Botany Bay: Manchester Museum visits Schools

 Guest blog by Marine Begault

Back in December, two schools in Manchester received their first visitors as part of the Botany Bay project: the Manchester Museum. 

As the Manchester Museum is currently closed for refurbishment the Learning team, as well as their newly appointed Curator of Indigenous Perspectives (Alexandra P. Alberda),
visited the schools in person. 

Marine Begault is the Project Manager on Botany Bay.  Here she reflects on some of the themes and questions addressed through this first interaction with the museum and the schools.

Pupils explore the different varieties of maize

Alexandra Alberda and the team developed a session especially for this project. The learning team were extremely excited to be part of the session and learn from Alex, as this is an important part of the Museum’s journey towards decolonising their collections and practice. 

Alexandra introduced herself in her native tongue and as Blue Corn, which immediately set the tone to the session. 

The museum brought some pieces from their Botany and Entomology collections. Most children knew what Botany meant (‘investigating plants’ as one child put it) but Entomology was a new word for most.

The children were given a few minutes to circulate around each of the objects brought by the museum. In small groups they were asked to discuss whether they recognised them, if they had seen them before and where, and whether they had any stories or feelings associated with them.

The Butterfly Station (a glass case of 10 different butterflies) led to some interesting conversations around why we don’t see that many butterflies (some saw them on holiday or in some cases in their garden), which led to an understanding that we live in cities and that butterflies need flowers. I was really interested in hearing some conversations around ‘are they real?’ or ‘are they dead?’, which made me think about the ways younger children might struggle with the idea of something being dead and real at the same time. Being dead but visible and conserved. Dead but existing in the world. There were also some conversations around the ethics of killing the butterflies (it turns out they were trapped in a jar and put to sleep with a gas in Victorian times as a way to study them).

The Blue corn and dried chilli station was interesting in that most children thought that the blue corn was rotten ‘normal corn’ and few recognised the chillies, or again thought they were rotten or old.  

The plant station included dried Yaupon leaves and an Echinacea plant in a class case as well as botanical drawings of medicinal plants. Again a conversation around the plants being ‘real’ or not came about, but also the children enjoyed trying to read the labels of these items: ‘black tea’ being used to describe the Yaupon. A conversation around drinking tea, when they drink tea, what tea they are allowed to drink etc. ensued. When I asked one student the type of tea he normally drinks he answered ‘normal English tea.’ When I asked him about what he meant by that, he wasn’t really sure what I was asking. Unpicking responses like these is exactly why I find this project so fascinating.

The children were brought back into a circle, and Alex told everyone about the significance of the circle in her culture. She began the story by introducing her relative, corn, who like herself is the eldest sister. She told story of the Three Sisters, and how they revealed themselves to the villagers to thank them for their kindness and generosity on a cold winter evening. The children really responded to this story. Some asked if it was real, if Alex was real, if she was magical. It brought about a certain level of mysticism. I think there is something really interesting in bringing this magic, this mysticism into the classroom (and valuing it) as a different way of knowing. I am interested to explore its role in how we learn, particularly in the context of this project and the intention to create a space where children can connect with ‘the more than human’ and build a relationship that is based on reciprocity. 

The session concluded with a game, which explored relationship and kinship as well as some of the harmful effects of colonialism. The group were separated into humans, butterflies and medicinal plants. Alex explained that as plants and animals came long before humans, Indigenous people had learned to survive by listening and observing. Rather than forage for hours on end for medicinal plants hidden in the shrub, they followed butterflies in the meadows to the correct plant. 

The humans were told that a fever has broken out in their village and that they needed to find a particular flower to help them heal their families. They came to the butterflies for help. Human’s one gift, Alex reminded them, is gratitude; and in order for this relationship to be reciprocal the human had to say please and thank you to the butterfly.      

Each layer of the game brought another disease, which the butterflies needed to help the humans with, and each layer brought further obstacles. For example, farmland got rid of a number of wild flower meadows and therefore butterflies, while private property made it impossible for the villagers to follow their butterflies to pick the plants. Each obstacle broke down the relationships further. 

