver. Both films are set up around a strong female character who has to rebuild her life after a tragedy.

In the contrast between the two films, we can see Almodóvar's trajectory away from intellectual games, towards more direct personal and emotional impact. Todo sobre mi Madre is a film full of references to other works of art. All about Eve and  A Streetcar named Desire are explicit parallels for Manuela's life, entwined into the fabric of Almodóvar's film. They are elegant, clever, playful. But what is their role in a film about the devastating impact of the death of a son? These explicit intellectual references seem to detract from the emotional impact of the film. For Proust, works of art provide ecstatic moments of meaning. In this film, Almodóvar is using works of art to intellectualise, to keep the overwhelming fear of death at arm's length, as a form of existential anesthetic.

In Volver, Julieta and Dolor y Gloria, Almodóvar is on a deliberate trajectory to reduce the overt intellectual interplay. And by forcing himself to renounce many of his trademark set pieces, he enhances the emotional and personal impact.

In Volver, there are no overt parallels with other works of art. Optical illusions, reflections and superimposition of images are almost entirely avoided. Comically placed posters and adverts have almost gone. There are no flashbacks, even though the film constantly refers to dramatic moments that happened in the past. The typical Almodóvar Latin American song is hidden as a flamenco version of a Carlos Gardel tango. He even hides the conflict between blue and red in amongst purples and pinks and a particularly nasty pair of orange curtains. And an A Level student unfamiliar with Almodóvar's other films could be forgiven for thinking that it is simply a story.

The intellectual themes have not gone away, though. They are just subdued or hidden. Visconti's Bellissima is there throughout the film with its neorealist scenes of working class domestic life. In scenes where a mother in heels drags her daughter tottering through the street, a bus lit up on the inside, characters shouting messages from windows, seeking escape by a river, a mother and daughter embracing on a bench. In its story of a mother taking her daughter to an audition. In its obsession with cinema. In its use of members of the public instead of actors, or actors who are not actors playing themselves. And finally, at the end of Volver, Irene is watching a scene from Bellissima where a father tells a story to a child. The human voice (with subtitles).

At the end of Part One, I left you with a quote from Almodóvar and promised to show you how Volver resolves his existential(ist) angst.

Tengo la impresión, y espero que no sea un sentimiento pasajero, de que he conseguido encajar una pieza (cuyo desajuste, a lo largo de mi vida, me ha provocado mucho dolor y ansiedad, diría incluso que en los últimos años había deteriorado mi existencia, dramatizándola más de la cuenta). La pieza a la que me refiero es «la muerte»; no sólo la mía y la de mis seres queridos, sino la desaparición implacable de todo lo que está vivo.

In Volver, Almodóvar returns to the region of his earliest childhood: rural La Mancha. Having made his life and fame in Madrid, this is a Proustian return to childhood and family. His sisters were present for the filming, advising him on details and even cooking the flan that we see being turned out from its pot. He has said that he felt the presence of his mother in the making of the film, as a positive and lasting influence in his life after the shock of her death. So for Almodóvar, this film is personal.

The protagonist Raimunda has moved to Madrid. But has not found freedom and authenticity. Her life is "sin sentido" in two senses - meaningless and also without feeling. Proust's anesthetic of the humdrum that keeps desolation away. But the film becomes a painful yet powerful throwing off of the lack of meaning. It shows the protagonist (and Almodóvar according to the quote above) managing to fit the pieces together, making sense of what for many years had caused pain and anxiety.

Almodóvar orchestrates this transition through a beautiful series of scenes where all of his signature cinematographic traits come together to tell us what is happening. Starting with the familiar conflict between the blue of anesthetised inauthenticity and the saturated red of action and taking back control.

Raimunda's life in Madrid is characterised by the colour blue. A washed out cold blue. The blue light of the scene where we see her not having sex with her husband. The blues and whites of her interminable jobs in the restaurant kitchen, the laundry, the airport. A life of drudgery and emotional paralysis. Then Almodóvar's screen is split down the middle. Blue on the left. Red on the right. A huge bright saturated red foregrounded firehose in the red corner. And in the blue corner, Raimunda in a moment's pause from her cleaning job. Ringing her daughter who does not pick up.

