Saturday, 5 February 2011

Who drew on the banana? - Ros

"Who drew on the banana, my banana?"Mr Chapman yells.  He picks up the offending banana and brandishes it.  He looks ridiculous.  A titter goes around the room.

"What is it?" someone calls out insolently.

"Be quiet," he shouts, and more steadily, "Who did it?"

For once his voice manages to sound authorative.  The room hushes but the sound of the school bell intervenes.  The room erupts.  As one, twenty five desk lids lift, lunch boxes and other possessions are retrieved  and then twenty five desks lids slam shut.

"Nobody leaves until some one owns up.  Sit down."  Dark looks, audible swearing and genral mutterings, including "it's only a banana" run around the room.  Reluctantly lunch boxes are replaced on desks, bags are slung onto the floor and restless legs now stilled, return to their original posiions under their desks. Fingers drum impatiently.  Twenty five pairs of eys turn expectantly onto Mr Chapman.

They all wait.  He senses their collective criticism.  Too late he recognises that he has over reacted.  Self-consciously he fidgets with the board rubber.  He can imagine what they are thinking as they study his ill-chosen clothes; the jacket, rescued from a bag of things discarded by his flatmate, who planned to send it to Oxfam and his only tie, gifted by his Aunt Jane, not known for her sartorial taste.  An errant lock of  troublesome hair flops into his eyes.  Irritated, he sweeps it away with a slender hand .   He turns his back on the class and begins furiously dusting the blackboard, removing the set of equations with which they had all struggled that morning.

A pall of dust now hangs in the air.   Particles of chalk dance in the single shaft of sunlight which pierces the room and illuminates the single picture, a pastoral scene, on the classroom wall.  The only sound now is of an early bee enjoying the nectar cupped in the orchid  residing on the master's desk.

 The mood is broken by the scraping of a chair as a young man with blonde hair stands up.  Mr Chapman recognises the noise and turns round.  He is surprised to see that it is "the new boy"still so titled after nearly a  term.

"I did it."  His voice is quiet but clear.  Twenty five curious heads swivel round to gaze upon him.  Some regard him with gratitude as the cause of their imminent release, others view him with grudging respect but most stare at him with contempt for having broken the unwritten code that no one confesses to any misdemeanour, however trivial to Mr - Chapman.

"You may all leave.  James, step forward."  The room springs to life;  voices are raised, possessions are gathered and eager bodies rush through the open door.  A few glance back at their classmate as he awaits his fate but most are intent on making up for lost time and hurry on with their lives.

Now that he is in the unusual situation of being faced by a self-confessed miscreant, Mr Chapman is at a loss as to what to do.  He picks up the banana and for the first time examines it closely.  Immediately his face blanches, then a flush creeps up his neck to meet his unruly hair.  The thick banana skin has been crudely carved with one word, "LIAR".

James is fifteen years old and Martin Chapman is twenty three.

5 comments:

  1. That's quite a shocking beginning - LIAR!
    A humble banana, and yet how much primal feeling you've made it elicit. This is precisely what the exercise called for and you've tackled it well. The atmosphere of the schoolroom is excellent - I remembered it vividly for the first time in years, so thank you (I think). Seriously you have included the major factors of character, movement and insider insight very effectively. The one area that could do with some improvement is in the exposition of character rather than the showing of character through action. So for instance when Mr Chapman is shown brandishing the banana, we can imagine he looks ridiculous and don't need to be told so - the reader feels a small twinge when he reads this, as if his/her intelligence has been slightly underestimated. The description of his clothing also interrupts the flow a little: one single item of clothing, vividly described, would be better.

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  2. I enjoyed this, Ros, I could almost smell the chalk dust in the air! There were lots of references to sounds too, which made the situation more real. Just one small point, if Mr Chapman is already looking at James, wouldn't there only be 24 pairs of eyes swivelling round to see who has confessed, or have I read it wrong?

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  3. Amazing what we can do with a banana! Great, evocative school room description and interactions between the class and Chapman. Re previous comments:- I mostly welcomed the extra detail of Chapman's clothing, as it gave me a better idea of his character. It was the early bee description that I found distracting to the flow. I liked the impact of the LIAR comment re reading on and would have been happy to be left dangling at this point.

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  4. Loved this, and so true... brought back some memories

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  5. lOVE THE easy style of your writing Ros and the balanced descriptions. Imeediate interest in the new boy and the way he has helped the class and eve more so the teacher. PETER

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