THE SLAB BOYS BY JOHN BYRNE Higher Scottish
THE SLAB BOYS BY JOHN BYRNE Higher Scottish Text 2014 -2015
• John Byrne, born 6 th January 1940. • Grew up in Ferguslie Park, a housing scheme in north west Paisley. • Left school prior to sitting his ‘Highers’ • Started working as a ‘Slab Boy’ for A. F Stoddard carpet manufacturers in Elderslie. • Accepted into Glasgow School of Art in 1958. ABOUT THE PLAYWRIGHT
Read An extract from the foreword to John Byrne's 'The Slab Boys'. The play was set in 1957 and published in 1997. http: //www. bbc. co. uk /scotland/education/ hist/employment/car pets/section_b/page 01. shtml ABOUT THE PLAYWRIGHT
PRIOR KNOWLEDGE & CONTEXT
LEARNING INTENTIONS To have: A basic understanding of working life in the 1950 s Knowledge of what the job of a ‘slab boy’ entailed. A basic understanding of life in a housing scheme in the 1950 s. A basic knowledge of fashion tastes in the 1950 s. An understanding of the treatment of mental illnesses in 1950 s Scotland.
CONTEXT – SCOTTISH CARPET INDUSTRY Extract from BBC - Education Scotland http: //www. bbc. co. uk/scotland/education/hist/employment/ carpets/section_a/index. shtml
SLAB BOY Were the bottom rung of the ladder, the lowest paid workers. However, the work done was essential to production. Laborious work What did they do? Used a marble slab and palette knife Took the paint powders Ground the paint powder with gumarabic and water to make the paint “Dished” these for use
WORKING LIFE 1950 s 2012 40 -48 hour week 16 days holiday £ 7. 50 weekly wage 8. 7 million in manufacturing ‘job for life’ 37 hour week 4 weeks minimum £ 500 weekly wage 2. 5 million in manufacturing “ ‘Job hopping’ is the new normal”**
1950 S FASHION Teddy boys, winkle pickers, drainpipes and beetle-crushers? ? ?
1950 S PAISLEY/HOUSING SCHEMES What do you think it would have been like? Noisy High levels of poverty Overcrowded Dirty/unhygienic Rough Smelly Cheap Lots of people in work
1950 S HOUSING SCHEMES/ “FEEGIE” Stoddard’s Carpet Factory, Elderslie Ferguslie Park “Feegie”
1950 S HOUSING SCHEMES/ “FEEGIE” “Feegie” – Fergulie Park, Paisley. Built in stages between the 1920 s and 1960 s (Post WWI “Homes for Heroes” scheme) Like other housing schemes, intended to lower population congestion and poverty Outskirts of Pailsey Cut off from the rest of the town by a network of railway lines and disused embankments Lack of amenities and transport By late 60 s-early 70 s “Feegie” had become a slum to rival the ones it replaced. By 1970 s areas of the scheme had to be demolished – the only 20 th century built estate where this happened.
MENTAL ILLNESS The Victorian era introduced mental asylums, or psychiatric hospitals. These were used in the 1950 s, though the government wanted to move towards “Care in the Community” There was a “taboo of silence” around mental illness which did not break down until the 1960 s. Introduction of anti-psychotic mediaction Electro shock therapy and sedation were common treatment methods
St David's Hospital Carmarthen 1956 -1958 "I saw the doctor in charge and was foolish enough to tell him about my voices. . . I was. . . moved to a. . . ward where patients were given insulin. Before moving I had read on the walls of the admission ward, notices about rights of appeal to the local M. P. , but decided this would be a waste of time. . the lady psychiatrist. . . tried very hard to persuade me to sign a "voluntary form". This seemed a farce to me and I refused. " "my shouting and yelling disturbed the other patients. . . I was forcibly stripped (except for a sanitary towel!), fighting and struggling, turned over and injected in the buttocks. The last I remember was someone saying "Sit on her". Then I passed out. " "I was given about 4 E. C. T. s and about 4 to 6 weeks insulin. I said I was not going to physically fight. . . The (man) doctor said 'Doesn't she think she ought to feel grateful for having treatment? '" "I expected psychiatrists to talk to their patients". [See Stafford. Clark 1952] "I hardly ever saw (five times in two years) the man in charge of me, except passing in the corridor. " Nurses did far more than they were paid to do, taking patients to their own homes, to the pictures etc. There was much kindness in this hospital, but it has taken me years to get over it, and the fear of going back is strong"
READING THE PLAY OVERVIEW & CHARACTERS
MAIN CHARACTERS Phil – the leader of the slab boys. He is a bully, a joker and a talented artist. He is determined to break free from his working class life. He is also vulnerable: “d’you think going off your head’s catching? ” Spanky – Phil’s sidekick. He seems a slightly kinder character than Phil. Hector – The butt of Phil and Spanky’s jokes. Alan – the newcomer who is resented because of his social class. He will be working in the design room, not the slab room.
MINOR CHARACTERS Jack – A designer. He clearly looks down on the slab boys claiming they are lazy and disengaged. He has bad skin much to the delight of Phil and Spanky. Mr Curry – The boss of the slab room. An exmilitary man he despairs at the lack of work commitment from the slab boys. Sadie – the tea lady. She disapproves of Phil and Spanky and mothers Hector. Lucille – the office sweetheart. All of the boys want to take her to the staff dance.
