Open to people 15 - 21 the Whitechapel Gallery youth programme gives young adults the chance to explore contemporary art and meet creative professionals.
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KIROKAZE

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Kaledo Art
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oozey mess
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we're not kids anymore.

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@dandskentridge
Open to people 15 - 21 the Whitechapel Gallery youth programme gives young adults the chance to explore contemporary art and meet creative professionals.
Wk 1: Visiting the Kentridge exhibition
Today we visited the newly opened William Kentridge: Thick Time exhibition with an introduction by Assistant Curator, Candy Stobbs. We were immersed in moving sculptures, tapestries, drawings, animation, film and music as we thoughtfully moved through the gallery spaces. One could see how ideas about time were made manifest through films that were sped-up, slowed down, looped, overlapped and reversed.
Back in the Creative Studio we spoke about what we’d seen. We discussed how the exhibition involves constant moment, music beating away, churning of mechanical sculptures and how this creates strong sense of time and atmosphere and allure. We felt there was a lot to see in this exhibition.
We also discussed what a creating a tour/ performative response to the exhibition could look like. Ideas were shared about using projectors, contemporary dance and drama inspired by characters, themes and colours used in the exhibition.
Here are some of our comments:
Wk 2: Animation with Chiara Ambrosio
Last Wednesday’s session introduced us to filmmaker and visual artist Chiara Ambrosio who will be collaborating with us. During the session Chiara presented her work, as well as examples of a variety of animations produced in many different styles. She named William Kentridge and Jan Svankmajer as her influences, amongst others. We also explored the ways in which animation has been used to convey realist subject matter, in connection to the Kentridge exhibition currently on show, and how this can inspire us for our upcoming project. The session was really engaging in getting us to contemplate what possibilities there are with animation.
You can find out more about Chiara’s work here.
Watching Svankmajer
Chiara showing us a puppet from a piece she’s currently working on.
Asiah
Wk 3: The art of storytelling
Our second session with Chiara involved exploring the art of story telling. We looked at different animated works including Persepolis created by Marjane Satrapi, to inspire ideas of how one could transform autobiographical content into universal stories.
We looked at the importance of materials in making an animation and discussed how it influences the visuals, the narrative and the techniques used. As an example, Chiara showed us a piece she made, as part of the re-opening of Kensington Palace, titled “Victoria 4 Albert” – which was an adaptation of the Queen’s own personal candid diaries.
To find interesting themes to explore, we first answered the question: What is important to you? Our ideas ranged from personal memories, issues surrounding preconceptions, identity, time, conflicts of the inner and outer worlds of a person, mental illness and individualism.
In groups of four, we began to weave tales together by bringing our diverse ideas into one. We then began sketching out a structure for our animation- considering narrative, characters, props and backdrops.
The groups came together to share their ideas with each other. It was quite surprising to see how similar some of our ideas were particularly ideas movement and transportation as a few groups planned on staging their animation on a moving train or platform. Chiara suggested the groups could share a train, with each group working on a different carriage of the train. Something to think about.
Asiah
Wk 4: Materials and making
We’ve finally reached the stage of making!
We got cracking by discussing and selecting what materials would be best to realise our ideas. Each group had their own style, some chose to make figures from clay, whilst others had created paper and cardboard characters. My group cut and shaped the backdrop for our animation using paints and collage; our figures and other props were all made out of paper.
Chiara demonstrating how light boxes can be used to aid hand-drawn animations.
Chiara informed us that animation is a lengthy process – each second of movement uses 24 frames of images – so advised us to simplify how we visually present our narratives to get our themes and ideas across.
As we developed our piece, we discussed with Chiara useful tips on how we could convey our ideas in a time-effective way and how to make movements in our animation appear more natural.
Lulu dress rehearsal @ London Coliseum
Nic:
On Monday evening Duchamp & Sons visited the London Coliseum to watch the dress rehearsal of William Kentridge's Lulu. Having seen his exhibition at the Whitechapel and met fellow animator and filmmaker Chiara Ambrosio, we were eager to discover how a multimedia artist like Kentridge would direct an opera, and how he could introduce his signature black-and-white animated style.
The evening started with pre- dress rehearsal talk led by BBC broadcaster and journalist Christopher Cook which gave us an insight into the opera. Lulu, composed by Alban Berg in the 20th century navigates the life of a femme fatale; an irresistible seductress who leaves many victims in her trail.
