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De La Producci\363N Al Consumo De La Animaci\363N Como
De la producción al consumo de la animación como fenómeno cultural: Una breve historia crítica Autor: Xavier Fuster Burguera Director: José Igor Prieto Arranz Trabajo de fin de máster Máster en lenguas y literaturas modernas 2010/2011 Universitat de les Illes Balears Índice Capítulo 1. Introducción 2 Capítulo 2. Estados Unidos: centro hegemónico de la animación occidental 11 2.1 Introducción 11 2.2 La semilla de un nuevo género artístico popular: 12 la animación decimonónica 2.3 El Magic Kingdom de Walt Disney 20 2.4 Warner Bros. y su séquito 28 2.5 Y Europa por extensión 35 Capítulo 3. El papel del arte popular japonés en la animación occidental 38 3.1 Introducción 38 3.2 Imágenes cómicas en Japón 40 3.3 La animación de las imágenes cómicas 47 3.4 De occidente a oriente y viceversa 55 3.4.1 La exportación de las imágenes cómicas animadas 59 Capítulo 4. La animación en la época de la televisión 66 4.1 Introducción 66 4.2 De la gran pantalla al televisor 67 4.3 La televisión, el entretenimiento de masas 72 4.4 Japón y su aventura por Europa 84 Capítulo 5. Nuevas perspectivas globales del consumo de la animación 89 5.1 Introducción 89 5.2 El canon de consumo de animación de Disney 90 5.3 Los adultos: consumidores marginales de la animación 97 5.4 Subculturas de consumo de animación 103 Conclusión. 111 Anexo. 116 Cronología 116 Referencias. 129 De la producción al consumo de la animación como fenómeno cultural: Una breve historia crítica Capítulo 1. -
Teachers Guide
Teachers Guide Exhibit partially funded by: and 2006 Cartoon Network. All rights reserved. TEACHERS GUIDE TABLE OF CONTENTS PAGE HOW TO USE THIS GUIDE 3 EXHIBIT OVERVIEW 4 CORRELATION TO EDUCATIONAL STANDARDS 9 EDUCATIONAL STANDARDS CHARTS 11 EXHIBIT EDUCATIONAL OBJECTIVES 13 BACKGROUND INFORMATION FOR TEACHERS 15 FREQUENTLY ASKED QUESTIONS 23 CLASSROOM ACTIVITIES • BUILD YOUR OWN ZOETROPE 26 • PLAN OF ACTION 33 • SEEING SPOTS 36 • FOOLING THE BRAIN 43 ACTIVE LEARNING LOG • WITH ANSWERS 51 • WITHOUT ANSWERS 55 GLOSSARY 58 BIBLIOGRAPHY 59 This guide was developed at OMSI in conjunction with Animation, an OMSI exhibit. 2006 Oregon Museum of Science and Industry Animation was developed by the Oregon Museum of Science and Industry in collaboration with Cartoon Network and partially funded by The Paul G. Allen Family Foundation. and 2006 Cartoon Network. All rights reserved. Animation Teachers Guide 2 © OMSI 2006 HOW TO USE THIS TEACHER’S GUIDE The Teacher’s Guide to Animation has been written for teachers bringing students to see the Animation exhibit. These materials have been developed as a resource for the educator to use in the classroom before and after the museum visit, and to enhance the visit itself. There is background information, several classroom activities, and the Active Learning Log – an open-ended worksheet students can fill out while exploring the exhibit. Animation web site: The exhibit website, www.omsi.edu/visit/featured/animationsite/index.cfm, features the Animation Teacher’s Guide, online activities, and additional resources. Animation Teachers Guide 3 © OMSI 2006 EXHIBIT OVERVIEW Animation is a 6,000 square-foot, highly interactive traveling exhibition that brings together art, math, science and technology by exploring the exciting world of animation. -
THE ANIMATED TRAMP Charlie Chaplin's Influence on American
THE ANIMATED TRAMP Charlie Chaplin’s Influence on American Animation By Nancy Beiman SLIDE 1: Joe Grant trading card of Chaplin and Mickey Mouse Charles Chaplin became an international star concurrently with the birth and development of the animated cartoon. His influence on the animation medium was immense and continues to this day. I will discuss how American character animators, past and present, have been inspired by Chaplin’s work. HISTORICAL BACKGROUND (SLIDE 2) Jeffrey Vance described Chaplin as “the pioneer subject of today’s modern multimedia marketing and merchandising tactics”, 1 “(SLIDE 3). Charlie Chaplin” comic strips began in 1915 and it was a short step from comic strips to animation. (SLIDE 4) One of two animated Chaplin series was produced by Otto Messmer and Pat Sullivan Studios in 1918-19. 