In this chapter, the researcher reviewed the opinion of some past and recent writers on the subject and also added their own ideal under the following sub-headings:
- Conceptual frame work
- Theoretical frame work
- Empirical frame work
- Summary

2.1. CONCEPTUAL FRAME WORK
CONCEPT OF ZOOLOGICAL GARDEN

The concept zoological garden is a form of ex – situ conservation, which primarily involves keeping of animals alive outside their natural environment for aesthetic educational researches and recreational purpose (Varadharajan and Pythol 2000). Nigeria is blessed with abundant wildlife species which needs to be properly managed in a sustainable basis to prevent depletion (Opara et –al 2010). Hence the need to adapt strict management of resources, repopulation of endangered species and conservation of wildlife park and zoological garden and management strategies (Ajebede et – al 2010).
Throughout history, human have given value to other species of animals as means of entertainment, education and spirituality in addition to being source of food and clothing (front 2011, 69) collecting and exhibiting and exhibiting animals originated from Ancient Egypt where private collection were reserved for the higher class population as a symbol of wealth and power (wearing and jobberns 2011, 19 – 50). In the 1900’s, zoo’s based themselves as conservation movement, with focus on scientific study of endangered species. In the beginning of the 20th century, zoo became an attraction of mass audiences (Beardworth and Bryan 2001, 88). By the late 1900’s there was a shift in the natural of zoo with public attitude and interest changing nature and conservation, with concern for ecosystem and awareness as they protect endangered species (Wearing and Jobbern 2011, 50.

ROLES OF ZOOLOGICAL GARDEN
(Mason 2011, 189) reveal that the roles of zoo are:
a. Educating people about animals.
b. Conservation of endangered species
c. Safeguarding the welfare visitors
d. To generate revenue
e. Providing visitors facilities such as catering and merchandising
f. Re – introducing captive breeding into the wild and carrying out zoological and veterinary research to improve animal welfare in the wild and in captivity.
On the other hand, zoos served as scientific research, for example, zoologist learn more about animals habit and diseases by studying them in zoos studies of animals living kin zoo, together with examination of those that have died have provide zoologist with information about the structure and function of animal bodies (Usher M.B 2000). Keeping wildlife animals in captivity bring visitors from different parts of the world for different purposes such as to provide sources of recreation in the city, to provide biological specimen to constitutes, a learning resource for secondary school, colleges, and universities. It also provide employment and game reserve, provides sources of protein revenue, esthetics recreation, education and scientific values (Presley 2001). The captive animal propagation is one way of encouraging growth of depleted wildlife species population and so properly planned program of zoo establishment and development is considered as one of effective method for conservation of wildlife (Okpiri 2005). Educational environment study and conservation of the  environment have become a subject of major importance all over the world, not only from the point of view of preventing population, but also from the point of conserving water supplies by protecting water shed, conserving soil, vegetarian and Fauna. (Comphell 2007). Comphell also stated that conservation zoos can provide an important facility for research at both pure and applied levels in both the field and laboratory in colleges and universities. Bigot (2000) emphasized that the primary function of zoo curators is to make visit a leaving experience. The attention and effort given to wildlife conservation and tourism in both state and federal levels have been noted.

CONCEPT OF TOURISM
According to UNWTO 2020 defined as the study of man away from his usual habitat. Activities of a person traveling to and staying in places outside their usual environment for not more than one consecutive year for leisure, business and other purposes, tourism contributes to specie conservation, communities project in developing countries like: Nigeria, environmental education, awareness and economies development (Klutzy, 2000). Filton et al (2000) reported that 20 – 40 percent of international tourism is related to wildlife. In Nigeria, tourism contributed 3.3 percent of total GDP in 2011 with forecast of a 10.8 percent increase for 2012 (WTTC 2012). Smith et al (2012) recognized the role of wildlife tourism as building breeding species management and influencing visitor’s behavior for the benefit of wild animals. Fibs (2007) underscored the value of zoo visitors and their feedbacks for the planning and designing of zoo and more importantly to decision making in zoo management by showing on – going treads. He therefore stands to reason that visitors’ preferences should be seriously considered by policy makers and management of zoo and other similar institutions. An area in which visitors’ preference is highly important for a zoo in particular is choice of animals desired. Woods (2000) observed that humans have definite preference for different species of animals. Knowledge of visitors desires in terms of animals and the features that make the animals appealing will assist zoo management in animal acquisition and also in development of education and interpretation programs listening physical features, behavioral characteristics as factors influencing animals preference (Wood 2000, Wentworth 2012). Wild tourism can be described as tourism undertaken to view and or encounter non – domesticated animals in captive, semi – captive or in their natural environment (CRC 2001, Newsome et al 2005). According to Durbary (2004), it could be non consumptive such as viewing, photographing and fishing.

