Teacher Resource Notes

A Hayward Touring Exhibition

Mead Gallery 2 May—21 June 2014

Jeremy

Deller

Curates

All

That

Is

Solid

Melts

Into

Air

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An introduction to the exhibition Who is Jeremy Deller? Key themes Links to the curriculum for KS2 and KS3 Knowledge and understanding Questions, discussions and activities to explore for both KS2 and 3 Exploring and developing ideas - follow up activities - KS2 and 3 Further links Planning a trip to the Mead Gallery

Contents

Adrian Street and his father, 1973. Photo © Dennis Hutchinson 2012.

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In All That Is Solid Melts Into Air the artist Jeremy Deller takes a

personal look at the impact of the Industrial Revolution on British

popular culture, and its influence on our lives today. The society we

have inherited, our towns and cities, the social formations, cultural

traditions, class divisions, inequalities of wealth and opportunity derive

to an overwhelming extent from the age of the Industrial Revolution.

The exhibition combines contemporary music, film and photography

with a vast range of 19th century images and objects. Bringing

together past and present, and including some of his own work, Deller

shows us his unique take on cultural history.

The title of the exhibition is taken from The Communist Manifesto of

1848 by Karl Marx. All That Is Solid Melts Into Air is also an academic

text written by Marshall Berman between 1971 and 1981. The book

examines social and economic modernisation and its conflicting

relationship with modernism. At the beginning of the 1900s, many

artists and thinkers were excited by the potential for change - a

utopian vision with new machines, cars, planes, newspapers, film and

photography - all made possible by the Industrial Revolution. But the

dreams of a better life had come at a price. There were dramatic

changes in society during the Industrial Revolution. Populations in

urban areas soared as people moved from the countryside to cities.

Poor health amongst workers was commonplace as they endured

harsh working conditions and long hours. There was an increase in

pollution of the waterways, land and air from factory waste products.

An introduction to the exhibition

I’m an artistic curator…Artistic curators can put a bit more of themselves in the show [than academic curators can]. This is a personal wander, not a straight line, more a meandering, a sort of musing on something. Jeremy Deller The Independent, 18 December 2013

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John Martin’s apocalyptic painting The Destruction of Sodom and

Gomorrah (1852).

A documentary about Adrian Street, who escaped from a life of mining

to become a famous glam wrestler.

James Sharples painting, The Forge - Sharples was a 19th century

blacksmith and self-taught painter from Blackburn.

Links between heavy metal / rock music and the industrial towns that

many bands - Happy Mondays, Judas Priest, Black Sabbath - grew up

in.

How people’s lives were and are controlled in work by bells and clocks

- from a 19th century factory bell and clocking-in machine to a

prosthetic grab with a microchip used for recording the removal of

stock in Amazon warehouses.

And an Amalgamated Engineers Union banner from 1890 is set against

a text message sent to workers on zero-hours contracts that reads:

“Hello, today you have day off.”

Heavy metal and rock musicians also feature in the exhibition, chosen

by Jeremy Deller for their links to industry. Noddy Holder, lead singer

with Slade, Shaun Ryder, frontman of Salford band Happy Mondays,

and Bryan Ferry are all rock stars from industrial towns whose roots

can be traced back through generations of workers in factories and

mills. Shaun Ryder’s family tree is traced back to the early 19th century

by Deller, showing generations of miners, millwrights, weavers and

cloggers and revealing how deeply rooted he is in that landscape.

Tony Iommi is the lead guitarist and songwriter in Black Sabbath. He

lost the tip of one finger and part of another in an industrial accident in

a sheet metal factory in Birmingham. To ease the string tension on his

injured hand he detuned his guitar. This led to a change in his style of

playing and he developed a new sound that became synonymous with

heavy metal music. Rock bands such as Judas Priest, Black Sabbath,

Happy Mondays and Slade were the products of the industrial towns

their members came from; their music echoing the insistent rhythm of

the factory floor and the smoke and lights of their live shows that of

steel works.

In the exhibition we

see, amongst other

things:

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Key features of his work

Often collaborative

Strong political aspect

Can be ephemeral i.e.

resists being a

commodity

Sense of ‘Britishness’

Can be humorous

Who is Jeremy Deller?

Born in 1966 in London.

