One of the main creative assignments of the “Imaginative Communication” course [a Comparative Media course in which we explore the theme “How to Tell the Unutterable” by analyzing and comparing the depiction of Psychic Trauma in various visual media, from comics to animated & live-action movies, tv series or choreographies] is for the students to compose and produce a group performance based on refugee narratives. After visualizing refugees’ journeys graphically [see previous assignment “Refugee’s Grid and Gestures“], watching some related footages [Charlie Chaplin’s 1916 The Immigrant, Wilfredo Rivera’s immigration choreography The Golden Bird Cage, or PositiveNegatives’ animated zoom-comics North Star Fading], reading/watching comics and webcomics [Shaun Tan’s The Arrival, Marc Ellison and Didier Kassai’s immersive graphic novel House Without Windows, or our former students’ refugee comics dice], discovering refugee installations [architect Mohamad Hafez’s multi-media installation Unpacked] and analyzing and comparing Marjane Satrapi’s graphic novel and animated feature Persepolis, students were asked to compose a live pantomime performance of 3′ to 5′ [depending on the number of team members]. The constraint was that their refugee characters had to remain silent, voiceless, muted by the trauma, unable to speak the language of their ‘host’ country, or fearing to speak their own language and have their illegal/foreign status revealed.
Due to the COVID-19 crisis and while productions were well underway, performances couldn’t be presented live anymore for obvious safety reasons. Early March, students were asked to film and edit their performances as video footages so that their works could be screened online. On Wednesday March 26 in a virtual classroom, our 40 students introduced and displayed their video performances which were evaluated and commented by songwriter, performer and former [Performing Arts] CommArts student, Namtarn Jinwara (KhopKhunKhrap!) and yours truly.
I am really proud of these works, sometimes created under unexpected COVID-related logistic constraints. The brave team of exchange students -while scattered throughout the world to reach safely their native countries- managed to create an imaginative piece on their way home or while held in quarantine facilities… Below, you can discover film stills from the students’ projects, but also some of the actual performance videos. Here are the numerous choreographies, but also some creative short drama films, which sadly -and timely- echo the ongoing and future displacements of refugees caused by Climate Change, COVID-19 and other crises. Ajarn Nicolas Verstappen
Namtarn’s comments and mine were usually revolving on issues of clarity and meaning. Some performances could have been made more engaging and relatable through the narrative and recurring use of simple objects [as in the Dardenne brothers’ films] or indentifiable gestures developed as motifs. Another point was the lack of “feeling of space” which might be a crucial element in refugee narratives (belonging, borders, in-between…). Most performers move through wide empty rooms and one reason is, of course, related to COVID-19 constraints: most teams couldn’t find a safe, fitting and available location for the shooting. Yet, as we discussed during the session, there were some simple options. I mentioned the German Expressionist films‘ painted set designs which could be emulated with some black and white paints on cardboards.
Another reference provided was the set design of Lars von Trier’s 2003 feature film Dogville. Bold white lines on the floor may end up being quite effective.
Questions were also raised about production as I felt some works were slighlty too slick, sometimes missing the roughness of the refugee experience. On the other hand, some students were concerned that the quality of their videos had been impaired by production problems caused by the COVID crisis. I mentioned that improvisation and DIY approaches actually benefited the production; and I mentioned the DIY aesthetic of French director Michel Gondry on numerous music videos and movies, and mostly his lesser-known 2008 Be Kind Rewind feature film. Some excerpts were screened: The Chemical Brothers’ Let Forever Be MV, The White Stripes’ The Hardest Button to Button MV, Massive Attack’s Protection MV or Björk’s classic Bachelorette MV.
As a conclusion, I mentioned that all performance videos had a grim and dark tone and that other approaches were possible. Thinking about a Martin Parr aesthetic, I mentioned Dario Fau’s colorful and caustic music video Dégueulasse by Caballero and JeanJass. But all in all, I’m a #ProudAjarn, as I was so impressed by the involvement and dedication of my students on this meaningful project in a time where the fate of refugees is even more thrown into jeopardy, and invisibilized in the main news outlets. Ajarn Nicolas Verstappen
Bangkok, 11 February 2020. This semester for the “Imaginative Media: [How to Tell the Unutterable]” course at the Faculty of Communication Arts (Chulalongkorn University), our distinguished guest is khun Nana Wipaphan Wongsawang, founder of the Thai Consent platform which aims at providing [testimonial and illustrated] references for victims of sexual abuse who need useful materials to understand themselves better. An inspiring & challenging talk on the critical issues of sexual abuse, rape culture, consent and representation. After studying the mechanisms of Psychic Trauma and its depictions in tv series, movies, choreographies or graphic novels, our students will compose trauma-related short comics [or #Traumics] on sexual abuse, and will present them to khun Nana in a month. Later, students will also propose various [innovative] campaign ideas to promote & support the Thai Consent platform.
