From Segregation to Celebration: The Story Behind Blackboards & Barriers
Angelo Envoy engages in a profound dialogue with his father, the esteemed filmmaker Joseph Angelo Piner Sr., as they delve into the intricacies surrounding the creation of the documentary "Blackboards & Barriers." This enlightening discourse not only illuminates the arduous journey of producing a film that captures the historical significance of a segregated school but also reflects on the broader implications of education and race in America. With heartfelt anecdotes and personal reflections, Joseph recounts his experiences growing up and the compelling stories of resilience from the individuals featured in the documentary. As they traverse the landscape of memory, familial bonds, and cultural history, listeners are invited to appreciate the enduring impact of those who persevered against formidable obstacles. Join us for an episode that intertwines poignant storytelling with the rich tapestry of our shared past, underscoring the importance of understanding and honoring our history.
The engaging dialogue between Angelo Envoy and his father, Filmmaker Joseph Angelo Piner Sr., serves as a profound exploration of the documentary 'Blackboards & Barriers'. This episode delves into the intricate journey that led to the film's creation, shedding light on Joseph's personal experiences growing up in Elkton, Maryland. Joseph recounts the poignant tale of a historically significant black school, long forgotten by the community, which he rediscovered through archival photographs and stories shared by his mother. This documentary not only serves as a historical account but also as a testament to resilience and the enduring spirit of those who faced systemic barriers. Angelo and Joseph's banter is laced with humor, providing a refreshing contrast to the serious themes explored, making the episode both enlightening and entertaining. As they reflect on the impact of education and the historical struggles for equality, listeners are invited to appreciate the significance of their shared heritage and the power of storytelling in preserving history.
Through this episode, audiences gain insight into the meticulous process of documentary filmmaking, from research and interviews to the emotional weight of the narratives captured on screen. Joseph shares anecdotes from the documentary, including the vibrant memories of elders who attended the school, illustrating the laughter and camaraderie that prevailed despite the challenges they faced. The discussion not only emphasizes the importance of remembering one's roots but also serves as a call to action for the current generation to appreciate their educational opportunities and the sacrifices made by those before them. Ultimately, this episode of Pure Frequencies is a heartfelt homage to the past, encouraging a deeper understanding of cultural heritage and the role of family in shaping one's identity.
Takeaways:
- The documentary 'Blackboards & Barriers' delves into the history of a segregated school, uncovering its hidden narratives.
- Joseph Angelo Piner Sr. reflects on the significant challenges his community faced during the era of segregation in education.
- The film not only highlights the hardships endured but also celebrates the joyful memories of those who attended the school.
- Angelo Envoy and his father discuss the importance of understanding and learning from past generations' struggles and achievements.
- The documentary emphasizes the need for contemporary audiences to appreciate the sacrifices made by their elders for education.
- Screenings of 'Blackboards & Barriers' aim to foster community dialogue about race, history, and education in America.
Transcript
What's up?
Speaker A:What's up, y'all?
Speaker A:Angelo Envoy.
Speaker A:Welcome to Pure Frequencies podcast.
Speaker A:I have a special guest for y'all, my father.
Speaker A:That's right, my father.
Speaker A:And we're gonna be talking about his documentary, blackboards and barriers.
Speaker A:And we're gonna talk about his life and how he even got to this point.
Speaker A:I mean, someone that not only taught me about life and about cinematography and about editing, but also taught me a few other things, too.
Speaker A:And we'll get into that in this show, but don't turn that channel.
Speaker A:Stick around.
Speaker A:We got good show for you.
Speaker A:God bless y'all, and welcome to Pure Frequency.
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Speaker A:So we got Joseph Angelo Piner, Senior, because I don't know if you guys noticed, I'm a junior, but we got Senior here.
Speaker A:What's up, man?
Speaker A:Hey.
Speaker B:Hey, son.
Speaker B:First of all, let me say thank you for having me as my son.
Speaker B:And thank Pure Frequency also.
Speaker B:Yeah, man, you're doing great in that, too, by the way.
