Category Archives: Humanities and Social Sciences

Ming: 50 years that changed China, at the British Museum

This post was contributed by Yi-Wen Huang, a PhD student in Arts Management in Birkbeck’s Department of Film, Media and Cultural Studies.

Carved red lacquer on wood core, Yongle mark and period 1403-24, South China. Diameter 34.8 cm © The Trustees of the British Museum

Carved red lacquer on wood core, Yongle mark and period 1403-24, South China. Diameter 34.8 cm © The Trustees of the British Museum

A few weeks ago, I, along with my fellow students, attended the British Museum’s current exhibition Ming: 50 years that changed China which opened on 18 September. The visit ended with a Q&A session with the project curator, Dr Yu-Ping Luk. The exhibition is divided into five sections, namely the Ming Court, the Arts of War, the Arts of Peace, Beliefs, and Trade and Diplomacy. The arrangement of the exhibition allowed for the depiction of the aesthetic qualities of the works. In addition, the display and accompanying text alongside the exhibitions also provided a contextual perspective through highlighting how these objects reflected the social hierarchy and conditions of Ming China.

One of the questions that I had in my mind before attending the exhibition was trying to work out in what ways did the fore-mentioned 50 years in the Ming Dynasty change China? According to the curator, the 50 years between 1400 and 1450 were important for three reasons: the shift of the capital of China from Nanjing to Beijing in 1421, the emphasis placed on art by the Emperor Xuande and the explorations undertaken by Zheng He. The exhibits on display thus reflected these three shifts.

Palace Museum scroll arrows: Detail from ‘Amusements in the Xuande emperor’s palace’ showing the emperor playing an arrow-throwing game. Handscroll, ink and colours on silk. Xuande period, 1426–1435. Anonymous. The Palace Museum, Beijing. © The Palace Museum

Palace Museum scroll arrows: Detail from ‘Amusements in the Xuande emperor’s palace’ showing the emperor playing an arrow-throwing game. Handscroll, ink and colours on silk. Xuande period, 1426–1435. Anonymous. The Palace Museum, Beijing. © The Palace Museum

The objects that impressed me the most were the long scroll paintings on loan from the Palace Museum, Beijing. These paintings depicted hunting activities, eunuchs playing polo and horse-riding. If you look carefully enough, you would be able to find images of the emperor appearing in different scenes participating in the various activities. These paintings reflected life in the imperial court through an insightful observational panorama brought to life through the technical skill of the artist on a long scroll. The landscape paintings with accompanying calligraphy were another display that I found interesting. Landscape painting has long been part of an intellectual tradition of the literati in China. In the Ming regime, landscape painting was one of the Four Arts (四藝 sih yi); the other three being able to master the musical instrument, the Gu Qin, being able to play Chinese Chess and becoming skilled in calligraphy. These landscape paintings at the exhibition explicitly reflected the elegant (雅 ya) culture among the literati. Finally, I was also fascinated by the display of the very first Koran in China which reflected the multicultural and multi-faith in the society in Ming China.

The Q&A session after our visit with the project curator Dr Luk was the most rewarding part of the visit. Through sharing her experience in curating the exhibition, Dr Luk highlighted how this exhibition was the result of five years of research, preparation and collaboration between scholars and professionals from different institutions. Learning about how the objects were loaned from China for this exhibition also provided some insight on the various negotiations that had to take place between government institutions in China. It was also interesting to think that there was a need to consider political sensitivities when presenting information about the objects on display.

It was great to be able to learn more about the exhibition through the Q&A and additional activities about this exhibition, such as the Curator’s Introduction are being organised throughout the duration of the exhibition. Based on what I learnt on our trip, I will definitely be trying to attend more of these events.

Making video work for you with Birkbeck’s Derek Jarman Lab

This post was contributed by Nick Eisen, an alumnus of Birkbeck’s Postgraduate Certificate in Journalism.

Birkbeck’s Derek Jarman Lab, runs four-day training courses that address the internet’s increasing demand for video in getting your message across. For an example of the Lab’s work see their video Ways of Listening with John Berger and Tilda Swinton.

