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The piece is called Barcode and it portrays a Barcode that
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with mass production and extreme spending. It is like a zebra, where none of the stripes are the same, but has become a symbol of similarity and has lost the identification part. It is located just outside the café, where people spend money everyday and therefore it is melting because people are overspending money. It has become a symbol of overspending and big corporations instead of the original meaning of it being a single product.
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The Instagram Booth: A window is decorated with the icons and toolbar of the popular media site ‘Instagram’. It shows the different editing layers and tools for correcting. In today’s society you have a constant opportunity to edit yourself, so you can create a better you, with different colours and highlighting. The piece is an attempt to duplicate the Instagram users daily commentary of that person’s life. It has become so mainstream, that you do not notice it anymore because it has lost its significance of being a new and modern editing tool. The intention of the piece is to bring out the interactive part of the app, while removing the electronic part of it. It captures daily life of an entire school instead of a single picture.
' ' The piece was successful in that it carried out the message of bringing together everybody in a tool, that is usually only used by one person. It encourages people to use the piece and play with it as an art tool instead of a diary. The idea of making it on glass is what defines its use as an interactive art piece; it would not have the same meaning and effect if it were on a bare wall. '
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THE DEVILS FORK by Danielle, Pauline and Frederik
The artwork depicts the impossible geometric shape called a “Blivet”. A “Blivet” is and undecipherable figure. pillars. You see a figure, which, from one angle, looks like it has two “legs” but from the other angle looks like it has three. It confuses the brain since it cannot be solved logically. The “Blivet” is placed in the rotunda at Gefion. It is placed so that when you are on the ground floor it is rather difficult to see what the tape depicts, but when you walk upstairs to the first or second floor you can easily see the geometrical impossible shape. The placement is a big part of the work if it was placed in a crowded room it would be too difficult to see what it was and the artwork would be pointless. The floor beneath the tape also has a geometrical pattern, which also adds to the confusing effect the figure has. There are mainly straight lines in the shape, which is ideal for tape art, which might also be one of the reasons for the motive. The figure is yellow which gives it a distinctive look and makes it easy to separate from the floor and easy to spot form a distance. The “Blivet” is also a quite ironic shape in which it at first sight seems to follow all of the rules we know about geometry but when looking at it further it confuses and irritates the brain due to its construction. The artwork is also viewable from a 360-degree perspective, which gives the viewer an opportunity to see it from a varoius amount of angles. The artistic expression is very minimalistic and clean which is often a precondition when you are dealing with geometrical shapes.
The artwork, being a geometrical shape makes it a very anonymous piece of art. It is also a well known motive which has been created before and the artwork is just a reproduction. The original shape was made by american optical designer and artist Rogar Hayward. The artwork does not seem to have a specific message or expression, but seems to just be a fun geometrical shape created to confuse and annoy the audience. The artwork is a successful reproduction of the already existing impossible geometrical shape. It is easy to see what it is and the lines a straight. It is difficult to know what the artists was trying to express with it being such an anonymous work, but it being just a shape without any further meaning. By just seeing it as an optical illusion which only purpose is to fool and annoy the brain, it is very successful, but the artwork doesn't seem to try to tell a story or get a political statement across.
TRAPDOOR by Rikke S, Clara, Thea & Olivia R
Between first and second floor we see a trapdoor and an arrow, which says One Way. The trapdoor is red and wavy, with a black square in the middle. It has a yellow outline and a blue lid. The lid has a red edge. The trapdoor is left to the arrow. The arrow is yellow with blue letters, and is pointing towards the trapdoor. The artist has chosen to place the piece on the floor between to sets of stairs, perhaps because it is a place where many people walk by everyday. The placement on the floor gives an illusion that there actually is something underneath. The artistâ&#x20AC;&#x2122;s style is very colorful and the colors are very strong and separated and yet they fit together. The piece is three dimensional, which make it seem realistic.