Studied at Dulwich College, London; the Courtauld Institute of Art

(University of London); completed his MA in Art History at University

of Sussex.

Met Andy Warhol in 1986 and spent two weeks at ‘The Factory’,

Warhol’s studio in New York.

Started making artworks in the early 1990s. In 1993, while his parents

were on holiday (he was still living at home), he used the family home

for an exhibition titled Open Bedroom.

Won the Turner Prize in 2004, dedicating his award to "everyone who

cycles, everyone who cycles in London, everyone who looks after

wildlife, and the Quaker movement.”

In 2013 he was selected to represent Britain in the Venice Biennale.

Joy in People, a mid-career survey, opened at the Hayward Gallery,

London, while Sacrilege, a bouncy castle modelled on Stonehenge,

toured the country during the summer of 2012.

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The Industrial Revolution

Work

Time

Music

Key themes

The themes of All That

Is Solid Melts Into Air

are:

Robert Havell, Factory Children, 1814. Coloured aquatint engraving. ©Science Museum/SSPL

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“From this foul drain the greatest stream of human industry flows out

to fertilise the whole world. From this filthy sewer pure gold flows. Here

humanity attains its most complete development and its most brutish;

here civilisation works its miracles, and civilised man is turned back

almost into a savage.”

Alexis De Tocqueville on Manchester, 1835

“The society we have inherited, our towns and cities, the social

formations, cultural traditions, class divisions, inequalities of wealth

and opportunity – all derive ultimately from the Industrial Revolution.

Within a 20 or 30 year [period] the Industrial Revolution just happens –

there are no regulations [and] there is this trauma, the inversion of

order. The earth is on fire [and] there are these hellish scenes on your

doorstop. But it’s producing money for you …. It’s impressive but it’s

frightening at the same time – you read accounts of people from

France going to Manchester in the 1860s and they cannot believe what

they are seeing. Then there is this moment, which I find interesting,

when people take stock of what has happened and realise that they

have probably let things happen too quickly and things have gone too

far ….”

Jeremy Deller

The Industrial Revolution

Thomas Allom, Swainson Birley Cotton Mill near Preston, Lancashire, 1834. Pencil, pen, sepia and wash. ©Science Museum/SSPL

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Within the exhibition, ‘The Industrial Sublime’ shows how

contemporary artists were drawn to the terrifying beauty of the new

industries. Around the time that John Martin painted The Destruction

of Sodom and Gomorrah, the British parliament commissioned reports

into living conditions in the new industrial towns. The investigators

returned with devastating evidence of degradation and poverty.

Photographers (wielding the latest technology) brought back from the

industrial wastelands of Wales photographs of labouring women

swathed in filthy rags, staring numbly into the camera.

John Martin’s painting tells us much about the anxieties of the

Victorian age – as the exhibition commentary explains, Martin painted

the work in 1852, when the reality of what we were doing to our

environment, our towns and to the labourers condemned to spend

their working lives in mines and factories was beginning to sink in.

John Martin. The Destruction of Sodom and Gomorrah, 1852. Oil on canvas . 136.3 x 212.3cm. Courtesy Laing Art Gallery, Newcastle upon Tyne (Tyne & Wear Archives & Museums)

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Ben Roberts was allowed inside this Amazon warehouse (above right),

but wasn’t allowed to photograph any employees (or ‘associates’ as

Amazon label their workers)

“however the first thing that I saw before entering the airport style

security were the surreal life-size portraits of Adam Hoccom and Bev

Horton extolling the virtues of working for Amazon.”

Amazon Fulfilment Centre in Rugeley. Photos by Ben Roberts.

Work

W. Clayton, Iron Workers, Tredegar, Wales, 1865 Photographs. Courtesy Manchester Art Gallery, Manchester

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Jeremy Deller compares the way time is used to oppress and control

workers. The devices some warehouses strap to the workers wrist to

track their efficiency and productivity is compared with some

beautifully engineered timepieces from mills of the 1850s. One

example is the old long case clock that presented ‘two faces’, one for

the real time and the other connected to the water wheel. When the

wheel did not turn quickly enough this indicated reduced production

and workers had to catch up with the real clock at the end of the day.

Motorola WT4000

This device (above right) is worn on the wrist by workers in

warehouses, and similar items are used by Amazon to track the speeds

of orders and consequently the efficiency of its staff. It calculates if you

are falling behind schedule and sends a warning if this occurs.

