Culture, community and activism – Black British history in London

During May, a new learning resource was launched for teachers by the UOSH project; in partnership with A New Direction. Aimed at Key Stage 3, the resource focuses on the creative habit of being inquisitive.

Linking to curriculum themes around local histories, the resource centres on newly digitised archival sound clips from LMA’s archives on the prominent Black political activists, Eric and Jessica Huntley, who participated in many campaigns for racial and social justice. Using the sound archives from events at their bookshop and publishing company, along with prominent Black British poets, students create ‘zines’ to document their learning on themes relating to voice, identity, language, education, activism, resilience, and community.

Hannah Kemp-Welch (UOSH Learning Coordinator) tells more …

Why we chose to focus on this topic

This resource draws from the archive of prominent black political activists Jessica and Eric Huntley to explore topics of difference, and trace how attitudes in society change over time. The Huntley’s played an active role in the British African-Caribbean community from their first arrival in England in 1956, and worked on seminal campaigns challenging institutional racism. This resource considers their work as publishers profiling Black, Asian and Minority Ethnic writers, including the celebrated poets Lemn Sissay, Valerie Bloom and John Agard.

London Metropolitan Archives is a public research centre which specialises in the history of London. We care for and provide access to the historical archives of businesses, schools, hospitals, charities and all manner of other organisations from the London area. The majority of items in an archive are unique, handwritten documents which cannot be seen anywhere else; we have 100 km of books, maps, photographs, films and documents dating back to 1067 in our strong rooms – you could call it the memory of London. We are currently focusing on work with our audio collections as part of a UK-wide project Unlocking Our Sound Heritage. This project recognises that archival sound collections are under threat, both from physical degradation, and as the means of playing such sounds (reel-to-reel machines, DAT, compact cassette, MiniDisc) disappear from production.

Between 2018 and 2021 LMA aims to digitally preserve almost half a million rare and at-risk sound recordings, from oral histories to world music, academic lectures to urban soundscapes, including those in this resource. This work means we can keep seminal speeches of Londoners such as Jessica and Eric Huntley safe for future generations.

It’s important for students to explore difficult topics creatively

These materials are a vehicle to explore tough topics. Through examining primary sources, students develop research skills and critically analyse assertions. Creative activities include making a zine and improvising with spoken word, making space for challenging discussions in the classroom about the experiences of Black, Asian and Minority Ethnic people in Britain. The example set by the poets in the archive shows the affect of our words when sharing our reality, and inspires us to use creativity to connect with others and build a fairer future.

We are passionate about the social history of London, and the power of the voices within the archive to help us connect with the past. Though the archive is vast, we have selected bite-sized clips so students can hear directly from the protagonists and witness the intensity of their words. Selections include activist Eric Huntley advocating for self-publishing to challenge the dominant culture, educational psychologist Dr. Wavney Bushell reporting back on students’ experiences of racism in schools, and John Agard’s performance poetry unpicking the colonisation of language. Listening to these speakers helps us feel the urgency in their struggle, and prompts us to consider how these issues appear today.

Learning how to be inquisitive

Through listening to historic audio recordings from the archive, we open out conversations about race and racism, activism and social justice, which are widely discussed in the media today. Students are challenged to consider why some people felt that the education and criminal justice systems were not in equal service to all sections of society in the 1980s, and reflect on current movements such as Black Lives Matter and calls for the decolonisation of the National Curriculum.

Activities develop critical thinking habits in students, encouraging them to be inquisitive, ask questions and examine a range of sources to develop a viewpoint. These are crucial skills for young people today in an age where social media can platform fringe views, information goes unverified, and politics is increasingly polarised.

Thinking of the future

The Huntleys’ belief in the power of the written and spoken word and importance of history in education motivated them to preserve their records. They hoped it would inspire young people by improving knowledge about black heritage within education and wider society. We hope that young people are charged by what they hear, and in homage to the sacrifices made by the Huntleys, consider their role in serving their community.

The final lesson in the sequence offers students the opportunity to create their own sound responses to the themes explored in the resource and share with them with LMA.

Download the resource here – https://www.anewdirection.org.uk/what-we-do/schools/teaching-for-creativity/culture-community-activism

Unlock(down)ing My Own Sound Heritage

One of the few advantages to spending much of 2020 in lockdown was that it inspired many of us to go exploring in our own personal archives, rummaging in garages, lofts and sheds to dust off old records and tapes and uncover some fond memories – and maybe even a few surprises – in the process. Here Tim Hughes, part of our hugely valued team of volunteer cataloguers, writes about how suddenly spending a lot more time at home throughout the last year inspired him to go delving amongst the musical treasures of his student years, a time he enthusiastically describes as ‘a golden age’. As he elaborates ‘they were great days, and I fondly remember being knocked out by seeing Roxy Music in the early 70’s at the Dome in Brighton, as well as being transported by Hawkwind’s live rendition of Silver Machine when the stage seemed to lift off (also at the Dome) and blowing my whistle and dancing along wildly to Osibisa at the University. Takes me back!’ And because inspiring and empowering others to preserve their own recordings for future generations is such an important facet of the Unlocking Our Sound Heritage project, we’ve asked him to tell us more about his experiences. It’s a journey across time, across the internet – and also across the ceiling. Over to you, Tim!

I nearly injured myself crawling around the attic under the eaves, but finally found the old equipment I had bought in my late teens with savings from my Saturday job, before I went to university. Stored wrapped in newspapers dating from 2006 (they hadn’t seen the light of day for 14 years!) I found myself drawn to a prescient article. A swan had been found dead in Scotland, and had tested positive for the deadly H5N1 strain of avian influenza!

My equipment, a Thorens TD 150 deck, Armstrong amplifier and Wharfedale speakers, was routinely used to play my collection of vinyl records – a mixture of soul, R&B, Motown, reggae, classic rock and electric folk.