The artist’s message is that the trapdoor works as an escape route from the busy and stressful everyday life. The reason that it is placed at a school is because of the many student who wishes for a breathing space, where they can take a break from the hectic school life, and just get away. This trapdoor will work as an easy escape, for people rushing up or down the stairs. The arrow is an reminder of getting a break, and leading people to take their time to relax. It is a success, when you are standing at the right spot, since the perspective is essential for the understanding of the piece. The arrow with the text, is helping putting the viewer in the right place to watch the trapdoor. The colors help getting the viewers attention, and the structure is original and different from other minimalistic tape art.
BUBBLES by Martine, Celeste, Malene & Emilie H The art-piece shows the silhouette of a girl. She is placed in the center of the art-piece and exactly at the end of the hallway. Around the girl is placed different bubbles with different colours. On the left side of the silhouette the different speech bubbles show statements like “Fuck, exams” and on the right side thought bubbles show statements like “The future?”. The bubbles on the left are red and those on the right are blue. It is placed at the end of the hallway of the first floor. This location makes sure that every student passing by on their way to different floors and classrooms is going to see it and will therefore have to reflect on it. The location is in a learning environment, which symbolizes school-related activities. The location shows a reference to educational aspects of our lives rather than if it had been placed in the café, where it would have related more to non-school activities and have been in a more relaxed environment, where you can be free from the pressure of learning. The artistic style of the art-pieces is classic tape-art with its stylistic contour lines and simple motives. The different colours and shapes of the bubbles show how there is a difference between the statements on the left and on the right. Those on the left are spoken and represent what the silhouette-girl (of-course representing all students) is saying out loud – what kind of person she is on the outside. This person is cool with not getting good grades and partying is more important than studying. The bubbles on the left show how this person really feels. She is feeling unhappy about her results in school, scared about her future and unsure of herself. The art-piece is a critique of how there is too much pressure on young people getting good grades to day and to survive this pressure we try putting up a façade, even though we might all feel the same, we do not share it.
The finish of the art-piece could be better, but the message is very clearly shown, because by using different colours and statements the message is shown without being too obvious.
TRIANGLE by Maya, Ida G, Valdemar & Petrine The piece is an optical illusion of a three-dimensional triangle, made with black coloured tape on a white wall. The figure is 1,5 m tall and 1,5 m wide. It is very simple and geometric. The idea comes from the artist and philosopher, MC. Escher. In the process of making this piece, there was used a ruler, a spirit level, black tape and a scissor. It is placed at the back wall, in the Studiecenter. Because the piece is very simple, it was necessary to place it in a light environment, so it could stand out. The black figure stands in contrast to the white walls and the natural light from the windows above. The simple figure fits the simple room. The room is also chosen because it is used by a lot of people and is therefore sure to be seen. The optic illusion has the best effect if it can be seen from a long distance, which the room allows. The expression of the piece is very simple, but confusing for the eye and the brain, which is the purpose. The idea behind the work is that it should be an inspirational source, which is supposed to be seen by working students, which is also why the room is chosen. The triangle symbolises the three years of theyâ&#x20AC;&#x2122;re high school education and its never-ending feeling. The piece can also be used as a replacement activity or a break from the daily studies, something you can rest youâ&#x20AC;&#x2122;re eyes upon. The art piece is successful in purpose of giving the very dull and white room some graphic expression, in a simple but creative way. Â
THE VOLUNTARY PRISON by Anna S, Olivia, Frida R & Nikolaj
The art piece depicts a silhouette standing behind bars, holding one bar in each hand. The bars are grey and made with vertical tape stripes, and the silhouette is red made with horizontal tape stripes. The bars are prisonlike, and continues on to the door. The style is very simple, only two colors, grey and red. But the texture of the material creates different nuances of the two colors, the more the tape is stretched out, the lighter the colors becomes. This is made at a gymnasium, and the bars could be a symbol of how trapped children and young people feel inside of a classroom. The door is covered with bars door but not locked. And this together with the title, the voluntary prison, points out how gymnasium is voluntarily chosen, but seen as a prison. You can at any time walk out but the students, most of them at least, choose not to. And still, they complain. The silhouette behind the bars is turned towards the outside world, with the back to the room behind, wanting to get away. This really puts an emphasis on the before mentioned theme. Where the bars are made with long straight stripe of tape that creates a nice harmony, the silhouette gives a different impression. The stripes of tape in the silhouette are both straight and curved which creates a dynamic and a more livid expression. Red is a very passionate color, and this creates a contradiction between the color and the wants of the student. Because the student is definitely not passionate about going to school, even though having chosen so. This is not obvious to the viewer; if the title of the work was unknown this could be hard to understand. The prison like effect is obvious, but the true meaning of the art piece is lost. When an art piece is placed in a hallway people will only pass by looking at it, and therefore the meaning of the art piece must be simple, and not as complex as the art piece created here. The idea behind it is an important message, especially in a time when we hear more and more students complain about gymnasium being a burden and a reason of stress. Unfortunately when this message is not carried out right, it could be misinterpreted into meaning the opposite; the gymnasium being a prison and sealing in everything the young people today has to offer.
