Jehanne la Pucelle

Zoë-Yaël

Sources & Creatorship – Third Phase

Lesson 1: 1st February 2021

The Ear

My group, Indra Lindsay & I, visited an online museum in Tokyo, we all had to pick an images that we liked or stood out to us and make a story with it. This is the story we came up with, it is in dutch.

The Museum: Tokyo

Het oor

Het is het jaar 2321. Robots horen in de samenleving. Zij leven en werken tussen de mensen. Echter was de robot goed te onderscheiden van de mens.
In deze tijd leefde 2 mensen, beste vrienden sinds hun jeugd. Op school, tijdens hun pauze, kregen zij een ruzie. De een gaf de andere een zacht duwtje, maar dit was genoeg om zijn evenwicht te verliezen en van de trap te vallen. Tijdens de val, vielen zijn ledenmaten uit elkaar. De jongen schrok zich kapot. Zijn allerbeste vriend, die hij al kende sinds zijn jeugd, bleek gemaakt te zijn van draad en metaal. Hij is een robot.
Nog nooit eerder was er een robot gemaakt, die zo erg op een mens leek. Plotseling begon de grond te trillen. Het voelde als een aardbeving. Het werd donker en er verscheen iets in de lucht, wat dit was kon de jongen niet zien. Voor hij het in de gaten had, waren robots bezig met het lichaam van zijn vriend mee de lucht in te nemen. De jongen kon nog net het afgebroken oor van zijn robot-vriend pakken. Toen hij omhoog keek, was de lucht weer helder, alsof er niks gebeurd was. Het enige bewijs wat hij had van het bestaan van zijn beste vriend, was zijn oor.

Lesson 2: 12th February 2021

Honey Island

We had to choose one of the stories, I choose the same one I had chosen for Ones Own View, Honingeiland (Honey Island). We had already analyzed this story for Ones Own View. 

Theme phrase (Thema zin): from power to impotence / powerless.
H (main character): Constanza the Empress.
O (obstacle): Her own distrust.
N (necessity): Power / control is the only thing she has and values.
D (goal): To stay in control and have power.
Dramatic situation: madness, ambition, rivalry between superior and subordinate.
Logline: A power-hungry Empress wants to stay in control of her subjects / servants / peasants, by killing everyone she mistrusted. She kills everyone, which makes her feel powerless.
– problem: Wants to stay in control of her subjects / servants / peasants and her distrust.
– solution: Kills everyone she distrusted.

Character Design

We had to make an short film in a group, my group was Lindsay, Lisa, Sheil & I. 

Ze deed een pas naar achteren en wierp een blik op het overvolle bassin, met daarin de hoofden van de voormalige inwoners van het keizerrijk. Het hoofd van haar kapper dobberde naast dat van haar schoenmaker. Ze leken wel in een goed gesprek verwikkeld. De hoofden van alle leden van de blazerskapel gleden achter elkaar, in een keurige rechte lijn, de zoete honing door. Hun wangen nog bol en wat blauwig. De ogen vredig gesloten.  ‘Mooi,’ zei de keizerin. ‘Heel overzichtelijk. Iedereen netjes bij elkaar.’  Ze wilde zich omkeren en weggaan, om de triomf van haar totale overwinning te vieren, maar iets hield haar tegen.  In de glanzende vloeistof sidderde het hoofd van haar echtgenoot, de keizer. Terwijl ze keek botste het voortdurend tegen het mooie hoofd van Teresa, haar tweede kleedster.  ‘Kijk mama,’ leek het hoofd van haar dochter haar toe te roepen. ‘Kijk in het honingbassin.’  Weer tikte het hoofd van haar man het ronde hoofd van de kleedster aan – het leek wel of ze elkaar kusten. Verbeeldde ze het zich, of gleed daar zijn tong voorzichtig en vochtig de rode mond van Teresa binnen? Nee! Zij zag het heel duidelijk. Warm en nat glipte de dikke tong van de keizer tussen de weke lippen van Teresa. Hun monden plakten aan elkaar en hun stille hoofden draaiden tergend langzaam rond.  Een gloeiende vlam van woede verhitte de keizerin. ‘Je bent de enige,’ had Alfonsus gehijgd. Zijn roze billen omhoog, zijn ballen als castagnetten tegen haar dijen tikkend.  ‘Je bent de enige, de enige, de enige.’  ‘Hun koppen eraf!’ schreeuwde ze. Maar er gebeurde niets.