Speaker A:I appreciate that.
Speaker A:Appreciate.
Speaker A:Well, you know, it rubs off.
Speaker B:Well, I certainly hope so.
Speaker A:You know, speaking of rubbing off and on, we got blackboards and barriers.
Speaker A:We got them on billboards, we got them in the newspaper.
Speaker A:Tell me about this documentary and tell me about everything it took for even to come out.
Speaker A:Like, what was the process?
Speaker B:Well, the process was for blackboard and barriers is very dear to my heart because I walked up and down the streets of Booth street in Elkton, Maryland, and you see this building with the chain link fence around it.
Speaker B:And we as kids always say, well, what is this?
Speaker B:Because what happened was the town built onto this school, this little school.
Speaker B:They built a, you know, like a maintenance building, and they would house cars and stuff like that in there.
Speaker B:We didn't pay no attention to it.
Speaker B:And as I got older, I still didn't know.
Speaker B:And then the guy, Ray Jefferson, put up a history site on Facebook and I kept seeing all these pictures of the school, which I didn't know at the time.
Speaker B:And then I spoke to my mom.
Speaker B:Yeah, I went to that school and everything turns out, it turns out that it's a historically black school.
Speaker B: that school was built in the: Speaker A:That's crazy.
Speaker B:And, you know, that time period, schools were segregated.
Speaker B:And I thought, hmm, I'm not doing nothing now.
Speaker B:I just finished a film about a year and a half ago.
Speaker B:So I said this could be my next project.
Speaker B:So I looked into it, started all the resources there as far as material, archival photos and things, and we pursued this documentary.
Speaker B:Three years later, here it is, the film is finished.
Speaker B:We are shopping the film around with doing film screenings in and around Cecil County.
Speaker B:We're even going to hit further south Baltimore, D.C.
Speaker B:and do these screenings.
Speaker B:We're doing this before we even approach PBS or Netflix or something of that nature.
Speaker A:Right, right.
Speaker A:Yeah.
Speaker A:So it was an amazing story to hear when it first came out, because.
Speaker A:And I'm gonna point up to here, this is my late grandmother, God bless her, we love her.
Speaker A:So beautiful.
Speaker A:And she was a graduate, you know, from that school.
Speaker A:And it's so cool to even know that piece of history.
Speaker A:So for you, growing up in that time where you kids were seeing this building and kind of just walking around, maybe throwing rocks at it, I don't know what you were doing as kids, but, you know, but just seeing it, what were some of the folklore built up around that building like that you kids would say, well, we heard there.
Speaker B:Was an old man living in there.
Speaker B:We heard it was haunted.
Speaker B:The school was haunted, and things like that, which we don't even know.
Speaker B:It was the colored school.
Speaker B:That's the term they were used back then.
Speaker A:Yeah, yeah.
Speaker B: the colored school because in: Speaker B:It's right across the field a few hundred feet.
Speaker B:So we thought, oh, that's the school?
Speaker B:No, it's the little building right across the field that everyone went to.
Speaker B:And it was called the Elkton colored school from first grade on up to 11th.
Speaker B:At that time, they only had to go to 11th grade.
Speaker B:So they would house all these kids piled up into.
Speaker B:You'll see this in the film too, by the way.
Speaker B:Piled up in one little room.
Speaker B:And conditions were not great at all.
Speaker B:Almost like some.
Speaker B:The walls looked like they were falling apart.
Speaker B:The floor was bad.
Speaker B:Not the proper heating.
Speaker B:So, you know, it's just amazing when you walk in that school and you see what your elders went through.
Speaker A:Yeah.
Speaker B:You know, it's.
Speaker A:And.
Speaker A:And knowing that, like, how do you feel about today's generation?
Speaker A:Like, going through the deep research of, you know, even your older generation, but even some of the stuff that you guys had to go through in your time, my generation and younger, like, what message would you give them?
Speaker A:Like, something of substance that not only is for, you know, black culture and just for, you know, minorities, but just as.
Speaker A:As a whole, as a community of.
