FROM DUSK TILL DRAWN: Comics Art Studies and Graphic Narratives Composition, Workshops, Events & Zine Publishing @ Faculty of Communication Arts, Chulalongkorn University [Bangkok – THAILAND]
#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).
BLURB!
“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
Page from Jason’s comics Why Are You Doing This?(Fantagraphics, 2005). Imposed lines for the exercise were excerpted from panels 6 to 12.Example provided to the students: original (half-) page of Tintin in Tibetby Hergé; before text substitution.Example provided to the students: (half-) page of Tintin in Tibet by Hergé after text substitution (by yours truly) of the imposed lines excerpted from Jason’s Why Are You Doing This?.
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)
Text substitution by CommArts student Mint (Sirivadee) in a page from the manga adaptation (Titan Comics) by mangaka Jay of the TV series Sherlock.Original page (before text substitution).Text substitution by CommArts student Golf (Sorasak) in a page from the manga Pokémon Adventuresv.34 (VIZ Media) by mangaka Hidenori Kusaka (script) and Satoshi Yamamoto (art).Original page (before text substitution).Text substitution by CommArts student Ben in a Zits comic strip by Jerry Scott and Jim Borgman.Original page (before text substitution).Text substitution by CommArts student Prim in a page from the manga Case Closed(or Detective Conan; VIZ Media) by mangaka Gosho Aoyama.Original page (before text substitution).Text substitution by CommArts student Erin in a page from the Disney fan comic, or doujinshi, Disney High School (featuring Rapunzel and Quasimodo as siblings) by Morloth88.Original page.Text substitution by CommArts student WIN in a page from the manga Uzumaki (VIZ Media) by mangaka Junji Ito.Original page (before text substitution).Text substitution by CommArts (Taiwanese exchange) student Edd in a page from the manga One Piece (VIZ Media) by mangaka Eiichiro Oda.Scanlated page (before text substitution).Text substitution by CommArts student Plawan in a page from the comics series Bart Simpson’s Treehouse of Horror(Bongo Comics).Original page (before text substitution).Text substitution by CommArts student Yaiyaa (Creative Writing, 2016) in a page from the comics Batman: Blackout (“1940’s Catwoman”, DC Comics, 2000) by Howard Chaykin (script) and Jordi Bernet (pencils).Original page (before text substitution).Text substitution by CommArts student Mark in a strip from the webcomic Cyanide and Happiness (written and illustrated by Rob Den Bleyker, Kris Wilson, Dave McElfatrick and formerly Matt Melvin).Original strip (before text substitution).
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).
Text substitution by CommArts student Por in a Peanutscomic strip by Charles M. Schulz. Retaining the two original speech ballons “Right” in panels 9 and 10.Original page (before text substitution).Text substitution by CommArts student Sean in a page from the manga Bonbonzaka Koukou Engekibu (1992) by mangaka Takahashi Yutaka. Retaining the two original speech ballons “Damn” and “Da…” in panel 3.Original scanlation (before text substitution).Text substitution by a CommArts student (Graphic Writing, 2015) in a page from Mickey Mouse and the World to Come: The Sinking of Illusitania (Boom! Kids, 2010) by Andrea Castellan (aka Casty). Retaining various two original speech balloons.Original page (before text substitution).Text substitution by CommArts student Nymph in a page from the manga Wotaku ni Koi ha Muzukashii(It’s Difficult to Love an Otaku) by mangaka Fujita. Retaining various speech ballons, and adding an ellipsis (“…”).Original scanlation (before text substitution).Text substitution by CommArts student Pat in a page from the webcomic Saturday Morning Breakfast Cereal by Zach Weinersmith. Retaining various speech ballons.Original strip (before text substitution).Text substitution by CommArts student Boss in a page from the comics Immortal Iron First issue 16 (Marvel Comics) by Matt Fraction (writer) and David Aja (penciller). Retaining the original speech ballon “Noooooo” in panel 4.Original page (before text substitution).Text substitution by CommArts student Poon K. in a page from the manga The Kindaichi Case Files (Tokyopop) by mangaka Yōzaburō Kanari and Seimaru Amagi (writers) and Fumiya Satō (art). Retaining the original speech ballon “I’m amazed by your work” in panel 4.Original page (before text substitution).Text substitution by CommArts student Tip in a page from GRUMPY CAT AND POKEY(Dynamite; writers Ben Fisher, Derek Fridolfs, Ilias Kyriazi; and artists Ken Haeser, Ilias Kyriazis, Steve Uy). Retaining various speech balloons, and with additional ellipsis (“…”).Original page (before text substitution).Text substitution by CommArts student Mos (Creative Writing, 2016)in a page from Superman #14 (The Invention Thief, DC Comics, 1942), by Jerry Siegel & Joe Shuster, and Leo Nowak. Retaining various original speech balloons.Original page (before text substitution).Text substitution by CommArts student Mon in a page from the manga Naruto (VIE Media) by mangaka Masashi Kishimoto. Retaining the original sound effect “SHWUUU” in panel 5.Original scanlation (before text substitution).Text substitution by CommArts student Mo (Creative Writing, 2016)in a page from Tintin and Alph-Art, inked and colorized by Yves Rodier based on (unfinished) pencilled page by Hergé. Retaining the original speech balloon (“?”) in panel 6.Original scanlation (before text substitution).Text substitution by CommArts student TG in a page from Edmund Finney’s Quest to Find the Meaning of Life – Volume 2 (EQ Comics) by Dan Long. Retaining various original speech balloons.Original strip (before text substitution).
3. Text substitutions by CommArts students; without order alteration, but with additional bubbles.
Text substitution by CommArts student Note in a page from Cat versus Human by Surovec Yasmine. Retaining various original speech balloons, and with additional bubbles.Original page (before text substitution).Text substitution by CommArts student Pitchii in a page from the webcomics Saphie the One Eyed Cat by Joho. Retaining various onomatopoeiae, and with additional bubbles.Click on the page to reach the original webcomics.
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