2 Immediately after completing the Chaplin cartoons, (SLIDE 5) Otto Messmer created Felix the Cat who was, by 1925, the most popular animated character in America. Messmer, by his own admission, based Felix’s timing and distinctive pantomime acting on Chaplin’s. 3 But no other animators of the time followed Messmer’s lead. (SLIDE 6) Animator Shamus Culhane wrote that “Right through the transition from silent films to sound cartoons none of the producers of animation paid the slightest attention to… improvements in the quality of live action comedy. Trapped by the belief that animated cartoons should be a kind of moving comic strip, all the producers, (including Walt Disney) continued to turn out films that consisted of a loose story line that supported a group of slapstick gags which were often only vaguely related to the plot….The most astonishing thing is that Walt Disney took so long to decide to break the narrow confines of slapstick, because for several decades Chaplin, Lloyd and Keaton had demonstrated the superiority of good pantomime.” 4 1 Jeffrey Vance, CHAPLIN: GENIUS OF THE CINEMA, p. -
The Walt Disney Silly Symphony Cartoons and American Animation in the 1930S
Exploration in Imagination: The Walt Disney Silly Symphony Cartoons and American Animation in the 1930s By Kendall Wagner In the 1930s, Americans experienced major changes in their lifestyles when the Great Depression took hold. A feeling of malaise gripped the country, as unemployment rose, and money became scarce. However, despite the economic situation, movie attendance remained strong during the decade.1 Americans attended films to escape from their everyday lives. While many notable live-action feature-length films like The Public Enemy (1931) and It Happened One Night (1934) delighted Depression-era audiences, animated cartoon shorts also grew in popularity. The most important contributor to the evolution of animated cartoons in this era was Walt Disney, who innovated and perfected ideas that drastically changed cartoon production.2 Disney expanded on the simple gag-based cartoon by implementing film technologies like synchronized sound and music, full-spectrum color, and the multiplane camera. With his contributions, cartoons sharply advanced in maturity and professionalism. The ultimate proof came with the release of 1937’s Snow White and the Seven Dwarfs, the culmination of the technical and talent development that had taken place at the studio. The massive success of Snow White showed that animation could not only hold feature-length attention but tell a captivating story backed by impressive imagery that could rival any live-action film. However, it would take nearly a decade of experimentation at the Disney Studios before a project of this size and scope could be feasibly produced. While Mickey Mouse is often solely associated with 1930s-era Disney animation, many are unaware that alongside Mickey, ran another popular series of shorts, the Silly Symphony cartoons. -
Silent Comedies and Cartoons
Funny Business Silent Comedies and Cartoons Tuesday, May 14, 2013 Grand Illusion Cinema The Sprocket Society Seattle, WA Alice Comedies Alice Rattled by Rats Released November 15, 1925 M.J. Winkler Productions Directed and written by Walt Disney. Animated by Ub Iwerks, Rollin Ham Hamilton, Thurston Harper, Hugh Harman, & Rudolf Ising. Produced by Margaret J. Winkler With Margie Gay as Alice. Music and effects soundtrack added by Raytone Productions, 1930 Left to protect Alice’s house, Julius the cat soon falls into a vat of home-brew liquor in the basement and drinks himself into oblivion. The rats, free to play, entertain themselves by dancing, playing phonograph records, cavorting with the player piano, and using the bathtub for a swimming pool. Soon the party gets completely out of control. (Why Alice was brewing alcohol in her basement remains an open question.) “Speaking of his studio in later years, Disney was fond of saying that ‘it all started with a little mouse’ – but in fact the foundation was laid in 1924 by a little girl.” – Merritt & Kaufman, Walt in Wonderland Young Walt Disney broke into the movie business in Kansas City, as an illustrator for a company that produced glass slides and advertising shorts for theaters. Along with his buddy Fred Harman, he struck out on his own, hoping to jump-start their new company with a partly-animated comical short called Laugh-O-Grams, produced for the influential local theater owner, Frank L. Newman. This was successful enough that they were able to secure funding to hire additional animators, including now- legendary pioneers Ubbe “Ub” Iwerks, Hugh Harman, Rudolph Ising, and Friz Freleng. -
