Saturday, 16 July 2011

Earthquake Graphics

In the summer and autumn of 1989, I worked on several designs for Jon Marsh’s band “The Beloved”. Jon had seen the billboard I’d painted for Coin Street Community Builders, which was visible from Waterloo Bridge, with it’s headline ‘There Is Another Way’. When we first met, Jon told me he was a 'technohippy' and talked about the cosmos and the natural environment. He wrote songs about love, bliss, happiness and celebration. My job was to make images for The Beloved’s records, so I had fun drawing couples making love, sperm fertilising planets and gurus sitting in the lotus position. Among the designs were covers for the singles ‘The Sun Rising’, ‘Hello’, ‘Sweet Harmony’, ‘Rock To The Rhythm Of Love’, ‘Outerspace Girl’ and ‘Celebrate Your Life’, as well as album covers for ‘Happiness’, ‘Conscience’ and ‘Blissed Out’.


Another job was to paint a watercolour poster for the “Programme for Belize”, on the subject of rainforest and wildlife conservation. It encouraged people in the UK to ‘buy’ an acre of rainforest for £25, thus saving it from destruction. The copy announced that Belizean birds included white ibises, snail kites, plain chachalacas, ocellated turkeys, ruddy crakes, sungrebes, groove-billed anises, wedge-tailed sabrewings, white-necked puff-birds and scaly-throated leaftossers.

My next commission was to design a t-shirt on the theme of ‘Africa Music’, for a small company in Cirencester, run by a man who had taught at Corsham School of Art. He always wore a spotted bow-tie. After that I did an album cover for Nick Gold of World Circuit Arts - ‘Cumbia Cumbia’, lively Colombian dance music. For some reason, I painted a train with clouds of steam puffing from its chimney with the words ‘Cumbias de Oro de Colombia’ written on the clouds. I haven’t been to Colombia but did once screenprint an edition of posters for a health project involving fishing communities on the Pacific coast. The poster showed a man sitting on the loo and urged people to build themselves pit-latrines - ‘Instalelas!’.


That summer, I’d also had an exhibition in Lichfield cathedral, as part of the Lichfield Festival, for which I’d done some graphics earlier in the year. The cathedral, in its peaceful close behind Erasmus Darwin’s house, has a dark and highly decorated west front. Its gargoyles and saints and sinners, which I looked at a lot at the time, set me up for a trip to Mexico City.

Mary Farquharson had left Arts Worldwide and gone to live in Mexico City. She had soon become interested in a grassroots peoples’ organisation called the Asamblea de Barrios. The Asamblea was initially concerned with finding housing for thousands of people who had been left homeless after the 1985 earthquake or ‘terramoto’. The quake happened at around 7 a.m on Thursday September 19 and measured 8.1 on the Richter scale. So many houses had been destroyed that demand greatly
exceeded supply. Landlords rubbed their hands together, thinking about pesos, and evicted poorer tenants so that they could rent their houses for higher prices.

The Asamblea started to actively oppose evictions, to provide lawyers for the threatened families and to draw media attention to this issue. Their most visible and photogenic symbol was a plump ex-wrestler who dressed up in a Superman suit and called himself ‘Superbarrio’. The Asamblea’s leader, Marcos Rasgon, was charismatic and inspiring. “We have 20,000 members and one typewriter”, he told me, laughing. “Superbarrio represents the people against the authorities”. The choice of the comic book hero, the Superman character, is interesting. He transcends the everyday. He is strong and handsome, good against evil. Machismo with a human face. Most interesting of all, he’s American. He’s not Pancho Villa or Emiliano Zapata. He’s a gringo!

Mary wrote some notes about the idea of us doing a workshop - “The Asamblea has recently taken over an old building in the city centre which it aims to make into a place for formal and informal meetings, as well as a centre for generating information and employment. The building is located in the heart of the old printing area, where people who can’t write can have their letters typed up, where ancient machines print up cards for Christmas, baptisms, marriages and business.”

“The Asamblea would like to teach its members to screenprint, so that they can produce posters for Asamblea campaigns that will cover the issues of health, housing, pollution and rehabilitation of the old centre without throwing out the working class communities who have lived there for generations. In addition to enabling the members to make their own posters, the Asamblea would like to teach young members the technique, in the belief that it may awaken a talent that can become a source of employment in a part of the city with a centuries-old tradition of printing, but, so far, no facilities for screenprinting.”

These were the broad terms of reference for the workshop which Luis Cook and I were to help conduct. Luis had studied graphics at Middlesex Polytechnic and at the Royal College. We met for the first time in “The Artichoke” pub in Charing Cross Road. Over a drink, Luis showed me some of the work he’d been doing at college. He’d made striking images for the English National Opera’s production of “The Barber of Seville” and for a concert by Don Cherry at the Festival Hall. He also showed me some illustrations for safe sex and a great cover design for Paulo Freire’s “Pedagogy of the Opressed”. That morning I’d been to Virgin Megastore on Oxford Street and bought a record by Don Cherry, Nana Vasconcelas and Colin Walcott. Paulo Freire was one of my heroes. We got on well straight away. After our Mexico trip, the graphics magazine “Creative Review” published an article on Luis’s work, in a section entitled “Upstart”. Luis had spent some time in a Tibetan refugee school, using painting and drawing as a tool for increasing confidence and communication skills. He’d also set up village art workshops in Bangladesh on a visit sponsored by Action Aid. In rather bland journalese, Creative Review “quoted” Luis as saying “I believe that art can have a social function and assist social reform”.

On the flight to Mexico, Luis and I chatted about our ideas for the workshop and wondered what the next couple of weeks would bring. Settling into the unreality of a long flight, we had a beer and drifted away into tiredness and anticipation. On arrival, we sleepwalked through baggage and customs, vaguely expecting that we would bump into Mary at some point. In the busy arrivals hall there was a group of thirty or so people and a large banner which read “Bienvenido Bob y Luis”. Mary greeted us and explained that some of the Asamblea members had wanted to come and welcome us. It was so nice to look upon our slightly scruffy, smiling reception committee. I made a short speech in pidgeon Spanish, courtesy of the BBC publication “Digame”. We all shook hands and patted each other on the back then happily, if a bit sleepily, went outside to get a taxi.

It was dark as we drove, squashed up, into the sprawling city, the place where an Aztec leader had had a vision of an eagle sitting on top of a cactus eating a rattlesnake. This image was taken as a sign that the Aztecs should build their largest settlement right there. I have never understood the connection between the vision and the site for Tenochtitlan. Leaders, though, are often untroubled by logic. Building began on an island in the middle of a swampy lake. Was it a good place for one of the world’s biggest cities? The swamp is encircled by hills and mountains which now help to create what meteorologists call ‘thermal inversion’. This phenomenon causes extreme atmospheric pollution in present day Mexico City where there are now many more Volkswagen Beetles than there were in Aztec times. The site is also located directly above an active geological fault line just to add to the excitement.

It is now a Catholic city, thanks to Hernando Cortes who arrived here with a handful of colleagues and some horses, in 1520. These were the first horses that ever lived in the Americas. Their descendants have appeared in countless cowboy films. Cortes, then 35, was given a concubine by an Indian chief. Mexicans now sometimes refer to themselves as ‘hijos de la chingada’, sons of the raped one. Something like 90% of Mexicans are ‘mestizos’, admixtures of Amerindian and Spanish genetic material.

It took three hundred years for Mexico to gain independence from Spain. In 1821, political independence was declared, although three centuries of Spanish influence had certainly left its mark on Mexico’s culture and language. Ninety years after independence, the violent struggles for land reform were in full swing. Around 1910, Mexican revolutionaries in sombreros and
moustachios led movements to try to restore land from powerful landowners to powerless peasants. These were the days of Pancho Villa and Emiliano Zapata, whose legacy still encourages groups struggling for social justice in the south western states of Chiapas and Oaxaca. The revolution was bloody. For a decade or two civil war blew things apart. In the end, a constitution was written for the country and the violence abated.

In the 1920s, an enlightened Minister of Education, Jose Vasconcelas, thought it would be good to record and express, in pictures, something of the revolutionary spirit. He commissioned, among others, the artists Diego Rivera, David Siqueros, Jose Orozco and Pablo O’Higgins to make large public images celebrating the revolution, the culture of Mexico and the country’s ideals, as they then stood. I saw several of these murals at the university. The most memorable, though, was the football pitch sized Rivera that had been moved to a new, specially built museum, after the earthquake had nearly destroyed it. Standing in front of it I felt very small. It seemed like every conceivable upstanding socialist in the whole of Mexican history had been painstakingly depicted along with several of their good deeds. There was a sort of map of it to help you identify the hundreds of characters, most of them men. A ‘painting by numbers’ keyline drawing like those provided to identify landscape features at panoramic viewpoints or inset line drawings below group photographs in biographical books. Diego is usually described in written accounts as being ‘larger than life’.