Fortunately, having connected it all up, Bill Withers Live at Carnegie Hall played beautifully as if yesterday, with analogue equipment bought 50 years ago. I was taken back to our top floor shared student flat in Brighton, overlooking the sea, where the kit got a lot of use and abuse in between studying for a BSc in Biochemistry at the University of Sussex.

I had a tinge of sadness that the past 14 years had seen my vinyl records from the 60’s and 70’s unloved and unplayed in favour of newer tracks on digital. I had been missing out on the wonderfully illustrated album covers and sleeve notes, and vinyl tracks that I never replaced with digital versions.

Being relatively new to cataloguing, and enthused and energised by my work with Kate the Catalogue Editor for the Unlocking Our Sound Heritage project at London Metropolitan Archives, summarising collections on a well-designed pro forma spreadsheet; I planned to set up my own catalogue and individually capture each album, artist and track listing on Excel. However, the project’s Audio Engineer Robin saved me an enormous amount of time and effort. His timely advice came in very handy!

“I think I mentioned Discogs.com (short for Discographies)…….which I use daily to identify and access items in my record collection. It’s perfect because it doesn’t just identify band name and release, it can help you work out which pressing you have, country of origin, how rare it is, whether it’s unusual in any way. I think I’m right in saying the site is largely run and maintained by its members and that there is a members area, where people can log in to post comments, reviews, add releases, correct errors, buy and sell etc. As a result many members list and document their own collections”

“I can’t comment much on this (I have far too many records to start cataloguing them online now!), but I certainly have friends who I believe are using Discogs as a way to catalogue their own collections. Although I’m sure Kate would counter that this is almost certainly just a glorified online spreadsheet!”

I now have all my vinyl records from my personal collection neatly catalogued. It’s easy when you get the hang of it. I have had a great time working out which particular edition of the record I have. This extends to cross checking what is engraved in the ‘run out’ the blank area where the grooves stop. There are some unexpected discoveries to be made! Did you know, for example, that Linton Kwesi Johnson ’s Bass Culture and Forces of Victory LP’s both have ‘Buy and read ‘Race Today’ scratched on the run out areas, and that ‘Your place in history has been assigned’ is scratched on Steele Pulse Tribute to the Martyrs?

It has been wonderful rediscovering and savouring each of my vinyl discs, reading the cover and liner notes, looking through the data supplied by other Discog members, and re-listening to tracks that I’ve not explored for many years now. Regrettably I’ve not hit gold in terms of rarity, but nonetheless I was surprised that Catch a Fire by The Wailers and Bob Marley, with the sleeve in the shape of a Zippo lighter, is valued at £200.

I now regret giving away my original controversial copy of Electric Ladyland by Jim Hendix, now worth up to £288, and David Bowie’s Hunky Dory worth up to £535!

It’s great to have a visual catalogue with my vinyl collection in one place, which can be sorted by artist, title, label, and year, and to use the search function to recall other precious vinyl from past and present. Thanks Robin from UOSH for helping me unlock my own sound heritage!

Could It Be Magic? The Remarkable Disappearing Act Of The CD-R

Valentines Day, sometime in the mid 1990s. You and Jemimah have been going steady for a whole year already and you feel this anniversary must be celebrated appropriately. Besides it being the most romantic day on the calendar, you’re both clearly ready to take the relationship to the next level and now some kind of amorous gesture is required to solidify and strengthen this union. But what will it be? You’ve come up with an offering that you’re absolutely convinced will blow her socks off! Throwing on your loudest shirt, you grab the keys to the convertible and head out into the night. Parking up together in your favourite spot of absolute pitch darkness, you chivalrously lean in to present her with…. a diamond ring? A bunch of red roses? A promise to take off that shirt and set fire to it? No! Every one of these options pales in comparison to that ultimate token of undying devotion: a CD-R in a plastic presentation case, lovingly adorned with a tracklist scribbled in proficient blue biro. Cupid – take the night off!

Against all conceivable odds, this plan proves a blistering success. Jemimah is completely enraptured and demands to know if you’re a magician. Even the disc’s opening song – a sort of limpid guitar instrumental so inconsequential it seems to be both playing and erasing any memory of itself at the same time – is greeted as one might a vision of the divine. Your date really is going very well indeed and this whole romance thing is an absolute doddle! Thank you, recordable CD technology and especially that particular ‘cool electronics company’ that made it all possible. What could possibly spoil this happy scene? It’s NEVER going to stop being the 90s!

With the benefit of 21st Century hindsight, while this video may throw up its fair share of questions (Where exactly are they? What is going on with his wardrobe?), one thing we can be pretty sure of is that this freshly-burned copy of Entirely Forgettable Love Songs will have long since ceased to function. A terrible blow for languid guitar enthusiasts everywhere – and for great swathes of our nation’s sound heritage, by extension.

A quick history lesson: Launched in 1982 and developed in tandem by Philips and Sony, the original compact disc was a revolution, boasting a potential 75 minutes of crystal clear digital audio on a surface just 120mm across and only 1.2mm thick. Audio data is recorded as a series of binary digits embedded on a spiral 5km long and over 60 times thinner than the groove of an LP; a series of pits and spaces that is converted into analogue sound when read by a laser. With the digital audio content being protected from scratches and fingerprints by a layer of plastic, CDs were initially touted as being indestructible, with some TV presenters at the time feeling confident enough to demonstrate by attacking them with stones or spreading honey all over them (we would strongly advise against trying either of these at home). In spite of such childish stunts and the initial high cost of the technology, the CD was quickly adopted and became the dominant format for commercial music right up to the present day, only really superseded by the rise of digital streaming and download services in the 21st Century. It’s easy to see why – the CD boasts far better sound quality than a cassette and greater portability than a vinyl LP. They’re certainly not indestructible and are prone to scratches, smudges and other marks on the playing surface causing the disc to play incorrectly – or in severe cases refuse entirely. But if a conventional CD has clearly been well looked after, is in visibly good condition and has been kept safely in its box; there’s a pretty good chance that it should provide reliable playback for decades to come. Sadly, the same can absolutely not be said for what came next…

Another remarkable display of shirt-wearing!

