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Happily Ever After
“I had a great time reading Jody’s book on her time at Disney as I have been to many of the same places and events that she attended. She went well beyond recounting her experiences though, adding many layers of texture on the how and the why of Disney storytelling. Yet Jody knows the golden rule in this business: If you knew how the trick was done, it wouldn’t be any fun anymore. At the end of the journey, she is simply in awe of the magic just as we all are, even today. Thank you, Jody, for taking us along on that journey.” – ROY P. DISNEY, grandnephew of Walt Disney “Jody may be the most organized, focused person I’ve ever met, and she has excelled in every job she’s held at the company. No one better embodies the Disney spirit.” – MICHAEL D. EISNER, former chairman and CEO of The Walt Disney Company “If Mickey Mouse and Minnie Mouse had a baby, it would be Jody Dreyer.” – DICK COOK, former chairman, Walt Disney Studios “I’m a huge believer in good storytelling. And as a fellow Disney fanatic I'm really excited to see the impact of this great read!” – KATE VOEGELE, singer/songwriter, One Tree Hill actress and recording artist on Disneymania 6 “Jody Dreyer pulls the curtain back to reveal the inner workings of one of the most fascinating and successful companies on Earth. Beyond the Castle offers incredible insight for Disney fans and business professionals alike who will relish this peek inside the magic kingdom from Jody’s unique perspective.” – DON HAHN, producer, Beauty and the Beast, The Lion King 9780310347057_UnpackingCastle_int_HC.indd 1 7/10/17 10:38 AM BEYOND THE CASTLE A GUIDE TO DISCOVERING YOUR HAPPILY EVER AFTER JODY JEAN DREYER WITH STACY WINDAHL 9780310347057_UnpackingCastle_int_HC.indd 3 7/10/17 10:38 AM ZONDERVAN Beyond the Castle Copyright © 2017 by Jody J. -
Digital Surrealism: Visualizing Walt Disney Animation Studios
City University of New York (CUNY) CUNY Academic Works Publications and Research Queens College 2017 Digital Surrealism: Visualizing Walt Disney Animation Studios Kevin L. Ferguson CUNY Queens College How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/qc_pubs/205 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] 1 Digital Surrealism: Visualizing Walt Disney Animation Studios Abstract There are a number of fruitful digital humanities approaches to cinema and media studies, but most of them only pursue traditional forms of scholarship by extracting a single variable from the audiovisual text that is already legible to scholars. Instead, cinema and media studies should pursue a mostly-ignored “digital-surrealism” that uses computer-based methods to transform film texts in radical ways not previously possible. This article describes one such method using the z-projection function of the scientific image analysis software ImageJ to sum film frames in order to create new composite images. Working with the fifty-four feature-length films from Walt Disney Animation Studios, I describe how this method allows for a unique understanding of a film corpus not otherwise available to cinema and media studies scholars. “Technique is the very being of all creation” — Roland Barthes “We dig up diamonds by the score, a thousand rubies, sometimes more, but we don't know what we dig them for” — The Seven Dwarfs There are quite a number of fruitful digital humanities approaches to cinema and media studies, which vary widely from aesthetic techniques of visualizing color and form in shots to data-driven metrics approaches analyzing editing patterns. -
Spatial Design Principles in Digital Animation