In the late 1920s, the Partido Nacional Revolucionario was formed to carry on the revolutionary programme. In the late 1940s, it changed its name, becoming the Partido Revolucionario Institucionalizado. The PRI was, more or less, the only party in what was, effectively, a one-party state. It remained so for the rest of the twentieth century. In later years, it held on to power by various means, including electoral fraud. The PRI became thought of as a corrupt regime which had, as time went on, grown far away from the original revolutionary ideals. For example, an Amnesty International report from the mid-1980s, referring to land disputes in Chiapas and Oaxaca, talked about “deliberate killings of members of peasant organisations in circumstances suggesting that municipal authorities or members of the security forces were involved”. The revolution had, initially, been driven by the peasants’ passion for land reform, yet, by the end of the twentieth century, after decades of rule by the institutionalised revolutionary party, such reform had still not taken place in the south west. So, more bloodshed.

The evolution of the PRI in Mexico illustrates a more general problem. Revolutions, when they are in full swing, are full of ideals, hopes and actions that will lead to better things. Change is the goal. In some revolutions, change does happen and, to begin with, life is more cheerful for the majority. As time goes on, though, the revolutionaries become prime ministers, presidents and high-ranking government officers. They gradually mutate into conservative anti-revolutionaries, as power gradually corrupts. Former revolutionaries become authoritarian leaders. The attitudes and actions required to bring about revolution are quite different from those needed to sustain stable, ongoing government.This is an interesting and real phenomenon. In their book “Literacy and Power”, David Archer and Patrick Costello discuss what they call the “paradox of revolutionary education”.

‘Revolutionary education’, they write, ‘implies the constant transformation of reality....However, the difficulties really begin once the repressive regime is forgotten, when the reality to be transformed is the product of the revolutionary state itself. How then is it possible for a revolutionary state to design educational programmes which, to be revolutionary, must challenge that state? Either the state dictates the content of a revolutionary education and silences criticism as counter-revolutionary, in which case the education system becomes as repressive as its predecessor, or the state accepts the challenge and nurtures a continuing revolution in education, which might overthrow the very structures which made it possible’.

The PRI didn’t cope very well with the consequences of this paradox. Several of the people I worked with expressed a degree of disappointment that history had not followed the revolutionary script. The muralists’ images celebrating social justice seemed rather hopeful, idealistic and, sadly, somewhat dated. I often stopped to look at small groups of rural women standing outside the cathedral in the Plaza de la Revolucion holding photographs of their menfolk who had disappeared because they had agitated for land reform. Memories of husbands, sons, lovers, the reality fading, the photographs becoming the reality. Standing outside the cathedral, feeling solidarity together, human warmth against the concrete and the straight lines of authority.


We spent our first night in the Hotel Castropol but were transferred the next day to the Hotel Catedral in the Centro Histirico. It was close to the big main square, La Plaza de la Constitucion, known locally as the Zocalo. The cathedral sits at one end while the other three sides are mainly made up of government and administrative buildings. The cathedral has railings around it on which were usually tied old photographs of sons and husbands who had, for one reason or another, ‘disappeared’. The wivesand mothers of some of the desparecidos stood around, waiting for the opportunity to tell anyone who would listen about the terrible injustices that had taken their loved ones away. These stories often involved wealthy landowners and their hired thugs.
It was sad to see these country women and to reflect on the hopelessness of their condition.

A dozen or so tradesmen also sat waiting hopefully in front of the cathedral’s railings, with bags of tools and signs either next to them or, in some cases, round their necks, that read ‘Plumber Needs Work’ or ‘Safe Electrician for Hire’. One morning we stood at the west end of the cathedral watching a man with a boa constrictor round his neck, giving a sales talk to a group of interested bystanders. He was singing the praises of herbal medicine while displaying, on a table, a motley array of plants, nuts and bits of animals. I bought a couple of bits of armadillo skin to show the kids back home and got told off for my troubles. I also bought a piece of amber with a fly in it, reminding me of the wonderful amber shop in Southwold.


The workshop

Our workshop was attended by fifteen members of the Asamblea de Barrios. They were mainly concerned with housing issues and said that they are only asking for what was promised to Mexicans in the country’s constitution i.e. decent housing. As Rodolfo Cisneros Marques, one of the participants, told me “We are not asking for anything new, only what the government has already promised”.

On the Monday morning, Luis and I made our way by metro to the Fraternidad de Vicinos Associacion Civil, a sort of urban village hall in a suburb called Colonia Valle Gomez. I was entranced by the names of some of the stations - Allende, Bellas Artes, Hidalgo, Guerrero, Tlatelolco, Misterios and, further out on the metro map places like Azcapotzalco, Iztapalapa, Mixiuhca, Atlalilco and so on. In almost every carriage on the train there seemed to be a guitarist busking.

We spent the day talking with the group about their expectations for the workshop. They had already managed to produce a poster about HIV/AIDS and had flyposted it around the city. Many of the posters had been torn down by offended members of the pro-vida association. I was interested to learn, from one of the participants, Virgilio Vargas Velasquez, that flyposting is not illegal in Mexico City. Furthermore, in an inversion of British thinking, it was illegal to tear down posters, on the grounds that to do so was to infringe freedom of expression. It reminded me of the way that, in England, it is illegal both to put something into and to take something out of, somebody else’s skip.

Although there were several commercial companies using silkscreen printing in Mexico, Mary had assured us that, nevertheless, our involvement was necessary. She had written to me to say that local firms “wouldn’t touch an organisation fighting for social changes - your participation is the only way that the Asamblea can teach its members this skill. One of the workshop participants later told a journalist that “No Mexican artists ever offered us a free poster workshop”.

The Asamblea saw three main areas in which posters could help in its work. These were, firstly, by raising awareness of the Asamblea itself as an organisation working for local people; secondly, by helping to highlight the important social and political issues in Mexico City at that time; and, thirdly, by publicising community events held by the Asamblea.

On the first day of the workshop we were told that Superbarrio was present but, for some reason, we were not supposed to know which of the participants was him. He was, of course, in civvies and I had a pretty good idea that he was the slightly aloof plump one.


“Mama, nos estamos cambiando da casa?”. Mum, are we moving house? This was the slogan on the poster designed by sixteen year old Alba Mondragon Banos. The image was striking - a jagged, broken chair that spoke of violent eviction and a girl with tears streaming down her face. Evictions had been widespread in the immediate post-terramoto period. Poor families were made homeless without warning, unless Superbarrio and the lawyers who worked voluntarily for the Asamblea could intervene in time to stop the bully boys.


Angela Gutierrez Ayala created a strong image about atmospheric pollution which showed a large skull, a skeleton of arms and ribcage above which floated clouds of smog. The skull cropped up in several of the designs made at the workshop. It is, in fact, a widely used symbol in Mexican art, probably best known in the work of the nineteenth century artist Jose Guadalupe Pousada, in particular from his image ‘La Calavera Catrina’ (The Elegant Skull).


In addition, this was the time of the Day of the Dead festival, so we saw lots of skulls, mostly made of papier mache, everywhere we went. At the end of the workshop, Luis and I were given white skulls made of sugar, with our names piped onto them in pink. These are known, reasonably enough, as ‘calaveras de azucar’.




As well as posters about housing and pollution, workshop participants made designs about womens’ rights, electoral fraud, conservation of the historic city centre, health and transport. Their transport slogan was “Un dia sin auto”, meaning that car owners should use public transport on one day of the week. A similar suggestion was made in more recent times for the citizens of Athens, where atmospheric pollution approached Mexican levels. Marcos Rasgon told me that his slogan was “Un dia con auto”.The health/AIDS image made at the workshop featured Superbarrio and carried the slogan “Salud deficiente, Gobierno
indiferente”.


Participants worked in pairs, each pair printing multiple copies of their designs. There were no serious hitches in the running of the workshop and a good, co-operative atmosphere soon developed. By the fifth day, a Friday, participants and organisers alike were well pleased with what had been achieved so far. At the end of the day Mary told the group that their poster work was “five hundred times better” than anything she had anticipated. At this point, one of the participants, Victor Manuel Santana Rivera, produced a bottle of finest quality tequila from Guadalahara. We took turns at the ritual of drinking it - first lick a line of salt off your forearm, second gulp down a glass of tequila in one go, third and without delay bite into a lime and suck in the juice. Before each person took his or her swig, we all shouted a boisterous toast - “Salud y revolucion social!”. All good fun and a warm feeling of togetherness - especially around the throat area. Virgilio Vargas Velasquez announced that he was going to get a journalist friend to write a piece about the workshop for one of the local papers - either ‘El Dia’ or ‘La Jornada’.

