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UPA : Redesigning Animation
This document is downloaded from DR‑NTU (https://dr.ntu.edu.sg) Nanyang Technological University, Singapore. UPA : redesigning animation Bottini, Cinzia 2016 Bottini, C. (2016). UPA : redesigning animation. Doctoral thesis, Nanyang Technological University, Singapore. https://hdl.handle.net/10356/69065 https://doi.org/10.32657/10356/69065 Downloaded on 05 Oct 2021 20:18:45 SGT UPA: REDESIGNING ANIMATION CINZIA BOTTINI SCHOOL OF ART, DESIGN AND MEDIA 2016 UPA: REDESIGNING ANIMATION CINZIA BOTTINI School of Art, Design and Media A thesis submitted to the Nanyang Technological University in partial fulfillment of the requirement for the degree of Doctor of Philosophy 2016 “Art does not reproduce the visible; rather, it makes visible.” Paul Klee, “Creative Credo” Acknowledgments When I started my doctoral studies, I could never have imagined what a formative learning experience it would be, both professionally and personally. I owe many people a debt of gratitude for all their help throughout this long journey. I deeply thank my supervisor, Professor Heitor Capuzzo; my cosupervisor, Giannalberto Bendazzi; and Professor Vibeke Sorensen, chair of the School of Art, Design and Media at Nanyang Technological University, Singapore for showing sincere compassion and offering unwavering moral support during a personally difficult stage of this Ph.D. I am also grateful for all their suggestions, critiques and observations that guided me in this research project, as well as their dedication and patience. My gratitude goes to Tee Bosustow, who graciously -
On Taha Muhammad Ali and That's My Lourn 137
On Taha Muhammad Ali and That's My lourn 137 Having found Taha Muhammad Ali's store on Casanova Street in the old quarter of Nazareth empty, I sat on one of the low, wicker- topped stools and let my eyes roam about the shop. The shelves running up to the vaulted ceiling were crammed with imitation pearl-studded scabbards, ceramic bowls of various shapes and sizes, colorful kaffiyehs, olive-wood camels, inlaid boxes, narghiles, post- cards of the legendary church rising above the shops at the end of the narrow street. )igest It 157 This wasn't exactly what I had expected. Some months ear- lier, when I'd first tried to translate two of Taha Muhammad Ali's poems, I had been told by a friend, who was then editing an anthol- ogy of Palestinian poetry, that the poet was a dealer in antiquities. Muhammad Ali was born and raised, my friend had explained, in the village of Saffuriyya, located on the site of what had once been the ancient town of Sepphoris, and at the age of seventeen was forced to leave with his family for Lebanon, after his village was attacked by the Israeli army in the Arab-Israeli war of 1948. A year later he and his family slipped back across the border and, finding 97 the village destroyed, eventually settled in Nazareth. Muhammad Ali, I now realized, was the proud owner of a sou- venir shop. The only objects that might have passed for antiquities were some old farming implements and, leaning against the wall in one corner of the room, the waist-high jug once used by villagers i for storing grain. -
The Arab Poet and the City: Modernism and Alienation Ahmad ~Hbo(1L
THE ARAB POET AND THE CITY: MODERNISM AND ALIENATION AHMAD ~HBO(1L 'Moderni m' i' "one of the mo t fru. tratingly unl\pe 'ific of all 'i In '''',1 Different ~ocieties can ha\'e their 0\\ n nlOdernil\l11s, which need to be appreciated \\ ithin their hj~t()rical, cultural and political contexts, including debt to, and interaction with oUhide intluencel\, Thi5 tudy \'iew~ 'moderni.I11' and the city in relation to ,\rabic so j ty, culture and literature, with special focus on the \\ ork of contemporary Arabic poet·. It is under tood simply as a trend or mo\'cment embodying a new \'i, ion of reality, ae!othetic innovation and a will to ask new ques tions and challenge old way.. :Y1odernisl11 ha. its 0\\ n diversity within the rabic cultural context: in term of poition, method, orientation, range of intere, t~, breaks in form and attitudes to the city. h,.,ue· of inno\'ation and \\ hat '!11oderni Ill' can mean in the Arab context have preoccupied Arabic writers 'ince the late nineteenth century, It is possible to identif)' an earlier 'moderni.m' in Arabic po try and intellectual outlook as 0 iated \\ ith ninth-century Baghdad.