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    <title>The Wreck of the Titanic</title>
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    <id>tag:www.thewreckofthetitanic.com,2010-05-20://1</id>
    <updated>2012-01-30T11:17:49Z</updated>
    
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<entry>
    <title>Teacher Resources - Lifeboats!</title>
    <link rel="alternate" type="text/html" href="http://www.thewreckofthetitanic.com/2012/01/teacher-resources---lifeboats.html" />
    <id>tag:www.thewreckofthetitanic.com,2012://1.37</id>

    <published>2012-01-30T11:14:20Z</published>
    <updated>2012-01-30T11:17:49Z</updated>

    <summary><![CDATA[CD Rom: CQD-SOS&gt;Lifeboats-Women and Children First! by Kara Smallman"It was reported today that the unsinkable White Star Liner the Titanic sank in the early hours of April 15th with the tragic loss of life of over 1500 people.&nbsp; 712 have...]]></summary>
    <author>
        <name>admins</name>
        
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        <![CDATA[<font style="font-size: 1.25em;"><br /><b>CD Rom: CQD-SOS&gt;Lifeboats-Women and Children First! </b><br /><br /><b>by Kara Smallman</b><br /><br /><br />"It was reported today that the unsinkable White Star Liner the Titanic sank in the early hours of April 15th with the tragic loss of life of over 1500 people.&nbsp; 712 have survived." - Newspaper Report<br /><br /><br /><b>Your task is to produce a report for the Board of Trade Enquiry into the safety of lifeboats using the information on this sheet.</b><br /><br />1.&nbsp;&nbsp; &nbsp;How many people died? <br />How many survived?<br />2.&nbsp;&nbsp; &nbsp;How many lifeboats were actually needed for Titanic's passengers and crew? (pretend that they are all full size lifeboats, each able to carry 65 passengers)<br />3.&nbsp;&nbsp; &nbsp;Work out the total number of spaces available for passengers and crew in the Titanic's lifeboats? <br /><br /><br /><b>Lifeboat Facts</b><br />The Titanic did in fact carry enough lifeboats according to the law at that time. People thought that other ships would always be nearby to rescue people in an emergency. And of course, the Titanic was unsinkable - wasn't it? <br /><br />Titanic carried 20 lifeboats. These included<br />•&nbsp;&nbsp;&nbsp; 2 emergency boats that could each carry 40 people <br />•&nbsp;&nbsp;&nbsp; 14 full size lifeboats that could each carry 65 people <br />•&nbsp;&nbsp;&nbsp; 4 collapsible lifeboats that could each carry 47 people<br /><br />The Titanic offered passengers the most modern technology and greatest comfort.&nbsp; On her first voyage from Southampton to New York, she carried 2207 people including crew and passengers.&nbsp; First class passengers could enjoy the swimming pool, the gym, the Turkish bath (like a spa) and could choose from different restaurants and cafes.&nbsp; <br /><br />Third class rooms were thought very luxurious, as passengers had sinks in their rooms.&nbsp; On most ships of the time, even first class passengers shared bathrooms, so for the Titanic's third class passengers thought they were very lucky indeed! <br /><br /><br /><b>Answers</b>:<br />1.&nbsp;&nbsp;&nbsp; 712 survived 1495 died.<br />324 1st class passengers, 201 survived.<br />277 2nd class passengers, 118 survived.<br />708 3rd class passengers, 181 survived.<br />885 crew members, 212 survived.<br />13 postmen/musicians, none survived.<br /><br />Grand total: 2,207 on board, 712 survived.<br /><br />2.&nbsp;&nbsp;&nbsp; 34 boats<br /><br />3.&nbsp;&nbsp;&nbsp; Spaces on board for 1178<br />&nbsp;</font>]]>
        
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<entry>
    <title>Wreck of the Titanic Performance -  Cumbria April 16</title>
    <link rel="alternate" type="text/html" href="http://www.thewreckofthetitanic.com/2012/01/wreck-of-the-titanic-performance---cumbria-april-16.html" />
    <id>tag:www.thewreckofthetitanic.com,2012://1.35</id>

    <published>2012-01-27T10:07:15Z</published>
    <updated>2012-01-30T10:39:35Z</updated>

    <summary><![CDATA[On Monday April 16 Carlisle's Sands Centre will host the Wreck of the Titanic by David Bedford,&nbsp; &nbsp;The performance will reflect the wealth of musical activity taking place across Cumbria. Young musicians will include the Cumbria Youth Orchestra, primary school...]]></summary>
    <author>
        <name>admins</name>
        
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        <category term="Events" scheme="http://www.sixapart.com/ns/types#category" />
    
    
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        <![CDATA[<p>On <b>Monday April 16</b> Carlisle's Sands Centre will host the Wreck of the Titanic by David Bedford,&nbsp; &nbsp;<br /><br /><a href="http://www.thewreckofthetitanic.com/adehel1.png"><img alt="adehel1.png" src="http://www.thewreckofthetitanic.com/assets_c/2012/01/adehel1-thumb-125x178-102.png" class="mt-image-left" style="float: left; margin: 0 20px 20px 0;" height="178" width="125" /></a>The performance will reflect the wealth of musical activity taking place across Cumbria. Young musicians will include the Cumbria Youth Orchestra, primary school children participating in Wider Opportunities instrumental tuition schemes, youth choirs, Children's Platinum Schools Chorus, and a music technology group from Mayfield School, Whitehaven. <br /><br />Titanic's legendary band will be recreated by eight members of the Lancashire Sinfonietta orchestra; a fitting tribute to Lancashire-born Wallace Hartley, the leader of Titanic's band. <br /><br />Members of the After Dark Theatre Company, Best International Act winner at the 2011 Hollywood Fringe, will help interpret the Titanic disaster by drawing on survivor accounts and newspaper reports of the day. During 2012, they will be provide Titanic-themed drama workshops in schools throughout Cumbria&nbsp;</p>The Sands Centre performance will be led by inspirational conductor, <a href="http://www.alicefarnham.com/">Alice Farnham</a>,
 equally at home in tackling an educational and community event on the 
scale of The Wreck of the Titanic as she is conducting the Welsh 
National Opera, the Birmingham Royal Ballet and the Brighton 
Philharmonic <br /><br class="clearfix" /><a href="http://www.thewreckofthetitanic.com/AliceFarnham.jpg"><img alt="AliceFarnham.jpg" src="http://www.thewreckofthetitanic.com/assets_c/2012/01/AliceFarnham-thumb-150x219-99.jpg" class="mt-image-left" style="float: left; margin: 0 20px 20px 0;" height="219" width="150" /></a>The Carlisle performance will also feature a silent film made by children and families in the Maryport area recreating a lost 1912 film Saved from the Titanic.<br /><br />The Wreck of the Titanic will be at the heart of a wealth of Titanic-themed events aimed at communities and schools across Cumbria. These will include living history residential courses for primary school children, who will experience first-hand experience of life on the great liner, including dinner and dancing on the Titanic, through to abandoning ship.&nbsp; <br /><br />There will be events in libraries, archives and museums, and workshops led by actors, writers, dancers, musicians and Titanic experts. The work also links with a widely acclaimed cross-curricular CD Rom for primary schools produced by Cumbria Music Service. <br /><br />For more details and to book tickets please contact the Sands Centre at Carlisle on 01228 633766 or <a href="http://www.thesandscentre.co.uk/">www.thesandscentre.co.uk</a><br /><br /><br /><br /><br class="clearfix"><img alt="logopanel2.jpg" src="http://www.thewreckofthetitanic.com/logopanel2.jpg" class="mt-image-none" style="" height="175" width="500" /><br /><br /> <div><br /></div><p></p>]]>
        
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<entry>
    <title>The Wreck of The Titanic - March 19 The Sage Gateshead</title>
    <link rel="alternate" type="text/html" href="http://www.thewreckofthetitanic.com/2012/01/the-wreck-of-the-titanic---march-19-the-sage-gateshead.html" />
    <id>tag:www.thewreckofthetitanic.com,2012://1.36</id>

    <published>2012-01-26T11:09:04Z</published>
    <updated>2012-01-30T11:10:57Z</updated>

    <summary>Join us on board RMS Titanic for its maiden voyage across the Atlantic to New York, with entertainment provided throughout by Northern Sinfonia, orchestra of The Sage Gateshead; players from our regional youth orchestra Young Sinfonia; two of our regional...</summary>
    <author>
        <name>admins</name>
        
    </author>
    
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        <![CDATA[Join us on board RMS Titanic for its maiden voyage across the Atlantic to New York, with entertainment provided throughout by Northern Sinfonia, orchestra of The Sage Gateshead; players from our regional youth orchestra Young Sinfonia; two of our regional youth choirs, Quay Lasses and Quay Lads and children from local primary schools.<br /><br />Northern Sinfonia<br />Young Sinfonia<br />Quay Lasses<br />Quay Lads<br /><br />Singers from:<br />Benton Park Primary School<br />Bow Durham School<br />Hotspur Primary School<br />Ouston Junior School<br /><br />Alan Fearon: Conductor<br />Julia Regan: Narrator<br /><br />A new work for young people by David Bedford.<br /><br />Festivities prior to the launch of this great ship begin on the Concourse at 6pm.<br /><br /><a href="http://thesagegateshead.org/event/wreck-of-the-titanic/">Booking Information</a><br /><br /> ]]>
        
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<entry>
    <title>The Wreck of the Titanic: 2012 UK Performance update</title>
    <link rel="alternate" type="text/html" href="http://www.thewreckofthetitanic.com/2011/12/the-wreck-of-the-titanic-2012-uk-performance-update.html" />
    <id>tag:www.thewreckofthetitanic.com,2011://1.34</id>