I really enjoyed hearing about the different properties of these plants. A lot of children did not know that medicine is in fact (mostly) plant based. I definitely found that hearing about all of their properties and the ways in which they help us made me admire, respect and love them more. The feeling of being in awe of nature and all its gifts might be a good starting point for shifting this relationship of domination and destruction. 

Pocahontas and After

Two images, each showing two young women dressed to show their culture, their pride, their sense of self.  The first image dates from 1907, and shows The Misses Simeon, from the Stoney-Nakoda people of Western Canada, photographed by Byron Harmon.  The second was taken a couple of months ago by John Cobb in Marlborough School, West London, and shows a pupil of Iraqi heritage called Rose Al Saria, pictured with her sister.  It was Rose who chose the particular archive image as the basis for her self-portrait, and who conceptualised the way it would be configured and posed.

This pair of photos is just one example in Border Crossings' exhibition Pocahontas and After, currently on show at Syon House in Brentford, until at least June 2nd.  The exhibition - which people have been saying is as thought-provoking as it is visually stunning - represents the culmination of a sustained period of education and community work, beginning with the ORIGINS Festival last summer.  During the Festival, we not only held a ceremony for three indigenous women to commemorate Pocahontas at Syon, where she had stayed in the summer of 1616: we also brought indigenous artists into direct contact with the diverse communities around the House, in the two Primary Schools where they led workshops and study sessions, in the wonderful CARAS refugee group, and through our network of committed and energetic festival volunteers.  In the following months, a distilled group from each of these partners has been working closely with heritage experts from the archives, Native American cultural consultants, and our own artistic staff to explore the ways in which Native American people have been presented in the past.

Their journeys into the archives have been rich and challenging.  What we think of as "realistic" photographs of indigenous people often turn out to be nothing of the kind.  Edward Curtis, for example, apparently carried a chest of "authentic" costumes and props with him, which he used in his photographs to recreate the life of "the vanishing race" as he imagined it may have been in some pre-contact Romantic idyll.  In other words, the archive photos are often about the photographer and the viewer, far more than they are about the subject.

As our volunteers came to realise this, they became more and more assertive of the need for agency in contemporary portraiture.  Complex and fascinating decisions started to be made, placing the generation of meaning in the bodies of the people photographed.  One subject, Inés Achabal, showed her tattooed back, with its macaws symbolising her home city of Caracas, in response to Curtis's "bon savage archetype" in his 1909 image of an Arikara girl.  For an indigenous Samoan living in London, Sani Muliaumaseali'i, a 1914 image of a mask dancer from the Pacific North-West provided links to his own complex and multi-layered persona.

What I love about this exhibition is that the meaning generated does not reside in one image or the other within the pair - but is rather in the energising of the space between, the dialogue between past and present, between different cultures, between human beings portrayed in different ways.  It seems to me to be at once of way of honouring the indigenous subjects portrayed in the archive photographs, and of reinventing the form that was often too reductive in its attempts to categorise them.

Thanks to the Heritage Lottery Fund for supporting this project.  Photos from the British Library and the Library of Congress.

Lucy in China

Shanghai Theatre Academy

Building on the success of Consumed, Lucy has just made a trip to China, to work on joint education and participation initiatives with our partners there.  Huge thanks to the British Council's Connections through Culture programme for supporting this visit!  As with most first visits to China, this was clearly an eye-opener for Lucy, and tremendously exciting!  Here are a few thoughts from her:

"Great first workshops - all female students, and despite being in essay session so very busy/tired- seemed to enjoy working with me. (Du Ping was worried they might not show as under lots of stress but had 14).  I decided to do similar workshops to those done in UK- so I could compare responses.  It was fascinating.  Stories of names were amazing - one person admitted her name is fake as she had to create a 'new' father  they invented to go on her papers so they could  travel to Korea. She uses her fake  name - her mother won't let her take her name as all women in her family have been unlucky (5 generations of single mothers).  One person's name was chosen from an ancient dictionary from the Ming dynasty- using lucky numbers.  One girl had a name meaning 'dawn'- but she kept being sick- so her parents consulted a name expert and changed her name to 'pure flowing water' - and when I asked her if her health  improved - evidently it had.  I had a teacher from the business faculty who joined us out of interest and she advised the girls that even if their parents aren't openly affectionate with them or tell them that they love them - their names chosen are  a reflection of their love!  I was slightly apprehensive they might take time to warm-up but they opened up immediately and it was a very lively session.  They were happy when I moved tables and told them to put notebooks away-  we were here to play!  I got a round of applause at end of workshop- (maybe that’s common here?- still nice though)"