- This \\ as represented by such leading poet. a: ,\bu i\'tl\\as (75,- J 1) and Abu Tamlllam (7R - +5), with their daring innovations in poetic form and imag-ery, their intere't in detail of urban daily life and the assimila tion of 11('\\ Iy Arabised philosophical ideas, Both poet rejected many literary comcntion:>, \Vhile highly csteemed by in:ightful critic and generationl\ of poetry lover, to this day. -
Jubiläumsgeburtstage Südasiatischer Autoren. Tagore, Faiz, Agyeya Und Nagarjun
Südasien-Chronik - South Asia Chronicle 2/2012, S. 119-159 © Südasien-Seminar der Humboldt-Universität zu Berlin ISBN: 978-3-86004-286-1 Literaturnotizen: Jubiläumsgeburtstage südasiatischer Autoren. Tagore, Faiz, Agyeya und Nagarjun HANNELORE LÖTZKE [email protected] CHRISTINA OESTERHELD [email protected] 2011 war ein Jahr wichtiger Jubiläumsgeburtstage südasiatischer Schriftsteller. Zum 150. Mal jährte sich der Geburtstag des weltbekann- ten indischen Literaturnobelpreisträgers Rabindranath Tagore oder Ra- vindranath Thakur in der indischen Namensform (1861-1941). In Indien und Pakistan feierte man den 100. Geburtstag des legendären Urdu- Poeten Faiz Ahmad Faiz (1911-1984). Und in Indien wurden anlässlich ihres 100. Geburtstag zwei namhafte Hindi-Literaten geehrt: Sachidan- anda Vatsyayan oder Agyeya (1911-1987) und Nagarjun (1911-1998). Die genannten Jubiläen, auf die im Folgenden in Einzelbeiträgen näher eingegangen wird, fanden auch ein weltweites Echo. 119 Zum 150. Geburtstag des indischen Literaturnobelpreisträgers Rabindranath Tagore (1861-1941) Hannelore Lötzke Rabindranath Tagore, am 7. Mai 1861 in Kalkutta als 14. von 15 Kin- dern und als achter Sohn in einer reichen und kultivierten bengalischen Großgrundbesitzerfamilie geboren, zählt zu den Wegbereitern der in- dischen Moderne. Er hat ein umfassendes Werk hinterlassen, das von der herausragenden Vielseitigkeit seiner Persönlichkeit zeugt – Tagore war Dichter, Erzähler, Romancier, Dramatiker, Musiker, Philosoph, Maler, Bildungsreformer und Pädagoge. Ein konsequenter Erneuerer der ben- galischen Sprache und Literatur, gilt er als Klassiker der Bengali-Kurz- geschichte, bereicherte Lyrik und Dramatik um neue Formen (Tanzdra- men, Musikschauspiele) und trat in eigenen Stücken auch als Regisseur HANNELORE LÖTZKE, CHRISTINA OESTERHELD und Schauspieler hervor. Sein Schaffen hat die moderne Literatur des gesamten Indien maßgeblich beeinflusst. -
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. -
Walt Disney and Animation
Name: _________________________ Walt Disney and Animation Directions: Read the passage and answer the questions. Fascinating facts about Walt Disney, Inventor of the Multiplane Camera in 1936. From http://www.ideafinder.com/history/inventors/disney.htm AT A GLANCE: Walt Disney, inventor of the multiplane camera in 1936, is a legend and a folk hero of the 20th century. His worldwide popularity is based upon the ideas his name represents: imagination, optimism, and self-made success in the American tradition. Through his work he brought joy, happiness, and a universal means of communication. Inventor: Walter Elias Disney Criteria: First to invent. First to patent. Entrepreneur.. Birth: December 5, 1901 in Chicago, Illinois. Death: December 16, 1966 Nationality: American Invention: Multiplane Camera in 1936 Function: noun / still frame motion picture camera Definition: Disney’s invention of the multiplane camera brought better looking, richer animation and in 1937, Snow White and the Seven Dwarfs was the first full-length animated film to use the camera. Patent: 2,201,689 (US) issued May 21, 1940 Milestones: 1923 An aspiring cartoonist leaves for Hollywood 1924 Partnered with older brother Roy, and the Disney Brothers Cartoon Studio was officially born. 1928 First Mickey Mouse sound cartoon "Steamboat Willie" released on November 18, in New York. 1930 Mickey made his debut merchandising appearance on pencil tablets, books and comic strips 1936 Walt invents Multiplane Camera to improve the filming quality of his first picture film. 1937 First full-length animated film "Snow White and the Seven Dwarfs" was released. 1954 "Disneyland" anthology series premiered on network television. -