FLAPPY BIRD by Emil T, Mikkel, Amalie Sara, Anna T & Anna N
This work features a scene from the popular app game “Flappy Bird”. There are three bars, the second of which the bird is jumping through. The colors are bright green, yellow, and red, in the fashion of the game. On the right of the scene, you see a yellow scoreboard. Underneath the title “score” it reads 100, and underneath that a sign saying “Fravær” (meaning absence) reads 100%. The work is placed on the second floor, which gives the picture the blue background that the game requires. It is also very close to the school office, which is where you have a meeting (to get a warning) if you have too many absences. It’s done with tape as a material and a style that replicates the pixelated universe of “flappy bird”. It is not, in that sense, an original image, but rather one copied as accurately as possible, but with another image. With the pixels, the bright colors, and the cartoonish figure, we were trying to reflect the styles of artists like Space Invader. The expression is also one that attempts to criticize an aspect of our society. With this work, we are trying to comment on the effect that increased technology and the fast-pace of our society has on us. For example, if you’re sitting on the bus and you take a look around, probably all you’ll see is people with their heads buried in their iPhones. The contrast between the score of 100 and the “100% absences” shows how the distractions of new technology makes us neglect our real life and real responsibilities –the “100% fravær” is what you get when you’re absent from school, but it also represents a mental absence by us in our daily lives.
Unfortunately, we did not have a great knowledge about the material – tape – that we used, and that caused some mishaps that could have been avoided. We were stretching the tape too much, which led to it crumbling up and ruining aspects of the work. Despite that, the piece still matched our expectations.
The message is still clearly communicated. The thought behind the work wasn’t completely centered on aesthetic purposes, so the minor mistakes can be overlooked. However, the work still looks good, with bright colors and strong lines that catch people’s attention the same way the game does. We wanted to use a game that was as recognizable as possible, precisely to get people to look at it and cause them to reflect on the message.
FIND THE ROAD TO FREEDOM by Selma, Asta, Yasmin & Nina A labyrinth appears before you. You look at the footsteps on the ground. Do you take the yellow or the green? Depending on whether you chose the green or the yellow path, you will get two different outcomes. The labyrinth is made by mainly white tape on a red wall, and below it, you see the text “Find the road to freedom”. Alongside the text on the floor, are two paths of yellow and green footsteps. The footsteps lead up to the entrances of the white maze. The yellow path is more or less a straight line from beginning to end, whereas the green is more tangled and leads to a dead end.
Choosing the red wall makes the white tape more eye catching. The maze beautifully fills out a before empty red void of nothingness. The green and yellow footsteps on the floor, leads subconsciously the unaware student’s attention towards the maze, as it catches the attention of the eye.
