Charlie Phillips
Meet the photographer who takes powerful images about migration, community and forgotten histories
Content Guidance
This video discusses anti-black racism and shows examples of the racist signs and graffiti Charlie Phillips encountered in his life. We suggest teachers assess the suitability of this resource for their students
My name is Charlie Phillips. I was born in 1944, in Kingston, the capital of Jamaica. In those days Jamaica was a colony, a part of the huge British empire. Britain was considered a mother country for everyone all over the empire. When i was a little boy, after school I'd go down to Kingston Harbour to watch the ships coming and going to and from England.
I came to England when I was 11 years old. Now I was sailing on one of those ships, and loved it, so i'm one of those people you call the Windrush generation. I didn't come on the Empire Windrush, I came on another ship eight years later. But I'm called the Windrush generation, because I came from the Caribbean to settle in Britain after the end of the Second World War.
I lived with my parents in Notting Hill in West London. It was a part of London where many people from the Caribbean settled. Britain was very different from Jamaica. It was very grey, and often cold.
It was also hard for us because many British people didn't want to rent rooms to us because we were black. That wasn't against law in those days so housing was often overcrowded and i didn't have my own bedroom. I had to share with my parents.
In 1958, a couple of years after I arrived in Notting Hill, the race riots broke out. Black people had to defend themselves against the white British people who had been attacking them.
When I grew up, I wanted to be an opera singer or a naval architect designing ships - but people laughed at me. They didn't think I could get a creative job.
Sometimes African-American soldiers who were in Britain at the time would come to Notting Hill to join our Caribbean parties. One day an African-American air force man gave my father a camera. I used to play around with it. I bought a book called Do-It-Yourself Photography - that's how i taught myself photography from such a young age.
I didn't go to art school, I just read, practice and learn from my mistakes. I went around taking photographs of people and events in the community. I just wanted to capture images of people living their everyday lives.
At first I thought I'd take these photos, so when we went back to Jamaica people there could see what life was like in the mother country. In those days there were no mobile phones, internet or emails - you had to take photographs with a separate camera which had rolls of plastic inside. As a photographer i not only had to learn how to take great photographs but then I had to transfer my images off a plastic roll onto a print, so I taught myself how to develop the photographs. I did this at night in the bathroom when my parents were asleep.
Later on in life I went and took photographs all over Europe. I had more success there as a photographer than in Britain. Today my work is becoming better known - people are learning more through my photographs about black working class life in West London and of some of the forgotten parts of London history.
And today I still take photographs. Sometimes I capture images of ships, and I still love going to the opera. Can you make an artwork that captures life in your community
about the video
Encourage your students to respond to the film in their own ways – perhaps by making notes, doodles or drawings, or through gestures and sounds
Find out about Charlie Phillips and why he decided to become an artist through this bright, colourful animation
"I just wanted to capture images of people living their everyday lives"
Charlie Phillips
Phillips was born in Kingston, Jamaica and travelled to England on a ship after the Second World War. He grew up in Notting Hill in West London and is part of the Windrush Generation. Phillips taught himself to be a photographer by playing around with a camera and learning from his mistakes. He says you don't need to go to art school to become an artist, you can teach yourself instead!
Portrait of Charlie Phillips, 2020. Photo © Misan Harriman
Discuss
Your students' ideas and experiences are the best starting point for any discussion. Using the prompts, support meaningful and creative discussions in the classroom about the film’s key themes. Discover how Charlie Phillips’s practice can inspire your students to learn with art.
Community and Forgotten Histories
Phillips takes photographs of people and events in his community. His photographs capture the everyday lives of Black working-class people in West London. In the video, Phillips describes his photographs as capturing ‘forgotten parts of London history’.
PROMPTS
- Why do you think an artist might want to take photos of their community?
- What are all the things that photographs of ‘everyday lives’ might include? What is ‘everyday’ for you?
- If you could capture life in your community, who would you capture and why? Who or what would you like to make sure is not forgotten?
Migration and the Windrush Generation
The Windrush Generation are the many people who moved from the Caribbean to the UK to make a home between 1948 and the 1970s. In the film Phillips explains that, whilst he didn’t travel on Empire Windrush – the ship that became the symbol of this period of migration – he is still considered part of the Windrush Generation.
PROMPTS
- What do you know about the Windrush Generation? What would you like to find out about this period of British history?
- What do you remember of Phillips's experiences of arriving in Britain from the film? How do you think these experiences shape the art that he makes?
- Migration has happened for many thousands of years and for many different reasons. Why do you think people move between places? How do you think migrating from one place to another might make people feel?
‘Doing it Yourself’
Phillips taught himself to be a photographer by playing around with a camera and practising over and over. In the film he says, ‘I didn’t go to art school. I just read, practised and learned from my mistakes’.
Prompts
- What is the first thing you think of when you imagine ‘art’ or being an ‘artist’? Did anything about Phillips's journey to becoming an artist surprise you?
- Why do you think an artist might choose, or need, to ‘do it yourself’?
- If you could teach yourself something from scratch – what would it be and why?
How to use artist stories
Introduce art and artists into your classroom with Artist Stories resources. The resources combine engaging videos and thoughtful discussion points to encourage confidence, self-expression and critical thinking. Art is a powerful tool for discussing the big ideas that impact young people's lives today.
- Explore the video:
- Read About the video to introduce the artist to your students.
- Project the video or watch it in smaller groups.
- Each video is between 3–10 minutes.
- Transcripts are included where available
2. Discuss the video:
- Select discussion prompts from the lists to frame your conversation.
- Use a mix of individual reflection, pair work and group discussion.
- Use one set of prompts to explore a theme in depth or shape your discussion across different themes.
- Discussion prompts can also be used in a Q&A format.