Hello, my name is Ms. Grant.

I'm so glad you've decided to learn with me today.

We're in the modern text unit.

And our modern text is Leave Taking.

We're looking at an intersectional analysis.

Today, we're going to look specifically at the presentation of the Black British Experience.

And we're gonna rely really heavily on Pinnock's own words.

So I'm really excited to explore her intentions for the play with you and see how these are realised in the eight scenes of the text.

I'm gonna be your support and guide as we work through today's lesson together.

Let's get started.

So, by the end of today's lesson, you're going to be able to explain how "Leave Taking" is a social commentary on Black British experiences.

Now it's always exciting when you first read a text, to think who are the characters? How are they being established? What's going to happen? How does the play resolve? Are there any plot twists? But, as students of English, we can also think we can sort of take a bit of a step back as it were.

And think, well how is this play commenting on particular moments, particular problems, particular ideas in society.

And what might the playwright be asking us to reflect on? Asking us to consider? And in that way, we can think about "Leave Taking" as a social commentary.

And we're gonna think a bit about it as a social commentary on Black British experiences in this particular lesson.

There are some key words which can help us unlock our learning today and help us achieve our objective.

Now they are Social Commentary.

This is a text which explores and critiques particular problems in society.

And we're gonna think about, well, how is "Leave Taking" a social commentary? What problems might it be exploring? What problems might it be critiquing? What might Pinnock be saying? Colonisation.

This is when a country establishes control over another country.

Exploiting it for economic gain.

And we know that Jamaica was colonised by Britain in 1655.

And we see particularly the character abroad, really expose the legacy of colonisation, and the impact it's had on Jamaica and its citizens.

Commonwealth.

This is an international association of 56 independent countries.

Many of which used to be British colonies.

So, Jamaica is part of the Commonwealth now.

Transatlantic slave trade.

This is whereby slave traders enslaved African people and transported them often to America.

And lots of African people were transported to Jamaica, and worked on plantations there.

And again, it is the character abroad who really exposes the legacy of colonisation and the slave trade on Jamaica and its citizens.

Particularly in scene two.

Crown Colony.

A colony which was controlled by the British Crown, with a governor representing the Crown in the colony.

It's quite a difficult definition, this.

But the idea that Jamaica at one point was a crown colony.

Where there was a British governor representing the Crown's.

The British Crown's interests in Jamaica.

So all of these current words are going to be referenced throughout today's lesson.

And they're gonna help us achieve our objective.

And you'll be able to see that social commentary is really gonna ground us in our objective.

And then we are gonna use lots of these words in order to ensure that contextual ideas really help us understand how "Leave Taking" is a social commentary.

Our learning outline for today.

We're going to start off by thinking about Enid's experiences as a Black British citizen.

And then Viv and Del's experience as Black British citizens.

So, rather just aligning the mothers and daughters together and thinking, well, what are their experiences? We need to look specifically at what is their specific experience? And how is Pinnock presenting it.

In order to make sure that "Leave Taking" or in order to present "Leave Taking" as a social commentary.

So let's start off with Enid's experiences as a Black British citizen.

Now in her introduction to the play, Pinnock talks about some of the decisions she made when writing "Leave Taking".

It's a really great insight into her intentions for this play.

She said, I wanted to make Enid the heroine of the play because I couldn't recall ever seeing such a character, hospital cleaner, as the lead in a British play.

I specifically wanted to write about the Black British experience as distinct, different from African American culture.

Because producers often seem to think that they are interchangeable.

I'd like you to discuss, why was the idea of a Black British experience so important to Pinnock? Pause the video and discuss the question now.

So, welcome back after that really nice discussion anchoring your ideas in this moment from Pinnock's introduction.

So, most people started with the idea, well, the Black British experience was important to Pinnock because she wanted to show that it was different to the African American experience.

The idea that we would just align all of these experiences together.

That did not sit right with her.

She wanted to make sure that the Black British experience was portrayed powerfully in drama.

But, some people also focused on the idea that Pinnock obviously had a very clear sense of the kind of drama that was available to her as a Black British citizen when she was younger.

She said she can't recall ever seeing such a character, hospital cleaner as the lead in a British play.

So, she was really keenly aware of the type of experiences that were, and were not being given.

Like airtime on the stage.

And so she wanted to write about the Black British experience 'cause she couldn't see it.

And so you can see how ambitious she was for her play.

Remember that she wrote it when she was just 23.

It didn't daunt her.

She thought, I know what I want to portray on stage.

So, it must have been such an exciting moment to see this stage, this play on stage for the first time in 1987.