The wall is one of the first things you see, when you reach the end of the hall. The style is clinic and minimalistic. It is clear that the artist wants the viewer to fill in the blanks him or herself. The paths within the labyrinth stand out against the red and white, and makes you want to follow the paths to find the end. The erupt end of the green path, makes you wonder why he is not allowed to escape, and why the yellow goes through so easily. You can almost say, that the masterpiece is a comment on the social differences in the modern society of today. Perhaps a comment on countries such as America and Greenland, where the differences between the rich and the poor is very clear. The yellow path seen to represent the wealthy people, have to walk a simple line, in order to gain freedom. Like a game of monopoly, they can buy their way out with a ‘out of maze’ card. In contrast to the yellow path, the green may represent the less fortunate, which can be seen in the tangled road they have to walk. Their road to freedom is not only much longer, and the result of actually achieving freedom is a matter of course. To the untrained eye, the meaning of the mural might not be as clear as the artist indented it to be. With the limit of text and directions, the true meaning can easily be hidden for those who lack fantasy. The only thing that is clear is that it has something to do with freedom. But freedom for whom? And for what? What kind of freedom? Will you actually be free, once you finally achieve it?
PREPARE TO BE FED by Julius, Sofie N, Stella & Tessa
Our piece “Prepare to Be Fed” is made of tape in various colours depicting various brands attached to a white wall. The piece shows a baby in the act of being fed with a bottle full of various consumer brands. The baby depicted and created from the black tape stands in a contrast to the colourful brands inside the bottle. This is to emphasize the brands powerful art of attraction. The simplicity of the baby, with its clear black outline, is meant to show the indifference of it’s being. The fact, that it is a naïve as well as innocent victim of the branding corporation. Satisfied and pleased with being fed at all, unaware and indifferent about the content of the bottle. Behaving as a baby is expected to behave sucking the “nutrition” obediently. And essentially thereby being fed with the “nutrient” to prepare it for the brand and corporation dominated world. The location of the piece is chosen because of the fact that it is very central; it is the main entry point to the school just below the main staircase, so everyone attending Gefion is well acquainted with the exact spot. With our work we are trying to illustrate the addiction to brands, which basically presents and forms itself during infancy. From the moment of birth we are being bombarded with images, products and brands and this exact perception is the focus point for our piece. We intended for the piece to be provocative, it succeeds to some degree in being so, due to its graphic nature and size. However one can never objectively evaluate one’s work, due to the subjective attachment one has formed during the process of creating it.
As long as people passing by the tape art piece are struck with the thought of brands and products being fed on a daily basis as a nutrient of the modern society, and the significance of that idea, or by a similar thought, we consider our tape art piece a somewhat success.
CLEAN UP! by Nanna, Sebastian, Vivian & Savan
First we see a pile of trash flying down the stairs into a big, green trash bin and an almost equally big hand pointing at it. We have used a different variation of trash that usually can find in classrooms or in some cases toilets such as a dead fish, a used soda can, banana peels, an apple core, broccoli, fries from McDonald, pizza box. We placed the tape artwork on the main stairs that goes up to the cafĂŠ on the top of the building. On a daily basis we face a huge amount of trash left behind by the students and it is a serious problem. Every day, students leave their trash instead of throwing it out. Itâ&#x20AC;&#x2122;s not only repulsive but it is also a burden to our fellow students and cleaning staff. We have used the dimensions to symbolize the utmost importance. The sizes of each piece of trash symbolize the large mass of trash found on the area of the school. The tape itself is a very difficult material to work with because of its lack of flexibility. And the wall contributes to the challenge of making tape art because of the smoothness of the wall. We chose a comic and cartoonish two dimensional style to appeal to the younger generations. We used seven different kinds of color. Blue, yellow, black, green, grey, white and red is a handful of the most common colors that we see in our society today, which mean that the colors themselves symbolize our
society. The red hand which is pointing directly down at the trash bin is very eye-catching and the reason why it is that is because we wanted to make it clear to the audience how important it is to maintain the environment. The artwork is very successful because we noticed that people understand our message immediately and it is easy to do so. The message is: CLEAN UP AFTER YOURSELVES!
