Thursday, October 15, 2009
"ADULTS' & their behaviour that CHILDREN follow."
EXCERPT from my book: 1950s/1960s in BRITISH GUIANA now GUYANA.
Our country was experiencing a political 'on-rest' and BRITISH Soldiers were deployed to maintain order because local political leaders were fighting for a change of power. The new political parties sought and continued to achieve independence from the ruling British and they (British rulers) in turn were trying to prevent it from occurring.
There was a large 'in-flow' of the British Soldiers that they were spread in every area of the country. There were many incidents between the local Police and our Military force with the British Soldiers in a repeated struggle for who has the control of the City (Georgetown). We heard of many fights between the local Police Force and Soldiers where in some of the British were arrested.
The hostility between the British Soldiers and the locals people (adults) developed because they (most locals) were opposed to the Ruling British that had mandate to rule and their attempts in trying to prevent the wheels of struggle for change by bringing & using the British Army as controllers. Out of this move towards change can a group of 'think-tanks' from with in some parties who developed & used political
slogans (painted and repeated) around the country.
The political slogans now exposed to all and as you would 'know-it' were repeated by children who did not totally understand the political movement and why it started or where it was going. We somehow, unconsciously joined, got involved in heavy canvassing and verbal fought for the new political change. We followed the militant adults' in their fight for freedom and equality. But is there really such a feeling as equality and freedom?
In the 'heat-of-the-struggle' one evening after school a group of us (boys) were on our way home. We were walking on CAMP street and as we crossed South Road on the East side there was a army jeep parked with British solders. We started to shout, "LIME-E GO HOME." We started running after we shouted and did not look in the direction we were heading because we had expected the Solders in the jeep to follow us. But it didn't happen and as we turned our heads towards our way home we ran into the arms of six British solders. They were walking towards us with guns in their hands.
As we were held by five of them (one of us in each arm) in the air. We started crying and saying "Sorry sir, we aren't going to do it anymore." Our capture was fun to the other solders sitting in the Jeep because they were laughing and our friends that weren't caught also laughed at us. The solders had us in the air for some time and as they did one said, "What you guys are doing is wrong and you could be arrested."
As we were in the hands of the army locals started to shout different remarks,
1- "Why yo lime don't put dem children down and pick pun yo own size."
2- " Lime-e go ome."
3- "We don't want yo in we country lime."
4- "Yo all lime-e causin' mo trouble dan anythin'."
By this time the other solders 'jumped-out' out of the jeep that was about fifty feet away with their guns at a 90% angle waste high and started to tell the crowd to move along. With the new development the British solders let us go and said that we must not follow the adults. We responded by saying yes and as you might guess as we ran away we shouted "LIME-E GO HOME." I was 9 years old.
Leyton E. FRANKLIN B. F. A Hon's
Our country was experiencing a political 'on-rest' and BRITISH Soldiers were deployed to maintain order because local political leaders were fighting for a change of power. The new political parties sought and continued to achieve independence from the ruling British and they (British rulers) in turn were trying to prevent it from occurring.
There was a large 'in-flow' of the British Soldiers that they were spread in every area of the country. There were many incidents between the local Police and our Military force with the British Soldiers in a repeated struggle for who has the control of the City (Georgetown). We heard of many fights between the local Police Force and Soldiers where in some of the British were arrested.
The hostility between the British Soldiers and the locals people (adults) developed because they (most locals) were opposed to the Ruling British that had mandate to rule and their attempts in trying to prevent the wheels of struggle for change by bringing & using the British Army as controllers. Out of this move towards change can a group of 'think-tanks' from with in some parties who developed & used political
slogans (painted and repeated) around the country.
The political slogans now exposed to all and as you would 'know-it' were repeated by children who did not totally understand the political movement and why it started or where it was going. We somehow, unconsciously joined, got involved in heavy canvassing and verbal fought for the new political change. We followed the militant adults' in their fight for freedom and equality. But is there really such a feeling as equality and freedom?