715 Felix-The-Cat Brochure.Pdf
Creato da Otto Messmer e Joe Oriolo, un team di designer americani di talento, FELIX THE CAT ha fatto il suo debutto al cinema nel 1919. Felix è il primo cartoon nella storia del cinema ad essere considerato una vera e propria icona pop di fama internazionale. Felice, imbronciato, pensieroso, ironico e scanzonato oggi #FELIX THE CAT prende vita con i decori FAETANO in modo irriverente e contagioso, enfatizzando quelle caratteristiche per le quali amiamo Felix ancora oggi dopo 100 anni! Created by Otto Messmer and Joe Oriolo, a team of talented designers, FELIX THE CAT made his on screen debut in 1919. As the first cartoon in the history of cinema to be animated, Felix is considered a true pop icon of international fame. Happy, sullen, thoughtful, ironic and light-hearted, #FELIX THE CAT comes to life with FAETANO illustrations in an irreverent and contagious way- some of the many reasons we love Felix after 100 years! La collezione di piastrelle in gres porcellanato è composta da due serie di decori. #THE CAT IS BACK, conquista gli sguardi con un tratto contemporaneo d’ispirazione pop. Qui la personalità di Felix prende vita mentre si nasconde e riappare nell’illustrazione successiva più malizioso che mai. Questa interpretazione di Felix non sarebbe completa senza la sua iconica borsa magica che sfoggia per risolvere ingegnosamente tutte le sue avventure. Questo accessorio è presente anche all’interno della collezione. Non mancano i classici balloon per mantenere alta la carica emotiva e l’intensità delle emozioni di Felix che naturalmente… parla, pensa e canta. -
The Silly Symphonies Disney's First Fantasyland
X XIII THE SILLY SYMPHONIES DISNEY’S FIRST FANTASYLAND 3 PART I THE TIFFANY LINE 5 The Skeleton of an Idea 7 The Earliest Symphony Formula 9 Starting to Tell Tales Il Remaking Fairy Tales 18 Silly Toddlers and Their Families 19 Caste and Class in the Symphonies 21 An Exception to the Silly Rules: Three Little Pigs 22 Another Exception: Who Killed Cock Robin? 25 New Direction for the Symphonies at RKO 27 Ending in a Symphony Dream World 29 On a Final Note 31 PART Il PRODUCING THE SILLY SYMPHONIES 31 The ColurnbiaYears (1929-1932) 35 The United Artists Years (I932- 1937) 45 Disney’s RKO Radio Pictures (I937- 1939) 53 THE SKELETON DANCE (I929) I14 KING NEPTUNE (I932) a5 EL TERRIBLE TOREADOR (I 929) 115 BABES IN THE WOODS (I932) 58 SPRINGTIME (1929) I18 SANTA’S WORKSHOP (I 932) 50 HELL’S BELLS (I 929) 120 BIRDS IN THE SPRING (I933) 62 THE MERRY DWARFS (I929) I22 FATHER NOAH’S ARK (1933) 64 SUMMER (1930) i 24 THREE LITTLE PIGS (1933) 66 AUTUMN (I 930) I28 OLD KING COLE (1933) 58 CANNIBAL CAPERS (I 930) I30 LULLABY LAND (I 933) 7 NIGHT (I 930) I32 THE PIED PIPER (I933) 72 FROLICKING FISH (I 930) I34 THE CHINA SHOP (I933) É4 ARCTIC ANTICS (1930) I36 THE NIGHT BEFORE CHRISTMAS (I933) 76 MIDNIGHT IN ATOY SHOP (1930) I38 GRASSHOPPER AND THE ANTS (I 934) 78 MONKEY MELODIES (I 930) I49 THE BIG BAD WOLF (1934) no WINTER (I 930) i 42 FUNNY LITTLE BUNNIES (1934) 82 PLAYFUL PAN (I 930) I44 THE FLYING MOUSE (I 934) 84 BIRDS OF A FEATHER (I93 I) I46 THE WISE LITTLE HEN (I934) 86 MOTHER GOOSE MELODIES (I 93 I) 148 PECULIAR PENGUINS (1934) 88 THE CHINA PLATE -
THE SORCERER's APPRENTICES: AUTHORSHIP and SOUND AESTHETICS in WALT DISNEY's FANTASIA by Daniel Fernandez a Thesis Submitted