Copyright by Laura Beth Albright 2009 ABSTRACT The visual design phase in computer-animated film production includes all decisions that affect the visual look and emotional tone of the film. Within this domain is a set of choices that must be made by the designer which influence the viewer's perception of the film’s space, defined in this paper as “spatial design.” The concept of spatial design is particularly relevant in digital animation (also known as 3D or CG animation), as its production process relies on a virtual 3D environment during the generative phase but renders 2D images as a final product. Reference for spatial design decisions is found in principles of various visual arts disciplines, and this thesis seeks to organize and apply these principles specifically to digital animation production. This paper establishes a context for this study by first analyzing several short animated films that draw attention to spatial design principles by presenting the film space non-traditionally. A literature search of graphic design and cinematography principles yields a proposed toolbox of spatial design principles. Two short animated films are produced in which the story and style objectives of each film are examined, and a custom subset of tools is selected and applied based on those objectives. Finally, the use of these principles is evaluated within the context of the films produced. The two films produced have opposite stylistic objectives, and thus show two different viewpoints of applying the toolbox. Taken ii together, the two films demonstrate application and analysis of the toolbox principles, approached from opposing sides of the same system. -
A Totally Awesome Study of Animated Disney Films and the Development of American Values
California State University, Monterey Bay Digital Commons @ CSUMB Capstone Projects and Master's Theses 2012 Almost there : a totally awesome study of animated Disney films and the development of American values Allyson Scott California State University, Monterey Bay Follow this and additional works at: https://digitalcommons.csumb.edu/caps_thes Recommended Citation Scott, Allyson, "Almost there : a totally awesome study of animated Disney films and the development of American values" (2012). Capstone Projects and Master's Theses. 391. https://digitalcommons.csumb.edu/caps_thes/391 This Capstone Project is brought to you for free and open access by Digital Commons @ CSUMB. It has been accepted for inclusion in Capstone Projects and Master's Theses by an authorized administrator of Digital Commons @ CSUMB. Unless otherwise indicated, this project was conducted as practicum not subject to IRB review but conducted in keeping with applicable regulatory guidance for training purposes. For more information, please contact [email protected]. Social and Behavioral Sciences Department Senior Capstone California State University, Monterey Bay Almost There: A Totally Awesome Study of Animated Disney Films and the Development of American Values Dr. Rebecca Bales, Capstone Advisor Dr. Gerald Shenk, Capstone Instructor Allyson Scott Spring 2012 Acknowledgments This senior capstone has been a year of research, writing, and rewriting. I would first like to thank Dr. Gerald Shenk for agreeing that my topic could be more than an excuse to watch movies for homework. Dr. Rebecca Bales has been a source of guidance and reassurance since I declared myself an SBS major. Both have been instrumental to the completion of this project, and I truly appreciate their humor, support, and advice. -
07 Resume Pg 2.Qxd
RESUME 2007 Apr 97 - Mar 99: Walt Disney Feature Animation Eric Hanson • Digital Supervisor- Lead Visual Development Artist for “Interstitials” segment of 12818 Dewey Street “Fantasia 2000”. Concept and design development of digital and live-action orchestra Los Angeles CA 90066 set. Worked closely with director Don Hahn. Use of Alias PA. • Senior Technical Director- Technical Director and Visual Development Artist for 310 . 391 . 