Speaker A:Of.
Speaker A:Of people together.
Speaker A:Like, what message learning from this, all these experiences, do you have to give up?
Speaker B:Okay, great question.
Speaker B:Well, let me say this.
Speaker B:When I went to school, it wasn't far from segregation.
Speaker B:You're talking about the late 60s.
Speaker B:When I'm in the school system, the school was not fully integrated until the late 60s.
Speaker B: law that had put in Place in: Speaker B:The school was not fully integrated until the late 60s because there was so much resistance from the public, because that's just what it was back then, you know, segregation, the civil rights movements and all that.
Speaker B:So when I entered the school systems, I really had just missed the segregation part of it.
Speaker B:When I was born, you still couldn't drink black.
Speaker B:When I was a baby, my mother couldn't drink from a same fountain as white people, and I was just a little kid.
Speaker B:So let me get that out the way first.
Speaker A:Yeah, powerful.
Speaker B:So what I would say to the generation today, and even back to yours and.
Speaker B:And, you know, a little further, is that if you can watch your elders walk through snow, put up with the racism, put up with all these different barriers that they had to go through and get an education, you can go to school today.
Speaker B:And really, you should have no complaints.
Speaker A:That's power.
Speaker B:Generally, you shouldn't have any complaints.
Speaker A:That's so powerful.
Speaker A:Yeah, yeah, dig into that.
Speaker A:Like, why shouldn't we have complaints?
Speaker B:Like, oh, it's okay to have complaints.
Speaker B:But I'm saying that if you look back on your elders and see what they went through to get an education, that should inspire you.
Speaker B:That should inspire you to do more.
Speaker B:To do more and become something successful.
Speaker B:That's what I mean by it.
Speaker A:That's so powerful, what you said.
Speaker A:And I agree.
Speaker A:Like, I even agree about the complaint statement, because it's not that you can't have a complaint, but it's like going through everything that our previous family members have gone through.
Speaker A:If we take that into consideration and we really put ourselves in their shoes, nothing seems impossible when you think about it, because we're afforded way more luxuries than, you know, our.
Speaker A:Our past family members.
Speaker B:Exactly.
Speaker A:Way more.
Speaker A:So we should.
Speaker A:We should excel with that in mind.
Speaker A:Not that we don't have any complaints because.
Speaker B:And not that you shouldn't have any complaints, because there are, you know, there are complaints that some students may have in schools.
Speaker A:Yeah.
Speaker B:But again, to look at what your elders went through and, you know, the inequalities that they had, the.
Speaker B:The hand me down books that they were given with racism written in them, because most of the schools, most of the white schools, knew that their educational material, the leftovers, were gone down to the black schools, and they would put little stick figures in there or say, hey, use that N word.
Speaker B:And this is when.
Speaker B:When.
Speaker B:When.
Speaker B:When black kids open that book up to study, this is what they seen.
Speaker B:Not all, but they did do that.
Speaker A:Yeah.
Speaker B:So it was a lot of stuff that they went through.
Speaker A:And that's amazing, man.
Speaker A:It's amazing to think, you know, especially my mom and people that are close to you, like even some of my older aunts, you know, I'm pretty Sure.
Speaker A:I had to go through similar situations too.
Speaker A:I mean, from what I remember, I remember even in my generation, the KKK marching down that street in like a parade, like in the 90s.
Speaker B:Well, they still do that.
Speaker B:And this is.
Speaker B:This is bigger than the kkk.
Speaker B:This is.
Speaker B:This is, you know, this is what was going on throughout the whole country.
Speaker B:The film is made.
Speaker B:Exactly.
Speaker B:The film was made in and around Cecil County.
Speaker B:Represents the whole country.
Speaker B:Yeah, the further south you were, the stronger it was.
Speaker A:Yeah.
Speaker B:But it was throughout the whole country.
Speaker B:So this film doesn't pertain only to Maryland.
Speaker B:It's.
Speaker B:It's for everybody.
Speaker A:It's the whole entire system.
