Feather Boy by Nicky Singer
Publication Details
Nicky Singer (2001) Feather Boy
HarperCollins ISBN 0007120265
The Author
Nicky Singer was born in 1956 and has worked in publishing, the arts and television.
She began her writing career at the age of 15, with lyrics for a cantata 'Jonah and the Whale', and has since written four adult novels and two works of non-fiction.
She was founder and co-director (1987-1996) of Performing Arts Labs, a charity dedicated to training new writers for theatre, screen and opera.
Curriculum Context
The teaching suggestions for Feather Boy are most suitable for use with year 5, 6 or 7 classes. They can be incorporated into a cross-curricular unit of work, connecting literacy and PSHE schemes of work.
Alternatively, Feather Boy might be chosen as a guided reading text for fluent readers, for group reading in class or for an out of school reading group.
At KS2 Feather Boy fits the range of literature outlined in the Literacy Framework, as 'modern fiction by a significant children's author' (Y5) or as 'a novel selected from more than one genre' (Y6).
At KS3 Feather Boy can be selected as 'contemporary fiction written for children'.
The issues raised by the text will provide an opportunity to address some aspects of the KS2 PSHE curriculum, specifically:
• to talk and write about their opinions and explain their views on issues that affect themselves and society
• to recognise their worth as individuals and to realise the consequences of anti-social and aggressive behaviours such as bullying
Teachers working with lower KS2 classes can explore similar issues using a text such as Anne Fine's The Angel of Nitshill Road. For pupils in KS3, Keith Gray's Malarkey is a suitable choice.
For other suggestions see the book reviews and suggested reading
Synopsis
Mrs Raynham announces that class will be taking part in a community Elders Project at a local rest home. The project is intended to provide a focus for the old people to pass on their personal stories to the younger generation.
Robert Nobel, the class victim, is never picked for team sports so he is more than surprised when Mrs Sorrel, an aloof and unco-operative resident, insists that he is her project partner.
Robert is intrigued by Mrs Sorrel's urgency in asking him to visit the top floor flat of the derelict Chance House where she claims 'the most important event in her life occurred'.
Jonathan Niker, Robert's tormentor delights in telling Robert about Mrs Sorrel's son, who according to local legend, jumped from a window to his death.
With some misgivings, Robert keeps his promise and visits Chance House but when Niker challenges him about whether he is telling the truth, he reluctantly agrees to stay overnight in the building with his tormentor.
Robert is calm about the experience and begins to realise his strength of character and to see the weakness in Niker, who is uneasy about the noises in the old house.
When Robert next visits Mrs Sorrel to tell her of his achievements he finds that she is seriously ill. When she begs him to make her a coat of feathers, Robert dedicates himself to the task, convinced that it will cure the old lady.
But disaster threatens when Niker insists that the coat is displayed with the other artwork from the project. After a fight, Robert is suspended from school but with help from his friend Kate, he completes the coat and takes it to Mrs Sorrel.
She sings for the first time in thirty years and then dies. Visiting Chance House for the last time, Robert talks with Ernest Sorrel about the mystery that surrounds the top floor flat and finds that all is not as local legend has led him to believe.
There is some positive resolution; Robert and Jonathan find a new respect for each other.
Themes and Issues
• bullying
• intergenerational relationships
• growth and self belief
• oral storytelling and history
• overcoming fear
"She is – was – the first person who ever made me think if I wanted something I could go for it." (p.279)
Characters
Robert Nobel, the class victim and protagonist
Jonathan Niker, the class bully
Kate, Robert's class mate and defender, his 'angel with the dimple'
Edith Sorrel, the old lady allocated to Robert in The Elders' project
Ernest Sorrel, Edith's husband
Minor characters: Catherine the community project leader, Robert's parents, Matron, Mrs Raynham the class teacher.
Setting
Time: Contemporary
Place: School; The Mayfield, a rest home; Chance House, a derelict building and focus of a mysterious secret
Structure
Feather Boy is divided into 2 parts.
Part 1 Chance House: Robert proves his bravery by facing the challenge of spending a night in Chance House with his tormentor, Niker
'I wanted the Top Floor Flat, Chance House to be the end of things, but know I have to accept it's only the beginning.' (p.163)
Part 2 The Coat of Feathers: This part focuses on Robert's determination to make a coat of feathers for Mrs Sorrel, which he believes will 'save her life'. His commitment to the project provides the energy that enables him to stand up to Niker.
Opening: A school day. Mrs Raynham introduces Catherine, the community project work who is setting up an Elders project, connecting residents at a local rest home with Y7 pupils from the local secondary school.
Inciting Moment: Mrs Sorrel asks Robert to visit the Top Floor Flat, Chance House. Where the most important thing in her life happened. This is the start of the mystery that Robert must unravel.
