Friday 5th September 2025
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Beyond the binary: Leigh Bowery’s radical individuality

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Tate Modern’s “Leigh Bowery!” refuses easy categorisation—much like its subject

A fashion student from Sunshine, Melbourne, rocks up to London in 1980, writes ‘wear makeup everyday’ on his New Year’s resolutions, and proceeds to revolutionise performance art. Leigh Bowery (1961-1994) packed more artistic innovation into his 33 years than most manage in twice the time. Tate Modern’s retrospective proves why his influence still reverberates through contemporary culture. Considering Bowery’s own relationship with institutional capture, the irony isn’t lost.

Bowery famously declared, “if you label me, you negate me,” and this exhibition treats that complexity with appropriate seriousness. This isn’t another show about an “LGBTQ+ artist” or “club kid” but about pure artistic meritocracy in its most visceral form. It makes you question your own assumptions about art, identity, and why certain bodies make us uncomfortable.

Countering London’s fashionable “Hard Times” look (deliberately shabby, post-apocalyptic chic), Bowery went full maximalist. Sequined vinyl hats, platform boots, faces painted in abstract geometries that made Bowie look restrained. His early fashion collections weren’t just clothes but wearable sculptures that transformed the human body into something delightfully alien.

Bowery understood performance art’s fundamental principle: the individual is the artwork, not merely its vehicle. His legendary 1988 gallery performance Mirror at Anthony d’Offay crystallises this concept. A room divided by a two-way mirror: Bowery poses under spotlights for two hours daily, seeing only his reflection while audiences watch from the other side. Here, contemporary drag performances are turned into conceptually rigorous yet deeply unsettling pieces.

Fergus Greer’s photographs document this merger of body and art with methodical precision. Session VII, Look 38 shows Bowery as pure form—geometric patterns painted across skin, fabric distorting human anatomy into alien topography. These aren’t merely documentary shots but genuine collaborations, transforming photography into another performance medium.

Leigh Bowery's individuality appeared in the elaborate and aliien-like fashion he produced - utilising colour, sequins and headgear in unique ways.
Image Credit: “Leigh Bowery Exhibition” by jacquemart via Flickr. (CC0)

The exhibition’s curatorial intelligence lies in refusing to confine Bowery within identity. Yes, he operated within queer club culture—his club Taboo was legendarily “London’s sleaziest, campest and bitchiest”—but his artistic project transcended demographic boundaries. 

Jeffrey Hinton’s multimedia installation recreating Taboo’s aesthetic chaos demonstrates this perfectly. Layered video “scratches” (experimental films mixing pornography, surgical footage, and TV commercials), pounding club music, shifting lights—it’s genuinely overwhelming. You understand why bouncer Marc Vaultier would hold up that mirror, asking: “Would you let yourself in?” Most honest viewers would probably answer no, which was rather the point.

But what was Bowery stripped of makeup and clothes, outside of his performance den? Consider his collaborations with Lucian Freud, that bastion of the heterosexual artistic establishment. Freud painted Bowery “unmasked” (without makeup or elaborate costumes) on a larger scale than his usual portraits. But was this the “real” Leigh? Or simply another performance of authenticity? The paintings suggest Freud recognised that, even naked, Bowery remained fundamentally performative.

This artistic promiscuity proves Bowery’s point: talent trumps taxonomy. From fashion shows funded by unemployment benefits to Freud’s studio, from underground clubs to mainstream galleries, he succeeded purely on artistic merit. Contemporary influences from Alexander McQueen to Jeffrey Gibson prove his reach extends far beyond any single scene—he achieved that rare status of an artist whose work speaks louder than biography.

The exhibition preserves the raw, uncomfortable power of Bowery’s work without museum sanitisation. Dick Jewell’s film What’s Your Reaction to the Show? (1988) captures gallery-goers’ bewildered responses—faces cycling through disgust, fascination, and nervous laughter. This wasn’t art seeking approval but demanding visceral reaction, the kind that lingers uncomfortably long after viewing.

Bowery’s final performances pushed this methodology to logical extremes. His 1994 Birth piece with wife Nicola Rainbird (where she burst through his costume covered in fake blood and sausage umbilical cords) reads less as queer body politics than durational sculpture with theatrical flair. Think Marina Abramović (who sat motionless while audiences did whatever they wanted to her body) with sequins and considerably more bodily fluids.

Capturing Leigh Bowery in style and in spirit proved a complex task for many, and each attempt brought forth a new aspect of Bowery.
Image Credit: Leigh Bowery Oil on Canvas by Arshak A Sarkissian via Wikimedia Commons. (CC BY-SA 4.0 https://creativecommons.org/licenses/by-sa/4.0/)

Presented during the AIDS crisis peak, Bowery’s messy, confrontational work insisted on celebrating all aspects of human physicality. His death from AIDS-related illness on New Year’s Eve 1994 feels tragically premature, but his influence suggests that being utterly yourself—however weird that might be—can actually change the world.

The final rooms, tracing his increasingly extreme performances, feel genuinely elegiac. Not because we’ve lost a “queer icon,” but because we’ve lost an artist who proved that refusing categorisation could be its own artistic statement. In an era of increasing social media pigeonholing within arts discourse, obsessed with algorithmic consumption, Bowery’s insistence on pure artistic evaluation feels almost revolutionary. Today’s artists are routinely asked to define their sexuality or ethnicity before their aesthetics. Bowery understood this trap decades early, consistently deflecting biographical interrogation back to his work itself. And perhaps, as Oxford students, taught to question the world around us, we would do well to consider how Bowery’s viewpoint may affect our own lives.