7564 “Atlantis”. Concept and design development of cityscape and other CG backgrounds and www.visuraimaging.com elements. Use of Maya. [email protected] Mar 96 - Mar 97: Digital Domain • Senior Digital Artist - Supervising artist for digital cityscape elements on “Fifth Element”. Responsible for design and production of digital cityscape portraying futuristic Manhattan. Worked closely w/ Mark Stetson. Use of Alias PA, Prisms, Track, Moco/ Kuper, Nuke. Education 1986: Bachelor of Architecture, University of Texas/ Austin. Five year professional program with concentration on design, computer graphics. Awards 1995: Honorable Mention, 1995 Computer Deliniation Awards, Architectural Record. 1993: Best of Show, First Place, and Second Place Architectural Animation / 1993 Intergraph International Computer Graphics Competition. 1992: First Place, Second Place Architectural Animation / 1992 Intergraph International Computer Graphics Competition. 1991: First Place Architectural Animation / 1991 Intergraph International Computer Graphics Competition. Teaching 2002 - present: Adjunct Professor, USC School of Cinema-TV, “Introduction to Visual Effects”. 2002 - present: Adjunct Professor, USC School of Cinema-TV, “Creative Visual Effects”. 2002 - present: Adjunct Professor, USC School of Cinema-TV, “Visual Effects & Story”. 1997 - present: Instructor, “Digital Sets for Visual Effects”, Gnomon. 2006: Speaker/ Co-Organizer, NFU Digital Sets Conference featured speaker, Oslo, Norway. 2005: Speaker, Syntesis School featured speaker, San Sebastian, Spain. -
Animated Stereotypes –
Animated Stereotypes – An Analysis of Disney’s Contemporary Portrayals of Race and Ethnicity Alexander Lindgren, 36761 Pro gradu-avhandling i engelska språket och litteraturen Handledare: Jason Finch Fakulteten för humaniora, psykologi och teologi Åbo Akademi 2020 ÅBO AKADEMI – FACULTY OF ARTS, PSYCHOLOGY AND THEOLOGY Abstract for Master’s Thesis Subject: English Language and Literature Author: Alexander Lindgren Title: Animated Stereotypes – An Analysis of Disney’s Contemporary Portrayals of Race and Ethnicity Supervisor: Jason Finch Abstract: Walt Disney Animation Studios is currently one of the world’s largest producers of animated content aimed at children. However, while Disney often has been associated with themes such as childhood, magic, and innocence, many of the company’s animated films have simultaneously been criticized for their offensive and quite problematic take on race and ethnicity, as well their heavy reliance on cultural stereotypes. This study aims to evaluate Disney’s portrayals of racial and ethnic minorities, as well as determine whether or not the nature of the company’s portrayals have become more culturally sensitive with time. To accomplish this, seven animated feature films produced by Disney were analyzed. These analyses are of a qualitative nature, with a focus on imagology and postcolonial literary theory, and the results have simultaneously been compared to corresponding criticism and analyses by other authors and scholars. Based on the overall results of the analyses, it does seem as if Disney is becoming more progressive and culturally sensitive with time. However, while most of the recent films are free from the clearly racist elements found in the company’s earlier productions, it is quite evident that Disney still tends to rely heavily on certain cultural stereotypes. -
Kom Tillbaka Med Hennes Hjärta!”1 En Studie Om Hur Våld Skildras I Disneyfilmer Ur Ett Genusperspektiv
Kandidatuppsats ”Kom tillbaka med hennes hjärta!”1 En studie om hur våld skildras i Disneyfilmer ur ett genusperspektiv Författare: Frida Göstasson 1 Disney (1937) Snövit [Film] Producent: Walt Disney. Examinator: Hans Hägerdal Handledare: Cecilia Trenter Termin: VT17 1 Ämne: Historia Kurskod: 2HIÄ2E ”Return with her heart!”: A study about how violence are depicted in Disney movies from a gender perspective. Abstract This study examines the depiction of violence in Disney films by investigating the relation between violence and the characters from the 1930’s until today with focus on a gender perspective. The films are Snow White and the Seven Dwarfs, Sleeping Beauty, Beauty and the Beast, Pocahontas, Tangled