Development: Robert tries to find out what happened in Chance House, to piece together Mrs Sorrel's story and to make the coat of feathers, which he believes will alleviate her suffering.
Climax: Robert takes the coat of feathers to Mrs Sorrel. She sings for the first time in thirty years and then dies.
Denouement: Robert and Ernest visit Chance House for the final time. Ernest tells Robert how David really died and explains the reason that Mrs Sorrel blamed herself.
Ending: Reconciliation. Robert explains how things have changed, his relationship with his father, Jonathan Niker, Ernest Sorrel. Whether romance blossoms with Kate is left to the reader to decide…
Narration and Point of View
Narrated in the first person by Robert Nobel, though this isn't immediately apparent:
'Norbert is the class squit. He's thin and gangly, his arms and legs like white string loosely knotted at the elbows and knees. His head is too big for his body and, where other people have hair, he has this yellow, fluffy ducks' down. His eyes are blue, though it's difficult to see that through the thick glass of his spectacles. If you take his specs off him, and people do, he looks startled. Naked. His real name isn't Norbert, it's Robert. Robert Nobel. But I don't think anyone's ever called him that.' (p.13)
Robert's self image is revealed in this extract which is presented as if viewed from the outside by another character. Robert believes this is how others see him.
Robert's narration of events is interspersed with reflective passages which show his growing self-belief:
'And that's when the heavens come into the room, or I go out of it. The moon, the stars, the night wind, the vault of the sky. I inhabit it all and it inhabits me. The freedom, the vastness, the power. And also the beauty. And of course I'm not going to jump. I know that I cannot fly. Not with wings anyway. But I can fly, yes. Can stand bold at the top of Chance House because I have walked up each step of my fear and arrived here. Twice. And that gives the power. Power over myself and power over Niker. Who is still afraid. I breathe deep, inhaling and exhaling the possibilities of this night and, just for the moment, I feel gigantic. I feel capable of anything.' (p.159)
Teaching Suggestions
Aims:
to encourage reflection on the themes and issues raised in Feather Boy
to encourage wider reading of books dealing with similar themes and issues
Discussion Topics
Mrs Sorrel's guilty secret has ruined her life. As a result of her personal tragedy, she divorced a loving husband and refused to sing or even to listen to music. Are there good secrets and bad secrets? Consider the destructive side of secrets. How can we ensure that secrets do not prevent us from doing good things with our lives?
Robert displays great courage in visiting the top flat of Chance House. What is courage? Ask the children to consider whether they have ever had to do something that required courage. You might tell a story from your personal experience and then invite the children to share their stories in pairs. Consider whether the qualities of fearlessness and courage are the same.
Niker is a bully. What does he do that upsets Robert (e.g. name calling, the grape incident)? What sorts of things do bullies do? Discuss the various ways in which children can be bullies in school. What can peers/observers do to stop bullying? (see booklist for suggested teaching resources)
Creative Projects and Activities
Self-image: Through his encounter with Mrs Sorrel, Robert develops a more positive self image. His new-found confidence enables him to take a stand against Niker. Re-read the passages on page 13 and page 159. Mrs Sorrel teaches him that he is 'a boy who can fly'. Pupils can be invited to make personal folders to celebrate their personal strengths and qualities. Favourite possessions can be introduced and talked about during circle time. The children should be encouraged to reflect on the positive things they have learnt about each other from this experience. Similarly, they might be asked to give a brief presentation about a favourite activity or pastime. Other possible topics for inclusion in the folders: something that I made that I'm proud of; something I did for someone else; my best school subject; a piece of work I'm most proud of. Work sensitively with individual children who find it more difficult to see themselves positively, help them to see their personal qualities and strengths.
The Firebird Story: Consider how the firebird story relates to Robert and Mrs Sorrel's story. Create a tableau of the firebird story using paint, collage or mixed media. Find quotations from the book that show how the traditional story parallels Robert's story. The quotations can be written on large sheets of paper and displayed with the artwork.
Facing Fears: Robert faces his fear when he visits the top floor flat of Chance House. Write a short story about a character who is afraid of something (e.g. heights, the dark, dogs, the space under the bed etc.) In your story show how the character eventually faced and overcame their fear.
Taking it Further
After reading Feather Boy you might set up a similar project with a local old people's home. Residents might record their stories onto audio tape and the pupils could transcribe them, illustrate and make books that could be presented to the home. Artwork (a wall hanging or framed paintings) illustrating the old people's lives might be used to decorate the home. Alternatively, children can be encouraged to collect stories from their grandparents and great- grandparents about their childhoods. A class collection of stories could be made for the school library.