Tate Modern has pulled off something tricky here: an exhibition that doesn’t try to tame its subject or explain away the bits that make you squirm. Bowery would dislike the stillness of a gallery floor – covered in photos and paintings, but he would absolutely love the fact that people are still walking out looking vaguely disturbed. Because let’s be honest, if art isn’t making you at least slightly uncomfortable, what’s the point?

★★★★☆

Leigh Bowery! runs at Tate Modern until 31 August 2025.

St Anne’s goes All-Steinway: A purposeful and bold commitment to music

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In a move that lives up to its motto of ‘Consulto et Audacter’ (purposefully and boldly), St Anne’s College has become the first in Oxford to achieve ‘All-Steinway School’ status. This prestigious designation means that now every piano used for teaching and performance is a Steinway & Sons instrument, whose unparalleled craftsmanship and rich tonal quality have made them concert pianists’ instrument of choice for generations. 

The announcement marks a defining moment, not only for music students, but for the entire College community. Professor Martyn Harry, Tutorial Fellow in Music at St Anne’s, told Cherwell: “We are so proud and thrilled… a year ago, this really wouldn’t have seemed possible.” 

Unlike many Oxford colleges, St Anne’s doesn’t have a chapel or choral foundation: the former all-women’s College had to decide during its early development between financing either a chapel or a dining hall. Yet, over the past decade, its music culture has quietly become one of the most dynamic in the University. Student success has played no small part. Music undergraduates at St Anne’s have won the University’s prestigious Gibbs Prize, awarded for the highest final-year mark, five times in the last ten years. With its Camerata (a 15-player string orchestra) serving as an alternative to the traditional college choir, St Anne’s has truly leaned into instrumental music and composition.

The momentum has been quietly building, but two shifts provided the final push. Firstly, the opening of the Schwarzman Centre for the Humanities in 2025 will move the Faculty of Music physically closer to St Anne’s. Harry has already noted a consequential increased interest this year from prospective students.

Secondly, the College’s existing collection of pianos had long been due for an upgrade. “If you’ve ever walked through Hartland House to the dulcet strains of somebody playing the piano in the Danson Room [the St Anne’s JCR], you may have noticed that the quality of the piano has long failed to match the musical talent of our pianists,” Principal Helen King wrote in a College-wide message. With appraisals classifying the College’s pianos “no longer fit for their purpose”, it became clear that these instruments had served their time, and the College began exploring a partnership with Steinway & Sons to replace all seven.

The idea of becoming an All-Steinway School came from Professor John Traill, Director of Music at St Anne’s, and a proposal was made to the governing body jointly with Professor Harry. Their vision was not just about instruments, but cultural identity and, as Professor Harry explained, “not just classical music, but any kind of music-making”. That wider vision proved crucial. Speaking to Cherwell, Harry recalled their proposal receiving “a warm reception”, adding that many STEM professors were particularly supportive, being themselves passionate musicians in private. 

When it came to selecting the pianos, a group of ten (including Harry, Traill, and Senior Tutor Dr Shannon McKellar) travelled to Steinway’s historic Hamburg factory to hand-pick the instruments. “The factory hasn’t changed how it makes pianos since 1880,” Harry relayed. Indeed, this is what gives Steinway & Sons pianos their illustrious reputation; a reputation in which St Anne’s may now share.

In the showroom, three St Anne’s pianists (one undergraduate, one master’s student, and Emeritus Fellow, Prof. Jonathan Katz) auditioned five grand pianos. After two hours of playing, one resonated above the rest: so much so that even Steinway’s staff called it “unusually good”. That piano now sits proudly in the Mary Ogilvie Lecture Theatre, alongside its six Steinway sisters placed across the College.

All-Steinway School status brings far more than the instruments themselves. It provides access to Steinway’s global performance halls, opportunities for masterclasses with Steinway Artists, and links to international music communities. At St Anne’s, however, the greatest benefit may be its accessibility. With seven brand-new Steinway pianos now installed across performance venues, practice rooms, and even social spaces, the College is deepening its commitment to music as a shared, creative and inclusive force. As Harry put it: “Piano playing will become a feature of the College”, with performance opportunities available to all students by arrangement.

The new era was marked in June with ‘A Concert for Seven Pianos’, a sold-out event held in the College dining hall. The programme brought together students, alumnae, and Fellows – including Professors Harry and Traill – to perform across all seven pianos.

Highlights included Traill’s arrangement of the College’s The Gardam Grace for seven pianos and Harry’s Digging Deeper, originally composed in the 1990s for six pianos and now featuring a new part, written for the occasion and performed by Dr McKellar. The programme also saw premieres of two original works by St Anne’s undergraduates: Heptalogue by Nick Samuel and Carillon Dream by Daniel Reynolds, the latter written for an ensemble of fourteen pianists.

So popular was the event that the dining hall’s many glass doors were thrown open, the music spilling into the quad, filled with audience members. It was Reynolds’ piece that closed the evening on a particularly striking note. “It was so ambient and resonant,” according to Harry, “you could hear the birds joining in through the open doors.”

The All-Steinway designation comes at a time of national uncertainty for music education. In February 2025, the Musicians’ Union called on the government to reverse cuts and reinvest in the arts. Against this backdrop, St Anne’s decision feels especially significant. In Harry’s view, it is not just about instruments, but principles: “Steinway themselves really believe in advocating for music, not in an elitist way, but in a way that creates new opportunities for people.” That philosophy mirrors the identity of St Anne’s – long known as one of Oxford’s most inclusive Colleges, with a proud commitment to access and community.

As the Schwarzman Centre opens and St Anne’s steps further into its role as a musical hub within Oxford, the All-Steinway status feels like both a milestone and a statement of intent. “It’s an incredible honour,” Harry concluded. “There are a lot of amazing musical colleges around Oxford, but we are the first All-Steinway school.”