and Frozen. The theoretical framework is based on the works of Devin McKinney, Henry Giroux and Slavoj Zizeks categorizations of violence. The results of the study show that the hyperreal form of violence have increased substantially, while the structural violence, such as detention, has been reduced and made visible in the narrative. There has also been a change in how the female characters relate to violence. In the earlier movies they took on a passive role, but later on they used violence in a more defensive way. In terms of the antagonists, a difference could be seen between the male and female characters. The female characters more often used other people to help them exercise violence, whilst the male characters did it themselves. The physical violence was more commonly used by the male characters, and the psychological violence was more common among the female characters. Nyckelord: Disney, våld, genus, barnfilm, stereotyper, innehållsanalys Keywords: Disney, violence, gender, children’s films, stereotypes, content analysis 2 Innehållsförteckning Abstract .................................................................................................................................................. -
1 Dalí Museum, Saint Petersburg, Florida
Dalí Museum, Saint Petersburg, Florida Integrated Curriculum Tour Form Education Department, 2015 TITLE: “Salvador Dalí: Elementary School Dalí Museum Collection, Paintings ” SUBJECT AREA: (VISUAL ART, LANGUAGE ARTS, SCIENCE, MATHEMATICS, SOCIAL STUDIES) Visual Art (Next Generation Sunshine State Standards listed at the end of this document) GRADE LEVEL(S): Grades: K-5 DURATION: (NUMBER OF SESSIONS, LENGTH OF SESSION) One session (30 to 45 minutes) Resources: (Books, Links, Films and Information) Books: • The Dalí Museum Collection: Oil Paintings, Objects and Works on Paper. • The Dalí Museum: Museum Guide. • The Dalí Museum: Building + Gardens Guide. • Ades, dawn, Dalí (World of Art), London, Thames and Hudson, 1995. • Dalí’s Optical Illusions, New Heaven and London, Wadsworth Atheneum Museum of Art in association with Yale University Press, 2000. • Dalí, Philadelphia Museum of Art, Rizzoli, 2005. • Anderson, Robert, Salvador Dalí, (Artists in Their Time), New York, Franklin Watts, Inc. Scholastic, (Ages 9-12). • Cook, Theodore Andrea, The Curves of Life, New York, Dover Publications, 1979. • D’Agnese, Joseph, Blockhead, the Life of Fibonacci, New York, henry Holt and Company, 2010. • Dalí, Salvador, The Secret life of Salvador Dalí, New York, Dover publications, 1993. 1 • Diary of a Genius, New York, Creation Publishing Group, 1998. • Fifty Secrets of Magic Craftsmanship, New York, Dover Publications, 1992. • Dalí, Salvador , and Phillipe Halsman, Dalí’s Moustache, New York, Flammarion, 1994. • Elsohn Ross, Michael, Salvador Dalí and the Surrealists: Their Lives and Ideas, 21 Activities, Chicago review Press, 2003 (Ages 9-12) • Ghyka, Matila, The Geometry of Art and Life, New York, Dover Publications, 1977. • Gibson, Ian, The Shameful Life of Salvador Dalí, New York, W.W. -
Salvador Dalí and Science, Beyond Mere Curiosity
Salvador Dalí and science, beyond mere curiosity Carme Ruiz Centre for Dalinian Studies Fundació Gala-Salvador Dalí, Figueres Pasaje a la Ciencia, no.13 (2010) What do Stephen Hawking, Ramon Llull, Albert Einstein, Sigmund Freud, "Cosmic Glue", Werner Heisenberg, Watson and Crick, Dennis Gabor and Erwin Schrödinger have in common? The answer is simple: Salvador Dalí, a genial artist, who evolved amidst a multitude of facets, a universal Catalan who remained firmly attached to his home region, the Empordà. Salvador Dalí’s relationship with science began during his adolescence, for Dalí began to read scientific articles at a very early age. The artist uses its vocabulary in situations which we might in principle classify as non-scientific. That passion, which lasted throughout his life, was a fruit of the historical times that