Animated Autoethnographies: Using Stop Motion

Total Page:16

File Type:pdf, Size:1020Kb

Animated Autoethnographies: Using Stop Motion ANIMATED AUTOETHNOGRAPHIES: USING STOP MOTION ANIMATION AS A CATALYST FOR SELF-ACCEPTANCE IN THE ART CLASSROOM Jeremy Michael Blair Dissertation Prepared for the Degree of DOCTOR OF PHILOSOPHY UNIVERSITY OF NORTH TEXAS August 2015 APPROVED: Laura Evans, Major Professor Terry Barrett, Committee Member Mary Stokrocki, Committee Member Amy Kraehe, Committee Member Mickey Abel, Interim Chair of the Department of Art Education Costas Tsatsoulis, Interim Dean of the Toulouse Graduate School Blair, Jeremy Michael. Animated Autoethnographies: Using Stop Motion Animation as a Catalyst for Self-Acceptance in the Art Classroom. Doctor of Philosophy (Art Education), August 2015, 181 pp., 34 figures, references, 329 titles. As a doctoral student, I was asked to teach a course based on emerging technologies and postmodern methods of inquiry in the field of art education. The course was titled Issues and Applications of Technology in Art Education and I developed a method of inquiry called animated autoethnography for pre-service art educators while teaching this course. Through this dissertation, I describe, analyze, interrogate, value, contextualize, reflect on, and artistically react to the autoethnographic animated processes of five pre-service art educators who were enrolled in the course. I interviewed the five participants before and after the creation of their animated autoethnographies and incorporated actor-network theory within the theoretical analysis to study how the insights of my students’ autoethnographies related to my own animations and life narratives. The study also examines animated autoethnography as a method of inquiry that may develop or enhance future teaching practices and encourage empathic connections through researching the self. These selected students created animations that accessed significant life moments, personal struggles, and triumphs, and they exhibited unique representations of self. Pre-service art educators can use self-research to create narrative-based short animations and also use socio-emotional learning to encourage the development of empathy within the classroom. I show diverse student examples, compare them to my own animations, and present a new model of inquiry that encourages the development of self by finding place in chaos, loving the unknown, embracing uncertainty, and turning shame into a celebration of life. Copyright 2015 by Jeremy Michael Blair ii ACKNOWLEDGMENTS I could not have had a better advisor than Dr. Laura Evans. Her scholarship is awe- inspiring, and her constant encouragement and confidence in me as a student, scholar, and future colleague has been forever invaluable to my development as an art educator. Dr. Evans’ flexibility and compassion empowered me to create a dissertation I never thought was possible. She has convinced me that research needs to be personal, empathic, cathartic, and imperfect. In addition to Dr. Evans’ mentorship, an amazing committee of world-renowned art educators has supported me. Dr. Terry Barrett, Dr. Mary Stokrocki, and Dr. Amy Kraehe have been immensely influential throughout the duration of this project and my time as a doctoral student at UNT. I hope that my dissertation reflects their impressive careers and links my young career to their lifetime of achievements. I also want to acknowledge the support of Dr. Denise Baxter, who was the chair of the department of art education and art history during my four years as a student at the University of North Texas. Dr. Baxter’s candid feedback, openness, and support were essential to my success in the program. I cannot overemphasize the value of the personal and emotional support others have given me over the last several years, especially my parents, Jeff and Terri Blair, and my future wife, Bevin Butler. My cohort and professors at UNT were integral to establishing the high expectations I needed to thrive in the program. Without their support, I could not have been successful, nor could I have felt comfortable enough to write and design this emotional project. iii TABLE OF CONTENTS Page ACKNOWLEDGMENTS ............................................................................................................. iii LIST OF FIGURES ...................................................................................................................... vii PROLOGUE .................................................................................................................................. ix CHAPTER 1 INTRODUCTION .................................................................................................... 1 Background ......................................................................................................................... 1 What is an Animated Autoethnography Project?................................................................ 5 Statement of the Problem .................................................................................................... 6 Research Questions and Objectives .................................................................................. 10 Design of the Study ........................................................................................................... 12 Theoretical Framework: Actor-Network Theory .................................................. 15 Context of the Study ............................................................................................. 18 Methods of Data Collection .................................................................................. 23 Data Analysis ........................................................................................................ 