There were three acts, 90 minutes each with breaks in between. We weren’t allowed to take photos during the performance so here are some images from other sources. (Credits below)
What do you think of William Kentridge as an artist producing and directing operas?
James: He certainly took his own stamp and made it unique to anything anyone else had done, creating an abstract opera.
Ed: I think he should keep at it!
Dwaynica: I found it very interesting because his artwork was prominent which made the opera more than just acting and singing but visuals were important.
Josh: I thought it worked incredibly, and the animation was more effective accompanying the opera than on its own in a gallery.
What did you think of the music?
James: While l liked the drumming and chaotic background sounds, the vocals were quite jarring to listen to after a while, perhaps too distracting from the story.
Dwaynica: I loved it because I love surround sounds when I am watching something, it makes the experience dynamic.
Josh: It didn't actually have an emotional effect on me but I was amazed by the stamina and voices of the opera singers.
Ed: Bad, poor. They should have spoken it all. English is too conversational a language to be sung. It doesn’t have the fluidity of French and Italian, and the abruptness of their words made what was being expressed less potent despite the subject matter.
Mo: It gave the opera pace and got ferocious in some scenes.
What role does drawing and animation play in the Lulu?
Josh: There is a point where Kentridge's hand is shown painting and it looks like he is painting the stage.
James: It was a mirror through which Lulu and the others were seen; also created a dramatic effect.
Ed: The animations carried their own narrative that ran parallel to that of the performance, this not only constantly required the audience to divert their attention but also inspired inquisitiveness. After all what are these drawings of? Why did Kentridge use them?
Highlights?
Dwaynica: Everything! But my favourites were Acts 2 and 3.
Josh: I loved the animation, the set design and the theatre itself.
Mo: The suicide scene.
James: The animations depicted onto the set, anything with merging faces and figures.
Dwaynica: I really loved how all the different disciplines came together to create this. I loved how an animator would be so smart to combine his work with performance. If I had an opportunity I with I could do the same thing.
Lowlights?
Josh: I couldn't really read the subtitles so I lost the story a bit on act 3.
James: The singing with no rhyme, it’s like talking.
Dwaynica: Because of the constant singing I had to put more effort into paying attention so I didn’t miss something important, that was tiring.
Ed: The first 10 minutes.
Is there anything you’ve seen today that you’d like to explore further?
James: The animation style, different expressions added onto the characters.
Dwaynica: Using art on a big scale eg. the art on the projector. Also using the paper or drawings as part of the costume.
Mo: costume design, set design, lighting.
Ed: Set design, drawing with ink - calligraphy.
Josh: It made me intrigued to know more about opera and to understand how to appreciate it because it is a lot less accessible than theatre!
Sneaky pic of Lulu taking her bow.
Any last comments?
Josh: Wonderful opportunity!
Ed: The lightning effects and black box bob cut clad performer similarly had their own story and context at plays and this resulted in a sensory overload- yet this resonated with me as how opera should be.
James: Sincerely, I found the experience very exciting.
Nic: One of the most intriguing aspects was the silent witness to Lulu’s destruction; a female figure contorting itself on a piano upstage, perhaps representing Lulu’s spirit or psyche being broken and twisted as society endlessly and fatally sexualised her.
Dwaynica: I really loved how all the different disciplines came together to create this. I loved how an animator would be so smart to combine his work with performance. If I had an opportunity I wish I could do the same thing.
Photo credits:
Tristram Kenton. Source:
https://www.thestage.co.uk/reviews/2016/lulu-review-at-the-london-coliseum/
Catherine Ashmore. Sources:
http://www.theartsdesk.com/opera/lulu-english-national-opera
http://www.schmopera.com/in-review-lulu-at-eno/
https://bachtrack.com/review-lulu-kentridge-rae-wigglesworth-eno-november-2016
http://gscene.com/arts/music/opera-review-lulu-eno/
Ken Howard/Metropolitan Opera. Sources:
http://www.telegraph.co.uk/opera/what-to-see/lulu-live-met-review/
https://www.theguardian.com/music/2015/nov/06/lulu-review-sex-art-landmark-met-opera
http://www.forumopera.com/lulu-londres-eno-la-femme-100-tetes
Wk 5: Shooting animations
This week we began working with cameras to start articulating our stories into animation. Before getting to grips with the equipment we had to discuss our ideas in order to get a clear understanding of what sort of images we wanted. It was interesting to learn how varying forms of motion can affect the mood or atmosphere of the animation. Chiara highlighted how this was an important aspect of creating a stop-motion as it is pivotal in getting across a feeling to the viewer.