Despite their comparatively recent development in 1988 and a fairly close resemblance to their compact disc cousins, the recordable CD or CD-R is a far more unpredictable specimen and undoubtedly the most troublesome of all the formats we’ve covered here as part of the Unlocking Our Sound Heritage Project. The simple fact is that they degrade extremely rapidly – even in ideal storage conditions a lifespan of ten years for a CD-R is considered optimistic, and with so many brands of varying quality on the market, many discs will be lucky to last even that long. Unlike a conventional CD, the digital data on the disc is suspended within a dye that breaks down over time, while the addition of sticky labels and marker pen to the top surface can cause further problems. Even if the disc appears in good condition and your CD player is willing to play it (which is never guaranteed, by the way), audio distortion, skipping and other issues caused by ‘disc rot’ or errors in the manufacturing process are surprisingly common. On the very rare occasions when we’ve come across an item that has completely refused to give up its contents, 95% of the time the pesky little troublemaker is a CD-R. It’s a shiny little nightmare.

So, for those of you organising your home collection or personal archive, one of the most important first steps is to be able to differentiate between the regular CDs and CD-Rs in your possession, as they are basically at opposite ends of the preservation scale. Thankfully, the differences aren’t usually too hard to spot, especially when placing the upturned discs next to one another and comparing the colouring of the playing surface. Regular CDs will be predominantly silver, while CD-Rs will more often have a blue or greenish tinge. We’ve found ‘the bluer the disc, the greater the risk’ to be a pretty helpful and accurate mnemonic. It’s a good idea to perform this colour test on everything, even the more ‘professional’ or ‘formal’ looking CDs in your collection, as many independent or ‘bedroom’ labels continue to release albums on CD-R even today – the lower manufacturing costs and the ability to make very short runs clearly proving too much of a temptation! If any doubt remains as to what kind of disc you’re working with, simply play safe and treat it as a CD-R, then make plans to digitise the contents at your earliest convenience. Better to be safe than sorry!

As part our commitment on the Unlocking Our Sound Heritage project to not only preserve our nation’s audio treasures for future generations, but also to empower the Great British Public to do the same, we’d like to hereby invite you to our inaugural Sonic Surgery, a free event which takes place online, 1-2pm on Wednesday 24th February, where our Audio Engineer Robin Warren will be discussing the pros and cons of various analogue formats and highlighting some of the issues that one might face during preservation and digitisation. Tickets are free but limited and all are warmly encouraged to bring along some old records and tapes for a show and tell. It should make for a fun and informative hour. We promise Robin won’t spend the entire sixty minutes just complaining about recordable CDs, but you have to admit it’s a strange situation we find ourselves in when an original 1950s acetate tape reel of President Tito addressing the LCC has aged better than a walking tour of Southwark created almost half a century later. And yet here we are: The former still works without too much trouble, but the only way to hear the latter would be to try and track down the original participants and ask them if they’d mind having another go!

Southwark – pay it a visit and give your ears a treat!

At the close of our opening video time-capsule, the final shot pans slowly up to the night sky while our hero addresses the camera directly and expresses his confidence that they will be enjoying their new CD recorder ‘for many, many years to come’. We can only hope that their bright young love has endured longer than the average CD-R. And that he threw away that shirt…

Goodnight, drive safely…

An extraordinary generation: Woodberry Down Memories

During lockdown, UOSH volunteer Tim Hughes finished cataloguing Woodberry Down Memories, a collection of oral histories recorded on the Woodberry Down estate in 1986 and 1987. In this post, he explores the context of the collection and shares some of his favourite clips…

Home to over 6,000 people, Woodberry Down Estate is situated in the London Borough of Hackney. In a picturesque setting, next to two reservoirs and alongside the New River, the four acres of large houses and gardens that preceded it were compulsorily purchased from the Church of England in 1935 by the newly elected Labour London County Council. The estate was planned with relatively low densities and large open spaces for working class Londoners, although war intervened and the first residents did not move in until 1948. By the time the project was completed in 1962, 57 blocks of flats had been erected on 64 acres of land. The health centre – a model for the new NHS – opened in 1952 and Woodberry Down School – the first purpose-built comprehensive in the country –opened in 1955.

Map of the Woodberry Down estate, showing the main roads, housing blocks and two reservoirs.
Map of Woodberry Down Estate, 1949 (London Picture Archive 278158)

In the 1980s the oral historian Joanna Bornat led an oral history project on the estate, working with a group of older residents as part of the Over 60s club. The project culminated in the community publication ‘Woodberry Down Memories -The history of an LCC Housing Estate’.

Bornat’s experience was captured in an interview and discussion published in Oral History Magazine Volume 39 Past and Present 2011:

You said in ‘Woodberry Down Memories’ that it was a very diverse community. Is that diversity reflected in the oral history cohort that you managed to record?

JB. Yes it is. I mean, it wasn’t so much in the group who actually formed and met every week. There was one woman who came, an Afro Caribbean woman who would come but who would never speak, even when Grace (her fellow worker) was there. Grace went out and interviewed a couple of people who are in the book – Mr and Mrs Kalra.  And Mr Shah, he was very much part of the group and very keen and he and his wife were stalwart members of the Over 60’s Club as well.  And of course the group themselves, their histories were very ethnically diverse, you know, Sid Linder’s Jewish, Olga Adams Italian …”

Photograph of the Over 60s group.
Some members of the group at London Weekend Television’s award ceremony, June 1987, from the booklet published after the project. Left to right: Grace Harris, Sid Linder, Fred Townsend, Olga Adams, Les Tucker, Edythe Daly, Mr Kalra, Mrs Kalra, Jack Cox, Joanna Bornat, Dora Marks, Doris Hampton.

