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Oxford taped – 1982/83 video
Oxford Theatre Group – Oxford Review Rehearsals
Julia Lane, Nigel Williams, Chris Jones, Humphrey Bower. Dir. Patrick Harbinson. Rehearsal at the theatre or in the Masonic Lodge?
What follows is the log sheet for 17 recently digitised Sony Betamax tapes of content shot in and around Oxford University in 1982 and 1983. Includes the Oxford Theatre Group on the Edinburgh Fringe (performances and rehearsals) and the Oxford and Cambridge Ski Trip to Wengen, as well as numerous boat crews, other plays, student union, and union activity … and much more.
Tapes were recycled … often recorded over several times, this explains how and why there can be such an odd mixture of material on any particular tape. We also did a commercial job for a language school and made our own ‘TV Commercials’ to feature in Oxford Television News. We also provided a video recording service to producers: so covered many plays, individual boat crews, hustings, even the boxing club … and more, that may or may not appear in excerpts on these tapes.
As I (Jonathan Vernon) kept a diary (and still do) I could in time identify events and many of the people to particular days and places. The kit was used by a number of people, in particular Christopher Powles, but also Ian Singleton and Mike Upton.
Tape No. Main content feature. Apparent running time.
1 Japanese Language School 34 mins
Abigail’s Party. Director Anthony Geffen
Simon Hudson with ?
1b An Oxford Play. “Another Country” with … Andrew Sullivan in the lead, with parts played by Niall Ferguson, Matthew Crampton, Matthew Faulk and (Rupert Wainwright?). Directed by Alex Ogilvie. 1 hour 20 mins
2a Prince Charles visit with Harold Macmillan … and CJP used in ‘Oxford Television News’ 14 mins
CJP at the Chicken Phall Dinner, 1982
2b Chicken Phall society CJP Recorded for ‘Oxford Television News” OTN 20 mins
2c KallKwik Oxford and Student Travel Adverts recorded for OTN 12 mins
3 BLANK ?
Outside Balliol College, Oxford in the rain. 1st May 1983
Richard Davey, Simon Spence, various Balliol undergrads?
4 May Day in the rain 1983 Richard Davey, Simon Spense et al The rain finished off the recorded, ending video production in May 1983. 40 mins
Jonathan ‘Video’ Vernon in his rooms on Staircase XI, Balliol College
David Foster, Lightweights – video’d several training sessions and the race from the water. Also Woman’s VIII.
5 Band ‘Roaring Boys’ ?? Some Play. Arts Festival at the Playhouse? Various. Oxford Language School 2 hours
6 OTN Roger Highfield’s wife Julia ? to camera OTN, various interviews on Oxford Union politics. Episode of OTN. JVs Balliol Room, varsity skiing.
Various OTG cast and crew: From top left to right. Patrick Harbinson; Nicky King and Dave Tushingham; Nigel Williams. Humphrey Bower. Roger Miles and various tech/stage hands and crew. Carrie Jones (Gracie), Titus Alone dress-rehearsal including Humphrey Bower, Jack Latimer, Roland Allen and Stefan Bednarczyk … ending on Chris Jones and Julia Lane in the Oxford Review.
6b Oxford Theatre Group– Edinburgh Fringe 1982: Indoor rehearsals. Carrie Gracie. Oxford Review rehearsals . Patrick Harbinson. Stefan Bednarcyk. 1 hr 40 mins
Nicky King covering Edinburgh in Posters
7 The Oxford Theatre Group on the Edinburgh Festival Fringe 1982 with copyright music and Nicky King voice over. Set up, all productions, wrap Titus Alone rehearsals on Arthur’s Seat. Carrie Gracie. St Marys Hall. 46 mins
8 Oxford and Cambridge Ski Trip, Wengen mid-December 1982. 1.45
Jonathan Vernon (Baptista) Rehearsals for ‘Taming of the Shrew’ Summer 1982
9 Rehearsals for an Oxford University Drama Society (OUDS) production of Taming of the Shrew – featuring Jonathan Vernon as Baptista. Guy Hudson in the lead. At Trinity College 3 hours 35
10 Student Travel News ... OTN, Hustings, interviews. Student Play “Abigail’s Party” at the Oxford Playhouse. dir Anthony Geffen 2 hrs
11 OTG cutaways Heathrow Airport Mathew Faulk’s car and Vicki Laing 43 mins
12 Various: 22 mins
00:00 – 09:35 Oxford Language School – three different tutors one to one, rushes, Japanese
09:00 Oxford Colleges. (cut aways) St.Annes? Trinity. Modern Architecture. Rhodes Library. Engineering. The Broad.