In the 'heat-of-the-struggle' one evening after school a group of us (boys) were on our way home. We were walking on CAMP street and as we crossed South Road on the East side there was a army jeep parked with British solders. We started to shout, "LIME-E GO HOME." We started running after we shouted and did not look in the direction we were heading because we had expected the Solders in the jeep to follow us. But it didn't happen and as we turned our heads towards our way home we ran into the arms of six British solders. They were walking towards us with guns in their hands.
As we were held by five of them (one of us in each arm) in the air. We started crying and saying "Sorry sir, we aren't going to do it anymore." Our capture was fun to the other solders sitting in the Jeep because they were laughing and our friends that weren't caught also laughed at us. The solders had us in the air for some time and as they did one said, "What you guys are doing is wrong and you could be arrested."
As we were in the hands of the army locals started to shout different remarks,
1- "Why yo lime don't put dem children down and pick pun yo own size."
2- " Lime-e go ome."
3- "We don't want yo in we country lime."
4- "Yo all lime-e causin' mo trouble dan anythin'."
By this time the other solders 'jumped-out' out of the jeep that was about fifty feet away with their guns at a 90% angle waste high and started to tell the crowd to move along. With the new development the British solders let us go and said that we must not follow the adults. We responded by saying yes and as you might guess as we ran away we shouted "LIME-E GO HOME." I was 9 years old.
Leyton E. FRANKLIN B. F. A Hon's
Wednesday, October 14, 2009
"THOUGHTS ABOUT MY ARTISTIC EXPRESSIONS."
1- "Art is an adventure & whoever takes the trip should enjoy it." L.E. FRANKLIN B. F .A. Hon's
2- "Art becomes most important when it helps people to develop a positive attitude towards aesthetic expressions." Dr. Henry FRASER-The Sunday ADVOCATE/Barbados/22nd March 1987.
Through my artistic creations i explore ideas of aesthetic concepts that reflect and record lifestyles of people world round. The information presented can be either pictorial/written/textured (collage) or painted compositions in bright colours. i also employ the simple and direct symbols of my cultural experiences common to humanity. In this way i invite viewers to become part of my creative compositions displayed.
Other than the fundamental artistic standards of composition and the basic shapes, collage is sometimes used as a effective tool in uniting and presenting my visual/written documented information in a mosaic and sensory form. My artistic expressions attempt a fusion of my culture experiences with other cultural concepts to add voice in promoting human spirit and unity. I also strive towards;
- Artistic professionalism.
- Constructing total unity in my compositions.
- Holding the viewers focus and attention by the image/images and detail rendering in various aspects during the creative process.
- Developing awareness between art and our environment.
Over the years i have concluded that art;
- Is one of the most viable avenues for free expression and personal experimentations.
- It is limited only by the human intellect and Goddess/God's will in which context i strive to create.
- Is also an excellent vehicle in promoting tolerance for racial and cultural understanding, if it is used as an educational tool.
- Should be depicted within one's cultural diversity and traditional aspiration of their society. Through art compositions people can share in different cultural experiences and fill the racial void that exists in some societies around the world.
Some of the artist whose works i love and were also influential in the early development of my artistic creations:
1- From the CARIBBEAN; David MOORE (Trinidadian), Bosceo HOLDER (Trinidadian), LeRoy CLARKE (Trinidadian), Namba ROY (Jamacan), Barrington WATSON (Jamaican) and Philip MOORE (Guyanese).
2- AFRICAN AMERICAN; Edmonia LEWIS, Romare BEARDEN, Benny ANDREWS, Jacob LAWRENCE, William H. JOHNSON & Henry Ossawa TANNER.
3- AMERICAN Georgia O' Keeffe.
4- MEXICAN: Diego RIVERA.
