Transcript Mrs Tilcher`s Class

In Mrs Tilcher’s Class
Carol Ann Duffy
Narrative Voice
• 2nd Person narrative – “you”. Could be the
poet addressing herself or engaging the
reader in a topic they can already, most
likely, relate to.
• The first stanza is full of innocence, hope
and optimism.
• The classroom presents new and exciting
possibilities – exploration of the
imagination.
Stanza One
• Possibilities – exploring far off, exotic locations
with the imagination.
• Romanticised vision, rose-tinted view of school
and the fun to be had.
• The structure of the day, the pupils are happy
and well cared for: “a skittle of milk,”, “the laugh
of a bell” (transferred epithet).
• “rubbed into dust”, experiences and mistakes
can be rubbed out, erased easily.
• Carefree time.
Stanza 2
• Short sentences, lists of the descriptions of the room,
possibilities.
• A positive place to be, more fun than home? Less
pressures? Less stress?
• Imagery – “glowed like a sweetshop”, appealing to
childlike mentalities – exciting, pretty, a treat.
• “Brady and Hindley”, neatly slotted in – a real sinister
undertone which is glossed over, suggests what? A lack
of awareness from the PoV of the children? A cover
up/fear from the adults? They wanted to forget it?
• Negative suggestion, sandwiched between positive
image of the classroom.
• “Mrs Tilcher loved you” – feeling of importance,
tenderness, being wanted, feeling special.
• Positive praise and recognition “gold star”.
Stanza 3
• A change in tone as the pupils mature, there is a more
sinister, darker undertone.
• As the pupils grow up, they become naughtier – “frogs
freed by a dunce”, less thoughtful towards others.
• “A rough boy” – first indication of any unsavoury
characters within the school domain – the reality of life?
• Sex/reproduction is addressed and is met with disgust.
• A change of mood, more negative as the narrator has to
address more adult themes such as where she came
from.
• “You kicked him” – aggression, violence, retaliation. “but
stared at your parents, appalled” – notion of disgust, a
lack of understanding at this hybrid stage of
adolescence.
• Relevance of the “Easter” term? Spring is the time of
rebirth, should be positive.
Stanza 4
• The change of seasons – summer. Hot, unpredictable. The
peak of the year?
• “the air tasted of electricity” – idea of danger and excitement?
• The word choice and use of language is more complex and
mature now that adolescence is being reached.
• Asking Mrs Tilcher about the facts of life presents a new,
uncomfortable dynamic to the relationship which creates a
barrier. Perhaps she is not happy or suited to dealing with
these types of questions – perhaps she feels like this is not
her responsibility?
• The tempestuous nature of the weather suggests change,
friction, a more negative – less than perfect – view of the
world.
• A marked transition between childhood and adolescence; a
marked change between innocence and maturity/loss of
innocence/ a new understanding of the world which is not
always pleasant.