The director and producer of ‘The Labours of Hercules Sproat’ (Written by Niall Ferguson)
Matthew Faulk and Alex Ogilvie.
12:20 – 15:54 Matthew Faulk and Alex Ogilvie. Pranking outside Balliol College, or Wadham?. Matthew and Alex mucking about for the camera – Alex a rabbit, Matthew shoots him with his walking stick.
15:54 Radcliffe Camerra and Balliol College ‘stills’. Some characters, including moments of Caroline Milnes and Wayne Henderson.
13 Various: 00:00 to 58:00 Windsurfing 1980s How to boardsail. Infovision. X
00:58 – 01:03:34 OTG 1982 bright theatre rehearsals. Edward II Stefan B + lead. Julia ? as female lead. Part of OTG at the Edinburgh Fringe, 1982
01:03:34 – 01:07:36 On stage, brightly lit, rehearsal of?? Glass, animal costume – someone as a lion? And a policeman? Patrick Harbinson. Part of OTG at the Edinburgh Fringe, 1982
01:07:36 Edward II indoor rehearsals again … Tall Canadian actor? nit yielding to any upstart. Part of OTG at the Edinburgh Fringe, 1982
Dress Rehearsal of Titus Alone, directed by Patrick Harbinson. OTG at the Edinburgh Fringe, 1982
01:13:17 01:24:05 OTG rehearsal. On stage. Bright. Weird costumes. Fancy dress. With Roland … more Titus Alone?
01:24:05 Interior rehearsal. Julia … Part of OTG at the Edinburgh Fringe, 1982
Mork and me
|From Profile Photos|
Fig.1 Mork and me
Promoted to being a ‘school prefect’ in my late teens at the RGS, Newcastle and required to keep a line of 11 year olds in order during morning assembly I would repeatedly hear mutterings and giggles of the line “Nanno Nanno” behind my back: ‘Mork and Mindy’ was on TV at the time and I supposedly looked like the main character played by Robin Williams. Only by doing that thing that Robin Williams did with his fingers when greeting Ork would this lot be satisfied. That was 1979.
35 years later I’m in the Senior Common Room at the University of Birmingham and a fellow graduate student asks “Do you know who you look like?” (we’d obviously got bored with talking about the First World War). I tell the above story. Whether or not hair or glasses or smirk are similar, I am a) not as hairy b) not funny c) six inches taller d) manic, but never depressed e) can’t grow a beard f) ten years younger and g) English.
My Open University Years
Fig.1 Odd that, 12 years and I’ve gained hair, glasses and a tie.
In February 2001 I began an OU module on Open & Distance Learning – last year I graduated with the Masters in Open & Distance Education (MAODE). Since then I’ve taken a couple more MAODE modules to stay up to date. Impossible given that any MAODE module is out of date before it goes live?
The next direction has to be horizontally into the Open University (again), or vertically towards a PhD. Or both? Or neither.
Meanwhile, I sincerely recommend that anyone with any interest in the way education is going to follow the BBC tonight.
BBC Radio 4 8.00pm
Is it an OU co-production? These days these things usually are.
The limiting experience of the museum visit unleashed
A lifelong love in art galleries yet I still feel unmoved by galleries and museums, possibly because I expect the gentle, guiding voice of my late mother at my shoulder (artist, art historian, Mum).
What could be a more personalised visit than to have someone who knows you so well point things out, guide you to things that will interest or irritate, then offer an insight – invariably linked to ‘what do you do next?’ i.e. look, learn then apply.
Could blogging be seen as a scholarly activity?
This are me thoughts from reading:
An empirically grounded framework to guide blogging for digital scholarship
Heap & Minocha (2012),
Fig.1. Digital Scholarship with a nod to Martin Weller‘s book of the same name. (Created in 2011)
By stripping back the paper what do I learn from this paper:
- about blogging and digital scholarship
- about devising the research question(s) and method of research.
