The Tibetan Homes Foundation.

The 1959 invasion of Tibet by China provoked an exodus of approximately 100,000 Tibetans, who fled to neighboring India, Nepal and Bhutan. This diaspora threatened many individual lives as well as the continuity and development of Tibetan tradition and culture. Particularly vulnerable were children, many of whom were orphaned and homeless. The Dalai Lama responded to this situation by requesting assistance from the government of India in establishing a safe place for Tibetan refugee children to reside and develop. India responded positively, as did voluntary agencies such as Swiss Aid to Tibetans and Save the Children, in addition to many individuals. Among other Tibetan-sponsored schools throughout the diaspora, in 1962 the Tibetan Homes Foundation (THF) was established in Happy Valley, on the outskirts of Mussoorie, Uttar Pradesh, India. Modeled after Pestalozzi Children’s Village in Switzerland, the objectives of the Tibetan Homes Foundation are to protect and aid Tibetans living in India, especially children. The lives of children are to be cultivated on all levels: physical, social, cultural, religious, spiritual and intellectual. Maintaining and promoting Tibetan culture is a primary focus of THF.

The initial population of THF was seventy-five children who resided in three homes. Today,thirty large homes of forty to fifty children each and eleven smaller homes with twelve children each compose the campus. Two foster parents reside in each of the big homes and one mother runs each of the smaller homes with the assistance of an auntie. Homes are for both boys and girls of a variety of ages. Senior boys have their own youth home and senior girls live in a hostel. An emphasis is placed on meeting the emotional and physical needs of the children as well as developing cooperation and a sense of responsibility. Children dress themselves and participate in cleaning-up chores. Classes from kindergarten through grade 12 are held at THF and there is a branch middle school in Rajpur, which is near Mussoorie. Children are taught in Tibetan, English and Hindi and compete in all-India school board examinations. Private scholarships for college and university education are available. Technical vocation classes are held in tailoring, weaving, knitting and candle making. Oil painting and traditional thangka painting round out the curriculum, which places an emphasis on Tibetan culture while providing a solid contemporary education.

The preservation and maintenance of Tibetan culture occurs on a variety of levels at the THF.

The practice of Tibetan Buddhism is central to Tibetan cultural identity. There is a Buddhist temple on the campus and altars are in every home. Tibetan monks teach religion in school. Objects which trigger memories of the past such as chubas (robes) and food items such as momos (dumplings) and gyalthuk ( noodles) are part of the lives of Tibetan children. A handicraft shop sells various Tibetan goods including those made by Tibetan children.

The Tibetan Children’s Painting Club

The Tibetan Children’s Painting Club was initiated by Sarah Lukas, president of Friends of Tibetan Women Association (FOTWA) in 1995. Sparked by the interest a new Tibetan refugee child showed in painting, Sarah saw the therapeutic value found in artistic endeavors and activities. She provided art supplies and direction for a group of 72 children ages 8 to 18. The painting club met seven days a week and students avidly recorded their memories, both invented and real, of life in their homeland, as well as their feelings about life past and present, using tempera paint, pen and paper. Though oil painting and traditional thangka painting are taught at THF, most children spend time studying topics like math, history, geography and English. The members of the painting club recreated scenes of their flight from Tibet, imagined memories of home and accurate renditions of contemporary Tibetan culture as well as details of their everyday life in India. Ranging from games and pranks to the perils of escape, the paintings describe humor, death, the loss and sadness surrounding parting with loved ones, idealism, and cultural and religious activities. The perceptive imagery provides an avenue for artistic expression, cultural understanding and the whimsical. It also allows the children to voice their political concerns.

Key Terms

chuba - A robe which is a traditional Tibetan garment

Dalai Lama - The title of the spiritual leader of Tibet, meaning "Ocean of Wisdom"

diaspora - The scattering or escape of a group of people

gyalthu - Noodles

heritage - Property and/or tradition handed down through generations

identity - Characteristics which distinguish a person or place

momo - Tibetan dumpling filled with spiced meat and/or vegetables

refugee - Person who escapes persecution, oppression or invasion to find safety

thangka - A painting of a Tibetan deity, usually done on canvas and edged in brocade, that can be rolled

Creating an Image of Home

Objectives

1. Students will understand the history of the Tibetan Homes Foundation and the exile experience of Tibetan children seen through their paintings (historical and cultural understanding).

2. Students will learn what images children use to represent their lives and homes in both the past and present (perceiving, analyzing and responding).

3. Students will find different solutions in the process of creating images of their own lives and homes by exploring shape, line, composition, color, drawing and painting techniques and materials (creating and performing).

Watercolor or heavy drawing paper, pencils, erasers, water colors or tempera paint, brushes, indelible markers, water, paintbrushes, newspaper to cover tables.

1. Discuss the history of the Tibetan Homes Foundation and the Tibetan Children’s Painting Club.

2. Look at images of the paintings created by Tibetan refugee children (consult the book, The Art of Exile: Paintings by Tibetan Children in India, on the Resource List.) Ask your students: What do the paintings represent? How can you tell? Do you think the image is based on reality or imagination? Why? What can we learn about life in Tibet and the children’s lives in India by looking at these paintings? Do the pictures remind you of anything in your own life? What or why not?

3. Have children discuss aspects of their lives they feel are important to their identity. They can talk about their lives at home, in school, their family, favorite games, customs or holidays.

4. Instruct students to select an idea or images from their discussion to represent in a painting. It should be something that represents themselves, their home or school, their history or their family.

Procedure

1. Students draw their ideas on paper.

2. Apply paint to the drawings. Let dry.

3. Outline, if necessary with pen, articulating shapes and designs.

Evaluation

1. Display students’ paintings with their written stories or descriptions.

2. Look at all the paintings at once. Group the paintings according to content.

3. Discuss the following: What are most of the paintings about? What kinds of scenes do they represent? Are there any common themes? What feelings are represented? What do these paintings tell about the culture and history of your classroom?

Discuss "What is a culture?" Discuss issues of diaspora and its effect on culture with your students. What groups of people have been forced to flee their homeland because of race, culture and/or religion? Where did they go and why? What happens to a culture when it leaves its homeland? What holds a culture together? Do people make conscious decisions about what part of their culture to maintain or give up? Form study groups that focus on particular cultures, such as Native American, African, African-American, Jewish, etc. which have migrated as a result of politics, religion or race. Have students report to the class their findings on the events that led up to the diaspora, the migrations themselves and the consequences. (Social Studies)

Have students draw maps or create relief maps noting the cultural migrations from their social studies projects (above). How did terrain and climate effect their passages and lives? (Geography/Science)

Have students interview their families regarding issues of moving and migration. What countries do their family members come from? What stories do they have to tell? Who do they think are the heroes and heroines in their families? Why? Have students write a story about or a biography of an important family member focusing on their culture and place of origin. (Language Arts)

Have students collect family photos. Xerox some if they are too precious to use in a project. Using collage and bookbinding materials and techniques, create family albums that represent the history and culture of their family. Ask students the following questions: Who are the important people in your family? What ideas, religion and activities does your family value? How can you represent your family and its values in a family album? (Creative Arts)