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== A story, about a story, about art. ==

- a project by Leonie van Dusschoten.

== THE THEFT ==

We went to the Boijmans museum. After the presentation at the start of the day, I had no idea what I wanted to do for this course. I just started taking pictures of art that I liked. When I ended up in room 07, I was struck by a painting. I’ve been to the Boijmans museum before, I’ve seen this painting before and every time I seem to fall in love with it. The rest of the time at the museum I spent researching the painting and the artist. The more I got to know, the more certain I got that I wanted to work with this piece.

The painting I am talking about is a painting made by Basquiat. It is called Kings of Egypt II. Within my research chapter I will go into detail about Basquiat and his work. For now I just want to say that he had a strong political and social opinion that he embedded in his work. His work is graffiti-like, containing shapes, words and symbols. It is like he haves a language on his own. This language became the thing I wanted to steal.

== THE COPY ==

The first question you have to ask me is; how do you steal someone’s artistic language? It is more than a style or a signature. It is literally the embodiment of the artist. Artists like Basquiat seem to put a little bit of their soul inside every artwork they make. I cannot talk to Basquiat, get to know him and ask him what the words in his paintings mean. What the symbols mean, if there is really a deeper meaning to every aspect of his paintings or if he doesn’t even know what he is doing himself. All I know with a certainty is that the words on the painting of my choice are his. He put them on the painting. Every painting he made is unique, but the words always return. So they became my copy.

From a frontal photo I traced the words. The reason why I traced them is because I wanted them to be exactly the same, but then made by me. This way I could literally paint over his painting. I took away every other aspect of the painting. I removed the symbols, the shapes, the figures and the lines so I was purely left with what I thought were the words. I kept the redactions and the scribbles that, I think, were part of the words. The result became my copy.

== THE TRANSFORMATION ==

The process of making the copy got me thinking. What I was doing, felt like I was dissecting the painting. Compartmentalizing all things that were visually going on. With all the words I had the same question; “what could he have meant with that?”. This process led me to the idea of my transformation.

When we are in school and we are taught something. Physics, biology, a language and history we dissect the information in parts. You learn about the bones, the organs, the nerve system, the brain, cells and every compartment of the body as an individual before you learn about the whole. When you try to learn about the whole body before you learn about all the individual parts, you will not understand a thing of the information given to you. With art we very often forget to go through this process. We look at an artwork, try to understand what we see, form opinions and make conclusions. We do not translate all the individual parts, we look at the artwork as a whole. By the time we walk away from it, we only have the superficial information and our own conclusion. We have learned next to nothing.

With only looking at “The kings of Egypt” from Basquiat, you completely pass a whole lot of information. I am studying to become a teacher. I often forget to really analyze an artwork myself. It is not functional to dissect every artwork you talk about in class. But maybe it can be made more functional.

I started thinking about making this process more functional. How can we implement this in our classes. How did my own teachers do this with other courses? I remembered the big posters in class. The big maps at geography, the 3D exploding volcano poster, the really old poster of the human body at biology, the -d and ‘t poster-chart at Dutch and the timeline posters at history. Every classroom was filled with educational posters, but not the CKV (cultural and art development class) classroom. This classroom had empty walls. I knew what my transformation was going to be. And educational poster for art-classes.

With this poster I wanted to develop a teaching-method. The students could fill in this method, learning how to reflect on artwork and learning different ways of looking at art.