Also on FaceBook: Thai Consent
Thank you/merci/khopkhunkhrap khun Nana!
During the second lesson of the “Imaginative Communication” course [a Comparative Media course in which we explore the theme “To Say the Unutterable” by analyzing and comparing the depiction of Psychic Trauma in various visual media, from comics to animated & live-action movies, tv series or choreographies], I asked my Thai & exchange students at the Faculty of Communication Arts (Chulalongkorn University) to do the “Grid and Gestures” exercise developed by Nick Sousanis, professor of Humanities & Liberal Studies at San Francisco State University, and author of the groundbreaking comics dissertation Unflatteningpublished by Harvard University Press in 2015.
[Course: Imgt Comm, 2800217, International Program, CommArts, Chulalongkorn University, 20 January 2020, with 35 students]
The purpose statement for the exercise provided by Nick Sousanis is as follows:
“So here’s how to think about Grids & Gestures. Quickly, have a look at your ceiling tiles or other grid-ish things around you. If you then imagine putting these features to music, you might have regular long notes on the tiles, some shorter notes, and maybe rapid staccato beats on a ventilation grill. Ok, now come back to a comics page – and think about the idea that in comics, time is written in space. Comics are static – and it’s in the way we organize the space that we can convey movement and the passage of time. Unlike storyboards, to which comics are frequently compared, in comics we care not only about what goes on in the frame, but we care about the size of the panel, its shape, orientation, what it’s next to, what it’s not, and its overall location within the page composition. The way you orchestrate these elements on the page is significant to the meaning conveyed – there are some strong correspondences between comics and architecture in terms of thinking about the way the entire space operates together.
Having briefly thought about this, I want you to take a single sheet of paper (any size, shape will do) and drawing with a pencil or pen, carve it up in some grid-esque fashion that represents the shape of your day. It can be this day, a recent day, a memorable day, or a typical/amalgamation day. And then inhabit these spaces you’ve drawn on the page with lines, marks, or gestures that represent your activity or emotional state during those times represented. The emphasis here is to do your best to not draw things. (You can always do that later!) And also, you can leave space blank on your page – but that has to mean something. This isn’t writing where you can finish a final sentence mid-page. Every inch of the composition is important in comics – so be aware of that as well. Finally, when I do this in class or with groups, I give people about 5-10 minutes to do it, so they have to make decisions quickly. Try to give yourself a similar limit.”
Adapting the exercise to depict a refugee’s journey
After this first exercise was completed, I asked the students to draw a second “Grids and Gestures” page but, instead of depicting a personal day/travel/experience, they had to draw the perilous travel of Syrian refugee Rania Mustafa Ali, 20, who had filmed her journey from the ruins of Kobane in Syria to Austria.
“Her footage shows what many refugees face on their perilous journey to Europe. Rania is cheated by smugglers, teargassed and beaten at the Macedonian border. She risks drowning in the Mediterranean, travelling in a boat meant to hold 15 people but stuffed with over 50. Those with disabilities are carried across raging rivers and muddy fields in their wheelchairs.” (The Guardian).
During the 22′ footage, some students drew the “Grids and Gestures” of Rania as her narrative was unfolding while other students preferred to take some notes and draw Rania’s grid right after the end of the film.
The outcome has been positive as students focused [more than usual] their attention on the emotions and struggles experienced by the refugees, trying to capture Rania’s emotional states, and discovering -as they were drawing on a limited space- the physicality and volume of incessant ups-and-downs (hopeful/hopeless…) and turns of events (wait/treks/dead ends/returns) faced during these precarious and usually dramatic odysseys. I’ll try to find time to study the results of this experiment in detail, and see if it tends to raise awareness/mindfulness (Sati/สติ) and empathy towards refugees. A promising exercise.
Here are some of the “grids and gestures” depicting the journey of Syrian refugee Rania Mustafa Ali and composed by CommArts students:
#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).
The inaugural post explaining the constraints of the #UltraVioletChallenge exercise is available HERE.