Speaker A:And.
Speaker A:And screening that movie was powerful because I got a glimpse at that, and I got a glimpse at not only politicians speaking on the actual.
Speaker A:They had the mayor.
Speaker A:You guys had the mayor there.
Speaker A:County executives, county executives, commissioners.
Speaker A:And, you know, these are people in the system of today living the life of yesteryear and trying to make do for the past injustices.
Speaker B:Well, the story.
Speaker B:The story is so compelling that even Governor Westmore came to walk through the store.
Speaker A:Amazing.
Speaker A:That's amazing.
Speaker B:Governor of Maryland, he came.
Speaker A:That's amazing.
Speaker B:So, you know, it is amazing.
Speaker B:And again, you don't.
Speaker B:You go through life and you don't think about a lot of things, but once it's put there, you see, you learn.
Speaker B:Hopefully you learn and you do better.
Speaker B:So.
Speaker A:So that's the whole message in a nutshell.
Speaker A:Seeing, learning and doing better.
Speaker A:So here's a really good question, because you had an opportunity to not only speak to several different members of this school, but you got to hang out with them and you got to, you know, vibe out with them and understand their.
Speaker A:Their kind of goes when it comes to life.
Speaker A:Like, who are some of your.
Speaker A:I'm not gonna say favorites, but like, who are some of your most influential takeaways that you've met during this film?
Speaker B:Good question.
Speaker B:Well, let me say this before I get into that.
Speaker B:That's good, because what we did was when you make a documentary film, you usually have someone to follow through the film.
Speaker B:They're trying to accomplish something, and at the end of the film, did they accomplish it or not?
Speaker B:But this film is about a school, a subject.
Speaker B:Subject films are very hard for me to make as a documentary.
Speaker B:So what we did is we.
Speaker B:We dived into these students lives and we showed you them.
Speaker B:We showed you what they done with their lives to make the film more interesting.
Speaker B:And that's what I think is so special about this film.
Speaker A:Yeah.
Speaker A:Yeah, that's What I thought too, I.
Speaker A:I loved, you know, them speaking on some of the.
Speaker A:The old things that they would used to do.
Speaker A:Like when it kind of took you back there.
Speaker B:Yeah, yeah.
Speaker A:It made me feel like there was an episode in a movie, Twilight Zone, where they actually had.
Speaker A:In this movie, the Twilight Zone, they had an assisted living community.
Speaker A:And they were all room together.
Speaker A:They were all, you know, and they were over 60.
Speaker A:Community of over 60.
Speaker A:And a gentleman comes in, you know, black man, real cool, suave, real smiley, real happy.
Speaker A:And he's like, come on, guys, let's be kids again.
Speaker A:Let's play kick the can.
Speaker A:So it was that moment where they started to, you know, envision themselves as being children and reliving their childhood.
Speaker A:And I got to see some of that magic in this film because those women really, I mean, they relived their childhood.
Speaker A:They were smiling and laughing.
Speaker A:So throughout all the struggle that they went through, they have some of the fondest memories still today.
Speaker A:And some of them are above 70.
Speaker A:And to keep that visceral memory of back then is just amazing to me.
Speaker B:Oh, we don't have any to 70.
Speaker B:They're either 85 or up.
Speaker A:85 or up.
Speaker A:You heard it.
Speaker A:You heard it.
Speaker B:85 in the film.
Speaker B:Now, we do have students that are 72, 73.
Speaker B:Yeah, like your aunts.
Speaker B:Yeah, that went there.
Speaker B:But we didn't.
Speaker B:We did not focus on them.
Speaker B:Not that we didn't want to.
Speaker B:We got the older.
Speaker B:The oldest one is 104 years old.
Speaker A:I had the pleasure of meeting him.
Speaker B:Yes, you did.
Speaker B:By the way, you're in film.
Speaker B:By the way, Joseph is in the film.
Speaker B:Angelo Envoy, whatever you call him, he is in the film.
Speaker A:I'm in the film.
Speaker B:And he did a great, great job too, by the way.
