Article

Culture

22 August 2023

5 min read

Edinburgh's grim endurance test of character

How a comedian survived the Fringe and kept going back.

James Cary

James Cary is a writer of situation comedy for BBC TV (Miranda, Bluestone 42) and Radio (Think the Unthinkable, Hut 33).

Three actors stand on a stage, in costume, surrounding a metal conical structure.

Expensive prop? Check. Just Out of Reach performed at the Edinburgh Fringe Festival in 2008.

EFFC, Public domain, via Wikimedia Commons.

This article was first published 22 August 2023.

The Edinburgh Fringe Festival is probably the greatest arts festival on earth. And it’s getting bigger every year. In 2001, 666 groups presented 1462 shows in 176 venues, selling 873,887 tickets between them. By 2017, everything had doubled. 3398 shows at 300 venues sold 2.9 million tickets. Even Covid19 couldn’t burst the balloon. This year, the Fringe is as big as ever. How does it keep on growing?

I have a controversial theory based on my experience as a Fringe performer. And it’s not about the insatiable demand for tickets, but the strange supply. Let me explain.

Every year, tourists arrive in Scotland’s capital to sample an exciting buffet of comic and dramatic treats, alongside a smorgasbord of bizarre spectacles. It’s a hit-and-miss affair, for sure. But most punters know that most shows are, well, a punt. The fringe programme contains comedians, theatre troupes and performers you’ve never heard of performing something that’s rather hard to get one’s head around, until one’s seen it. And sometimes not even then.

The average Fringe goer might well take in half a dozen shows over a long weekend. One might be a favourite Mock the Week comedian of the telly in a venue that seats 800. But the rest are small, intimate, dank spaces that may be uncomfortably packed, or embarrassingly empty. Again, that’s all part of the experience. Add some beers, some unfamiliar street food and just enough sleep to function, and that’s the Edinburgh Fringe experience.

Spare a thought for the thousands of performers you leave behind. There are the ones trapped in that outré fringe show which runs until the end of the month.

Except it’s only one side of it, oh Fringe goer. As you jump on a train from Waverley station and return to the office with a sore head and some good stories about some weird outré theatre that really didn’t work, spare a thought for the thousands of performers you leave behind. There are the ones trapped in that outré fringe show which runs until the end of the month, doomed to perform the same deeply flawed show twenty-seven times, like Sisyphus rolling his rock up the hillside.

If you’re a fringe performer, and I speak from the experience of having performed or produced various shows at the Edinburgh Fringe between 1996 and 2017, things are rather different.

The Edinburgh Fringe is not a talent show where the obscure but gifted performer finds an audience, acclaim and fame through sheer hard work and pluck. That is the experience of a few, but for most, the Fringe is more like running a marathon in the rain wearing an amusing but extremely absorbent fancy-dress costume. It is a test of grim endurance.

It’s not just an endurance of physical stamina, although the odd hours, the alcohol and the ill-advised street food all take their toll. Ultimately, the Edinburgh Fringe is a month-long examination of character. You will experience emotions and feel frustrations that only happen in this annual cauldron of dysfunctional ambition.

It’s not about the show. The 60 minutes spent on stage in front of the barely adequate lights is the straightforward part of your day. The show, even if it’s improvised, is broadly the same each time. How you spend the other 23 hours is real test.

You might think that the task is simple. Every day, you leap out of bed, eat a hearty Scottish breakfast, grab your stack of flyers, and go out and spread the word about your show. No?

Here’s the problem: within a week or so, you’ve worked out that your show is not what you thought it was. What seemed to be an hilarious off-the-wall idea back in February, now seems like a joke worn thin, that technically didn’t quite work in the first place. You are not in contention for an award. Your show doesn’t have any ‘buzz’. Your temporary friends console you that you’re being penalised by doing something different. Or you’re in the wrong slot. Or in the wrong venue. Or getting the wrong audience… when you get an audience.

The expensive prop from your show that is carried around the streets to sell tickets now feels like an albatross around your neck. Your costume hasn’t been washed for over a week and probably never will be. And every punter you speak to has already booked to see the hot new show that has captured the zeitgeist. Oh, and the Cambridge Footlights. And that comedian who was on Mock the Week. Or as it Live at the Apollo? And then they’re going out to dinner with some friends.

At that moment, you remember how much this is costing you, the largest amount of your budget going to your temporary landlady who is currently sunning herself in Malaga having rented you her broom cupboard.

And then it starts to rain.

There’s something about the Edinburgh Fringe that keeps performers coming back year after year. Next year, it’ll be different. And it isn’t.

It appears that I have not made my case for the continual expansion of the Edinburgh Fringe. I have demonstrated a thousand reasons to abandon Auld Reekie and never to return. But let me tell you about what happens next to our hapless performer.

In the short term, the embittered, disenchanted performer may give in to the seven deadly sins, justifying all kinds of self-destructive and narcissistic behaviour. Terrible food, too much booze and ill-advised liaisons. But this is Edinburgh where everything is multiplied many times over. It’s not the seven deadly sins, but seventy-seven deadly sins.

In fact, wait. ‘The Seventy Seven Deadly Sins’? Is that an idea for a show for next year? You start to design the flyer in your head. In the midst of your frustration and exhaustion, you’re already planning your return next year.

