Mock ups

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Monday was my slot for the catalogue image. Pressure on.
The Photo Team have been amazing, they were so organised and helpful, but unfortunately my indecision came and shot me in the foot.  The ‘hero’ image is the one visual that visitors to the show will physically take away with them in the catalogue.  It has to be both descriptive although not necessarily literal, striking but not too obscure.  

Needless to say, it didn’t work out for me.  These are a few of the shots we got; all beautifully managed, but the designs themselves simply weren’t as strong as I had hoped. That, and the fact that I am no actress (it shows).   I now have a week or so to come up with something mind blowing for the project.

Big thanks again to the Photo Team for all their work this week.

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Russell Brand on Margaret Thatcher: 'I always felt sorry for her children'

A really eloquent article about his own memory and experience of Thatcher.

Barack Obama, interestingly, said in his statement that she had “broken the glass ceiling for other women”. Only in the sense that all the women beneath her were blinded by falling shards. She is an icon of individualism, not of feminism.”

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The day that Thatcher died.

8 April 2013

My own opinions of Baroness Thatcher aside, the response from the online public—although easy enough to predict—unveils a substantial discussion about how the discourse around the infamous dead is carried out.  

Needless to say, Mrs Thatcher divides opinion and stirs emotion for many, whether that be a sense of national pride or of anger and resentment, but does this status mean she (and her family) should be dealt with differently to any other, post mortem?

Greenwald’s article in the Guardian (posted below) goes some way to suggest that it does:

This demand for respectful silence in the wake of a public figure’s death is not just misguided but dangerous.”

"Demanding that no criticisms be voiced to counter that hagiography is to enable false history and a propagandistic whitewashing of bad acts, distortions that become quickly ossified and then endure by virtue of no opposition and the powerful emotions created by death. When a political leader dies, it is irresponsible in the extreme to demand that only praise be permitted but not criticisms."

But of course it is not to all of the behaviour exhibited online that this article refers, as some, in my view, can only be regarded as tasteless — dementia is a cruel cruel way to go, whatever your legacy and to exploit that surely only goes to far as to debase the character of the speaker.  

Yes, she is still a person with family, however, it must be noted that it is the right of each to mourn in their own way, and for those who were deeply affected by Thatcher’s government that mourning is rather more directed towards the effects of that government’s actions, the losses and suffering caused.  People cannot be expected to stay silent to ‘pay respect’ to a leader that it is felt did not pay equal respect to vast numbers of her electorate.

It is perhaps an unfortunate part of holding such a position of authority, that you must face the music, in life and in death.


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Margaret Thatcher and misapplied death etiquette
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Comment is free, but facts are sacred.
Charles Prestwich Scott
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When I decide on the activities for the PSHCE day I make sure that every year group has a special part of the day where they work with an outside company. Breaking up the day in this way is so important to us. Outside companies are different and appealing – the Bigfoot Facilitators in particular are young themselves and demonstrate real life situations so the students can really relate to them.

Angie Arnell, PSHCE Co-ordinator, Haberdashers Hatcham on the Big Foot Theatre Company

  • The arts have the power to unleash children’s extraordinary abilities and talents, so we must help them find their spark, and the sooner, the better.
  • All forms of the arts are valid – from theatre to filmmaking, painting to dance, music to yoga – All of which Bigfoot provides in abundance!
  • Children must be given the space to freely express themselves without the fear of judgement.
  • The best learning results are achieved by making learning seriously fun and play-full.

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Department of Education, KS3 Citizenship

Education for citizenship equips young people with the knowledge, skills and understanding to play an effective role in public life. Citizenship encourages them to take an interest in topical and controversial issues and to engage in discussion and debate. Pupils learn about their rights, responsibilities, duties and freedoms and about laws, justice and democracy. They learn to take part in decision-making and different forms of action. They play an active role in the life of their schools, neighbourhoods, communities and wider society as active and global citizens.

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