Speaker B:But to get back to the ladies, there's a group of ladies that went to school, to the colored school, and they still hang out today.
Speaker B:They're living and they were.
Speaker B:There's this one scene in the film where they're sitting around the Golden Corral.
Speaker B:They go there once a month and they're telling on each one.
Speaker B:They're telling their stories.
Speaker B:They're even telling on some of them what they did back then.
Speaker A:Like.
Speaker B:Like they snuck away to get dresses for the prom.
Speaker B:They got back.
Speaker B:Principal told him, Mr.
Speaker B:Cardwell, you're not going to the prom.
Speaker B:They didn't get to go to the prom.
Speaker B:So the whole scene is funny, but.
Speaker A:It'S funny too, but it takes you.
Speaker B:Back to that time period.
Speaker B:And by the way, the music in the Film reflects that time period.
Speaker B:The sound.
Speaker A:Great, great soundtrack.
Speaker B:Yes.
Speaker A:That you put together.
Speaker A:It's amazing.
Speaker B:So when we get to.
Speaker B:We start this film starts out when.
Speaker B:When African Americans were released during emancipation.
Speaker B:That's when the film starts out.
Speaker B:But we don't dwell too far deep into that.
Speaker A:Right.
Speaker B:Just to let you know how these color schools came about in the first place.
Speaker B:Then it moves up in time and we get to the 60s, segregation, desegregation, the civil rights marches.
Speaker B:And just the whole time the music reflects each era.
Speaker B:So I wanted to use, you know, use the music.
Speaker A:Yeah, that, that, that kind of.
Speaker A:It added to the scenes and it gave it an extra oomph.
Speaker A:Yeah, that really drove the point home.
Speaker A:Even when it was talking about the, you know, the chitlin circuit like back then and like, you know, sneaking in to see James Brown.
Speaker A:Yeah, but like what?
Speaker A:That's crazy that they were able to see iconic legends in their own home.
Speaker B:For 20 and 30 cents.
Speaker A:20, 30 cents is crazy.
Speaker B:By the way, a lot of these top artists today, that some of them are not a lot, most of them aren't living.
Speaker B:But Elton Tonians got to see these people perform right here at the Armory in elton.
Speaker B:They paid 50 cents a dollar and they got to see James Brown.
Speaker B:You know, stuff like who, who was other groups that he mentioned, I can't remember Fats Domino.
Speaker B:There was a lot of them that they got to see and they were rocking and rolling back the whole film.
Speaker B:When you see that scene, you want to be there.
Speaker A:Yeah.
Speaker B:Time period seemed fun.
Speaker A:It seemed loose.
Speaker A:Like a time where you could really, you know, just get out all that stress.
Speaker A:And that's what I love about this film is because it doesn't only show like hardships, it doesn't only show like the things that they had to endure.
Speaker A:It actually shows the tender moments, the things that they endured and then persevered through with gladness and joyous times.
Speaker A:And that's what I think is very impressive about this film.
Speaker A:It's well rounded, it has every bit of emotion in it.
Speaker B:I like to keep balance in my films.
Speaker B:So you see the hard hitting stuff, but yet you do get to see them laugh and you get to see them have fun.
Speaker B:So that kind of balances, you know, balances out.
Speaker B:Okay, so real.
Speaker B:Back to your question though.
Speaker A:Yeah.
Speaker B:Some of the notable ones in the film was Ms.
Speaker B:Thelma, the 104 years old, the stories that she could tell you at 104.
Speaker B:And I emphasized in the film of the education of the blacks back then 40s and 50s, including my aunt and my mother, how teachers focused more or less on reality.
Speaker B:And what I mean by that is they knew that most likely most of the women coming graduating out of that school was going to go into domestic work.
Speaker B:They knew that.
Speaker B:So they kind of cater to teaching them home.
Speaker B:Home economics, things like that.
Speaker B:Exactly.
Speaker A:Yeah.
Speaker B:And my mother was a domestic worker.
Speaker B:A lot of the people in that film was domestic workers.