By aligning itself with a name like Steinway & Sons – synonymous with excellence, but grounded in accessibility – St Anne’s has done more than upgrade its pianos. It has affirmed what kind of  college it wants to be: one that acts purposefully, and boldly.

How to Study Effectively? 10 Best Study Techniques

Studying can feel like a never-ending challenge for students. Hours spent flipping through notes or highlighting textbooks often lead to frustration when test results don’t match the effort. Learning how to study effectively can change everything. By combining smart strategies with self-discipline, students can retain more information, finish assignments faster, and reduce stress.

Academic coach Sophia Bennett often reminds students that success isn’t just about long study sessions. It’s about studying smart, creating routines, and using proven strategies that actually stick. Below are 10 study techniques that will help you finally master how to study effectively and make learning more enjoyable.

If you’re stuck on a research paper or struggling to balance multiple projects, academic support services like write my paper can lighten the load. This doesn’t replace learning; it ensures you meet deadlines without sacrificing comprehension. Sophia encourages students to use paper writing help as a strategic tool, not a shortcut.

1. Create a Dedicated Study Space

The environment where you study has a huge impact on productivity. A cluttered bedroom or noisy café might make it impossible to concentrate. Instead, set up a quiet, organized space with your textbooks, laptop, and supplies ready.

Establishing a consistent study spot is one of the simplest how to study effectively tips because it signals to your brain that it’s time to focus. Over time, this routine becomes automatic, reducing procrastination.

2. Break Study Sessions Into Short Intervals

Marathon study sessions often lead to mental exhaustion. Instead, break work into short, focused intervals. The Pomodoro Technique – 25 minutes of studying followed by a 5-minute break – is a great method for students learning how to study effectively.

These intervals keep your mind fresh and prevent burnout. After four rounds, take a longer break to recharge before starting again.

3. Use Active Recall

Rereading notes might feel productive, but it’s one of the least effective methods for retention. Active recall involves closing your notes and testing yourself on the material.

For example, after reading a history chapter, try writing down everything you remember about the causes of World War I without looking. This simple exercise teaches your brain how to study effectively by practicing the same skill you’ll need during exams: retrieval.

4. Apply the Spaced Repetition Technique

Cramming the night before an exam leads to short-term memory. Spaced repetition spreads your review sessions over several days or weeks. Review a topic today, again in two days, and once more in a week.

Apps like Anki and Quizlet automate this process, helping students understand how to study effectively through structured memory reinforcement. This approach is especially helpful for subjects that require memorization, like foreign languages or biology.

5. Take Handwritten Notes

Typing is convenient, but writing by hand engages your brain differently. We recommend handwritten notes because they force you to slow down and process information. Summarizing concepts in your own words leads to deeper understanding and better long-term retention.

Students who switch to handwriting often report improved focus, which is one of the most underrated how to study effectively tips.

6. Teach the Material to Someone Else

One of the fastest ways to reinforce learning is by teaching it. Explaining a concept to a classmate, sibling, or even to yourself out loud ensures you truly understand it.

This technique transforms passive reading into active learning. As Sophia Bennett explains, “If you can teach it clearly, you know it deeply.” That’s the core of how to study effectively for any subject.

7. Avoid Multitasking While Studying

Multitasking is the enemy of focus. Scrolling social media or watching videos while reviewing your notes leads to mistakes and slower progress.

To master how to study effectively, put your phone in another room and close distracting tabs. Create uninterrupted windows of study time, then reward yourself with short breaks.

8. Use Visual Learning Tools

Some students learn best through visuals. Converting text-heavy material into mind maps, charts, and diagrams makes complex concepts easier to digest.

For example, if you’re studying anatomy, color-coded diagrams of body systems are far more memorable than a wall of text. Visual learning is a practical application of how to study effectively tips because it caters to the brain’s preference for images.

9. Prioritize Sleep, Exercise, and Nutrition

Academic success doesn’t just happen at your desk – it starts with taking care of your body. Sleep consolidates memories, while proper nutrition and hydration fuel focus. Even short bursts of exercise improve mental clarity.

Many students ignore this part of how to study effectively, but physical health is a foundation for mental performance. Late-night cramming rarely beats a well-rested mind.

10. Know When to Ask for Help

Even the most organized study plan can hit a wall when assignments pile up. Knowing when to seek help is part of how to study effectively. Reaching out to a tutor, classmate, or online academic resource can prevent falling behind. It also allows students to focus on learning rather than feeling overwhelmed by endless deadlines.  

Final Thoughts: How to Study Effectively? 

Mastering these how to study effectively tips isn’t about trying all 10 techniques at once. Start small. Maybe create a distraction-free space and switch to active recall this week. Next week, add spaced repetition or visual study aids.

Over time, these habits become automatic. You’ll notice you finish assignments faster, recall more information during exams, and experience less stress. That’s the real secret behind how to effectively study – it’s about creating a system that works for you.

The most successful students are the ones who combine smart study techniques, healthy routines, and timely support. When your approach balances effort and efficiency, studying stops feeling like punishment and starts feeling like progress.

SU Sabbatical Officers urge Government to “remove the barriers” to Gazan students reaching the UK

Sabbatical Officers at the Oxford University Student Union (SU) have signed an open letter urging the UK Government “to ensure that students from Gaza who have been offered places or scholarships at UK institutions are able to take up their offers”. 

The University of Oxford is one of several UK universities publicly known to have offer holders in Gaza. Visa offices have been shut in Gaza since the start of the Israeli-Palestinian conflict, meaning that offer holders are unable to provide biometrics necessary for obtaining a UK visa. Border closures mean that offer holders are also unable to travel to neighbouring countries to provide biometrics.

