#ToSomeExtentChallenge: in-class creative assignment (“Introduction to Communication” course), at the International Program in Communication Design (CommDe, Faculty of Architecture, Chulalongkorn University, Bangkok, Thailand) on Monday 13, 2020; the 46 fresh.wo.men were asked to create -in teams of 2 or 3 participants- a graphic narrative within an imposed L-shaped layout, and to consider the spatialization of the narrative elements. Duration: 60′.
The constrained comics exercise was developed for the first “student” edition of the international comics residency-lab atPierre Feuille Ciseaux on January 2019. The L-shaped layout is based on two comic strips dating from 1895 & 1905 (see below) found on the website Töpfferiana.
CommDe fresh.wo.men @ work!
And if you want to play with us, here are the 4 different layouts (with 4 or 5 panels).
On May 14-17 2018, some 40 students at the International Program in Communication Design (CommDe, Faculty of Architecture, Chulalongkorn University, Bangkok, Thailand) attended in two groups to 4-day parallel “Open Studios” led by Belgian cartoonist and illustrator Ephameron (aka Eva Cardon) and American cartoonist and illustrator Anders Nilsen.
〈Anders Nilsen wrote his own account of the 4-day “Chulalongkorn Comics Workshop Phantasmagoria” on this blog post.〉
“It was a remarkable experience in about a hundred different ways, but in particular the students were amazing.” Anders Nilsen (blog post here)
The current post presents the two first days of the Open Studios, and a second post will soon display pics from the last two days of workshop. Students were able to experience two completely different approaches in comics composition during these Open Studios, as Ephameron focused on capturing the essence of a short story and its breakdown and visual adaptation in comics form while Anders Nilsen explored “non-standard” panel layouts and constrained comics exercises (inspired by OuBaPian experiments from the Pierre Feuille Ciseaux international comics residency-laboratory) in order to generate unexpected characters and plots. I do apologize here for the far too invasive presence of my noisy camera, and thank all participants for the patience and understanding. Nicolas
Here are the presentations of Ephameron and Anders Nilsen’s Open Studios by the CommDe program which invited the two artists and hosted the event.
“Eva Cardon leads CommDe Open Studio on Graphic Narrative. In this open studio on Graphic Narrative each student chooses one of the short stories from American author Raymond Carver collections What We Talk About When We Talk About Love and Cathedral and turns it into a graphic narrative that explores the limits of comics, and experiments with storytelling techniques. Eva works under the pseudonym Ephameron and is based in Flanders. She publishes and exhibits internationally.”
“Anders Nilsen leads CommDe Open Studio ‘Where Do Your Ideas Come From: A Comics Workshop.’ Anders will lead students to explore their own creativity in developing characters and narratives. Anders Nilsen is the award-winning artist and author of nine books of comics and visual narrative including Big Questions, Don’t Go Where I Can’t Follow, The End and Tongues. His work has appeared in the New York Times, The Chicago Reader, Medium, Kramer’s Ergot and elsewhere. His comics have been translated into numerous languages and his artwork has been shown internationally. He lives in Portland, Oregon.”
DAY 1: MONDAY, MAY 14
Ephameron’s Open Studio; students Pear, Medfai & Noey
Anders Nilsen’s Open Studio; students Arty & Bamie
Belgian cartoonist Ephameron’s Graphic Narrative Open Studio at CommDe, Thailand
American cartoonist Anders Nilsen’s Comics Open Studio at CommDe, Thailand
DAY 1 in Ephameron’s Open Studio. Part 01: story-boarding of a Raymond Carver’s short story. The Belgian artist introduced the life and works of Raymond Carver and proposes a warm-up exercise. All students had to break down an imposed short story Why don’t you dance? (from Raymond Carver’s collection What We Talk About When We Talk About Love) into a storyboard of 10 illustrations.
Ephameron comments students’ storyboards.
“Why don’t you dance?” 10-panel storyboard by student Darnis.
“Why don’t you dance?” 10-panel storyboard by student Plue.
Ephameron comments student Darnis’ storyboard, with students Pear and Noey on the right.
DAY 1 in Anders Nilsen’s Open Studio. Part 01: the Comics Loop. Meanwhile in the classroom below, the American cartoonist proposes a first exercise to generate imaginative character designs. Each student randomly draws a name card on which a stock character is named (“beggar child”, “drug dealer”, “elephant”, etc.). Each student is then asked to divide an A4 page in four panels and is given a few minutes to create the character design of his/her assigned character in the first panel. When done, students are given a few more minutes to come up with completely different interpretation and graphic rendition of their assigned character, in order to avoid the obvious/common portrayal they might have provided in the first panel. When the second panel is completed, students must redraw their character in the two last panels but in graphic styles different from their personal style in order to leave their confort zone.
