"History Matters" campaign – can we use it?

After reading Stephen Fry's lecture on the importance of history (thanks to Explorator for the link) one is directed to the website called History Matters

This campaign, which seems to have just started, may or may not make any impact. It probably depends on how supportive the meejah are.

Supposing that it does take off, even in a small way, Classicists are well placed to put on local events under the History Matters label, helped by national and local publicity. People are interested in 'the Romans', and an exhibition in the local library, or a slide show in the local church hall, could well attract them. Any Classics teacher will have the knowledge and the audio-visual aids to run an interesting event for adults without breaking sweat. If some sort of follow-up can be offered as well, then the whole exercise could be worthwhile.

As a matter of interest, we have a keen group learning Latin in my village under the auspices of U3A (The University of the Third Age).

A radio 4 programme to listen to on Tuesday – Greek music (?)

Greece – the musical

It has been a couple of millennia in the making, but Robert Thicknesse has finally reconstructed an ancient Greek chorus line

Friday July 7, 2006
The Guardian

Until recently, we had little idea how ancient Greek music might have sounded. But now, for the first time in 2,500 years, we have a chance of actually putting together the available information. Our notion of what the music of ancient Greece sounded like comes from fragments of 60 musical scores on Egyptian papyri, the first of which was discovered in the 19th century. Naturally, it is unlike anything imagined by the inventors of opera, who in Renaissance Italy decided to create a new kind of music drama in an attempt to re-create ancient Greek theatre. The Renaissance scholars' biggest problem was that they hadn't the foggiest idea of how that theatre looked or sounded: notably, was it spoken or sung?

I was interviewing Oliver Taplin, professor of classics at Magdalen College, for a Radio 4 programme when the idea of reconstructing the music of ancient Greece popped into my head. The programme, In Chorus, considers the history and attractions of an activity – singing together – that seems to have existed for as long as society has. Its origins predate the great Greek dramas of the 5th century BC, which emerged from even earlier Dionysiac (read: drunken) celebrations; but its first documented appearance is in those tragedies of Aeschylus, Sophocles and Euripides, where the Chorus, while not taking part in the action of the play, comments upon it and reacts to it.

Taplin was able to answer that first question for me. At the time of the Renaissance, it was believed all the acting parts in Greek theatre had been sung. “We now believe only the choruses were,” he says. “But they did have the right idea about it being one-note-per-syllable: audibility was the crucial thing. These Greek choruses were highly trained – and entirely paid for by rich citizens as a form of taxation.” (Bleed the rich to pay for a Covent Garden chorus? Not a bad idea.)

“Greek tragedy is an odd form of drama because the plot keeps getting interrupted by this chorus, who keep insisting on singing and dancing,” Taplin continues. It sounds more like a musical than an opera, “except the choruses weren't part of the plot; more a kind of meditation on it, like the chorales in a Bach Passion”.

I was nagged by a desire to hear what this music – such an integral part of the drama – sounded like. I asked Taplin if we could use his translation of a chorus from Sophocles' Oedipus in the programme. He agreed, but only if I got it set to music. I decided to make something as near as possible to the spirit of the original – and to record and broadcast it, too.

Taplin pointed me towards Roxanna Panufnik, who in 2003 had been commissioned by the English National Ballet to compose a ballet score on the Greek myth of the swan-fancying Leda. (Sadly, the ENB ran out of money and the ballet has yet to be performed.) Panufnik had gone to the greatest authority on ancient Greek music, Dr Martin L West of All Souls, Oxford, for clues about how to compose it. “I wanted to understand the structures of Greek dance, the equivalent of our minuets and so on, and to understand their principles of melody, rhythm and modes, which were quite different from ours,” says Panufnik.

What she found was surprising. “It was pretty funky stuff, with a kind of rhythmic wildness that didn't appear again in western music until the beginning of the 20th century.” West, amazingly, had managed to reconstruct – from those 60 fragments and the contemporary descriptions – an entire system of modes and rhythms. “There were ancient technical writings about how to sing the music and how to interpret the notation, but nobody could put them together,” he says. “People have played and recorded the fragments of scores, but as far as I know nobody has tried to compose in the style of ancient Greece – although I did once put a scratch choir together for a demonstration at an Oxford triennial conference.”

The sequence I asked Panufnik to set to music is Taplin's translation from the final chorus of the Sophocles play, when Oedipus has had to admit the truth – that he has unwittingly killed his father and married his mother. The tragic hero vows never to look on the sun's light again, and the chorus of old men – Oedipus's companions – try to draw some desperate moral from the situation. “It's a lament, so I used the Dorian mode – different from the Dorian mode we know from Gregorian plainchant in that it has extra quarter-tones above the second and sixth, and the eighth is in fact the ninth …” explains Panufnik (in other words, take the white notes on a piano from D to D, insert extra notes between E and F and B and C, miss out the top D and play E instead.)