Because it would've been so groundbreaking.

Groundbreaking, so new.

Here was a playwright who kind of really establishes itself on the scene immediately by saying, I'm going to present a particular type of experience.

It's new.

It's important, and and listen up.

Now, one reason Pinnock specifically wanted to write about the Black British experience is because of the complex history between Jamaica and Britain.

This is where a lot of our key words from today's lesson are going to come in.

We're gonna really think about the context that supports or that Pinnock is relying on exploring in "Leave Taking".

So, one reason Pinnock specifically wanted to write about the Black British experience is because of the complex history between Jamaica and Britain.

So in 1655, Britain colonises Jamaica, enslaving its people and populating plantations with enslaved peoples from Africa via the transatlantic slave trade.

Now centuries of British rule during which Brod states, "Britain suck the blood outta the island".

While at the same time systems are indoctrinated to celebrate all things British.

And these are words from Pinnock in her introduction.

So, you can see how a kind of aspect of context, the play itself, quotations from the play and Pinnock's own intentions.

Which she sets out in her introduction.

All married together to show how she's exploring a part of Jamaica's history with Britain.

So, when in Brod states, "Britain suck the blood outta the island".

She's referencing these centuries of British rule, and the centuries of colonisation.

Now during World War One and Two, so World War I, starting in 1914.

And World War II ending in 1945.

Jamaica is a crown colony, and then part of the commonwealth.

And because of this relationship with Britain, it fights with Britain during the war.

Now Pinnock perhaps explores this patriotism to the mother country, which is Britain Through Brod's description of his standing to attention whenever me hear the national anthem.

So, Jamaica is fighting for Britain during these wars.

Lots and lots of young Jamaicans fighting for Britain during World War One and two.

So feeling that keen sense of patriotism for what was deemed the Mother Country.

Which was the term for Britain.

Now post World War II, Commonwealth citizens were encouraged to come to Britain owing to the labour shortage.

So, lots of Jamaicans encouraged to come to Britain because there was a labour shortage after the wars.

So lots of important sectors like transport in the NHS, actively encouraged to come to Britain to fulfil those important roles.

Now, Pinnock describes the shock and disappointment of those who migrated to Britain.

Because Britain was not the kind of illustrious, celebrated Mother Country that they had been led to expect.

But also because Britain, in her introduction Pinnock describes Britain as often hostile.

So, these commonwealth citizens with a keen sense of their British identity, they were faced with the idea that people who were living in Britain when they arrived, when they migrated, were often hostile to towards them.

Now in 1962, Jamaica regained its independence.

But it remains part of the commonwealth.

And there are legacies from enslavement and colonisation, including the colonialist education.

Again, that's a quote from Pinnock's introduction.

And Pinnock focuses on this, particularly in scene two, in which Enid and Brod discussed Jamaica.

And through Enid's loyalty to Britain.

So you can see this very, very intense, very specific, very complex history between Jamaica and Britain.

And all of this Pinnock is referencing throughout her eight scenes.

So, in some ways the kind of simplicity of the play.

It is kind of amazing how much she manages to get in where she has this kind of family unit.

So Viv, Del and Enid, and then a family friend.

We've got the character of May.

But actually she's making a social comment on so much history through the presentation of this kind of family unit and to other characters.

Now in her introduction Pinnock states, I ended up fascinated by Enid and the complexity of her relationship with England, her daughters and herself.

Now I want to focus specifically on this word England here from Pinnock's introduction.

Because Pinnock speaks to the complex relationship with England specifically, rather than migration or Jamaica.

That is "Leave Taking" is about a distinct Black British experience.

So, I think that's a really important moment in her introduction.

Where Pinnock is saying, look, this character, the character of Enid is going to have a really complex relationship with England, because of this history.

And part of the skill of Pinnock is that she's able to weave that into her story without it becoming a very intense history lesson.

In fact, it is a drama.

Drama at its heart.

But we do get this complex relationship.

We can see it teased out throughout to all of these eight scenes.

So, let's have a check for understanding, 'cause we've looked at some really, really complex ideas.

Some complex history in relation to "Leave Taking".

So what were some of the motivations for Pinnock's writing of "Leave Taking"? It's A, she started off with a traditional heroine, and was inspired to write the rest of the play from there.

B, she was interested in presenting a Black British experience.

C, she was inspired by seeing representations of African American culture.

Or D, she wanted to explore Enid's complex relationship with England.

Pause the video and select your responses now.

Well done if you selected B and D.

If we look at A, we've got, she started off with a traditional heroine.

