I would like the fourth picture the best; its simplistic and it gets to the point. The first picture does not relate to the word directly but you can surely take a look at it. The other three have direct references to the word.
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As Picasso already explained in 1935, a picture is not thought out and settled beforehand. While it is being done it changes as one’s thoughts change. However, regarding the project we were supposed to create in class, we chose a different approach. Since we had been given a specific word, which we had to translate into a collage, the process of free thoughts and creating free art had been narrowed to a certain extent. So as Sylvan Barnet points out in his excerpt A Short Guide to Writing about Art from 2005, the artist, in our case we the students, had approached the process of art with a clear and willful intention of what the result had to be like.
ReplyDeleteThe first picture seems to be created in a form of a mathematical equation. Since the collages represent a word, the viewer is either supposed to create a logical connection between those fragments or try to find hints that might be parts of the word we are looking for.
The idea of a mathematical equation is supported by the equal sign that is the centre of the picture. This idea receives further support by considering the three plus signs that are arranged among one another on the left side, thus implying a summing up of single fragments of the picture which equal something that is supposed to be depicted on the right side of the image. Moreover, the signs possess the same color and are pictured with the same background color which represents that they seem to convey the same purpose.
However, the connection of the four single fragments is difficult to see. The one at the top left depicts two cartoon figures from the TV series “South Park”. One of them is a teacher and the other one seems to be a homosexual person, according to his outfit. This picture might describe a classroom situation where the teacher explains something to his students with the aid of a subject, in this case a living human being. As a conclusion one might assume that the first picture tries to have something to do with school in general or even maybe with biology in respect to the phenomena of homosexuality.
The second one, which is above the first one, leaves less space for interpretation. It depicts a gene. A connection between the field of biology and a gene seems obvious. On a word level one might even create a relation between these two first fragments; “Bio-gene” or “Homo-gene”.
The third fragment which appears to be some kind of a hole could have deeper sense or just represents the letter “O” or the number “zero”. The fourth fragment, the American map, could be an indication of spatial occurrence. The right half of the picture that simultaneously represents the other side of the mathematical equation depicts an unreal figure that is hanging from the gallows. The red, orange, and white target that is located under the gallows has the number “11” in its centre. The coonection btween these fragments don't seem to be clear. However, it seems to be difficult to combine all four to a visual image or a word that corresponds with the right half of the picture.
The second, third, and fourth picture have many aspects in common. All include the cartoon showing two identical looking figures, one saying, ”Welcome! I’m sure you’ll fit in nicely!”. Picture number three uses an image of a group of identical looking men as a background. It furthermore includes a depiction of an industrial mass production process as well as Chris and his twin brother. All four images, including the cartoon, might be aimed at pointing out an idea, a word, or a subject that has something to do with the idea of equality, uniformity, or alikeness. The fact that picture number three also comprises two identical genes as well as an image of a centrifuge and a pundit square (also in picture number two), support the idea that the word we are looking for is somehow related to a biological aspect.
According to the artist himself, picture number four is simplistic and it gets to the point. It depicts, besides the cartoon again, pink dots and something I am not able to identify. However, the important point is that all those things look alike and, I guess, represent the same idea.
The fact that the artist hasn't choosen three different approaches to convey the meaning of his word but rather "three consecetive updated versions" of one of the same pictures makes it easier to understand the message. Although I am not quite sure what the word actually is supposed to be, I believe it is close to the meaning of words such as sameness or alikeness.