The open letter was initiated by sabbatical officers at the Cambridge Students’ Union. It is addressed to Prime Minister Keir Starmer and senior cabinet ministers, including Home Secretary Yvette Cooper. 

The letter urges the Government to “take immediate action to remove the barriers currently preventing Gazan students from travelling to the UK and accessing the education opportunities they have rightfully earned”.

Speaking on behalf of the Sabbatical Officers, a spokesperson for the Oxford SU told Cherwell: “Students from Gaza have overcome unimaginable horrors to secure their places at UK universities, and it is our responsibility, as their (hopefully) eventual representatives, to ensure that they are able to realise those opportunities.”

Oxford launched a number of programmes to support students and academics from the West Bank and Gaza Strip last year, including the Palestine Crisis Scholarship Scheme, which supports graduate students affected by the ongoing humanitarian crisis – covering course fees and providing a grant for living costs. The University also renewed its long-standing commitment to the Council for at Risk Academics (CARA) fellowship programme.

A University spokesperson told Cherwell: “The University is part of sector-wide efforts to support the arrival of students from Gaza and are in contact with our offer-holders who are facing the greatest difficulty. We hope to welcome several students from Gaza on full scholarships this autumn.”

Gazan students holding offers at several prestigious UK universities wrote an open letter to the Foreign Secretary David Lammy in May, urging the Government to help those struggling to provide biometrics. The Government did not respond.

Other countries – including France, Ireland and Italy – have already provided safe passage for incoming Gazan students.
Cherwell has approached the Home Office for comment.

Just like the movies: An American’s notes on her Oxford year

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Oxford occupies a mystical, almost fantastical place within the American psyche – so much so that when I told my peers I’d be studying abroad, they had me promise not to join some clandestine cult. And I nearly succeeded, save for the Union. Brits can hardly scorn Americans for their fanciful notions, not in the cultural context of countless films depicting elite ceremonies and bacchanal celebrations within this storied institution. 

Released in late 2023, and coinciding with my own application, BAFTA-nominated Saltburn chronicled the schemes of a freshly matriculated Oxonian to penetrate aristocratic circles. Images of a campus populated by hacks and heirs permeated my mind, of restless youths socially estranged yet alike in their pursuit of hedonism. Saltburn even filmed prominently on the grounds of Brasenose College, providing for easy immersion. It was, incidentally, at a Brasenose formal that I realised wearing gowns to dinner could be lodged so deeply within college identity. As anticipated, enquiry into similarly deceptively frivolous traditions only triggered flurries of “What are they teaching you in America?”, among other disdainful remarks echoing the patronising air of Saltburn’s Lady Elspeth. 

However tempting to dismiss the film as offensive, exaggerated, and perhaps defamatory, I can’t say the movie, surmised succinctly on Letterboxd as “Parasite written by Oscar Wilde”, was entirely inaccurate in its portrayal of insidious hierarchies obscured by trite affectation. Just this April, a Worcester College professor published a book revealing that a chalice fashioned out of a (most likely enslaved woman’s) skull had quenched the thirsts of formal-goers until 2015. Despite inviting reactive scrutiny, sensational scenes of debaucherous secret societies propagated by films like The Riot Club largely distract from, rather than illuminate, these truly disturbing transgressions and the human cost fused to any institution as enduringly influential as Oxford. Still, we settle for the Saltburn types, seeing as a movie tracing the provenance of every artifact in the Ashmolean might not sell out at box offices. 

Far more palatable than a truly incisive exposé is the tale of a bright-eyed American enamoured with her dashing yet non-committal English tutor, as featured in Netflix’s newest production, My Oxford Year. Well, palatable despite the fact that intimate tutor-student relations were banned two years ago. I suppose it’s simply more pleasant to envision a world where models in 24/7 sub fusc frolic through cobblestone streets and muse about crumpets than to ruminate on such power dynamics. Unsurprisingly, the film is irretrievably divorced from the experience of an actual ‘Oxford year’, or at least mine. Duke Humphrey’s Library, for instance, certainly isn’t the ‘inner sanctum’ of Oxford the trailer alludes to, given most students would attest that philosophising in smoking areas and expeditions through waterlogged meadows still offer greater fulfilment than cramming in a library that forbids tote bags. Netflix purges the streets of the scooters and townies and kebab carts that linger in the periphery of every proper night out, opting for an idealised playground quite distant from my own memories. This hollow commercialisation of Oxford by projects profiting from uninformed American idolatry neglects its more radical history of illustrious alumni spanning rogue authors to artistic visionaries.

When presented in film, the works of such mavericks have proven iconic. The beloved predecessor to Saltburn, Brideshead Revisited, documents the Oxford-borne infatuation of middle-class Charles with his friend Sebastian’s noble lineage and estate. Screen adaptations of the novel by Evelyn Waugh propelled a narrative authentic to Oxford’s bohemian flair into the British mainstream, casting the institution as a sort of sanctuary for libertines within the walls of its secret garden. Indeed, Waugh, among other prolific aesthetes, had homosexual affairs during his studies here, lending historical credence to the fantasy of a university culture defined by the potential for privilege to cultivate looser social norms. While I may be overly eager to deem Brideshead Revisited a benchmark for accurate portrayals of Oxford, its themes do reflect that special leniency afforded to unconventional characters in prestigious, uniquely insulated spaces. Few lessons from Freshers’ Week have resonated with me as regularly as ‘nobody in Oxford is normal’. The abnormality of such a student body is a beautiful thing, but I sincerely pity the director who seeks to capture it. 