This quote from Axcel Bruns is wrong in relation to blogging.
‘Were originally more popular amongst journalism and business context’ Bruns (2007)
In fact, from my experience from 1999 onwards, journalists were highly dismissive and didn’t cotton on to blogging as a valid way to share their opinions for several years. The exception being financial journalism where breaking views on markets were fed, blog like, to subscribers,
Fig.2. An excerpt from my own early blog.
I was reading blogs in 1998, did some Dreamweaver training and if I’d got my head around FTP uploads I may have been up an away in 98 rather than 99 when I heard of Diaryland and joined the platform soon after it started.
Fig.3. An excerpt from a blog created by Claire Z Warnes in 1998
Over the next 4 to 5 years I saw a massive growth and influx of what by modern terms would have been described as journals, creative writing, fantasy, role play and social networking.
Fig.4. How I saw blogging in 1999/2000
I question why bloggers are defined by the institution they are at – the blog is more personal, like the noticeboard at someone’s desk in the bedroom or study, or a diary or journal they carry about with them, whether electronic or paper.
Fig. 5. We should stop seeing blogging in isolation – forms of ‘keeping a journa’, for whatever purposes, is as old a writing itself.
Little is ever mention of a history of keeping diaries, a writer’s journal or other kind of daily record for reflection or in scholarly circles to record the iterative process of a learning journey or a piece of research. John Evelyn was a diarist. Was he scholarly? What about Pepy’s he was keeping an historic record? For whom did Lady Anne Clifford keep a diary if not for an historic, even a legal record, of her rights to her father’s estates? (Lady Anne Clifford kept at a diary late 1500s into the 17th century).
Was Virginia Woolf using herself as the subject of an internal discussion?
What did Anais Nin learn and share about her writing as well as her personal journey, a journey that was shared with Henry Miller and that a couple of decades was taken by the filmmaker Francois Truffaut. As someone who had kept a diary since he was thirteen and had been typing it up and putting on disc for nearly a decade, the move to the web was a natural one.
- for personal reflection (e.g. Xie, Fengfeng, and Sharma 2008)
- collaborative working (e.g. McLoughlin and Lee 2008)
- developing writing skills (e.g. Warschauer 2010)
- flexible usage of blogs to suit the individual blogger’s needs, such as
- a space for reflection, to seek peer support, or both (e.g. Kerawalla et al. 2008).
I read blogs and corresponded with writers who were using the format to try out chapters of fantasy novels, to share poetry, to test webdesigns even to meet and indulge in intimate chat, role play and even cybersex. (Early blogs were the forerunners of a lot to come).
Whilst some of this activity isn’t within the parameters of ‘scholarly’ practice, certainly from a creative writing point of view self-publishing was.
From personal experience there were those exploring their personality, who were lonely, depressed or bi-polar. Most studies in English speaking countries … yet it was presumably going on elsewhere. And where does someone who is using writing in English in a blog to learn English stand in terms of being a student and a scholar?
Defining scholarship in the digital age
Boyer (1990) developed a conceptual framework which defines ‘‘scholarship’’ as a combination of teaching and research activities. In particular, he suggests four dimensions to define scholarship: discovery, integration, application and teaching.
Fig.6. Another excerpt from a blog for young writers created by Claire Z Warnes in 1998 when she was 17 herself. (I think she went off to study Computer Sciences)
The earliest bloggers played a teaching role, for example Claire Z Warnes set up a series of web pages to encourage and support young writers in 1998. She was teaching, they were exploring through reading, writing and sharing just as if they were meeting face to face in a classroom.
Boyer’s dimensions constitute an appropriate starting point for researching digital scholarship (Weller 2011).
Pearce et al. (2010) elaborated on Boyer’s (1990) model to theorise a form of digital/open scholarship, arguing that it is:
- more than just using information and communication technologies to research,
- teach and collaborate,
- embracing the open values, ideology and potential of technologies born of peer-to-peer networking wiki ways of working in order to benefit both the academy and society.
Which is exactly what Claire Z Warnes (1998) was doing, indeed, as some remaining posts that can be viewed show, it was as if she were becoming the Dean of one of the first online creative writing classes.