In a sense, Greek chant is not unlike Gregorian chant. The chorus (of 12 or 15 men) sang in unison, accompanied by a double-reed instrument called an aulete – and by all accounts, danced at the same time, albeit a stately, tai-chi-style dancing of the sort you might see in a Robert Wilson production. “It's hard to say whether different composers had different styles,” says Taplin. “The rhythm of the music follows the rhythm of the words, so in a sense there's less freedom.” Panufnik agrees: “The words drive you forward. The biggest difficulty for me was that I couldn't modulate to another key, which we are sort of conditioned to do and which gives music a shape and direction. Here that is all provided by the words, the drama.”

The other main element is the rhythm. Panufnik used a dochmiac rhythm (a foot of eight uneven syllables in pairs of five and three) and uneven bars of 5/8, 7/8, 6/8 and 8/8 to express the emotional anguish of the passage (The all-seeing eye of time/ has – despite you – hunted you, and discovered the same womb/ gave birth to your children too; judged your marriage as … incestuous/ wretched son of Laios! All I can do is lament you/ pouring sorrow from my mouth …)

Hearing this sung for the first time was eerie: voices from the past if ever there were. Panufnik's setting captures the strangeness of this archaic, alien music – its quarter tones, its rhythmic shifts, its visceral rawness. Like much else of ancient Greece, this music seems to have died completely, though there may be hints in south-east European folk music, and notably in the “open-throat” singing technique of Bulgarian folk choirs. It was easy to believe that the origins of this music lay in Dionysiac rites, where the chorus of lithe young men would prance about in leather shorts adorned with a huge phallus.

The choir who recorded Panufnik's piece for us, Canticum, put aside ecclesiastical leanings to give us full-blooded Balkan emoting, turning a Pimlico church into the theatre of Epidauros – though alas, we couldn't convince them to don their strap-ons.

· In Chorus is broadcast on Radio 4 on Tuesday July 11 at 1.30pm

Thanks to Explorator for this link.

Just what I told my Latin pupil this year…

From the Guardian:

GCSE student penalised for too sophisticated answer

Staff and agencies
Tuesday July 4, 2006

Teachers have told a bright GCSE student she would have to dumb down in order to pass her exams, prompting concerns that examiners are unqualified to mark some papers.

Katie Merchant, 16, was marked down for giving a sophisticated answer in her mock Latin exam. She achieved an A* – the highest mark possible – but lost marks on one question because her answer was too sophisticated.

Teachers warned the girl she would be similarly penalised in the real exam, prompting her to express her disappointment in a letter to her Brighton college headteacher, Richard Cairns.

Speaking today, Mr Cairns said examiners often marked papers in subjects they knew little about and that he warned his pupils they would often know more about the subject than the marker.

Just what I told my Latin pupil this year…

From the Guardian:

GCSE student penalised for too sophisticated answer

Staff and agencies
Tuesday July 4, 2006

Teachers have told a bright GCSE student she would have to dumb down in order to pass her exams, prompting concerns that examiners are unqualified to mark some papers.

Katie Merchant, 16, was marked down for giving a sophisticated answer in her mock Latin exam. She achieved an A* – the highest mark possible – but lost marks on one question because her answer was too sophisticated.

Teachers warned the girl she would be similarly penalised in the real exam, prompting her to express her disappointment in a letter to her Brighton college headteacher, Richard Cairns.

Speaking today, Mr Cairns said examiners often marked papers in subjects they knew little about and that he warned his pupils they would often know more about the subject than the marker.

Boris in the Observer – a passing mention of Latin and Greek

He is really writing about science in today's Observer, but he puts it in the context of more demanding, or what he calls 'crunchier' subjects:

This year, as every year for the last two decades, we are going to see a continuing drift away from crunchier subjects such as the sciences, maths and languages. What no one talks about – and what is a matter of serious social injustice – is that this flight from crunchy subjects is happening particularly in the state sector.

And then:

The figures are terrifying. In the 20 years from 1985 to 2005, the overall number of entries at A-level rose by about 100,000, from about 680,000 to about 780,000. Yet maths fell from 71,608 to 58,830. Physics A-levels slumped from 46,606 to 28,119. Chemistry fell from 40,337 to 38,851. There are some London boroughs where further maths is virtually extinct. I will say nothing about what has happened to Latin and Greek in the maintained sector, because it makes me depressed.