THE SORCERER’S APPRENTICES: AUTHORSHIP AND SOUND AESTHETICS IN WALT DISNEY’S FANTASIA by Daniel Fernandez A Thesis Submitted to the Faculty of the Dorothy F. Schmidt College of Arts and Letters In Partial Fulfillment of the Requirements for the Degree of Masters of Arts Florida Atlantic University Boca Raton, FL May 2017 Copyright by Daniel Fernandez 2017 ii ACKNOWLEDGEMENTS I would like to thank my committee members for all of their guidance and support, especially to my advisor Anthony Guneratne for his helpful suggestions during the writing of this manuscript. I am also grateful to a number of archival collections, particularly those of Yale University for providing me with some of the primary sources used for this manuscript. Likewise, I would like to acknowledge Stephanie Flint for her contribution to the translation of German source material, as well as Richard P. Huemer, Didier Ghez, Jennifer Castrup, the Broward County Library, the University of Maryland, the Fales Library at New York University, and Zoran Sinobad of the Library of Congress, for the advice, material assistance, and historical information that helped shape this project. iv ABSTRACT Author: Daniel Fernandez Title: The Sorcerer’s Apprentices: Authorship and Sound Aesthetics in Walt Disney’s Fantasia Institution: Florida Atlantic University Thesis Advisor: Dr. Anthony Guneratne Degree: Masters of Arts in Communications Year: 2017 This thesis makes three claims new to the critical literature on Walt Disney’s 1940 film Fantasia. Setting the scene by placing a spotlight on the long-serving Philadelphia Orchestra conductor Leopold Stokowski, it contextualizes his pervasive influence, as well as contributions by others that shaped Fantasia and defined the film’s stylistic elements. -
Funny Stuff: Silent Comedies and Cartoons
Funny Stuff Silent Comedies and Cartoons Saturday, July 16, 2011 Grand Ilusion Cinema The Sprocket Society Seattle, WA About Two-Reeler Comedies In the 20 years before 1914, shorts were the show. And even decades after the feature film came along, shorts were a standard – and expected – part of every movie screening. At first movies were limited to the very short lengths of film that would fit in the camera, less than 1 or 2 minutes. Folks quickly figured out you could glue different shots together, and that you could then string those along to tell a longer story. But it would be some years before movies became more than a series of theatrically-staged tableaux and slice-of-life “actualities,” all filmed proscenium style. In the earliest days, exhibitors bought film prints outright and would craft programs from them. They’d often go on the road, touring their movie shows with accompanying lectures and music. There were even traveling tent shows. Soon the vaudeville houses also started showing shorts, which fit perfectly into their variety programming format. By 1905, the Nickelodeon era was in full swing in the US, made possible by moving to a rental distribution model instead of outright sales. Thousands of storefront screening rooms proliferated like mayflies all over the country, and in some cities they lined both sides of whole blocks. Your nickel got you about 30 minutes of mixed reels, with a new show usually every day. Folks would often go from one theater to another, right down the row. The profit was made in the high turnover, and audiences loved it. -
Pat Sullivan & Otto Messmer
Pat Sullivan & Otto Messmer Miguel Arocas Mayte Giménez Alma Rausell Patrick Peter (Pat) Sullivan (1885-1933) ● Fue uno de los pioneros de la animación ● Dibujante y productor de cine de animación australiano. ● Se hizo conocido por ser el primer productor de dibujos animados mudos "El gato Félix" Pat Sullivan Biografía ● Estudió en la Art Society de New South Wales . ● Comenzó trabajando como ilustrador para "Worker and Gadfy". ● En 1909, en Londres, trabajó durante un tiempo para la tira cómica "Ally Sloper". ● En 1911 consiguió un trabajo como asistente del dibujante William Marriner. Durante este periodo dibujó varias tiras por su cuenta: " Willing Waldo' " y " 'Old Pop Perkins" Pat Sullivan Biografía (II) ● En 1914, Sullivan se unió a un estudio fundado por Raoul Bar. ● En 1915, fundó su propio estudio adaptando las tiras cómica de Marriner: "Sambo" y "Sammy Johnsin" ● En esta época él contrató a Otto Messmer para