Time

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Noddy Holder was born in 1946 in Walsall and went on to be lead

singer in Slade. His family tree created for the exhibition reveals

ancestors who were variously a: millwright, shoemaker, boiler cleaner,

agricultural labourer, spin filer, washerwoman, curb and chain maker,

buckle filer, key stamper, buckle stamper, chainmaker, coalminer, rail-

way carriage cleaner, ironworker, puddler, forgeman, blacksmith. His

father was a window cleaner.

The family trees of Bryan Ferry reveals 19th century ancestors that

included agricultural labourers, blacksmiths, a cartman, colliery

labourers, farm servants and coal miners. His father was a pit pony

handler

Music

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In the Art and Design curriculum

they will support pupils to:

Produce creative work, exploring their ideas and recording

their experiences

Evaluate and analyse creative works using the language of art,

craft and design

Know about great artists, craft makers and designers, and un-

derstand the historical and cultural development of their art

forms.

Create sketchbooks, journals and other media to record their

observations and use them to review and revisit ideas

And specifically for Key Stage 3:

Analyse and evaluate their own work, and that of others, in

order to strengthen the visual impact or applications of their

work

Learn about the history of art, craft, design and architecture,

including periods, styles and major movements from ancient

times up to the present day.

Links to the curriculum for KS2 and KS3

The activities in this

pack will enable

children to explore and

develop key areas of the

current National

Curriculum with a focus

on Art & Design, History

and English. There are

activities that allow

them to work on their

own and to

collaborate with others

in small groups

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In the History curriculum

the activities will in part support pupils to:

Know and understand the history of these islands as a

coherent, chronological narrative, from the earliest times to

the present day: how people’s lives have shaped this nation

and how Britain has influenced and been influenced by the

wider world

Gain historical perspective by placing their growing knowledge

into different contexts, understanding the connections

between local, regional, national and international history;

between cultural, economic, military, political, religious and

social history; and between short- and long-term timescales

Gain understanding of how our knowledge of the past is

constructed from a range of sources, and that different

versions of past events may exist

In the English curriculum

the activities will in part support pupils to strengthen the

following skills:

Develop ideas thoughtfully, describing events and conveying

their opinions clearly

Acquire a wide vocabulary, and begin to vary their expression

and vocabulary

Ask relevant questions to clarify, extend and follow up ideas

Appreciate our rich and varied literary heritage

Elaborate and explain clearly their understanding and ideas

Talk and listen with confidence in an increasing range of

Contexts

ICT skills will also be supported in pupils’ use of digital cameras

and/or iPads to record observations

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1. In class begin a discussion about the Industrial Revolution

(see Appendix One for teachers notes):

What do the students know about this already?

2. What was good about it? bad about it?

Think of five words to describe living in the Industrial

Revolution.

3. Inventions made the industrial revolution possible. Invite the

students /pupils to come up with their own inventions. Draw

these and explain in writing how it makes life easier, or what

problem it solves.

4. Invite some of them to ‘sell’ their invention to the others—

encourage a debate on whether their idea really does make

the world a better place.

5. Modern day inventions

What in the classroom would not be here without inventions

i.e. clothes, computers - research their beginnings using the

internet.

Before your visit

Knowledge and understanding

Questions, discussions and activities to explore- KS2

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1. Find and draw two of these things in your sketchbooks.

A painting or photograph of a worker

Something to do with time

A banner

Something to do with music

2. Using your image of the worker create a short story about

them, their work and their life in your sketchbook using the

comic strip form.

3. Can you think of any current songs that are to do with work?

If so, what kind of story do they tell? Find a way to record

these in your sketchbook.

4. Look around for the different inventions that are represented

In the exhibition. Imagine they were competing on The

Dragon’s Den. Work in a group to plan how you might present

these inventions to your judges and then vote on which

should win and why.

5. In your sketchbook, do a close up drawing - a detail of

something you like in the exhibition.

Tell a friend why you like it.

At the exhibition

You will need sketchbooks or

paper; pencils, pens, and, if

possible, a camera and/or

iPad.

