Tutorial notes 231025
(Showed latest essay printout, laid up into 8pp A4 booklet)
– Good comments on text and how it has evolved
– Discussed detail of The Exhibitionist’s podcast
– Global versus personal perspective valuable, that’s where the question is
– These subject have been tacked from a global perspective, so much so they are not relatable.
– Generational perspective discussed, questioning what you’re taught and take in subliminally
– How can something like this allow you to learn and grow TOGETHER? Is there a moment when you can learn WITH your parents?
– That could help us talk about the subject more
– Hierarchy at play, confrontation.
– Can the generational gap get narrower if you DECIDE to learn and do it together?
– Interview with kids mentioned, need to reflect on it properly
– My son said ‘I don’t care whether Henry VII farted or whatever, I wanna hear about both sides of the argument’.
– My kids either don’t care or don’t understand, so there is something there.
– Tone of that needs to be, like Proctor reference, not adversarial, open, true.
– Tutor – kids live the in the present, but how does a history affect what they’re doing NOW. That ay be how to get them to engage. (Blend into narrative in next iteration).
– BUT from an educational perspective, UK gov has given responsibilty to local level on teaching colonialism/empire. My research says it is lacking and still under discussion.
– So, research on kids books is necessary – looked at post conflict kids books in Germany, Japan, handling sensitive subjects.
– “I don’t give a shit” factor is still there, so if this is to be a kids book, it needs 30% instructional, 70% educational. Horrible Histories mentioned. Dutiful acknowledgment needed.
– Soft, approachable, relatable, include dates, facts.
– Current iteration of book discussed, imitation cover, intention to do an illustration. Hide in airport, leave on floor, bookshelf
– Foiling cover this afternoon with Helen from Letterpress
– Should this be under the radar pretending to be a passport or brightly colored and very much say THIS IS A BOOK.
– Faux passport better right now for this.
– Projecting forward, consider multi-edition character-led series of countries.
– Edges discussed, spine brought in, folding, trimming
– Varying colours and bindings, concertina discussed.
– Interview discussed again, described narrative form of poss children books, their perceptions. Guided them through the places we’d been without pushing a dictatorial narrative.
– Continuing landscape across the frames, topography, hints of site specific thing, character led ‘Joe and Ella’. Introduce games. Tutor – worried about audience, they need to owing and connect with the story. Can there be places for them to write in there? Games and adults, something for a family to take on a trip?
(CONSIDER HOW IT MIGHT WORK)
– Be realistic about what’s achievable before sinposium
– Symposium – how can I get the audience to relate to this story? Charlie and Lola mentioned.
– This going towards narrative story, with little bits like a crossword or a puzzle or an area to write
– Consider age that the book would be aimed at?
– 20 Snippets exercise – completed, laid out points of Unit 2 and have started to rough out a skeleton.
NEXT STEPS
– Foiling this afternoon of cover
– Experiment with the internals, some kind of experimentation with narrative form, print it
– Get into the next piece of writing
– Skeleton 5k final summative writing