And then the entire screen turns red. Inexplicably. Is it the side of the bus we are about to see? It is a powerful transition and change of mood that is going to change Raimunda's life.

The next thing we see is her daughter Paula, wearing red standing at a red bus stop. The bus arrives. Red on the outside, blue light on the inside. And as Raimunda steps out from the blue into the red, we see the advert on the side of the bus: "Volver a Sentir." Volver a Sentir. That's the promise of this scene. There's a crisis coming, but one which will precipitate the need for action and for Raimunda to rebuild her life.

And it's the message of the song, "Volver... Vivir... Sentir..." where Raimunda sings for her daughter, but simultaneously sings to her mother and for her mother. As all three generations, all three versions of Almodóvar can put their lives back together.

And there is another version too. Agustina. Agustina the neighbour who never left the village. The version of Raimunda who never left, the version of Almodóvar who never went to Madrid. Another sort of fantasma in this film of ghosts. Agustina, dressed in green, the colour of the biological cycle of life and death. Agustina who smokes joints, has her gravestone ready, and who ends the film on painkillers, anesthetised waiting to die. Agustina is Proust without art, Raimunda without her mother, and Almodóvar without film.

So what is the moral of the story? As usual with Almodóvar, it is about the telling of the story. The human voice. We don't see a flashback of Paco's death. We see Paula telling Raimunda. We don't see a flashback of the day of the fire. We see Irene telling Raimunda. All Raimunda and Irene needed to do was talk. For Proust it was art, for Sartre it was action (or writing if you were more of a writer than an action man, sorry, Sartre) and for Almodóvar it isn't fame or putting your daughter on the stage or even the cinema, it is relationships.

If Todo sobre mi Madre couldn't answer the question, "What is the point of life if we are all going to die?" then Volver answers it. Irene talks about purgatory. Almodóvar says, "Ya lo dijo Sartre mejor que yo. El más allá está en el más acá." - Sartre said it better than I could. The beyond is in the here and now. Heaven, hell, redemption, judgment. It's all right here in this life and what we make of it.

With the return to put things right, the reconciliation, Almodóvar has flipped the question from "What is the point if we are all going to die?" to the answer: "We only have one life. Don't mess it up."


Thursday 11 November 2021

Sartre and Proust and Almodóvar - Part One

 Talking about Volver, Almodóvar has said, "Ya lo dijo Sartre mejor que yo: el más allá está en el más acá." And we know that he first met Carmen Maura (who studied philosophy) in the years of the Movida Madrileña when they were working on a theatre production of Sartre's Les Mains Sales. So I feel justified in talking about the deep influence of Sartre on Almodóvar's thought and creativity.

I have no evidence of Almodóvar referring to Proust, so I am perfectly happy to accept that this is my own personal lens, when I see Proustian characters and philosophy emerging in Almodóvar's films.

A brief summary of Proust and Sartre's ideas, and you may well start seeing the parallels in Almodóvar's work for yourself:

Proust was a French novelist writing about the period before and just after the First World War. His main concern is with death. Fear of death - his own and of his loved ones. Death and its influence on life. A numbing influence where the habits of society and the expectations of social class act as an anesthetic to avoid confronting too much reality. This anesthesia takes over the life of Proust's protagonist Marcel, but slowly he has glimpses of salvation through the aesthetic. As a deliberate antidote to the anesthetic: Music and art offer moments of true being and experience free from the numbing fear of death and habit. In Marcel's case this is famously through a kind of synesthesia, where smell and memory and art and music come together to provide liberation. And for Proust, the artistic act of writing the novel brings meaning to his life and the time he has lived through. Anesthetic, the aesthetic, and synesthesia. Neat. Except it took a seven volume novel to get there.