32 Significance of the Study .................................................................................................. 35 Limitations of Study ......................................................................................................... 38 Review of Literature and Media ....................................................................................... 45 Autoethnography................................................................................................... 45 Empathy in Art Education .................................................................................... 49 Animation ............................................................................................................. 52 Summary to Literature and Media Review ........................................................... 57 Conclusions ....................................................................................................................... 58 CHAPTER 2 TEACHING ANIMATED AUTOETHNOGRAPHY ........................................... 59 Course Structure and Classroom Practices ....................................................................... 59 Fusing Animation and Autoethnography .............................................................. 61 Animated Autoethnography Assignment Criteria and Lesson ............................. 63 Initial Teacher Discoveries ............................................................................................... 66 Impact of Student Animations on the Researcher............................................................. 66 Conclusions ....................................................................................................................... 68 iv CHAPTER 3 WRITING AND CURATING ............................................................................... 70 Animated Vignettes .......................................................................................................... 70 Curation of Animated Autoethnographies ............................................................ 73 Weaving of Participant’s and Researcher’s Animated Works .............................. 73 CHAPTER 4 ANIMATED AUTOETHNOGRAPHIES ............................................................. 75 Monster ............................................................................................................................. 75 Chris’ Animation: Monster ................................................................................... 77 Researcher’s Animated Response to Monster ...................................................... 83 Applying Actor-Network Theory to Monster ....................................................... 86 Forming Self ......................................................................................................... 89 Here and Away .................................................................................................................. 91 Alex’s Animation: Here and Away ....................................................................... 92 Researcher’s Animated Response to Here and Away ........................................... 96 Reconstructing Social Spaces ............................................................................. 100 Bad Choices Aren’t Genetic ............................................................................................ 101 Chelsea’s Animation: Bad Choices Aren’t Genetic ............................................ 102 Researcher’s Animated Response to Bad Choices Aren’t Genetic ..................... 106 Applying Actor-Network Theory to Bad Choices Aren’t Genetic ..................... 110 Attentive Living .................................................................................................. 111 Rupture ...........................................................................................................................
Recommended publications
  • The 26Th Society for Animation Studies Annual Conference Toronto
    Sheridan College SOURCE: Sheridan Scholarly Output, Research, and Creative Excellence The Animator Conferences & Events 6-16-2014 The Animator: The 26th oS ciety for Animation Studies Annual Conference Toronto June 16 to 19, 2014 Society for Animation Studies Paul Ward Society for Animation Studies Tony Tarantini Sheridan College, [email protected] Follow this and additional works at: http://source.sheridancollege.ca/conferences_anim Part of the Film and Media Studies Commons SOURCE Citation Society for Animation Studies; Ward, Paul; and Tarantini, Tony, "The Animator: The 26th ocS iety for Animation Studies Annual Conference Toronto June 16 to 19, 2014" (2014). The Animator. 1. http://source.sheridancollege.ca/conferences_anim/1 This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. This Book is brought to you for free and open access by the Conferences & Events at SOURCE: Sheridan Scholarly Output, Research, and Creative Excellence. It has been accepted for inclusion in The Animator by an authorized administrator of SOURCE: Sheridan Scholarly Output, Research, and Creative Excellence. For more information, please contact [email protected]. THANK YOU TO OUR SPONSORS THE ANIMATOR THEThe 26th Society forANIMATOR Animation Studies Annual Conference TheToronto 26 Juneth Society 16 to 19, 2014 for www.theAnimation animator2014.com Studies @AnimatorSAS2014 Annual Conference Toronto June 16 to 19, 2014 • www.the animator2014.com • @AnimatorSAS2014 WELCOME Message from the President Animation is both an art and skill; it is a talent that is envied the world over. Having a hand in educating and nurturing some of the finest animators in the world is something for which Sheridan is exceptionally proud.