JW Lowry, Thomas Robinson's power loom factory, Stockport, 1849-1850. Engraving. ©Science Museum/SSPL

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1. The Industrial Revolution took place in many towns across

England and Wales. Working in groups, research these towns

and find out as much as you can about what happened:

Manchester Birmingham Bradford

Coventry Leeds The Black Country

Find one image that sums up all these changes in that town

and mark it on the map (Appendix Two).

2. Change also took place within rural communities.

Again, identify where and how.

3. Inventions were key to the Industrial Revolution. Research the

following, their uses, their inventors and where they were

used:

cotton gin power loom spinning jenny

flying shuttle spinning mule water frame

steam engine

4. Who was Jethro Tull?

5. Discuss the following:

Are we in the midst of an industrial revolution today?

How is society changed by technological advances?

How has faster transportation and global communications

made the world smaller?

Is technology always a positive factor?

How did the world function prior to technological

advancements?

Before your visit

Knowledge and understanding

Questions, discussions and activities to Explore - KS3

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6. Can you place in order of importance 5 inventions of the 21st

century that have had a big impact on your lives?

7. Invite students to brainstorm what a person/family needs to

survive (shelter, food, safety, healthcare, etc). Ask them to

rank these from the most to the least important. Write this

list on the board.

8. Ask students what a worker needs to survive (job security,

respected rights, unions, etc). Ask the students to rank these

from least to most important. Write this list next to the other

one. Then ask the students which list is more important.

1. Use your camera or sketchbook to gather a collection of

images from the exhibition that mean something to you

(ideally 6 – 12). Use these to create your own personal history

or that of a fictional character.

2. Find examples of as many different kinds of labour in the

exhibition as you can. You could do this through drawing,

writing or photography. List these and next to them list the

different types of labour people are involved in today. Are any

of these jobs the same? What are the main differences?

(When you get back to school you could produce this as a

visual ‘work map’ charting the historical changes.)

3. Find the photograph of Adrian Street and his father taken in

1973. Imagine the conversation that might have taken place

between them and the other miners when Adrian arrived at

the pithead dressed in his wrestling costume. Record this as a

short article, interview, blog post or act it out with your group.

At the exhibition

You will need sketchbooks or

paper; pencils, pens, and, if

possible, a camera and/or

iPad.

Adrian Street and his father, 1973. Photo © Dennis Hutchinson 2012.

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4. Jeremy Deller refers to the impact the Industrial Revolution

had on cities and the socialisation of people. What do you

think would have been people’s main ways of communicating

at that time? Set up scenarios with your friends and take

photos of how people might have communicated then and

how they do now.

5. Go and look at the Amazon productivity poster and compare

this to any other motivational images that you can think of that

have been created from the time of the Industrial Revolution

to the present day in order to ‘sell’ various forms of

productivity (e.g. the famous 2nd World War poster ‘We Need

You in the Army’.)

6. Jeremy Deller has confessed that he has never been able to

draw, and has never learnt what he sees as the basic technical

skills of fine art practice. Instead “he thinks, conceives and

commissions, explores, discovers and selects.” (Interview with

BBC Radio 6 Music) Can you create a mindmap like the one

below that shows the skills you think are needed for CREATIVE

WORK and LABOUR BASED WORK and explore where the

meeting points might be.

The History of the World is a graphic and textual portrayal of the

history, influence and context for acid house and brass band music.

Adopting the form of a flow diagram, it suggests that there are social

and political echoes and points of confluence between these two musi-

cal movements that date from different eras; acid house being a post-

industrial movement of the late twentieth century, and the brass band

movement dating from the industrial era of the nineteenth century.

The History of the World, 1997 by Jeremy Deller "I drew this diagram about the

social, political and musical

connections between house music

and brass bands – it shows a

thought process in action. It was

also about Britain and British

history in the twentieth century

and how the country had

changed from being industrial to

post-industrial. It was the visual

justification for Acid Brass.

Without this diagram, the

musical project Acid Brass would

not have a conceptual backbone”.

Jeremy Deller.

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1. Design a banner with a slogan on - think about something

uplifting, that will make people think good about life; or use a

warning i.e. something that will make them feel worried

about the future.

2. You have just 140 characters to write to someone telling them

something about the exhibition.

3. Write a review of the exhibition in the form of a blog, if you

are using an iPad or computer. (A blog is an online personal

journal or diary, a place to express yourself to the world, or to

share your thoughts and your passions.)