We didn’t work on the Saturday but everybody was back, hard at it, on the Sunday. On Tuesday Marcos Rasgon came again to the workshop to encourage and congratulate.The following evening we went to the old building in the Centro Historico that the Asamblea had occupied. We were presented to the commitee. I was asked to make a short speech, hoping that people would understand my Spanish. Marcos announced that the workshop was the inaugural event of the Asamblea’s new cultural programme, which they named ‘Barriocult’.

On Thursday, after the tenth and final workshop day, we went to a large outdoor meeting of Asamblea members. I think there were about 1,000 people there, a stage with lights and microphones and the large banner saying ‘Welcome Bob and Luis’. I’m not used to that sort of stuff but soon got into the swing of it. To begin with, Luis and I were showered with confetti, a few bits of which had found their way into my navel, as I discovered later when I undressed for bed. The crowd clapped and cheered as Marcos displayed each poster. I was then handed the booming microphone and asked to present certificates to the participants and again make a speech. Much applause, hand-shaking and hugging, followed by an interview with the journalist from ‘La Jornada’.

So, we’d had a lot of fun...there was more to come... Marcos had told us that the next day we were going to exhibit the posters at the Palacio de Bellas Artes. I didn’t know if it was a joke, as it was like saying that, in London terms, we were going to have an exhibition at The National Gallery.


The next day started with a press conference. Then we made our way to the Bellas Artes. Several people from the Asamblea appeared there, one of the women carrying a large piece of cloth on which we painted a banner, working on our knees on the pavement. The finished banner read ‘Barriocult - Consejo Barrial para la Cultura y las Artes’. This was a parody of the Mexican Arts Council’s logo - the CN or Consejo Nacional. As I drafted it on the cloth, people gathered round to see what was going on. The Asamblea women, Luis and Sergio Marquez, one of the workshop participants, painted in the letters.

We also set up a printing table outside the Bellas Artes, using a screen we had prepared for printing ‘Barriocult’ posters. Before long, Superbarrio turned up in the Barriomovil, an old painted van with two large megaphone speakers fixed onto its roof. A loud announcement about what was happening came blazing from the speakers and a crowd of passers-by began to gather.

Meanwhile, Marcos and some Asamblea members had started to display the posters by tying string between the columns of the Bellas Artes’ portico and hanging the posters up with clothes pegs. It made a striking exhibition. Next, Asamblea members set up a table with a tablecloth and a vase of flowers and got ready the ‘limonade de honor’. Establishment functions have ‘vinho de honor’.


The activity must have aroused the director of the Bellas Artes. Out he came, a grey figure in suit and tie, looking distinctly agitated and demanding to know who had given us permission to mount our exhibition. Marcos and Superbarrio tried to calm the director. Soon the police arrived wearing sunglasses and highly polished riding boots, looking fairly nasty, guns at their belts. There followed a long conversation between the director, Marcos, the policemen and Superbarrio. The Asamblea
members gathered round them in a circle and the press arrived to take photographs. After a while the chief policeman stomped off angily. Marcos told me later that the police always turn up at Asamblea actions, ordering them to stop. “I always say ‘como quiere’ and then we just carry on as planned”.


Next, Superbarrio, in full Spiderman outfit with cape, screenprinted the first copy of the Barriocult poster, to the accompaniment of clapping and cheering from the crowd. A heckler started shouting at Superbarrio, challenging him to take off his mask. The director resumed his protestations, his face by now white with fury. Superbarrio tried to talk to him but the director replied ‘No hablo con enmascarados” ( I don’t talk to masked men), as if this had been one of the guiding principles in his life. At one point he asked Marcos “What do you know about art?”. Marcos replied “Entre tu arte y mi arte, prefiero miarte”, a sort of double entendre in Spanish meaning something like “Between your art and my art, I prefer to piss on you”. The police may or may not have captured this with their video camera with which they had filmed the proceedings.

There followed some more speeches. I thanked everyone and said that we were proud to be part of the first Barriocult event. I then presented a certificate to Superbarrio Gomez in recognition of his printing skills and we all drank to “Salud y Revolucion Social’ from our plastic ups of limonade de honor.

Later that afternoon Marcos drove us round the city to see some of the sights. This included a visit to the house and studio of Frida Kahlo and Diego Rivera. I was particularly impressed by the collection of ‘miracle’ paintings that Diego had put together. The paintings were mostly done on the lids of tin cans and illustrated many of the appearances of the Virgin Mary to peasants in various parts of the country. More recently, some people in Mexico have seen visions of the Virgin in oil slicks on the surface of puddles, while some residents of Teheran have seen the name of Allah written in the clouds.

We rounded off the evening at a local club in one of the barrios where we saw several musical performances of varying degrees of competence. Top of the bill was ‘Paquita - la del Barrio’, a domineering stage presence who sang emotional songs about love and hardship. The night ended with a party given by two of the participants which went on until 2.00 a.m. It was one of the more memorable days of my life.


Rini Templeton

Towards the end of our stay I was presented with a gift from Marcos and the Asamblea. I had no idea, at the time, of how important it would become in my thoughts. It was just a book. “El Arte de Rini Templeton”. I continue to look at at it still and it never fails to lift my spirits.

Rini Templeton was born in 1935 in Buffalo, New York State, USA. Her family moved to Washington DC in 1943 then, three years later, to Chicago, where her father worked as an investment adviser. From the summer of 1952 to the winter of 1953/54, Rini hitch-hiked around most of the USA. In 1955 she went to live in Paris and later, in 1956, she was in England studying sculpture at the Bath Academy in Corsham.

By January 1959, Rini was in Havana to welcome the revolutionaries after Battista had fled on New Year’s Day. Amongst other activities, she worked on the campaign which reduced non-literacy to just 4%, a fraction of that found in other poor countries of the region.

Between 1965 and 1974 she lived in Taos, New Mexico. There she made graphics for the Chicano movement and was also staff artist on two newspapers - ‘El Grito del Norte’ and the ‘New Mexico Review’. During this period she exhibited drawings and sculpture in the USA and conducted several art workshops, for a variety of disadvantaged groups.


In 1974 Rini moved to Mexico City where she joined the Taller de la Grafica Popular. This was followed by further exhibitions of her drawings and graphics. Later, in 1976, she worked also in the Taller de Arte e Ideologia, and continued to carry out freelance graphic commissions.

In 1980 she was invited to Nicaragua by the Sandanista government to train people in the production of graphic materials for political education. During her six month stay, Rini helped to produce placards and posters for the revolution. One of the groups she worked with in Nicaragua was the ‘Jose Benito Escobar Sandanista Workers Central’. There she compiled and left for them a large file of xeroxed drawings that could be used as a resource by people who wanted to make their own graphic materials. At various times I have also been involved in putting together similar collections of resource images for use in Third World health promotion. In 1988 Bruce Wilson of the Association of Illustrators and I compiled a book of drawings for this purpose - ‘The Copy Book’ - at the suggestion of George McBean of Unicef. George also made a similar collection for use in Nepal; Jonathan Zeitlyn made an ‘Image Bank’ of pictures about rural development in Bangladesh; and Sudanese artists Wad Abu and Khalid Youssef Mohammed worked with me on a similar collection during my time with Unicef in Khartoum.


Back in Mexico City in 1980, Rini made more graphics for political organisations. She worked on the journal ‘Punto Critical’ for nine years, during which time she was responsible for cover designs, illustrations and overall production. In 1985 she had her first one-woman show in Mexico which consisted of thirty two silkscreen prints under the overall title ‘Donde Hay Vida y Lucha’. When the earthquake struck in September 1985, Rini was on a visit back to the USA. She stayed there for some weeks to organise aid for the earthquake victims. On her return to Mexico she worked with ‘La Coordinadora Unica de Damnificados’ (Earthquake Victims Co-ordinating Commitee). Sadly, in June 1986, she died suddenly, alone in her room, apparently of natural causes.

In April 1987 one of the housing complexes built to house earthquake victims in the Tlatelolco area was named after Rini. This was in recognition of her work with people who had been made homeless. In his book ‘Planet of Slums’ author Mike Davis points out that the term ‘classquake’ may be a more accurate one, since earthquakes affect the poor disproportionately. It was the poor who were evicted from their homes because they could not afford the increased rents after this classquake.