CONCEPT OF ZOO AND EDUCATION
In zoo and education, a study by Patricia et al 2007 states that conservation and education are key elements in the mission statement of zoos. A survey conducted by the Association of zoo and aquarium (AZA) reveals that the general public rate conservation and education as the most important role of zoo (Frasers and Stickler 2008). Zoo primarily deals with three aspects of conservation practice i.e practice, advocacy and research. Conservation practice entails captive breeding, species rein-introduction programs, species survival plans and the use of zoo revenue for conservation programs in wild. Conservation advocacy include: public engagement, promoting awareness, advocacy, stewarding and fund raising events and schemes, a good example of which is like “Adopt animal scheme at most modern zoos”. Moreover, conservation research is conducted on wildlife biology, population dynamics, animal behavior, health and welfare and there are also publications generated by zoos animals care captivity. The preservation of animals in zoos makes it easier for more people to see them.
As well, zoos have been used to preserve various endangered species. However, zoos have become powerful educational tool for many scholars, biologists and researchers (Falk and Dierking 2000).  Individual who visit a zoo get the rare opportunity to examine the relationship between man and animal (Wagoner and Jenson 2010). Students can learn a lot about certain animals that might not be locally available. Many specimen and animals (Wagner and Jensen 2010) argue that zoo makes it possible for researchers to conduct their studies, for instance, researchers can use caged animals to make various observation about wildlife or animals. The acquired knowledge can be used to support the survival of the wild animals in their natural habitats. It is therefore agreeable that zoos have an important educational role in every society. This because, learning is ever – changing process (Falk and Dierking 2000). In the 1970’s the primary educational target for most American zoo was elementary level children. The idea was that building understanding would lead to appreciation which would eventually produce a generation that was concerned about wildlife and the environment (Wheatly 2000). Wheatly emphasized that although children are still a primary audience, zoos are extending themselves to reach many others audience that can make difference in action today. This initiative includes the membership, governance and employee of zoo.

CONCEPT OF ZOO AND CONSERVATION
In zoo and conservation, according to Max – Planck Gesell Chaft (2011), Zoology garden breeds animal from threatened populations and and thus makes greater contributions towards biodiversity conservation. According to UN (2020) on global biodiversity warned that 1 million species are at risk of extinction with decades, putting the world’s natural life support system in jeopardy. Unfortunately, loss of plants and animals habitat leads to from species extinctions and loss of diversity from ecosystem. Fortunately, not all of the extinctions occur at once. Conservation action may still be able to save threatened species (John M et al 2016). At October 2010, meeting of the Convention on Biological Diversity (CBD) in Nagoya, Japan, delegates discussed a plan to reduce pressure in the planet’s biodiversity. Key targets include expanding coverage of protected areas, halving the rate of loss of natural habitats, and preventing extinction of threatened species. Species whose habitat is severely threatened, however, the outlook is so bleak that the International Union for Conservation of Nature (IUCN), the US Endangered Species Act and the CBD (Article a) recognize that In-Situ conservation action (ie, in the species natural habitat) will need to be combined with Ex-Situ approaches, such as captive breeding in zoos, aquariums and so on (Conde et al 2011).

