The Hippocrump
Along the valley of the Ump
Gallops the fearful Hippocrump.
His hide is leathery and thick;
His eyelids open with a “CLICK!”
His mouth he closes with a “CLACK!”
He has three humps upon his back;
On each of these there grows a score
Of horny spikes and sometimes more.
His hair is curly, thick and brown;
Beneath his chin a beard hangs down.
He has eight feet with hideous claws;
His neck is long – and Oh his jaws!
The boldest falters in his track
To hear those hundred teeth go “Clack!”
The Hippocrump is fierce indeed,
But if he eats the baneful weed
That grows beside the Purple Lake,
His hundred teeth begin to ache.
Then how the creature stamps and roars
Along the Ump’s resounding shores!
The drowsy cattle faint with fright;
The birds fall flat, the fish turn white.
Even the rocks begin to shake
The children in their beds awake;
The old ones quiver, quail and quake.
“Alas!” they cry, “Make no mistake,
It is HIMSELF – he’s got the ache
From eating by the Purple Lake!”
Some say, “It is Old You-Know-Who
He’s in a rage; what shall we do?”
“Lock up the barns, protect the stores,
Bring all the pigs and sheep indoors!”
They call upon their god Agw-ump,
To save them from the Hippocrump.
What’s that I hear go hop-skip-jump?
“He’s coming!” “Stand aside there!” BUMP!
LUMP! – LUMP! – “He’s on the bridge now!”
LUMP – “I hear his tail” – KER-FLUMP, KER-FLUMP!
“I see the prickles on his hump!”
“It is, it IS – the Hippocrump!”
“Defend us now oh great Agw-ump!”
Thus prayed the dwellers by the Ump.
Their prayer was heard. A broken stump
Caught the intruder in the rump.
He slipped into the foaming river,
Whose icy waters quenched his fever,
Then while the creature floundering lay,
The timid people ran away;
And when the morrow dawned serene
The Hippocrump was no more seen.
Glad hymns of joy the people raised
“For ever Great Agw-ump be praised!”
James Reeves
The Hippocrump was made from papier-mâché by a class of 10 to
11-year-old children in collaboration with the teacher, Steve
Pratchett. As he was straight from Art College this was like having an
artist in residence working with and alongside the children. Groups of
four children took turns to work on building it every afternoon over a
period of several weeks.
“The general claim is made that the work of artists in schools provides
an enhanced learning experience. Artists bring specific experiences,
skills and approaches that add to and enrich the work of the teacher
in unique ways”.
(Oddie & Allen 1998:35)
“When artists take on the role of instructor/facilitator, they help pupils
and teachers to make and/or present their own work, e.g. by
demonstrating techniques and working alongside pupils and teachers.
(Sharp & Dust 1997: 9)
The children are taking part in a performance of the Hippocrump poem. This entailed
solo, group and whole class elements of choral speaking plus movement and mime.
“The boldest falters in his track to hear those hundred teeth go “Clack!”
“Alas!” they cry, “Make no mistake, it is
HIMSELF – he’s got the ache from eating by
the Purple Lake!”
Then how the creature stamps and roars along the Ump’s resounding shores!
“Defend us now oh great Agw-ump!” Thus prayed the dwellers by the Ump”.
“He slipped into the foaming river, whose icy waters quenched his fever....”
References:
Allen, G. & Oddie, D. (1998) Artists in schools a review, London: OFSTED.
Sharp, C. & Dust, K. (1997) Artists in schools: a handbook for teachers and artists, Slough: NFER.
Some Literacy Objectives for the
Hippocrump
Year 4 term 3
To understand the following terms and identify them in
poems: verse, chorus, couplet, stanza, rhyme, rhythm,
alliteration (Text 4)
To clap out and count the syllables in each regular line of
poetry (Text 5)
Year 5 term 2
To perform poems in a variety of ways (Text 5)
Year 5 Term 3
To explore the challenge and appeal of older literature
through: reading accessible poems (Text 6)
Year 6 Term 1
To articulate personal responses to literature, identifying
why and how a text affects the reader (Text 3)
Year 6 Term 2
To recognise how poets manipulate words: for their quality
of sound, e.g. rhythm, rhyme, assonance (Text 3)
To investigate humorous verse:
 how poets play with meanings
 nonsense words and how meaning can be made of
them
 where the appeal lies (Text 4)
Choral Speaking
Poems need not always be spoken by just one individual.