    <published>2011-12-09T14:52:45Z</published>
    <updated>2011-12-09T14:54:20Z</updated>

    <summary><![CDATA[We have received notification of the following performances of David Bedford's The Wreck of the Titanic.&nbsp; Further details will be announced as soon as they become available. &nbsp;Monday 19 March 2012The Sage Gateshead St Mary's Square,Gateshead Quays NE8 2JRThursday 22...]]></summary>
    <author>
        <name>admins</name>
        
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        <category term="Events" scheme="http://www.sixapart.com/ns/types#category" />
    
    
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        <![CDATA[<br />We have received notification of the following performances of David Bedford's The Wreck of the Titanic.&nbsp; Further details will be announced as soon as they become available. &nbsp;<br /><br /><b>Monday 19 March 2012</b><br />The Sage Gateshead <br />St Mary's Square,<br />Gateshead Quays <br />NE8 2JR<br /><br />Thursday 22 March 2012<br />Southampton <br />Venue to be confirmed<br /><br /><b>Thursday 29th March 2012</b><br />Royal Hall <br />Ripon Road&nbsp; &nbsp;<br />Harrogate <br />HG1 2RD<br /><br /><br /><b>Saturday 14 April 2012</b><br />Colston Hall<br />13 Colston Street<br />Harbourside,<br />Bristol <br />BS1 5AR<br /><br /><br /><b>Monday 16 April 2012</b><br />The Sands Centre<br />Newmarket Road<br />Carlisle <br />CA1 1JQ<br /><br /><br /><b>Friday 27th April 2012</b><br />Charterhouse School<br />Godalming<br />Surrey <br />GU7 2DX<br />&nbsp;<br /><b>Sunday 29th April 2012</b><br />The Malden Theatre<br />Windlesham House School<br />Pulborough<br />West Sussex<br />RH20 4AY<br /><br /><br /><b>Tuesday 19th June 2012</b><br />St. Martin's School<br />East Gilling<br />North Yorks<br />YO62 4HP<br />&nbsp;]]>
        
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<entry>
    <title>David Bedford RIP</title>
    <link rel="alternate" type="text/html" href="http://www.thewreckofthetitanic.com/2011/11/david-bedford-rip.html" />
    <id>tag:www.thewreckofthetitanic.com,2011://1.33</id>

    <published>2011-11-08T13:43:01Z</published>
    <updated>2011-11-08T13:46:42Z</updated>

    <summary>It is with great sadness that we report David Bedford passed away on 1 October 2011. David&apos;s music touched the lives of countless young people, and his work inspired a generation of musical educators. His genius, ability and vision will...</summary>
    <author>
        <name>admins</name>
        
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        <category term="David Bedford" scheme="http://www.sixapart.com/ns/types#category" />
    
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        <![CDATA[<img alt="bedford.jpg" src="http://www.thewreckofthetitanic.com/bedford.jpg" class="mt-image-none" style="" height="151" width="200" /><br />It is with great sadness that we report David Bedford passed away on 1 October 2011. David's music touched the lives of countless young people, and his work inspired a generation of musical educators. His genius, ability and vision will be greatly missed. &nbsp;<br />&nbsp;<br />David Ashworth has written the following appreciation of David's life on behalf of Cumbria, Lancashire and Liverpool music services.&nbsp; <br /><br /><a href="http://www.thewreckofthetitanic.com/David%20Bedford.doc">David Bedford.doc</a><br /><div><br /></div>]]>
        
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<entry>
    <title>Teacher Resources: Look Out!</title>
    <link rel="alternate" type="text/html" href="http://www.thewreckofthetitanic.com/2011/09/teacher-resources-look-out.html" />
    <id>tag:www.thewreckofthetitanic.com,2011://1.32</id>

    <published>2011-09-20T14:11:40Z</published>
    <updated>2011-09-20T14:22:48Z</updated>

    <summary> CD Rom&gt;Dinner and Dance-Iceberg!&gt;Iceberg Dead Ahead! The British and United States enquiries into the Titanic disaster interviewed lookouts Archie Jewel, George Symons, Reginald Lee and Frederick Fleet. Fleet and Lee were on duty when Titanic struck the iceberg. Their...</summary>
    <author>
        <name>admins</name>
        
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        <![CDATA[<p><big><br />
CD Rom>Dinner and Dance-Iceberg!>Iceberg Dead Ahead!</p>

<p><img alt="frederic fleet" src="http://www.thewreckofthetitanic.com/fleet.jpg" width="162" height="186" class="mt-image-left" style="float: left; margin: 0 20px 20px 0;" />The British and United States enquiries into the Titanic disaster interviewed lookouts Archie Jewel, George Symons, Reginald Lee and Frederick Fleet. Fleet and Lee were on duty when Titanic struck the iceberg. Their evidence can be found at <a href="http://www.titanicinquiry.org">www.titanicinquiry.org</a></p>

<p>Reginald Lee's testimony was given on day 4 of the British enquiry, and Frederick Fleet's on day15. Frederick Fleet also gave evidence on days 4 and 5 of the United States enquiry.  </p>

<p>Frederick Fleet's account on the CD Rom is taken from testimony given at the American enquiry. </p>

<p></p>

<p><br />
<strong>Overview</strong><br />
At 10pm on April14 1912, Frederick Fleet and Reginald Lee began their watch. They were told 'to keep a sharp look out for ice and growlers' (small icebergs). Just after seven bells (about 11.30pm), the ship passed through a patch of mist. On the other side, Fleet saw the dark shape of an iceberg. He rang the bell in the crow's nest three times, and telephoned the bridge with the message 'Iceberg dead ahead'. Although the Titanic's engines were put into reverse, it was too late to alter course, and the ship's starboard bow grazed the iceberg, pieces of ice falling on the deck. The lookouts thought it had been a near miss, the fate of the Titanic was sealed. </p>

<p>Although Fleet survived the Titanic, he seems to have left the White Star service a few months later as, according to his biography in <a href="http://www.encyclopediatitanica.com">www.encyclopediatitanica.com</a>, surviving Titanic seamen were not welcome on board White Star ships. </p>

<p>In later life, Fleet sold newspapers in the streets of Southampton. He finally committed suicide in 1965. </p>

<p><strong>Activities for the Classroom</strong></p>

<ul>
	<li>Compare Frederick Fleet's and Reginald Lee's accounts of the night of April 14 1912 given to the British Enquiry</li>
	<li>How do Frederick Fleet's accounts to the British and US enquiries differ? </li>
	<li>Why did Frederick Fleet find it difficult to say how big the iceberg appeared or how far away it seemed?</li>
	<li>The lookouts on the Titanic had no binoculars. Why not?  (See the Key by Robert Edmonds) - <a href="http://www.maritimequest.com/liners/titanic_the_key_by_robert_edmonds.htm"> http://www.maritimequest.com/liners/titanic_the_key_by_robert_edmonds.htm</a></li>
	<li>Frederick Fleet thought binoculars would have helped him spot the iceberg sooner. Do you think he was right?</li>
	<li>What clues might the lookouts have noticed to warn them that an iceberg might be nearby?</li>
	<li>In 1912, experienced and alert lookouts played an important part in ensuring the safety of ships crossing the Atlantic. Find out the duties of a lookout and write a job description</li>
	<li>In 1912, ships depended on the sharp eyes of the lookouts to warn of dangers ahead. What extra safety features do ships have today? </li>
	<li>The iceberg that sank the Titanic was called a 'blackberg'. Find out what this is</li>
	<li>Discuss why Titanic crew like Frederick Fleet might not be welcome on White Star ships</li>
	<li>Tell the lookouts' story of the iceberg drawing on evidence to both enquiries. (See Richard Krebes' online article cited below)</li>
</ul> 

<p><strong>References </strong><br />
New York Times April 21 1912<br />
Account of warnings from crows' nest to the bridge of the Titanic<br />
<a href="http://www.encyclopedia-titanica.org/alarm-from-lookout-ignored-sailor-says.html">http://www.encyclopedia-titanica.org/alarm-from-lookout-ignored-sailor-says.html</a><br />
Defending Fleet and Lee: Richard Krebes</p>

<p>Description of lookout's duties, and a very thorough defence of Fleet and Lee. Krebes retells the story of the lookouts drawing on evidence from the enquiry<br />
<a href="http://www.encyclopedia-titanica.org/defending-fleet-and-lee.html">http://www.encyclopedia-titanica.org/defending-fleet-and-lee.html</a></big></p>

<p><small><em>image of Frederic Fleet taken from Wikipedia</em></small></p>

<p></p>

<p><br />
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<entry>
    <title>Teacher Resources: The Iceberg</title>
    <link rel="alternate" type="text/html" href="http://www.thewreckofthetitanic.com/2011/09/teacher-resources-the-iceberg.html" />
    <id>tag:www.thewreckofthetitanic.com,2011://1.31</id>

    <published>2011-09-20T13:59:49Z</published>
    <updated>2011-09-20T14:43:21Z</updated>

    <summary> CD Rom&gt;Dinner and Dance - Iceberg&gt;The Iceberg Due to a faulty hyperlink, this section must be accessed in the following way: Dinner and Dance - Iceberg&gt;Iceberg Dead Ahead Go to the Astern/Ahead navigation (top right hand corner) and click...</summary>
    <author>
        <name>admins</name>
        
