Joe Sacco – Drawing as Language

Visual Narrative HSLU
8 Jun 201603:51
EducationalLearning
32 Likes 10 Comments

TLDRThe speaker reflects on the integration of words and images in a narrative art form, particularly comics, which they find captivating for their storytelling potential. They express concern about the overemphasis on theory in academic settings, which might stifle creativity. The speaker advocates for teaching the basics of storytelling, such as compression, to focus on the main points, but acknowledges that good content and individual direction often come from personal initiative and experimentation.

Takeaways
  • 🎨 The speaker views art as an integrated language of words and images, where one cannot be separated from the other without losing meaning.
  • 📚 The speaker has a keen interest in narrative art, which tells a story through a single image or a series of images.
  • 🌐 They find abstract art less appealing due to their preference for storytelling elements in art.
  • 🔍 The speaker acknowledges the complexity of interpreting images, as they can be read in many ways and the reader's mood and time can influence this.
  • 📖 They mention the experience of reading comics, where one can read quickly for the main story or slowly to appreciate the details.
  • 🧠 The speaker believes that understanding the language of comics comes naturally and is learned through experience rather than formal teaching.
  • 👨‍🏫 In an academic setting, the speaker is concerned that too much theory might restrict creativity and lead to a belief that there are only certain 'right' ways to create art.
  • 📝 The speaker emphasizes the importance of teaching the basics, such as the concept of compression in storytelling, to focus on the main points.
  • 💡 They advocate for teaching individual initiative and experimentation over rigid rules, as these are key to developing unique narratives.
  • 🚀 The speaker believes that while the basics of storytelling can be taught, the content and direction of the story are up to the individual's creativity and cannot be taught.
  • 🤔 The takeaway highlights the speaker's belief in the difficulty of teaching creativity and the importance of finding one's own narrative direction.
Q & A

  • How does the speaker describe their relationship with the art form they work in?

    -The speaker describes their relationship with the art form as deeply integrated into their work and life, to the point where it's hard for them to define it exactly due to the long duration they've been involved with it.

  • What is the speaker's view on the relationship between words and images in their art?

    -The speaker views their art as a language that uses words and images together in an integrated way, where words and images play on each other, making it difficult to untangle them for any sense to be made.

  • What type of art does the speaker express interest in?

    -The speaker is interested in narrative art, particularly art that tells a story, such as a single image or painting with a narrative behind it.

  • Why might the speaker be less attracted to abstract art?

    -The speaker is less attracted to abstract art because they are more interested in storytelling, which abstract art may not always convey as directly.

  • How does the speaker describe the process of reading images in their art?

    -The speaker describes the process as being open to interpretation, with readers being able to read images in many ways, and the experience varying based on the reader's mood and time available.

  • What does the speaker believe about the teachability of reading comics or similar art forms?

    -The speaker believes that while some aspects of reading comics can be taught, such as recognizing the integration of elements, the natural ability to read and interpret such works is often developed through experience rather than formal teaching.

  • What is the speaker's concern about teaching art in an academic setting?

    -The speaker is concerned that there might be too much emphasis on theory, leading to a belief that there are only certain ways to create art, which could stifle creativity and individual expression.

  • What basic principle does the speaker try to teach in their art classes?

    -The speaker tries to teach the principle of compression, emphasizing the importance of focusing on the main points and condensing a story down to its most essential elements.

  • What does the speaker believe cannot be taught but should be emphasized?

    -The speaker believes that while the basics of storytelling can be taught, having good content and finding one's own direction and interesting narrative is something that cannot be taught but should be encouraged through individual initiative and experimentation.

  • How does the speaker approach teaching the concept of compression in storytelling?

    -The speaker gives students a story to write and challenges them to condense it into fewer panels, such as 12, then six, and finally three, to help them understand the necessity of removing extraneous details and focusing on the main points.

  • What is the speaker's view on the role of theory in art education?

    -The speaker feels that while some theory is necessary, an overemphasis on it can be troubling, as it may lead to a belief that art must be created in a certain way, which could limit creativity.

Outlines
00:00
🎨 Art as a Narrative Language

The speaker reflects on the difficulty of defining their art form due to its integral role in their life. They describe art as a language that combines words and images in a way that is inseparable. The speaker is particularly drawn to narrative art, where a single image can tell a story, and they find abstract art less appealing due to their interest in storytelling. They also touch on the complexity of how images can be interpreted differently by different viewers and the personal experience of reading comics, which can be done quickly or slowly depending on one's mood and time. The speaker expresses concern about the potential overemphasis on theory in academic settings, which might restrict the creative process.