Group 3 setting up their camera with Chiara. Tip: always make sure the angle of the tripod and the lighting is right.
James and Dan (Group 4) working on their train carriage scene.
Within my group we based our theme on the evolution of social constructs, individualism and its effects on fast fashion. It was great getting to experiment with the links between fashion and time visually with the skills we’ve learnt. Perhaps what was most challenging was being able to anticipate the work done behind the camera and how it translates to the moving screen. But as a group we came to realise the team work and patience that is needed to form a captivating animation. In next week’s session we plan on continuing framing costumes within a clock and discuss the use of sounds.
Sara
Wk 6: Millinery with Megan
In last Wednesday’s sessions we were introduced to Megan, the head milliner at the English National Opera. At the start of the session, Megan presented us with some of her work, a wide range of bright and bold masks and headpieces including a pumpkin mask, a dinosaur head and a bonnet to name just a few.
She told us about her practice and the processes involved in creating headpieces for a production, as well as how she came to work at the ENO, having started out with an entirely different career as a diversional therapist which came as quite a surprise!
After quick introductions and the opportunity to try on some of the hats and masks for ourselves, Megan explained what we would be doing during the session: creating our very own headpieces out of cardboard using inspiration from William Kentridge and his exhibition: Thick Time as well as from the costumes and set design of Lulu, the opera directed by Kentridge that we had the privilege of going to see a week earlier. The challenge was to use only two images which intersected at various points to create different silhouettes from different angles.
We quickly split off into groups of three and began brainstorming ideas, using photocopies of some of Kentridge’s charcoal drawings and the headpieces made by Megan as inspiration.
After bouncing off some ideas, my group decided to select two separate images as inspiration, so as to create a headpiece that presents two different images or scenes depending on the angle from which they are viewed, as Megan had showed us earlier.
We finally decided on two charcoal drawings by Kentridge, one of a rhinoceros and the other a procession of people, creating the storyline of a group of hunters on a mission to kill a rhino. We carefully drew out our own designs, using the drawings as guides, before cutting them out in cardboard. We began attempting to attach the different elements together, ready for next week’s session when each group will put together their final headpieces and use papier-mâché and paint to finish off their designs.
Hannah
Inside the Creative Studio last week working on animation.
Wk 7: Animation with Chiara
Upon arrival, we watched our animations come to life on the big screen. This was the first time we’d seen our work as moving pieces which was very exciting yet at the same time reminded us of how much we needed to get done. This was also a good opportunity to assess what needed changing and focus on developing our storylines and scenes to convey the stories how we wanted to tell.
James: Our idea is about two worlds from the perspective of one person. It’s set on the train and starts out as this ordinary 2D world, simple images and characters. Then through his mind he projects a whole other world- a crazy mad world in 3D with characters made in clay. We’re going to convey this through transitioning shots.
Last week we were zooming in on the characters and now we’re transitioning into the 3D world. We still need to execute the characters; we’re anxious about that.
Hannah: Our story looks at history, time and culture in the UK. We plan on having a mini- version of the character- his young self- coming into the scene. We weren’t too sure of what to put in the frame, first we thought technology and brands but in the end we’ve decided to stick with culture using different images from present to the seventies.
Ammabel: Ours is about travelling back in time and exploring identity.
Group 2: We’re currently stuck on how our idea is developing so we’ve decided to focus the smudging as an interesting way to talk about the unknown and the blurring of one’s identity.
At the end of the session Valentina and Ed wrote and recorded two voiceovers for our animation reflecting how we’re feeling now- stuck and unsure.
Akraam: Our story is based on presumptions we make about other people and is set on a train. Eg. when you see a homeless person on the side of the street you will presume how they got there, sometimes through crazy stories that are unbelievable but other times are exciting and made up. Right now we’re focusing on three people and creating stories about them.