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        <![CDATA[<p><big><strong><br />
CD Rom>Dinner and Dance - Iceberg>The Iceberg</strong></p>

<p>Due to a faulty hyperlink, this section must be accessed in the following way:<br />
<ul><br />
	<li>Dinner and Dance - Iceberg>Iceberg Dead Ahead</li><br />
	<li>Go to the Astern/Ahead navigation (top right hand corner) and click 'Astern' </li><br />
</ul></p>

<p><strong>Overview </strong><br />
This section describes the life on an iceberg in the North Atlantic, and the process of melting and calving as it drifts south towards the shipping lanes.</p>

<p><a href="http://www.thewreckofthetitanic.com/berg1.jpg"><img alt="iceberg" src="http://www.thewreckofthetitanic.com/assets_c/2011/09/berg1-thumb-250x166-94.jpg" width="250" height="166" class="mt-image-left" style="float: left; margin: 0 20px 20px 0;" /></a>After the British and American enquiries following the Titanic disaster, North Atlantic shipping lanes were moved further south. In 1913, the American and British governments established the International Ice Patrol (IIP). This service monitors and warns shipping about icebergs in the North Atlantic.  During the ice season, long-range patrol aircraft scour thousands of square miles of ocean looking for icebergs that could be a danger to ships. </p>

<p>Weather conditions and ocean currents around the Newfoundland Grand Banks affect iceberg drift. The IIP asks ships to report any ice they see, and also to send weather reports and take sea surface temperature readings.  All this information feeds into a sophisticated computer programme designed to predict the movement of icebergs. </p>

<p>Today, Coast Guard cutters move icebergs out of the shipping lanes. Every year on April 15, the International Ice Patrol hold a memorial service for the Titanic, and an aircraft drops wreaths of flowers into the water. </p>

<p><br />
<strong>Activities for the Classroom</strong><br />
<ul><br />
	<li>Find out about the work of the International Ice Patrol</li><br />
	<li>The North American and Canadian Ice services now produce a regularly updated iceberg chart. Find out about this at <a href="http://www.sciencedaily.com/releases/2010/04/100428142258.htm">http://www.uscg-iip.org/pdf/NAIS_CHART.pdf</a></li><br />
	<li>Invent, and make a co-ordinates game in which ships travelling from Southampton to New York steer a course to avoid icebergs</li><br />
	<li>Research the effect of melting ice on sea levels. See <a href="http://www.sciencedaily.com/releases/2010/04/100428142258.htm">http://www.sciencedaily.com/releases/2010/04/100428142258.htm</a></li><br />
	<li>Can we drink iceberg water? How do we know?  </li><br />
	<li>Does ice melt at different rates in salt and fresh water?  Design an experiment to find out using ice cubes. Think of other ways ice cubes might help us find out more about icebergs. </li><br />
	<li>Half fill two identical plastic bottles with water. There must be exactly the same amount of water in each. Mark the level of water on the outside of each bottle. Now put one of the bottles in the freezer overnight. Compare the water levels next day. What has happened and why?  </li><br />
	<li>Newspapers at the time said the iceberg Titanic struck was about as tall as St Paul's Cathedral. Research eyewitness accounts of the iceberg, and think of other helpful comparisons to give an idea of its size and mass </li><br />
	<li>The biggest icebergs are in the Antarctic. Find out just how big these can be</li><br />
</ul></p>

<p>In the film <em>Titanic II</em>, melting at the Greenland Ice Cap creates an iceberg the size of Manhattan.  As this falls into the sea, it creates a Tsunami. Although this is pure science fiction, children could <br />
<ul><br />
	<li>Research global warming at the poles</li><br />
	<li>Research the effect of melting ice in the Atlantic.  See <a href="http://www.sciencedaily.com/releases/2010/04/100428142258.htm">http://www.sciencedaily.com/releases/2010/04/100428142258.htm</a></li><br />
</ul></p>

<p><a href="http://www.thewreckofthetitanic.com/berg2.jpg"><img alt="iceberg2" src="http://www.thewreckofthetitanic.com/assets_c/2011/09/berg2-thumb-250x166-96.jpg" width="250" height="166" class="mt-image-left" style="float: left; margin: 0 20px 20px 0;" /></a></p>

<p><strong>References</strong></p>

<p>International Ice Patrol (schools' pages)<br />
<a href="http://www.uscg-iip.org/Students/Default.htm">http://www.uscg-iip.org/Students/Default.htm</a></p>

<p>Webquest's Iceberg Ahead! <br />
<a href="http://www.uscg-iip.org/Students/Default.htm">http://express.howstuffworks.com/wq-iceberg.htm</a></p>

<p>How High was the iceberg and other questions<br />
<a href="http://www.paullee.com/titanic/iceberg.html">http://www.paullee.com/titanic/iceberg.html</a></big></p>

<p><small>iceberg images courtesy of Martin Prescott</small></p>]]>
        
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<entry>
    <title>The Wreck of the Titanic: Sands Centre, Carlisle,  April 16 2012</title>
    <link rel="alternate" type="text/html" href="http://www.thewreckofthetitanic.com/2011/08/the-wreck-of-the-titanic-sands-centre-carlisle-april-16-2012.html" />
    <id>tag:www.thewreckofthetitanic.com,2011://1.29</id>

    <published>2011-08-01T19:08:01Z</published>
    <updated>2011-08-01T19:08:57Z</updated>

    <summary> Cumbria Music Service are delighted to announce a major performance of The Wreck of the Titanic at the Sands Centre, Carlisle. The performance will take place one hundred years and a day after the sinking of the Titanic with...</summary>
    <author>
        <name>admins</name>
        
    </author>
    
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        <![CDATA[<p><br />
Cumbria Music Service are delighted to announce a major performance of The Wreck of the Titanic at the Sands Centre, Carlisle.</p>

<p>The performance will take place one hundred years and a day after the sinking of the Titanic with the loss of over 1500 lives. </p>

<p>It is expected that over 400 children and young people from across Cumbria will be involved in the performance. In addition, eight members of the acclaimed Lancashire Sinfonietta will perform as the Titanic band. </p>

<p>Titanic had its beginnings in Cumbria with Maryport-born T.H. Ismay, first director of the enormously successful White Star Line, and the father of Bruce Ismay, commissioner of the Titanic and her sister ships Olympic and Britannic. Equally important to Titanic's story was the chief engineer, Joseph Bell. Born at Farlem outside Carlisle, Joseph Bell advised Thomas Andrews during the building of the Titanic. During the doomed ship's final hours, he ensured that power was maintained to operate the lights, lifeboat winches and emergency telegraph. Had it not been for his brave devotion to duty, many more lives would have been lost that night. </p>

<p>Further details will be announced on www.thewreckofthetitanic.com<br />
</p>]]>
        
    </content>
</entry>

<entry>
    <title>Teacher Resources: Iceberg Music</title>
    <link rel="alternate" type="text/html" href="http://www.thewreckofthetitanic.com/2011/07/teacher-resources-iceberg-music.html" />
    <id>tag:www.thewreckofthetitanic.com,2011://1.30</id>

    <published>2011-07-28T17:24:22Z</published>
    <updated>2011-08-02T18:08:11Z</updated>

    <summary> CD Rom: Dinner and Dance &gt;Building the Titanic&gt;Biggest Ship Afloat CD Rom: Dinner and Dance - Iceberg! &gt;The Iceberg Due to a faulty hyperlink, this section must be accessed in the following way: Dinner and Dance - Iceberg&gt;Iceberg Dead...</summary>
    <author>
        <name>admins</name>
        
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        <![CDATA[<p><big><br />
<strong>CD Rom: Dinner and Dance >Building the Titanic>Biggest Ship Afloat<br />
CD Rom: Dinner and Dance - Iceberg! >The Iceberg</strong></p>

<p>Due to a faulty hyperlink, this section must be accessed in the following way:<br />
<ul><br />
	<li>Dinner and Dance - Iceberg>Iceberg Dead Ahead</li><br />
	<li>Go to the Astern/Ahead navigation (top right hand corner) and click 'Astern' </li><br />
</ul></p>

<p><a href="http://www.thewreckofthetitanic.com/icebergphoto.jpg"><img alt="icebergphoto" src="http://www.thewreckofthetitanic.com/assets_c/2011/08/icebergphoto-thumb-250x140-91.jpg" width="250" height="140" class="mt-image-left" style="float: left; margin: 0 20px 20px 0;" /></a></p>

<p>As the winter of 1911 - 1912 had been very mild, icebergs breaking away from the Arctic glaciers had drifted south towards the busy Atlantic shipping lanes. The Titanic's radio officers received several ice warnings, and two crew members were posted to 'keep a sharp look out for the ice'. Although it was a perfectly clear night, the Titanic passed through a patch of mist to face an iceberg straight ahead.  Despite attempts to turn the ship, the Titanic scraped against the iceberg, tearing a 30 metre gash in her hull.  <br />
<br class="clearfix"><br />
<small><em>iceberg photo courtesy of <a href="http://www.sxc.hu/profile/oskar73">Oskar Henriksson</a></em></small></p>

<p><strong>Ice sounds</strong><br />
Ice makes an incredible variety of sounds. Coleridge's description in The Rime of the Ancient Mariner is inspired by the accounts of early polar explorers. </p>

<p><em>The ice was here, the ice was there, <br />
The ice was all around: <br />
It cracked and growled, and roared and howled <br />
Like noises in a swound</em></p>

<p>In The Wreck of the Titanic, David Bedford provides a group composition activity for ice based on some of these early accounts.</p>