Speaker B:It was just that time period.
Speaker B:And not only because they were black, even women's rights, women, women, period.
Speaker B:White women, black women did not have a whole lot of rights back then.
Speaker A:No.
Speaker B:So they didn't have much that they could get back then.
Speaker B:And a lot of them ended up being domestic workers.
Speaker A:Yeah.
Speaker A:I remember my mom even being alive and my mom still doing domestic work.
Speaker B:Yes.
Speaker A:You know, I even remember, you know, sleeping over.
Speaker B:Yeah.
Speaker A:You know, because at that point, she was just a member of the family at that point.
Speaker A:And those are fun times growing up with all the kids and, you know, that was fun.
Speaker B:Just like Ms.
Speaker B:Thelma at 104, she's still with the family today.
Speaker B:That back in the 50s and late 40s that she worked for, she still lives with them today.
Speaker B:They call her their nanny.
Speaker A:Yeah, nanny.
Speaker A:That's.
Speaker A:That's, that's.
Speaker B:And, boy, they are protective of her.
Speaker A:Very much so.
Speaker B:Yeah.
Speaker A:And I mean, as they ought to be.
Speaker A:I mean, you know, when you love somebody, when it's true love, you know, you want to protect people.
Speaker A:You want to.
Speaker A:But I think, you know, them understanding the work that you guys have done and are we're going to do, opened them up.
Speaker A:And then, you know, I was able to meet, you know, her, I think, Jeannie.
Speaker B:Jeannie Dupont.
Speaker B:Matter of fact, Ms.
Speaker B:Thelma works and lives with the Duponts.
Speaker A:Yeah.
Speaker B:And Ms.
Speaker B:Caroline Carolyn Dupont came up to me yesterday, just yesterday, we had a film screening.
Speaker B:I didn't know who she was.
Speaker B:And she says, can I get a copy of that film?
Speaker B:She was at the screening and I said, oh, not yet.
Speaker B:It's got to air on television and things like that before you even get to that.
Speaker B:And she said, well, I'm Carolyn Dupont and Ms.
Speaker B: Thelma worked for me back in: Speaker B:And she said, boy, do I have some stories to tell you.
Speaker B:And come to find out, Jenny is her daughter.
Speaker A:Daughter, yeah.
Speaker B:That she lives with now.
Speaker A:It's amazing.
Speaker B:So, yeah, it's amazing.
Speaker B:They love her.
Speaker B:They love her.
Speaker A:Yeah.
Speaker A:You can tell us love.
Speaker A:Yes, you can tell us love.
Speaker A:And that, that right there is the unity piece to this film too, which, you know, it's kind of hard to imagine, if you will, those who are listening, you know, the blacks struggling, the blacks overcoming, some getting jobs that are domestic.
Speaker A:And the way that we would view it now in our generation is we could look at that and be like, oh, man, you know, that was terrible.
Speaker A:How dare they?
Speaker A:But you gotta understand something.
Speaker A:What my father said was right.
Speaker A:Most women, whether black or white, really had no other options but domestic work.
Speaker A:Whether that was, you know, doing laundry, folding clothes, or working in someone's home, or being a server, you know, or a cook like this.
Speaker A:This is something that was widespread.
Speaker A:So honestly, my honest opinion about that is my.
Speaker A:My honor and my hat is tipped to not only my grandmother, but other women who had to deal with that.
Speaker A:Because you guys dealt with a lot and you gained a lot too.
Speaker A:Some didn't.
Speaker A:Some weren't fortunate to have, you know, people like a Carolyn Dupont or a genie.
Speaker A:And, you know, some people had it a little rough, but God bless those who bless others, man.
Speaker A:And.
Speaker A:And they have been a blessing to her as.
Speaker A:Just as much as she has been a blessing to them.
Speaker A:And that's powerful.
Speaker B:Yeah.
Speaker B:And I think most people, younger people, can depict this as like the movie the Hell.
Speaker A:Yeah.
Speaker B:You know?
Speaker A:Yeah.