Transcript: Animation discussion with Duchamp & Sons, 23 November 2016
Renee: So in terms of how your ideas have progressed it will be good to discuss where you started from, where you are now, what you’ve enjoyed about the process and what you’ve found challenging.
Did you find your ideas changing from when you first initiated them to when you began to make props and characters?
Ettie: Yeah.
Sonam: They became more coherent and there was more of a structure there. It made us think of what realistically we could actually do with the media as opposed to wild ideas.
Dan: and obviously even when you’re talking through the ideas, drawing and sketching, everyone has their own idea and a clear vision of what they want in their mind but when you actually begin to make it becomes clear to everyone it’s actually going to look like.
R: Did you ever feel like you had an idea but when you had to translate it visually you felt you couldn’t express that through drawing or through the material or did you feel it was easy to convey your ideas?
Sonam: It wasn’t easy, no. I felt there was a lot of compromise from the original idea and what you produced but that’s not necessarily negative. Sometimes something nice comes out of the fact that you can’t create how you wanted to and you have to work around that and that can become quite an interesting thing to do.
R: Can you talk about the compromise- where did your idea start from and how do you compromise?
Sonam: So in terms of our initial idea, it was a little bit too complicated. The idea was to have it more three-dimensional and produce a stop motion animation; there were a lot of things going on. To make it as realistic as possible wasn’t pragmatic within the time frame and the medium so we compromised and it became a little bit more conceptual, experimental which was quite nice in a way.
R: Anyone else wants to add to that?
With your group (4), in terms of materials and how you are working with them, did you always think you start off with paper and then go on to clay, did you have a clear idea of how it was going to work?
Dan: Yeah, with our group we went with our original idea and stayed true to it in a sense but we didn’t think a lot about the transition between the medium and the other one so we had to improvise that today.
R: How did you do that?
Dan: We … I don’t know how to explain it but we managed to kind of show a transition and it actually makes sense now that we’ve done it but we wouldn’t have thought about it or conceptualised it but when you actually have to do it you find a way.
R: Yeah, could you describe visually what that looks like?
James: What I think is because were having trouble thinking about how we were going to transition from 2D drawings to the clay we came up with this idea where we would zoom into his face, then using a bigger face which we created, we will rip it up in the middle, causing a 3D-ness, and then inside that head the clay will come out. The 3D parts will come out into this different kind of world we wanted to set up.
R: What about the group (3) over here, what have you been working on so far?
Mo: I’m the same as Sonam. There was a bit of improvising in terms of how we presented all the images throughout the different times and the transitions. We had to go through different ideas on the spot and propose as a group, and then decide on five different kinds of props to make the idea work, creating different things again to make the animation work as a whole. So I guess there was a difference between the conceptual aspects and the physicality… I think you have different challenges but I mean at the end of the day it’s come together nicely.
R: Madeleine you’ve just joined the group today, how did you find it?
Madeleine: Yeah, it was interesting coming into an already half-done project but it was good. Like I got into it and I enjoyed making, carrying it on and becoming part of it, and putting my ideas forward.
Sonam: It was quite nice having a fresh pair of eyes here because I think we were quite set in our ways on how it was all to carry on and then having someone new to kind of alter our ideas was quite nice.
Madeleine: Just like having someone who’s never seen it before and doesn’t have any predisposed ideas.
R: Same with you Ettie, were you there when your group’s idea was first formed?
Ettie: Yeah I was, although from when we first began making the stuff and talking about it that idea changed quite a lot. Initially it was about a child being inside an adult and ways we could visualise that- so in child’s clothing dressed up as themselves or as a younger person. Then when we began to make it became about fashion and fashion history and a clock going back in time. I think I wasn’t here when they did their first lot of shooting but today we went back to our original idea of identity and not really knowing who you are. We had to change the idea again because we didn’t want to jump scene so we just started a new scene and it kind of became less about fashion history.
R: So you went back to the original idea, what motivated that?
Ettie: I think hmm, people were here today who hadn’t been since when we were making the props and thought we were making the original thing and that made us reconsider what that idea had become and how it could link back to this idea of identity.
R: So what are your plans for now and going forward?
Ettie: This time we’ve written a narrative of what’s going to happen which kind of grows as we take the pictures (for the animation) but we’ve also written a text- they’re writing a text, like a voiceover or a narrative as we go through. So it’s a bit more continuous and not just two ideas.