su estudio. ● En 1917 fue condenado por violación. Pat Sullivan & Félix el Gato ● A su salida fue readmitido en el estudio de animación por Messmer. ● Sullivan afirma que fue el creador de Félix el gato. ● En el corto "La cola de Tomas el gato" (1917) apareció el primer prototipo del personaje. ● Escribió "Las locuras felinas" (1919), corto donde ya podemos ver a Félix el gato. Pat Sullivan & Félix el Gato (II) ● Sullivan convenció a Charles Chaplin para realizar una versión de sus pantomimas en cómic. ● La animación y los cortos de Félix el gato, se hicieron populares en Europa en 1924 cuando Sullivan realizó una gira por Inglaterra. Pat Sullivan & Félix el Gato (III) ● La popularidad del personaje comenzó a decaer durante la década de los 20's ya que Sullivan se negaba a convertirlo al cine sonoro. -
A Methodological Guide for Educational Approaches to the European Folk Myths and Legends
Angela ACQUARO, Anthi APOSTOLIDOU, Lavinia ARAMĂ, Carmen-Mihaela BĂJENARU, Anetta BIENIARZ, Danuta BIENIEK, Joanna BRYDA-KŁECZEK, Mariele CARDONE, Sérgio CARLOS, Miguel CARRASQUEIRA, Daniela CERCHEZ, Neluța CHIRICA, Corina- Florentina CIUPALĂ, Florica CONSTANTIN, Mădălina CRAIOVEANU, Simona-Diana CRĂCIUN, Giovanni DAMBRUOSO, Angela DECAROLIS, Sylwia DOBRZAŃSKA, Anamaria DUMITRIU, Bernadetta DUŚ, Urszula DWORZAŃSKA, Alessandra FANIUOLO, Marcin FLORCZAK, Efstathia FRAGKOGIANNI, Ramune GEDMINIENE, Georgia GOGOU, Nazaré GRAÇA, Davide GROSSI, Agata GRUBA, Maria KAISARI, Maria KATRI, Aiste KAVANAUSKAITE LUKSE, Barbara KOCHAN, Jacek LASKA, Vania LIUZZI, Sylvia MASTELLA, Silvia MANEA, Lucia MARTINI, Paola MASCIULLI, Paula MELO, Ewa MICHAŁEK, Vittorio MIRABILE, Sandra MOTUZAITE-JURIENE, Daniela MUNTEANU, Albert MURJAS, Maria João NAIA, Asimina NEGULESCU, Helena OLIVEIRA, Marcin PAJA, Magdalena PĄCZEK, Adina PAVLOVSCHI, Małgorzata PĘKALA, Marioara POPA, Gitana PETRONAITIENE, Rosa PINHO, Monika POŹNIAK, Erminia RUGGIERO, Ewa SKWORZEC, Artur de STERNBERG STOJAŁOWSKI, Annalisa SUSCA, Monika SUROWIEC-KOZŁOWSKA, Magdalena SZELIGA, Marta ŚWIĘTOŃ, Elpiniki TASTANI, Mariusz TOMAKA, Lucian TURCU A METHODOLOGICAL GUIDE FOR EDUCATIONAL APPROACHES TO THE EUROPEAN FOLK MYTHS AND LEGENDS ISBN 978-973-0-34972-6 BRĂILA 2021 Angela ACQUARO, Anthi APOSTOLIDOU, Lavinia ARAMĂ, Carmen-Mihaela BĂJENARU, Anetta BIENIARZ, Danuta BIENIEK, Joanna BRYDA-KŁECZEK, Mariele CARDONE, Sérgio CARLOS, Miguel CARRASQUEIRA, Daniela CERCHEZ, Neluța CHIRICA, Corina- Florentina CIUPALĂ, -
Animation 23910
Film 3910-02: Classical Cel Animation TTH 6-8 Pigott 107 Dr. Kirsten Thompson ___________________________________________________ Shhh! Be vewwy vewwy quiet. I'm hunting wabbits! With iconic characters like Elmer Fudd, Mickey Mouse, Popeye the Sailor and Wile E. Coyote, classical cel animation has shaped American popular culture. This class will explore the influential role of cel animation in the United States from the 1890's through to the 1960's, as an industrial form that is still enormously influential on contemporary shows like Family Guy and The Simpsons. We'll study the development of cel animation as an industry, production process and series of aesthetic and generic strategies, while we survey technological developments like the role of sound, music and color and the emergence of personality animation with characters like Bugs Bunny and Felix the cat. We'll trace the vexed ways in which animation engaged with, reproduced or transgressed different representations of race and gender and consider the influential role that animation played in World War II propaganda films, and in graphic modernism. This class can fulfill your genre requirement for Film Majors (PEP required) Each week the first class will be a screening of a feature film, while the second class will be devoted to group work, viewing of clips and some lecturing (Roughly 70 % group work & analysis and 30 % lecture). Together we will practice close analysis of the weekly readings and film. You will be expected to participate in class discussions, complete all class assignments on time and see all scheduled films. As the quarter system moves very quickly, it is essential you come to class prepared.