Rini Templeton’s commitment to using her graphic skills to try to help people to bring about social change is, to me, very inspirational. Not many artists in today’s globalised, commercialised, world use their skills in support of the oppressed. Rini used silkscreen, lino-cutting and scratchboard methods to make her black and white images, which could be easliy reproduced on copy machines. All her work shows a great natural and very graphic sense of design. Her images are always rhythmic, direct and beautifully bold.


According to the book about Rini that I was given, Fidel Castro once said that “A people begins to be happy from the very moment in which it begins to strive for something. For to strive for something brings happiness, just as succumbing without a struggle and effort brings misery and unhappiness.” I certainly think that Rini wanted to keep on keeping on with her work, supporting the next cause, painting the next banner and by doing so making herself happy. I’m also sure that she would have agreed with another of my heroes, Paulo Freire, who wrote that “by working we transform the world”. Rini played her part in this process,.


The Day of the Dead

It is generally estimated that the 1985 earthquake in Mexico City killed more than 10,000 people - more dead people for the Dia de los Muertos ‘celebrations’. We were lucky enough to be there on November 2 for the festival. It’s a bit like our Hallowe’en, in particular regarding the use of skeletons and skulls for decoration. Breads and sweets in the form of skulls or skeletons also make an appearance in the shops but the most striking artefacts are papier-mache skeletons carefully painted and sometimes adorned with flowers. We had already been taken to meet the most famous papier-mache artists, members of the Linares family. They lived in a nice house which, to me, had the feel of an American place lived in by people who liked country and western music. They were very proud of the huge fishtank, containing lots of amazingly coloured tropical fish, which took pride of place in their living room. In and around their studio stood several life-size figures, in varying stages of completion. Their style clearly belonged well within the folk art traditions of Mexico, although the Linares men, modest but
conscious of their ‘celebrity’ status, were clearly modern urbanites.

The Dia de los Muertos is a time for remembering dead family members. It is akin to ancestor worship, but I don’t think that’s the whole story. Many families build small altars in their homes and people spend a bit of time in one graveyard or other. We were taken to the Zocalo to join in the celebrations in the evening. It was very interesting to see so many people lighting candles in memory of their dead relatives or friends. I was encouraged to light a candle, too, which I did in memory of my mother. I put it with the thousands of other candles on the ‘zocalo’ (base) itself, in the centre of the great square, on the site of the Aztec city of Tenochtitlan, overlooked by the enormous Catholic cathedral. The atmosphere as well as the location spoke of the long history of Spaniards interacting with Indians. Later we were taken to a nearby cemetery, where lots of people were putting tasty looking meals on their ancestors’ graves.

Rini Templeton once made the following statement about the Dia de los Muertos -

“Tenochtitlan, Zocalo, main square of Mexico City, November 2nd, Day of the Dead. The people go there, thousands, tens of thousands. With flowers, with songs, with votive candles. One for each earthquake dead. Thousands? Tens of thousands? Will we ever know how many lives were snuffed out in the ruins? There they shine, each dead one a little light for the path of rebuilding. It is one more struggle for the Mexican people. They undertake it with slogans, with flowers, with little candles. We can light these candles to accompany them.”


Eduardo del Rio

The Mexican political cartoonist, Eduardo del Rio, pen-name ‘Rius’, was born in Zamora, Michoacan, in 1934. He has published several dozen books of comic/cartoon strips, full of speech bubbles, stereotypes, handwritten text, all about political issues. The first one I read was ‘Cuba for Beginners’, published in 1970 with the nice subtitle ‘An Illustrated Guide for Americans’. It’s short preface begins -

‘Oh, wad some power the giftie gie us to see oursels as others see us' was the wish of Robert Burns. That wish is fulfilled for Americans by this book, which gives an unadulterated Latin American view of the U.S. Government’s relationship with revolutionary Cuba.


Rius’ black and white line drawings are direct and spontaneous and alive. Fidel and fellow Cubans smoking big cigars while Uncle Sam, in his stars and stripes top hat, runs away with a black eye and a Cuban footprint on the back of his coat.

Originally published as ‘Cuba Para Principiantes’, the book became popular throughout Latin America. It takes us in comic-book style from the arrival of Christopher Columbus and the Spanish language in 1492, through the years of slavery, and then the revolt against Spanish rule (c.1868-78). The struggle for independence from Spain continued, notably with the rebellion led by Jose Marti in 1895. The Cuban ‘army’ began inflicting defeats on the Spanish, including one at the now infamous Guantanamo Bay.


The Americans also declared war on the Spanish in 1898 and the latter soon left the island. Unfortunately, Cuba was still not ‘libre’ and became an American colony in all but name. There followed the notorious period of American domination, with it’s big business and brothels making substantial profits which didn’t trickle down very far. Inequalities in health and education grew while a particularly nasty, blatant version of American capitalism was imposed on the Cuban populace. Batista was the
Cuban puppet president who presided over this unpleasant period.

By 1955, Cuban students and workers were taking strike actions, demonstrating, protesting and generally doing whatever they could to oppose the Batista regime. Rius says that, at this stage, Batista was ‘a full-blown dictator’. In November of the next year, 1956, Fidel, Che Guevara and their guerilla comrades landed in Cuba. It took a few more years for the revolution to gain momentum, during which time Batista’s police and army killed more than 20,000 Cubans, using bombs, machine-guns, aeroplanes and tanks supplied by the USA. Rius writes that ‘On the first of January 1959, the presidential chair became too hot for Batista’. The rest is history.

The two other Rius books I read at that time were ‘La Guia Incompleta del Jazz’ and the story of Coca-Colonisation called ‘La Droga que Refresca’ (The Drug that Refreshes). Incidentally, Marcos had told me that they call Coca Cola ‘Cama Caca’ (Eat Shit). When ‘Marx for Beginners’, another of Rius’ comic books, was published in 1972, the English-speaking world began to take some notice of his work. Marx became an ‘international best-seller’ and began the ‘...... for Beginners’ series published, originally, by the Writers and Readers Publishing Collective.

Among Rius’ other, mostly later, works are titles such as ‘The External Debt and How Not to Pay It’, ‘Manual of the Perfect Atheist’, ‘Rius for Beginners’, ‘His Majesty the PRI’ and ‘Quetzalcoatl Was Not Part of the PRI’, ‘Of Abortion, Sex and Other Sins’ and ‘Love in the Time of AIDS’, to name just a few.

So, when you are tired of listening to our political leaders urging us to believe that the whole of reality is a business enterprise, dip into Rius. He tells it straight. Unlike Coca Cola, it’s rather refreshing.


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Our departure from Mexico City was quite emotional. Several friends from the Asamblea were at the airport to see us off.Two of the workshop participants presented me with a sort of scroll they had made, on which they had written, in fancy calligraphic lettering, a rather overthetop thankyou letter. It started “Gracias, Bob Linney, para habernos transmitido en forma brillante tus valioses conocimientos a traves de los cuales reflejas tu inclinacion hacia los valores humanos mas profundos...”.

Looking back from the plane shortly after take-off, I got a very clear view of Mexico City’s strange geophysical location. A ring of mountains surrounded the vast urban sprawl, clouds glued to their summits, encircling and entrapping the very visible smog which hung over the flat plain which had once been a swamp. I also thought of some of the glimpses I had caught of life in the city. The Mariarchi musicians with their guitars and accordions, their tall hats and cowboy boots with Cuban heels; the huevos rancheros, refried beans and raw chillies we had for breakfast; the poor boy doing cartwheels in bare feet on the hot tarmac where cars stopped for the traffic lights; the one-armed man on the street corner who squeezed oranges for us on our way to work.

Then, back home with Jo, John, a wobbly little Alfie with his hands in the air for balance, and Jacky excitedly unpacking the souvenirs and presents I had acquired. The piece of amber with flies in it, a small piece of topaz, the sugar skull and a second smaller skull made of clear plastic. A large slab of nopal cactus which we ate straight away; a World Cup football shirt of the Mexican national team. Four audio tapes of Mexican music - Amparo Ochoa and the Folkloristas with ‘El Cancionero Popular’; a tape by a group called Los Pavos Reales with a picture of band members in white suits and cowboy hats against an arid landscape; one by Rodrigo Gonzalez, who Marcos had called Mexico’s Bob Dylan, entitled ‘El Profeta del Nopal’; and one by the famous Tigres del Norte. And, lastly, two cheap toys made by poor people. One is a small roundabout made from wire and a tin can. As the roundabout goes round, three small plastic babies, restrained with wire seat-belts, fly out centrifugally, like a fairground ride. The other is a model of two boxers made from lightweight, scrap wood, the boxers’ faces and hair drawn on in black felt-tip pen. If you press the vertical knob of wood between the two figures, their arms swing about randomly as the boxers head-butt each other. Quite realistic really.