4. Imagine being one of these women (above). How can you

describe her life in the Industrial Revolution?

5. There is a focus on work in the exhibition. Today children and

young people are not legally allowed to work until the age of

16, however, many of them are forced into work at a younger

age. What kinds of jobs do you think these children might do?

Write a story about one of these children.

Aim

To use words and language

to investigate ideas seen in

the exhibition

Exploring and developing ideas Follow up activities - KS2

W. Clayton, Iron Workers, Tredegar, Wales, 1865 Photographs. Courtesy Manchester Art Gallery, Manchester

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Simply create a timeline of people, starting with yourself, then adding

your father or mother, a grandparent, a great-grandparent etc. What

jobs do they do/did they do? What symbols can you use to describe

their jobs? Make this as visual and as big as you like. You could also

select significant individuals from your own community, such as local

politicians, celebrities etc. and research their family history in the

same way

Activity

1. Your own timeline

Exploring and developing ideas Follow up activities - KS3

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Jeremy Deller has given us a flavour of what life was like in certain

moments of the past 200 years. Pick a decade and find out the key

words and phrases that describe it - think politics, music, art, books,

wars, society, work. Then, work in pairs to see what differences and

similarities there are between the decades. What would be the main

three things that sum up each decade for you?

Here’s the 1960s to get you started:

The 60s – ‘I have a dream’. The Famous Five, Airfix kits, Biggles, Blue

Peter, The Sound of Music, James Bond 007, record players and discos,

John, Paul, George and Ringo, Yeah, yeah, yeah, ‘Turn that racket

down!’, mini-skirts, Hippies, Flower-Power, Woodstock, ‘Hair – flow it,

show it, long as God can grow it.’ Churchill’s funeral, Cuban Missile

Crisis, Kennedy assassinated, Aberfan. ‘I have a dream’, Martin Luther

King assassinated. Andy Warhol screenprints. Civil Rights, Black Power,

Student riots, Make Love not War, Sit-ins, End the Vietnam War, Ban

the Bomb, Anti-Apartheid, Ban the South Africa tour, Northern Ireland,

Send in the army, The Troubles. National Service – the end. Hanging –

the end. Race Relations Act. One small step for man, moon landing,

abortion legalised, The Pill, heart transplants, motorways, fridges,

washing machines, 3 TV channels – now in colour!, central heating;

1966 World Cup – 4-2 extra time.

Jeremy Deller highlights a number of individuals and their stories,

linking music with their industrial past. Research these names to

understand the part they played in our industrial past:

The Lunar Society Matthew Boulton

Brunel Stephenson

James Watt Charles Darwin

Josiah Wedgwood Joseph Priestly

Can you find any women in your search?

An important writer during this moment in history is David Henry

Thoreau, who writes in his 1862 essay ‘Walking’: In Wildness is the

preservation of the world.

Write a poem or short story, starting with this sentence, and bring in

some of the imagery and ideas found in the exhibition. Think about the

impact of climate change today; our relationship with work and with

Nature.

2. What’s in a decade?

3. Who are they?

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Another important writer was Charles Dickens who was strongly

opposed to the Industrial Revolution. His novels, particularly Oliver

Twist and Hard Times described the grim realities of child labour, the

rise of machines, overpopulation, and the damage to the cities and

natural greenery that industrialization brought about.

Using newspapers, magazines and the internet research examples of

child labour that are still taking place today. Make a collage or

storyboard to explore the similarities between child labour then and

now. How much have times actually changed?

Dickens explored social issues of the period. Can you think of recent

social issues that have been in the news? What kinds of things have

made people angry enough to take social action? What do you think

might motivate people to take this kind of action in the future?

Imagine if these people met each other – talk to a partner about what

you imagine the two different people might be like, how they might

interact with each other and then write a script of their conversation -

their questions, their ideas, their concerns.

4. Charles Dickens

5. Talking across time

John Evans, who was rescued after 12

days buried 120 yards underground at a

Welsh coal pit, as commemorated by the

artist A.R. Burt, 1819. Engraving with

wash on paper, 29.2 x 21.9cm. Courtesy

National Museum Wales.

Adam Hoccom, Facilities and Engineering,

Amazon Fulfilment Centre, Rugeley, 2013.