Joanna describes the estate: “This was an exceptional piece of housing, social housing, it was well researched, well designed, [the LCC] spent a lot of money on it, people liked living there and you had everything you needed you know. It had a school, two schools, a doctor’s surgery, it had an old people’s home.”

As the Star newspaper headline put it in on 7 November 1953: ‘Woodberry Down Estate: London County Council’s Great Experiment’.

Three photographs of Woodberry Down School, including one of a classroom, one of a tuck shop booth, and one of a workshop.
Photographs of Woodberry Down School.
Left to right: classroom, 1954; tuck-shop, 1959; workshop, 1955 (London Picture Archive 192000, 199256, 199285)
Model of Woodberry Down Health Centre, 1949 (London Picture Archive 229423)

The tapes, held at Hackney Archives, have recently been digitised and catalogued at LMA as part of the Unlocking Our Sound Heritage project – resurfacing the voices of this resilient generation, one shaped by poverty, war, discrimination, prejudice and disadvantage. Listen below to discover a wonderful range of rich stories of working class people, brought together through the common experience of being allocated a flat by the authorities and together forming a new community.

Yet the interviews also reveal common experiences with current generations – preoccupation with family and relationships, the local area, schooling, dealing with people in authority and the rules we have to live by, and concern about the affordability of housing for their own children, who are priced out beyond their locality and roots.

There are so many personal stories to listen to, value, learn from, and enjoy. Here are a few brief excerpts:

Sid Linder talks about gangs in Clerkenwell and Aldgate (ULMA031/1)
Olga Adams talks about training as an oxy-acetylene welder during the Second World War (ULMA031/3)
Interviewees talk about the issue of rats when the workmen moved out (ULMA031/4)
Olga Adams talks about hosting visitors from Belgium and Scotland at her flat on the estate (ULMA031/6)
Olga Adams talks about her father being classified as an ‘enemy alien’ during the Second World War (ULMA031/1)
An interviewee describes fitting out his flat on the estate – and how he secured one (ULMA031/7)
Dora Marks talks about the lack of amenities on the estate when she first moved in (ULMA031/8)

Explore more photographs of Woodberry Down on the London Picture Archive, and read about Hannah’s experience of cataloguing the collection on placement here.

Audio Anthology – London Voices and Sound

Since 2018, the Unlocking our Sound Heritage (UOSH) project at London Metropolitan Archives has been digitising a selection of sound archives from across the capital. These include oral history, world music and the performing arts. To date we have preserved over 6,000 recordings, making the job of creating this 30 minute compilation … a challenge.

How did we do it? Well, we asked members of the project team and our wonderful volunteers to select and introduce their favourite.

We had a fantastic time pulling it together, below you will find the tracklist:

Intro
Track 1 – Wheelchair Ballroom Dancers, The Ealing Saints | Brent in Sound
Track 2 – Poetry by Merle Collins | Bogle-L’Ouverture
Track 3 – Memories of WWII rationing with Christa Gulliver | Southern Housing Group
Track 4 – Creating Music in Class | Inner London Education Authority
Track 5 – Interview with Charles Esche | Audio Arts
Track 6 – Memories of Petticoat Lane Market with Hyam Gilbert | Interviews with Hackney Residents Track 7 – Community life with Joan Foster | Five Women
Track 8 – The childhood memories of Muhammed Asif | Muslim Communities Project
Outro

Thank you in particular to our volunteers for their contributions – Sophia, Richard, Tim and Gosia.

Learn more about our work via the website – https://www.cityoflondon.gov.uk/things-to-do/history-and-heritage/london-metropolitan-archives/about-lma/unlocking-our-sound-heritage

Sound Sunday: Clapton Youth Centre in Grenada

Radio Free Grenada QSL card, including address and logo.

As we’re coming into the final year of Unlocking Our Sound Heritage at LMA, over the next few months we’ll be sharing highlights from the collections we’ve digitised and catalogued (so far!) on #SoundSundays

Photograph of cassette tape with card insert, containing handwritten information about the contents of the tape.
Cassette tape LMA/4550/03/02/05/001 (Unlocking Our Sound Heritage reference ULMA009/1)

The UOSH team are the London hub for the project, but not everything we digitise was recorded here in the big smoke. This week our #SundaySound is a recording of Radio Free Grenada from August 1980. But how did it end up in our studio?

The recording was made by Jean Tate, tutor warden of Clapton Youth Centre, an Inner London Education Authority (ILEA) funded youth centre based in Hackney. Under the leadership of Tate and Anslem Samuels, the Centre was strongly committed to anti-racist action and education.

Poster for the Clapton Youth Centre 'Open Evening', including address and featured artists and activities.
Clapton Youth Centre ‘Open Evening’ poster (LMA/4550/03/01/002)

In 1980 Clapton Youth Centre became the first of three youth groups from London to visit Grenada, which had been taken over by the People’s Revolutionary Government the previous year. Other recordings from the trip include a conversation with Leon Cornwall, chair of the National Youth Organisation (NYO), and an ‘Ah Caramba!’ dance show.

Radio Grenada was one of the first institutions taken over during the ‘People’s Revolution’, and the renamed Radio Free Grenada became a vital channel of communication across the islands. In between music, broadcasters discussed the political situation and put out announcements about what was going on in the community – as heard in the clip below.

While touring around the island, the group from Clapton Youth Centre stayed in a cottage in Morne Rouge, near the Radio Free Grenada studios. In a scrapbook compiled during the trip, Tate noted that she visited the ‘heavily guarded studios’ – and that the most played record on the station was Bob Marley’s ‘Uprising’.

Cropped photograph of Jean Tate's scrapbook from the 1980 trip to Grenada. Features handwritten notes about meeting members of the militia and pressed hibiscus flower.
Jean Tate’s scrapbook from the trip (LMA/4550/03/02/04/009)

The Radio Free Grenada studios – and their tapes – were destroyed by American forces in October 1983. In this cassette, then, we have a slice of history – thanks to Jean Tate and Clapton Youth Centre (who you can just about hear in the background, if you listen carefully…)

Find out more about the collection on LMA’s catalogue (ref LMA/4550) and the British Library’s Sound and Moving Image catalogue.