"I was really sad to leave the students today- they too seemed so upset it was the last day. Despite all having major essays due tomorrow they were fantastic.  We were talking about dramatic action, and looking at wants and objectives-what we want now, short term future and end of life and what was stopping us. One girl, talking about the end of life, said she would like to look back and see she had regrets: I asked her if she meant no regrets, she said no, she is always a good girl, a good daughter a good student, always hands homework in etc. - just once she would like not to be, and to do something she could regret!

These students so need drama- they need to discuss their hopes and dreams, think about how human nature works. Many of them wanted to be dancers, musicians, composers but had long since given up their dreams so young - they enjoyed so much playing, talking, creating.  It was very moving.  I feel
very emotional thinking about them.  Both groups all girls - and so pressured.  Funnily going back to names- if fathers chose names they often chose names such as 'quiet beauty', (who quietly and shyly announced she didn't want to be quiet) or 'gentle flower': if mothers chose names they often seemed to go for 'reach for the sky'. One girl said her name had male and female characters and people often wrongly thought it meant her parents wanted a boy: in fact her mother wanted her to have the characteristics from a man that combined with the female character would help her to succeed."

"I had three hour session with Shanghai Theatre Academy this morning - Daniel [Shen Liang] said he'd never seen such a fast paced workshop before!  Students were lovely- they liked doing more than talking, so we mainly stuck to practical stuff.  At least two students are interested in the internet project - so I am meeting them with Daniel tomorrow afternoon.  I have also agreed to meet British student who was working there who is about to undertake her MA….might just squeeze in a morning sight sighting…"

The First Week

I'd meant to blog daily through the Origins Festival. Fat chance. It's been the craziest, most exciting week for a very long time. Perhaps the craziest week in the company's entire history. No - that was Mexico in 2001... but we're close.

Noel Tovey's Little Black Bastard was the first week's theatre show, and it's got great reviews and responses across the web. Noel flies back to Australia this evening - hopefully with a sense of the job being really well done! He's shared his extraordinary life story with people hanging on every word.

The film festival kicked off on Saturday with a great screening of Our Generation, followed by discussions with Julian Burger and John Packer from the Human Rights Centre at Essex University. Tonight we move on to Inuit films, having taken in the Sahara along the way!

The main theme of the weekend has been music, with the Origins Concert on Saturday night and the Family Day on Hampstead Heath yesterday. The Heath event began with a Maori powhiri, or welcoming ceremony, led by Ngati Ranana, to welcome the First Nations people to London in an appropriate way. It was wonderful to do this in the very week that Sydney acknowledged the colonisation of Australia to have been an invasion. Somehow it felt as if we were a part of a real spirit of truth and reconciliation - and the amazing atmosphere at both events seemed to confirm that.

We've also been able to bring young people into the festival spirit in other ways - our education project had a really big moment on Friday when we had hundreds of schoolchildren parading through the City with model wakas, and dancing the haka on the steps of St. Paul's Cathedral. Wild.

The Roma of Edmonton

O Patrin did its final performance this morning at the Art Zone in Edmonton. And what a performance it was... The Art Zone houses a classroom for young Roma who don't have school places (why they don't have them was something I didn't discover). They come from Poland and Roumania, and there are interpreters in the classroom with the teacher. The youngsters all have a distinct Roma look, reminding me of Christopher Simpson when he played B in Double Tongue, and making the Indian origins of their people very clear, even after all the centuries. The girls wear long skirts, big earrings and have their hair tied back.

Although they had seen many puppet plays before (they apparently have these every week in the camp in Roumania), many of them had never seen live actors before. The English was something of a language barrier - though the Romany wasn't - but they seemed to understand very clearly what the play was about. Lots of this is down to Dan's physical approach to the direction, with the philosophical conflicts turning into real fights. When Rachel Drazek as Athalia enumerated the horrors perpetrated on gypsy people in the past, there was a real tension in the room. It was these people's families who had been victims of this forgotten holocaust. And the most extraordinary thing was that their response seemed to be gratitude to the actors for caring enough to tell the story.