I started with designing the Empress and the Emperor, while the others in my group designed the environment, the sphere and scenes.

Feedback

TEACHER
Unique Honey bath she hadn’t seen before. Good character design. Did a lot in one lesson.

Lesson 3: 26th February 2021

Short Film

We finished the Short Film about the scene we choose. These were the Illustrations I made. Sheila did the voice-over.

3 Stills

We had to choose 3 stills from our short film that we liked most. I choose these 3:

fast sketching

The teacher told us to pick one character from our story and then said 11 sentences, giving us time between each to draw how we saw that character, with emotions and their reaction etc. These were the 11 sentences and my drawings with them: 

Lesson 4: 5th March 2021

Stereotype 

We had to pick a character and then search sources for the stereotype of the character. I picked the Empress and Emperor. Search terms: “Empress, Emperor, Wealth, Power, Riches”.
After this we had to find opposites of these stereotypes. The opposite of Empress and Emperor are peasants and farmers. The hard working and poor class. Search terms: “Peasant, Farmer, Poor, Hard work”.

Feedback

TEACHER & CLASSMATES
What they saw in my collection: Hierarchy, differences in wealth, Empress and Emperor, tarot cards, medieval times, minimum freedom, wealth, Agriculture and farming, powerful and strong females, farmers, slaves, peasants, hard physical work.

Lesson 6: 19th March 2021

Strong woman

I was the most interested in the ‘powerful and strong woman‘ part, especially the 2 pictures of the woman in uniform. This pictures were Nazi themed.
This made me think of Strong woman in Nazi Germany, either Nazi’s or Rebels, and of strong woman in wars.

Rebels together with Hierarchy made me think of Rebels against the top layer of Hierarchy.
This again made me think of the French Revolution. Which was funy because the Empress from the story liked to cut off heads, what happened a lot in the French Revolution. 

When I told my Teacher about where my train of thoughts had ended she told me to look up a woman named Jeanne d’Arc.

Jeanne d’Arc

Jeanne was a peasant and lived in France during the ‘Hundred Year War’, a war against England. Jeanne believed that she got visions from god and that Archangel Michael talked to her, she even saw him. She thought that she could help France win the war and ‘fought’ in the war. She mostly helped race the morality of the army and became a very powerful symbol of hope and power for the French and a symbol of defeat and fear for the English.
She helped the army until she was captured and put on trial. She was burned at the stake (witch trials).

The coincidence was that she was estimated to be born on the 6th of January, my birthday, and that she was 19 years old when she died, I am 19 right now.

Angels

I also found some information about angels, specifically what they look like according to the First Testament. 

First of Angels are the warriors of God. 
Cherubim: The lowest angels. Animal human hybrid. Guard the garden of Eden from humans. Have 4 wings, 2 cover the body and 2 move straight up. Have 4 heads; human (front), lion (right), oss (left) & hawk (back).
Malakh: Humanoid angels as we know them, only they have no wings.
Seraphim: Have 6 wings, 2 cover the body, 2 cover the face, 2 used for flying.
Ophanim: ‘The Wheels’. interlocking golden wheels with eyes around the outside. Float in the sky.

special sources

We had to find 10 specific sources.

Total Picture

Lesson 7: 26th March 2021

True power 

Jeanne did not once show pain during being burned alive. She just said ‘Jesus’ over and over quietly.
She didn’t fight, she only stood and held a banner. Her very presence and image was enough to be feared. 
She first cut her hair short, later on shaved it fully, and dressed like a man in male armor.
She called herself Jehanne la Pucelle, meaning ‘ Joan the Maiden’.

This image of her is so strong, way more powerful than most of the images found of her.

Lesson 8: 29th March 2021

4 questions

What do I want to tell?
To who do I want to tell this?
Why do I want to tell this?
Where / how do I want to tell this?

Platform

Social Media. Feminist / emancipation / equalism movement. She can be the symbol.
Educate the younger generations about the strong and powerful women in our history.

Get there through affiches and posters. can be a blog or magazine or website. can also be an event. enough information on blog to spark interest.

final assessment: 7th April 2021

Jehanne La Pucelle

“Strong women in history and their stories” website: www.feministhistory.com 

Posters in schools with young women.
Flyers handing out during women rights demonstrations.
Flyers ahnding out on national womensday and womensmonth.
Social media hashtags such as #womensrights #feminism

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