5- EUROPEAN: PICASSO, Henry MOORE, Claud MONET, RENOIR, Vincent Van GOGH, GARAVAGGIO, BOTTICELLI, VERMEER & RUBENS.
"ART DEVELOPING THOUGHTS BY EDUCATORS for THE EARLY STUDENT."
Within aesthetic images, there is a very important element that must be noted. That element is the power of imagination. It plays a great role in conceptualization of the first thought, ideas, image solving and the final concept that becomes a realistic expression expressed in visual form/forms. According to P. S THAKUR, PhD in an article (CHILDREN'S DRAWINGS HAVE MANY MEANINGS") written on www.trinicenter.com/2008; Imagination,
1- Can be trained to become acute and discerning. Children who are taught to first imagine a situation become better students, more contemplative and less impulsive. Of course, ability and intelligence plays an important role in the training process.--- The most intelligent person has greater and better developed inter-connecting neurons in the brain. She/he can visualize more readily, more frequently and more vividly.
2- As a forethought and process to thinking, is significant for problem solving and creativity. This of course, is sustained and intensified by motivation. solving a problem is like walking through an un-trodden path. The greater the information acquired and pursued, the more effect becomes the solution. the problem-solver uses visual image (pictures) or symbols (words and numbers) to walk through the possible solution.
P. S Thakur continues to state;
A- Only in the relatively recent past that the deeper psychological and educational meaning have been exploited to better understanding the growth and development of children and that their do tell, with validity and reliability, a great deal about mental and social/emotional maturity.
B- Numerous emotional characteristics may be indicated in the children's drawing and if speech in children is limited it is because they do not have language facility and they cannot articulate their feelings. Their drawings however, as natural and spontaneous expressions disorders and helps educators identify areas of learning deficits-----.
According to a European art therapy school of thought; Art develops the child's mind when that child gets involved at a tender age. Rohda Kellogg in one of her books "ANALYZING CHILDREN ART" has researched and proven that early exposure to art, helps the child in the education system. She goes on to state on (page 265) of her book:
1- When the child's art integrates movements and vision with shapes, details, familiar lines, and muscular satisfaction, stimulation reaction of aesthetic pleasures is achieved.
2- Children teach themselves art and at the same time the brains grow (page 250).
3- Scribbling creates a new stimulus to the eyes and brain mental growth (pages" 8-9).
Rohda Kellogg further supports her theory in another book she wrote; "CHILDREN DRAWINGS, CHILDREN MINDS." In her writings she states;
1- Scribbling and drawing experiences make children seldom have difficulty in learning to read, as the brain develops.
2- Children have the ability to recognize and memorize shapes, causes growth and prepares the child's mind for learning to read and write (page 5).
3- Scribbling promotes eyes and hand coordination needed for writing (page 262).
2- "Art becomes most important when it helps people to develop a positive attitude towards aesthetic expressions." Dr. Henry FRASER-The Sunday ADVOCATE/Barbados/22nd March 1987.
Through my artistic creations i explore ideas of aesthetic concepts that reflect and record lifestyles of people world round. The information presented can be either pictorial/written/textured (collage) or painted compositions in bright colours. i also employ the simple and direct symbols of my cultural experiences common to humanity. In this way i invite viewers to become part of my creative compositions displayed.
Other than the fundamental artistic standards of composition and the basic shapes, collage is sometimes used as a effective tool in uniting and presenting my visual/written documented information in a mosaic and sensory form. My artistic expressions attempt a fusion of my culture experiences with other cultural concepts to add voice in promoting human spirit and unity. I also strive towards;
- Artistic professionalism.
- Constructing total unity in my compositions.
- Holding the viewers focus and attention by the image/images and detail rendering in various aspects during the creative process.
- Developing awareness between art and our environment.
Over the years i have concluded that art;
- Is one of the most viable avenues for free expression and personal experimentations.
- It is limited only by the human intellect and Goddess/God's will in which context i strive to create.
- Is also an excellent vehicle in promoting tolerance for racial and cultural understanding, if it is used as an educational tool.