Students in Anders’ Open Studio.
Student Sam designs his character.
When done, the same exercise is repeated but with name cards of objects, then name cards of settings/sceneries. All character/object/setting designs are then separated and taped to a wall. Each student must then designates his/her 3 favorite character designs, then objects, then settings.
Anders Nilsen considers his own selection of character designs.
Each student designates his/her three favorite character/setting/object designs, .
Each student designates his/her three favorite character designs. With students Arty, Winnie, Tonkla and Champ.
Anders Nilsen considers the resulting character designs.
After voting, the three favorite character designs, objects and settings are brought together.
As the three selected objects (like the fish can or the anthropomorphic chair) could be turned into characters and would be redundant with the initially selected characters, Anders and I decided to substitute them for a meteorite (which could also be used as a setting), a “bone trapped in a crystal”. The “top of a building” setting was discarded in favor a snow globe, being an object and holding a potential setting. The 9 definitive elements were then used as references, and limitations to maintain coherence, for a collective comics composition assignment -in the form of anexquisite corpse– based on the constrained exercise La Boucle/The Loop developed by the ChiFouMi Association. This exercise had been already implemented at the Faculty of Communication Arts in 2015 with 17 participants, whether professional Thai cartoonists or enthusiasts (more info on this dedicated post). Here is the “protocol” of the constrained exercise. Let’s note here that the story remains “wordless” to facilitate the development of the narrative, as the presence of dialogues might complicate the action of linking the first and last panels together.
Step one: defining 9 elements (3 characters/ 3 objects/ 3 settings). See above.
Step two: each student draws a 6-panel regular grid on an A4 page. Every student must start the action of his/her story in the sixth (and last) panel using one or several of the 9 imposed elements. When done, he/she gives his/her page to the artist on his/her left. Time limit: 15′.
Step three: in the first panel of the page he/she got from his/her seatmate, the artist must continue the action he/she started on the previous page. Time limit: 15′.
Step four: all pages, with only the first panel filled by an artist and the sixth panel filled by another artist, are gathered together. Each student randomly draws a number and -following order of the numbers- can select a page on which he/she will have to fill the four remaining panels (or panels 2 to 5), and link panels 1 and 6 into a somehow coherent narrative.
Step 4: discovering the pages with only panels 1 and 6 filled. From left to right: students Winnie Rit, Bamie, Sam, Kade and Vee.
Step 4: discovering the pages with only panels 1 and 6 filled. From left to right: Anders Nilsen and students Winnie, Piraya, Champ, Uang and Punn.
Step five: each student must now fill the four empty panels (or panels 2 to 5) on the page he/she picked, and link panels 1 and 6 (each drawn by another student) into a somehow coherent narrative.
The Final Story:As presented by the Association ChiFouMi, “the story that is made through all these joints makes an infinite loop, where all the elements that were produced before gives some kind of common road where each author can intend its own singularities and its own imagination, while following a protocol nearly invisible.”
It is interesting to note that a series of recurring motifs appeared throughout the narrative, without any consultation among the students. If “transformations” are obviously to be expected in order to link two disparate panels together, the frequency of “transformations by digestion” was here quite remarkable. Recurring motifs include ingestion, swallowing, vomiting, excretion (maybe in connection with the importance of food in Thai culture, or with gluttonous Brahmin Chuchok whose belly would burst in the Vessantara Jataka, or Krasue spirit with their internal organs hanging down from the neck?), and some related scatological elements, to which -and quite logically in a Buddhist culture- the recurring lotus flower raising from mud would balance. Karmic retribution, and Inception-like worlds inside worlds, were quite present too. The resulting comics was wild, and hilarious at times, as the following pictures show.
Collective reading of the resulting collaborative comics loop. From left to right: students Arty, Piraya, Rit, Bamie and Punn, with Anders Nilsen
Collective reading of the resulting collaborative comics loop:, with Anders Nilsen.
Collective reading of the resulting collaborative comics loop: student Uang explains her plot to Anders and her classmates.
Collective reading of the resulting collaborative comics loop. With students Sam, Winnie, Arty, Aim, Bamie and Tung.
Collective reading of the resulting collaborative comics loop, with student Arty.
Collective reading of the resulting collaborative comics loop. With student Bamie.
DAY 1 in Anders Nilsen’s Open Studio. Part 02: the comics “scrabble/domino”. Anders Nilsen proposed another exercise to which the students were invited to participate whenever they wanted during the 4-day Open Studio. The American artist scattered some illustrations on different walls and asked the students to add new illustrations after, before, above or below his own in order to generate strips, and narratives which would slowly spread across the walls.