In relation to the research here’s the problem that needs to be addressed:
There is a lack of empirical evidence on how the openness and sharing manifested in blogging can influence academia, research and scholarship. (Minocha, p. 178. 2012)
‘We have found that blogs seem to occupy an intermediate space among established writing forms such as peer-reviewed academic papers, newspaper articles, diaries, blurring the private public and formal informal divide ‘. (Heap and Minocha 2011).
There is a growing awareness of blogging as a writing or communicative genre in academia and research and as a new form of scholarship (e.g. Halavais 2007).
- to ensure validity of work through established forms of publishing,
- to integrate blogs so that research findings reach more readers
- to enable sharing information without time lags involved in formal publications.
The next steps in our research (according to the authors of this paper) are to validate the effectiveness of the framework (they developed) as a thinking tool about digital scholarship, and for guiding the practice of blogging in academia and research.
Heap, Tania and Minocha, Shailey (2012). An empirically grounded framework to guide blogging for digital scholarship. Research in Learning Technology, 20(Supp.), pp. 176–188. (Accessed 28th February 2013 http://www.researchinlearningtechnology.net/index.php/rlt/article/view/19195 )
Weller, M (2011) The Digital Scholar
- All you need to know about blogging that you can’t be bothered to research for yourself because you’re too busy blogging … (mymindbursts.com)
- Scholarly Blogging (malmsy.net)
- What my pink highlighter taught me. (dfbierbrauer.wordpress.com)
- Essay on placing academic work in the right scholarly context (insidehighered.com)
- Driving learning through blogging: Students’ perceptions of a reading journal blog assessment task. (mymindbursts.com)
- Exploring students’ understanding of how blogs and blogging can support distance learning in Higher Education (mymindbursts.com)
- Digital Curation Bibliography: Preservation and Stewardship of Scholarly Works XHTML Version (digital-scholarship.org)
- Blogging Inspiration, Where Does it Come From? (prefs.zemanta.com)
The Distant Summer – Sarah Patterson (1976)
Fig.1. Sarah Patterson – her first novel with the promise of many more to come – 1976
The poignant story of a girl who loves two WWII flyers, written by the daughter of suspense writer Jack Higgins when she was just 17. Trying to write myself I was inspired. Over three decades later I have written plenty, though only one piece of fiction has thus far been broadcast – short film ‘Listening In’.
The folder contains ‘The Gypsy’s Curse’ a short story about a girl who is cursed to ‘die of water’ by a gypsy as an infant and much later nearly dies of an asthma attack. My kid sister was grabbed from the house as a three or four year old by a Gypsy and the curse is true – she is asthmatic, but I hope nothing else of it is true.
Fig.2. Sarah Patterson – Young Observer 1976
Scrapbooks, like this one, are ‘mind bursts’ – moments that inspired. In fact this is pasted to a folder that contains typed up teenage efforts. She was 17 and writing about what it was like to be a 17 year old in 1943. I was 15 and writing about what it might be like to be a 15 year old in 2943.
Can inspiration bog you down?
When are distractions are good thing and when bad?
Where does motivation come from and what happens if it is only sometimes realised?
The Open University’s Masters in Open and Distance Education (MAODE).
Fig. 1. The Open University’s Masters in Open and Distance Education (MAODE).
Expressed as a Wordle. A personal collection of key influencers based on those tagged in this blog. Includes my own reading and indulgences.
On Friday, at midday, My OU student blog reached a significant milestone.
I’ve been at it for 33 months. I’ve blogged the best part of FIVE modules now – most of which required or invited some use of the blog platform (or another). I required little encouragement – I used to keep a diary and have found since 1999 that in their digital form they are an extraordinarily versatile way to gather, consider, share and develop ideas.
The investment in time, on average, an hour a day in addition to – though sometimes instead of coursework over 1000+ days.
(This excludes 8 months I spent on the Masters in Open and Distance Learning in 2001)
To mark this event, and as I need to go through this online diary, this e-journal, this ‘web-log’ (as they were also once momentarily called) ahead of some exciting meetings coming up next week I thought a simple task might be to click through the tags to identify who have been the key influencers in my reading and thinking over the last two and a half years.
Fig.2. Another way of looking at it.