If you went on the trip, we’d love to hear from you!

Sounds From Home: The Space Journey

‘Wow! This is incredible… Like the soundtrack to ‘Alien’ or something!

It’s safe to say that the presenters of BBC London’s regular ‘Making A Difference’ feature were intrigued when an extract from the inaugural edition of ‘Sounds From Home’ was chosen to open their weekend bulletin back in May. It was the first in a planned series of short video tutorials suggesting creative or practical projects to undertake during lockdown, using material from London Metropolitan Archives (LMA) as sources of inspiration.

On this occasion we were galvanised into action by the discovery of some experimental graphic scores found in a 1976 educational boxset from the Inner London Education Authority (more commonly known as ‘ILEA’), which managed educational provision in inner London between 1965 and 1990. Inside the box we found five reel to reel tapes, a teacher’s manual and various posters of graphic scores, each an exercise in composition that swapped the conventional crotchets and semi-quavers for shapes, colours and symbols. It was effectively all you needed to start making your own experimental music, so we thought ‘why not?’

‘The Space Journey’ by Hamish Preston

By combining the original progressive spirit of the graphic score with a few basic instructions for newcomers, we aimed to help people create their own journey into the far reaches of outer space – all without needing to go outside. It was our hope to bring the ideals of this ILEA boxset into the twenty first century and to inspire a whole new generation of youthful sonic explorers to set out on their own voyage of discovery – each armed with only a few household items and a sense of adventure. Here’s what we came up with:

But where exactly did this boxset come from in the first place? Now that we’ve travelled through the cosmos, let’s take a trip back in time. To offer a sense of the broader educational environment of the late 1960s and 1970s, we highly recommend watching ‘Music in School: A New Sound’, a television programme produced for BBC Schools in 1969 by John Hosier – who also produced the long-running BBC series Music Time. It features pupils from Shoreditch School and Ivydale Primary School engaged in numerous exercises in experimental composition and performance, before using these sounds to tell the story of a journey into space, to a far-flung celestial body known only as ‘the planet Galaxy’. We’d recommend making yourself a hot beverage and just settling down to watch the whole charming, wondrous affair in one sitting. Can you remember your music classes at school being anything like this? We certainly can’t!

Watching it over half a century later, what makes this programme especially fascinating is the emphasis on several themes – an understanding of sound, an imaginative interpretation of instructions and a sense of co-creation, or collaborative creativity. Obviously, something quite fresh and exciting was going on at this time – and this was still a full seven years before our boxset came into being.

In those years between 1969 and 1976, this more experimental approach to listening and making music moved into the mainstream of music education in London’s schools. This was due to the rise of electronic music in the popular consciousness and also to a few remarkable people who worked in ILEA’s music department and various organisations in its wider orbit (no pun intended).

We were particularly excited to spot the name John Baker in the boxset’s credits as ‘Audio Producer / Editor’. There could be little doubt that it was the same pioneering composer who worked for the BBC Radiophonic Workshop from 1963 to 1974, best remembered for his astonishing work mixing jazz with the latest developments in electronic music.

John Baker at the Radiophonic Workshop studios at Maida Vale – unknown photographer

For the uninitiated, this short video provides a brief history of the Radiophonic Workshop and attempts to place it in context, demonstrating the influence that its output had on generations of music makers, many of whom would have been schoolchildren in the 1970s. Mention the name of this hugely influential BBC department to your average electronic music enthusiast and just watch their eyes light up as they enthuse about its seismically important role providing music and sound effects to the TV series Dr. Who, particularly the iconic theme tune. Originally composed by Ron Grainer, it transformed into an eerie, otherworldly voyage through the ministrations of the late electronic pioneer Delia Derbyshire and the ever-affable engineer Dick Mills – in fact Grainer’s first response to hearing their treatment of his work was rumoured to be simply ‘Did I write that?’. Note the frequent use of visual language in this fascinating video describing how the theme was put together:  

In a time before synthesisers and computers made electronic music a more simplified process, members of the workshop would use household objects, rudimentary electronic equipment and the experimental cutting and splicing techniques of musique concrète to create the sounds of other worlds and conjure up nightmarish creatures – bringing modernist avant-garde sounds into the nation’s living rooms every Saturday teatime as it did so. But while the Radiophonic Workshop is perhaps better known for soundtracking the nefarious misdeeds of Daleks and Cybermen, they were also instrumental in bringing the sounds of the future into our schoolsstarting with the gymnasium.

This is the BBC Schools LP Movement, Mime and Music from 1969, created to accompany the long-running radio series of the same name. It features a number of compositions under the title ‘Radiophonic Music – Useful For Movement’, including John Baker’s ‘Structures’, one of the most remarkable works on an already remarkable album. Composed by Baker a year earlier, the sleeve-notes describe it as ‘An abstract ‘space’ sounding composition which, after hearing several times, could be built into a dance structure, with individual movers working separately and then towards group sculptures at certain points of the music, which then melt and reform as a different sculpture’. Watch the video below and you’ll notice it makes a rather fitting soundtrack for modernist architecture as well!

We’re so used to hearing electronic music in every facet of our lives now that it’s easy to forget what a seismic impact these sounds would have had in the 1960s. Compositions like ‘Structures’ were not created by computer and synthesiser which at the time would have been prohibitively expensive. They were quite literally created by hand, using whatever implements were available and painstakingly cut and spliced into a final arrangement on a reel to reel tape recorder, using razor blades, sticky tape and a steady hand. Writing in 2008 for the release of archive collection The John Baker Tapes on Trunk Records, John’s brother Richard Anthony Baker offers us a tantalising glimpse into his work:

John invented many techniques. He recorded onto reel-to-reel tape the sound of everyday objects, such as the twanging of a ruler on a desk or a cork being pulled from a bottle. By changing the speed of the tape, he could alter the sounds’ pitch and was then able to compose a melody from these sounds by, for instance, making a minim fill four inches of tape, a crotchet, two, a quaver, one, and so on. More cleverly, if he wanted to introduce a jazz feeling to the tune, he cut a note slightly short so that it anticipated the beat. The work was painstaking and demanded a steady nerve. But it was the job for John. He loved it and was never happier.