Here’s where the wisdom of the ages kicks in which explains my theory. In the Bible, there is a wonderful proverb from King Solomon which runs thus: “As a dog returns to its vomit, so fools repeat their folly.” There’s something about the Edinburgh Fringe that keeps performers coming back year after year. Next year, it’ll be different. And it isn’t. But maybe the year after it will be. And so every year, alongside the newcomers, the old timers return with a new show. And the fringe grows a little bit more every year.

Actually, the first half of that proverb sounds like a great title for a Fringe play. And after my years of experience, maybe it’s time I went back…

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Comment

Education

Leading

26 July 2024

5 min read

Why I teach over my students’ heads

Successful teaching is a work of empathy that stretches the mind.

James K.A. Smith

James is a philosopher, cultural critic and author.

A blackboard covered in chalk writing and highlights.

James's chalkboard.

I’ve been teaching college students for almost 30 years now. As much as I grumble during grading season, it is a pretty incredible way to make a living. I remain grateful.

I am not the most creative pedagogue. My preference is still chalk, but I can live with a whiteboard (multiple colors of chalk or markers are a must). Over the course of 100 minutes, various worlds emerge that I couldn’t have anticipated before I walked into class that morning. (I take photos of what emerges so I can remember how to examine the students later.) I think there is something important about students seeing ideas—and their connections—unfold in “real time,” so to speak.

I’ve never created a PowerPoint slide for a class. I put few things on Moodle, and only because my university requires it. I’ve heard people who use “clickers” in class and I have no idea what they mean. I find myself skeptical whenever administrators talk about “high impact” teaching practices (listening to lectures produced the likes of Hegel and Hannah Arendt; what have our bright shiny pedagogical tricks produced?). I am old and curmudgeonly about such “progress.”

But I care deeply about teaching and learning. I still get butterflies before every single class. I think (hope!) that’s because I have a sense of what’s at stake in this vocation.

I am probably most myself in a classroom. As much as I love research, and imagine myself a writer, the exploratory work of teaching is a crucial laboratory for both. I love making ideas come alive for students—especially when students are awakened by such reflection and grappling with challenging texts. You see the gears grinding. You see the brow furrowing. Every once in a while, you sense the reticence and resistance to an insight that unsettles prior biases or assumptions; but the resistance is a sign of getting it. And then you see the light dawn. I’m a sucker for that spectacle.

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy.

Successful teaching is, fundamentally, a work of empathy. As a teacher, you have to try to remember your way back into not knowing what you now take for granted. You have to re-enter a student’s puzzlement, or even apathy, to try to catalyze questions and curiosity. Because I teach philosophy, my aim is nothing less than existential engagement. I’m not trying to teach them how to write code or design a bridge; I’m trying to get them to envision a different way to live. But, for me, it’s impossible to separate the philosophical project from the history of philosophy: to do philosophy is to join the long conversation that is the history of philosophy. So we are always wresting with challenging, unfamiliar texts that arrive from other times that might as well be other planets for students in the twenty-first century.

So successful teaching requires a beginner’s mindset on the part of the teacher, a charitable capacity to remember what ignorance (in the technical sense) feels like. To do so without condescension is absolutely crucial if teaching is going to be an art of invitation rather than an act of alienation. (The latter, I fear, is more common than we might guess.)

Such empathy means meeting students where they are. But successful teaching is also about stretching students’ minds and imaginations into new territory and unfamiliar habits of mind. This is where I find myself especially skeptical of pedagogical developments that, to my eyes, run the risk of infantilizing college students. (I remember a workshop in which a “pedagogical expert” explained that the short attention span of students required changing the PowerPoint slide every 8 seconds. This does not sound like a recipe for making students more human, I confess.)

That’s why I am unapologetic about trying to teach over my students’ heads. I don’t mean, of course, that I’m satisfied with spouting lectures that elude their comprehension. That would violate the fundamental rule of empathy. But such empathy—meeting students where they are—is not mutually exclusive with also inviting them into intellectual worlds and conversations where they won’t comprehend everything.

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy, then part of the thrill, I think, is being admitted into a world where you don’t “get” everything.

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy.

When I’m teaching, I think of this in a couple of ways. At the same time that I am trying to make core ideas and concepts accessible and understandable, I don’t regret talking about attendant ideas and concepts that will, to this point, still elude students. For the sharpest students, this registers as something to learn, something to be curious about. Or sometimes when we’re focused on, say, Pascal or Hegel, I’ll plant little verbal footnotes—tiny digressions about how Hannah Arendt engaged their work in the 20th century, or how O.K. Bouwsma’s reading of Anselm is akin to something we’re talking about. The vast majority of students won’t be familiar with either, but it’s another indicator of how big and rich and complicated the intellectual cosmos of philosophy is. For some of these students (not all, certainly), this becomes tantalizing: they want to become the kind of people for whom a vast constellation of ideas and thinkers are as familiar and present as their friends and cousins. This becomes a hunger to belong to such a world, to join such a conversation.

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy. To both meet students where they are and, at the same time, teach “over their heads,” is an invitation to stretch into new terrain and thereby swell the soul into the fullness for which it was made. The things that skitter just over their heads won’t be on the exam, of course; but I’m hoping they’ll chase some of them for a lifetime to come.

This article was originally published on James K A Smith’s Substack Quid Amo.