<p>As large icebergs drift south and slowly melt, huge chunks of ice break off and fall into the sea, creating smaller icebergs. The sound is like a tremendous crack of thunder. <br />
Sometimes, icebergs close together scrape against one other to make strange grinding sounds.<br />
 <br />
Melting icebergs make a fizzing sound as air bubbles trapped in the iceberg pop. Pieces keep breaking off as icebergs drift further south until they become very much smaller. These are called 'bergey bits'. Bergey bits less than a metre high are called 'growlers', and are not a danger to shipping.  </p>

<p><strong>Web Links</strong><br />
<ul><br />
	<li>Icebergs make sounds outside the range of human hearing. Teachers can find out about 'singing icebergs' at <a href="http://silentlistening.wordpress.com/2010/01/17/ice-recordings-updated/">Andreas Bick's Silent Listening site</a> (unfortunately, the movies will not be available for classroom use) </li><br />
	<li>Children will be interested in the ice musical instruments of <a href="http://home.online.no/~isungz/">Norwegian musician and sculptor Terje Isungset</a>.</li><br />
	<li>The International Ice Patrol was set up after the Titanic enquiry to alert shipping in the North Atlantic. There is an excellent children's site <a href="http://www.uscg-iip.org/Students/Default.htm">detailing the life of icebergs</a>. </li><br />
</ul></p>

<p><strong>Activities for the Classroom: Sound Log</strong><br />
A ship's log is an important record of everything that happens on a ship's voyage. It is filled in daily, and records the weather, the ship's course, distance covered each day, etc. It is a bit like the 'black box' of an aircraft. </p>

<p>Children could compose their own 'sound log' plotting the course of the Titanic from the time she reaches the edge of the ice field to the collision with the iceberg. </p>

<ul>
	<li>As the Titanic reaches the edge of the ice fields, she meets with small and harmless pieces of ice. Think of words to describe the sounds they might make as the ship's bow wave disturbs them - high/ringing/ tinkling etc </li>
	<li>As the Titanic moves further into the ice field, she meets with very small icebergs called 'growlers'. </li>
	<li>The ship bumps against a 'growler', turning it over in the water. It rocks from side to side, making a ringing,'wavery' sound. Try filling a metal saucepan with a little water. Hold the handle, and tap the edge of the pan with a metal rod (e.g. triangle beater). Swill the water from side to side. What happens to he sound? </li>
	<li>Think of other ways to make this effect. Fill a washing up bowl with water. Strike a large triangle, and dip it in and out of the water while it is still vibrating. Can you say why the sound changes?</li>
	<li>Try other metal instruments like Indian bells and cymbals to suggest different sizes of 'growler' and 'bergey bits'. </li>
	<li>As the Titanic sails on, the ice sounds become more threatening. Create fizzing scraping, and distant, rumbling sounds as distant icebergs split, or rub against one another. You could record your sounds using free Audacity software, and add echo effects.</li>
	<li>As the Titanic passes through the mist, there is complete silence</li>
	<li>As the lookouts spot the iceberg, the ship's bell is rung three times to warn the officers on the bridge</li>
	<li>What sounds might the ship make as the engines are put into reverse?</li>
	<li>What sounds will be heard as the steel plates of Titanic's hull are torn open as the bow scrapes along the iceberg?</li>
</ul> 

<p><strong>Using ICT </strong></p>

<ul>
	<li>Children could use Audacity to record their completed 'sound log'</li>
	<li>They could search the internet for ice sounds created using ICT. Although many sites are commercial, children could explore the sounds online to get ideas for creating their own sounds with Audacity. Try <a href="http://www.soundsnap.com/tags/ice">http://www.soundsnap.com/tags/ice</a></li>
	<li>David Bedford's Iceberg composition activity considers how the impact of the iceberg was perceived in different parts of the ship. Visit <a href="/2011/06/teacher-resources-titanic-soundtracks.html">David Ashworth's Titanic Soundtracks resource</a> at www.thewreckofthetitanic.com for ways of interpreting this using Audacity.</li>
</ul>
</big>]]>
        
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</entry>

<entry>
    <title>David Bedford&apos;s Programme Notes</title>
    <link rel="alternate" type="text/html" href="http://www.thewreckofthetitanic.com/2011/06/cd-rom-programme-notes.html" />
    <id>tag:www.thewreckofthetitanic.com,2011://1.28</id>

    <published>2011-06-21T07:31:02Z</published>
    <updated>2011-06-22T07:25:58Z</updated>

    <summary> 1. PROLOGUE-NIGHT: THE STARRY SKY For me, one of the most evocative facts about the sinking of the Titanic is that it took place, not during a howling gale, with enormous waves crashing on the decks, but under a...</summary>
    <author>
        <name>admins</name>
        
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        <category term="CDROM" scheme="http://www.sixapart.com/ns/types#category" />
    
    
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        <![CDATA[<p><br />
<strong>1. PROLOGUE-NIGHT: THE STARRY SKY</strong></p>

<p><a href="http://www.thewreckofthetitanic.com/starrynight.jpg"><img alt="starrynight.jpg" src="http://www.thewreckofthetitanic.com/assets_c/2011/06/starrynight-thumb-250x138-73.jpg" width="250" height="138" class="mt-image-left" style="float: left; margin: 0 20px 20px 0;" /></a>For me, one of the most evocative facts about the sinking of the Titanic is that it took place, not during a howling gale, with enormous waves crashing on the decks, but under a beautiful and peaceful starry sky, almost as though the universe was looking on unconcerned.</p>

<p>The music reflects this. A large, static string chord is held throughout, There are short notes in the woodwind like little stabs of starlight. Towards the end, and very quietly, the brass instruments play a verse of the hymn Eternal Father Strong to Save, which was played at a chapel service on board the Titanic, and whose last line, ironically, is 'Oh hear us when we cry to Thee, for those in peril on the sea'. The chorus hums quietly with the brass. During this section there is a composition from the Wider Opportunities group, who have been asked to create the idea of a peaceful starry night, using the notes of the string chord.</p>

<p><br />
<strong>2. HARLAND AND WOOLF'S SHIPYARD: THE CONSTRUCTION OF THE TITANIC</strong></p>

<p><a href="http://www.thewreckofthetitanic.com/props.jpg"><img alt="props" src="http://www.thewreckofthetitanic.com/assets_c/2011/06/props-thumb-250x138-75.jpg" width="250" height="138" class="mt-image-left" style="float: left; margin: 0 20px 20px 0;" /></a>A very rhythmic percussive beat is set up, using metallic sounds, to give the impression of a shipyard construction site. On top of this the woodwind and strings play very fast short phrases alternately, as if in conversation. The actual notes are variations of the first 8 notes of the tune 'Alexander's Ragtime Band', which was played on the Titanic. Gradually each group plays more and more notes until they are overlapping. There is a very big climax, the brass joining in with rich chords. Then, after everyone has played the introduction in unison, the Titanic Band play The White Star March, written for the company in 1887. The band play it on their own, then the full orchestra including the Wider Opportunities group, join in. There is a reprise of the first section with the percussion, orchestra fast notes and brass chords, but instead of ending very loudly, the music suddenly quietens, there are very rich and peaceful string chords, and the chorus sings quietly the first verse of the American Campfire song 'The Titanic' (which was very popular with the pupils when I taught class singing in the 70s). 'Oh they built the ship Titanic, to sail the ocean blue, and they thought they had a ship that the water would never go through, but the Lord's almighty hand knew that ship would never land, it was sad when that great ship when down. Husbands and wives, little children lost their lives, it was sad when that great ship went down'. The tune itself is very happy and jolly, but to counteract this, it's very slow and the string chords are very rich and romantic. It seemed appropriate that at a moment when everyone was full of pride at having created an 'unsinkable' ship, there should be a foretaste, in the music, of what was to come. The low strings at this point, play a rhythm consisting of 3 short notes (quavers), 3 long notes (crotchets) and 3 short notes - the morse code for SOS.</p>

<p><br />
<strong>3. A GRAND OCCASION: THE LAUNCH OF THE TITANIC, HARLAND AND WOOLF'S SHIPYARD, BELFAST MAY 31 1911</strong><br />
 <br />
<a href="http://www.thewreckofthetitanic.com/launch.jpg"><img alt="launch" src="http://www.thewreckofthetitanic.com/assets_c/2011/06/launch-thumb-250x138-77.jpg" width="250" height="138" class="mt-image-left" style="float: left; margin: 0 20px 20px 0;" /></a>To give a feel for such a brilliant occasion, there are brass and woodwind fanfares, then a new tune is played which is played as a round, starting in the woodwind, then going through the strings, then repeated all together, but with the Wider Opportunities group having their own round, which fits in with the main round, and the brass repeating the fanfares at the same time. </p>

<p>After a climax, the tuned percussion play on their own with the low strings providing the bass, producing a very bouncy, rhythmic feeling. The chorus comes in with the round tune, first in unison, then as a round, with words from the Belfast Newsletter of June 1st 1912. 'It was a beautiful and awe-inspiring sight and a thrill passed through the crowd as their hopes and expectations were realised.'</p>

<p>Once again, however, instead of a triumphant ending, everything suddenly goes quiet, and the chorus repeats the last lines ('It was sad') of the American Campfire song, this time accompanied by the Titanic Band playing a reminder of the White Star March. Music is able to take us into a world where the present and the future are intertwined.</p>