R: And what about you guys (Group 1)? We saw Lettwan’s ‘you’re fired’ moment on the screen but how did you carry on today?
Akraam: I feel like after two weeks you realise that when you take a step back and you look at your work again, you see things differently. We realised that there was nothing, like we see a story or the presumption made but there’s no subject, no concept so it’s like giving away too much information about the character. What we’ve done to tie it together is to reconsider how everything looks together, and then we started shooting someone getting onto the train, someone that looks awkward. Even though we wanted simplicity we realised that things may work with a bit more information than we originally planned.
Leia: Yeah it’s a bit hard to keep an idea is simple but then keep it in a way that the audience is going to understand without already knowing the story.
Akraam: The reason we find it easy to understand this is because we know the story but that is hard to translate to the audience. Luckily some of our group members haven’t come to all of the sessions so the same way you lot (Group 3) had a fresh pair of eyes it was also kind of like that. They can see that there are a few things that we need to perfect. So what we started doing today is trying to flesh out our work, really tying it together. Now we have a foundation and a structure so we can speed up next session because we know what we’re doing.
R: So what is it you’re doing now?
Akraam: We’re looking at the clay people and they’re going to get on a train and it’ll transition into darkness, the story we’ve created about each will play, once it finishes it will transition into light again. The train moves from stop to stop and another person gets on and we’ll look at his story. We’re just perceiving different people’s stories and assuming what they’ve kind of been through.
R: So what have you found challenging in the process so far?
Madeleine: It’s like you can’t really have a plan for this kind of thing. You’re sort of just always working and thinking and combatting new challenges and just working with what you’ve got and facing difficulties that just kind of appear, but you just have to keep working with it. That’s the most difficult thing I’ve seen so far.
Akraam: It’s very physical. You can have many ideas as you want but you don’t know how it looks like on the screen. So it’s very experimental which is what is kind of difficult because you want to refrain from that, from not having an idea or plan and just jumping into the work but that’s how animation works I guess, you have to see it on the screen.
Aisha: I think it’s being quite sensitive with everything you’re doing, like we were taking shots and someone turned the lights off, that kind of affects the image. It’s just the little things you don’t think about, it happens and you think oh maybe we haven’t done this, yeah.
R: So it’s kind of paying attention to all the different little bits?
Aisha: Yeah, it’s all the little details you’d normally be very dismissive of.
Hannah: It’s quite a time-consuming process, you can’t just come up with an idea and make it. It’s really long and afterwards you get tired I guess and lose focus, or at least I do but yeah.
R: Does it help that you’re working in a group?
Hannah: Yeah, I don’t think I’d do it on my own.
R: Are there any highlights you’ve found from the process so far?
Mo: Creating and adding to the work you have and the feeling of something coming together, that’s the best part about the process.
Sonam: It’s also quite a playful medium. It’s quite nice to be able to create something that’s like entirely your own as opposed to working within the world you live in.
Ettie: It’s really imaginative, yeah you can just imagine anything or you could do anything. You could be set in space. It’s quite fun.
R: Anyone else?
James: I just really enjoyed the whole process of making the animations, constructing your own universe through a simple medium. I really enjoyed it.
Sammara: I really like the brainstorming and ideas part of it. There were so many different ideas and you could see they were all quite individual to the person who had them. Also you do you have to compromise when you’re in a group so not every idea could be included but it’s still enjoyable as it’s a collective effort.
R: One last question, how did you find seeing your animations for the first time moving on the screen as opposed to shooting behind the camera? Did it change the way you worked this time around?
Dan: I guess if you watch it on the screen it becomes more real whereas when you’re shooting you’re thinking about how to construct every frame and not necessary how the story is progressing or how to solve specific problems so it’s not a very immediate storytelling process. It builds very slowly and you can see it in action when you’re done but you don’t have a clue about how the story is going to unfold until you actually watch it.
Wk 8: Millinery with Megan
Hannah: In the second millinery session with Megan, our hats finally came to life! We began with another short introduction from Megan, along with another opportunity to try on her hats and masks, before quickly splitting up into our groups. Those who had been present at the first session continued with the hat making, whilst those who were meeting Megan for the first time began to create their designs using Kentridge’s art as their inspiration.