Mindmap
Keywords
💡Language
In the context of the video, 'language' refers to the integrated use of words and images to convey meaning. The speaker suggests that this form of language is inseparable and integral to their work and life. It is a key concept as it underpins the theme of visual storytelling, where the narrative is not just told through words but also through the visual elements.
💡Narrative
The term 'narrative' is central to the video's theme, highlighting the speaker's interest in art forms that tell a story. A narrative in this context is the storyline or sequence of events that can be interpreted from a single image or a series of images. The speaker finds this aspect of art compelling and is less attracted to abstract art, which may not have a clear narrative.
💡Abstract Art
'Abstract Art' is mentioned as a contrast to narrative art. It is a form of art that does not depict or represent anything from the physical world but instead uses color, shape, and form in a non-representational way. The speaker expresses less interest in this type of art due to their preference for storytelling.
💡Storytelling
The concept of 'storytelling' is a fundamental part of the video's message. It refers to the act of conveying events in a narrative form, which can be through visual or written means. The speaker is particularly interested in the storytelling aspect of art and believes that it is a crucial element in creating engaging and meaningful work.
💡Integration
'Integration' in the script refers to the seamless blending of words and images to create a unified narrative. The speaker finds it difficult to separate the two, emphasizing that the narrative is constructed through the interaction between the visual and textual elements.
💡Comics
Comics are mentioned as an example of a medium where the integration of words and images is evident. The speaker discusses how the reading experience can vary depending on the reader's mood and time, and how one can discover different layers of narrative, such as background details or the main story, upon multiple readings.
💡Reading
The act of 'reading' in the video is not limited to text but extends to the interpretation of visual elements in art and comics. The speaker suggests that the way one reads a comic can affect the understanding of the narrative, whether by skimming for the main points or lingering to appreciate the details.
💡Teaching
'Teaching' is discussed in relation to the academic setting and the speaker's personal approach to imparting knowledge. The speaker believes that while some basics, like the concept of compression in storytelling, can be taught, there is a risk of over-teaching theory, which may stifle creativity.
💡Compression
The concept of 'compression' is introduced as a basic storytelling technique that the speaker tries to teach. It involves condensing a story into fewer panels or frames, forcing the storyteller to focus on the essential elements of the narrative and omit the less important details.
💡Content
'Content' in the video refers to the substance or material of a story. The speaker asserts that while technical skills can be taught, having good content is more challenging and is where the emphasis should be placed. It is the foundation upon which a clear and engaging narrative is built.
💡Individual Initiative
'Individual Initiative' is highlighted as a crucial factor in the creative process that cannot be taught but must be developed by the artist themselves. The speaker encourages finding one's own direction and experimenting with different narratives, which is an essential part of the artistic journey.
Highlights

The speaker sees their work as an integrated language of words and images, where it's difficult to separate the two.

Narrative art is of particular interest to the speaker, with a single image or painting being able to tell a story.

Abstract art may be less appealing due to the speaker's interest in storytelling.

The speaker acknowledges the complexity of image interpretation and the impossibility of controlling how they are read.

Reading comics can vary based on mood and time, allowing for different levels of engagement with the content.

The speaker values the natural learning process over formal teaching in understanding the language of comics.

There is concern about an overemphasis on theory potentially stifling creativity in the academic setting.

The speaker emphasizes the importance of teaching the basics, such as story compression, to new learners.

Teaching how to tell a clear story is fundamental before allowing for growth and experimentation.

The speaker believes that good content is difficult to teach and should be the focus of emphasis.

Individual initiative and experimentation are key to finding one's own narrative direction.

The speaker finds it challenging to teach creativity and encourages finding an interesting narrative.

The speaker's approach to teaching involves exercises in story compression to highlight the importance of focusing on main points.

The speaker's concern about teaching too much theory and the potential for it to dictate a 'certain way' of creating.

The speaker's belief that some aspects of storytelling cannot be taught and must be self-discovered.

The importance of finding one's own direction and narrative is highlighted as something that is harder to teach.

Transcripts

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Storytelling ArtVisual LanguageNarrative DepthComics ReadingArtistic ExpressionImage NarrativeCreative TeachingContent CompressionIndividual InitiativeAbstract Art