For this post, I wanted to display results by students who never pursued any drawing formation. The 3rd and 4th Year Performing Arts students of my “Imaginative Media” course accepted the challenge, and the results are again interesting and varied… and fun!
#UltraVioletChallenge: “Making Sense of Signs (and Fragments)” in-class creative assignment (“Imaginative Media” course, Thai Program, Faculty of Communication Arts, Chulalongkorn University); 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.
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).
#VforVersion(s); alteration of imposed comics pages in foreign language -to the participants- (German edition of British creators Alan Moore and David Lloyd‘s V for Vendetta, and original edition of French cartoonist Lewis Trondheim‘s Psychanalyse) by partial deletion with white-out liquid of textual elements -such as sentences, words, letters or letter parts- to form a new text in English language which would be consistent with the unaltered pictorial sequence.
“Ajarn [teacher], where do you find all the ideas you torture us with every week?”
Student Gam during the in-class assignment. Answer: Oupus series, OuBapo FB page, and my tortuous mind.
Under a “transformative constraint (which alter existing works)” students -in teams of 2 to 5 participants- were asked to do a partial alteration of the written texts, by erasing/covering with white-out liquid some textual element in order to form new sentences which would be consistent with the unaltered pictorial sequence. Additionally, students had to compose English (words and) sentences by respecting the order of appearance of the selected letters (or groups of letters). The most painstaking -if not painful- aspect of the exercise was related to the pages in German and French languages, two foreign languages that participating Thai and exchange students do not speak. If text alteration constraints aren’t new in Literature or Comics Art (see Lettrism, Tom Phillips, blackout poetry, cut-up technique, TNT en Amérique by Jochen Gerner [Fig 2], OuBaPo), the use of texts written in a language not spoken by the participant(s) seems to me less usual (as far as I know). The inability to understand the content of the foreign text and the constraint to propose an altered text in a mastered language (here English) are indeed quite a radical restrictions.
Even if German, French and English languages share the same Roman script (with sometimes additional letters) and if they share numerous cognates (or words with a common etymological origin) as neighboring Indo-European languages, these cognates have taken different forms (such as “colleague” in English, “collègue” in French and “Kollege” in German). Unable to use cognates (or false cognates or false friends) unless sharing identical spellings, participants are thus forced to compose English words (and sentences) with smallest units of writings like graphemes or syllables (or digraphs or larger groups of successive letters). In the first illustration (Fig 1), student Mon was forced to the radical alteration of the German sentence “Den Zorn, der Feuer vom Himmel regnen liess.“(Fig 1B; That Wrath which did rain fire from the Heavens) to compose the English clause “No lie” (Fig 1 C, D). Participants also came to appreciate (sigh) the different ratios of vowels and consonants, as well as the different frequencies of letters and syllables, in German, French and English languages… Students noted the low frequency of the vowel ⟨o⟩ in German (2.594%) compared to French (5.796%) and English (7.507%). Consequently, the newly formed English sentences tended to be quite short. Using V’s theatrical tirades (and Alan Moore’s verbose writing) was truly convenient in this regard. Let’s note here that the high frequency of the vowel ⟨e⟩ and ⟨d⟩, ⟨o⟩, ⟨t⟩) in French language will be put to good use by students Por and Jean in their hilarious story “DOT” altering pages of Lewis Trondheim’s Psychanalyse (see Fig 5). Accidentally and to the delight of the French speakers, the two students ended their narrative on an English-French false friend word (and within the purest Lewis Trondheim tradition). Quite a revealing slip of the pen, would have said Freud and Lacan.
The two main objectives of this exercise under radical restriction were: first, to prevent the participants from relying to much on familiar words and clauses that could be used without much alteration; second: to ensure that the altered text would be a complete creation with a new set of meanings, not influenced by the original content of the written text (as its meaning isn’t understood by the participants who don’t speak the language in which it is written) but mostly by their own interpretation of the visual sequences they are imposed with. The accompanying visual sequence is an additional productive constraint which led to the selection of possible themes and story-lines. The alteration of the comics pages excerpted from Lewis Trondheim’s Psychanalyse -a proto-OuBaPian comics itself using the constraint of iconic iteration applied to only two different panels (see below)- was in this respect less productive; the minimal visual “context” complicated the selection of a theme or concept (within the allocated time). However, it led to the brilliant “DOT” story by students Por and Jean (see Fig 5). The challenge was, as I said, painstaking -if not painful at times (sorry, kiddos!)- but the resulting pages were worth the effort, filled with comics poetry -if not Poetic Justice- and concert tickets for AC/DC (see Fig 20)…
Students Noinae, Paan and Boss whiting out together fragments of text from Lewis Trondheim’s “Psychanalyse”, to finish their assignment on time.
