Chagall Modern Master - Tate Liverpool - Review

Tate Liverpool has established a reputation for putting on a major exhibition each summer that takes a somewhat quirky approach to the artist (Picasso Peace and Freedom 2010; Magritte the Pleasure Principle 2011; Turner, Monet, Twombly 2012). Chagall Modern Master, like its recent predecessors, does not set out to be a comprehensive biopic, rather it focuses on a formative period in the artist's career. The exhibition draws out the importance of the three years in Paris (1911-14) and their influence on the subsequent eight years in Russia (1914-22). 

The decade 1911-22 saw Chagall move from St Petersburg to Paris, where he engaged with the Cubist movement and was one of the most productive and successful times of his career. Chagall's happy sojourn in Paris came to an end in 1914 when the outbreak of WWI prolonged an intended three month visit to relatives in Vitebsk to eight years. 

Some of the undoubted highlights of the exhibition are the large canvasses, such as I and the Village (1911), The Green Donkey (1911) and The Soldier Drinks (1911-12), that combine Parisian Cubist and Fauvist influences with what became his signature themes depicting aspects of the life of Russian Jewry and of his native Vitebsk. 

This period was when Chagall became engaged (1910) and subsequently married (1914) to Bellamy Rosenfeld and thus it is understandable that some of the subject matter explores the theme of love. Lovers in Blue (1914) is an exquisite piece that captures the tenderness of moment as the couple's lips fuse into one. 

The curators are to be congratulated on bringing together such a broad range of canvasses from this period. In particular, it was a treat to be able to see "Chagall's Box" (1920) reconstructed in one room. This work comprises a series murals that were commissioned for the State Jewish Chamber Theatre: Introduction to the Jewish Theatre, Music, Dance, Drama, Literature, Love on Stage and The Wedding Feast. The exhibition closes with a rather odd glimpse of Chagall's later works, which, although the individual pieces were of merit, rather detracted from the initial theme, giving the (false) impression that the curators had run out of steam.

Chagall Modern Master is at Tate Liverpool until 6th October and is well worth the visit.

Masters of the Word by William J Bernstein - Book Review

Masters of the Word - How Media Shaped History from the Alphabet to the Internet. 

In Masters of the Word William Bernstein takes the reader on a journey through human history exploring the relationship between innovations in media and the shifts in political power. His thesis is that the ruling classes have exercised influence over the masses through control of access to the media, and that the democratisation of the media is a key factor in giving the masses a greater say in how they are ruled. 

In the ancient world through to the late Middle Ages, literacy gave power and the educated elite jealously guarded the influence that it brought. The very ability to be able to record transactions paved the way to a legal system that could resolve disputes peacefully - a legal system that ensured that power remained with the literate few. Most importantly, literacy allowed rulers to exert influence over greater distances. Hence the invention of writing and later the alphabet enabled the Summerians to establish the first empire and the relatively high levels of literacy in the Roman Army to rule from Britain to the Middle East. The importance of a literate educated elite in Christianity and Islam ensured the influence of religion. Indeed the Church of Rome retained its power through operating in Latin rather than the vernacular - thus establishing an international language for itself whilst putting up a barrier between it and most of the population. Bernstein is creative in the way in which he takes episodes from history to illustrate the part that new media have played in changing the relationship between rulers and the ruled. 

Printing Press. Gutenberg's printing press combined with greater vernacular literacy allowed Luther to challenge the power of Rome, where others (Huss and Wycliffe) has failed. The rise of Fleet Street in Britain and the one-penny presses increasingly held rulers to account, whereas in Germany, Nazi party control of many of the German newspapers helped them to power. 

Radio. Roosevelt's command and skill on the Radio enabled him to win three terms as President; in the hands of Goebbels it was the political weapon that brought together a nation behind Hitler; and in Rwanda, it was the means of orchestrating a genocide. The radio in the form of "the Voices" (the BBC, Radio Liberty, Voice of America and Deutsche Welle) also played an instrumental role in bringing together opposition groups behind the Iron Curtain. 

Copiers. One of the strongest parts of the book is where Bernstein documents the lengths to which dissidents in Soviet bloc countries, such as Alexander Solzhenitsyn, used to disseminate their ideas: 'samizdat' (using typing and carbon copying) and 'magnitizat' (using tape recordings). Despite control of the mass media by the Soviet authorities and with the help of "The Voices" these dissidents galvanised opposition that eventually led to the end of communism. 

Internet. Bernstein documents the way in which the Internet has brought about a significant shift in power, so that rulers in Western democracies are accountable more than ever before to the ruled (Wikileaks, MPs expenses scandal etc.). The Internet (in the form of Twitter and Facebook) has also played (and continues to play) a significant part in bringing about democratic change in Tunisia and Egypt (Arab Spring). Bernstein is reticent about concluding that the Internet age will bring about world-wide democratic change, arguing (after Lopez Rodo) that, although a contributory factor, it is less significant than increases in prosperity. 

