The Fresh Prince of Guyana
During the first three months of my 27 months of service, I trained with Peace Corps staff by day and lived with a host family in the evening.
The Torres family had no TV or internet access; instead, they spent the humid evenings gaffing (chatting) outside on their cool concrete patio. Mr. Torres, the patriarch of the family, and I quickly discovered that we had a mutual appreciation for storytelling. A half-dozen young boys and girls would gather around to hear Mr. Torres’ Guyanese folktales and my western fairy tales. It became a tradition for the kids to come and listen before bedtime, although it wasn’t long before I was running out of stories to tell.
Without access to books, I told stories as best I could remember them. The older boys enjoyed scary stories like “Dracula” and “Frankenstein,” whereas the girls liked happy stories such as “The Wizard of Oz” and “Charlie and the Chocolate Factory.” Most of these were completely new to them. I altered little details like setting and characters to make it more relatable to my Guyanese audience. For example, Dracula was from Essequibo and his castle was the old Dutch stronghold on Fort Island. But the family’s favorite story was about a young prince from Bel-Air, inspired by the Will Smith TV show of my childhood. The kids liked the story so much that we crafted an illustrated book about “The Prince.”
I wrote the theme song to “The Fresh Prince of Bel-Air” on the pages and let them, having never seen the show, draw illustrations using their imagination. I learned a lot about how a Guyanese child sees the world from their interpretations of the text. For example, a prince usually lives in a castle and they didn’t know “Philadelphia,” so they assumed that Philly should be drawn as a medieval kingdom. However, they knew of a village called “Bel-Air” so they drew the prince’s new home on stilts (to avoid the floods).
They colored “the bad guys who were up to no good” with the colors of the political party that their parents despised. The fighting was done with cutlasses, a common tool that men carry in Guyana, and the prince played cricket instead of “b-ball” (basketball). Ironically, the minibus culture in Guyana is very extravagant so the “cab with dice in the mirror” ended up looking exactly the same as in the show. We made two copies, one for me and one for the family, and “The Fresh Prince” became my first and perhaps favorite memento of my time in Guyana.
of my favorite moments came weeks later when I happened upon a copy of the Will
Smith sitcom. I could hardly hold back a smile as I played the tape for my
gathered host brothers and sisters, who quickly recognized the words of the
opening theme song. We all had a good laugh, and I could hear my host siblings
humming the tune and re-watching the tape for weeks.
My host family and I enjoyed book crafting so much that I continued to make story books with my classes. It’s a great way to get reading materials to students who don’t have access to a library or internet.
Encouraging creativity among my students has been one of my deepest passions over the last two years. Because Guyanese students are not often given the opportunity to grow and nurture their imagination in class, I’ve focused on providing free electives in art, crafting and free writing. Simply reading to the class can be enough to pique a student’s interests in books.
Storytime is one of my favorite classroom activities, and I try to make each story stimulating and relatable. I often adapt American stories for my Guyanese audience, like setting “The Fresh Prince” in Essequibo. Other times, I write short stories based on Guyanese themes or locations, such as “The Great Gold Kite” and “Mystery on Fort Island.” Incorporating a crafting activity or game makes the experience more memorable — fashioning crowns for “The Prince,” kites for “The Great Gold Kite,” etc.
I’ve done bookbinding demonstrations for new groups of Volunteers in the hopes that they will do the same project in their classes.
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