THE THEORETICAL FRAME WORK
The animal welfare and management (Dakin 2001) is a state of being that can be measured, recognized that its ranges from very poor to very good, introduces the concept of coping, allow measurement separate from moral consideration and refer to feeling as well as physical and psychological health. The definition of welfare that we use also emphasizes that it relates to an individual and thus welfare can differ between different members of the same species, even when exposed to the same condition (Horsey et al 2009). In the case of zoo animals, which have often come from very heterogeneous background, individuals may vary greatly in this previous life experiences and this can influence their ability to cope with certain challenges, by using each animal as its environment and thus an individual’s welfare can be measured.
There are also some species – specific characteristics that have evolved to enable animals cope with different, environment and thus we should also consider welfare at the species level; such species level adaptation could relate to dietary needs, hearing sensitivity, thermo-regulatory needs and so on. The theory of evolution by natural selection, first formulated in Darwin’s book “On the origin of species” in 1859, this theory states Organisms change over time as result of changes in heritable physical or behavioral traits. Changes that allow an organism to better adapt to its environment will help it to survive and have more offspring. The physical and behavioral changes that make natural selection possible happen at the level of DNA and gene, such changes are called Mutation. “Mutations are basically the raw materials on which evolution act. Pobiner said, mutation can be caused by random error in DNA replication or repair, or by chemical of radiation damage. According to Chinaka (2019) in the book concept of evolution, Charles Darwin proposed the concept of natural selection as the mechanism of evolution. The main postulates of Darwinism are:
1. Geometric increase: According to Darwinism, the populations tends to multiply geometrically and the reproductive powers of living organism (biotic potential) are much more than required to maintain their numbers.
2. Limited food and space
3. Struggle for existence
4. Variation etc
Both natural animal populations and those in captivity are subject to evolutionary forces. Evolutionary changes to captive populations may be an important, but poorly understood, factor that can affect the sustainability of these populations. The importance of maintaining the evolutionary integrity of zoo populations especially those that are used for conservation efforts including rein-introductions is critical for the conservation of biodiversity.
Greater appreciation for an evolutionary perspective may offer important insights that can enhance the reproductive success and health examples and associated strategies that highlight this approach, including minimizing domestication (ie genetic adaptation to captivity), integrating natural mating systems into captive breeding protocols, minimizing the effects of translocation on variation in photoperiods and understanding the interplay of parasites and pathogens and inflammation. Captive populations can adapt rapidly to captive environments through demonstration, in which human impose artificial selection in order to increase the prevalence of desired traits in the domesticated population.
For domestic animals, human breeders choose to breed only those individuals that thrive in the captive environments, leading to trans-generational changes that result in a population that is adapted to breed and survive in the conditions imposed by the breeders. Among captive population of animals, zoo populations are unique in that they are maintained to educate the public regarding wildlife and their habitat or to preserve critically endangered species through captive breeding and reinforcement program. Although assessment and preservation of genetic diversity is a top priority for most conservation breeding programs, fundamental to these goals is the maintenance of the genetic variation of these captive populations (Lacy 2009). Whether used to further educational or conservation goals, it is critically that these captive population are representative of the natural populations from which they are desired (Ashley et al 2003). However, maintaining captive population, such that they are reflective of the wild phenotype of the animals, can be challenging in zoos because of the mismatch the environments that the zoo population is originally from and the captive content in which they are been housed. Hendry et al 2015 carol et al 2014, for example, solitary animals with large territories that only encounter sexually mature counterparts during estrus may be housed in proximity of their mate year round, potentially leading to the behavioral issues, including ****** aggregation or ****** incompatibility. Other stressor can exist in captive environments for which animals are not adapted, including the acoustic environments, physical substrate and even availability of food (Morgan and Tromborg 2007). Minimizing the mismatch between the natural environment and the captive environment and they should limit the decline and poor performance of captive populations (Hendry et al 2011; Carrol et al 2014). Captive environments are very different from the wild and can impose different selection pressures that can lead to genetic adaptation in the captivity that affects behaviors (eg: temperaments; MC Douglas et al 2006), morphology (eg; size, skeletal morph metric O’ Regan and Kitchener 2005); and reproductive output (eg; age at ****** maturity, letter size). In particular populations of species with short generation times will adapt more rapidly to captivity than those with long generation time (Frankham 2008).
Social learning theory is the idea that children from observing. According to the learning theory, learning is based on social interaction with the environments (Nwamuo et al 2006). As children walk around the zoo, they are exposed to words and concepts. It also encourages dialogue between parents, siblings, friends and zoo guards (Jessica 2014)  visiting the zoo help the children and other visitors to understand the importance of taking care of the environments as it has a significant impact on lives and welfare of animals and importance of conservation and animal care which will never be forgotten. According to (Nwamuo et al 2006) social learning theory plays a big role in how people and especially learn. There are four elements to social learning theory including:
• Attention: Children can’t learn if they aren’t focused on the task. Students who see something unique or different are more likely to focus on it, helping to learn just as in zoo.
• Retention: people learn by internalizing information later when we can recall that information later when we respond to a situation in the same way which we saw.
• Reproduction: in the way we are able to reproduce our previously learn behavior or knowledge when it’s required. Practicing our response in our head or in action can improve the way we response.
• Motivation