Collective and improvised “scrabble/domino” comics.
Student Rit enjoys Bamie’s idea.
Collective and improvised “scrabble/domino” comics.
DAY 1 in Ephameron’s Open Studio. Part 02: figure drawing. Meanwhile Belgian artist Ephameron lets her students release some steam, after a challenging and focused day of short story analysis and story-boarding, by proposing a “figure drawing” session. Each student was invited to draw one of his/her classmates, respecting proportions and attitudes, and exploring various facial expressions.
Student Darnis by his classmate Pin.
First year student Plye strikes a pose to help her classmate capture some facial expressions.
DAY 2 in Ephameron’s Open Studio. Part 01: comicsadaptation of various Raymond Carver’s short stories. At the end of previous day, Ephameron provided each of her students with a different short story written by American author Raymond Carver and mainly taken from the collections What We Talk About When We Talk About Love and Cathedral. Each student has the three remaining days to adapt his/her assigned short story into a comics.
DAY 2 in Anders Nilsen’s Open Studio. Part 01: Taming the Beast. As the Comics Loop resulted in a wilder-than-expected exhilarating narrative, the American cartoonist decided to go for an additional exercise in order to “tame the Beast” and channel the energy.
Anders Nilsen presented the students with Daniel Clowes‘ comics page “What Is the Most Important Invention of the 20th Century?” published on October 1989 in the first issue of his comics series Eightball. The page is a visual adaptation of “the work of David Greenberger, who asked questions of nursing home residents and transcribed their answers in his zine The Duplex Planet.” Other Duplex Planet-inspired comics -with each story’s title is the question Greenberger asked, e.g., “Where Do Wiseguys Come From?”- appeared in Eightball #2 to 4, and 6 (see below for pics).
Daniel Clowes’ comics page published on February 1990 in the second issue of his comics series Eightball. The page is a visual adaptation of “the work of David Greenberger, who asked questions of nursing home residents and transcribed their answers in his zine The Duplex Planet.”
Daniel Clowes’ comics page published on June 1990 in the third issue of his comics series Eightball. The page is a visual adaptation of “the work of David Greenberger, who asked questions of nursing home residents and transcribed their answers in his zine The Duplex Planet.”
Daniel Clowes’ comics page published on October 1990 in the fourth issue of his comics series Eightball. The page is a visual adaptation of “the work of David Greenberger, who asked questions of nursing home residents and transcribed their answers in his zine The Duplex Planet.”
Daniel Clowes’ comics page published on June 1991 in the sixth issue of his comics series Eightball. The page is a visual adaptation of “the work of David Greenberger, who asked questions of nursing home residents and transcribed their answers in his zine The Duplex Planet.”
Before. Students Bamie (left) and Arty (right), with students Punn, Aim, Winnie and Kade.
During. Arty’s portrait by Bamie?
After. Discovering the “What happened?” comics pages.
Here are some results from the “What Happened? – Clowes/Greenberger” assignment by the students.
And an extra constrained comics assignment:
Extra assignment: create the speech ballon with text first, then add an image and the text of next panel, etc.
Extra assignment: create the speech ballon with text first, then add an image and the text of next panel, etc.
DAY 2 in Anders Nilsen’s Open Studio. Part 02: Finding Anders Nilsen. The American cartoonist did a short presentation of his journey as an artist, with the various defining steps and realizations mapping out his career path, such as stressing the importance of his sketchbooks in all aspects of his numerous projects. Some 25 of his books (from zines to graphic novels or collaborative productions) were on display in the classroom for the students to consult.
Anders Nilsen shortly presents his journey as an artist, here with the path-defining short story he wrote for his little sister.
Cover of the second issue of Anders Nilsen’s zine series “Big Questions”.
DAY 2 in Anders Nilsen’s Open Studio. Part 03: “I Almost Died!” assignment. After a lot of fun, students were asked to work on a more dramatic and/or intimate (or humorous if preferred) 8-panel comics page starring two characters. The first character would talk about a time that they almost died. The other character only speaks once, to ask a question. Seven panels show the two characters, and one panel (selected by the student) shows something else.
Getting serious, or trying. Student Winnie.
Getting serious, or trying. Student Kade working on her “I Almost Died!” constrained comics assignment.
Anders comments student Punn’s on his “I Almost Died!” constrained comics assignment.
Students Piraya, Wawa and Mae at work on their “I Almost Died!” constrained comics assignment.
Student Punn at work on his “Deadly Situation Survival” story.
Getting serious, or trying. Student Bamie working on her “I Almost Died!” constrained comics assignment.
Getting serious, or trying. Students Punn and Uang, and Anders Nilsen introducing the “I Almost Died!” constrained comics assignment.