Rubia: My group consisted of everyone who hadn’t been there in the first session so we had to work really quickly. I found the practical element of the work quite challenging as it was often difficult not to get too caught up in overly ambitious plans and consider if they would actually, logistically work. For example, my group struggled in making the hat strong enough to support itself when worn on the head as we wanted to make the silhouetted more detailed and intricate, meaning we cut the cardboard into thinner, less strong shapes. Megan was really helpful in advising us on the best way to reinforce our design so that it could still be worn on the head.
Hannah: Some groups even went on to cover their hats in paper mache, although in my case this was not so successful as I ended up soaking my hat in a little too much glue and had to use a hair dryer to dry it as it risked falling apart completely. lot of time was spent cutting out and drawing, and then it was finally time to piece together our cut out shapes. This was much more complicated than it seems, and it demanded our full concentration to figure out how to bring together all of the different elements to create a recognisable image.
Leia: I really enjoyed listening to Megan talk about her practice and it was also great to see some of her creations in person. It was also interesting to hear the process of thoughts and designs and seeing the final products making it to the stage in the images she showed us. What I found most challenging was trying to structure our complex design so that it could hold itself up right. We choose to do a tree that also doubled as a face when the hat was turned to face the other way. I had constructed our cardboard tree quite large and our group realised it would need extra support at the base of the hat to keep it straight. We overcame this challenge by adding a neck piece to our face that would slot in with the trunk of the tree to the base of the hat giving it extra support. What our group also found difficult was the placing of the pieces of the face from the other side of the tree. The cardboard would need slits on both pieces so that the face and the tree could slot in together, the difficult part came when making sure the features of the face on the separate pieces were not lost behind one another.
Hannah: We used a projector to project the shadows of our hats onto a wall, so that the shapes that we had created would be fully visible.
Rubia: This session I found that using shadows to create silhouettes is a really interesting and more unusual way to show and document the things we created. The hats themselves were really interesting pieces on their own but by using lights to view their shadows added another element to them that I would not have considered in the past and would like to explore further.
Hannah: It was amazing to see what everyone had created and that all of the time and effort we put into this project had really paid off. Thank you Megan for such a fun and inspiring two weeks!
Wk 9: Composition with singer Sarah Labiner and composer Pete Letanka
In this session, we worked with the composer Pete Letanka and the Lulu opera singer Sarah Labiner. We started off by watching Sarah sing pieces from Lulu, and consequently comparing them to a Mozart piece. We then had a short discussion on why Lulu is such an extraordinary and interesting opera piece to look at. In order to be able to work together as a group, we played some icebreakers, as the outcome of the session was to be a final piece, which we would compose together.
For me perhaps the most challenging of the icebreakers was the one where we stood in a circle and had to pass on a rhythm or body percussion coming from the person standing next to us. To make this more complex, Pete added another rhythm running along our circle in the opposite way, so we had to be prepared for both of our neighbours sending over a message. As if this wasn’t complicated enough, Pete made us close our eyes. This was to teach us that we should rely on our ears completely and also that you could somehow feel when the rhythm is to be passed onto you. To prove this, we tried another method, one where we had to focus on an object in the middle of the circle, instead of looking at our neighbours.
We then moved to the piano, to finally do some singing. Through several exercises, we learned that when composing, it is important to rely on the group and to go with its flow. My personal challenge in this session was to overcome the fear of singing in front of a group (or anyone at all), which these exercises were very helpful for.
For the creation of our final piece, Pete wanted us to look at the animations, which we made with Chiara. Looking at some screenshots, we were to determine what kind of mood, speed and rhythm our background music was to have. When that was agreed on, we started brainstorming the words of our song. As most of the animations were concerned with identity and its definition, Pete decided to divide us into three groups, each of which would focus on one particular question concerning identity. Each of the groups had to write a stanza, while Pete and Sarah turned the scripts from our animations into a song. These were:
What determines your identity?
Who chooses your identity?
Do you need an identity?
My group had the first question which we thought was influenced by so many factors. We agreed that language, culture and our surrounding have a large impact on our identity, which we tried to summarise into 4 lines. To demonstrate just how much the language one speaks influences their identity, we decided to translate one of the lines into Slovak, which Renee seemed to particularly enjoy singing.