Trinity College School - Record Yearbook (Port Hope, Ontario Canada)

 - Class of 1969

Page 21 of 412

 

Trinity College School - Record Yearbook (Port Hope, Ontario Canada) online yearbook collection, 1969 Edition, Page 21
Page 21



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Situation: Art An interview with Mr. lfluckwooii, the Si-hoo! Art Master. What do you think of the "artistic atmosphere" at Trinity College School? It is difficult to describe any atmosphere as ideal, only in relation to how it contributes or distracts from a very necessary state of mind. This is part of the problem at T.C.S. -the atmosphere is definitely not conducive to the creative state of mind. There are natural barriers in any educational institution, barriers that stifle creativity and pre- vent the development of individual character, individualism, there must be some kind of restric- tions. This is changing, of course, and a few of the very modern schools are based on the idea of the vital necessity for complete individual free dom in educational development. How does free time or the lack of it influence the art at this school? Many of the ideas concerning free time in the private schools are based on the Victorian con- cept of boys - that 'idlesness breeds mischief." It might be an idea for T.C.S. to have perhaps a free day or completely free afternoon, which would give ample time for relaxation and crea- tivity. As a private school, how does T.C.S. fare in the role of a school of artistic talent and develop- ment? T.C.S. as a whole is with Upper Canada of the progressive schools of the country. But there is an incredible lack of growthinall of the Canadian private schools and T.C.S. is apparently just getting out of this state. The private schools are in the position to contribute immensely to the development of the arts in this country, but during Canada's first and most crucial century, their contribution has been almost negligible. Page ll David Blackwood PAINTINGS, DRAWINGS, PRINTS What is the mood of Canada's students on the whole? It is apparent that boys have changed in the past ten years. They are obviously not as docile as they were earlier and surely not as secure emo- tionally. The private school students are more restless, more insecure and more intelligent. They are more intolerant of establishment ideas. This kind of mood could quite conceivably be the impetus for a great and vital creative era. VVhat are your recommendations for a more productive student body, artistically? The establishment of the Sixth Form Art Course was quite encouraging but it is unfortunate that nothing came of the music idea. This is presently one of the most urgent needs at the school - the establishment of a frame of reference, very broad, which would accomodate the development and support of multi-music forms, an appreciation ol' traditional and modern forms of music.

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