Operant conditioning of behaviors theory of B.F Skinner, enclosure design and environmental enrichment strategies have all been suggested to improve the welfare of zoo animals by reducing stereotypical behavior and rein-introduction success of wildlife species. (WAZA 2015). Thus, the use of these strategies has important consequences for zoological collections. Despite the recognition and wild-scale implementation of such strategies, however, concerns around global zoo animal welfare remain and behavioral pathologies are common in many species. (Luhrs 2010) using operant conditioning, some of the barriers to delivering positive welfare experiences through holistic behavioral management strategies to zoo animals and make recommendations for institutional approaches towards improving zoo animal welfare using examples of Abnormal Repetitive Behaviors (ARBs) through targeted behavioral management.

EMPIRICAL FRAMEWORK
According to P.A Anadu (2000) on his study wildlife conservation in Nigeria: problems and strategy a case study of wildlife reserve of University of Benin, the major treats to nature conservation in Nigeria and he reviewed critically the measures adopted for the protection of wildlife. According the study, the major problem includes habitat degradation (through uncontrolled logging, agricultural projects, industrial plantations, highway and urban development’s and exploitation for fuel wood) over hunting and poaching.
He suggested that to protect wildlife include the creation of more game reserve, enactment of wildlife laws, signing of international treaties and manpower development. According to his research through interview with about 10 workers or staff of the wildlife reserve, the major treats to the area include poaching and hunting, indiscriminate feeling of forest trees, low funding, inadequate game laws and weak enforcement of the existing legal provisions.
It is suggested that the Federal Government should intervene more positively in favor of conservation by creating more national parks and assuming joint responsibility with the states for formulating wildlife laws. Furthermore, the role of nongovernmental organizations in influencing conservation policies and mobilizing public opinion will be cruial in different years ahead.
In the journal “A synopsis of wildlife conservation in Nigeria by Timothy A Afolaya  2009, this article emphasized the recent developments in the overall conservation program in Nigeria as it describes the important role which wildlife is playing in helping to feed the nation, in creating employment opportunities, in education in research, in recreation and in local medicine. Inadequately of Nigerian wildlife legislation and of the trained manpower to protect and manage the wildlife resources are among the crucial wildlife management problems identified. It is also stressed that the basic information for effective management is often lacking where Nigerian wildlife reserved are concerned. It also stressed that the main problems facing wildlife conservation in Nigeria include poaching, over exploitation, lack accurate data, bush burning that destroys wildlife habitat. There is adequate reliable database to facilitate forestry planning and development. Weak forest policy and implementation, forest policies lacks legal backing and hence its enforcement is difficult. The Nigeria forestry policy Act, 1937 is subsumed in the National Agricultural Policy of 1988. Forest tariffs are relatively low and are not revised frequently penalties under most laws are low and seldom enforced. It suggested that Nigeria forestry policy act should be reviewed or renew and encourage the government to implement the policies adequately and enforce penalties on the offenders.
Jonathan (2009) in his own study animal wildlife conservation under multiple land use system in Nigeria reveals that out of 6 selected zoological garden and game reserves in six geopolitical zones in Nigeria. The situation of wildlife in Nigeria is nevertheless different. Except in the Yankari, upper Ogun and Kwiabaha, Game Reserves and the Kainji lake National park, little efforts have been made to protect the Nigerian animal wildlife resources from human pressure and wide spread extinction. To many, what remains of the wildlife animals are best seen in the few state owned zoological gardens in Nigeria?
However, because most indigenous large animal species including Elephant, Buffalo, Chimpanzee, Gorilla, Rhinoceros, Leopard and Ostrich have not been able to reproduce in the various zoological garden so far, the hope to conserve this animals are brittle.
According to his work, animal wildlife is a declining resource in Nigeria because of unplanned land use practices. For example, land uses in game reserves are often conflicting and contradictory for land uses, timber extraction, hunting; food crop production and settlement are simultaneously going on in game reserves with little or no control measures and with no management plans. The excessive demands for land these conflicting uses have greatly disturbed the ecosystems involved, thus making the survival of the wild animals uncertain. Specially, the problems of wildlife conservation in Nigeria are:
a. Poaching
b. Indiscriminate burning of the vegetations
c. Uncontrolled grazing activities in the reserves
d. Intensive logging for domestic and industrial uses
e. Users rights on the reserves enjoyed by the traditional owners of the land before reservation
f. Lack of adequate fund to manage the reserve
g. Ineffective legislation
h. Lack of trained manpower
i. Urban sprawl
j. Infrastructural development of roads, electric and telegram lines and irrigation schemes.
k. Lack of modern enclosure or caging
l. Inability of animals to breed within the captive environment.