On the occasion of the 150th Anniversary of Friendship between Belgium and Thailand and after introducing the Belgo-Palombian character Marsupilami in graphic narratives to denounce a case of black panther poaching in Thailand (see students’ comics HERE), students were invited to revisit another famous -and much scrutinized- Belgian comics character: Smurfette(or Schtroumpfette in the original version)!
Thai (and foreign) Chulalongkorn students from the two courses mentioned above were asked to create short graphic narratives (2 to 4 pages) on imposed topics related to the Critical Tradition which challenges “the control of language to perpetuate power imbalances by exploring the way communication establishes, reinforces and maintains power structures in society” (see Denis McQuail, McQuail’s Reader in Mass Communication Theory, Sage Publishing, 2002). With a vast majority of Asian and female students in my courses, the Smurfette Principle and Whitewashing in Film topics seemed to be appropriate and meaningful choices. The latter topic addresses the under-representation of minorities in the media, and more specifically the Hollywoodian habit of casting white actors to play non-white characters while disregarding the -mostly comics- source material (see articles by Steve Rose and Keith Chow). Infamous recent examples include Tilda Swinton casted as a Himalayan mystic in Doctor Strange, Emma Stone casted as a Chinese-Hawaiian character in Aloha, Scarlett Johansson playing a Japanese cyborg in the live-action feature Ghost in the Shell, or British actor Ed Skrein who decided to step down from his (half-Japanese) Ben Daimio’s role in the upcoming reboot of Hellboy. Criticism on cultural appropriation and whitewashing has also been raised towards Wes Anderson’s latest feature Isle of Dogs (see here).
“In its original sense, ‘whitewashing’ meant covering or cleaning something up. In today’s cultural landscape, it is a stain that won’t rub off. Now, ‘whitewashing’ describes the habit of casting white actors to play non-white characters, often to shoehorn in a star, sometimes out of racial insensitivity, invariably to the detriment of people (and especially actors) of colour.” Steve Rose in ‘“The idea that it’s good business is a myth’ – why Hollywood whitewashing has become toxic”, The Guardian (source), 2017.
In line with the Feminist Critical Tradition which criticizes communication content and practices that perpetuate patriarchal hierarchies and ideologies, The Smurfette Principle was coined and defined by poet and essayist Katha Pollitt in 1991 in the New York Times as a practice in fiction to include only one stereotypicalfemale character in an otherwise all-male cast (see quote below).
“The message is clear. Boys are the norm, girls the variation; boys are central, girls peripheral; boys are individuals, girls types. Boys define the group, its story and its code of values. Girls exist only in relation to boys.” Katha Pollitt in “Hers; The Smurfette Principle”, The New York Times (source), 1991.
If Katha Pollitt bases her criticism on the Smurfs animated TV series, the Smurfette character was first introduced in Peyo’s A Smurf Adventure: The Smurfette serialized in Spirou magazine (Dupuis, Belgium) in 1966 and written by Yvan Delporte [1928-2007] and Peyo [Pierre Culliford; 1928-1992]. The Smurfette was created from clay by evil wizard Gargamel in order to launch a feud in the all-male Smurf village. The recipe’s ingredients (see Fig. 2; “Sugar and spice, but nothing nice… A dram of crocodile tears… A peck of bird brain…”, etc.) used by the wizard present themselves as an appalling and misogynistic list of personalilty traits. Let’s point here that the recipe is accompanied by an asterisk leading to a footnote (see Fig.1 ). In the French edition (but I don’t know if the footnote was already in the first serialized publication), the footnote reads “This text only represents the views of the author of the grimoire ‘Magicae Formulae’, Beelzebub Publishing” (my translation). The 1976 English further relieves Delporte and Peyo of any responsibilities which are rejected on the “Male Chauvinist Pig Wizards” Incorporation…
Nevertheless, the Smurfette’s origin story raises more criticism. Smurfette first appears with unruly black hair, a large nose, basic dress and slippers (see Fig. 3). Feeling miserable because of her physical appearance and lack of attractiveness, she undergoes an “operation of plastic smurfery ” [sic] at the hands of Papa Smurf to become a blonde Smurfette -inspired by French actress Brigitte Bardot- with shortened nose, curled eyelashes, gown and high heels; she is now “one of a kind, full of feminine grace and frivolous. She can also be very much a woman, playing with the feelings of her sweethearts” (from Smurfette’s official bio quoted in Jason Richards’ The Problem With Smurfette). Turned into an “object of desire” and with stereotypical feminine personality traits, Smurfette -and the male Smurfs themselves by competing for her attention- will bring even more trouble in the village soon to be flooded. Let’s add, to be fair, that Delporte and Peyo do not depict the male Smurfs from their best angle either; they do not save the day (except for the more tempered Papa Smurf) and are made laughable -and “identical”- by their hazardous and idiotic behaviour.