The Lab says in its publicity that “Film can be a fantastic tool” and “can add greatly to the impact of your work”. As a Birkbeck alumnus working in media, I decide to try the course, which takes place over two weekends.

On the first morning, Managing Producer Bartek Dziadosz shows me to the Lab, in the basement of 36 Gordon Square (entrance round the corner in Endsleigh Place), a few doors north of the School of Arts. Also there are students Nikki and Liz, from Pittsburgh, and Yunus, a Birkbeck economist with plans, one day, to make a film about personalities in economics.

The day begins with an introduction to the equipment – lots to take in, but much becomes clearer with practice.

The afternoon brings classes on film theory referencing Roman Polanski’s Chinatown; an exercise filming a conversation between two gallant volunteers from the Lab team, Bea and Lilly; a class from Lilly on film production, and one-to-ones on the projects we have each planned for the course. Homework is to prepare shooting schedules for our pieces.

Shooting

Next day, we shoot. Nikki and Liz are making films about London; Yunus casts me as Alex from a Clockwork Orange in a tour of Anthony Burgess’s local haunts; I am filming an interpretation of the poem The Spider And The Fly.

Yunus and I start off at a Burgess local – the Duke of York pub. It’s shut. Yunus improvises by turning an interior sequence into an exterior one. He has me standing outside the pub, grinning and holding a glass of milk like Malcolm McDowell as gang leader Alex from Kubrick’s film of A Clockwork Orange. I am surprised how quickly I ignore strange looks from passers-by.

For my project, my main sequence is to speak the poem I’ve chosen to camera. I want to shoot this in a pub, but settle on a restaurant where the staff prove friendly.

Playing a human spider in a crowded restaurant doesn’t bother me. I’ve now grown used to acting strangely in public.

Yunus and I adapt to circumstances through the afternoon – that’s movies… !

Back at the Lab, Bartek downloads our work and gives a class on lighting.

Editing

Left - Right: Walter, Yunus and Liz

Left – Right: Walter, Yunus and Liz

The following Saturday, Walter, the Lab’s Head of Post-production, takes us through editing with a lesson on theory, then an introduction to the equipment – software and computers now, not the bulkier mechanical desks of yore – but we still talk about films and cutting, though celluloid and scissors have practically gone.

Practice brings increasing confidence, and Walter shows how intercutting and juxtaposition of images and sounds can resonate in surprising ways.

Paul, the Lab’s Head of Teaching, helps us with the further editing that comprises the final day, which ends with a screening of some of our work. Nikki has created a beautiful collage of London. Yunus’s use of effects and music suggests a vivid take on A Clockwork Orange, and my interpretation of The Spider And The Fly is kindly received. I can see how I would do it differently now, which of course is part of learning.

The Lab team have been friendly, patient, supportive and encouraging, making for a well-structured, rewarding two weekends.

Taking the course

At £250 (for Birkbeckers), this course is great value, particularly for those with audiovisual elements in their studies, though it’s a significant sum on a tight budget. So maybe start by confirming what you want from the course and how you expect it to give this to you.

To find out more, contact The Derek Jarman Lab.

MA Renaissance and MA Medieval Studies Students Visit the British Library

This post was contributed by Nuria Gisbert, a student on Birkbeck’s MA Renaissance Studies

BL_BOOKSBirkbeck’s MA Renaissance and MA Medieval Studies students visited the British Library to familiarise themselves with the institution and its various collections. Prior to the visit, all students had to obtain a reader’s pass.

At one of the library’s seminar rooms, we were made very welcome by two members of the Rare Books and Music Reference Team, Christian Algar and Qona Bright. The Rare Books collection contains pre-1851 items, and is rich in incunabula and post-incunabula. The British Library holds over 12,500 incunabula, one of the largest collections in the world.

The Rare Books and Music Reference Team is composed of six members in total, and offers help and advice to students and scholars with their research, and with using the library’s extensive collections. The team can help with obtaining access to restricted items, offers specific pre-arranged research advice, and much more. The British Library’s Humanities section is particularly large, so navigating it properly can be difficult without some prior catalogue research knowledge.