He then emphasized that the picture for Nigerian animal wildlife depends on the nation’s ability to conserve what is left either in their natural habitat or at least, in zoological gardens. The game reserve should be reduced to manageable numbers while state governments should win public sympathy through adequate conservation publicity and the provision of sufficient vehicles and personnel to manage the game reserves. The policy of land use in game reserves should be conducted on:
a. The number and species of animals hunted per year
b. The population of animals species in the game reserves and their habitat sustainability
c. The endangered and extinct animals species and specific reasons for the decline in their population
d. Human problems peculiar to each reserve and ways of minimizing them.
e. Establishment of rein-introduction programs.

SUMMARY
The establishment of zoos in a society is premised partly on the idea of bringing man close to wild animal’s species (Yager et al 2015). This establishment has various roles to play in the ecosystem and all endeavors of life. The role of zoological garden as well as wildlife conservation is as follows:
1. Education: zoos are established for the preservation of animal to make it easier for more people to see them and learn their characteristics and habitat. Zoo animals are used for specimens both for secondary schools students and tertiary institution as well as teaching the public the benefit of wildlife. A survey conducted by the Association of Zoos and Aquarium (AZA) reveals that, the general public rate conservation and education as the most important role of zoo (Fraser and Stickler 2008).
2. Conservation: of endangered species to avoid extinction of such animal.
3. Tourism:  it serves as a centre of tourism as people from different parts of the country visit to learn about nature at their leisure.
4. Generating revenue for the government as well as provides employment opportunities individuals etc
Most problems encountered in Nigerian zoos include:
• Poaching
• In availability of breeding species
• Lack of trained personnel’s
• Lack of fund by the Government
• Lack of infrastructure and conservation facilities.

Most days, you're not a woman developer,
you're a developer.
You work just as hard,
You (try to) talk just as fast
You keep your feelings under the surface (barely)

Actually, scratch that
You're always a woman developer.
you're just so used to internalizing these habits
Trying to have confidence in your skills
despite the impostor syndrome pulling you down each time slowly, like quicksand
Trying to make up for the confidence you never had
compared to someone who always had it all
Trying to not cry in the kitchen because god who
is allowed to have feelings
Trying not to talk about men who made you uncomfortable because oh my god

for the fact that people call women overreacting
most men seem to make every little statement about them, have you noticed?
oh wow, isn't this just reverse sexism?
oh wow, can I even talk to women?

Being so vocal about being queer and Indian but if you make
one noise
one sound
one phrase
about your experience as a woman
because in such welcoming company you subconsciously thought why not

You let down your guard
But
There goes the shattered glass as the topic of gender-based discrimination is finally broached
There goes the thing nobody ever talks about
There starts the debate you did not want to participate in

"Oh wow you're so harsh to these guys"
"We were just slamming what they were doing, you slammed their actual personality wow"
"I just said they sounded like a brogrammer"
"sure if you say so"
"Isn't that just an arbitrary description"

How do you explain
How do you describe every nuanced experience about
Every male in your life
who have been exactly like this to you
How do you explain the light discrimination
The harsh discrimination
The systemic problem as a whole

How can you condense all this into a workplace environment talk
Where you don't usually talk about this?
Where you don't know if you can actually talk about this
Where you know that you ultimately don't want to talk about this
cuz how can you explain these feelings that they can never understand

You shut up and move on with coding.
But inside, you're conflicted with ideas of presentations to express the fact, or never speak about this again
Because in the end,
You're just a developer, not a woman developer to them.