The character of Smurfette evolved positively -albeit quite slowly- over the past decade; becoming the leader of the Smurf village in the 2010 adventure La Grande Schtroumpfette, or an airplane pilot on the outside paint job of some Brussels Airlines’ Airbus A320.
The imposed format was “knowledge (or educational) comics” in order to explore the ability of text/image (multimodal) narratives to condense and convey a large amount of information in a limited space of only a few pages. See quote below.
“Just like diagrams, info-graphics, and other forms of science visualizations, comics use words and pictures to convey information, however they also divide the information into panels [McCloud, 1994] which can facilitate the reading experience and highlight important information, such as parts and processes [Mayer and Gallini, 1990]. Furthermore, comics not only break down the information into more digestible units but can also reassemble them into meaningful compositions […]. As summarized by comic scholar and educator Nick Sousanis: “the spatial interplay of sequential and simultaneous, imbues comics with a dual nature — both tree-like, hierarchical and rhizomatic, interwoven in a single form” [Sousanis, 2015]. In other words, comics can be read linearly, panel by panel, but also lend themselves to non-linear explanations, encouraging the reader to constantly reassess earlier panels in the light of new information. Similarly, science often requires readers to make connections between multiple scales and domains of knowledge, not necessarily arranged in a hierarchical, linear order. In conclusion, while comics are often perceived as an easy and playful format, they may be exquisitely suited at presenting complex information in a rigorous yet accessible way.” Matteo Farinella, “The Potential of Comics in Science Communication”, in JCom Journal of Science Communication 17/1 (source), 2018.
Examples of “knowledge comics” provided to the students included the excellent series La Petite Bédéthèque des Savoirs (Le Lombard, Belgium) which presents itself as “pocket-sized hardcover educational books on subjects as varied as artificial intelligence, sharks, heavy metal, and the history of prostitution. Each volume in the series is written and drawn by a different writer and artist pair. Internationally-renowned experts in the fields work with comics luminaries for a unique alchemy every time” (source). Some volumes are available in English by IDW Publishing under the series title “The Little Book of Knowledge”. Other references were Nick Sousanis’ doctoral dissertation in comics form Unflattening, Scott McCloud’s Understanding Comics and Understanding Rhetoric: A Graphic Guide to Writing by Elizabeth Losh, Jonathan Alexander, Kevin Cannon, and Zander Cannon.
Page from “The Little Book of Knowledge: Tattoos” by Jérôme Pierrat (author) and Alfred (artist). IDW Publishing/Le Lombard.
Page from “The Little Book of Knowledge: Heavy Metal” by Jacques de Pierpont (author) and Hervé Bourhis (artist). IDW Publishing/Le Lombard.
Page from (upcoming in English) “The Little Book of Knowledge: Sharks” by Bernard Séret (author) and Julien Solé (artist). IDW Publishing/Le Lombard.
Page from “La Petite Bédéthèque des Savoirs #18: Le conflit israélo-palestinien” by Vladimir Grigorieff (author) and Abdel de Bruxelles (artist), Le Lombard.
The Smurfette Principle and Whitewashing in Film Knowledge Comics by Chula students
The Smurfette origin (exploring elements from the Semiotics lessons: symbol, icon, connotation…).
A satirical take on the Smurfette Principle starring Pepper Potts and Tony Stark (aka Iron Man).
On the occasion of the 150th Anniversary of Friendship between Belgium and Thailand, and to explore the ability of comics to tackle social and political issues with much effectiveness and immediacy, 8 students at the International Program in Communication Design (CommDe, Department of Industrial Design, Faculty of Architecture, Chulalongkorn University, Bangkok, Thailand) were asked to create 2-page comics starring the Marsupilami -an imaginary animal created by Belgian cartoonist André Franquin (for Belgian publishing house Dupuis in 1952)- and addressing the recent story of a construction company mogul charged with six poaching-related crimes (including the killing of a black Indochinese leopard/panther) in a Thai Wildlife Sanctuary. High-resolution pages are displayed at the end of this post, after an introduction to the historical context and the guest-lecture on André Franquin.