Once we were all sitting comfortably within the seminar room, Mr Algar gave us an introduction to the institution’s history, and an explanation on how to use its many catalogues and research resources (both print and electronic). The British Library holds several reading rooms, where books may be pre-ordered online and then collected for perusal.

He had also organised an amazing display of unique manuscript and print books relevant to our fields of study. The titles displayed were impressively unusual in many respects, and offered fantastic insight into the period running from the late Middle Ages to Early Modern Europe.

The display included 15th– to 17th-century texts, portraying the shift or transition from manuscripts to printed books. It had additionally been chosen around a specific and very interesting theme: the consequences of power on languages and texts. Students were able to look at and handle most of the titles, which was a fabulous experience, especially with the oldest manuscripts.

To illustrate the effects of power on language development, Mr Algar gave us a short history talk on Cornish texts, and how the language did not make it from a hearing to a reading public, gradually disappearing due to the Tudor regime’s official standardisation and imposition of the English language throughout the country. Some of the books on display were either written in Cornish (including translated sermons), or were Cornish stories and legends that had been translated into English.

We were also able to look at different editions and versions of the Decameron, both in manuscript and printed format. A particularly interesting printed copy in Latin included hand-written margin annotations (presumably made by its owner). These lengthy notes corrected and explained passages that had been amended by the Catholic Church in the printed version. Any passages referring to the clergy or the Church had been removed from the printed version, as these were considered harmful to the dignity of that institution.

Regarding the British Library’s manuscript collection, 80% of these items are readily available for research, whilst others require special access and a letter from an institution. A small number of manuscripts are rated as highly restricted, mostly illustrated medieval volumes, and are best perused using the Library’s online digital version. These restricted items include 15th-century British books, which need special care and conservation for obvious heritage conservation reasons.

The visit, including the lecture and book display, were an absolute success with Birkbeck’s MA students. It will be extremely useful for our studies and future research to be able to access the British Library’s unparalleled collection of books and journals. Special thanks are also due to Mr Algar for preparing such a practical introduction to researching the collection, and for his illuminating talk on the effects and consequences of State and/or Church power and control on languages and the written text.

Dicken’s Day 2014: Dickens and Conviviality

This post was contributed by Birkbeck alumnus Dr Ben Winyard, who is one of the organisers of Dickens Day. Join Birkbeck’s Centre for Nineteenth-Century Studies as we read Our Mutual Friend month-by-month in its original instalments.

charles_dickens

Charles Dickens

Now in its twenty-eighth year, Dickens Day enjoys a uniquely mixed audience of Dickens enthusiasts, academics, and students at all levels of study. It is perhaps apt then, that this year’s theme was ‘Dickens and Conviviality’, as this one-day conference, jointly run by Birkbeck, the University of Leicester and the Dickens Fellowship, brought together over one hundred Dickens aficionados for a day of genial intellectual exchange.

Dickens was associated with good humour, bonhomie and sociability from the outset of his career. Before his first novel, The Pickwick Papers, had even concluded its run of monthly instalments (1836–1837), its twenty-four-year-old author had been catapulted to fame and was widely lionised, and even mythologised, as the proponent and exemplar of merry-making. Indeed, Pickwick is famously stuffed with eating, drinking and parties, dances, celebrations, picnics and all manner of sociable endeavours. Like many of his contemporaries, Dickens held that laughter possesses a unique ability to harmonise and heal. One of our speakers, Clive Johnson, observed that if Freud understood humour in economic terms as a ‘wasteful’ element in the psychic economy, for Dickens, writing in an era sharply defined by an imaginatively parsimonious political economy, this was actually a great positive.

Dickens went on to consolidate this image of himself as a master of conviviality in his own life: he was notorious for his love of parties, impromptu dinners, jamborees, skits, celebrations, practical jokes, amateur theatrics, and many other forms of high-spirited sociability. He also assiduously cultivated many friendships with some of the leading authors, politicians, artists, thinkers, philanthropists and actors of his age, and he was a notably prolific letter writer in an era famous for its voluminous epistolary correspondence.