We know Enid was not a traditional heroine.

We know that Pinnock could not recall ever seeing such a character on stage.

So, she was a very untraditional heroine.

And if we look at C, she was inspired by seeing representations of African American culture.

No, she wanted to create a distinct Black British experience.

She didn't find those representations inspiring because she wanted to create her own unique experience to see that on stage.

So, I'd like you to use the table to write notes which answer this question.

How does Enid speak to a specifically Black British experience? So, we're focusing really on the character of Enid here.

And the idea that we are seeing here, a specific Black British experience.

And I've got four prompts for you.

Consider when Enid migrated.

Consider hopes before migrating.

Consider her experiences of Britain.

And consider Pinnock's intentions with his character.

And for each of those considerations, I've got an idea that you might want to rely on.

So, consider when Enid migrated? You might want to reference specific context.

Consider her hopes before migrating.

You might want to look to scene four and her heart to heart with Viv.

Consider her experiences of Britain.

You might want to look at the final scene, scene eight of the play.

And consider Pinnock's intentions with this character.

You might want to reference the introduction.

So, you're gonna end up with a really clear set of notes all focused on the idea of Enid and her specific Black British experience.

So, pause the video and complete the table now.

Welcome back.

Really nice to see those tables populated with such interesting ideas.

Some really, really powerful context coming through.

Some people relying on Pinnock's own words from the introduction.

And a really fantastic knowledge of "Leave Taking" itself.

Specifically scene four and scene eight.

Now I'd like you to self-assess using each question to guide you.

So, for the first section of your table, where you considered when Enid migrated? Have you referenced migration from the Commonwealth Post World War Two? So, we looked at that context earlier in this learning cycle.

You might want to consider using it in your table.

When you consider her hopes before migrating, have you included a reference which shows how optimistic she was? So, we see some of those references in scene four with her heart to heart with Viv.

It would be really nice to have quotation in your table.

Consider her experiences of Britain.

Have you referenced what Pinnock calls the hostility Enid faces? And you might be able to find that in scene eight.

There are other scenes of the play that you could reference as well.

But if you haven't got a reference yet, you might want to consider looking to scene eight.

Consider Pinnock's intentions with this character.

Have you quoted Pinnock herself? So using Pinnock's own words, always really, really powerful in exploring "Leave Taking".

So, those moments from the introduction that we looked at earlier in this learning cycle, you might want to include those in your table.

So pause the video, just reflect on your table, making sure that it's got enough specific detail at using those questions to guide you.

Pause the video and self-assess now.

Well done, for completing that self-assessment really, really carefully.

It was nice to see people including some key words.

Thinking, Oh, I haven't actually included some of the context that we looked at earlier in this learning cycle.

I want to include that now.

And I saw some people flicking through Leave Taking.

Particularly looking at scene four and scene eight to make sure that they've got some references to the text as well.

Now we spent the first learning cycle looking at Enid's experiences as a Black British citizen.

We're gonna send the second learning cycle thinking about Viv and Del's experience as Black British citizens.

So, in her introduction Pinnock writes, The young woman who wrote "Leave Taking", had no idea that a generation who were very young children, who hadn't yet been born when it was first produced would feel that the place still speaks to their experience.

And I started out wanting to write about the daughters this new breed of Black British woman.

Now, if we look at this moment from the introduction where she says, A young generation who were very young children who hadn't been born when it was first produced.

So, children of those who had migrated from the West Indies after World War II.

And this new breed of Black British woman, again, she's speaking to the children of those who had migrated from the West Indies after World War II.

And significantly Pinnock presents Del and Viv as 18 and 17.

She says that very specifically in the cast list.

She gives their age.

Whereas for Brod, it's a bit vaguer.

But for Dell and Viv, it's very, very specific, 18 and 17.

So, she wants to present characters who are on the cusp of adulthood and about to leave home.

Navigating what Britain means to them and what they mean to Britain.

So, I remember when I first saw Del and Viv as 18 and 17, I thought, why is this so specific? But I think it's because we see teenagers move into adulthood at the age of 18.

So, she's really considering, well what does this transition mean? We're seeing two characters who are becoming adults.

What does that actually mean for them in Britain? Now I'd like you to consider these significant moments for each sister.

We've got Del, a significant moment from scene two.

Where she's incredibly angry with Enid.

Did they have their fight? Because Del accuses Enid of not seeing the racial discrimination that she and Viv face in Britain.

And she says, But what can you give us that we can use out there? You don't see the police vans hunting us down.

Or the managers who treat us like we're the lowest or the low.