There's a contentious subsection
Of the homosexual community
That go in a different direction
Hoping to find social immunity
The word masculine
Is the mask they're in
To live life saccharine
Wearing a plastic grin
From the sensation
Of over-compensation
Actuating placation
To differentiate
From the effeminate
They say they're separate
But really they're just desperate
To be accepted
By their own dejectors
To not be rejected
They become defectors

To avoid ridicule
They stack their deck with nothing but physicality
Their mind minuscule
The albatross on their neck is a lack of personality
To please those that compare them to *******
Internalizing their homophobia
An infernal mighty cornucopia
Creating an over abundance of rules
One must follow to be a proper male
But we should jump out of the pool
If being miserable is what that entails

The more genuine version we see
The happier we all should be
Then we might all be free
But if I were to show glee
Someone might call me a ******
And I don't think I could hack it
When the rest of society backs it
With an approval that is tacit
So I convince myself I'm avoiding identity politics
Using total discretion
To make no impression
But my friends and family would know that's not what I'm doing
So why not tell them?
I haw and I hem
Because the underlying ghostly shame
Is the true nature of this social game
When you have the fame of the flame
You're told to get in a lane of the same

Erase my ******* sin
With the title masculine
There are practical reasons to hide it
But how much time will be bided?
Will my life be derided
Until the evil are delighted?

. only last night i decided to put out a cigarette stump on my left hand's right knuckle...  squeamish? i didn't exactly hear a protest, invoking a gasp, of imploding pain.

                                           so...
  when was the last time,
you, actually tell your
neighbor to...
  *******...
   trembling with anger
as if waiting to have a fist-fight
over the most minor triviality?
i've heard him speak
foul words before his
supposed bride...
  and before the ******* kid...
i hate bullies...
  back in school i remember
being a bully for a split second...
i stephen kennedy...
   i heard an anecdote
   about a girl forcing him
to eat **** from the pavement...
so i jagged him up
with a fist to the kidneys...
    but then i took care of
         martin elliker -
the crooked toothed hunchback
during chemistry classes...
helped him out from time to time...
didn't mind the bad breath...
     we talked about playing
final fantasy VII...
   in this catholic school -
even the so called bullies protected
the genuine victims,
   from whimps, cry-babies,
you name them...
    and we shared a, as i mentioned
before, a pax non bellum...
we corporated in our approach
for the general morale of the peers...
in the 6 or so years at the school?
one suicide, a girl...
   just one...
              not bad...
       i met this girl at a romford
bus-stop once... told me her father
walked from Ethiopia to England...
        so we took the bus,
to Goodmayes...
    i, trying to be polite...
said i was going to visit a friend
to smoke some marijuana...
   she bought the story...
but then... i had to tell her the truth...
she already shielded my supposed,
slumber approaches with the line:
i have a boyfriend...
   so i told her...
    i'm actually going to the brothel
for an hour's worth of a, "girlfriend"...
all of a sudden, "richard" pops out
out of nowhere...
   "richard" was a proper bully before
moving from high school
to a six former status...
    on the sly:
    on a school trip to Glasbury-on-Wye,
for kayaking, caving, horse-riding,
      just after the mad-cow epidemic
cooled downed...
    each morning...
      me... at the breakfast table...
with about nine afro-saxons...
   not even making jokes
about phallus sizes...
                so this, "richard" remembered me,
asked me if i remembered his name...
which i did, several days later...
OH ****! DANIEL!
           would have been *******
easier if it was Fola Malomo...
a nigerian kid from primary school...
      point being...
  all this "real" life and the internet
imprint, internet banking
and internet shopping - also not being real,
apparently...
      well... internet trolling -
first i'm all for internet transparency,
second of all, some sort of cordiality
ethos -
                 ****-posting is not my thing...
neither is trolling...
   when you have a real problem
with a neighbor, over whether he tells
you that you should inform him
when you're cooking up a barbeque
and he has clothes on the washing line...
and you start trembling,
internalizing berserk anger in a
metaphysical ******...
                 and all you have in your head
is the color red, and plum...
    and a smashed in gorilla cartilage
of what was once a human nose?
    - and you have to use
verbal restraints, akin to: *******...
   what's with all these internet, "problems"?
it's not even worth the tunnel vision
analogy of a horse donning pomp
shutters...
     by then i turn off... become black-eyed,
losing a reference to an iris...
    i become a honing device...
between my tongue and my fist...
   is the matchstick's worth of width
of keeping up the least, or last
         artifact of civilized cordiality;
here?
   but an outlet - a refrigerator...
   some men would probably
      prefer to cool down aiming at
a punching bag...
                i can't do that...
       i have to be more subtle...
   and employ words as the worth
of punches... and a blank canvas as
the punching bag.