BRAIN EXPLOTION by Nanna, Fie, Rasmus & Anne
The tape art pictures a character portrayed on the wall, sticking out from the floor. You can only see half of his head, and he is missing the top, which has been blown up in the ceiling because of an explosion. The characters head is about a fourth of the wall, vertically, but the explosive forehead reaches to the ceiling with the flames and movement-stripes in between. The characterâ&#x20AC;&#x2122;s arm reaches about 3 meters towards the extinguisher on his left, but it does a little loop in the middle. The fire extinguisher hangs on the wall besides the character and it is in use. Therefore it becomes a part of the tape-art. The character looks distressed because he has veins above his left eyebrow, drops of sweat and his eyebrows are sad. The characterâ&#x20AC;&#x2122;s face is basically built up by squares, both his nose, eyes and mouth is squares. The character itself is made of black tape, but the flames are red and yellow. The sweat drops are blue and there are silver stripes around his head, and above his hand to create movement.
The piece is placed in “studiecenteret”, where students can go to study or do their homework. It’s usually a crowded area, located next to the library. This area might have been chosen, due to it being a crowded place of study and a lot of people will see the artwork. It’s a large, light room, and the white walls make the piece stand out and it is more noticed. As mentioned there is a fire extinguisher on the left side of the character, and the artists have probably chosen the room because of this fact. The style is inspired by comics and cartoons. It is simple with a few details and the outline of the piece is basically thick, compared to the minor details around the eyes and on his forehead. The artwork is marked and you can clearly tell the borders between each part of the piece. The face of the character tells us that he does not feel good and he looks stressed and he is panicking. His head is burning and it looks like his brain is in explosion. This can be seen as a symbol of the consequences caused by stress. It is relevant in an educational facility where young people study hard, and where many might be vulnerable to stress because of pressure. The work is reasonably successful, and it sends a pretty clear message concerning the stressful life of a student (which was precisely the original idea). Pretty much everyone who passes the piece notices it, and shows mostly a positive reaction. To understand the idea behind the work, you have to look at it for a little while, but the frustration in the character’s face is obvious to the observer.
ANTI PARTY By Anton, Carolina & Ida
Description of the piece: ANTI PARTY is the name we have chosen for our tape-art piece. Its message recalls upon an event, which caused the school board to cancel a party. The reason behind that take of action was that a group of people kept activating the fire alarm. It cost the school 5000 d.kr. For each time it was activated. What caused the principal to cancel it was the fact that it happened as often as it did, that ultimately forced the principal into making an ultimatum. Which was thereafter disobeyed and therefore the party was canceled. Analysis: In our piece of tape-art there is a hand containing the intentions of activating the fire alarm. It has been made out of black tape, which is also, what we used for the text and some smaller sections of piece. The name “ANTI PARTY” is also, what has been visualized trough text in the piece. Out of the back of the hands wrist comes a tremendous amount of beautiful colorful confetti. We have trough the usage of color tape made an extravagant surrounding to the fire alarm. Bordering the confetti explosion is a combination of the colors: black, blue & white. ←And that “extravagant” was the analysis of ANTI PARTY. Interpretation: This piece is a critique. This piece is ironic. It is a visualization of our thoughts behind the definite action that took place some months ago inflicting no one but the students of Gefion Gymnasium. Now we do not mean to make it all sound, as if, it was a truly dramatic event. That it was not. Nevertheless, it was a surely criticized an often talked about event. Therefore, we wanted to express our thoughts and feelings towards it all by confronting it through our art. Evaluation: If we where to sum it all up to a single sentence of conclusion and expression it would be: “We are happy about how it all went down.”
POSSIBILITIES by Emilie, Sophie, Suree & Liv
The art piece “Possibilities” is featured on the exterior of Gefion Gymnasium. The piece is about 1,5 meters high and 1 meter wide and made completely out of black tape. The piece represents an air balloon, constructed of two squares, a trapez and a circle. The lower square is divided by a lot of diagonal lines, cutting them into smaller squares making a basket. On top of the trapez over the two squares is a circle representing the top of an air balloon. The air balloon represents the possibility to go everywhere imaginable. To the artist, both the air balloon and Gefion Gymnasium give the freedom and possibility to choose the student’s own path, therefore the artists chose the air balloon to represent the many doors this school opens when they graduate. The artists created the air balloon using simple black lines, which makes the piece easy to spot and understand. They chose to make the piece look simple and put a lot of thought into the meaning of it. The black line is often used in stencils and paste-ups which are common street art techniques. The artist quickly learned that when working with tape, it is important to have an overview of the piece and to keep it simple. The piece is in 2D. The artists choose the exterior of Gefion Gymnasium, so the piece does not have a roof, or a limit. So there are no limits for you and your possibilities. When choosing a placement, the artists wanted the piece to interact and for people to wonder why it is there and the meaning behind it. So they choose a crowded sunny wall, where a lot of people see it and stop to wonder about it. The artist is trying to bring the message across that when choosing to educate yourself you make the path to your destination easier and independent. The artists’ intentions could be clearer if they had placed the air balloon higher on the wall, but looking at the circumstances, they managed to place the air balloon pretty high.