Student French Fries whitening out fragments of text from the German edition of “V for Vendetta”.
Text alteration on the German edition of “V for Vendetta”.
A Circle of Inferno in Dante’s “Divine Comedy”. CommArts students at work.
Text alteration on Taiyo Matsumoto’s “Sunny”.
Additional comments on the constraints:
The choice of V for Vendetta pages was made for several reasons: first, as a nod to the Master Class held two years ago during this course by V for Vendetta‘s co-creator and artist David Lloyd; second, the pleasure to enjoy his starck chiaroscuro technique with masterful use of negative spaces, third; to make the use of Alan Moore’s verbose script in the process of extended deletion of text; fourth, because the graphic novel V for Vendetta is sadly as relevant now than it was then, moreover in current Thai context.
Time limit for the in-class assignment was 3 hours for section 10’s teams (with all three V for Vendetta pages to be altered) and 2 hours for section 11’s teams (with only one V for Vendettapage to be altered).
As mentioned earlier, many letters are not as frequent in German or in French as in English. To alleviate their suffering, students were allowed to tamper with some letterforms but only by reduction (deletion/erasing). The leg of ⟨K⟩ could be white out to form a ⟨Y⟩; same goes for ⟨R⟩ turned into a ⟨P⟩ (or even a ⟨D⟩). The diagonal stroke of ⟨Z⟩ was turned in a typographical slash (to form the slash in AC/DC). ⟨E⟩ could become ⟨I⟩ or ⟨L⟩ or ⟨F⟩; ⟨N⟩ turned into ⟨V⟩; or “NV” into ⟨W⟩ with erasure of the first stroke and some stretch of closure. Digraphs could be transformed into punctuation marks, such as “TR” into an ellipsis (“…”).
“The main interest for me of the comic strip is the infinite possible links between text and image : a system of representation continually confronting , in a kind of alchemy, text and picture . This is the field I endeavour to explore on my own or with OuBaPo (Ouvroir de Bande dessinée Potentielle).
The idea ‘TNT en Amérique’ sprang from these remarks with OuBaPo, from exercises, experiments. I try to find new reading perspectives. I dismantle a given material to make something else of it.” Jochen Gerner (source).
The use of logograms was also allowed. With ⟨N’⟩ for “and”, ⟨C⟩ for “see”, ⟨U⟩ for “you”, ⟨R⟩ for “are”, etc. Usage of slang was permitted too. The slang shortnening “Da” for “the” was accepted as well as “De” for “the” as it remained consistent with the accent of a German character (see Fig 3: A.B. Frost‘s comics, #VforVomans!).
Lewis Trondheim’s handwriting in Psychanalyse tended to complicate the browsing of the text to find usable graphemes and words. However, some ambiguous handwritten letterforms were put at good use with some ⟨O⟩ used as ⟨D⟩ (orconversely), ⟨U⟩ as ⟨V⟩, or ⟨L⟩ as ⟨C⟩.
WARNING: GRAPHIC LANGUAGE [sic]. We do apologize for the use of graphic language in the resulting pages, but the high frequency of the letters ⟨F⟩, ⟨U⟩, ⟨K⟩, ⟨C⟩ or ⟨B⟩, ⟨I⟩, ⟨T⟩, ⟨H⟩ in German language led to the formation of some English swear words; that’s explanation I’ve decided to provide anyway… And yes, “underwear” was spelled “underware” (see Fig 22), because it’s how I pronounce it with my French accent, I guess… #PoeticLicense #PardonMyFrench #Sic
2. Results for Psychanalyse
Note on Psychanalyse. In the pages of his minicomic series ACCI H3319self-published between 1988 and 1990, then-debuting French cartoonist Lewis Trondheim produced comic strips and single-page comics narratives relying only on the repetition of a photocopied single panel or a highly limited set of different panels. For instance, in the series of strips collected under the title Psychanalyse [Psychoanalysis] (by Le Lézard Noir, and later by L’Association), each comics page is built only with 4 different panels -but duplicated and arranged following the constraint of “iconic iteration”- presenting, in close-up, the minimalist depiction of a patient discussing with his psychiatrist (kept off-panel). Our transformative constrained exercise is thus applied to comics pages built themselves on proto-OuBaPian productive constraints.