    [Show full text]
  • Animation: Types
    Animation: Animation is a dynamic medium in which images or objects are manipulated to appear as moving images. In traditional animation, images are drawn or painted by hand on transparent celluloid sheets to be photographed and exhibited on film. Today most animations are made with computer generated (CGI). Commonly the effect of animation is achieved by a rapid succession of sequential images that minimally differ from each other. Apart from short films, feature films, animated gifs and other media dedicated to the display moving images, animation is also heavily used for video games, motion graphics and special effects. The history of animation started long before the development of cinematography. Humans have probably attempted to depict motion as far back as the Paleolithic period. Shadow play and the magic lantern offered popular shows with moving images as the result of manipulation by hand and/or some minor mechanics Computer animation has become popular since toy story (1995), the first feature-length animated film completely made using this technique. Types: Traditional animation (also called cel animation or hand-drawn animation) was the process used for most animated films of the 20th century. The individual frames of a traditionally animated film are photographs of drawings, first drawn on paper. To create the illusion of movement, each drawing differs slightly from the one before it. The animators' drawings are traced or photocopied onto transparent acetate sheets called cels which are filled in with paints in assigned colors or tones on the side opposite the line drawings. The completed character cels are photographed one-by-one against a painted background by rostrum camera onto motion picture film.
    [Show full text]
  • Pr-Dvd-Holdings-As-Of-September-18
    CALL # LOCATION TITLE AUTHOR BINGE BOX COMEDIES prmnd Comedies binge box (includes Airplane! --Ferris Bueller's Day Off --The First Wives Club --Happy Gilmore)[videorecording] / Princeton Public Library. BINGE BOX CONCERTS AND MUSICIANSprmnd Concerts and musicians binge box (Includes Brad Paisley: Life Amplified Live Tour, Live from WV --Close to You: Remembering the Carpenters --John Sebastian Presents Folk Rewind: My Music --Roy Orbison and Friends: Black and White Night)[videorecording] / Princeton Public Library. BINGE BOX MUSICALS prmnd Musicals binge box (includes Mamma Mia! --Moulin Rouge --Rodgers and Hammerstein's Cinderella [DVD] --West Side Story) [videorecording] / Princeton Public Library. BINGE BOX ROMANTIC COMEDIESprmnd Romantic comedies binge box (includes Hitch --P.S. I Love You --The Wedding Date --While You Were Sleeping)[videorecording] / Princeton Public Library. DVD 001.942 ALI DISC 1-3 prmdv Aliens, abductions & extraordinary sightings [videorecording]. DVD 001.942 BES prmdv Best of ancient aliens [videorecording] / A&E Television Networks History executive producer, Kevin Burns. DVD 004.09 CRE prmdv The creation of the computer [videorecording] / executive producer, Bob Jaffe written and produced by Donald Sellers created by Bruce Nash History channel executive producers, Charlie Maday, Gerald W. Abrams Jaffe Productions Hearst Entertainment Television in association with the History Channel. DVD 133.3 UNE DISC 1-2 prmdv The unexplained [videorecording] / produced by Towers Productions, Inc. for A&E Network executive producer, Michael Cascio. DVD 158.2 WEL prmdv We'll meet again [videorecording] / producers, Simon Harries [and three others] director, Ashok Prasad [and five others]. DVD 158.2 WEL prmdv We'll meet again. Season 2 [videorecording] / director, Luc Tremoulet producer, Page Shepherd.