TRACKFIELD TO HEAVEN by Patricia, Kian, Benedicta & Anya
Description There are 3 running tracks (white and green), numbered 1 (blue), 2 (yellow) and 3 (green) which begin on second floor on the floor and end on third floor. The tracks run along the stairs and continue into an optical illusion of a hallway that leads through a door with the word “Mål” in a blue sky with clouds. Along side the tracks small, black stick men are running up the stairs. Analyze The whole point of the tape art is based on where it is situated – at the top of a staircase. Getting from the bottom floor to the café tires most people out and feels like a little workout – therefor the tape art would not
make sense if it was placed anywhere else. The artistic style is quite varied. The stick men have a bit of a Keith Herring-look, the clouds in the door opening look pixelated in a kind of Space invader manner and the running tracks look more pop-art-like. Interpretation The door opening leading out to the sky can be interpreted in different ways. One way is to see the sky as full of possibilities. By going to high school, doing well, climbing the steps, we are able to reach the sky and entitled to enter the world beyond the staircase. The tape art can also be interpreted in a less dramatic way, and simply be a fun comment to the many stairs in this school that we drag ourselves up and down probably thousands of times during our time in this school, and the goal may just be getting to the café and buying a scone and a cup of tee. Evaluation To some extent the artwork is successful as it has a little bit of an optical illusion, as the tracks jump out to us, curve up onto the wall and then continue into the hallway, and the numbers in the beginning also are created by using different levels and surfaces of the floor. It also gives us associations to freedom when we see the little doorway, although if there had been more time, the hallway could have had more details, making it look more authentic and 3D-like, perhaps by putting some horizontal tape strips on the “floor” of the hallway.
FRAVÆRSPISTOL By Vicky, Johan D, Leonore & Frida P The piece of tape art displays a hand holding a gun that shoots out a flag saying “Fravær%”. It is placed right in front of the headmistress’ office. The gun is pointing directly at the door of the office. The piece itself is made entirely out of black insulating tape on a white wall. Clearly there is put a lot of thought placement of the tape-art piece. The particular spot is great because it is minded on the teachers and the administration of the school. This spot is probably were the most teachers walks past during a day. Most of the teachers will see the piece and they will probably give some thought. The black tape on the white walls really makes the piece to “pop” off the wall. The piece itself is really well made. The tape lines are pretty accurate, and that makes the piece look well made. The artist style is realistic but has adopted parts from the cartoon world, especially the gun that shoots out a flag, which is a staple part of a lot of cartoons. The element of cartoon makes it humoristic. By keeping the artwork simple, there is space for the viewer to think about the message of the art piece.
The tape art represents the immense amount of pressure that is put on high school students in general, when it comes to grades and absence. Students often feel a great amount of pressure to show up at school, despite the fact that they might be sick or have a hard time in general. It is a fact that a lot of high school students in Denmark, feel stressed or depressed during their time in high school and that is an important point to make. The gun symbolizes a threat, and the teachers are the ones who pull the trigger. The students are the ones who can be shot with absence witch in the end will have bad consequences. The piece is very successful. Its purpose is to provoke the teachers and make them focus on the fact that their authority makes a big impact on us. It is a comment on the schools everyday life without any political subject and so on. However it is a subject many students can relate to and therefore it is a good speaking tube from students to teachers.
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