M Usic Cel E Bra Tion Sund
May 2019 Vol. 37 No. 5 The monthly newsletter of Christ Church United Church of Christ Music celebration Sunday Music celebration “Be filled with the Spirit, addressing one another in psalms and hymns and spiritual songs, singing and making melody to the Lord with all your heart” -Eph. 5:18-19 The arrival of May ushers in nature’s full flush of flowers and trees, and the A very special worship service designed and earth rejoices with the bursting forth of new life. led by Christ Church’s high school youth. Creation is humming again with the joyous Experience worship unlike anything you’ve sound of the season! What better way to experienced before! celebrate than through music! As the birds sing their joy-filled songs, we offer our praises to God Youth Sunday is a one worship Sunday at with song during Music 10:00 a.m. Faith Formation hour from Celebration Sunday! 9 - 9:45 a.m. Join all the wonderful musical ensembles of Christ Church Sunday, May 5th for Music Celebration Sunday! 1 The NET Monthly Newsletter of Christ Church United Church of Christ FAITH FORMATION & YOUTH Older Youth Summer Book Study is coming! We will be reading Lysa TerKeurst’s book Uninvited. Stay tuned for MAY 17-18 more information! Sign-up on the Youth Board BRING YOUR FRIENDS! May 12th, 11:00 a.m. BAKE SALE hosted by our Middle School youth is set after Youth Sunday, on May 12th. Proceeds benefit our Youth Fund. Parents interested in do- nating a baked good should call or text Amy Addams (717) 371-6105 or email [email protected]. -
Animation 1 Animation
Animation 1 Animation The bouncing ball animation (below) consists of these six frames. This animation moves at 10 frames per second. Animation is the rapid display of a sequence of static images and/or objects to create an illusion of movement. The most common method of presenting animation is as a motion picture or video program, although there are other methods. This type of presentation is usually accomplished with a camera and a projector or a computer viewing screen which can rapidly cycle through images in a sequence. Animation can be made with either hand rendered art, computer generated imagery, or three-dimensional objects, e.g., puppets or clay figures, or a combination of techniques. The position of each object in any particular image relates to the position of that object in the previous and following images so that the objects each appear to fluidly move independently of one another. The viewing device displays these images in rapid succession, usually 24, 25, or 30 frames per second. Etymology From Latin animātiō, "the act of bringing to life"; from animō ("to animate" or "give life to") and -ātiō ("the act of").[citation needed] History Early examples of attempts to capture the phenomenon of motion drawing can be found in paleolithic cave paintings, where animals are depicted with multiple legs in superimposed positions, clearly attempting Five images sequence from a vase found in Iran to convey the perception of motion. A 5,000 year old earthen bowl found in Iran in Shahr-i Sokhta has five images of a goat painted along the sides. -
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3 2 1 Indian Journal of ijll2 ARTICLE LANGUAGE AND LINGUISTICS VIEW RE ARTICLE RESEARCH Review on the Child in Modern Iraqi Poetry DOI: 10.34256/ DOI: a, * Muna Salah Hasan a Department of Arabic, College of Education for Girls, Kufa University, Iraq. *Corresponding author Email: [email protected] DOI: https://doi.org/10.34256/ijll2123 Received: 30-05-2021, Revised: 27-06-2021; Accepted: 28-06-2021; Published: 30-06-2021 Abstract: The image of the child in its various shades is one of the common images in Arabic poems from the pre- Islamic era to the modern era, but it did not receive the attention of scholars, and it was not studied in depth showing its connotations and symbols. Hence came my study entitled "The Child in Contemporary