Speaker B:I don't.
Speaker B:It was like that in some places.
Speaker A:Yeah.
Speaker B:But for the most part, these women, my mother, your grandmother, they became more of a family figure in those households than the own mother and father because they spent more times with those kids than what the parents.
Speaker B:They had to work 100.
Speaker B:You know, I remember my mom bringing the kids over the house and sleeping on the floor.
Speaker B:You know, she had to do a lot of stuff.
Speaker B:And she.
Speaker B:Even today, Wendy Berkeley, who my mom worked for, the Berkeley's, she calls her mom.
Speaker B:And a lot of people don't understand that, that, you know, it wasn't like they were taking these domestic workers and feeding them.
Speaker B:And so I think a lot of younger people kind of can got that idea, but it wasn't like that 100%.
Speaker A:You could get that idea from that.
Speaker A:But just like you said, like, it wasn't that.
Speaker A:It ain't that deep all the time, everywhere.
Speaker A:It ain't that deep all the time, everywhere.
Speaker A:Like.
Speaker A:And I can even attest to how much, you know, they loved her because they allowed all our family to stay over their house.
Speaker A:Oh, yeah.
Speaker A:And swim in the pool and do all this.
Speaker A:And that was cool.
Speaker B:Yeah.
Speaker B:I grew up with her kids and we played and everything.
Speaker A:And that Changed things on a microscopic level.
Speaker A:Women who were in domestic work that were women of color changed a lot of perspectives.
Speaker A:And without that, I don't think that America would have been as progressive in that time like I would.
Speaker A:I don't think it would have rised up as much as it did.
Speaker B:Yeah.
Speaker B:And you know that family really cared about you when they take out a retirement plan on you.
Speaker A:Oh, yeah, yeah, yeah.
Speaker B:You know, that's.
Speaker B:You see the careness and the love there for a family to hire a domestic worker and do things like that.
Speaker A:So.
Speaker B:Yeah.
Speaker B:But like I said, this film took three years to produce.
Speaker B:It taught me a lot of things.
Speaker B:It took me back to a lot of things.
Speaker B:And the growth that I get out of this is special.
Speaker A:That's powerful.
Speaker A:So I got one last question to wrap it up with the Pops.
Speaker A:I call them Pops, guys.
Speaker A:So obviously, our channel is meant to inspire.
Speaker A:Our channel as meant to help people grow and learn and not only the things of God, but in the community and in the art spaces.
Speaker A:With your art space being cinematography.
Speaker A:How did you see God in this film and in and around those that you encountered?
Speaker B:Well, first and foremost, I have to give praise to God for everything I do.
Speaker B:Without that, to me, you have nothing.
Speaker B:So my faith played a big part in finishing this film.
Speaker B:It played a big part in me finishing other films.
Speaker B:It's playing a big part in my life just being a person.
Speaker B:So I would say 100%, your faith, your commitment, really helps propel you into the next level.
Speaker B:That's what I would say about that.
Speaker B:Because again, without that, you have nothing.
Speaker B:I get praise every morning and I thank every morning.
Speaker B:Yeah, that helps me stay focused.
Speaker A:Amen to that.
Speaker A:So praising and worshiping through created endurance to not only finish the race, which is this film, but also be a blessing to those around them.
Speaker A:Pop, I want to thank you so much for coming on.
Speaker A:I want to thank you so much for sharing with us.
Speaker A:I can't wait to see this all over the place, man.
Speaker A:Really.
Speaker A:I think this is not only worthy, but it is.
Speaker A:It's amazing.
Speaker A:I really am proud of you.
Speaker A:That's a great job.
Speaker A:And you guys are going to get a chance to check it out, too.
Speaker A:I'm going to have the next couple listings in the description.
Speaker A:Click the links.
Speaker A:It'll land you to the page where you can go ahead and see all the official dates to come and see blackboards and barriers.
Speaker A:Well, all right, guys, God bless you.
Speaker A:We love you.
Speaker A:Peace.
Speaker A:Thank you.