Photograph: Ben Roberts.

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The different working environments both workers had/have to

operate in (History)

The different social environments that existed/exist at these two

different times (History & Geography)

How an impression you may have of someone from a drawing or

photograph may differ considerably from that individual’s lived

experience (Art & Design - visual literacy)

Use language thoughtfully to support the sense of each individual

existing in a different time period (English)

Use their writing to elaborate on these characters’ conversation to tell

us more about the different times they live in (English)

Further links This is the film made in collaboration with BBC Newsnight, and is

included in the exhibition.

http://www.bbc.co.uk/news/entertainment-arts-24458982

http://gerryco23.wordpress.com/2013/11/16/all-that-is-solid-melts-

into-air-from-this-filthy-sewer-pure-gold-flows/

http://www.theguardian.com/artanddesign/2013/oct/13/artist-

industrial-revolution-popular-culture

http://benrobertsphotography.com/blog/news/all-that-is-solid-

melts-into-air-hayward-gallery-touring-show/

http://deanoworldtravels.wordpress.com/2013/10/08/all-that-is-

solid-melts-into-air/

http://thoreau.eserver.org/walking1.html

www.lightsgoingon.com gill@lightsgoingon.com 07971 439104 April 2014

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demonstrate what they

have learnt through the

exhibition and their

own studies about:

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Mead Gallery

Warwick Arts Centre

University of Warwick

Coventry CV4 7AL

Box Office: 024 7652 4524

Open Monday – Saturday, 12 noon – 9pm. Free Entry.

For group visits, it is advisable to book in advance.

The Mead Gallery is exclusively available for school group bookings

Monday – Friday, 9am – 12noon by prior arrangement. Staff and

resources are available to support these visits.

Daytime parking on campus can be difficult so please allow plenty of

time. For directions to Warwick Arts Centre, go to

http://www.warwickartscentre.co.uk/visit/getting-here/

For a map of the campus,

http://www2.warwick.ac.uk/about/visiting/maps/campusmap/

Coaches can drop off and pick up on Library Road. Please follow the

signs for the short walk to the Arts Centre. Please inform our Box

Office if you are arriving by coach so that effective and safe

arrangements can be made with campus security.

Charges apply for all University of Warwick car parks during the day.

The nearest to Warwick Arts Centre is CP7 (free if arriving after 6pm).

Please note, CP7 has no lift.

Planning a trip to the Mead Gallery

Contact Details and

Opening Hours

Parking at Warwick Arts

Centre

Coaches

Cars

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CP4 and CP5 (1hr max stay) are not height-restricted. Charges apply.

After 6pm, please use CP4 or CP5, which are both free.

If necessary, rooms are available where pupils can eat their packed

lunches. Let us know in advance if you want us to book one.

Public toilets are available in the Arts Centre.

Risk Assessments are available from the Arts Centre’s Education Team.

Contact Brian Bishop on 02476 524252.

We recommend a preliminary planning visit and are happy to discuss

your requirements with you. Your visit will confirm which works which

are most suitable for your group.

Adult supervision of students under 16 is required at all times. An

adult student ratio of 1:5 for under 5s, 1:10 for 5-11 year olds, 1:15 for

11-16 year olds and 1:20 for 16-18 year olds is required.

Teachers/group leaders and accompanying adults are responsible for

their group’s behaviour whilst at Warwick Arts Centre.

Many contemporary artworks are fragile and damage easily. Unless

you are told otherwise, please take extra care to ensure that your

group follows the Gallery guidelines at all times:

No running No touching No leaning against walls or plinths No photography The Mead Gallery has some drawing materials available and can sup-

ply a certain amount of clipboards. Please contact Gallery staff on 024

7657 3732 to discuss your needs. We regret that we cannot supply

drawing materials with little or no notice.