1. Historical context
The Secret Chronicles of Thungyai [Naresuan Wildlife Sanctuary](in Thai: บันทึกลับจากทุ่งใหญ่) is a journal published in 1973 by a group of students against elephant hunting (and other animal poaching) in Thailand in the aftermath of the crash of a military helicopter in the Thung Yai forest revealing an illegal hunting party of senior military officers, businessmen, family members, and a filmstar. The ‘zine’ documented “the ecological value of the area as well as the incident” (The Nation, 2018), and was accompanied by satirical illustrations from various influential cartoonists (with an introduction, and two illustrations, by the “King of Thai Cartoon” Prayoon Chanyawongse; see figure above). 200,000 copies of the student journal were sold in 2 weeks (Eawsakul, 2015), fuelling nationwide public outrage. “In a time of great political unrest the incident became a focus for the prevailing discontent with the military rule” and “a rallying cry for the pro-democracy movement” (Seub/Stewart-Cox 1990:34), triggering public protest and demonstrations. “The protests were suppressed on October 14, with scores of killed, followed by a great number of students fleeing to the forest to join communist groups” (The Nation, 2018). The bloody crackdown ultimately led to the fall of the Thanom-Prapas regime. “The area finally was declared a Wildlife Sanctuary in 1974 under a new democratic government” (Buergin, 2001).
“Premchai Karnasuta, far left, sits in the campsite where he was found with the remains of a leopard, panther and other wildlife Monday in the Thungyai Naresuan Wildlife Sanctuary in Kanchanaburi province” (Photo: khaosodenglish.com).
“Authorities found two rifles, a double-barrelled shotgun, various bullets, the body of a Kalij pheasant, a muntiacini deer carcass, a skinned and salted black leopard and a black panther skull in the camp” (Photo: khaosodenglish.com)
44 years later (on February 5, 2018) in the same Wildlife Sanctuary, construction company mogul Premchai Karnasuta -the 63-year-old president of Italian-Thai Development- and three other men were charged with six poaching-related crimes after they were caught with “two rifles, a double-barrelled shotgun, various bullets, the body of a Kalij pheasant, a muntiacini deer carcass, a skinned and salted black leopard and a black panther skull”. (Thaitrakulpanich, Khaosod English, 2018a). “Investigators examining Premchai’s camp site found cooking equipment they believe the rotund CEO used to consume the animal. The black leopard, commonly called a black panther in Asia and considered a vulnerable species, was killed by gunfire” (Thaitrakulpanich, Khaosod English, 2018b). Mr Premchai and other suspects still deny the charges against them, which include illegal hunting and possessing firearms in a sanctuary.” A ranger and his coworkers have told police that the powerful construction magnate they arrested on suspicion of poaching a rare black panther tried to bribe them” (Thaitrakulpanich, Khaosod English, 2018c). “The case has sparked a fierce outcry from environmental groups, celebrities and the public in general” (Bangkok Post, 2018). “As people following the case have shown dissatisfaction with the slow pace of the investigation, many have expressed their feelings regarding the case, and the hunting of endangered big cats in general, in many ways.” A campaign calling for the prosecution of a construction tycoon over “his alleged killing of a black leopard and other protected animals has expanded, with people expressing their grief and anger in essays, poems, paintings and, in the latest development, street art” (Chimprabha, The Nation, 2018). It was just about time to address the issue in #ArtOfThePanther comics form…
(Note: sources at the end of this post).
#Artofthepanther by Thai cartoonist Puck
#Artofthepanther by Thai cartoonist Tumz Horriziny.
Art by Thai cartoonist Puck
#Artofthepanther by Thai cartoonist Puck
Alex Face’s “artwork depicted the artist’s famous graffiti character Mardi wearing a black-leopard costume and a mask with a Pinocchio nose” (Marisa Chimprabha, The Nation).
#Artofthepanther by Thai artist Zing.
2. “From Harvey Kurtzman to André Franquin” guest lecture
Contextualizing Harvey Kurtzman and Bernie Krigstein’s stories, and MAD magazine.
Analysis of Harvey Kurtzman’s classic Korean War story “The Big ‘IF’!”.
Contextualizing Jijé, André Franquin and René Goscinny’s milestones, and “Spirou” and “Pilote” magazines.
E.C. Segar’s character Eugene the Jeep (that Marsupilami creator André Franquin liked as a child).
The lecture also included an analysis of the comics masterpiece Master Race by (Al Feldstein &) Bernie Krigstein (Impact #1, EC Comics, April 1955), and a presentation of the seminal role of French comics writer René Goscinny (The Adventures of Asterix) and Belgian cartoonist Jijé (figurehead of the Marcinelle School, author of seminal semi-realistic comics series Jerry Spring and mentor of André Franquin, Smurfs‘creator Peyo, or Jean Giraud/Moebius) in the development of humour, realism, and more adult content in Franco-Belgian comics (influenced partly by American cartoonists such as Harvey Kurtzman and Milton Caniff).
Original artwork (detail) and panel from “Spirou: Les Petits Formats” by André Franquin (and Roba), Dupuis, 1960.