John himself describes the compositional process in this archive clip discussing an eight second jingle he created for the long-running BBC series Woman’s Hour. Listen to the intricate complexity of this recording and marvel at the fact that the whole thing was put together by cutting and splicing innumerable tiny snippets of tape!

While John appears to have taken a less creative, more editorial role in the production of ‘Creating Music In Class’, his years at the Radiophonic workshop and the creation of so much remarkable sound would have made him the perfect candidate to help bring the sounds of the future into the classroom. And it’s important to remember that despite the avant-garde ideas in play throughout the Creating Music in Class teaching programme, it is still very much the classroom it was intended for. Indeed, the intended age group is specified as 10-13 years, which is all the more astounding when you consider that the handful of compositions on the accompanying reel to reel tapes don’t sound that far off from the experiments being simultaneously conducted across Europe by grownups!

By encouraging the use of household items in our own video, we hoped to encourage viewers to think creatively about sound making, in particular those without access to more conventional instruments. It was also intended as something of a tribute to John’s work extracting intriguing sonic textures from cider bottles, popping corks and twanging rulers. Furthermore, the decision to concentrate on making our sounds using a single glass was also, in its own way, a small nod of appreciation to Shoreditch School’s Brian Dennis, his class of ‘69 and their experiments together conjuring up ‘heat, radiation, relentlessness, intensity, stillness’. All words that could easily be applied to our current year of 2020! 

So, what are you waiting for? There are far worse ways to observe social distancing than travelling through the cosmos with a wineglass! We’re hoping this video will inspire a whole new generation, old and young to get creative and come up with their own soundtracks to the score, or better still, make their own graphic score and create music for that. And if you come up with something interesting, be sure to share it with us, either by getting in touch or by posting it online with the hashtag #SaveOurSounds. We can only speculate as to what the music team at ILEA would say if they knew that something they’d created in 1976 was still inspiring new generations of sonic explorers today. But we’re pretty certain they’d roll up their sleeves and jump right in themselves…

Graphic score by Jess, aged 5

Copyright and Sound – A year with the UOSH project

Copyright is everywhere. Each time you listen to a piece of music, watch a television programme, or open a magazine, you will come across ideas, images and products protected by copyright law. Copyright exists to serve the interests of creators. It ensures their work is not exploited or misappropriated. Yet for most people, it’s the last thing they think of when looking at a painting or listening to a piece of music.

I’ve spent a year with the Unlocking our Sound Heritage (UOSH) project working as a rights officer. I’ve cleared copyright for a variety of sound recordings, including oral histories, educational resources and commercial radio broadcasts. I have come to appreciate how vital copyright is, and how complex and multi-layered copyright in sound recordings can be. Here are some of the most important things I have learnt over the past year. 

Unlocking our Sound Heritage will help save the UK’s sounds and open them up to everyone.

1) Always Do your Research

Copyright holders need to be traced before you can publish any material. For a UK wide sound heritage project like ours, it’s vital to get clearance from rights holders before recordings are put online. There are often multiple rights holders to contact for sound recordings. The three main categories of rights holder are:

– The sound recordist or producer (whoever physically recorded the material)

– The performer(s) – this is anyone who speaks, or otherwise creates a sound on a  recording

– The owners of the embedded rights included in the recording i.e. authors of literary works included in sound recordings or composers/lyricists of pieces of music included in the recording.

In an ideal world, sound recordings come to you with a fully documented provenance, consent forms, and a full list of credits for everyone involved. However, in reality this rarely happens. You need to use all the information you have and be diligent with your research to fill in blanks and identify contributors. I’ve found social media very useful for identifying performers. Never be afraid to approach people via these platforms – they can yield really positive results.

 

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Cassette and photographs from the Samuel Lewis Trust oral history project – Sound recordings often contain multiple rights and require contact with a number of rights holders © Southern Housing Group

2) Log everything

All research must be thoroughly documented to ensure you have met due diligence standards. Set up detailed logs to document your  research and make sure they’re updated regularly. Keep on top of the paperwork from the offset, and you’ll have a clear paper trail proving you have made your best efforts to trace copyright holders.

 

3) Know when to cut your losses

I decided I would contact people three times before assuming they wished to decline permission if there was no reply. It’s important to have a cut-off point to avoid the feeling that you’re fruitlessly chasing, and to be efficient with your time.

 

4) Have a friendly and straightforward cover letter

The documentation that accompanies rights clearance is, by its nature, full of legal language and can be off-putting for rights holders. It’s a really good idea to have a cover letter that sets things out in plain and simple terms. This signals to rights holders that you want the process of clearance to be as transparent and easy as possible.

 

5) Detail is everything

Make sure you have everything listed correctly in your official documentation. You need to ensure all recordings are named correctly and nothing is left off. This saves time and means you don’t have to keep going back to rights holders for additional clearance.

 

And finally….

 

6) Prepare to speak to some amazing people

Talking to rights holders has been the highlight of this past year. I have spoken to such a diverse range of people, all with fascinating stories to tell. Playing a small part in reuniting people with memories of times gone by has been an honour. Sometimes relatives are hearing the voices of loved ones for the first time in years, and are thrilled to know these memories will be preserved. It goes to the heart of what makes the UOSH project so special – preserving moments in time for future generations to hear, and allowing voices from the past to be enjoyed well into the future.