<p><br />
<strong>4. THE MAIDEN VOYAGE</strong><br />
<a href="http://www.thewreckofthetitanic.com/maidenvoyage1.jpg"><img alt="maidenvoyage1.jpg" src="http://www.thewreckofthetitanic.com/assets_c/2011/06/maidenvoyage1-thumb-250x138-79.jpg" width="250" height="138" class="mt-image-left" style="float: left; margin: 0 20px 20px 0;" /></a>This is a purely orchestral piece for the youth orchestra. It starts by imagining the Titanic slowly leaving Southampton with slow brass music based on the tune of the White Star March. As the narrator says (quoting a newspaper from the time): 'The Titanic set out on her maiden trip. She slowly sped down Southampton Water, the faces of the passengers peering out along the whole length of the liner, until she melted away in the distance, and her maiden voyage had begun'.</p>

<p>Soon the woodwind set up an accompaniment designed to give the effect of bubbling water, and a majestic tune comes from the strings, a slow version of the fast passages from the music for the construction - based on Alexander's Ragtime Band. The roles are swapped - the strings take over the bubbling watery sounds and the woodwind play the tune. A grand climax is followed by everything slowly dying away as the Titanic 'melts away in the distance'.    <br />
                 </p>

<p><br />
<strong>5. DINNER AND DANCING - THE SHIP STRIKES THE ICEBERG</strong></p>

<p><a href="http://www.thewreckofthetitanic.com/iceberg2.jpg"><img alt="iceberg" src="http://www.thewreckofthetitanic.com/assets_c/2011/06/iceberg2-thumb-250x138-81.jpg" width="250" height="138" class="mt-image-left" style="float: left; margin: 0 20px 20px 0;" /></a>On board in the glittering dining salon, the Titanic Band comes into its own, as they play nearly continuously, as though they were really playing throughout dinner. 'Ship Ahoy! (All the Nice Girls love a Sailor) is followed without a break by 'I do like to be beside the Seaside'. At this point, the Band tunes up again and the iceberg strikes. This is represented by shuddering tremolos in the low strings, but for now, very quietly, as in the salon hardly anyone noticed anything. However, each time the instruments come in, there are shorter and shorter gaps and more and more instruments. The Band carries on playing regardless - 'Oh You Beautiful Doll' is followed by 'Arcady is Ever Young' with the interruptions getting louder and louder and closer together, until there is a huge climax which drowns out the Band and leads without a break into:</p>

<p><br />
<strong>6. THE RADIO ROOM. SENDING MORSE CODE SIGNALS CQD AND SOS</strong></p>

<p><a href="http://www.thewreckofthetitanic.com/cqd3.jpg"><img alt="cqd" src="http://www.thewreckofthetitanic.com/assets_c/2011/06/cqd3-thumb-250x138-83.jpg" width="250" height="138" class="mt-image-left" style="float: left; margin: 0 20px 20px 0;" /></a>The standard morse code message for an emergency was CQD - Come Quick Danger, (long short long short/long long short long/long short short). This turned into a musical rhythm and thundered out by the percussion and then the full orchestra. After this the Wider Opportunities group are invited to create a composition project based on this rhythm and that of SOS, firstly with a minute on their own, and then to go along with the orchestra and chorus. The orchestra is then given a chance to improvise using the CQD rhythm, but then all come together to play the SOS rhythm (short short short/long long long/short short short) which was used on the Titanic to replace CQD when it was realised that it took far less time to send. This rhythm is now used constantly for the whole of the rest of the section, sometimes with the whole orchestra, and sometimes, in the quieter sections with solo voices, with a single instrument - oboe or xylophone, for example.</p>

<p>Full orchestra outbursts of SOS are contrasted with quieter sections where sometimes soloists and sometimes the full chorus sing quotations from survivors' accounts telling of how they were taken to the lifeboats: (Marjorie Collyer age 7) 'Then  mother dressed me  took me by the hand, she led me upstairs, I had a big dolly but we were in such a hurry  that we left it behind'. </p>

<p>A huge choral outburst with the orchestra still playing the SOS rhythm: 'Lower the boats, women and children first' is followed by everything getting quieter. The Band (now imagined to have brought their instruments out onto the deck) starts to play the sentimental ballad 'Somewhere a Voice is calling' with a baritone soloist. The words seemed very apt: 'Night and the stars are gleaming'. While the song continues, we hear from some of the passengers in their own words: 'I can't leave my husband, oh please let him come in the lifeboat. I don't want to live if he can't come with me.'  All the time the SOS rhythm is playing somewhere in the orchestra. At the end of 'Somewhere a Voice' there is a final SOS outburst in the full orchestra, then a sudden hush leaves the chorus singing to the tune of the American song: 'We were told to get into a boat. The sea was calm and the stars were out'. The starry music from the Prologue makes a brief appearance and the Band starts playing their final song 'A dream of Autumn'. This leads directly to:</p>

<p><strong>7. THE TITANIC SINKS</strong></p>

<p><a href="http://www.thewreckofthetitanic.com/sinks.jpg"><img alt="sinks" src="http://www.thewreckofthetitanic.com/assets_c/2011/06/sinks-thumb-250x138-85.jpg" width="250" height="138" class="mt-image-left" style="float: left; margin: 0 20px 20px 0;" /></a>While the band plays, the orchestra comes in more and more frequently with massive tragic chords, as though mourning the passengers who didn't survive. The band finish the song and lay down their instruments. A final massive outburst from the orchestra, with the strings playing the American tune, leads our point of view away from the Titanic and on to one of the lifeboats:    'After rowing for a quarter of  a mile, we stopped and watched the mammoth ship. I kept my eyes on the liner and could see six rows of portholes. I looked again and there were five rows, then only four and I knew she was going down. It was the most tragic sight anyone will ever witness. Score of men were standing on the decks. All the lights on the Titanic suddenly went out, and she slowly began to disappear from view.'</p>

<p>For the actual sinking, the music is very quiet and almost literal, starting very high and then slowly descending until the lowest notes are reached. The low strings reach their lowest note and the music goes straight to:</p>

<p><br />
<strong>8. EPILOGUE. NIGHT: THE STARS</strong></p>

<p><a href="http://www.thewreckofthetitanic.com/epilogue.jpg"><img alt="epilogue.jpg" src="http://www.thewreckofthetitanic.com/assets_c/2011/06/epilogue-thumb-250x138-87.jpg" width="250" height="138" class="mt-image-left" style="float: left; margin: 0 20px 20px 0;" /></a>The chorus starts to sing 'Eternal father Strong to Save', with the audience joining in if possible, starting quietly and ending very loudly. When the verse is finished, the last line is repeated by the brass and wind, getting quieter and quieter, during which the strings build up the chord from the Prologue. The music from the prologue is repeated, but with a more peaceful chord, and with reminiscences of the White Star March from the oboe. The chorus quietly sings the ending of the American song: 'Husbands and wives, little children lost their lives, it was sad when that great ship went down', then nothing is left except for the night and the starry sky. The universe is once again looking on unconcerned.</p>

<p><br class="clearfix"></p>]]>
        
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</entry>

<entry>
    <title>Exclusive! Clifford Ismay, relative of J Bruce Ismay contributes to the site</title>
    <link rel="alternate" type="text/html" href="http://www.thewreckofthetitanic.com/2011/06/clifford-ismay-relative-of-j-bruce-ismay-gives-a-personal-opinion.html" />
    <id>tag:www.thewreckofthetitanic.com,2011://1.25</id>

    <published>2011-06-06T08:43:05Z</published>
    <updated>2011-06-06T09:29:26Z</updated>

    <summary>In an exclusive for The Wreck of The Titanic, Clifford Ismay, great grand nephew of Thomas Ismay, father of J Bruce Ismay gives a personal opinion of his famous relative and concludes he was not the coward he was protrayed...</summary>
    <author>
        <name>admins</name>
        
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        <category term="News" scheme="http://www.sixapart.com/ns/types#category" />
    
    
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        <![CDATA[<br />In an exclusive for The Wreck of The Titanic, Clifford Ismay, great grand nephew of Thomas Ismay, father of J Bruce Ismay gives a personal opinion of his famous relative and concludes he was not the coward he was protrayed as being in the press at the time.<br /><br /><a href="http://www.thewreckofthetitanic.com/2011/06/teacher-resources-examining-bruce-ismay.html">Read Clifford's article here</a>.<br />]]>
        
    </content>
</entry>

<entry>
    <title>Teacher Resources: Examining Bruce Ismay</title>
    <link rel="alternate" type="text/html" href="http://www.thewreckofthetitanic.com/2011/06/teacher-resources-examining-bruce-ismay.html" />
    <id>tag:www.thewreckofthetitanic.com,2011://1.24</id>

    <published>2011-06-03T08:05:28Z</published>
    <updated>2011-06-06T08:41:07Z</updated>

    <summary><![CDATA[By Clifford Ismay and Kevin HamelCD Rom: Building Titanic&gt;Three New Ships/ Another ViewCD Rom: CQD-SOS&gt;Bruce Ismay EscapesBruce Ismay's part in Titanic's story remains controversial. Considered the villain of the piece by the American Press, Ismay's reputation never recovered from the...]]></summary>
    <author>
        <name>admins</name>
        
