Headline poem

By Alexander French

Headline poem

For this poem, we had to find a headline in a newspaper. We then had to use the words given in the headline and change them around to make a new text. I choose the “’I’ll kill her’: Jealous woman’s chilling message to love rival before fatal ‘Fast and Furious-style’ car chase crash.” And wanted to make it more romantic. This is what I came up with.

 

‘I’ll kill her’: Jealous woman’s chilling message to love rival before fatal ‘Fast and Furious-style’ car chase crash.

 

To Woman.

I’ll love her fast and furious. Fatal rivals jealous before chase. Chilling message kills crash style.

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Eight word poems and letter images

By Alexander French & Tanja Maria Laugesen

May 2nd – Jacob Buris – “eight word poems and letter images”

The first thing we did on this windy Tuesday was working with a poem only consisting of eight words called “regn søvn blå kys” by Søren Ulrik Thomsen.

Afterwards we were given the assignment to do one of our own, in pairs. Jacob Buris showed us the painting “Mendel Levin Nathansons ældste døtre, Bella og Hanna” from 1820 by C.W. Eckersberg, from which we had to find eight, one syllable words mainly nouns or adjectives. We were instructed to create a poem of similar structure as the one presented to us in the beginning of class with the words we found. Alex and I paired up and ended up with this eight-word poem:

 

Hair light green dress    

Cage bird look girl

Hair light green dress

Cage bird look girl

 

Haircage, lookdress

Birdhair, lightgirl

Cagegirl, birdgreen

Dresslight, greenlook

 

After creating out poems, we had to present it for the other students, but not by just reading it aloud. We had to decide on intonation and tone of voice when reciting the poem. This would of course effect the way the different words and structures would be perceived.

After finishing the presentations of our eight-word poems, we had to choose a favourite animal and write the name of the animal on a piece of paper. But it was supposed to be written vertically instead of horizontally. We then had to switch papers with another student who would then describe the animal with words starting with the letters of said animal.

I chose owls and Alex filled in the description. It turned out like this:

 

Omnipotent

Wordless

Laughable

Swivelling

 

After getting our own animal back, we had to make a coherent poem using the words given to us by the other student. Furthermore, we had to continue making a pattern of letters that would spell out the name of our animal in a diagonal line when reading the poem. E.g. to get the diagonal line to spell out owls I would have the second word in the second line starting with a W and the third word of the third line starting with an L and so forth. This is my final owl-poem:

 

Omnipotent beings in forests we find

Wordless Wisdom, as signs in our mind

Laughable kings, Lonely in flight

Swivelling creatures comes Silent at night

 

Alexander’s poems on wolfs:

We had to write a poem of our favorite animal. We then had to give the word (Wolf) to the person on our right. They then had to give us words that we had to incorporate in our poem. I decided to further challenge myself by only using words with the letters of the word (Wolf).

W – WILD.                                     Wild wild wolf with wilderness worth

O- Obedient.                               Of oppressive oppressor, obedient obey

L- Large.                                         Labeled large, lonely laborious liberty.

F- Family.                                       Family feuds, familiar ferocity. Fearing failure

 

 

 

When our animal poems were done, we had to create an image or a drawing of our animal, still only using the letters of the animal. Other than using the letters to draw the animal, we also had to spell out its name, but without it seeming obvious. Last, we had to sign the drawing with our initials, but not by using the letters of our initial. Instead, we had to use the numbers corresponding to our letters in the alphabet. Mine being T and L I had to use the numbers 20 and 12. Furthermore, we had to join the numbers in a way that would be an artistic signature. This is how my owl drawing/number-signature turned out:

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Blixen interpretation and foam-print

By Tanja Maria Laugesen

April 25th & 27th  – Susanne Skou Kristensen & Jacob Buris – “workshop on Blixen”