Sartre was a French philosopher writing in the middle years of the twentieth century. He is most known for exploring phenomenology and existentialism. Both of these are found in Almodóvar's work. Phenomenology is the idea that we cannot perceive the universe directly. All our understanding is mediated by our senses and our concepts. This leads Sartre on the one hand to the idea of the absurd. And on the other hand to existentialism. The absurd universe is a universe without meaning. For Sartre's protagonists this can be nauseating and disorientating. A turgid world of fog and mud and tides. For other writers such as Robbe-Grillet the absurd universe can be rich and full of shapes, sounds and colours to experience and explore. But always at arm's length, without being able to find meaning. Robbe-Grillet also strayed into Almodóvar's realm of cinema, with his film L'année dernière à Marienbad. But I digress.

Phenomenology and the absurd lead on to existentialism. If the universe itself is not directly perceivable or conceivable, then the act of perception and conceptualisation is a creative act. It is humans who create the meaning. Meaning for the universe and meaning for their own life.

Existentialism as a philosophy is almost redundant for us because we take it for granted. We believe without question that through our actions we become "who we are." We don't believe that we have an essence or an identity which determines how we act.

Maybe for Almodóvar, growing up under Franco and educated in a religious school, the freedom of Madrid in the 70s made existentialism suddenly very real. Artistic, political, religious, personal, sexual freedom. And maybe if his films often focus on women, perhaps that isn't an particular interest in women, but a realisation that if you want to study humans and their struggle for freedom and for authenticity, then in our society, it's in women's lives that this can best be studied.

And for Sartre and for Almodóvar, existential freedom is a responsibility as much as a right. We have the responsibility for our own actions and through those actions, for the person we become and the life we live. Authenticity is a theme Almodóvar takes on from Sartre.

In Todo sobre mi Madre, Almodóvar parodies this philosophy in Agrado's speech in the theatre, talking about how her implants and surgery have made her more authentic. "Porque una es más auténtica cuanto más se parece a lo que ha soñado de sí misma."

Todo sobre mi Madre and Volver are a pair of films both trying to answer the same question. If we and our loved ones are going to die, what is the point of making such an effort to live and act authentically? Both films set up a situation where a female protagonist's life has collapsed after tragedy. We see them attempt to rebuild their life and Almodóvar attempt to answer the question as to why it is so important to bother.

But before we get to that, and if you are studying Volver for A Level then that might be important, I am going to again digress.

Firstly to quickly look at the idea of Almodóvar's films being a petri-dish for a philosophical idea. Take Hable con Ella. This film is clearly not built around plot or character. It is taking a philosophical idea and seeing how it plays out. If there is no god and therefore no absolute morality, then how do we know what is right or wrong? Perhaps through our intentions or the outcomes of our actions? Almodóvar sets up a situation where a character commits an act that all of us would agree is horrific. But with maybe good intentions. And with a positive outcome. Do we condemn him? 

If Almodóvar condemns Benigno, it is actually on existentialist grounds. Benigno abdicates responsibility for his own live. He tries to live his life through others: he wants to be the woman on the balcony in the picture on the cover of Marco's book. He wants to lose himself inside someone else like the hero in the Incredible Shrinking Lover. The film is one big philosophical experiment. Which Almodóvar leaves unresolved, allowing the works of art that frame the beginning and end of the film to carry the moral resolution. Yes. He submits his philosophy homework through the medium of modern dance.

Secondly, what happened to phenomenology in Almodóvar's films? This is manifested in his love of layers of fiction upon fiction. Mujeres al borde de un ataque de nervios is a great example. The first thing we see looks like a terrible cheap film set. It is only later that we find out it is a model of Pepa's apartment building given to her by the estate agent (played not by an actor but by Almodóvar's own brother). We see a film of some film, we see Pepa through her own glasses. We are one step away from being able to see reality as it is. The universe is always mediated.

Almodóvar takes this into the plot. Throughout the film, messages go astray, Iván dumps Pepa through a song playing on a record, she speaks to him through the dialogue of a film they are dubbing, on a phone message... never directly. And in another incursion into French film and literature, the whole thing is paralleled by Jean Cocteau's La Voix Humaine.

And in the plot, the overlap between phenomenology and existentialism happens. Pepa alternates between living a life dependent on a man, and a life that she takes control of. Famously reflected in the alternation between blue and red. A tension, a conflict, between blue of inauthenticity and the red of an authentic life. Played out against the background of the green of the biological cycle of life and death.