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        <![CDATA[<font style="font-size: 1.25em;"><b>By Clifford Ismay and Kevin Hamel</b></font><br /><br />CD Rom: Building Titanic&gt;Three New Ships/ Another View<br />CD Rom: CQD-SOS&gt;Bruce Ismay Escapes<br /><br /><font style="font-size: 1.25em;">Bruce Ismay's part in Titanic's story remains controversial. Considered the villain of the piece by the American Press, Ismay's reputation never recovered from the disaster.&nbsp; <br /><br />Three New Ships and Another View present accusations levelled against Ismay, including:<br /><br /></font><ul><li><font style="font-size: 1.25em;">Ismay's alleged determination to make the crossing in record time to regain the Blue Riband </font></li><li><font style="font-size: 1.25em;">The issue of responsibility for Titanic's bulkheads</font></li><li><font style="font-size: 1.25em;">Entering a lifeboat at the expense of other passengers</font></li><li><font style="font-size: 1.25em;">That he stated the Titanic was unsinkable</font></li></ul><font style="font-size: 1.25em;"><br /><b>Bruce Ismay Escapes</b> describes the circumstances in which Bruce Ismay took a seat in a lifeboat, drawing on testimony to the New York Senate Titanic inquiry.<br /><br /><b><br /><br /><font style="font-size: 1.25em;">Activities for the Classroom</font></b><br /><br /><b>Hot Seating and Conscience Alley </b><br />All three scenarios provide children with opportunities for drama, and as a starting point for setting up their own Titanic enquiry in the classroom drawing on 'hot seating' techniques.&nbsp; <br /><br /></font><ul><li><font style="font-size: 1.25em;">'Hot seating' provides excellent opportunities for children to research contrasting views of Bruce Ismay, and to explore his behaviour and motivation.&nbsp; If children are not experienced in this technique, it might be helpful if the teacher guides the questioning. <br /><br /></font></li><li><font style="font-size: 1.25em;">'Conscience Alley', is a helpful technique for exploring the dilemmas faced by a character. Bruce Ismay is faced with the decision to go down with the ship, or to save his own life. The class forms two lines and Bruce Ismay walks between them, listening to opposing advice. On reaching the end of the alley, he makes his decision. </font></li></ul><font style="font-size: 1.25em;"><br />A new play, <i>The Man Who Left The Titanic</i> tells the story of Bruce Ismay's escape in collapsible lifeboat C, and questions whether Ismay just did what anyone might have done in similar circumstances. <br /><br /><b>Titanic Enquiry</b><br /><br /></font><!--[if gte mso 9]><xml>
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<![endif]--><ul><li><font style="font-size: 1.25em;">Children should find out about the British and United States Senate Titanic enquiries, and consider Bruce Ismay's testimony. An online transcript can be found at www.titanicinquiry.org. <br /><br /></font></li><li><font style="font-size: 1.25em;">Ismay's testimony was given on days 16 and 17 of the British enquiry, and days 1 and 11 of the Senate inquiry.</font></li></ul><font style="font-size: 1.25em;"><br /><b>Newspaper Reports</b><br /><br /></font><ul><li><font style="font-size: 1.25em;">Children could research British and American newspapers' treatment of Ismay following the Titanic disaster. Do American and British newspapers reflect similar accounts? <br /><br /></font></li><li><font style="font-size: 1.25em;">Some accounts, like those that Ismay dressed as a woman to get a place in a lifeboat are far fetched. What clues are there that this is the case? <br /></font></li></ul><font style="font-size: 1.25em;"><br /><br /></font><font style="font-size: 1.5625em;"><b>Bruce Ismay - A Personal Opinion</b></font><font style="font-size: 1.25em;"><br />Clifford Ismay is the Great Grand Nephew of Thomas Ismay, father of J.Bruce Ismay. The editor wishes to thank Mr Ismay for his enthusiasm for The Wreck of the Titanic project, and for the personal view of Bruce Ismay's actions and motives which follows. Mr Ismay's observations make a valuable contribution to the Bruce Ismay debate, and should be carefully considered. <br /><br />See also: Clifford Ismay's response to Lady Patten at <a href="http://www.titanicheritagetrust.org.uk/ismay-statement.htm">http://www.titanicheritagetrust.org.uk/ismay-statement.htm</a><br /><br /><br /><a href="http://www.thewreckofthetitanic.com/jbismay.jpg"><img alt="j bruce ismay" src="http://www.thewreckofthetitanic.com/assets_c/2011/06/jbismay-thumb-200x259-68.jpg" class="mt-image-left" style="float: left; margin: 0 20px 20px 0;" height="259" width="200" /></a>On 18th April 1912 RMS Carpathia arrived at pier 54 in New York carrying survivors from RMS Titanic. Among these was J Bruce Ismay, chairman of the White Star Line. But Bruce's welcome was far from friendly. By the time he arrived in New York, the American press had already accused him of cowardice, calling him 'J Brute Ismay'.&nbsp; This happened without Bruce having the chance to speak one word in his defence. As the American press and its readership were against Bruce Ismay, an impartial inquiry into the Titanic disaster was going to be difficult.<br /><br />Why did the American press launch such a vicious campaign against Bruce? Was it only because Bruce was saved from Titanic or were there other forces at work? <br /><br />I think most negative comments can be tracked back to the American press; particularly to those newspapers owned by the powerful and influential William Randolph Hearst. Hearst and Ismay had met years before in New York when Ismay was an agent for the White Star Line and they became good friends. Hearst asked Ismay to become a partner in his newspaper business, but the shy and private Ismay declined. As a result, their friendship ended.<br /><br />Hearst never forgot, and in April 1912 his newspapers pursued a vicious campaign against Ismay. Stories were invented, and witnesses, wishing to strengthen dubious insurance claims for lost baggage against the company declared Bruce had in fact ordered Smith to make the crossing in record time.<br /><br />An inquiry into the disaster was quickly set up at the Waldorf-Astoria Hotel in New York, chaired by Senator William Alden Smith, hearing testimony from surviving passengers and crew members.&nbsp; Some believed that Senator Smith was not the ideal person to lead such an inquiry. The British press thought Smith as an opportunist, forcing an enquiry to gain political prestige. Smith had a reputation as a campaigner for safety on the railroads of the U.S. and he wanted to investigate any possible malpractices by railroad tycoon J. P. Morgan, Titanic's ultimate owner.<br /><br />Despite both the British and American inquiries clearing Bruce Ismay, the damage had already been done by the American press, and Bruce was condemned as a villain in the minds of a large proportion of the public.<br /><br />My personal opinion of Bruce Ismay is that he was not the coward he was made out to be.<br /><br />Bruce was said to have ordered Captain Smith to cross the North Atlantic in record time. I do not believe this is so for the following reasons:<br /><br /></font><ul><li><font style="font-size: 1.25em;">Bruce Ismay was not in a position to order the Captain to do anything aboard Titanic neither would it have been in the interest of the White Star Line to do so.<br /><br /></font></li><li><font style="font-size: 1.25em;">The first class passengers were a huge source of income for the company and Titanic was the most luxurious ship around. Because these passengers had paid to enjoy the comfort and opulence of the largest ship in the world they would not have been pleased to have this journey cut short by half a day or so.<br />&nbsp;</font></li><li><font style="font-size: 1.25em;">Dives to the wreck of the Titanic revealed that the last two boilers were never lit. <br /></font></li></ul><font style="font-size: 1.25em;"><br />It is now accepted that Bruce helped with the lowering of several lifeboats and had directed many passengers toward them. Bruce left Titanic in collapsible lifeboat 'C', the last lifeboat to leave Titanic. Bruce Ismay only boarded this lifeboat after he had done all he could to help everyone aboard. When Bruce boarded this lifeboat there was no woman or child near, and when that lifeboat left Titanic there were seats available for others if they chose to use them. If Bruce had not entered that lifeboat, no one else would have been saved.<br /><br />I feel that Bruce Ismay knew that Captain Smith and Thomas Andrews, the ship's designer would not survive. He probably did not know how many, if any, of the ship's officer's would survive. Bruce will have been well aware that someone well acquainted with the ship and the moments leading to, and after the disaster would be called to answer questions and to ensure that such a disaster could not happen again. Given the absence of the captain, the ship's designer and some, if not all of the ship's officers, he alone would be the person best placed to do this.<br /><br />I believe that J Bruce Ismay was not the coward he was made out to be, and to some extent the reverse was true. I also believe that Bruce acted to the best of his ability in helping with the lifeboats and passengers, and certainly did not save his own life at the expense of others.</font><br /><br /><b>© Copyright Clifford Ismay 2011</b><br /><br /><font style="font-size: 0.8em;"><i>image of J Bruce Ismay from Wikipedia<br /></i></font><br /><br /><br /><br /> <div><br /></div>]]>
        
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<entry>
    <title>Teacher Resources: Music Hall and Ships&apos; Concerts</title>
    <link rel="alternate" type="text/html" href="http://www.thewreckofthetitanic.com/2011/06/teacher-resources-music-hall-and-ships-concerts.html" />
    <id>tag:www.thewreckofthetitanic.com,2011://1.27</id>

    <published>2011-06-02T09:33:24Z</published>
    <updated>2011-06-06T10:00:42Z</updated>

    <summary><![CDATA[CD Rom: Dinner and Dance - Iceberg! &gt; Dinner and DancingCD Rom: Dinner and Dance - Iceberg! &gt; Miss Wendy Sharrock Entertains...In David Bedford's The Wreck of the Titanic, first class passengers are sitting down to dinner when the Titanic...]]></summary>
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        <name>admins</name>
        