In my colourful, fleeting year, I encountered literary dilettantes, bon vivants, neurotic salesmen, and disillusioned activists, all plagued by aspirations too abstract to translate to a sealed script. Any attempt to do so would skew toward caricature, since Oxford has been embedded into the Western canon for so long it exists in equal capacity as both university and concept. Movies dependent on the mere idea of a place are doomed to lack genuine settings, so they rely on cheap crutches engineered from stereotypes and whispered lore. Oxford on film offers an allure resembling that of the ‘American Dream’ – fabricated, but surely the product of something real, something magnificent by virtue of its rawness. Right?

Reading Oxford books in Oxford

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For those who have not even set foot in Oxford, the city still lives in their imaginations alongside elite debates, candlelit balls and formals, tempestuous love stories, and mysterious, perhaps ever-existent secret societies.

But what if the stories came back to Oxford? What happens when the myths and tales about Oxford, carefully packaged in screens and pages, find their way back to an audience who are, in fact, living them?

Recently, Netflix has released a movie set in Oxford, titled My Oxford Year. It features a 22-year-old American girl heading to Oxford for the Master of English Literature thanks to the prestigious Rhodes Scholarship and then falling in love with a “smart-mouthed” local, so-called teaching assistant. 

The trailer made its way back to Oxford, and the Oxford Reddit immediately exploded with discussions. Several of my friends from Oxford shared the trailer on Instagram. While waiting for the film’s release, I decided to read the book which inspired it. This is my take on My Oxford Year: comparing it to other Oxford books, and considering whether it offers a distorted view or accurately depicts the Oxford experience.

Personally, as a girl who used to read and watch Oxford stories and movies in the hope of one day being part of that wonderland, I now find myself viewing with a very critical eye. I have divided Oxford fantasies into three categories: ‘Spot-On’, ‘Stretch of the Truth’, and finally ‘Straight-Up Fanfic’. To give you a sense of what I mean, I’ll place Surprised by Oxford, The Last Enchantments, and Beloved Oxford into those categories, respectively.

The first category, ‘Spot-On’, features what I consider to be the genuine Oxford. The ‘Spot-On’ book must capture both the historic setting of the old colleges and the emotional challenges of Imposter Syndrome found in Oxford. When depicting the fantastic relationships, it is worth mentioning devastating heartbreaks, too. Yes, there are fun drunken nights, but there must also be nights when you’re stuck writing in the college library until two in the morning. Surprised by Oxford is a memoir of Carolyn Weber, the first female dean of St Peter’s College. It is a story of an ordinary girl who works incredibly hard to get to Oxford, and once there, struggles with life, love, religious beliefs, and academic pursuits. It is ‘Spot-On’: I can understand the stress of the workload, the embarrassment in the first tutorial, and even the blush between the romantic lines. It beautifully depicts Oxford but also keeps the genuine Oxford student experience, which is not always rosy and perfect. 

Books falling into the second category, ‘Stretch of the Truth’,  are often written by those who have lived and studied in Oxford. Therefore, those books can depict the city and the University very well. However, the stories themselves do not properly resonate, as seen in The Last Enchantments by Charles Finch. It follows an American politician who comes to Oxford for a Master’s in English Literature and seeks to relive his university years. The book acknowledges its setting in the university and the town. Still, as the stories progress, with several drunk nights, hook-ups, dramas, and a lack of academic presence, Oxford becomes increasingly blurred, making it hard for readers to connect with the tales. It paints too perfect a picture. It just feels too privileged.

The third book, Beloved Oxford by Vietnamese romance writer Dương Thụy, is an example of the ‘Straight-Up Fanfic’ category, which is the least reliable. The book is intentionally sweetened with the Oxford title to draw in readers, even though it has nothing to do with Oxford, whether the town or the gown. Beloved Oxford is a lighthearted romance between a Vietnamese and a Portuguese Economics postgraduate student at Oxford. However, although the love story is set at Oxford, the only real “Oxford” moment is when the female lead muses that “the school is very prestigious” and she had to work hard. That’s it. 

So, what category does My Oxford Year belong to? 

To be honest, it is a typical romantic novel set in Oxford, featuring the cheesy ‘enemy-to-lover’ and ‘forbidden-love’ tropes. I find that the author accurately portrays Oxford, both the city and its traditions, as well as the experience of being an international student who struggles to understand Oxford and English customs. However, some points seem illogical, such as the main character’s background in political science being relevant to her receiving the Rhodes Scholarship for a Master’s in English Literature. 

I would tentatively classify My Oxford Year in the second category, ‘Stretch of the Truth’, closely bordering on the ‘Spot-On’ category. The book is amusing to read, and the author tries to capture the student experience in ways that I could relate to so much. I did some research and found that the author attended Oxford as a visiting student, like me, perhaps even in the same programme. 

Talking to other Oxford students about My Oxford Year, I find it interesting that there’s a contrast in reactions between matriculated and visiting students regarding the book and the movie adaptation. Matriculated students often feel irritated when they see their cherished University, parks, and city distorted to fit stereotypes associated with Oxford.“It would be like Emily in Paris, but Emily is funnier”, a friend of mine, a DPhil graduate, shared. “Netflix is milking Oxford the same way they milked Paris.”

Meanwhile, visiting students adopt a more accepting attitude; some shout “stop milking content from Oxford”, but others genuinely enjoy watching and reading them. 

“I don’t need to see the movie to know it will be ridiculous, but I don’t mind watching it again and again, enjoying spotting the names of the buildings in the background each time”, a visiting student who had already returned to the United States after a semester at Oxford shared with me. “It is the nostalgia of the place you used to love that matters.”

When the movie was finally out on August 1st, I was excited to see it, only to be buried in disappointment later. 

The movie does the book a disservice. 