Of course the same three colours, along with a white of hospitals and nothingness, can be seen in other Almodóvar films, in particular Hable con Ella.

But it's the ending of Mujeres al borde de un ataque de nervios, seemingly low key, which is going to be important to look at before we can come back to the pair of Todo sobre mi Madre and Volver.

Mujeres al borde de un ataque de nervios just seems to stop. After all the madcap action, the credits roll as two women talk on a balcony. We can't even hear what they are saying.

This, for Almodóvar is the most important thing. Two women, wearing red, who have just discovered they don't need a man to be themselves. Talking. Telling each other what they haven't told anyone else. Heart to heart. The human voice. 

Now we are ready for Todo sobre mi Madre and Volver.

Both films are about a woman whose life has been destroyed and who has to rebuild it. In Todo sobre mi Madre, Manuela's son Esteban is killed in an accident before she can tell him the truth about his father. She has to confront her past and rebuild her life. The film is full of characters acting, forging, pretending. Manuela is the strongest of the group of women, but Almodóvar's burning question is why bother building an authentic life if death will destroy it. And the ending is unconvincing. There are clear clues that the ending is not authentic. The AVE to Barcelona did not yet exist. A baby neutralising the HIV virus had not yet happened. The Argentinian General Videla had not yet been imprisoned. And the unconvincing happy ending for Manuela is not what the original synopsis envisaged. In the original synopsis, Almodóvar had Manuela telling the young Esteban the truth she never managed to tell her first son. Heart to heart. The human voice.

The reason Almodóvar couldn't carry off the ending he wanted, was because he couldn't answer the question about death. Which is why Volver is the pair of Todo sobre mi Madre and answers the question.

Talking of Volver, Almodóvar said:

Tengo la impresión, y espero que no sea un sentimiento pasajero, de que he conseguido encajar una pieza (cuyo desajuste, a lo largo de mi vida, me ha provocado mucho dolor y ansiedad, diría incluso que en los últimos años había deteriorado mi existencia, dramatizándola más de la cuenta). La pieza a la que me refiero es «la muerte»; no sólo la mía y la de mis seres queridos, sino la desaparición implacable de todo lo que está vivo.

So if we are studying Volver, how has he done this, what does it have to do with Sartre or Proust, and what is the answer to the question?

Answers in Part Two...




Saturday 6 November 2021

Using Graphs to teach A Level Literature

 In the picture, you can see the wall that my Year 12s used to display everything they know about La Casa de Bernarda Alba as they skimmed the text, read about the text, read the text, and then watched the play. It's not a finished display, more of a "working wall" as they build up their knowledge. And it's there as a visual representation, to make clear the rhythm of where the play has song, story and violence.


The whole board is a great graphic representation, with the black and white framing of "un documental fotográfico". And the colour of the backing reflects the transition from paredes blancas, to blanquísimas, to "azuladas", as the play shifts from a realistic house with pictures on the wall, to something starkly white, and finally to somewhere that seems more of a symbolic or psychological place - an effect of light rather than physical walls.

I don't know if you can quite see, but in the top right hand corner is an actual graph. Early on in their reading and re-reading of the play, the students took a list of key quotes from Act Three. They found them in the text and read around them to give them each a score for Dramatic Intensity. And then plotted them on the graph. This way they have a strong visual reminder of how the dramatic tension builds. It seems to start low, building slowly with some plateaux of calm, and then reach a violent climax.

They did the same for the first two acts. And all three graphs had a remarkably similar shape. Each act starts with more realistic dialogue, everyday social interaction, and then builds through moments of calm and tension in a steady crescendo towards a climax. And a graph for the overall structure of the play is very similar, moving from something realistic, set in Andalucia, to something more symbolic, surrealist, psychological and universal.

This grasp of the play is vital for essay writing. An answer to an essay question needs to reflect the fact that its treatment will not be uniform across the play. Almost any topic the students are faced with in the exam, will be part of this slow and controlled transition from everyday life to nightmare. And if their essays reflect this, then their essays too will have shape and meaning.