These last two souvenirs, despite having a certain, if rather limited, charm do no more than hint at the wonderfully rich and varied world of Mexican handicrafts. Indeed, Mexico is one of the most interesting countries I have visited, in terms of its long handicraft tradition. I got a brief introduction to this when we went to the National Museum of Anthropology, but also, outside the walls of the museum, all around, one could see references to the country’s material, artistic culture, both pre- and post- Columbian. You could sort of feel it - yes, this was Mexico alright and it was distinctively Mexican. Just looking at the Contents page of Chloe Sayer’s book ‘Arts and Crafts of Mexico’ gives a quick idea of the range of folk art and crafts made there. Some chapter headings - ‘The Textile Arts’, ‘Jewellery and Adornment’, ‘Ceramics’, ‘Toys and Miniatures’ and ‘Ceremonial and Ephemeral Arts’.

So, that’s about it, although I am aware of a couple of big Mexican themes that I haven’t mentioned - chillies and maize. There’s too much to say about these two here, though, and my pen’s running out of ink.

Not long after this trip to Mexico, I was commissioned by World Circuit Arts to design a poster for a series of UK concerts by the Mexican group ‘Los Leones de la Sierra’. It didn’t take long - a cactus with an eagle on top with a snake in its mouth, a range of mountains in the background and a couple of fields growing the ‘blue agave’ plant from which tequila is manufactured. Nothing like a good racial stereotype to round things off......

Thursday, 29 January 2009

Smells from the Slaughterhouse

I worked in the Mumbai slum called Dharavi on three occasions - once in 1985 and twice in 1986. The work was about health education, in particular on the issue of blinding malnutrition. After my first visit, I wrote the article entitled "Smells from the Slaughterhouse", which appeared, via a slightly odd route, in the Christmas 1985 issue of the newsletter of the Wallasey Council for Voluntary Service.
Here is what I wrote...



Smells from the Slaughterhouse

The epidemic of films, books, television programmes and travel brochures about India can't have gone unnoticed by anyone living in Britain during the past few years. In India, affluent western tourists travel from Agra's beautiful Taj Mahal to the pink city of Jaipur in air-conditioned coaches with smoked-glass windows. They stay in the country's luxury hotels or in the converted palaces of maharajahs, complete with billiard rooms, game trophies and willing servants. Tourists of this ilk, beckoned by the travel agents' counterfeit India, are carefully shielded from the non-marketable reality of poverty and ill health that pervades the lives of most Indian people.

Few tourists catch more than a passing glimpse of rural life, despite the fact that there are more than half a million villages, in which more than 80% of the population lives. Most villages have no electricity. A single well provides more or less polluted water for about a thousand people. Countless hand-moulded cakes of cow dung are plastered onto the walls of houses to dry in the sun. The dry dung fuels smokey stoves on which the villager's meagre food is cooked. Upper respiratory tract health problems are common. Village life is far from idyllic.

The enterprising villager, usually the young father, gets fed up after a while with the problems of rural survival and decides to try his luck in the city. Millions of people migrate to the already overcrowded urban centres of Calcutta, Bombay, Delhi or Madras. Arriving in the cities, they settle either on the pavements or in one of the slums that have become a permanent feature of every major Indian conurbation. Something like three hundred families arrive daily in Bombay. The slums continue to bulge. For a thousand rupees (£70) the local landowner will sell a plot of land 15 feet square. On this a family can erect its 'home' from sheet metal, plaited palm leaves, black polythene and wooden crates. Their new house will be surrounded by similar dwellings, from which it is separated only by an open, and usually full, gutter. The front door opens out onto one of the 'streets' of the slum. Six feet away, across the street, are more houses. In the street are two more open gutters, reservoirs of everything from goat droppings and rotting fruit to cholera and typhoid. Nothing drains away. Drainage, like privacy, does not exist in the slum.


I recently visited Dharavi, in western Bombay, said to be the biggest slum in the whole of Asia. In the 1960s it was the site of Bombay's largest slaughterhouse. The first settlers were either employed at the abbatoir or worked in associated trades as cobblers or tanners. Others busied themselves in the aromatic occupation of making soap from boiled bones and animal fat. The slum grew.Later, the slaughterhouse moved east to Chembur but Dharavi, having gathered momentum, continued to expand. By 1980, 200,000 people were living there in squatter settlements. By 1983, their numbers had doubled, while today the slum is reaching saturation point with more than 600,000 people in an area of one square mile. A small, private, illegal slaughterhouse still operates, its smells mingling with the smells of animal, vegetable and human waste.


Almost everyone who lives at Dharavi is from what the Indian government designates as the 'Scheduled Castes' (harijans or untouchables) or Scheduled Tribes. Many language groups are represented - Maharati, Tamil, Telegu, Gujerati, Kannada, Hindi, Muslims and Hindus share the same scarce amenities with Christians and Neo-Bhuddists. Other identifiable groupings also occur - one colony, for example, houses a community whose members specialise in picking pockets. From the many disturbing statistics relevant to Dharavi, two in particular highlight the chronic shortage of basic services - 330 people share each water tap, 250 each lavatory.

In 1982, a group of medical and social workers from the department of Preventive and Social Medicine at Bombay's Sion Hospital began a project, under the leadership of Dr. Gopa Kothari, to try to improve health and living conditions at Dharavi. Initially, the project focussed on the problem of xerophthalmia or 'blinding malnutrition', a condition caused by a lack of dietary vitamin A. Xerophthalmia accounts for more than 40,000 children becoming permanently blind in India every year. This work on xerophthalmia, sponsored by the Indian branch of the Royal Commonwealth Society for the Blind, resulted in the lowering of the 'xero' incidence at Dharavi to below WHO criteria by early 1984.


The project's work covers some 20,000 of the slum's 600,000 inhabitants. Funds come mostly from private donations, although the Bombay corporation supplies some drugs, while the government makes a small contribution. Activities include health and nutrition education, child weighing, immunisation,de-worming, supplementary feeding of severely malnourished children, treatment of infectious diseases and diarrhoea. Successful womens' groups and youth groups have been formed and schemes designed to generate income for women have been started with loans from the project's funds. Later this year, a group of medical students from Edinburgh university will be carrying out a survey of infant feeding practises at Dharavi, one of the aims of which is to help the resident health team to construct an effective programme to promote breast-feeding.

In the early days of the project problems arose because of peoples' beliefs in home remedies, soothsayers, witch doctors and evil spirits. Already malnourished children who contracted measles were starved; breast-feeding and fluid intake were stopped during bouts of diarrhoea; night blindness, an early sign of xerophthalmia, was thought to be the 'curse of God' rather than a medical condition. Attitudes towards the congenitally blind were callous - parents would try to get rid of the blind child by starvation during infancy.

Some of these obstacles have been overcome and many of the results are encouraging. Fewer children now suffer from Grade III malnutrition, the majority have received vitamin A, immunisation status has improved, 400 people have been supplied with spectacles...But, as Dr. Kothari herself points out, there is a massive amount of work still to be done. Every day a stream of mothers arrives at the project's Urban Health Centre, carrying their listless, undernourished babies to be seen briefly by a handful of overworked doctors and nurses.


Looking out from an upstairs window at the health centre, the closely packed roofs of the slum dominate the view. In a consulting room a small child defecates a thin yellow liquid on the floor while the doctor examines its mother. Another woman walks disconsolately out of the door. She does not know her own age, is unable to read even the simplest words and has recently arrived in Dharavi from a village she can only describe as being two days by bus from New Delhi. She holds the thin arm of her three year old son, his legs bent into such exaggerated curves by ricketts that he can hardly walk unaided.


They return to the humid, suffocating heat outside. The aroma of the slaughterhouse wafts upwards, along with the smells of 600,000 human beings. There are no maharajahs palaces, no fading photographs of the Raj, no tiger skin rugs and no inlaid marble floors. Not even, incredibly, any building except the health centre with more than one storey. Just the desperate reality of life experienced by people still sufferring their colonial inheritance, trapped in the vicious circle of poverty and disease.


That Was Then...

So, that's what I wrote in 1985. Around that time, I had been reading several books about India and about urban health. Firstly, there were the two books by V.S.Naipaul - 'An Area of Darkness' and 'India: A Wounded Civilisation'. These titles, on their own, conveyed something of Naipaul's first visits to the subcontinent. He was shocked to see people shitting at the roadside and did not hesitate to say so. He was dismayed at the filth and squalor he saw on his way into town from the airport, passing, no doubt, not far from Dharavi. Naipaul is a great no-holds-barred observer and, for me, these two short books have a personal significance as they were the first ones I ever read about India. When 'An Area of Darkness' was published, in 1966, it caused quite a stir, such that Naipaul's name was mud among middle class Indians for many years afterwards. He did not increase his popularity when 'India: A Wounded Civilisation' was published in 1977. His third non-fiction book about India, 'India: A Million Mutinies Now' continued in much the same unromanticised vein. Throughout the trilogy he spoke a truth very different from the commercialised, globalised version of India promoted by
those who have a vested interest in a false image of Indian reality.