ACT ONE – THE EXPOSITION PAGES 1 -12 The first 12 pages of the play serve to introduce the characters; create an understanding of the relationships between them; introduce some of themes of the text. Make notes under the following headings, with evidence: Initial impressions of each character How is the generation gap portrayed? How does Alan’s character contrast with the other slab boys? Themes that are emerging **You will need your notes for next period’s discussion**
REFERENCES AND EXTRACT SOURCES http: //www. bbc. co. uk/scotland/education/hist/employment/carpets/section_b/page 01. shtml http: //www. bbc. co. uk/scotland/education/hist/employment/carpets/section_a/index. shtml http: //www. forbes. com/sites/jeannemeister/2012/08/14/job-hopping-is-the-new-normal-formillennials-three-ways-to-prevent-a-human-resource-nightmare/ http: //www. bbc. co. uk/education/clips/z 749 wmn ukhousing. wikia. com/wiki/Paisley http: //www 2. warwick. ac. uk/fac/cross_fac/iatl/reinvention/issues/volume 1 issue 1/paice/
KEY SCENE: PHIL’S MOTHER’S ESCAPE 1. with close reference to Phil’s comments in this extract, discuss how the dramatist reveals Phil’s frustration and/or anxiety on learning of his mother’s escape. 3 marks Reference to three appropriate contributions from Phil with sensible comment on how each contributes to anxiety/frustration. Avoid focusing on the description/word choice/imagery/ideas of Phil’s lengthy speech on his upbringing.
Evidence ‘You mean it really was the hospital? ’ ‘Christ’ ‘Not to be alarmed? ? What if she turns up here? ’ ‘She’ll probably put a hatchet…to give me a showing up. ’ Analysis Implies disbelief/he is unwilling to accept the problem Blasphemy suggest his frustration/anger Questions in quick succession suggests his mind is in turmoil Black humour and exaggeration indicates anxiety at potential consequences – a dread of what could happen. ‘Jeesus Christ, how come I couldn’t have Repeated blasphemy and tone of regret a sensible maw like you guys eh? ’ demonstrate his frustration, self-pity and anger at his mother’s death. Repeated use of ‘stupid’ Implies anguish when reflecting on his upbringing with his mother. ‘I bet you his isn’t/ I bet you he doesn’t!’ Parallel sentence and exclamation reveal sense of injustice at his situation Repetition of ‘what do you know? ’ Reveals Phil’s sense of isolation and alienation from Alan. Use of Alan's correct name plus stage direction ‘with derisive emphasis’. Phil needs a scapegoat for his anxiety and frustration
KEY SCENE: PHIL’S MOTHER’S ESCAPE 2. Discuss how language and/ or ideas are used in this extract to rouse sympathy for Phil and his mother. 4 marks 1 mark for each appropriate reference with comment. Reference only= 0 There must be a discussion of both Phil and his mother but this does not have to be an even treatment.
Evidence Analysis Dramatic device of the phone call. Anti-climax as Phil’s eagerness for news from art school is deflated when he hears of his mother Description of mother’s violent nature ‘hatchet’, ‘open wrists’, ‘bopped’, ‘razor blades’ etc. The shocking descriptions of violence create sympathy for Phil as he has directly witnessed them The wide range of things that Sympathy as the mother has high worry the mother ‘money’, ‘mass’ levels of anxiety and can’t cope etc. with raising her family Phil’s long speech about his upbringing Harrowing long list of bizarre behaviour evoke sympathy in the reader
KEY SCENE: PHIL’S MOTHER’S ESCAPE 3 a Identify the tone used by Phil following Alan and Spanky’s attempts to calm him down. 1 mark Possible answers: Bitter, resentful, mocking, ironic, derisive, scathing, vitriolic.
KEY SCENE PHIL’S MOTHER’S ESCAPE 3 b. Referring closely to the text, discuss how this tone is created. 2 marks
ANSWERING THE 10 MARK QUESTION Candidates must analyse the given extract in some detail referring to at least two examples of dialogue/stage directions. They should then relate the given extract to at least two other scenes in the play where we can see evidence of the chosen theme/relationship. Candidates should quote/refer to specific points in the play.
PHIL’S MOTHER’S ESCAPE 10 MARK QUESTION Phil’s description of his family circumstances and his hostility to Alan are used to highlight theme of social inequality. Discuss how this theme is explored in the text as a whole. 10 marks
EXPLORING THEME OF SOCIAL INEQUALITY Jack/Curry’s differing attitudes to Alan and the slab boys. Phil’s frequent use of upper class imagery and language to mock Alan The contrast in the boy’s perception between the work in the slab room and the privileged world of university and art school. Phil’s mother as an example of how poverty and hardship can ruin lives. The fact that Spanky and Phil see the slab room as a dead end. The slab boy’s precarious financial situation compared to Alan’s (Parker pen, different dress code, wallet, dad’s MG). Alan ‘winning’ in the pursuit of Lucille. Alan’s rapid appointment to the slab room and wages compared to the slab boys waiting for a desk. Sadie’s problems show the negative side of a working class life.
THE 10 MARK QUESTION – WHAT YOU MAY BE ASKED ABOUT Social Class Mental Illness Dreams and escape Rebellion Generation gap Bullying Relationship between Phil and Spanky, the slab boys and Alan, Phil and Curry Sympathetic characters
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