These days were divided into two separate workshops and so were the students. I started with the text “the roads of life” by Karen Blixen. Unfortunately this part of my day hasn’t been documented that well, but we worked with the text, talking about what the text was signalling and what the meaning of it could be. Besides the overall structure of the story and the impact on the reader, we worked in groups trying to sum up the meaning of the text in a single sentence. Our group came up with something along the line of “The outcome of your struggles are not always clear”. In our group, we had very different views on what message the story was trying to convey, everything from struggles and overcoming them, destiny to unforeseen events and life’s unpredictability was discussed. After this workshop on the text itself, we moved to the arts and crafts room, where we were asked to come up with a visual representation of the story. We then had to make a print templet in foam, using a printing press to transfer the image onto paper. All the talk of struggles an overcoming them, had me thinking of something “two-faced”; the good and the bad like yin and yang. First, I thought of actually doing a path with some kind of obstacles, but I couldn’t get a perspective in my drawing that could display my ideas as a whole. Instead, I was drawn to the idea of a plant, of which on one end was thorny and harsh, and on the other end blooming with leaves and flowers. By the time I had cut out the print templet, we were running out of time, so I only managed to do two black prints, one on carton and one on newspaper. The carton proved to be too thick to get the visuals of the templet in details. The newspaper print turned out better though, so this is the one I’ve uploaded for you.

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It might be a bit difficult to make out, but in the thorny end of the plant, a stick figure is hanging from one of the thorns, either about to fall or pulling himself up, depending on how you look at it. There was actually supposed to be another stick figure standing victoriously at the other end in one of the flowers, as to show overcoming his struggle, but the foam templet ended up being too fragile in the area of the flower, and since the time was ticking, I decided to just leave him out.

Waxman

By Alexander French

Waxman Moses

We had to take a picture with a Waxman performing some act from real life. Firstly I made a picture that was loosely inspired by the old testament, a baby sailing down a river in a little boat.

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Waxman drunk

I made a picture with a Waxman that pees a river. This was an illustration of how messy drunk people can be when they are out in town or at festivals. It was meant as an overexaggerate of the problem for humoristic purposes.

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The waxman and the statue

By Tanja Maria Laugesen

April 6th – Susanne Skou Kristensen – “Art as storytelling (and wax)”

This was the last lesson before we entered the Easter holidays. We each got a small lump of black wax and were told to make a figure of it. Personally, I made a little man. When the moulding was done, we saw some inspirational pictures on how you can use miniature figurines in real world situations, thus telling a story. The little man in the big world was as much a project about seeing the things around you in a different perspective, e.g. a puddle as a lake or even the sea, as it was about creating a story with a single or few pictures. I found this task quite fun to do and ended up bringing my little wax-man to my parents over the Easter to do more photos. It was easy coming up with ideas for fun and quirky pictures and situations to put my little wax-man in, but it proved a rather difficult task to come up with a situation where you in only one or two pictures could tell a story. Many of the ideas I had, which I of course found to be brilliant, didn’t get to see the light of day. Easter 2017 in Denmark was a wet one! I would have had him bowling on the white stripes in the middle of the road, cars driving by. In addition, I would have had him skating on a finger skateboard at the skate park with the real skaters in the background. But, besides missing the actual story behind the pictures, I decided that playing with the cars for a miniature wax-man to go bowling might be a little risky. And as I turns out, when the sun is not out neither are the skaters. But. I did manage to get some great pictures. Below you can see my favourites and there are more to be found in the gallery.

 

Because I took this little guy on so many adventures, and because he was made of wax, he hardened fast in the cold weather and was very fragile when I had to reposition him. Therefore, I cheated slightly and got my hands on some black play-dough and made a second figure who was more flexible than the original wax-man. This is somewhat visible in the way the sun reflects off the surface.

The digital me – a digital collage

By Tanja Maria Laugesen

April 4th – Susanne Skou Kristensen – “the digital me”

In the beginning of April we had to do another collage, this time a digital one. Either using Pixlr or paint.net we had to create a collage describing ourselves, but only with symbols or pictures of things representing us not pictures of ourselves, family etc. For the collage, we got an assignment description containing a list of things to be included in the collage. Things to be include could be e.g. family, spare time activities, job, favourite places etc.