And this scene ends with Del actually leaving home in anger.

And then a significant moment for Viv.

Viv says, in scene four.

But no matter how hard I search for myself in their books, I'm never there.

Now I'd like you to discuss what aspects of their Black British experiences is Pinnock presenting in these moments.

I haven't spoken too much about these quotations, 'cause I would like you to discuss these significant moments.

And what aspects of their Black British experience is Pinnock presenting? Pause the video and discuss the question.

Just relying on these two quotations.

Pause the video and discuss the question now.

A really beautiful discussion.

It's really nice to see people relying on just these moments from the text in order to show their profound, their really deep understanding of both of these characters.

And the idea of the Black British experience, which is the focus of our lesson for today.

Some people saying, well the character of Del is at this moment focusing on the idea of the racial discrimination that she and Viv and Enid as well face in 1980s Britain.

And here, at this particular moment, the reference of the police vans hunting us down, is perhaps referencing the stop and search laws in 1980s Britain for the police.

Which targeted non-white citizens.

They didn't have to be recorded by the police.

And young black men were disproportionately affected by these stop and search.

By these stop and search rules.

And Del is really, really angry about this, having to be an aspect of her Black British experience.

She's a citizen, just an equal of everyone else.

But she's facing this discrimination.

And this is perhaps what Pinnock is exploring here.

The fact that this has to be part of her experience as a citizen in in Britain.

Viv is looking at something else.

It's still discrimination.

But it's in a slightly different form.

She's saying that she cannot see herself reflected in the education system.

So, we know that Viv is a really gifted student.

She's very, very academic.

But she is not seeing herself reflected in any of her education.

And this is Pinnock here, perhaps referencing the Eurocentric education system.

The fact that there's a focus on European culture and history.

And this is why Viv cannot feel that she feels that connected to some of the things that she is finding in her books.

Now I'd like you to consider the resolution of each sister's character arc.

We've looked at two incredibly sad moments for these sisters.

Two significant moments where they're both saying, this experience of my life is incredibly difficult for me.

This is my experience as a Black British citizen.

And the difficulties, the discrimination that they face.

But now let's turn and look at the resolution to each sister's character arc.

So we've got Del, she becomes an obeah woman.

And in scene eight, Enid says, I never know, say daughter of mine would turn obeah woman.

For Viv, we find out that Viv is going to study Black Studies at university.

We also find this out in scene eight.

Now I'd like you to discuss, in what ways might the ending be hopeful in terms of both sisters experiences and futures as Black British citizens? Pause the video and discuss the question now.

Welcome back after a really nice discussion, where you've balanced the exploration of those significant, those poignant moments that we talked about earlier in this learning cycle.

With the resolution to these character arcs for both Del and for Viv.

And lots of people anchored the idea that their discussion in this word hopeful.

That the ending does seem quite hopeful for Del and Viv.

For Del, she seems more confident in who she is.

In her status as a Black British citizen.

But also marrying that with her cultural heritage.

Something that she rejected much earlier in the play.

And for Viv, she too seems happier.

Well she's much happier to stay in formal education.

It is her choice to go to university.

And perhaps that choice is more hopeful.

Because she is going to study Black Studies.

Which suggests that she might find herself reflected in some of the academic literature.

The academic work that she finds at university, in a way that she hasn't when she has been at school.

So, true or false.

Let's just have a check for understanding.

Given that we've just explored these characters.

We've looked at significant moments.

But also the resolution to their character arc.

The end of Leave taking is ambiguous and unhopeful.

Is this true or false? Pause the video and select your response now.

Well done, if you selected false.

Now I'd like you to justify your answer.

Is it A? The ending sees both Viv and Del as Black British citizens who have the possibility and desire to engage with a Jamaican heritage? Or B? The ending sees both Viv and Del reject the British identity and instead focus on their Jamaican heritage.

Pause video and select your justification now.

Well done If you selected A.

They are engaging with their Jamaican heritage.

But they are also feeling at peace with their idea of Black British, their black British citizenship.

It's not the fact that they are rejecting their British identity and just focusing on their Jamaican heritage.

Now Izzy wanted to answer this question.

In what ways is "Leave Taking" a social commentary on Black British experiences? And obviously all the discussion that she's had throughout this whole lesson is really gonna help support her answer this question.

And Izzy wants to focus on creating clear argument using keywords, including context, particularly Pinnock's own words.

And developing her ideas with multiple references to the text.

So, it's really nice that she has a clear focus before she starts writing, thinking.

Well, what will success look like for me? And she's got four ideas here, in order to help her be successful.