The great Guardian journalist and writer, James Cameron, in his book 'An Indian Summer', first published in 1974, describes a scene reminiscent of early morning life at Dharavi. He writes "On the empty scrub by the roadside and along the creek were half a dozen squatting figures, concerned with the morning evacuation of their bowels. In half a mile they had become a score, and then hundreds; the further we drove the longer and more densely packed were the lines of citizens on their haunches, dhotis gathered up, rapt and concentrated on the pleasurable business of defecation. It would appear that the urge had come simultaneously to the whole suburban population. Very soon the line of squatters had dragged out for miles, as though assembled to watch some parade. For some it would seem to be a convenient occasion for meditation, or even for forty winks; for others this great communal shitting-time was clearly a social activity, they shuffled sideways to approach one another, chattering and waving limp fingers. It is true they faced the roadway; the spectacle would otherwise have been perhaps even more disturbing."

In the same book, Cameron makes the point that it is difficult to photograph or film very poor people without making their poverty appear attractive. He writes "it was difficult indeed to film anything in India without some element of the strange and beautiful intruding". Referring to a television documentary he made in Calcutta (Kolkata), Cameron also observes that "every square centimetre of the frame was an image of despair, yet it had a compelling, irresistable beauty. It just is a fact that poverty is picturesque..."

Around this time I also read a book by another journalist, Jeremy Seabrook, entitled 'Life and Labour in a Bombay slum'. The book, published in 1987, focussed on the Indiranagar slum and provides an informative account of life there. In particular, Seabrook describes the various kinds of work that the slum dwellers have to carry out in order to survive. More recently, I have read an excellent book called 'Planet of Slums' by Mike Davis. I'd recommend it to anyone interested in an overview of global urbanisation as it affects the poorest people.

I looked up Dharavi on Wikipedia recently. It reminded me that Dharavi was originally a mangrove swamp next to a smelly waterway known as Mahim Creek. The creek flows into the Arabian Sea, taking with it as it does so some of Dharavi's human waste. Some of the statistics seem even worse now than when I was there. One source, for example, estimates that there are now one million people living at Dharavi and that "as of November 2006 there was only one toilet per 1440 residents". It is not hard to see why the squatting figures line the roadside and the creek.


Saving Sight with Pictures

In 1985 I wrote to Dr. (Mrs.) Gopa Kothari at the NAB Fazalbhoy Centre for Eye Care in Bombay. Dr. Kothari was the Honorary Director of the Royal Commonwealth Society for the Blind (RCSB) Dharavi Project. The RCSB is now called 'Sightsavers'. The Dharavi Project was part of the 'Programme for the Prevention of Blinding Malnutrition in Children'.

Through correspondence we agreed that it would be a good idea to try to develop images, visual aids, that could be used by community health workers at Dharavi to help communicate about vitamin A deficiency and its prevention. The notion that sight could be saved with the help of pictures certainly appealed to me, as an artist.

One of the consequences of vitaminb A deficiency is the deterioration of a person's eye health, resulting in a condition called 'xerophthalmia'. The process of deterioration involves a number of recognisable stages. To begin with, the person experiences 'night blindness'. Next comes corneal xerosis or dryness of the cornea. One of the health workers at Dharavi told me that "the lustre is lost" in the sufferer's eyes. Thirdly, tiny dark spots appear in the eye. These are known as 'Bitot spots' and result from the keratinisation of the superficial epithelial cells of the conjunctiva. Up to this point, the xerophthalmia is reversible if the sufferer takes several large doses of vitamin A, in concentrated form, by injection. If, however, large doses of vitamin A are not available the condition results in blindness. This is blinding malnutrition. Death follows soon after this stage. According to a statistic I read at the time, nearly three quarters of untreated xerophthalmia sufferers die within weeks of the onset of blindness. Xerophthalmia is, in fact, not an isolated condition but simply one sign of a larger syndrome of illness that results from vitamin A deficiency. In a report of some work carried out in Bangladesh, the following observation was made - "No mother of a child with active corneal lesions due to vitamin A deficiency had been to school beyond primary level".

The image we wanted to develop was one which community health workers could use to encourage slum-dwellers to increase their intake of vitamin A by eating more dark green leafy vegetables. These vegetables - spinach, methi, curry leaves and others - are very cheap and readily available to even the poorest people at Dharavi. The problem was that vegetables were generally considered to be low-status foods and, because they were undervalued, were not usually included in meals.


In Byculla

On this trip I stayed in a small hotel whose name I can't remember. It was in Byculla, an area described in Wikipedia as 'an upper-middle class enclave with a large Muslim population'. The hotel was not far from a zoo where I photographed a sign telling visitors not to throw stones at the snakes.


It was an area of great industriousness, full of textile mills and go-downs, and a busy vegetable market. I used to get the bus to Dharavi in the mornings. The difficult bit was figuring out the number of the approaching bus as its number was written in Hindi/Mahrati script. All unfamiliar squiggles, although I had learnt a bit of Hindi by then, including the alphabet, so was usually just about able to get on the right bus. I still have dreams about these wiggly bus numbers and the anxiety that they could induce.


There were always lots of people plying their trades along the street from the hotel. Barbers squatted face to face with their customers whose cheeks were liberally caparisoned with creamy shaving soap. Earwax removers also squatted on the pavement, picking the wax out of their customers' ears with long needles tipped with cotton wool. They were extremely dextrous, their fingers moving quickly to effect the cleaning process.


Further along, fortune tellers with strange books and trays full of little animal bones, bits of fur, stones and shells. Then others whose job was to scrape the corns off the feet of Byculla's throng. They had small boxes and bottles of unidentified stuff, while their pitch was decorated with pictures of feet disfigured by corns. One of the corn scrapers used to beckon to me to avail myself of his services. His sign read 'Cron Scraped'. Juice sellers, too, sitting behind bright red and yellow glasses of liquid with lumps of fruit in them. The juice sellers constantly fiddled with their wares, filling up glasses and then, soon after, pouring the contents back into a large saucepan.


Street dwellers also sat on the pavement, cutting up potatoes, marrows, radishes, tomatoes, cooking their meals among the pavement debris on little fires made with slats of broken boxes from the market, the ends of the sticks flaming under tiny saucepans. At one point a tree grows from the roadside edge of the pavement, its trunk leaning over so far that most pedestrians had to duck underneath it to get past. I often mused on the thought that nobody seemed to have thought of cutting it down.




Friday, 5 December 2008

Communicating with Pictures

Pictures can be used in many different ways to promote communication. Here, we are mainly concerned with pictures that are made for non-commercial purposes. We focus on images made for education and social change, in both developing and industrialised countries.

Pictures can be used for:-

decorating the environment, to make it more aesthetically pleasing
providing information
announcing events
coding and decoding reality
stimulating dialogue and discussion
analysing situations and issues
planning action
art therapy
self-expression



Pictures can be used in many different contexts and situations. These include:-

health education work
environmental education
the classroom and playground
community art and community development projects
political campaigning and advocacy
detraumatisation and therapy sessions
art wortkshops

There are many different types of pictures that can be used for educational and social purposes. Basically, these can be divided into two categories:-

interactive or participatory pictures
non-interactive or stand-alone pictures.


When preparing and using pictures, we need to think about the kind of communication that we are hoping to achieve. It may be useful to ask ourselves which of the various models of communication is most suitable for our purposes.


One-way Communication

In the one-way communication model, information is sent by a transmitter, or sender, to a receiver. An example is the transmission of information from a radio set to the listener.
With images, the picture itself is the transmitter of information, while the receiver is the person who sees the image. An example of this is a poster or pictorial advertisment displayed on a wall.


People who design pictures for one-way communication aim to 'send a message' to other people who make up the 'target audience' for the message. For example, members of the target audience may be intended to receive the message of an advertisment and, as a result, buy the product shown in the image.
This kind of communication is used by people who want to send out propaganda, or announce an event, or sell a product. It is not intended to promote dialogue between the sender and the receiver. It does not stimulate critical thinking on the part of the person who sees the image. It involves monologue rather than dialogue.
Junk e-mail sent to a computer often takes the form of one-way communication. If you try to reply to it, your message cannot be sent to the person who contacted you with their unsolicited and unwanted message.
Charities or large NGOs send out graphical e-mails asking for financial donations. Often it is not possible to reply to these messages. NGO websites are often designed to try to raise funds. On such sites, it is clear how to send money. If you want to contact the NGO for other purposes (i.e. for your purposes), the 'contact' button is often small and hard to find.