    [Show full text]
  • Annual Report and Accounts 2004/2005
    THE BFI PRESENTSANNUAL REPORT AND ACCOUNTS 2004/2005 WWW.BFI.ORG.UK The bfi annual report 2004-2005 2 The British Film Institute at a glance 4 Director’s foreword 9 The bfi’s cultural commitment 13 Governors’ report 13 – 20 Reaching out (13) What you saw (13) Big screen, little screen (14) bfi online (14) Working with our partners (15) Where you saw it (16) Big, bigger, biggest (16) Accessibility (18) Festivals (19) Looking forward: Aims for 2005–2006 Reaching out 22 – 25 Looking after the past to enrich the future (24) Consciousness raising (25) Looking forward: Aims for 2005–2006 Film and TV heritage 26 – 27 Archive Spectacular The Mitchell & Kenyon Collection 28 – 31 Lifelong learning (30) Best practice (30) bfi National Library (30) Sight & Sound (31) bfi Publishing (31) Looking forward: Aims for 2005–2006 Lifelong learning 32 – 35 About the bfi (33) Summary of legal objectives (33) Partnerships and collaborations 36 – 42 How the bfi is governed (37) Governors (37/38) Methods of appointment (39) Organisational structure (40) Statement of Governors’ responsibilities (41) bfi Executive (42) Risk management statement 43 – 54 Financial review (44) Statement of financial activities (45) Consolidated and charity balance sheets (46) Consolidated cash flow statement (47) Reference details (52) Independent auditors’ report 55 – 74 Appendices The bfi annual report 2004-2005 The bfi annual report 2004-2005 The British Film Institute at a glance What we do How we did: The British Film .4 million Up 46% People saw a film distributed Visits to
    [Show full text]
  • Models of Time Travel
    MODELS OF TIME TRAVEL A COMPARATIVE STUDY USING FILMS Guy Roland Micklethwait A thesis submitted for the degree of Doctor of Philosophy of The Australian National University July 2012 National Centre for the Public Awareness of Science ANU College of Physical and Mathematical Sciences APPENDIX I: FILMS REVIEWED Each of the following film reviews has been reduced to two pages. The first page of each of each review is objective; it includes factual information about the film and a synopsis not of the plot, but of how temporal phenomena were treated in the plot. The second page of the review is subjective; it includes the genre where I placed the film, my general comments and then a brief discussion about which model of time I felt was being used and why. It finishes with a diagrammatic representation of the timeline used in the film. Note that if a film has only one diagram, it is because the different journeys are using the same model of time in the same way. Sometimes several journeys are made. The present moment on any timeline is always taken at the start point of the first time travel journey, which is placed at the origin of the graph. The blue lines with arrows show where the time traveller’s trip began and ended. They can also be used to show how information is transmitted from one point on the timeline to another. When choosing a model of time for a particular film, I am not looking at what happened in the plot, but rather the type of timeline used in the film to describe the possible outcomes, as opposed to what happened.
    [Show full text]
  • Memetic Proliferation and Fan Participation in the Simpsons
    THE UNIVERSITY OF HULL Craptacular Science and the Worst Audience Ever: Memetic Proliferation and Fan Participation in The Simpsons being a Thesis submitted for the Degree of PhD Film Studies in the University of Hull by Jemma Diane Gilboy, BFA, BA (Hons) (University of Regina), MScRes (University of Edinburgh) April 2016 Craptacular Science and the Worst Audience Ever: Memetic Proliferation and Fan Participation in The Simpsons by Jemma D. Gilboy University of Hull 201108684 Abstract (Thesis Summary) The objective of this thesis is to establish meme theory as an analytical paradigm within the fields of screen and fan studies. Meme theory is an emerging framework founded upon the broad concept of a “meme”, a unit of culture that, if successful, proliferates among a given group of people. Created as a cultural analogue to genetics, memetics has developed into a cultural theory and, as the concept of memes is increasingly applied to online behaviours and activities, its relevance to the area of media studies materialises. The landscapes of media production and spectatorship are in constant fluctuation in response to rapid technological progress. The internet provides global citizens with unprecedented access to media texts (and their producers), information, and other individuals and collectives who share similar knowledge and interests. The unprecedented speed with (and extent to) which information and media content spread among individuals and communities warrants the consideration of a modern analytical paradigm that can accommodate and keep up with developments. Meme theory fills this gap as it is compatible with existing frameworks and offers researchers a new perspective on the factors driving the popularity and spread (or lack of popular engagement with) a given media text and its audience.