Influence of the Atom Style on the Marsupilami’s tail (and other designs in comics from the “Marcinelles School”).
Belgian cartoonist Hergé, creator of the Adventures of Tintin, stated: “Franquin is a great artist. Next to him, I’m only a mediocre pen-pusher”. Fantagraphics’ Kim Thompson agreed with Tintin’s creator, writing that “in terms of ultra-classic greatness, Hergé has that abstract line but Franquin has something else. He created the most complete, the most alive, the most absolute cartooniness in comics history” (source: The Comics Journal).
Cover of the upcoming English translation of André Franquin’s classic “Les Idées Noires” (under the title “Die Laughing”, from Fantagraphics).
On 31 January 1952, the first appearance of the Marsupilami in the adventure of Spirou et les Héritiers (Spirou and the Heirs) in the weekly Spirou magazine marked a generation of readers. The myth did not need decades to settle permanently (MarsuPro). The original Marsupilami was found from the jungle of Palombia, a fictitious South American country, by adventurous journalists Spirou and Fantasio and their squirrel Spip. The marsupial was taken to Belgium, where he was shortly kept in a zoo (Comic Vine). The Marsupilami will later accompany Spirou and Fantasio in many adventures, before returning to Palombia and have adventures of its own. The Spirou et Fantasioalbum Le nid des Marsupilamis (1956) is mostly concerned with female reporter Seccotine‘sdocumentary-within-the-comic about the life of a family of Marsupilamis still living in the wild in Palombia. Marsupilamis have a long, strong, flexible, prehensile tail, used for almost any task. They are able to use their tail as a weapon, by tightening the end into a fist and the remainder of the tail into a spring-like spiral for maximal force (see figure above). Marsupilamis must regularly defend themselves against poacher Bring M. Backalive and his associates…
Tribute to André Franquin by Belgian cartoonist René Follet. With Spirou, Fantasio, and the Marsupilami.
Pages from “Spirou et les héritiers” (“Spirou and the Heirs”) by André Franquin, serialized in “Le Journal de Spirou” (Dupuis) in 1952. Set in Palombia, a fictional South American country, and introducing the Marsupilami character for the first time.
Original artwork (half-page) for a “Gaston Lagaffe” strip by André Franquin.
Original artwork for “Les Idées Noires” (“Die Laughing”) by André Franquin.
Marsupilami tribute by René Hausmann, and screenshot from the Marsupilami live action movie.
Cover of “Spirou and Fantasion: The Marsupilami Thieves” available in English from Cinebook.
Cover of “The Marsupilami #01: The Marsupilami’s Tail” available in English from Cinebook.
3. Presenting 1940s-1970s issues of Spirou magazine
After the lecture, CommDe students had the opportunity to flip through a collection of 1940s-1970s classic and rare issues of the Franco-Belgian Spiroumagazine (with Spirou/Marsupilami pages by André Franquin, Jerry Springpages by Jijé, Johan and Peewit pages by Smurfs creator Peyo, etc.), and issues of the Spirou magazine mythic supplement Le Trombone Illustré. I would like to thank warmly Philippe Capart, owner of the bookstore La Crypte Tonique in Brussels, who helped me to select and acquire the issues of this invaluable collection used for my comics courses in Thailand.
CommDe students flipping through 1940s-1970s issues of the “Spirou” magazine (with some Spirou/Marsupilami stories, Jijé’s Jerry Pring pages, and “Le Trombone Illustré” supplement).
CommDe students flipping through 1940s-1970s issues of the “Spirou” magazine (with some Spirou/Marsupilami stories, Jijé’s Jerry Pring pages, and “Le Trombone Illustré” supplement).
Yours truly showing anti-Japanese propaganda in a Superman page published in an issue of the British “Overseas Comics” (issued during WWII, only to members of the Allied Armed Forces by arrangement with the War Office). And “DNA-tracking” the influence of American cartoonist Milton Caniff’s chiaroscuro and realistic style on Hugo Pratt’s Corto Maltese (then Frank Miller’ Sin City), Belgian cartoonist Jijé (1914-1980; then Jean Giraud/Moebius), and American cartoonists Harvey Kurtzman and Wally Wood…
Students were given one week to develop the layouts of their Marsupilami and the Black Panther two-page comics. During the following lesson, ajarn Oat Montien -with the assistance of yours truly- gave comment and advice on the comics layouts (see figures below).
Marsupilami sketch by CommDe student Arty.
Marsupilami comics layouts by CommDe student Darnis.
Marsupilami comics layouts by CommDe student Zam (and commented by ajarn Oat Montien).
Marsupilami comics layouts by CommDe student Proud.
Ajarn Oat Montien supervising the layout composition of the Marsupilami comics developed by CommDe students.