Iraqi Poetry", which is an attempt to clarify the symbols of the word (the child) and what it indicates according to the context in which they are mentioned, as well as the statement of the aesthetic aspects of how to employ these symbols through the selection of poetic texts of modern poets in which the image of the child was mentioned Where this image was linked to the intellectual and political framework of the trends of Iraqi poets to create with it multiple connotations that were in harmony with the successive conflicts and revolutions that the poet employed to express intellectual, political and artistic positions. Modern Iraqi poetry by this expression means what many poets wrote in a non-traditional or traditional (classical) poetry curriculum in the literature of their languages. -
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. -
Palestinian and Israeli Literature.Pdf
Palestinian and Israeli Literature Prepared by: Michelle Ramadan, Pingree School This document has been made available online for educational purposes only. Use of any part of this document must be accompanied by appropriate citation. Parties interested in publishing any part of this document must received permission from the author. If you have any recommendations or suggestions for this unit, please do not hesitate to contact Michelle Ramadan at [email protected]. Overview: For many audiences, understanding of the PalestinianIsraeli conflict comes mainly from the media news of violence and of political friction dominate the airwaves, and we sometimes forget about the ordinary Palestinian and Israeli citizens involved. To get at the human element of the PalestinianIsraeli conflict, students will read, discuss, and reflect on stories from and/or about Palestine and Israel. Units are designed by theme/topic, and each unit contains readings from both Palestinian and Israeli perspectives on each theme/topic.This curriculum was designed for a grade 12 course. Timing: Suggested class periods: 21+. This curriculum may, of course, be shortened or lengthened depending on schedule, students, etc. This curriculum may also be developed into a semester long course. How to Read this Document: This Palestinian & Israeli Literature Unit has been divided into 9 miniunits. Under each miniunit, you will find suggested class times, background information or context, suggested readings, and suggested class lessons/activities. At the end of the document, you will find sample writing assignments and further information about the suggested readings. Most readings are available online, and links have been provided. -
Ibrahim Muhawi
Ibrahim Muhawi Centerfor CorrtemporaryArab Str-;clies EdlnundA WalshSchrool cf FcreiqrrSetrvir-e Georq ctc-rwn U n itrr-' rsity (O2CC9 Contextsof Languagein MahmoudDarwish lbrahim Muhawi Ibrahim Muharvirvits born in llamallah,Palestine, ancl receivecl his higherecti- catiotritr lrnglishliterature at the Universityof'California. l{e hastirtrght at ur-ri- versitiesin Clanacia,the .lvlidcllellast, North Africa, lhe UnitetlStates, Scotiaitd, atrd(ierman,v. He is the authol of a nurnberof booksand articlcsrln l)alestinian arndArabic folkloreand literatrLre,including (rvith Sharif'l(anaana) Spcak, Birrl, SpetrkA{oin: PolestininnAralt Folktttlcs(i989) ancl(rvith Yasir Suleinran) Litcro- tureand licttittt'tin thc NliticlleEnst (2006). Fle is alsothc translutor<>f iv'lolrmoud I)orv'islish4etrtorl'_f or I:orgct-firlircss(199-5) and Zakar"ia'lanrer's Ilreokire Knccs (2008),andis cr-rrrcntlynorking on a trauslationol I)arlvish'sltturrral of'rut Or- riinary Grie/. 'Ihis patrrerwas eclitt'db,v N1inri Kirlt ancl'l'rarriss (lassidv ils a pilper lr'onrits origir-ralfbrmat irsa 20-rninutetall<, gir.,e n on the occasior-ro1- a tributeto thc lif'c atrdrvorli of N'lal'rrrouci[)aru'ish. IBRAHIMMUHAWI Center for Contemporary Arab Studies EdmundA.Walsh Schoolof ForeignService 241 Intercultural Center Georgetown University Washington, D.C. 20057- 1020 202.687.5793 http ://ccas.georgetown. edu @2009 by the Center for Contemporary Arab Studies. Atl rights reserved. CONTEXTSOF LANGUACEIN MAHMOUDDARWISH MahmoudDarwish was born in Al-Birweh,Palestine, in 1942.With