Here you can see my finished collage and a short description of my choices:

Who am I photo collage (1)

For the background, I chose the amphitheatre at the lake in Jels, because it’s a big part of my life at the moment. And for the past two years, I’ve spent 4 weeks in June and July on and round the stage. It also represents my love of drama and theatre. The stage itself is lined with a drum skin representing my husband who’s a drummer. At the back of the stage is a gate called “klosterporten”. It’s an iconic building from my hometown and is at the same time the oldest building I Denmark still used as a residence. This, along with the castle in the back represents my love of history. The castle is “koldinghus” and lies in the middle of Kolding where I live and have been living for the past 10 years. The cat is my own and also helps with representing my love of animals in general. In the lower right corner my more hobby-creative side is represented alongside my husband; paintbrushes and crochet needles represent what I like to do at home and the drumsticks (of course) is my husbands, all gathered nicely in my second great love, coffee!

Good things just ahead

By Alexander French

Good things just ahead

I wanted to make a picture that represented my future and how it is to be a teacher. I choose the picture of a sinking ship, to illustrate the teacher aspect. This might seem a little grim, but the thought was that with the new laws that have been put into place, many teachers try to salvage as much as possible, hence the lifeboats. This also illustrates the way a teacher tries to help student when they stumble. I also wanted to convey that hope is a big factor when you are a teacher, therefore I put in the road sign with “Good things just ahead”. That was also some of the thought behind the plant that grows out of the asphalt, but also that as a teacher we strive to cultivate student to grow, despite their background. The sun is my hope for my own future besides my work as a teacher.

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Pop up 3D collage

By Tanja Maria Laugesen

March 30th – Susanne Skou Kristensen – “a 3D Collage”

For this lesson, we started with a blank piece of white carton and was told to make a basic 3D “room” or a simple pop up structure. I did not think of documenting this part of the process so this picture is not one of mine. However, this shows the basic idea of the pop up structure we were supposed to do.

simple pop up

Then we were instructed to make a picture or a collage using our 3D structure as a basis. Cutting out images or making mosaics with the colours, we started making our collage gluing the pieces onto the structure. After a while, Susanne gave us an obstruction. We had to take one of the cut-outs from the envelope, cut it in half and switch one half with another student, thus receiving one of their halves. Again working with the collage for a while, we got a new obstruction, this time we had to give away our least favourite piece to another student, again receiving his or her least favourite piece. The obstructions had us changing our ideas while working, but at this point we weren’t expected to use the discarded pieces we had been given. One of the last obstructions was to use the backside of one of our pieces and also we had to use an already discarded piece.

After finishing our 3D collages, we had to then come up with a story going with it, the challenge being that this story had to be written on the collage itself using only six words. So this is my 3D collage:

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The six-word story reads: “Half-eaten curtains. Footprints outside. Suspicion!”

The Ptyx and the contemplating man

By Tanja Maria Laugesen

March 23rd – Jacob Buris 

Introduction: ”How to do this”

As this lesson was still very early in the module and I had yet to figure out how practical this course would be, my documentation is not as thorough as I would have liked, but bear with me.

Jacob had, according to the notes I actually did manage to take, two exercises for us. Talking about the difference and similarity between fantasy and imagination, he presented us with the first exercise: We were asked to imagine or come up with an answer to the question “what is a Ptyx?”

My first thought was the sphinx or a phoenix – well maybe the x’s had something to do with it. My second thought was a peacock; therefore, my initial idea of a Ptyx was a fantasy creature or an animal of some sort. I then decided to draw my result as a sketch, resulting in an animal with a peacock’s head, neck and tail feathers and a lion’s body – like the sphinx. Here is my result:

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For the second exercise, Jacob showed us a picture of a man looking out into the distance thinking, wondering, contemplating something. Unfortunately, I haven’t been able to find the picture of this man but his face was showing more than just a thought, he looked somewhat puzzled. Befuddled in a way. The exercise consisted of yet another question; what’s he thinking of?

We had a few minutes to write down our answer, and here is what ended up on my little piece of paper:

“I can’t remember what I was supposed to remember. I know it was important, maybe it wasn’t important to me, but then I t must have been important to someone else; because I know it was important. Was it even for today? If it wasn’t then it doesn’t matter if I remember it now or not. But what if it is for today and I simply forgot. Can you even forget what you can’t remember? Is that even a thing? Maybe you just remember what you can’t forget.”