Now I'd like you to look at the answer that Izzy wrote.

So, she says, arguably "Leave Taking" is a social commentary on a specific Black British experience.

Through the character of Enid, Pinnock, explores the optimism and hope that many migrants from Jamaica had, when they relocated to Britain after World War II.

Furthermore, Enid's sense of her British identity, "England being good to me, I proud of my English girls", speaks to Pinnock's critique of Jamaica's colonialist education, which lionised all things British.

The end of the play, Pinnock presents Enid as broken by her experiences in Britain.

And the grief for her mother's death.

She says to Del, I've been fighting too long.

Perhaps speaking to the hostility and discrimination Enid has had to endure in England.

Now we'd like you to discuss, we know that Izzy had her checklist.

Clear argument, keywords, context, and developed ideas.

Has Izzy met her checklist? Pause the video and discuss the question now.

Really nice discussion of Izzy's answer there.

And if you are able to really look at someone else's response, and see all the good things in it, you'll be able to critically assess your own responses as well.

And make sure that they are fantastic written, extended responses.

So the overarching argument, the overarching idea seemed to be that yes, Izzy has indeed met her checklist.

So we can see clear argument and keywords at the beginning.

Arguably, "Leave Taking" is a social commentary on the specific Black British experience.

We can see that she's got lots of context in there.

And it's actually woven throughout her response.

So, she hasn't just put it at the end.

We've got a bit nearer the beginning of her paragraph.

Some bit in the middle and then at the end of her paragraph as well.

And we can see that absolutely she has developed our her ideas.

And I really like how she's used a discourse marker.

So furthermore, Enid sense of her British identity.

And then at the end of the play.

So a really nice way in order to link different moments of the play all together in one coherent paragraph.

So, Izzy has indeed met her checklist.

Now quick check for understanding.

Just so that we're really securing the idea what worked.

What was Izzy's checklist that ensured she has such a successful answer? So, what is missing from Izzy's checklist? Creating a clear argument, using keyword blank and developing her ideas with multiple references to the text.

Pause the video and identify what is missing from Izzy's checklist now? Well done, If you identified that.

What is missing from the checklist, is using context.

Particularly Pinnock's own words.

So, we've looked at lots of moments from her introduction today.

Be really, really nice to use those in your own responses when you look at how "Leave Taking" is a social commentary on Black British experiences.

So, you are now gonna select either the character of Viv or Del.

I don't mind which character you would like to focus on.

And using Izzy's sentence starters, I'd like you to explain how Pinnock uses the character as a social commentary on the Black British experience.

Now we've looked at fantastic answer from Izzy focusing on the character of Enid.

So, you can reflect on that as you write your own response with the character of Viv or Del.

And we've got the sentence artist there.

Arguably Leave Taking as a social commentary on the specific Black British experience.

That's gonna start your paragraph through the character of, and you're gonna select Viv or Del, Pinnock explores.

Furthermore, that discourse market to make sure your ideas are really developed.

And then at the end of the play, what do you think Pinnock is doing at the end of the play? And you're gonna use that discussion about the resolution to the character arc in order to support that moment in your paragraph.

So you've got all of your fantastic ideas that you've discussed throughout this learning cycle, throughout this whole lesson.

You know what success looks like, 'cause we've seen Izzy's paragraphs.

So now it's over to you.

Get your pen, your paper, your laptop, whatever it is you are writing on.

Pause the video and write your response now, Welcome back after some really fantastic focused extended writing time.

Giving this question the time that it deserves.

Now I'd like you to self-assess your answer using Izzy's model and checklist to guide you.

You did this so well earlier when you were discussing, Well, did Izzy meet her checklist? You and I gonna see, Well, have I met Izzy's checklist as well? Have you got a clear argument? Have you included some key words there? Have you got context and have you developed your ideas? So pause the video, read through your paragraph.

And just make sure that you have met that checklist.

Pause the video and complete the self-assessment now.

Well done for completing that self-assessment with as much energy and drive as you did for that writing task.

So discussing your ideas, exploring them, testing them, then writing them down, and then assessing them.

Are all part of the writing process.

In summary, Pinnock wrote "Lead Taking" to share the distinct Black British experience.

The character of Enid speaks of the complex history and relationship Jamaica and Britain share.

Arguably, both Viv and Del struggle with being second generation immigrants and Black British citizens.

Arguably the ending of the play is ambiguous, but hopeful for both Del and Viv.

It's been such a pleasure to work through today's lesson together.

And hear all of your fantastic ideas.

I look forward to seeing you next time.