By involving the whole class in the recital, the children
can explore the combination and juxtaposition of voices
from individuals and groups to the whole class. This is
analogous to the playing of instruments in an orchestra.
Here the ‘instruments’ are children’s voices.
This allows children to experiment with unison, chorus,
solo, call and response, volume, crescendo,
diminuendo, etc., for example:
The first line “Along the valley of the Ump” could be
repeated, perhaps beginning with one child whispering
and then a group joining in on the repeat, followed by
another on the next and building to a crescendo with the
whole class. This could convey the idea of the
Hippocrump being faintly heard in the distance and
approaching steadily nearer.
In the later stages of the poem various people or groups
of people call out instructions to their fellow villagers. In a
choral speaking these voices can come from different
sections of the chorus as in an orchestra. Choral
speaking also encourages the less confident speakers,
as there is a tendency for the ‘chanting’ of a crowd in
unison to break down the strongest inhibitions.
Expression!
Develop the children’s speaking skill by encouraging
them to think of different ways of saying the same word or
phrase. You can also demonstrate some ways yourself to
get them started, e.g.
How many ways could you devise of saying “What’s that
I hear go hop-skip-jump?”
The line “Beneath his chin a beard hangs down” could
be used to stretch the children’s voice range by
descending from high to low, e.g.
“Beneath
his chin
a beard
ha….
ngs
d
o
w
n”
“The old ones quiver quail and quake” provides
opportunities for introducing a quivering, quailing and
quaking into the voice e.g.
“The old ones …quiver, quail and quake”
Onomatopoeia
Encourage the children to explore the onomatopoeia of
words and phrases. This is where the sound made when
pronouncing the word or phrase suggests or mimics an
actual sound occurring in the narrative, e.g.
“Ump”, “crump” may suggest heavy thudding footsteps
of the galloping Hippocrump;
“click”, “clack”, “back” have hard consonants and
consonant blends (c, b, ck, bl) and short vowels (a, i)
which suggest the noises made by scaly eyelids opening
and sharp teeth snapping;
“resounding” is full of echoing sounds with the long
vowel blend “ou” the long “n” and the “ing”.
Rhyme
The poem is comprised of rhyming couplets and
some rhymes are repeated again and again, e.g.
“Ump”, “Hippocrump”, “Agw-ump”, “bump”, “jump”,
“flump”, “hump”, “stump”, “rump”.
Rhyming allows the repeat of this onomatopoeia
sound suggesting the heavy tread of the monster.
Children could be asked to discuss how the rhyme
affects the rhythm of the lines and have a go at their
own rhyming couplet poems. Could they also
discover and invent some more “ump” ending words?
New Vocabulary
Explore the rich new vocabulary for aspects of
meaning, rhythm, onomatopoeia and rhyme.
Some of the rich vocabulary in the poem that
may well be new to many primary children
includes:
“score”,
hideous”,
“falters”,
“baneful”,
“resounding”, “quake”, “rage”, “intruder”,
“rump”, “foaming”, “quenched”, “floundering”,
“timid”, “morrow” “serene”.
Perhaps children could store these words in
dictionaries or a poster display and explore some
of them through mime, dance, drama, their own
writing, and artwork.
Rhythm
Encourage the children to explore the rhythm that
persists throughout the poem. Each line has eight
syllables, e.g.
A long the vall ey of the Ump
1 2
3
4 5 6 7
8
What does this rhythm suggest? Does it convey the idea
of galloping?
Medieval Mummers Play Saint George and the Dragon
published in ‘Old England at Play’
Here the children are on the high street near to their school tasking
part in a Medieval Mummers Play Saint George and the Dragon
published in ‘Old England at Play’
The Hippocrump with St George
Medieval Mummers Play Saint George and the Dragon published in
‘Old England at Play’
We are not lowly beggars, begging from
door to door.
We are your own dear children, whom you
have seen before.
Whether we stand or whether we fall
We will do our best to please you all.
Here I am Saint George, from Britain did I
spring.
I’ll fight the dragon bold, my wonders to
begin.
I’ll cut him down, he shall not fly.
I’ll cut him down or else I die.