Quit depicting yourself as the artist when you should be the one on the canvas.

It’s nearly two in the morning and the place is finally quiet. I can’t do early mornings like I reckon he does. Even a half-past nine start is difficult for me. So it has be this way round. I called Mum tonight and she was her wonderful, always supportive self, but I hear through the ‘you’ve done so well to get on this course’ stuff and imagine her at her desk working late with a pile of papers waiting to be considered for Chemistry Now, the journal she edits. I love her study and one day I shall have one myself, but with a piano and scores and recordings on floor to ceiling shelves . . . and poetry and art books. I have to have these he said when, as my tutorial came to a close, he apologised for not being able to lend me a book of poems he’d thought of. He had so many books and scores piled on the floor, his bed and on his table. He must have filled his car with them. And we talked about the necessity of reading and how words can form music. Pilar, she’s from Tel Haviv, was with me and I could tell she questioned this poetry business – he won’t meet with any of us on our own, all this fall out from the Michel Brewer business I suppose.

This idea that music is a poetic art seems exactly right to me. Nobody had ever pointed this out before. He said, ask yourself what books and scores would be on the shelves of a composer you love. Go on, choose a composer and imagine. Another fruitless exercise, whispered Pilar, who has been my shadow all week. I thought of Messiaen whose music has finally got to me – it was hearing that piece La Columbe. He asked Joanna MacGregor to play it for us. I was knocked sideways by this music, and what’s more it’s been there in my head ever since. I just wanted to get my hands on it. Those final two chords . . . So, thinking of Messiaen’s library I thought of the titles of his music that I’d come across. Field Guides to birds of course, lots of theology, Shakespeare (his father translated the Bard), the poetry and plays of the symbolists (I learnt this week that he’d been given the score of Debussy’s Pelleas and Melisande for his twelfth birthday) . . . Yes, that library thing was a good exercise, a mind-expanding exercise. When I think of my books and the scores I own I’m ashamed . . . the last book I read? I tried to read something edifying on my Kindle on the train down, but gave up and read Will Self instead. I don’t know when I last read a score other than my own.

I discovered he was a poet. There’s an eBook collection mentioned on his website. Words for Music. Rather sweet to have a relative (wife / sister?)  as a collaborator. I downloaded it from Amazon and thought her poems were very straight and to the point. No mystery or abstraction, just plain words that sounded well together. His poetry mind you was a little different. Softer, gentler like he is.  In class he doesn’t say much, but if you question him on his own you inevitably get more than the answer you expect.  

There was this poem he’d set for chamber choir. It reads like captions for a series of photographs. It’s about a landscape, a walk in a winter landscape, a kind of secular stations of the cross, and it seems so very intimate, specially the last stanza.

Having climbed over
The plantation wall
Your freckled face
Pale with the touch
Of cold fingers
In the damp silence
Listening to each other breathe
The mist returns

He’s living in one of the estate houses, the last one in a row of six. It’s empty but for one bedroom which he’s turned into a study. I suppose he uses the kitchen and there’s probably a bedroom where he keeps his cases and clothes. In his study there is just a bed, a large table with a portable drawing board, a chair, a radio/CD, his guitar and there’s a notice board. He got out a couple of folding chairs for Pilar and I and pulled them up to the table.

Pilar said later his table and notice board were like a map of himself. It contained all these things that speak about who he is, this composer who is not in the textbooks and you can’t buy on CD. He didn’t give us the 4-page CV we got from our previous tutor. There was his blue, spiral-bound notebook, with its daily chord, a bunch of letters, books of course, pens and pencils, sheets of graph and manuscript paper filled with writing and drawings and music in different inks. There was a CD of the Hindemith Viola Sonatas and a box set of George Benjamin’s latest opera and some miniature scores – mostly Bach. A small vase of flowers was perilously placed at a corner . . . and pinned to his notice board, a blue origami bird.

But it was the photographs that fascinated me, some in small frames, others on his notice board, the board resting on the table and against the wall. There were black and white photos of small children, a mix of boys and girls, colour shots of seascapes and landscapes, a curious group of what appeared to be marks in the sand. There was a tiny white-washed cottage, and several of the same young woman. She is quite compelling to look at. She wears glasses, has very curly hair and a nice figure. She looks quiet and gentle too. In one photo she’s standing on a pebbly beach in a dress and black footless tights – I have a feeling it’s Aldeburgh. There’s a portrait too, a very close-up. She’s wearing a blue scarf round her hair. She has freckles, so then I knew she was probably the person in the poem . . .