Minibuses

Lunch

Toilets

Risk Assessments

Before your visit

During your visit

Drawing

Teacher Resource Notes

Appendices

A Hayward Touring Exhibition

Mead Gallery 2 May—21 June 2014

II

Agricultural Revolution

Population Boom

Imperial gains

Slavery

Technological advances

(especially in the cotton industry)

Started the factory system

Led to population growth and urbanization

Created new social classes

Made the worker’s life difficult

Gave rise to socialism

Led to the colonial expansion of the industrial nations

There were five main

factors that led to

Industrialisation and

marked its progress:

There were six major social

changes:

Appendix 1

The Industrial Revolution

Steam engines were invented and machines were used in the production process. Production of goods was done in factories instead of at home. The population increased because of more food supply and better medicine. Many of the rural population moved to the industrial towns because people could get jobs and better living conditions in the industrial towns. Two new social classes were formed. They were the capitalist class and the working class. The two classes opposed each other. A worker’s life was poor. They lived in poor conditions. Working hours were long but their wages were low. The workers joined together and wanted the government to protect their rights and interests. Industrial / European powers set up colonies in Asia, Africa and the Americas for cheap raw materials and bigger markets. Before the Industrial Revolution, towns were small. After the mid eighteenth century many people left the countryside for the towns, ports and industrial communities on the coalfields of the Midlands, the North, and South Wales. They were attracted by higher wages and the opportunity of employment. Manchester, Leeds and Bradford grew rapidly in size.

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III

Oliver Twist was born to an unknown young woman in the parish

workhouse. He worked on a parish farm until he was nine years old.

An offer was made to pay five pounds to whomever would take Oliver

as an apprentice. He was taken in by Mr. Sowerberry, an undertaker,

who put him to work as a mute. Oliver was treated very well by Mr.

Sowerberry, though he was mistreated by several other characters in

the story. One morning Oliver decides to run away.

Upon his arrival at the outskirts of London, Oliver meets a young boy

named Artful Dodger. Dodger takes Oliver to meet Fagin, a master

criminal. Oliver gets involved with the law when he is with two thieves

who rob an old gentleman. Oliver is saved from jail by Mr. Brownlow.

Later, Oliver is kidnapped by two of Fagin’s cohorts and made to

participate in a burglary, during which Oliver is shot.

The plot thickens when the reader learns that Olivers half-brother

made a pact with Fagin to make Oliver a criminal, thus disinheriting

him from their fathers will.

Much of Dickens writing provides commentary and criticism of social

issues of the period and descriptions of settings that make it

impossible for the reader to distinguish fact from fiction. Hard Times is

no exception. In this social protest novel, the working class, known as

Hands, as well as the other classes, experience some hard times.

The utilization of this book in the classroom can best be determined

by the teacher. This may be the book that teacher chooses to read

aloud to the class. Dickens descriptions of Coketown and some of its

inhabitants are quite graphic and are examples of his best writings.

Which aspects of English life were being criticised by Dickens in Hard

Times?

Which characters do you consider to be heroes in the story? Explain.

Which characters struck you as being the villains? Explain.

Does the story have a sad ending, or does it give you hope for better

times?

Notes on Oliver Twist

Notes on Hard Times

Suggested questions for

discussion:

Literature (KS3) Charles Dickens

IV

In South Africa, 69% of all temporary and seasonal employees are

women; 26% of long-term employees are women.2

In Chile, 52% of all temporary and seasonal workers are women;

5% of long-term employees are women.

In Bangladesh, 46% of interviewed women garment workers had the

letter of employment needed to establish employment relationship.3

In Chile, one in three fruit pickers and packers, paid by piece-rate, is

effectively earning minimum wage or less; to earn this amount they

work 63 hours a week, sometimes up to 18 hours a day.4

In China, overtime is legally limited to 36 hours a month; but in

Guangdong province the vast majority of workers surveyed worked

more than 150 extra hours a month.5

If Africa, East Asia, South Asia and Latin America were each to increase

their share of world exports by one per cent, the resulting gains in

income would lift 128 million people out of poverty.6

Women as percentage of

production employees:

Honduras 65%

Morocco 70%

Bangladesh 85%

Cambodia 90%

Columbia 65%

Kenya 75%

Zimbabwe 87%1

Oxfam statistics on social consequences of globalisation

1. Source: C. Dolan and K. Sorby (2003) and Oxfam background research reports. 2. Source: Barrientos et. al. (1999) and Venegas (1993) cited in C.Dolan and K. Sorby (2003) 3. Source: Oxfam research 4. Source: D. López (2003) 5. Source: K.M. Liu (2003) 6. Source: Rigged Rules and Double Standards. Oxfam (2002)

V

Appendix 2