- Should be depicted within one's cultural diversity and traditional aspiration of their society. Through art compositions people can share in different cultural experiences and fill the racial void that exists in some societies around the world.
Some of the artist whose works i love and were also influential in the early development of my artistic creations:
1- From the CARIBBEAN; David MOORE (Trinidadian), Bosceo HOLDER (Trinidadian), LeRoy CLARKE (Trinidadian), Namba ROY (Jamacan), Barrington WATSON (Jamaican) and Philip MOORE (Guyanese).
2- AFRICAN AMERICAN; Edmonia LEWIS, Romare BEARDEN, Benny ANDREWS, Jacob LAWRENCE, William H. JOHNSON & Henry Ossawa TANNER.
3- AMERICAN Georgia O' Keeffe.
4- MEXICAN: Diego RIVERA.
5- EUROPEAN: PICASSO, Henry MOORE, Claud MONET, RENOIR, Vincent Van GOGH, GARAVAGGIO, BOTTICELLI, VERMEER & RUBENS.
"ART DEVELOPING THOUGHTS BY EDUCATORS for THE EARLY STUDENT."
Within aesthetic images, there is a very important element that must be noted. That element is the power of imagination. It plays a great role in conceptualization of the first thought, ideas, image solving and the final concept that becomes a realistic expression expressed in visual form/forms. According to P. S THAKUR, PhD in an article (CHILDREN'S DRAWINGS HAVE MANY MEANINGS") written on www.trinicenter.com/2008; Imagination,
1- Can be trained to become acute and discerning. Children who are taught to first imagine a situation become better students, more contemplative and less impulsive. Of course, ability and intelligence plays an important role in the training process.--- The most intelligent person has greater and better developed inter-connecting neurons in the brain. She/he can visualize more readily, more frequently and more vividly.
2- As a forethought and process to thinking, is significant for problem solving and creativity. This of course, is sustained and intensified by motivation. solving a problem is like walking through an un-trodden path. The greater the information acquired and pursued, the more effect becomes the solution. the problem-solver uses visual image (pictures) or symbols (words and numbers) to walk through the possible solution.
P. S Thakur continues to state;
A- Only in the relatively recent past that the deeper psychological and educational meaning have been exploited to better understanding the growth and development of children and that their do tell, with validity and reliability, a great deal about mental and social/emotional maturity.
B- Numerous emotional characteristics may be indicated in the children's drawing and if speech in children is limited it is because they do not have language facility and they cannot articulate their feelings. Their drawings however, as natural and spontaneous expressions disorders and helps educators identify areas of learning deficits-----.
According to a European art therapy school of thought; Art develops the child's mind when that child gets involved at a tender age. Rohda Kellogg in one of her books "ANALYZING CHILDREN ART" has researched and proven that early exposure to art, helps the child in the education system. She goes on to state on (page 265) of her book:
1- When the child's art integrates movements and vision with shapes, details, familiar lines, and muscular satisfaction, stimulation reaction of aesthetic pleasures is achieved.
2- Children teach themselves art and at the same time the brains grow (page 250).
3- Scribbling creates a new stimulus to the eyes and brain mental growth (pages" 8-9).
Rohda Kellogg further supports her theory in another book she wrote; "CHILDREN DRAWINGS, CHILDREN MINDS." In her writings she states;
1- Scribbling and drawing experiences make children seldom have difficulty in learning to read, as the brain develops.
2- Children have the ability to recognize and memorize shapes, causes growth and prepares the child's mind for learning to read and write (page 5).
3- Scribbling promotes eyes and hand coordination needed for writing (page 262).
In closing i am going to use a statement by a Guyanese artist (Aubrey WILLIAMS) who is no longer with us. HE states; "Art expressions are a part of woman/man that comes from within and an artist must leave records and break rules."
Leyton E FRANKLIN B. F. A Hon's.
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