Beetham, Conole and Weller are key MAODE authors from the Open University. John Seely Brown is a vital undercurrent, Engestrom one of several enthusiasms like Vygostky. While Gagne, second hand hardback, needs to be on your desk for frequent reference.
What I thought would take an hour has taken nearly 40 hours.
Clicking on a tag opens a corner of my head, the notes take me back to that day, that week, that assignment or task. It also takes me back to the discussions, resources and papers. And when I find an error the proof-reader in me has to fix. Aptly, as we approach November 5th, and living in Lewes where there are marches and fireworks from late October for a couple of weeks peaking of course all evening on the 5th, my head feels as if someone has accidentally set light to a box of assorted fireworks.
Just as well. Meetings these days are like a viva voce with eager ears and probing questions – they want the content of my mind and whatever else I bring to the subject after thirty years in corporate training and communications.
Fig. 3. Wordle allows you to say how many words you want to include in the mix.
To create weight I had to repeat the names I consider most important twice, three or four times in the list. I also removed first names as Wordle would have scattered these into the mix independently like peppercorns in a pan of vegetable stock.
- List all authors who have been part of my learning and thinking over the last couple of years.
- Include authors that my antennae have picked up that are relevant to my interest in learning, design, the moving image and the english language.
- Visualise this and draw some conclusions
Fig.4. This even makes three of the key protagonists look like an advertising agency Gagne, Beetham and Conole.
I can never finish. Take this morning. I stumble upon my notes on three case studies on the use of e-portfolios from H807 which I covered from February 2010-September 2010. To begin with I feel compelled to correct the referencing in order to understand the value, pertinence and good manners (let alone the legal duty) to cite things correctly. (Even though this post was locked – a ‘private’ dump of grabs and my thoughts).
Then I add an image or two.
These days I feel a post requires a visual experssion of its contents to open and benefits from whatever other diagrams, charts or images you can conjure from your mind or a Google Search – ‘the word’ + images creative commons – is how I play it.
Fig. 5. From David Oglivy’s book ‘Ogilvy on advertising‘ – a simple suggestion – a striking image, a pertinent headline and always caption the picture. Then write your body copy.
A background in advertising has something to do with this and the influence of David Ogilvy.
I spend over two hours on the first of three case studies in just one single post. At the time I rubbished e-portfolios. The notes and references are there. Tapped back in I can now make something of it. A second time round the terms, the ideas – even some of the authors are familiar. It makes for an easier and relevant read. What is more, it is current and pertinent. A blog can be a portfolio – indeed this is what I’d recommend.
From time to time I will have to emerge from this tramp through the jungle of my MAODE mind.
Not least to work, to sleep, to cook and play.
Fig. 6. In a word
Gagne, R.N. (1965) Conditions of Learning Holt, Rinehart and Winston
- What’s in Your Word Cloud? (raventools.com)
- Chapter Sixteen Wordle (faceofthesky.com)
- Year End Blog Wordle and My Rock (henriksenlearning.wordpress.com)
- My personal learning environment (PLE) (mymindbursts.com)
- Wordle My Journal 2012 (gemhelen.wordpress.com)
- How do you use an Activity System to improve accessibility to e-learning by students with disabilities? (mymindbursts.com)
Expansive Learning and the activity systems of Engestrom
I’ve taken this, from Engestrom and considered this as the interplay between SIX people (or groups) – or a mix of the two. Six people who are bringing to the discussion their different backgrounds and ideas in order to address a topic. At arm’s length, the objects, the ideas, views or knowledge that they have begins to take on an identity of its own.
‘Expansive learning is based on Vygotsky, though three times removed; it implies that we learn within activity pockets as individuals and groups. The interplay between these groups are the consequential objects of learning that in turn transmogrify in the presence of other objects. Solving problems, dealing with contradictions, may come about as these learning systems slide or shift’.
Amyone care to comment?
This is my take on a topic that has taken me through the briar-bush and out the other side. Has the struggle been worth it. The challenge I feel I face when reading papers such is this is how to make the subject matter comprehensible to the non-academic, I challenge I throw down to every academic: it is possible to make yourselves understood by the majority, rather than a minority.
Engeström (2001) article, Expansive learning at work: toward an activity theoretical reconceptualisation