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        <![CDATA[CD Rom: Dinner and Dance - Iceberg! &gt; Dinner and Dancing<br />CD Rom: Dinner and Dance - Iceberg! &gt; Miss Wendy Sharrock Entertains...<br /><br /><br /><font style="font-size: 1.25em;">In David Bedford's <b>The Wreck of the Titanic</b>, first class passengers are sitting down to dinner when the Titanic strikes the iceberg. The band play a medley of songs made popular in British Music Hall and American Vaudeville theatres. As the band stops playing to tune their instruments, there is a hardly noticeable judder as the iceberg scrapes the hull. Although the band keeps playing, louder and more frequent interruptions as the water pours into the ship eventually drown out the music. <br /><br />British Music Halls attracted Victorians and Edwardians from every social class. Variety acts included singers, comedians, acrobats and magicians. Comic songs and routines about working class life were very popular. <b>If it wasn't for the 'ouses in between</b> reflects overcrowded living conditions. <br /><br />Performers like 'Champagne Charlie' (George Leyburn) poked fun at wealthy and spoilt young men, singing comic songs about the life styles of the fabulously rich, and the fashionable places they had to be seen in. <br /><br />By the end of the Victorian era, the 'Theatre of Varieties' was hugely popular, and big and glittering halls sprang up across the country. Music Hall had become so respectable that in 1912, George V attended the first Royal Variety Performance at London's Palace Theatre. The USA's equivalent of Music Hall was Vaudeville, a popular form of entertainment. Vaudeville and Music Hall songs were big business, and the area of Manhattan where music publishing businesses congregated, was nicknamed Tin Pan Alley. By 1912, Ragtime music was all the rage, and ragtime songs like <b>Alexander's Ragtime Band</b> and <b>Oh You Beautiful Doll</b> were hits on both sides of the Atlantic. <br /><br /></font><font style="font-size: 1.5625em;"><b>Activities</b></font><font style="font-size: 1.25em;"><br />Learn the following songs: <br /> <br /></font><ul><li><font style="font-size: 1.25em;"><b>'Oh You Beautiful Doll'</b></font></li><li><font style="font-size: 1.25em;"><b>'Oh I Do Like to be Beside the Seaside'</b></font></li></ul><font style="font-size: 1.25em;"><br /><b><font style="font-size: 1em;">Steerage</font><br /></b>Miss Wendy Sharrock is an imaginary Music Hall starlet crossing the Atlantic&nbsp; to make her fortune in Vaudeville! <br /><br />Third class passengers on the Titanic had no band, but probably organised their own informal entertainments. Titanic's steerage passengers could play the piano situated in the third class salon, and a number of passengers travelled with instruments, including the Irish piper, Eugene Daly. It is likely that Music hall and Vaudeville songs might well have been sung, and comic monologues from music halls might also have been performed. Given the range of different nationalities, a range of folk and popular songs from Scandanavia, etc. could well have been performed at impromptu gatherings. <b><br /><br /></b>(You may remember that James Cameron includes a wild Celidh in the 1997 film!) <br /><br /></font><ul><li><font style="font-size: 1.25em;">Make up your own third class variety concert. Find out, learn and include some music hall songs. Here are some possibilities:<br /><br /><b>Ta-ra-ra- Boom-de-ay! Harry Sayers (1891)<br />Daisy Bell : Harry Dacre (1892)<br />Oh I do like to be beside the seaside: John Glover-Kind&nbsp; <br />My Old Man said follow the van&nbsp;&nbsp;</b><br /><br /> </font></li><li><font style="font-size: 1.25em;">You could include comic poems, play music on instruments, tell jokes and even perform some magic tricks. Can anyone perform Irish or Scottish dances? <br /><br /></font></li><li><font style="font-size: 1.25em;">Victorian and Edwardian audiences liked puns and jokes that we might not think funny. Here are some examples:<br /><br />a)&nbsp;&nbsp;&nbsp; What's the difference between a stoat and a weasel? <br />I don't know. What is the difference between a stoat and a weasel?<br />A weasel's weasely recognised, but a stoat is stoatally different!<br /><br />b)&nbsp;&nbsp;&nbsp; Do you serve lobsters?<br />We serve anybody, sir! <br /><br /></font></li><li><font style="font-size: 1.25em;">Find out about Music Halls that existed in your area<br /><br /><br /></font></li></ul><font style="font-size: 1.25em;"><b>First and Second Class</b></font><font style="font-size: 1.25em;"><br /></font><img alt="shipcon1.jpg" src="http://www.thewreckofthetitanic.com/shipcon1.jpg" class="mt-image-left" style="float: left; margin: 0 20px 20px 0;" height="398" width="250" /><br /><br /><font style="font-size: 1.25em;">First and Second class entertainments tended to be more organised affairs. This programme, from the White Star liner Adriatic includes songs, piano solos, poetry recitals, a solo dancer and a magician! The ship's orchestra introduce the concert with an overture, and probably accompanied the singing of the National Anthem to end the concert. <br /><br /><br />The tradition of the ship's concert went back a long time on the Cunard and White Star lines. These often took place near the end of a voyage. Apart from the orchestra, performers were first class passengers. These were often amateurs, but occasionally famous Music Hall stars or Opera Divas travelling first class might be persuaded to perform. A programme from Cunard's Lusitania, in which Wallace Hartley performed, includes two songs by the internationally famous Vesta Victoria.&nbsp; <br /><br />A chairman and concert committee was appointed from among the first class passengers, and a collection was taken for for Seamen's charities, usually by two elegant female passengers carrying baskets decorated with ribbons. <br /><br /><br /><br /><br /><br /><br /></font><font style="font-size: 1.5625em;"><br /><br /><b>Activities</b></font><font style="font-size: 1.25em;"><br /></font><ul><li><font style="font-size: 1.25em;">Appoint a chairman and concert committee<br /><br /></font></li><li><font style="font-size: 1.25em;">Can Wider Opportunities groups provide an orchestra to introduce the concert?<br /><br /></font></li><li><font style="font-size: 1.25em;">Find out what acts children in the class can offer. <br /><br /></font></li><li><font style="font-size: 1.25em;">Plan your first class concert and create a programme <br /><br /></font></li><li><font style="font-size: 1.25em;">Perform the concert as part of a dinner on board the Titanic (see Dining on the Titanic)</font></li></ul><br /> ]]>
        
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<entry>
    <title>Teacher Resources: Titanic Soundtracks</title>
    <link rel="alternate" type="text/html" href="http://www.thewreckofthetitanic.com/2011/06/teacher-resources-titanic-soundtracks.html" />
    <id>tag:www.thewreckofthetitanic.com,2011://1.26</id>

    <published>2011-06-01T08:57:02Z</published>
    <updated>2011-06-06T09:22:55Z</updated>

    <summary>David AshworthDavid Ashworth is a freelance education consultant. He is recognised nationally as a leading figure in ICT in Music Education and as the Project Leader for the groundbreaking website, teachingmusic.org.uk. He is currently leading a number of projects in...</summary>
    <author>
        <name>admins</name>
        