Resources from the Inner London Education Authority (ILEA). The UOSH project is working on a number of ILEA recordings, featuring a diverse range of speakers. ©ILEA

You can read more about the Unlocking our Sound Heritage project at London Metropolitan Archives here: https://www.cityoflondon.gov.uk/things-to-do/london-metropolitan-archives/about/Pages/uosh.aspx

‘That’s what you do as you get older; you look back’

This year the Unlocking Our Sound Heritage (UOSH) project at London Metropolitan Archives teamed up with University College London (UCL) to offer a 10-week placement for two students from its Archives and Records Management MA course.

Here, UCL student Josie shares her experience …

I’ve been lucky enough to gain valuable insight into four processes undertaken by the UOSH team: cataloguing, digitisation, rights & sensitivities and learning & engagement.

students
UCL Students Paul and Josie In the UOSH Digitisation Studio 

Throughout the placement, I worked with Help Make History, a collection of oral history interviews held at Southwark Local History Library and Archive. The collection is made up of 16 compact cassette tapes featuring interviews recorded in 1986 by The Dulwich Society’s History Group at Dulwich Library. The Group interviewed residents on their memories of Dulwich and Peckham during and before the Second World War, as well as changes to local transport and shops in the area.

Many interviewees in the ‘Help Make History’ collection describe the shops in Dulwich and Peckham, and often mention deliveries of bread and milk made by horse drawn carts.

P. Baker Dairy in Peckham Rye, c1903 (COLLAGE 341112)
P. Baker Dairy in Peckham Rye, c1903 (COLLAGE 341112). Image courtesy of London Metropolitan Archives.

Before the placement, I hadn’t any experience of working with sound archives, so wasn’t sure what to expect or how practice might differ to archiving other media. It turns out they’re horses of very different colours! In principle it’s the same: there are things in an archive (often paper documents) that you need to document, you need to preserve things, you need to review how sensitive they are to determine access to them, and you need to provide and promote that access. In every stage of the placement, the main difference for me was that in practice each process feels so much more involved with sound.

We began at the very start, by condition checking the collection for any obvious issues with the physical tapes, listing visible characteristics and any liner notes which indicated content (which, peskilly, can often differ from the audio content of recordings!). These activities are known as ‘Stage 1 Cat’, or the first stage of cataloguing.

We then submitted the tapes for digitisation. Robin, the UOSH sound engineer gave us a brilliant introduction to the sound studio at LMA as well as a brief history of analogue formats, all of which are at different places on the vulnerability/obsolescence scale. Sadly, there is a chance that the physical process of playing some tapes for digitisation could render the original unplayable. This sad fact is weighed out by the threat that if you don’t digitise, there’s a chance they’ll be unplayable anyway, so it’s seen as a risk worth taking. The physical interaction and intervention with sound formats, including the associated risks, brings you so much closer into the digitisation process than photographing or scanning items. Working so closely with the tapes also makes the reality of losing sounds much more recognisable, underscoring the importance of the work the team are doing.

Many Southwark residents remember the tram service fondly in the ‘Help Make History’ recordings.

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“For The City Via Southwark Bridge, also Embankment Services to Blackfriars” An London County Council Tramways poster showing a tram heading south on Southwark Bridge with St Paul’s Cathedral in the background, 1928 (COLLAGE 36917). Image courtesy of London Metropolitan Archives.

After digitisation, the next step was ‘Stage 2 Cat’, or second stage cataloguing, with UOSH Cataloguer, Kate. For this stage, we moved away from the physical items (the tapes) and recorded information about the (now) digital recordings themselves: this means summaries. On the face of it, it’s simple: you have 16 recordings of interviews, you just need to summarise what the interviewee speaks about. But, like the obsolescence of certain formats, this is where the experience of working with sound becomes much more involved and intimate, as you’re capturing information about (in this case) someone’s own words when describing their own life, which needs to be concisely summarised without losing or altering their sentiment. At the same time, you’re trying to capture anything that could be a way-in for a user, whether that’s mentioning a particular road or characteristic or event. When a user is faced with a summary in a catalogue (potentially without the recording available to listen to there and then), you want to try and make sure you can cover all interest bases. Without the recording, sound is a totally hidden entity; without adequate indicators its contents may never be sought out and listened to. I can’t quite articulate it, but with sound the potential is vast, and the experience of listening to one interview is totally different to reading a summary of it, and to listening to a ‘similar’ interview.

Despite the challenge of creating good summaries, this part of the process was brilliant. I really looked forward to getting to LMA to listen to oral histories each day and even found myself becoming attached to some of the speakers. Every interview had amazing anecdotes: about seeing the Crystal Palace on fire in 1936; about schoolgirls having snowball fights with Prisoners of War on Peckham Rye during World War Two; or the rivalry between egg-boys and the delicatessen owner in Lordship Lane.

We also gained an insight into UOSH rights and sensitivities review activities with Rights Officer, Victoria. One ‘Help Make History’ interviewee recounted political meetings at The Plough in Dulwich in the 1930s, commenting on the rise of Oswald Moseley’s Blackshirts (I highly recommend this recording!). Although the content had every potential to be sensitive or contentious, the interviewee spoke objectively about what happened, and so there was no real issue to be flagged. This was an interesting for me because throughout my studies, context has been paramount, but in this case, content took precedence over context.

The final element of the placement was gaining insight into learning and engagement with Project Manager, David. For us, this meant picking out interesting clips for an exhibition (to be confirmed – watch this space!) and writing short interpretation texts for the clips. This was a great opportunity to revisit my own highlights from the collection and introduce them to others. My favourite clip is below: the anecdote is brilliant, but I love that it contains the voice of the interviewee and, if you listen carefully, her husband who is simultaneously being recorded in a separate interview as part of ‘Help Make History’. As a cataloguer it was great to hear both of their perspectives separately, but I find that the sound of both voices in this recording builds a vivid sense of place and time for the day of the interviews at Dulwich Library in 1986.

Marjorie and George Payne were evacuated from their homes due to the fear of the nearby water tower at Crystal Palace collapsing.