Who’s he who seeks the dragon’s blood?
Who calls so angry and so loud.
An English dog? Will he before me stand?
I’ll cut him down with my courageous hand.
I’ll swoop on him from out the sky
And cut him into little bits and make his
buttons fly!
In come I a wicked knight.
Come from afar to try this fight.
I mean to fight Saint George,
A man of courage bold.
And if he blood is hot …..
I soon shall make it cold.
My head is made of iron strong
My body is of steel.
My arms and legs of beaten brass.
No man shall make me feel.
Here I am Saint George, a victor in the
slaughter
And by my might I saved the King of Egypt’s
daughter.
Oh! Cruel George what have you done?
You have wounded and killed my only son!
Is there a doctor who can save
The dead from lingering in the grave?
A doctor with a magic potion
Applies it as a special lotion.
A drop on the head, a drop on the heart.
Rise up, be good and play your part.
Theatre smoke pellets were inserted into containers embedded in the Hippocrump’s
nostrils so that during the Mummers play it would breathe fire.
St George mounts his horse, raises his lance and prepares to fight the dragon.
The Court Jester acts as narrator for the play and St George raises his sword “Here I
am Saint George, from Britain did I spring. I’ll fight the dragon bold, my wonders to begin. I’ll
cut him down, he shall not fly. I’ll cut him down or else I die.”
To rescue a fair maiden, St George lowers his lance and charges at the dragon.
The dragon charges towards St George with smoke pouring from its nostrils
The dragon is mortally wounded by St George.
St George & the Dragon
A Mummer’s play written by Steve Pratchett which took place in Barkingside
shopping precinct, Essex. It draws on the style of several Mummers’ plays.
Jester
Make room, a room, a gallant room
And give us room to rhyme.
We’ve come to show activity,
Upon this festival time
(Slaps members of audience with a bladder to clear a path)
Acting youth or acting age,
The like was never seen upon this stage.
(Slapping the crowds with his bladder he clears a large space in which the action will unfold)
Room, room, brave gallants, give us room to sport.”
(The King & Princess of Barkingside appear, accompanied by two palace guards. The Jester
points to the king …..)
Loyal citizens of Barkingside, here comes your king,
And Princess Diana he too does bring.
(Slapping the crowds with his bladder he clears a path for the King and Princess)
Make room, a room, a gallant room,
And give your king some room.
King
People of Barkingside , each year, as you well know,
Fire from the dragon’s nostrils across our land does blow.
Look! Up there is the beast I mean!
Good people; this dragon demands a human feast.
We must agree to feed the beast,
Or all of us will die this day,
As oft we have heard this dragon say.
Jester
(Leaps forward and selects a member of the audience)
You sir, your belly is fat and round,
I wager that you weigh a hundred pounds!
(Approaches another member of the audience)
You sir, will make the dragon’s stomach full.
You from the crowd, the guards shall pull.
(The guards march forward and snatch man from crowd and lead him before the dragon. The
latter shakes his head from side to side to indicate the human being offered is not to its liking)
Off with you sir, be quick on your feet
(Slaps man with bladder)
The dragon wants much leaner meat!
(The Jester turns to crowd and picks out a much thinner man)
You sir, are tall and slender
I wager that your flesh is tender!
You sir are much leaner meat
On which the dragon is sure to eat!
(The guards march forward and snatch man from crowd and lead him before the dragon. The
latter shakes his head from side to side to indicate the human being offered is not to its liking)
King
Vile and sinister beast,
On whom this year do you wish to feast?!
(The dragon moves forward, leans over the Princess and roars)
No! No! It cannot be,
My daughter is far too dear to me!
(The King turns with open hands and despair on his face)
But if I do not cede to its demand
All you, my people, will it harm! ……
Guards, go to and bind my daughter tight
Be quick for I cannot stand the sight!
(The King turns his face away and buries his face in his hands as the guards take the
Princess to the railings and tie her up.)
Dragon
(The Dragon charges forwards snapping at the crowd.)
Stand on head, stand on feet
Meat, meat, meat for to eat.
I am the Dragon, here are my jaws!
I am a Dragon, here are my claws!
Meat, meat, meat to eat.
Stand on head, stand on feet.