Essentially, one-way communication is authoritarian. It is reminiscent of the way orders are issued in an army. The receiver is not meant to question the communication but simply to obey what it tells them to do. One-way communication is characteristically used by organisations which have a strict hierarchical structure. It is also often used in the classrooms or lecture rooms of schools and universities. Mass media also generally rely on one-way comminication.


Two-way Communication

Two-way communication takes place, for example, when two people have a conversation.

In an educational context, it also sometimes occurs between teacher and student. Students may be allowed to ask the teacher questions or to make comments on what the teacher has said. In two-way communication, students speak only to the teacher, not to each other.


In the classroom, the teacher usually stands at the front of the class while the students sit in straight lines. The teacher is the centre of attention, the most important person and the owner of the greatest power in the classroom situation.
Pictures can be used in two-way communication. The teacher may show the students a pictorial teaching aid, for example. Or a community health worker may show a group of people a visual aid and explain to them what the picture means and also, perhaps, what they should learn from the picture.


Two-way communication involves a limited form of dialogue in a group situation. It goes beyond the monologue that characterises one-way, authoritarian communication.
A fuller and more active dialogue between people in a learning group is promoted by a different approach that involves multi-way communication.


Multi-way Communication

Multi-way communication takes place when a group of people discuss an issue with each other. It is a participatory and people-centred way of communicating.


Pictures can be helpful in stimulating multi-way communication. A community health worker can, for example, use a visual aid to encourage discussion among a group of women. Pictures can be used in many different contexts to promote people-centred communication.
Images of this kind are used in group work, where dialogue can take place between everyone in the group. In this situation everybody's knowledge and experience can contribute to the discussion. Multi-way communication is an inclusive process. It is more likely to lead to critical awareness than authoritarian, one-way communication.


.People-centred communication usually involves a different physical configuration of the learning group. The rigid, masculine configuration of one-way communication, with its straight lines of students, is replaced by a circular, feminine configuration. The teacher no longer stands while the students sit. Instead, the facilitator sits at the same level as the learners.
In people-centred work, we do not talk of 'target audiences' or 'messages'. Rather, we speak of 'sharing knowledge and experience'. Facilitators do not follow a pre-determined curriculum. All the learners help to decide on the agenda for the learning session. The facilitator does not try to maximise her own power. On the contrary, she tries to facilitate a more even distribution of power within the group.

Pictures for Critical Awareness

Critical awareness results from ways of thinking that are analytical and evidence-based. It enables us to see the relationship between causes and effects in our lives and environments.


Critical awareness results from rational thought processes. It is distinct from magic thinking in that it helps us to understand our reality in useful ways. Rational thought processes exclude ideas drawn from superstition and religion. It is consistent with humanist principles.
Some types of pictures can help learners to develop critical awareness. Such pictures can be used in a group-learning situation. Learners together analyse what is shown in the picture. Pictures like this are interactive and participatory. They involve multi-way communication.
Pictures for critical awareness include Discussion Starters and various kinds of Picture Cards.
In general, pictures for critical awareness have some or all of the following characteristics:-
They deal with locally important themes
They show situations that are familiar to the people who use them
The theme of the picture is chosen by members of the local community where the picture will be used


They contain several interacting pictorial elements in one picture; or they can consist of several separate but related pictures
They encourage learners to make causal connections between the different elements or pictures
They do not usually show 'solutions', only 'problems', so that learners arrive at their own solutions through discussion and analysis
They are 'open-ended' to allow learners to analyse them in different ways
They do not usually contain words
They are not so simple that they suggest a pre-determined 'correct' response
They are not so complex that they are difficult for learners to understand
They are made locally, often by women


Discussion Starters

A discussion starter is a picture that is used in a group-learning situation to stimulate discussion and to promote the exchange of ideas about an issue or a set of issues. Discussion starters are good for helping people to analyse the causes of problems. They show learners that a problem often has several different causes that are related to each other. They help learners to clarify the relationships between the different factors that cause the problem.

Discussion starters can be very effective in helping people to develop some of the logical, analytical thinking skills necessary for the growth of critical awareness. Also, the process of using a discussion starter in a community can provide a very useful example of a practical, problem-solving approach which can be applied to many local issues.

Like other pictures for critical awareness, discussion starters do not show solutions to local issues. Rather, they show images which illustrate problems in local communities. Learners, or community members, discuss and analyse the problems shown in the picture and come to suggest solutions to some of the issues that arise during discussion.

The term ‘discussion starter’ can be confusing, because field workers sometimes speak as if a discussion starter is any picture that is used to promote discussion. Here, however, we are using the term in a stricter sense - a discussion starter shows the characteristics typical of pictures for critical awareness and it is used in a particular way, as described below.

A discussion starter is very similar to a ‘picture code’, a type of picture used originally by Paulo Freire to help people develop literacy skills. Such pictures ‘encode’ some aspects of local reality. During use, learners ‘de-code’ the images shown on the picture in order to better understand local reality.


How to make Discussion Starters

A discussion starter is usually made on a single sheet of paper. The picture is drawn or painted or photographs can also be used.

Once the theme for your discussion starter has been chosen, you will need to start thinking about what elements need to be included in your design. It may help to write down a list of these elements. Ask yourselves ‘What are the various factors that are causing the problem we are addressing?’ and make a note of your answers. You can later use your notes to tell you what you need to represent in your picture.


How to use discussion starters

When you come to use your discussion starter in a group setting, you will need to carefully guide the discussion through six distinct stages. In this way you will get the most out of your picture, rather than simply allowing an unstructured discussion to take place. The six stages are as follows:-

1. Describe the picture
2. Relate the picture to real life
3. Identify problems
4. Look for causes
5. Look for solutions
6. Plan action

Let’s look at these stages in more detail.

1. Describe the picture

To begin with, ask the people in your learning group to describe what they see in the picture. You can ask questions like “What do you see in the picture?” or “What is happening in this picture?”.

At this stage, you can help learners who have difficulty in recognising or understanding what is shown in the picture. Make sure that everyone in the group knows what the picture is meant to show. This is an important step which can help learners to improve their visual literacy skills.

2. Relate the picture to real life

In the next stage, the facilitator can help the learners to relate what is shown in the picture to their own lives. The picture should show, of course, situations and activities that are familiar to the learners. Referring to the picture, you can ask questions like “Does this happen in our village?” or “Do the people in the picture remind you of people in our community?” In their answers to questions like these, learners begin to relate the theme of the discussion starter to themselves. They begin to see how the image may be relevant to their own community. Thus, learners talk first about the picture and then about how the picture’s theme relates to their own experiences.

3. Identify problems

Next, the group should try to identify what problems are shown in the picture. The facilitator should continue to encourage learners to relate things to their own lives. To explore some of the consequences of the problems shown in the picture, the group can discuss questions such as “What effect is this likely to have in our community?” or “Do our children suffer as a result of the sort of situation shown in the picture?”, and so on. At the end of this stage in the discussion, the group should be clear about the main problem(s) and should have had time to think about and discuss the various implications of the situation shown in the picture.

4. Look for causes

Up to this point in the discussion, the group has prepared the ground so that learners are ready to examine the situation in an analytical way. At this stage, you look for causes of the problems you have discussed earlier. This is an exciting stage and one which is most important in the development of critical awareness.

The group considers questions like “What causes these problems in our community?” and “Why does this happen?”. Learners are encouraged to think quite deeply about the various causes of the issues under discussion. It is this attempt to analyse the local situation that will help people to develop a more critical awareness. The facilitator should allow plenty of time for the group to make this analysis. It is not enough for learners to accept the first and most obvious cause of the problem(s) and to look no further. Almost certainly there are deeper causes. The facilitator should help learners to look for these deeper, underlying causes.

Anne Hope and Sally Timmel, authors of the book ‘Training for Transformation’, write that “Problems are like weeds. If we only cut off their heads they will soon be back, but if we dig deep and get out the roots, they will not grow again.”

Generally, it is best not to make this deeper analysis in a way that sees the issues only in the context of one sector (e.g health, agriculture, water and sanitation, etc.). Your discussion starter has been designed in a way that is open-ended enough to allow group members to make their own, possibly varied, interpretations. Simply because you, as facilitator, may be, say, a community health worker does not mean that the issues can be perceived only in terms of health. It is very likely that factors relating to water and sanitation, agriculture, labour relations, etc., will also play a part.

