Production
Glass which is finely crushed to a powder is mixed with a binder such as saliva or gum arabic diluted in water. Decorations are made from the glass slurry i.e. crushed glass mixed with a binder and applied with a pointed tool, usually a steel needle. The beads are placed in small containers, often sardine cans and heated to fuse the glass on open fires without moulds.
Kiffa beads were made in various shapes: blue, red, and polychromatic triangles with yellow, black, white, red and blue chevron-type and decorations that resemble eyes; blue, red and polychromatic diamond shaped beads; cigar shaped and conical beads as well as a variety of small spherical and oblate beads. Colour sequences observed on traditional beads with polychromatic decorations are always the same, i.e. red-yellow-black (dark brown)-yellow-red-white-blue-white. Often the obverse is decorated as well, and it is believed that different bead making families had their own distinct styles. For their wearers, all these beads held amuletic properties. The colours, shapes and the many different intricate decorative patterns all having specific meanings, most of them forgotten today.
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Famous quotes containing the word production:
“I really know nothing more criminal, more mean, and more ridiculous than lying. It is the production either of malice, cowardice, or vanity; and generally misses of its aim in every one of these views; for lies are always detected, sooner or later.”
—Philip Dormer Stanhope, 4th Earl Chesterfield (1694–1773)
“From the war of nature, from famine and death, the most exalted object which we are capable of conceiving, namely, the production of the higher animals, directly follows. There is grandeur in this view of life, with its several powers, having been breathed into a few forms or into one; and that, whilst this planet has gone cycling on according to the fixed law of gravity, from so simple a beginning endless forms most beautiful and most wonderful have been, and are being, evolved.”
—Charles Darwin (1809–1882)
“It is part of the educator’s responsibility to see equally to two things: First, that the problem grows out of the conditions of the experience being had in the present, and that it is within the range of the capacity of students; and, secondly, that it is such that it arouses in the learner an active quest for information and for production of new ideas. The new facts and new ideas thus obtained become the ground for further experiences in which new problems are presented.”
—John Dewey (1859–1952)