As the 300-page book is condensed into a one-and-a-half-hour film, it omits many of Oxford’s key selling points, from the intellectual rapport between the characters to their development. Jamie, the male lead, becomes a playboy, wealthy, and privileged instead of being witty, playful, but deeply thoughtful. Likewise, Anna from New York (or Ella from Ohio in the book), the female lead, is portrayed as flirty and sexy rather than independent, goal-oriented, and opinionated. In the book, the two are drawn to each other by coincidence and then connect academically and emotionally; the movie, however, depicts their relationship as merely lustful. 

Nonetheless, both Jamie and Anna are made younger. Anna, a recent university graduate, has just secured a position at Goldman Sachs instead of spending years working on political campaigns. She also did not win the Rhodes Scholarship as in the book. In the new movie, Jamie is still a DPhil student, while in the book, he was more mature, had completed his DPhil at “the other place” (Cambridge) and was returning to Oxford for a postdoctoral fellowship. 

I would rank the movie below the book, just below ‘Stretch of the Truth’. My Oxford Year represents the most romanticised version of Oxford, the one seen on postcards and Instagram feeds. In this version, every Oxonian is either naturally brilliant or impossibly wealthy, navigating life without the burden of hard work. They always seem to have time for long, philosophical walks with friends or wine-soaked dinners in candlelit halls and mock pubs. Their wardrobes? Effortlessly perfect with Anna, mostly always in shirts and gowns. It’s an Oxford of effortless charm and privilege, stunning to behold but far removed from the messy, often exhausting reality of the place.As an Oxford visiting student, I could not bear watching My Oxford Year. Perhaps one day, long after I have left, I will be able to watch it and smile to recognise the city I used to love. But for now, I would rather live my Oxford year than watch someone else’s imagined one.

Netflix’s city of dreaming Americans: My Oxford Year, reviewed

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If not taken too seriously, Netflix’s new movie My Oxford Year is a surprisingly good time, despite its cliché storyline. The rom-com, starring Sofia Carson and Corey Mylchreest, has many amusing moments and some fun performances.

The plot is relatively simple: Anna, a girl from New York City, comes to Oxford University for a one-year Master’s degree. After an awkward run-in with a rude British man, she soon discovers he’s her new seminar teacher, Jamie. After some flirty classes and a drunken night in a pub, they begin dating, but Jamie has a secret that threatens to derail their love… So far, so familiar.

In spite of its formulaic plot, the movie is genuinely fun to watch. It’s pretty humorous, likely thanks to director Iain Morris, best known for co-creating The Inbetweeners. The comedic relief is delivered through short quips: for example, when Anna storms off mid-episode of Naked Attraction to submit an assignment and her friend deadpans: “My God, she’s keen. She’s left before they revealed the penises.” There are also many instances of situational humour, like when Anna tries to make Jamie jealous at a Halloween party by dancing provocatively with a posh rower, while the latter is just having the time of his life dancing, utterly oblivious to her plan. Moreover, the movie manages to draw the viewer in with some great performances. Dougray Scott, in his role as Jamie’s father, is a standout. His depiction of grief and anger is thoroughly moving. Finally, the movie’s soundtrack is likely to appeal to a modern audience, featuring artists like Chappell Roan and Troye Sivan.

That said, a few changes could have significantly improved the movie. First, less poetry. Or, let’s be honest, no poetry at all. Since Jamie is Anna’s poetry teacher, the viewer is constantly subjected to cringy scenes of them reciting poems to each other. This adds nothing to the plot, comes across as incredibly pretentious, and is just painful to watch.

Second, the film would have benefited from a different lead actress. Sofia Carson, who is best known for her Disney roles (most notably Descendants), delivers an incredibly bland performance. Whether it was the direction or a personal choice, her acting consists almost exclusively of making flirty eyes at everyone and talking in a ‘seductive’ tone. This boring performance is worsened by the fact that Anna has no discernible personality – other than being an American, of course. 

Finally, the film could have done without the romanticisation of student-teacher relationships. Rather than exploring the complex dynamics and power inequalities in-depth, it comes across like a cheap attempt to introduce scandal into the story.

Nevertheless, as an Oxford student, the film provides a special kind of entertainment because it allows for a game of Spot the Difference. Even though the people involved in writing My Oxford Year definitely had some insight into Oxford student life – for example, perfectly depicting the specific geekiness of a certain type of male student that might use “I can teach you to unicycle” as a pick-up line – multiple small details are wrong. The movie includes many famous Oxford locations, from the Pitt Rivers Museum to Turf Tavern and several different colleges. However, keen-eyed viewers will easily notice incoherences: misaligned locations, the characters walking in the wrong direction, and roads that are missing the familiar crowds of tourists. Lanyards are too short, Oxford wins the boat race against Cambridge, and the characters go to a Greek van called ‘Dimitri’s’ rather than Hassan’s or Najar’s for a late-night snack. 

The most peculiar detail of the movie is its depiction of what it’s like being an American student at Oxford. They keep mentioning her nationality as if it were something exotic and unheard of. However, with around 8% of the total student body coming from the US, that just doesn’t reflect the actual experience.

So, is My Oxford Year a masterpiece? Absolutely not. But if you have a relatively high cringe tolerance and a fun group of friends to watch it with, you’re in for a great time.

Lacking Latin: Ceremonial mistakes in My Oxford Year

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My Oxford Year, a new Netflix rom-com, has received considerable attention. Yet as a scholar of the University of Oxford, ​​I feel obliged to assess how accurately the film represents the Oxford ceremony and tradition. In what follows, I will highlight its failings as well as a few successes.