(Dragon turns and approaches the Princess. Suddenly a loud voice cries out. The dragon
spins round – it is St George on his horse with sword and lance at the ready)
St George
Hold fast thou foul and fiendish beast!
I come to deprive you of your feast.
(Turns to address the crowd)
Here comes I, St George, the valiant man,
With broad sword and lance in hand.
I will the dragon fight and bring him to slaughter.
And for this win the King’s fair daughter.
What man or mortal before me dares to stand.
I’ll cut him down with this my deadly hand.
I’ll slay him and cut him as small as flies
And send him to the baker’s to make mince pies!
Jester
Make room, a room, a gallant room
And a fearsome fight shall you see soon!
(He slaps audience with his bladder and approaches St George)
Now St George, thou champion bold!
Thou has fought much as I’ve been told.
Set to and slit the Dragon’s throat
And you will have the people’s vote.
(He runs back to the crowd and says ….)
Good honest folk, now is the time to play your part.
Let a cheer ring from your heart
Each time our gallant knight of old
Strikes with his sword a blow that is bold.
But when the creature seems to be winning
Your boos and hisses will send him spinning.
St George
(Moves to the other end of the precinct away from the dragon and then turns to address it ….)
So to battle, to battle, let thee and I try
To see which on the ground shall lie.
(The Jester whips up a cheer as St George and the Dragon charge towards each other. St
George rides his horse with his long cardboard lance poised. It hits the dragon and snaps.
They both pass each other and arrive at opposite ends of the precinct)
Should twenty thousand dragons rise
I’d fight them all before your eyes.
Here an I, St George, in shining armour bright;
I am a famous champion;
Likewise a worthy knight.
(St George charges waving his sword. The Jester encourages the crowd to cheer. The
Dragon knocks St George from his horse. The Jester encourages the crowd to boo and hiss.
The jester rushes forward as St George’s horse engages the dragon and draws it off to the
far end of the precinct.)
Alack, Alack, our noble knight is slain!
Send for the doctor to heal the pain!
(The two guards rush into the crowd where there is one of the actors dressed up as a doctor)
Guards
(Speaking alternate lines)
Doctor, Doctor, come and see,
This man is wounded in the knee.
Doctor, doctor, come and try,
This man is wounded in the thigh.
Doctor, Doctor, do thy part,
This man is wounded in the heart.
Doctor
(As he pushes his way forward through the crowd)
Here comes I, the Doctor Good.
I’ll stop the noble Champion’s blood (keep the Olde English rhyme of good &
blood. The Doctor leans over St George and says to the crowd…..)
I have some pills
To cure all ills.
Hard corns, soft corns, any corns that be;
The itch, the stitch, the palsy and the gout;
Pains within pains and pains without
And any old woman that’s’ been dead seven year,
If she’s got one tooth left to crack one of these here.” (Holds up a pot of pills
and rattles them. He takes out a huge pill and stuffs it in St George’s mouth.)
Rise up St George and fight again
And may the Dragon yet be slain!
(The Doctor joins the King. The horse charges back to St George hotly pursued by the
Dragon. The horse hides behind St George who raises his sword again. A fierce battle
ensues. The horse plucks up courage to attack the Dragon’s rear end by biting and doing
reverse kicks. St George finally thrusts his sword deep in the Dragon’s throat and it collapses
with all the bodies inside groaning loudly)
Dragon
Arrrrgh! ......... Grrrrr! …. Arrrrgh! …….
St George
Now I have killed the Dragon and brought him to the slaughter,
Alas, where is the King of Barkingside’s daughter?
Princess
Good Knight of spirit bold and true,
Your noble deeds does fast my spirit woo!
Release me from this wretched perch
And soon you shall see me to the church.
(St George cuts her free with his word and is rewarded with a kiss – audience are
encouraged to applaud and cheer by the Jester. St George carries the Princess in his arms
towards the King who embraces his daughter. The King draws his sword and knights St
George)
Jester
Good people of Barkingside it seems quite clear
A *royal wedding is planned this year!
(All the players give a bow and make their exit through the crowds. They carry the head and
body of the dragon above their heads as they exit. )
Make room, a room, a gallant room
And give us room to sport.
(Slaps members of the crowd with his bladder as he goes)
(*Note this play was written at a time when the wedding of Princess Diana & Prince Charles was
imminent)