There is an interesting technical strand to this book where Bernstein seems to enjoy engaging with the science behind each technological development. He explores in detail the Summerian development of alphabet, the particular typesetting issues that Gutenberg overcame, how radio signals work and were exploited by Hertz and Marconi, and the development of photocopiers.

Masters of the Word is one of those really interesting history books that explores a theme through the Ages, thus giving the reader a novel and interesting perspective on otherwise familiar ground by making new connections.  This is seen most clearly as Bernstein traces comparisons between reactions from traditionalists to the introduction of new media, whether that be the scribe Filippo de Strata predicting that the octavos of Ovid cranked out by the "brothel of the printing presses" would make young women wanton, or the criticism of the Internet and amateur bloggers by professional journalists:

"The criticisms you are hearing are the age-old howls of communications elite facing the imminent loss of status and income."  (p.323)

One note of caution, if archaeology and the history of language are not your thing then the first section of the book might be a bit dry - do persevere (or skip to the next chapter) - it is worth it. The book, like the media it is discussing, gains momentum as it heads through history.  Overall, a very enjoyable summer read. 

Thinking Allowed on Schooling by Mick Waters - Book Review

In Thinking Allowed, Mick Waters, former Headteacher, Government advisor and Director of Curriculum at the QCA, offers a biting critique of the present state of schooling in the Maintained Sector. Indeed there is more than a little "Emperor's new clothes" about the way in which Waters "tells it as it is" exposing the way in which school leaders have been forced to pander to the whim of Secretaries of State during the past twenty years. Waters does not pull punches in criticising successive Governments for meddling with the English school system - and is damning in his indictment of the present Secretary of State, Michael Gove:

"He has messed up school sport, and physical education, the arts, culture, design and technology, indeed most things he touches" (p.278).

But this is not ill-informed mud-slinging by a disaffected member of the profession. Waters is a deep thinker who has a considered vision for education, which extends beyond the experiences that children and young people have in schools. Waters has numerous positive suggestions as how to improve what goes on in our schools, but his solutions do not suit the short-term agenda of politicians in a hurry to impress and win another term. One of Waters' central proposals is the creation of a National Council for Schooling that is independent of party political influence and which can be at the centre of a much needed National debate.

Waters is hugely critical the present system where inspection and departmental dictat has forced headteachers into play games to meet targets rather than doing what is in the best interest of pupils. The chapter 'on professional integrity and game theory' (p.101ff) no doubt will strike a chord with many Headteachers in the maintained sector who feel that they have been forced to abandon many of the principles which brought them into the profession in order to secure sufficient funding to enable to do the best for the pupils in their care.

The chapter 'On the search for Equality' (p.21ff) gets to the heart of the issue, which is that children have significantly different starting points in the educational race of life. Waters uses the powerful analogy of running a 400m race with the wealthy in the inside lane and the poorest in the outside - but in this race there is no staggered start. In this race, it is possible to win from the outside lanes, but chances are stacked against you.

The stongest parts of the book is found in the chapters 'on Teachers, Learning and Classrooms' (p.139ff) and 'on Curriculum' (p.267ff).  In the former Waters draws on his extensive experience to share some outstanding strategies that are truly effective in improving learning outcomes, whereas in the latter he outlines a vision for education that extends beyond schooling to the home and community, and beyond the narrow confines of the measurable defined by Ofsted and the Department.

"Good Schools get on and do things: dance, drama, music, art, using the outdoors, speaking in other languages, finding out about the past and other places, growing things, cooking, going places, using ICT and paint brushes, making things, experimenting, learning about their own bodies, working out how to get on with others in the real world. Above all, they use all these experiences as vehicles to do amazing English and Mathematics to support the structured literacy and numeracy programmes at the same time bring purpose to learning for pupils." (p.288)

As I read this book, I could not help thinking how different our lot is in the independent sector. We truly do have the freedom and autonomy to determine what goes on in our school. Government influence is minimal. Heads and Governing Bodies can make a genuine choice as to the importance that is placed on ISI Inspection judgements and League Table positions. Ultimately independent schools are accountable via Governing Bodies to the community who chooses to send their children to be educated in our schools The independent sector has operated in a market place for decades and has gone through the inevitable processes of developing a hierarchy, specialisation and, sadly in some cases, school failure. There are many lessons from these chapters of history for the Academy sector of secondary education and for Universities.
I would encourage anyone who is interested in education to read Thinking Allowed - and to do so soon. It is a book about the present state of English education - and, although there are many longstanding truths here, Waters' political comments and analysis have a shelf-life.