    </author>
    
        <category term="Resources" scheme="http://www.sixapart.com/ns/types#category" />
    
    
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        <![CDATA[<font style="font-size: 1.25em;"><b>David Ashworth</b></font><br /><br />David Ashworth is a freelance education consultant. He is recognised nationally as a leading figure in ICT in Music Education and as the Project Leader for the groundbreaking website, <a href="http://www.teachingmusic.org.uk/">teachingmusic.org.uk</a>. He is currently leading a number of projects in the North West of England and elsewhere on the use of ICT in live performance. <br /><br /><font style="font-size: 1.25em;">In this resource, we outline a method for creating and recording a soundtrack. <br /><br />Soundtracks can provide a highly effective backdrop for:<br /><br /></font><ul><li><font style="font-size: 1.25em;">a live musical performance</font></li><li><font style="font-size: 1.25em;">a slideshow of photographs or pictures created by the pupils (see Titanic Tributes: Magic Lantern resource on this website)</font></li><li><font style="font-size: 1.25em;">a video</font></li><li><font style="font-size: 1.25em;">live drama or storytelling</font></li></ul><font style="font-size: 1.25em;"><br />Sounds can be recorded and layered using a microphone and simple sound editing software.<br /><br />In this exemplar, we are going to consider a sequence of five key episodes from the Titanic story. These were the ones used in the original commission by David Bedford.&nbsp; The five sections are:<br /><br />1.&nbsp;&nbsp;&nbsp; Night stars<br />2.&nbsp;&nbsp;&nbsp; Iceberg<br />3.&nbsp;&nbsp;&nbsp; SOS<br />4.&nbsp;&nbsp;&nbsp; Sinking<br />5.&nbsp;&nbsp;&nbsp; Night stars (a reprise of section 1)<br /><br /><b>Resources required<br /><br /></b></font><!--[if gte mso 9]><xml>
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<![endif]--><ul><li><font style="font-size: 1.25em;">PC or Mac Computer </font></li><li><font style="font-size: 1.25em;">Audacity sound editing software (free download from <a href="http://audacity.sourceforge.net/">http://audacity.sourceforge.net/</a> )</font></li><li><font style="font-size: 1.25em;">Download Tim Brook's guide to using Audacity in schools,&nbsp; if you are unfamiliar with this software from <a href="http://www.teachingmusic.org.uk/story.aspx?lngStoryID=14649">http://www.teachingmusic.org.uk/story.aspx?lngStoryID=14649</a> (if you do, please leave Tim a thank you comment!)</font></li><li><font style="font-size: 1.25em;">A computer microphone (a reasonably good quality USB condenser microphone such as the Samson CO1-U gives excellent results)</font></li><li><font style="font-size: 1.25em;">Laptop projector and speakers</font></li></ul><font style="font-size: 1.25em;"><b><br /><font style="font-size: 1.25em;">Activities for the classroom</font><br /><br /></b>Here are some suggestions for creating soundtracks for each section.<b><br /><br />1. Night stars<br /><br /></b>Contrary to what many people may think, the Titanic disaster happened on a clear and relatively calm night at sea. The first section therefore sets this scene. We are trying to capture the dark sky and the deep, calm, gently undulating sea. Watch the videoclip <a href="http://www.thewreckofthetitanic.com/2010/05/sample-launching-titanic.html">http://www.thewreckofthetitanic.com/2010/05/sample-launching-titanic.html</a> to see how David Bedford composed his music for this opening section.<br /><br />First of all discuss with the pupils what sort of sounds are needed to create this atmosphere. High or low? Loud or quiet? Long or short? What about timbre and texture?<br /><br />A background 'wash' of sound can be created using one or preferably more keyboards.&nbsp; Strings or synthesizer (pad) sounds can be highly effective. Consonant groups of notes, widely spaced, played gently and sustained.&nbsp; Keyboard chords can sound especially effective if one student holds a group of notes and another student is slowly moving the volume control higher and lower to create the effect of movement. Record this layer to your first track on Audacity. <br /><br />On top of this background layer of sound, think about ways in which sound can be used to evoke the twinkling stars.&nbsp; What would be appropriate instruments? How would you play them? Rehearse these over the recorded background and record as a separate track (or tracks) when you are happy with the result. <b><br /><br />2. Iceberg<br /><br /></b>This section can be more ambitious. First of all create and record some&nbsp; appropriate background layers reflecting the change in mood or atmosphere.&nbsp; This section might start with a calm, restful 'elegance' - reflecting the scenes on board the ship - gradually becoming more tense as the danger unfolds.&nbsp; Consider using some eyewitness accounts as a stimulus for creating the sounds required for this section of the composition:<b><br /><br /></b></font><ul><li><font style="font-size: 1.25em;"><b>I was awakened by a long grinding sort of shock. It was not a tremendous crash, but more as though someone had drawn a giant finger all along the side of the boat.'. (Lady Duff-Gordon, surviving passenger.)</b><br /><br /></font></li><li><font style="font-size: 1.25em;"><b>'It was a loud grinding crash and it shook the boat like a leaf' (Mrs Henry E. Stengel, passenger survivor.)</b><br /><br /></font></li><li><font style="font-size: 1.25em;"><b>'Although there was quite a jar, I thought the trouble was slight'. (William E. Carter, surviving passenger.)</b></font></li></ul><font style="font-size: 1.25em;"><b><br /></b>Each one of these statements can be used by small groups for mini composition projects. <br /><br />Sounds you might want to consider include 'classroom' instruments; instruments the pupils play (opportunity for including Wider Opportunities groups here); voices and 'found sounds'.&nbsp; <br /><br />The music you create could include original composition; snatches of music that was actually played on or is associated with the Titanic story; sounds which capture specific effects. For example:<b><br /><br /></b></font><ul><li><font style="font-size: 1.25em;">the booming of a big drum played slowly</font></li><li><font style="font-size: 1.25em;">tinkling triangles</font></li><li><font style="font-size: 1.25em;">trills on recorders</font></li></ul><font style="font-size: 1.25em;"><b>&nbsp;<br /></b>It can be challenging to find sounds in the classroom that adequately capture the enormity and drama of these apocalyptic events.&nbsp; This is where the sound processing capabilities afforded by Audacity are especially helpful. Use options from the effects menu to dramatically transform your 'classroom' sounds:<b><br /><br /></b><img alt="audacity" src="http://www.thewreckofthetitanic.com/audacitysec.jpg" class="mt-image-none" style="" height="289" width="450" /><br /><b><br /></b>Students will enjoy transforming their recorded sounds using a 'trial and error' approach. You may find change pitch; change speed; reverse; echo and reverb particularly useful.&nbsp; Here are a few suggestions to explore:<b><br /><br /></b></font><ul><li><font style="font-size: 1.25em;">Any vocal sounds that are considered appropriate</font></li><li><font style="font-size: 1.25em;">A plastic water bottle containing some water. Squeeze and shake the bottle </font></li><li><font style="font-size: 1.25em;">Crumpling cellophane or newspaper</font></li><li><font style="font-size: 1.25em;">Rattling a bunch of keys</font></li></ul><font style="font-size: 1.25em;"><b><br /></b>Note:&nbsp; Reverb can be tricky to work with in Audacity. Downloading this chart is recommended <a href="http://www.teachingmusic.org.uk/resource/15344">http://www.teachingmusic.org.uk/resource/15344</a> <br /><br />You may also want to add recitation of fragments of the eyewitness accounts to another layer in recording this section.<b><br /><br />3. SOS <br /><br /></b>It is recommended that you refer to our website Teacher Resources Morse Code Distress Calls and Morse Code CQD-SOS before beginning this section.<br /><br />In contrast to the first two highly abstract sections, there is an opportunity to explore some rhythm work here.&nbsp; Aim for a multi layered 'collage' of different Morse signal rhythms. These signals can be generated electronically using the Compose World software (or find an online Morse code translator). Record and manipulate these sounds in Audacity. In addition, pupils could learn to play some of these distress call rhythms on conventional instruments, which are then recorded.&nbsp;&nbsp;&nbsp; <br /><br />The Titanic story tells of scrambled messages which were misinterpreted. Use Audacity to transform, develop and 'corrupt' some of your recorded rhythm patterns.&nbsp; Perhaps you could delete some notes from the pattern, reverse or stretch some sections etc. The resulting music could sound quite minimalist with a sense of urgency and possible chaos and panic.<br /><br />Listen to the interview with David Bedford on the CD ROM, where he talks about the use of Morse rhythms in his composition.<b><br /><br />4. Sinking<br /><br /></b>Approach this section as for section 2.&nbsp; Again, an eyewitness account can provide an effective starting point:<b><br /><br /></b>From the eyewitness account of Lady Duff-Gordon from her lifeboat:<b><br /><br />" Suddenly I saw the Titanic give a&nbsp; curious shiver. The night was perfectly clear.. Then the boat's stern lifted in the air and there was a tremendous explosion. The whole forward part of the great liner dropped down under the waves. The stern rose a hundred feet almost perpendicularly. The boat stood up like an enormous black finger against the sky.. Then there was another explosion and the great stern of the Titanic sank as though a great hand was pushing it gently down under the waves. "<br /><br /></b>It might be helpful if using an account like this to create a graphic score or a storyboard.&nbsp; Each sentence or phrase could form a section for a group of students to work on. Here are some ideas to get you started:<b><br /><br /></b><img alt="plan" src="http://www.thewreckofthetitanic.com/plan.jpg" class="mt-image-none" style="" height="192" width="550" /><br /><b><br />5. Night stars<br /><br /></b>This is a repetition or variation on section 1.&nbsp; Consider a fade out on this section. This can be achieved using 'effects' in Audacity.<b><br /><br /><br />Research <br /></b>It would be highly worthwhile to watch the interviews with David Bedford on the CD ROM. He provides the listener with lots of ideas for composition.<br /><br />Students should search out eyewitness accounts, images, recordings of music associated with the Titanic story. Many of these are readily available on the internet.&nbsp; See the Links section from our website.&nbsp; Again, the CD ROM provides a wealth of stimulating material.<b><br /><br /><br /><br /></b></font><br /> ]]>
        
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<entry>
    <title>After Dark Drama Workshop Sessions in Schools</title>
    <link rel="alternate" type="text/html" href="http://www.thewreckofthetitanic.com/2011/02/after-dark-drama-workshop-sessions-in-schools.html" />
    <id>tag:www.thewreckofthetitanic.com,2011://1.21</id>

    <published>2011-02-22T14:34:36Z</published>
    <updated>2011-02-22T14:37:58Z</updated>

    <summary> After Dark&apos;s workshop sessions for schools are now available. For details of the session, booking and costs please see below. Outline of Session It is the evening of April 18 1912. As survivors of the Titanic leave the Carpathia,...</summary>
    <author>
        <name>admins</name>
        
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        <![CDATA[<p><br />
After Dark's workshop sessions for schools are now available. For details of the session, booking and costs please see below. </p>

<p><strong>Outline of Session</strong></p>

<p>It is the evening of April 18 1912. As survivors of the Titanic leave the Carpathia, they are mobbed by the press, eager for the story of a lifetime. </p>

<p>As time is precious, the journalists must work effectively. Every question asked must be well thought out, clearly articulated and relevant, if they are to write successful accounts for the early editions. </p>

<p>Two members of After Dark appear in role as Titanic survivors. Pupils form teams of journalists to interview them, and work with the information to produce newspaper articles. One actor plays a Titanic survivor, while the other assists the team in articulating their questions.  </p>

<p>The activity is introduced by actors playing a journalist interviewing a Titanic survivor. Effective and ineffective interviews are modelled, and pupils identify and discuss differences. Also, the interviews demonstrate how survivors' accounts might vary substantially. . </p>

<p>Opportunities are built in to find out about life on the Titanic, including <br />
•	contrasting experiences of first class and steerage passengers<br />
•	dining on board the Titanic<br />
•	the disaster, and the reactions of passengers and crew <br />
•	exploring passenger lists, and creating characters</p>

<p><strong>Booking After Dark</strong></p>

<p>The cost of a half-day session (2 actors) is £180 plus travel. </p>

<p>To book a session with After Dark, or to find out more, please visit  <a href="http://www.afterdarkentertainment.co.uk">www.afterdarkentertainment.co.uk</a> or contact </p>

<p>Helen on 07912410104 <br />
email helenrduffy@yahoo.co.uk</p>

<p></p>

<p></p>

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