I’ve thought of Joel a little this week, usually when I finally get to bed.  I shut my eyes and think of him kissing me after we’d been out to lunch before he left for Canada. We’d experimented a little, being intimate that is, but for me I’m not ready for all that just now; nice to be close to someone though, someone who struggles with being in a group as I do. I prefer the company of one, and for here Pilar will do, although she’s keen on the Norwegian, Jesper.

Today it was all about Pitch. To our surprise the session started with a really tough analysis of a duo by Elliott Carter, who taught here in the 1960s. He had brought all these sketches, from the Paul Sacher Archive, pages of them, all these rows and abstracts and workings out, then different attempts to write to the same section. You know, I’d never seen a composer’s workings out before. My teacher at uni had no time for what she called the value of process (what he calls poiesis). It was the finished piece that mattered, how you got there was irrelevant and entirely your business and no one else’s. So I had plenty of criticism but no help with process. It seems like this pre-composition, the preparing to compose is just so necessary, so important. Music is not, he said, radio in the head. You can’t just turn it on at will. You have to go out and find it, detect it, piece it together. It’s there, and you’ll know it when you find it.

So it’s really difficult now sitting here with the beginnings of a composition in front of me not to think about what was revealed today, and want to try it myself. And here was a composer who was willing to share what he did, what he knew others did, and was able to show us how it mattered. Those sheets on his desk – I realise now they were his pre-composition, part of the process, this building up of knowledge about the music you were going to write, only you had to find it first.

The analysis he put together of Carter’s Fantasy Duo was like nothing I’d experienced before because it was not sitting back and taking it, it was doing it. It became ours, and if you weren’t on your toes you’d look such a fool. Everything was done at breakneck speed. We had to sing all the material as it appeared on the board. He got us to pre-empt Carter’s own workings, speculate on how a passage might be formed. I realised that a piece could just go so many different ways, and Carter would, almost by a process of elimination choose one, stick to it, and then, as the process moved on, reject it! Then, the guys from the Composers Ensemble played it, and because we’d been so involved for nearly an hour in all this pre-composition, the experience of listening was like eating newly-baked bread.  There was a taste to it.

After the break we had to make our own duos for flute and clarinet with a four note series derived from the divisions of a tritone. It wasn’t so much a theme but a series of pitch objects and we relentlessly brainstormed its possibilities. We did all the usual things, but it was when we started to look beyond inversion and transposition. There is all this stuff from mathematical and symbolic formulas that I could see at last how compelling such working out, such investigation could be . . . and we’re only dealing with pitch! I loved the story he told about Alexander Goehr and his landlady’s piano, all this insistence on the internalizing of things, on the power of patterns (and unpatterns), and the benefit and value of musical memory, which he reckoned so many of us had already denied by only using computer systems to compose.

Keep the pen moving on the page, he said; don’t let your thoughts come to a standstill. If there isn’t a note there may be a word or even an object, a sketch, but do something. The time for dreaming or contemplation is when you are walking, washing up, cleaning the house, gardening. Walk the garden, go look at the river, and let the mind play. But at your desk you should work, and work means writing even though what you do may end in the bin. You will have something to show for all that thought and invention, that intense listening and imagining.

trying not to
**** myself like
gratitude journals
and internalizing every
word on drake's new album
trying to understand
why you want to **** me
in the middle of
12 am twitter dms
wearing your words
like a straight jacket
that once made me feel
free
tiny desk concerts like
a hard life lesson
with lukewarm thoughts
of you on the hottest
of days

I have this really bad habit of not getting angry.
I don't allow myself to.
I shut down all human emotions.
Like when a friend treats me like a backup plan, a just-in-case friend,
I just shut down.
I begin yelling at myself in the mirror, imagining that it's my friend I'm looking at and not me and really if they were here there'd be no problem,
but before I get done with the first sentence,
I stop.
Breathe.
Feel nothing again.
Maybe it's because I think so little of myself.
Even expressing negative reactions toward a friend makes me less of a person and a super ****** friend.
Maybe, I've always lined up with my friend's favorite person in believing
"No one can make you feel inferior without your consent."
Because if they try,
I get back at them by not feeling at all.