    [Show full text]
  • 2013 Movie Catalog © Warner Bros
    1-800-876-5577 www.swank.com Swank Motion Pictures,Inc. Swank Motion 2013 Movie Catalog 2013 Movie © Warner Bros. © 2013 Disney © TriStar Pictures © Warner Bros. © NBC Universal © Columbia Pictures Industries, ©Inc. Summit Entertainment 2013 Movie Catalog Movie 2013 Inc. Pictures, Motion Swank 1-800-876-5577 www.swank.com MOVIES Swank Motion Pictures,Inc. Swank Motion 2013 Movie Catalog 2013 Movie © New Line Cinema © 2013 Disney © Columbia Pictures Industries, Inc. © Warner Bros. © 2013 Disney/Pixar © Summit Entertainment Promote Your movie event! Ask about FREE promotional materials to help make your next movie event a success! 2013 Movie Catalog 2013 Movie Catalog TABLE OF CONTENTS New Releases ......................................................... 1-34 Swank has rights to the largest collection of movies from the top Coming Soon .............................................................35 Hollywood & independent studios. Whether it’s blockbuster movies, All Time Favorites .............................................36-39 action and suspense, comedies or classic films,Swank has them all! Event Calendar .........................................................40 Sat., June 16th - 8:00pm Classics ...................................................................41-42 Disney 2012 © Date Night ........................................................... 43-44 TABLE TENT Sat., June 16th - 8:00pm TM & © Marvel & Subs 1-800-876-5577 | www.swank.com Environmental Films .............................................. 45 FLYER Faith-Based
    [Show full text]
  • A Study Guide by Marguerite O Lhara
    A STUDY GUIDE BY MArguerite o ’hARA http://www.metromagazine.com.au http://www.theeducationshop.com.au Introduction > Mary and Max is an animated feature film from the creators of the Academy Award-winning short animation Harvie Krumpet (Adam Elliot, 2003). This is Adam Elliot’s first full-length feature film. LikeHarvie , it is an animated film with claymation characters. However, unlike many animated feature films, it is minimal in its use of colour and the action does not revolve around kooky creatures with human voices and super skills. Mary and Max is about the lives of two people who become pen pals, from opposite sides of the world. Like Harvie Krumpet, Mary and Max is innocent but not naive, as it takes us on a journey that explores friendship and autism as well as taxidermy, psychiatry, alcoholism, where babies come from, obesity, kleptomania, sexual difference, trust, copulating dogs, religious difference, agoraphobia and much more. Synopsis at the Berlin Film festival in the seter, 1995) and WALL·E (Andrew Generation14+ section aimed at Stanton, 2008), will be something HIS IS A TALE of pen- teenagers where it was awarded that many students will find fasci- friendship between two the Jury Special Mention. How- nating. Tvery different people – Mary ever, this is not a film written Dinkle, a chubby, lonely eight-year- specifically for a young audience. It would be enjoyed by middle and old girl living in the suburbs of It is both fascinating and engaging senior secondary students as well Melbourne, and Max Horovitz, a in the way it tells the story of the as tertiary students studying film.
    [Show full text]
  • The Uses of Animation 1
    The Uses of Animation 1 1 The Uses of Animation ANIMATION Animation is the process of making the illusion of motion and change by means of the rapid display of a sequence of static images that minimally differ from each other. The illusion—as in motion pictures in general—is thought to rely on the phi phenomenon. Animators are artists who specialize in the creation of animation. Animation can be recorded with either analogue media, a flip book, motion picture film, video tape,digital media, including formats with animated GIF, Flash animation and digital video. To display animation, a digital camera, computer, or projector are used along with new technologies that are produced. Animation creation methods include the traditional animation creation method and those involving stop motion animation of two and three-dimensional objects, paper cutouts, puppets and clay figures. Images are displayed in a rapid succession, usually 24, 25, 30, or 60 frames per second. THE MOST COMMON USES OF ANIMATION Cartoons The most common use of animation, and perhaps the origin of it, is cartoons. Cartoons appear all the time on television and the cinema and can be used for entertainment, advertising, 2 Aspects of Animation: Steps to Learn Animated Cartoons presentations and many more applications that are only limited by the imagination of the designer. The most important factor about making cartoons on a computer is reusability and flexibility. The system that will actually do the animation needs to be such that all the actions that are going to be performed can be repeated easily, without much fuss from the side of the animator.