The process of analysing the theme of your visual aid can generate much varied discussion. The knowledge and experience of all the learners can contribute to the explanations of causes. This may be quite a long process. The facilitator should try to allow enough time for everyone in the group to be actively and thoughtfully involved. More than one group meeting may be needed to permit a sufficiently detailed analysis.

At the end of this important stage, the group can make a list of the different causes that they have suggested and discussed. By this time, group members will have seen more clearly that any problem can have a number of different causes.

5. Look for solutions

The next stage of the discussion is about looking for solutions which correspond to the causes identified by the group. Each cause can be discussed in turn. The group can then decide what they think is the most appropriate or best solution(s) corresponding to that particular cause. Learners may find it useful to make a list of their solutions next to their list of causes.

Sometimes, the solutions will be such that the group feels the need for information or technical knowledge which they themselves do not posess. This will, perhaps, need to come from outside their own community. It may mean that they want to contact some other people who are more knowledgeable about the technical or other aspects of their solutions. It may also mean that they feel that they could benefit from having additional information-giving visual aids such as posters, leaflets and manuals.

Often, too, the discussion may lead to the feeling that the issue(s) and the possible solution(s) need to be talked about more widely, with other people in the community.

6. Plan action

Next, your discussion will need to focus on some practical questions. The group needs to plan action so that the solutions identified by group members can actually be brought about in practise. Group members can try to think about ways in which they themselves, together with their friends and neighbours, can solve the problems. In other words, they can try to plan self-reliant action

To help do this, the facilitator encourages people to think again about the causes and solutions they have identified. If you have made a list of causes and solutions, you can refer to it again at this stage.

In order to make each solution actually happen, you have to specifically determine what action needs to be taken. When the group has decided on this, you can write another list - this time a list of actions to be taken. This could be called the group’s ‘Action Plan’.

Next, you will need to be clear about exactly who is going to do what and when and how they will do it. Some of the work can be done by group members themselves. Often, other people will need to be involved also. It is essential to get people to agree to actually carry out the actions they have planned! Yet another list - of names next to relevant actions - may help.

The action plans that result from using discussion starters are, of course, very varied and will depend on local circumstances. Your action plan could involve individual action (i.e. one person volunteers to carry out a particular task) and/or group action.

Quite often, the process of analysis leads the group to realise that some form of community meeting may be needed. This happens when the proposed action to solve a part of the problem cannot simply be taken by one or a few individuals. The wider community may need to be involved. Learners and others then begin to understand the importance of community organisation. People see that, although they are relatively powerless as individuals, by working together they may be able to bring about social change in their community.

The action plan can also involve further visual aids. The group may have decided that they need information from outside their community. This might take the form of information-giving pictures. Group members may also feel the need to discuss, in greater depth, some other issues or related themes. This, in turn, could mean that they will want to make further discussion starters or other types of visual aids. For example, if community meetings are to be held, the need may arise for the production of posters that announce where and when the meeting is to take place.

Finally, you may want to make other types of pictures about the same theme and about related issues. For example, learners may be interested to make their own discussion starters and picture cards for use with other groups or individuals in their community.


An example from Brasil

This picture is a discussion starter made by Maria de Lourdes de Conceicao, a community health worker from the Caranguejo favela (slum) in Recife, north - east Brasil. It deals with issues about health and environmental sanitation.


Lourdes and her colleagues recognise that many of the health problems in their community stem from the fact that the favela contains a network of open drainage canals or ditches. These ditches act as reservoirs for diseases such as cholera. Another concern of the community health agents at Caranguejo is the large quantity of rubbish (garbage) scattered around in their community.

The picture shows several aspects of life in the favela. There are local houses; drainage canals; a child playing in a drainage canal; some piles of rubbish; a person defecating in open space; animals; a group of people sitting together.

Some of the causes of environmental health issues are :-

1. Children play in dirty drainage canals;
2. People defecate in open places;
3. Drainage canals are used for waste disposal;
4. Piles of rubbish are lying around the favela;
5. Rats and other animals spread disease;
6. There is no proper sewage system.

Some solutions are:-

1. Discourage children from playing in drainage canals;
2. Build latrines;
3. Cover small drainage canals;
4a. Clean up rubbish;
4b. Improve rubbish disposal by provision of adequate waste containers;
5. Keep environment cleaner;
6. Get a proper sewage system built.


Some of the corresponding actions that people in the favela could take are:-

1. Help parents and children learn about the health risks of playing in the drainage canals;
2. Approach outside organisations to supply materials and technical information about how to construct latrines;
3. Organise a community meeting to plan how to enclose drainage canals;
4a. Organise teams of volunteers to clean up rubbish in the favela;
4b. Lobby the municipal corporation to provide more waste containers and to collect rubbish more frequently;
5. Organise community meeting to discuss how to keep the favela cleaner; undertake communication activities to help community members learn about health risks associated with a dirty environment;
6. Approach outside organisations re. funding and construction of a sewage system; lobby local government.


These are some of the ideas that came up when Lourdes used her discussion starter with her community at Caranguejo. The suggested solutions and action to be taken are not easy. This may mean that not all the suggested ideas and action can be put into practise. People may not have enough time or energy to do this work. However, changes were made at Caranguejo as a result of Lourdes using her discussion starter. Some drainage canals were covered, some educational activities were undertaken, some outside organisations were contacted.

This sort of process will not necessarily produce immediate results but it is going in the right direction. Using the discussion starter at least helped to clarify what the community can do to change the situation.There are rarely quick solutions but, for people as poor and oppressed as the inhabitants of Caranguejo, beginning to see that their own actions can bring about some changes is a real step forward. Your discussion starter will not solve all the problems straightaway but it will help to start the process of reflection and action necessary to bring about social change.


Picture Cards

Picture cards are, like discussion starters, interactive visual aids that help people to talk about and analyse local issues and to plan action. Picture cards are sets of separate but related pictures which can be used in several different ways. Picture cards are usually made on paper, often backed with stiff material such as cardboard for durability. They can also be made on cloth. Normally the pictures are approximately A4 in size.

During use, picture cards can tell a story or learners can arrange the pictures into categories or sequences. Picture cards are very flexible and open-ended. They lend themselves to being used and handled by the learners. Consequently, they are particularly good at promoting active involvement by the learners.

You can make picture cards by drawing or painting onto paper or cloth. If the technology is available to you, you can also use photographs and computer-generated images.

Picture Cards for Telling stories

One possibility is to make a set of picture cards which tell a story. A group of learners could sit together and think of an important issue in their local community. Pictures can be made to show different scenes in the story.

In order to make full use of the flexible and open-ended nature of picture cards, it can be good to make the pictures in such a way that there is not a single, fixed storyline. Often the same set of pictures can be used by different people to tell different stories.

There are also different ways of using the picture cards. For example, the facilitator can show each picture to the learning group, in turn, to illustrate the story as it proceeds. After the story has been presented in this way, the learners discuss what it means to them. The facilitator can guide the discussion to help learners identify and analyse the issues raised by the story. They can then look for solutions to these problems and plan action accordingly (see the section on Discussion Starters).

A second way of using your picture cards is to give the set of cards to one or two members of the group and ask them to arrange the images in a sequence that tells a story. These learners then present the story to the group. The presentation is then followed by a discussion which should always aim to help learners to analyse their reality, develop critical awareness and plan action.


An example

This example again comes out of work in favela communities in Recife, north-eastern Brasil. This set of cards contains only 4 picures - usually it is better to have more images (12-20 images is common) but it serves to illustrate how people can make images to illustrate their own lives and the issues which concern them.

The four pictures are intended to tell a story on the theme of drugs, unemployment and crime. They were made by Monica Hollanda of the Coelhos favela in Recife.



The first picture shows a woman shouting at her unemployed husband, who has failed to find work and has been taking drugs.


The second picture shows the woman lying on the floor of her house, with tears falling down her cheeks. Plates for food are laid on the table but they remain empty.


In the third picture, the husband is thinking about using a gun to solve their problems. Is he going to commit a robbery? Is he thinking of shooting himself or his family members?


In the fourth image, the man is shown coming out of a prison cell into a courtroom. Above the judge is the Brasilian flag, with its motto “Order and Progress”.

Although this is an unusually small set of pictures, it is easy to make up one or more stories from these dramatic images. Also, you can make the story even more interesting if you give the characters names.

After telling the story, the group can discuss the issues raised in the story. They can share their experiences of issues like the effects of drug-taking, in their families and community, the difficulty of finding employment, the problems associated with widespread ownership of guns, the role of the police, and so on. They can try to find some solutions to the problems in their favela and help each other to think of any practical ways that life can be improved.