Master of Arts at Oxford is not an academic degree

The film erroneously presents the Master of Arts (MA) from Oxford as a postgraduate academic degree. For instance, Jamie Davenport addresses Anna De La Vega as an “MA scholar”. In fact, the MA at Oxford is not an academic degree which can be studied or examined, but a mark of seniority conferred, typically 21 terms after matriculation, on graduates who have completed the undergraduate Bachelor’s degree. 

I emphasise that it is an undergraduate Bachelor’s degree as Oxford offers postgraduate Bachelor’s degrees, such as BPhil and BCL which do not entitle graduates to an MA. Postgraduate Master’s degrees at Oxford are definitely not MA but may be MPP, MFA, MBA, MTh, MSt, MPhil, MSc, or the like. In the subsequent scene, Anna is in a black gown with crimson silk in her graduation ceremony. The gown in which Anna is attired is the MA gown but she is not entitled to an MA at that moment, as she earns her postgraduate degree at Oxford without an undergraduate Bachelor’s degree from the very same University. If she completes her MSt in English Language and Literature, she should wear a black gown consisting of deep green art silk with white art silk. An MA from Oxford reflects ceremonial seniority but does not constitute an academic qualification for which we may study.

Classical Latin should be featured in matriculation ceremony

The matriculation ceremony in the film lacks Classical Latin. In the actual ceremony, the Senior Dean introduces students with “Insignissime Vice-Cancellarie (or Insignissima Vice-Cancellaria for a female Vice-Chancellor), praesentamus tibi hos nostros scholares ut referantur in Matriculam Universitatis”. The Vice-Chancellor replies “Scitote vos in Matriculam Universitatis hodie relatos esse, et ad observandum omnia Statuta istius Universitatis, quantum ad vos spectent, teneri.” It is undoubtedly a regrettable shame that the film, in toto, omits Classical Latin, which is one of the most vital ceremonial elements.

Matriculation is not a solitary journey

The film depicts Anna walking alone for her matriculation ceremony. But students, in fact, head to the Sheldonian Theatre in a group arranged by their college during a designated slot. For example, in Michaelmas Term 2024, students from Christ Church College, Lady Margaret Hall, and New College matriculate at 10:30am whereas those from Brasenose College, Regent’s Park College, and Wycliffe Hall do so at 1:30pm. Walking students are accompanied by their Dean of Degrees while Proctors stand outside the Sheldonian Theatre to manage entry. It is a pity that the film neglects these details.

College balls should take place in college

A college ball is, ex vi termini, a college matter and should surely take place in the college. For instance, a ball for Magdalen College should certainly be held at Magdalen College. But the film depicts Anna and her friends attending a college ball not at their own college, nor even in Oxford but, at a distance of approximately 47 miles away, at Knebworth House in Hertfordshire. In addition to this geographical inaccuracy, the film commits the further mistake of implying that Magdalen College is 750 years old when the college has not yet attained that milestone. The instances of inaccuracy induce me to practically forget that the film is even supposed to be based in Oxford.

Proper sub fusc

The film does not, nevertheless, get everything wrong. I will now focus on some of its more successful moments. To its credit, the film accurately displays the sub fusc. Anna and other students appropriately wear (1) a plain white collared shirt or blouse with sleeves, (2) a dark skirt with either black tights or stockings, or dark trousers with black socks, (3) a white bow tie, black bow tie, black full-length tie, or black ribbon, (4) an appropriate academic gown with (5) a mortar board or soft cap. As a postgraduate student, Anna is clothed in the advanced student gown and abides by the rules, such as ensuring that socks, tights, or stockings entirely cover the ankle with no gap between the bottom of the trouser leg or skirt and the top of the socks, tights, or stockings. It is remarkable that the film meticulously sticks to the regulations relating to academic dress but remains miserably oblivious to the nature of the MA (Oxon) or the procedure for matriculation day.

Matriculation and graduation at Sheldonian Theatre

In contrast to Mamma Mia: Here We Go Again, which inaccurately sets a graduation ceremony in a constituent college, My Oxford Year properly places both the matriculation and graduation ceremonies at the Sheldonian Theatre. The University ceremony is per se a matter for the entire University, not simply for the college. The film also illustrates the Dean of Degrees for each college wearing an MA gown in the matriculation ceremony no matter if the dean possesses a superior degree such as a DPhil. Such atypical conformity in the film may eventually echo, to a certain extent, the painted ceiling of Sheldonian Theatre, which depicts ignorance being expelled.

DPhil rather than PhD

The film pays particular attention to the extraordinary terminology used at Oxford. Notably, the film properly uses the abbreviation DPhil, instead of PhD used elsewhere, for Doctor of Philosophy. Professor Styan, for instance, calls Jamie “my annoyingly brilliant DPhil student”. This faithfully reflects the distinct nomenclature of Oxford.

Conclusion

To recapitulate, My Oxford Year is deficient in its depiction of some areas of Oxford ceremony, and tradition. The defects discredit the authenticity of the film. Moving forwards, should directors producing films about Oxford endeavour to avoid repeating the same mistakes, they would benefit from seeking the counsel from a scholar of the University of Oxford like myself.

How radio changed the literary landscape: The Bodleian’s ‘Listen In’

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“Ladies and gentlemen, we interrupt our program of dance music to bring you a special bulletin from the Intercontinental Radio News. At 20 minutes before 8, central time, Professor Farrell of the Mount Jennings Observatory, Chicago, Illinois, reported observing several explosions of incandescent gas, occurring at regular intervals on the planet Mars.”