3. Results for V for Vendetta (excerpt 1)
NOTE: more resulting altered pages of this first excerpt are displayed at the end of this post.
4. Results for V for Vendetta (excerpt 2)
“[V trying to get tickets for] an AC/DC concert: believable. Convincing scenario is essential in any storytelling…”
David Lloyd, V for Vendetta co-creator and artist, commenting on the previous page altered by student French Fries.
5. Results for V for Vendetta (excerpt 3)
6. Results for Sunny
“When Por told me her concept, I said: ‘Por, this is an idea to get us a F’.”
Student Jean about the following altered narrative; a bold move indeed…
7. More altered pages (“V”)
“I’m gonna die. I’m gonna die. This is too complicated, Ajarn [teacher]. I’m gonna die.”
#LetMeSeeYourEyes; substituting the dialogue of a comics/manga page with imposed lines excerpted from Norwegian cartoonist Jason‘s Why Are You Doing This? (Fantagraphics, 2005; Editions Carabas, 2004, for original French version).
“Great idea for an exercise (the source is impeccable, of course!). The examples work really well, and the Peanuts page shows how this principle can be expanded on and could even be used for a book-length work made up of quotes, borrowed page layouts, mash-ups, etc.” Matt Madden(February 17, 2018), cartoonist and teacher best known for his book 99 Ways to Tell a Story: Exercises in Style (Penguin), as well as a member of Oubapo (Workshop for Potential Comics), and later a French knight in the Order of Arts and Letters.
January 2018. The sixty-two (3rd and 4th year) students in the Creative Writing for Printed Matter course (sections 10 and 11; “Graphic Writing”) at the International Program (BA) in Communication Management (Faculty of Communication Arts, Chulalongkorn University, Bangkok , Thailand) were provided with a series of imposed lines excerpted from Jason’s comics Why Are You Doing This?: “So… Did you do it? / Sorry? / Was it you who killed that man earlier today? / No. No, it wasn’t. / Let me see your eyes. / All right. Follow me.” After being shown an example (Tintin in Tibet; see below) and as a home assignment, students were given one week to find a comics/manga page in which the dialogue might fit -with the least possible alteration- by substitution.
“The function of relay is less common (at least as far as the fixed image is concerned); it can be seen particularly in cartoons and comic strips. Here text (most often a snatch of dialogue) and image stand in a complementary relationship; the words, in the same way as the images, are fragments of a more general syntagm [sequence of linguistic units] and the unity of the message is realized at a higher level, that of the story, the anecdote, the diegesis […].” Roland Barthes, Rhetoric of the Image (translation S. Heath), in: Image, Music, Text, 1977.
Goals of this warm-up exercise; production of new comics pages by students without any particular artistic training; browsing of dozens of comics pages, and development of the “image reading” skill by focusing students’ attention on visual motifs in pictures and sequences; development of multimodal literacy through the combination/confrontation of visual (drawings), aural (speech, tone), linguistic (delivery of both “written and spoken” text), gestural (facial expressions/body language/postures) and spatial (spatialisation of text & sequences of adjacent panels) modes; exploration of text/image relationship (anchorage/relay); to stress out the importance of eye contact in drama.
“[Comics] doesn’t blend the visual and the verbal – or use one simply to illustrate the other – but is rather prone to present the two non-synchronously; a reader of comics not only fills in the gaps between panels but also works with the often disjunctive back-and-forth of reading and looking for meaning.” Hillary Chute, “Comics as Literature? Reading Graphic Narrative”, in: PMLA, 123(2), 2008
Commenting on Gunther Kress’s Multimodality, Jacobs notes that linguistic, visual, audio, gestural, and spatial elements combine in comics narratives and that, “[taken] together, these elements form a multimodal system of meaning making.” (“More than Words: Comics as a Means of Teaching Multiple Literacies”, in: The English Journal, 96(3), 2007.
1. Text substitutions by CommArts students; without any order/speech balloon alteration (except for an additional ellipsis, or “…”, in a couple of pages)
2. Text substitutions by CommArts students; respecting the order of the imposed lines but not their strict succession (distribution of the imposed lines before and after text retained from the original comics page).
3. Text substitutions by CommArts students; without order alteration, but with additional bubbles.
“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.
#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.