    [Show full text]
  • UPDATED KPCC-KVLA-KUOR Quarterly Report JAN-MAR 2013
    Date Key Synopsis Guest/Reporter Duration Quarterly Programming Report JAN-MAR 2013 KPCC / KVLA / KUOR 1/1/13 MIL With 195,000 soldiers, the Afghan army is bigger than ever. But it's also unstable. Rod Nordland 8:16 When are animals like humans? More often than you think, at least according to a new movement that links human and animal behaviors. KPCC's Stephanie O'Neill 1/1/13 HEAL reports. Stephanie O'Neill 4:08 We've all heard warning like, "Don't go swimming for an hour after you eat!" "Never run with scissors," and "Chew on your pencil and you'll get lead poisoning," from our 1/1/13 ART parents and teachers. Ken Jennings 7:04 In "The Fine Print," Pulitzer Prize-winning author David Cay Johnston details how the David Cay 1/1/13 ECON U.S. tax system distorts competition and favors corporations and the wealthy. Johnston 16:29 Eddie Izzard joins the show to talk about his series at the Steve Allen Theater, plus 1/1/13 ART he fills us in about his new show, "Force Majeure." Eddie Izzard 19:23 Our regular music critics Drew Tewksbury, Steve Hochman and Josh Kun join Alex Drew Tewksbury, Cohen and A Martinez for a special hour of music to help you get over your New Steve Hochman 1/1/13 ART Year’s Eve hangover. and Josh Kun 12:57 1/1/2013 IMM DREAM students in California get financial aid for state higher ed Guidi 1:11 1/1/2013 ECON After 53 years, Junior's Deli in Westwood has closed its doors Bergman 3:07 1/1/2013 ECON Some unemployed workers are starting off the New Year with more debt Lee 2:36 1/1/2013 ECON Lacter on 2013 predictions
    [Show full text]
  • Animation Handbook (PDF)
    Best practices for better design Design Better provides unprecedented access to the insights that power the world’s best design teams. Design Better is brought to you by InVision, the digital customer experience design platform. Learn more at invisionapp.com. Check out the rest of the DesignBetter.co library Design Systems Handbook Design Leadership Handbook Design Thinking Handbook Principles of Product Design Enterprise Design Sprints DesignOps Handbook Animation Handbook The Animation Handbook is the guide to best practices for animation in digital product design. This book uncovers the seven principles of bringing motion into user interface design and explains how animation is the bridge to telling better stories and engaging users in more human and intuitive ways. By bringing elements from our real world experiences into the virtual space, we can build greater trust in our products and better relationships with the people who use them. This book includes stories and interviews with Google, Lyft, Headspace, and Zova Fitness, that put principles into practice, and show how motion can enable stronger design systems and more expressive brands. The Animation Handbook will prime you not just to animate but to craft exceptional and more intuitive digital product interfaces for your customers. Contents Motion’s purpose The impact of animation Principles of animation Making product magic Animation collaboration Scale solutions Taking animation further Small things matter Chapter—01 Motion’s purpose The impact of animation While the standard flavors of salty, sweet, sour, and bitter are obvious to us and easy to experience, the fifth flavor— umami—is ineffable. It’s the salience of parmesan cheese, anchovies, dried tomatoes, fish sauce, and dashi.
    [Show full text]
  • Ten Years Supporting, Delivering & Promoting the Whole Spectrum of Animation
    TEN YEARS SUPPORTING, DELIVERING & PROMOTING THE WHOLE SPECTRUM OF ANIMATION Directors Message Wow – we made it to our 10th anniversary!! Who would have thought it? From very humble beginnings – our first festival in 2004 screened at the now-defunct Rupert Street Cinema in Piccadilly – to LIAF 2013, 10 days at 3 different venues. We have survived - sort of. Over 10 years we’ve received more than 12,000 entries, screened more than 2,500 films, and had some of the most talented animators in the world come and hang out with us. And we’ve had a ball on the way. It’s time to blow our own trumpet. As well as being the largest festival of it’s kind in the UK in terms of films and programmes screened, we have a substantial touring component and we run satellite events all year-round. We’ve screened at festivals, cinemas, theatres and colleges all around the world and in the UK and hopefully we have spread the word that animation is a valid artform that is only limited by the animator’s imagination. In short, our maxim is that in animation anything can happen. Long may this be. There are far too may people to thank here (hopefully you know who you are) but the guidance and immense work-rate of my co-Director Malcolm Turner has to be acknowledged. Way back when in our ground zero - actually in the year 1999 - I still vividly recall that very first meeting Malcolm and I had with our then-colleague Susi Allender in the back garden of our Melbourne flat.
    [Show full text]