More on the International Baccalaureate

The Independent yesterday claims that universities rate the IB higher than A level. I copy an extract from an Independent leading article of June 29th below, suggesting that independent schools will go for IB whereas state schools are barred from using it, unless and until QCA approves it. The result, the article maintains, will be more university places for independent schools, fewer for state schools.

Baccalaureate beats A-level, say universities
By Richard Garner
Published: 08 July 2006

The vast majority of university admissions tutors favour candidates who have taken the international baccalaureate (IB) rather than A-levels, research shows.

The findings are another nail in the coffin of A-levels after the Government's refusal to replace them with a diploma covering academic and vocational qualifications. A-levels are also threatened byan alternative exam, the Cambridge Pre-U, considered more likely to stretch the brightest pupils.

A survey of 52 admissions tutors representing a wide range of universities showed half believe the IB gives students an advantage over A-levels in preparing them for university. Not one tutor believed students who took A-levels had an advantage.

The research, by ACS, which operates international schools in the UK, also showed that 84 per cent felt IB students develop the self-management skills necessary to cope with a university course, and only 35 per cent thought they could be developed by A-levels.

Ucas, the Universities and Colleges Admissions System, has decided to give the IB a higher points ranking for university entrance than A-level. The maximum score of 45 in the IB qualifies for 768 points, while four A grade passes at A-level would obtain 520 points.

The vast majority of university admissions tutors favour candidates who have taken the international baccalaureate (IB) rather than A-levels, research shows.

The findings are another nail in the coffin of A-levels after the Government's refusal to replace them with a diploma covering academic and vocational qualifications. A-levels are also threatened byan alternative exam, the Cambridge Pre-U, considered more likely to stretch the brightest pupils.

A survey of 52 admissions tutors representing a wide range of universities showed half believe the IB gives students an advantage over A-levels in preparing them for university. Not one tutor believed students who took A-levels had an advantage.

The research, by ACS, which operates international schools in the UK, also showed that 84 per cent felt IB students develop the self-management skills necessary to cope with a university course, and only 35 per cent thought they could be developed by A-levels.

Ucas, the Universities and Colleges Admissions System, has decided to give the IB a higher points ranking for university entrance than A-level. The maximum score of 45 in the IB qualifies for 768 points, while four A grade passes at A-level would obtain 520 points.

And the leading rticle I mentioned:

Leading article: A-level reform is needed now
Published: 29 June 2006

The news that University of Cambridge International Examinations has produced an alternative to A-levels shows just how badly ministers have let the case for exam reform drift. Leading independent schools and representatives of the Specialist Schools and Academies Trust from the state sector have both expressed interest in the new exam. However, while independent schools would be free to offer it to their pupils, state schools will not be able to unless the exam is accredited by the Qualifications and Curriculum Authority (QCA), the Government's exams watchdog. This raises the spectre of private schools offering one exam – designed to stretch pupils more – and state schools offering another. There is no telling the damage that could do to the chances of state school pupils at universities and any hope that the country's elite institutions might widen participation to students from less privileged backgrounds.

The development stems from the Government's decision to reject the main recommendations for reforming A-levels put forward by former chief schools inspector Sir Mike Tomlinson. He wanted a new diploma to replace the existing A-level and GCSE system to cover both academic and vocational qualifications, a recommendation that the Government rejected. The Government said it would review its decision in 2008. The best outcome, we believe, would be if ministers did a U-turn. If they don't, we are left with a segregated exams system or the QCA recognising the new Cambridge Pre-U – as it is unappetisingly called. A real marketplace would open up with schools being free to choose between the new exam, A-levels or the International Baccalaureate. In the latter scenario, the Prime Minister could not have done better than Margaret Thatcher in turning education into a marketplace if he had tried. Perhaps he did.

We understand that Sir Mike has been co-opted as an adviser on to the Conservatives' public services forum to help plan policy. He may not be able to persuade them of the merits of his original recommendations. But he might convince them to embrace the Cambridge Pre-U as a replacement for A-levels. That would avoid a segregated education system and give universities an examination to stretch the most able pupils without making them choose from a vast number of pupils – all with three A grades at A-level.

The news that University of Cambridge International Examinations has produced an alternative to A-levels shows just how badly ministers have let the case for exam reform drift. Leading independent schools and representatives of the Specialist Schools and Academies Trust from the state sector have both expressed interest in the new exam. However, while independent schools would be free to offer it to their pupils, state schools will not be able to unless the exam is accredited by the Qualifications and Curriculum Authority (QCA), the Government's exams watchdog. This raises the spectre of private schools offering one exam – designed to stretch pupils more – and state schools offering another. There is no telling the damage that could do to the chances of state school pupils at universities and any hope that the country's elite institutions might widen participation to students from less privileged backgrounds.

Read the rest.

See also the Guardian.

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