Before Tomorrow

Tuesday night saw the screening of Before Tomorrow at Canada House, in association with Origins. It's an amazing film - the story of an old woman and her grandson, who are the only survivors of a plague that hits an Inuit community in the wake of colonial incursions. It's full of beautiful imagery, and amazing social and cultural detail. And it brings a rare and distinct voice into the cinematic world.

I was asked to introduce the film, which was largely an exercise in contextualising, since I didn't want to tell the story. I talked about some of the exciting developments in First Nations film, particularly in Canada, and the power of DV to democratise the medium. I also talked about ten years of Nunavut, and the amazing success of that side of democracy - the way in which the Inuit have shown a real ability to bring the open debate of the tribal council into the institutional world of the 21st century.

Otherwise, this week is having its ups and downs. We've realised that the Trilogy is not going to get the UK tour we had hoped for - the recession has hit touring really badly. So - we've had to pull out of the Manchester leg of the work. Very disappointing all round.

On the plus side, O Patrin continues to wow young people all over London, and to engage them with Romany and First Nations cultures. Click here for a link to the Resource Pack, which is full of fascinating info and great pictures!

Rehearsing with the Roma

O Patrin, the Participation and Learning project for the Origins Festival, is in rehearsal, and starts touring schools next week. I went in to see them yesterday. Dan, from the Roma Company, has written and is directing the piece, and he's working with two Roma performers and one non-Roma who seems very knowledgeable! Gabrielle from Polygon is also in the room, and a movement director. One of the Roma performers, Sarah, is a very accomplished musician, so the piece is full of song and dance. Lovely to see that this work, like the pieces we create directly ourselves, follows our aesthetic of combining non-naturalistic theatre forms with the more "real" scenes.

The production is a response to the workshops which Dan and the company did with the visiting First Nations companies during the Festival. What's great is that the piece doesn't become didactic about this - the contributions are there in poetry, movement and music, making the Roma experience resonate with others, but they are not overtly stated. When Roma performers speak a piece of text by a Maori ("A spiritual thread binds us together"), then the resonance is so powerful that there is no need to explain it. In any case, the show will be followed by a workshop, so the schools' audience will be able to get directly involved in the debates, which makes it all the more exciting to work by stealth rather than statement.

On the Travellers' Times Blog, there is an article which points up the parallels between the indigenous Australian experience and that of Roma people in the UK. It's by the Roma journalist Jake Bowers, who has often pointed up these similarities of experience.

Endless Evaluations

One of the drawbacks of having been funded by so many different agencies for Origins is that we now have to do a specific tailored Evaluation of the project for every single one of them. We finished our own internal Evaluation for the board meeting last week - but it's not enough just to send this to everybody. For one thing, most of them have their own form they want filling in, and the questions are not the same!

Evaluating cultural projects is always a minefield anyway. What constitutes a "success" or a "failure"? We clearly can't measure the success in purely commercial terms: if that were the sole criterion, then there would be no need for funding in the first place. On the other hand, if the cultural event only reaches a small audience, then there's a real element of failure about that - it feels like failure. One good thing about the Festival from this point of view was that there were lots of clear objectives which we were able to lay down before-hand, and which made it attractive to the funders. So yes - exposing London audiences to First Nations arts, but also providing a platform for these artists in London, networking opportunities, artist-to-artist interaction, the generation of the legacy in the Participation and Learning programme....

The latter is still in progress. Gabrielle from Polygon has just sent me the flyer for the play which is touring schools this autumn. This was generated in response to a series of workshops between Roma performers and the First Nations companies we brought over for the Festival. It's called O Patrin (which is Roma for The Way). The title refers to a system of Gypsy symbols imparting knowledge of conditions on the road or showing the way. It's touring London secondary schools 21 September - 16 October 2009, and the performance lasts 35 minutes, followed by workshop (up to 90 minutes). The package, for up to 60 students, can be delivered twice in one day. There's a Resource Pack with activities and curriculum links, and there is no charge for schools! Now, how about that for a good deal?

Teachers who would like to book should email info@polygonarts.org.uk or phone 020 8368 1592. The co-producer is the Romany Theatre Company.