I loved my time on placement with the UOSH team. I learned a lot, met some amazing people and worked with fascinating content. I thoroughly recommend getting involved with the UOSH Project if you have chance. If you haven’t, keep your eyes peeled for the British Library’s Universal Player to be launched, which is due to provide online listening access to many of the recordings catalogued as part of the UOSH Project.

Title quote taken from Help Make History interview. To learn more about the collection, contact Southwark Local History Library and Archive.

‘They were hard times, but I enjoyed it…’

The words of Ted Harrison, a resident of Hackney interviewed in 1983, capture the mood of his and others’ childhoods in London’s East End in the early twentieth century. His account of his childhood is part of a fascinating series of oral histories from Hackney Archives, being digitised at London Metropolitan Archives (LMA) as part of the Unlocking Our Sound Heritage project. For the past few months I’ve been delving into many of these oral histories, recorded in the 1980s with residents of Hackney born in the late nineteenth and early twentieth centuries.

Hackney audio collection edited
A few tapes from the Hackney Archives audio collection

One consistent theme in the recordings is that life in Hackney at these times was tough for many people. Day-to-day life was often about ‘getting by’; taking what work was available, working long hours, and living hand-to-mouth. There were no unemployment benefits, so a period without work could mean relying on the goodwill of extended family and neighbours, being fed by local missions and soup kitchens, being placed in a workhouse, or sent away for longer periods of labour on a government farm. Families were often very large – one interviewee had ten siblings! – and crammed into just one or two rented rooms in a house.

Hackney - Charles Booth's Poverty Map
Ted Harrison was born on Pitfield Street, shown here in the middle of Charles Booth’s colour-coded map of Hoxton showing levels of poverty in the area

Despite these conditions, the kids of Hackney found creative, ingenious ways of making the most of their free time. The recollections of Ted Harrison and others in the archives demonstrate that the streets and squares of London were their play spaces; whatever bits and pieces they could scavenge and scrounge were their toys.

Street games were many and varied, but very often rough (at least the ones that boys played were – we’re hoping to hear female perspectives on street games as we continue exploring the collection). One that crops up in many of the oral histories is Jimmy Jimmy Knacko (or Knacker), also known as ‘weak horses’. This involved a team of boys with one kid standing with their back to a wall, another making a ‘back’ by bending at the waist and putting their head against the first, with others lining up and doing the same behind them. Members of an opposing team would then take running leaps onto the backs of those bent over, resulting in a pile of boys on the ‘back’. One interviewee – Mr Ashton – explains that the knack (pun intended) was for the strongest jumper to go first, aiming to get as close as possible to the person at the wall, and leaving space for others to leap up behind. Ted Harrison recalls that most times the person at the wall (known as the ‘pillar’) would end up getting knocked quite hard against the wall as a result. Once all were ‘mounted’ the team would then chant “Jimmy Jimmy Knacko one two three, I bobbaree, I bobbaree, I bobbaree and away!”

Clip of Ted Harrison talking about Jimmy Jimmy Knacko – skip to 1 min. 23 sec. for the chant!

If they managed to do this without any part of them touching the ground then they would repeat the process. If not, the teams would swap around. Result: hours of fun, likely getting a sore back and a few scrapes and bruises along the way.

This film held at the British Film Institute shows the same game being played in Yorkshire in 1900 – skip to 22 sec.

Gentler street games did exist, involving toys such as hoops and skimmers, marbles, and diabolos. There was also a game called tippy-cat or tip-cat which sounds like as much fun as you can possibly get out of two sticks. One stick – the ‘cat’ – was short with tapered ends, so that it could be ‘tipped up’ into the air when hit on the end with a larger stick, then batted away while in the air. The batter would then get points based upon the distance away the cat has landed, as measured in jumps. Again, potentially hours of fun, likely with less chance of pain.

Other activities such as making ‘grottoes’ were seemingly creative, but actually were thinly veiled attempts to wheedle a few pence out of adults. This pastime involved collecting discarded oyster shells to build – no-doubt in a very artistic manner – a small ‘grotto’ or castle in the street. Passing adults would be invited (or harangued) to view the splendour of the grotto in return for a small coin – in Ted Harrison’s words: “ah go on Guvnor, only a farthing!”. Grottoes were invariably set up near pubs in the hope of captivating adults in a more generous mood. However, you had to beware rival grotto-crafting children who might come and knock down your creation to eliminate competition.*

For many of the interviewees, their childhood memories were strongly shaped by the experience of London during a time of war. Ted Harrison describes how when the First World War broke out, children in the East End formed ‘tin bands’ using tea chests, saucepans, comb and paper and the like as instruments, and marched around local streets. In an outburst of patriotism – coupled with canny entrepreneurial spirit – Ted actually marched his ramshackle band all the way from Shoreditch to Trafalgar Square and the Embankment, singing a song about the German General von Kluck along the way, and happily gathering up coins that crowds threw at them. However, his band’s glory was short-lived; a rival tin band from another street picked a fight with them and stole their ‘instruments’.

Fights and scrapes were evidently a common part of East End childhood, though they were more staged or ritualised, rather than truly violent, according to an interview with Hackney author Alexander Baron. He also tells of street rivalry being played out via an informal Sunday football league. Teams of players would be formed street by street, and fixtures somehow organised by word of mouth. The result was that come Sunday, a street team from, say, London Fields would end up playing a street team from Hackney Marshes.

Alexander Baron describes street football matches in Hackney

Uncovering these personal memories of childhoods in the East End has been absolutely fascinating for me, and especially so hearing about them directly via sound recordings of oral histories. It’s made me realise just how important sound archives are to preserving aspects of our lives that maybe otherwise we don’t give much thought to. It’s also inspired me to be more creative: I’m off to find some oyster shells and try my hand at making a grotto…

This blog post was written by Richard Crappsley, an Unlocking Our Sound Heritage volunteer at LMA. 

*For more information about grottoes see A. Roy Vickery and Monica E. Vickery’s ‘Memories of Grottoes, 1905-1935’, published in Folklore in 1977.