It is as the exemplar of Christmas spirit that Dickens is perhaps most firmly lodged in the popular cultural imagination; he is even erroneously praised for ‘inventing’ Christmas in its modern, recognisable form. Even in Sketches by Boz (1836), his first published collection, Christmas is warmly lauded for stoking mutual affection:

‘Christmas time! The man must be a misanthrope indeed, in whose breast something like a jovial feeling is not roused – in whose mind some pleasant associations are not awakened – by the recurrence of Christmas. […] Who can be insensible to the outpourings of good feeling, and the honest interchange of affectionate attachment, which abound at this season of the year? […] There seems a magic in the very name of Christmas. Petty jealousies and discords are forgotten: social feelings are awakened in bosoms to which they have long been strangers’.

The later image of the joyous Cratchits in A Christmas Carol (1843) remains one of Dickens’s most famous depictions of good feeling, emblazoned on our collective memory from multiple versions of this perennial classic.

However, Dickens was also deeply interested in the flipside of conviviality and it is interesting that another paradigmatic Dickensian vignette is the starving, bedraggled Oliver Twist holding up his empty bowl and asking for more. One of the day’s plenary speakers, Wendy Parkins, reminded us of the ethical injunction to care for the vulnerable, especially children, that Dickens evokes, citing the neglected Jellyby children in Bleak House (1852–53). For Dickens, hospitality, like philanthropy, is a duty of care that we all owe to those in need. Asking for more, like Oliver, is also a rebellious assertion of individual need in a system that conglomerates and marginalises the poor. One of the fascinating threads of the day was the constant slippage in Dickens between needs, desires and wants, and the interconnectedness of physical need with emotional, social and sexual needs and desires. In Dickens, ‘hunger’ operates metaphorically as well as literally. Indeed, Jo Parsons reminded us of Dickens’s own childhood experiences of physical and emotional hunger that echo through his work, in particular David Copperfield (1849–50), and which perhaps explain his wish, shortly before his death, to compose a cookery book.

Indeed, despite his reputation as a sort of literary Father Christmas, Dickens also depicted disastrous and terrifying Christmas scenes: most famously, Pip’s excruciatingly anxious Christmas dinner in Great Expectations (1860–1861), as he endures the moralising insults of the adults and awaits the discovery of his theft of food for the escaped convict Magwitch. Dickens’s final, unfinished novel, The Mystery of Edwin Drood (1870), reaches a climactic point with the disappearance of the eponymous hero on a particularly fevered and gloomy Christmas Day. Despite this, Pete Orford, creator of the Drood Inquiry revealed how early reviews of Drood foregrounded the novel’s humour and compared it to The Pickwick Papers, despite its gothic themes of drug addiction, madness and murder. As Orford showed, Dickens was a master of alternating light and dark, moving swiftly between humour and more ominous, tragic tones.

Most of our speakers were reluctant to take Dickens’s representations of good-humoured sociability at face-value, with most papers focusing conversely on loneliness, isolation, poverty and want, social aping and pretension, and the feelings of inadequacy, anxiety and exclusion that may actually fuel conviviality. As Nicola Bradbury observed, Pip’s Christmas dinner is made entirely miserable by the appalling company – in Dickens, hell really is other people. Charlotte Boyce considered the hidden class dynamics of Pickwickian sociability; somebody low-paid and low-status prepares, serves and clears up all those extravagant, jolly meals. Harriet Briggs considered how Dickensian laughter may be hearty and boisterous but is rarely anarchic, often operating to dissolve discontent and smother rebellious impulses. As the day’s keynote speaker, Malcolm Andrews, observed, humour in Dickens is both social glue and a social corrective.

Dickens Day is famous for its readings and this year’s – David Copperfield’s hilariously drunken disaster of a dinner party and the sham society wedding of the Lammles in Our Mutual Friend (1864–65) – further confirmed that Dickensian conviviality is often at its most hilarious when it is faked, strained, overegged – or otherwise goes horribly wrong. Fortunately, no such disasters befell this year’s event, which is already looking forward to celebrating its thirtieth anniversary in 2016.