These were the lines that opened Orson Welles’ radio adaptation of The War of the Worlds. He decided to produce the programme in a journalistic style, with ‘breaking news’ interruptions, live reporting, and eye-witness testimonies. Those who had, unfortunately for them, tuned in too late to hear the disclaimer announcement at the beginning of the show, descended into panic, believing they were listening to the live report of an alien invasion. Phone lines became jammed as thousands of fearful citizens phoned into newspapers, and even the police. Although part-apocryphal, this story still stands as a testament to radio’s power and influence, as demonstrated by the Bodleian’s current exhibition Listen In: How the Radio Changed the Home in the Weston Library.

Throughout this installation, curator Beaty Rubens takes a different approach to the radio, attempting to examine its impact on listeners, rather than examining the story once more through the lens of broadcasters. The Bodleian’s vast resources, including excerpts from contemporary magazines, books, and even cartoons, are employed to explore how radio impacted family life during the interwar years, and to illuminate the opinions of those who lived through its introduction. 

One of the major points spotlighted by the resulting exhibition is the extent to which the radio enriched the lives of women, who, stuck in strict ideals of domesticity, often felt lonely and isolated from the world outside. The radio is an immediate, intimate medium of communication, and many writers since have revelled in this effect, producing moving, poignant narratives. Dylan Thomas made particular use of this effect in his audio drama Under Milk Wood, a work which draws the listener into the dreams of the inhabitants of Llareggub, a small fictional Welsh village. Through different voices Thomas highlights the universal themes of his play: nostalgia, community, and love.

More recently, Susann Maria Hempel’s radio play Auf der Suche nach den verlorenen Seelenatomen (In Search of the Lost Soul Atoms) recited, in song, her record of conversations with a former political prisoner of the German Democratic Republic to create an intense emotional charge. It is, perhaps, her full use of radio’s capacity to bring an immediacy to the performance that won her play the ‘Radio Play of the Year Award’ from the German Academy of the Performing Arts.

It is not only radio’s intimacy which has attracted writers, but also the very opposite: its potential as an instrument of mass media. In 1939 there were nearly 9 million radio licence-holders in Britain, making it an attractive prospect for writers, such as T.S. Eliot, who believed in the ideal of a cultural community. Eliot first appeared on the radio in the late 1920s with a series of talks focusing on English poetry. He subsequently delivered over 82 programmes in the course of the next 35 years, making cultural education accessible to millions. The influence of this medium on his own poetry is visible throughout ‘The Waste Land’, whose polyphonic structure lent itself perfectly to the radio format when broadcasted in 1946. This advocacy for the radio as a tool for cultural enrichment rather undermines critics, such as John Carey, who accuse Eliot and other modernists of elitism. 

Clearly, and as the Bodleian Libraries’ exhibit shows, the rise of the radio opened people – particularly women – up to literature and culture on a greater scale and to a greater extent than had ever been done before. This legacy continues in programmes such as Radio 4’s Book Club, A Good Read and Take Four Books: these shows give listeners the opportunity to explore the lives of their favourite writers, hear from authors about the writing process, and engage in lively discussion about interesting books. 

It is, however, not all roses and sunshine for the radio play. Although the BBC recently introduced a new, 90-minute monthly slot on Radio 4 for audio dramas, this was only achieved after a lengthy campaign against their decision to remove all audio drama from Radio 3. In this age of television and TikTok, it is hard for the radio to compete, and yet there’s no other medium that allows people who are visually impaired, have dyslexia, or trouble focusing over long periods, to access literature. No other medium which allows you to commute to work, do the washing up, or take the dog for a walk, whilst immersing yourself in a literary creation. 

Radio also spawned a whole world of audio narration and literary discussion. From Stephen Fry’s narration of Harry Potter to The Book Review, the popularity of audiobooks and podcasts has skyrocketed in the past few years, and it owes this success to the radio. Listen In may highlight radio’s impact on home life, but that on the literary world is clearly also ubiquitous. And the exhibition’s heavy use of written material in its examination of contemporary attitudes demonstrates the reciprocal importance of literature in promoting radio.

It seems almost as if we’ve gone full circle. We moved from medieval storytellers and court jesters, to manuscripts and the novel, only to come back round once again to oral narration. From Book at Bedtime to The Archers, we seem hardwired to love listening in: these two programmes alone reach over six million listeners weekly. After all, there’s something personal about an audio drama. It is as if the narrator is speaking only to you, as if they’ve chosen you to confide in. Each voice, a real voice, makes the characters almost tangible. Audio drama brings a story alive, quite literally. 

Listen In: How Radio Changed the Home is on at the Weston Library until the 31st August, with free admission.

Lindsay Skoll announced as new Jesus Principal

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Jesus College have announced that British diplomat Lindsay Skoll will take up the role of Principal from next year. She is the first woman to be elected to the position in the College’s history. 

Skoll has been HM Ambassador to Austria since 2021, and will succeed Professor Sir Nigel Shadbolt in leading the College. The researcher, known for interdisciplinary work in artificial  (AI) and web science, will retire after eleven years in post. 

A graduate of the University of Nottingham, Skoll has had a long career in international relations. Currently, the UK Permanent Representative to the UN in Vienna, she was recognised in the 2019 New Year’s Honours List. 

She has previously worked in Russia, the Seychelles, and North Korea as Deputy Head of Mission. In 2016, she led the UK Government response to the Zika Virus epidemic. 

One Jesus student told Cherwell that “the tutors involved in selecting Lindsay were very excited about a lot of their options, so she must have stood out as a really fantastic choice for the College”. 

The same student noted intrigue among the student body about the potential for a future college dog, given the presence of a furry friend on Skoll’s Instagram page. 

Skoll will join Jesus College in August 2026. Other new heads of house elected for next summer include Professor of English Seamus Perry at Balliol College
In the shorter term, CEO of Royal Society of Medicine Michele Acton will join St Hugh’s College as Principal in September, succeeding former Chancellor candidate Elish Angiolini.