4. “Marsupilami and the Black Panther” tribute comics
One week after presenting their layouts, the 8 students of the Visual Narrative courses submitted the final version of their comics! Enjoy!
Bangkok Post (2018, March 7). Black leopard soup confirmed in poaching case. Bangkok Post.
Buergin, R. (2001). Contested Heritages: Disputes on People, Forests, and a World Heritage Site in Globalizing Thailand, SEFUT Working Paper No. 9, University of Freiburg, p.5.
Chimprabha, M. (2018, March 8). Art breathes life into black leopard campaign – despite repeated attempts at suppression. The Nation.
Eawsakul, T. (2015), Cartoon Thai Tai Laew (catalogue expo, “การ์ตูนไทยตายแล้ว”, “Is Thai Cartoon Dead?”). Bangkok: PUBAT, The Publishers and Booksellers Association of Thailand, n.p.
Seub N., Stewart-Cox, B. (1990). Nomination of the Thung Yai – Huai Kha Khaeng Wildlife Sanctuary to be a U.N.E.S.C.O. World Heritage Site. Bangkok: Royal Forest Department.
Thaitrakulpanich, A. (2018a, Feb 6). Italian-Thai President Charged with Poaching Wild Animals. Khaosod English.
Thaitrakulpanich, A. (2018b, Feb 8). Rangers: Premchai ate the Leopard in a Soup. Khaosod English.
Thaitrakulpanich, A. (2018c, Feb 8). Forest Ranger: Poacher Premchai Offered Bribe. Khaosod English.
The Nation (2018, Feb 7). Hunting arrests recall events leading to 1973 uprising crisis. The Nation.
“More good stuff from [Bangkok], thanks for sharing!” Nick Sousanis (February 9, 2018), assistant professor of Humanities & Liberal Studies at San Francisco State University. He received his doctorate in education at Teachers College, Columbia University in 2014, where he wrote and drew his dissertation entirely in comic book form. Titled Unflattening, it argues for the importance of visual thinking in teaching and learning, and was published by Harvard University Press in 2015.
January 2018. Fifty (1st year) Thai students at the International Program in Communication Design (CommDe, Department of Industrial Design, Faculty of Architecture, Chulalongkorn University) received 2 pages displaying 7 scattered panels (with erased text) taken from various pages of the graphic novel Big Questions by American cartoonist Anders Nilsen. Within 90 minutes, they had to produce additional panels (if necessary) -and add dialogues- in order to bridge the imposed panels and weave a cohesive and convincing graphic narrative. Following brief comments provided on their comprehensive layouts, students finalized the artwork at home. See below for 20+ of their #BiggerQuestions constrained comics.
Inspired by on a constrained comics exercise used atPierre Feuille Ciseaux international comics residency-lab.
CommDe students working on a “exercise in style”… with style!
CommDe student bridging the gaps between Anders Nilsen’s incomplete and scattered panels.
CommDe students bridging the gaps between Anders Nilsen’s incomplete and scattered panels.
Fifty CommDe students bridging the gaps between Anders Nilsen’s incomplete and scattered panels.
Cover of Lorina Mapa’s graphic memoir “Duran Duran, Imelda Marcos, and Me”.
Filipino Canadian cartoonistLorina Mapa, author of the graphic memoir Duran Duran, Imelda Marcos, and Me, was a guest at the Bangkok Edge Festival 2018, with the participation of the Embassy of Canada to Thailand. On Saturday 20, the artist gave an delightful and interesting public talk on her work, and held a comics workshop on Sunday 21. The Embassy of Canada to Thailand opened extra seats for my students (CommDe & CommArts, Chulalongkorn University) who wished to take part in the (fully booked) workshop (KhopKhunMakKhrap khun Noppawan!)
My warmest thanks to Lorina Mapa, the Bangkok Egde Festival, and the Embassy of Canada to Thailand!
#UltraVioletChallenge: “Making Sense of Signs (and Fragments)” in-class creative assignment (“Intro Comm” & “Visual Media Studies” courses developed by the Faculty of Communication Arts; Semiotics chapter); create a figurative comics based on an imposed abstract comics (duration: 90′). Based on a constrained comics exercise used atPierre Feuille Ciseaux international comics residency-lab.
“Brilliant – thanks for sharing!” Nick Sousanis (January 16, 2018; commenting the page by Fern, Lukpearr, Oom & Bank), assistant professor of Humanities & Liberal Studies at San Francisco State University. He received his doctorate in education at Teachers College, Columbia University in 2014, where he wrote and drew his dissertation entirely in comic book form. Titled Unflattening, it argues for the importance of visual thinking in teaching and learning, and was published by Harvard University Press in 2015.