fell to him to experience — among the most fertile in the history of science, with spectacular technological advances. The painter’s library clearly reflected that passion: it contains a hundred or so books (with notes and comments in the margins) on various scientific aspects: physics, quantum mechanics, the origins of life, evolution and mathematics, as well as the many science journals he subscribed to in order to keep up to date with all the science news. Thanks to this, we can confidently assert that by following the work of Salvador Dalí we traverse an important period in 20th-century science, at least in relation to the scientific advances that particularly affected him. Among the painter’s conceptual preferences his major interests lay in the world of mathematics and optics. -
Exhibition Checklist
EXHIBITION CHECKLIST Dalí: Painting and Film June 29 – September 15, 2008 Salvador Dalí, Spanish, 1904-1989 Madrid Night Scene, 1922 Gouache and watercolor on paper 8 1/4 x 6" (21 x 15.2 cm) Fundació Gala-Salvador Dalí, Figueres Salvador Dalí, Spanish, 1904-1989 Brothel, 1922 Gouache on paper 8 3/16 x 5 7/8" (20.8 x 15 cm) Fundació Gala-Salvador Dalí, Figueres Salvador Dalí, Spanish, 1904-1989 Summer Night, 1922 Gouache on paper 8 3/16 x 5 7/8" (20.8 x 15 cm) Fundació Gala-Salvador Dalí, Figueres Salvador Dalí, Spanish, 1904-1989 The Drunkard, 1922 Gouache on paper 8 3/16 x 5 7/8" (20.8 x 15 cm) Fundació Gala-Salvador Dalí, Figueres Salvador Dalí, Spanish, 1904-1989 Madrid Suburb, circa 1922-23 Gouache on paper 8 3/16 x 5 7/8" (20.8 x 15 cm) Fundació Gala-Salvador Dalí, Figueres Salvador Dalí, Spanish, 1904-1989 Portrait of Luis Buñuel, 1924 Oil on canvas 26 15/16 x 23 1/16" (68.5 x 58.5 cm) Museo Nacional Centro de Arte Reina Sofía, Madrid Salvador Dalí, Spanish, 1904-1989 Portrait of my Father, 1925 Oil on canvas 41 1/8 x 41 1/8" (104.5 x 104.5 cm) Museu Nacional d'Art de Catalunya, Barcelona Salvador Dalí, Spanish, 1904-1989 The Marriage of Buster Keaton, 1925 Collage and ink on paper 8 3/8 x 6 5/8" (21.2 x 16.8 cm) Fundación Federico García Lorca, Madrid Salvador Dalí, Spanish, 1904-1989 Penya segats (Woman on the Rocks), 1926 Oil on panel 10 5/8 x 16 1/8" (27 x 41 cm) Private collection Print Date: 06/20/2008 01:22 PM Page 1 of 15 Salvador Dalí, Spanish, 1904-1989 The Hand, 1927 India ink on paper 7 1/2 x 8 1/4" (19 x 21 cm) Private collection Salvador Dalí, Spanish, 1904-1989 Apparatus and Hand, 1927 Oil on panel 24 1/2 x 18 3/4" (62.2 x 47.6 cm) Salvador Dalí Museum, St. -
Our Biggest Dali Art Show Ever... Dali 100 Yearscoming to San Francisco & Fort Worth
Vol. 14 No. 1 Spring 200 4 FOR THE DALI AFICIONADOANDSERIOUSCOLLECTOR Our Biggest Dali Art Show Ever... Dali 100 Yearscoming to San Francisco & Fort Worth lans for our two-city exhibition commemorating Dali's 100th birthday are in full swing, with artwork, sponsors, special events and other details being updated daily. For the PPlatest news, be sure to check in regularly with our exhibit website atwww.Dali100.com or call 800-FOR-DALI (800-367-3254). We'll be exhibiting more than 600 pieces in San Access Hollywoodco-anchor Francisco and Fort Worth, and each of these events Nancy O'Dell will be our Special will be launched with a black-tie party featuring Celebrity Host at Dali 100 Years celebrities, extraordinary food and an exclusive guest Opening Night in San Francisco . list (watch for your invitation in the mail next month). INSIDE SAN FRANCISCO May 12-30 We're delighted to announce that Alma Comida, one of Nancy O’Dell San Francisco's top restaurants, will be providing to Host Dali in catering for our opening night party on Dali's birthday, San Francisco May 11th. The party will also feature a larger-than-life surreal birthday cake replicating Dali's Persistence of COVER Memory, created by the Cake Gallery of San Spain: Center Francisco. There will be surprise celebrities on hand of the Dali (see sidebar, this page), and we invite the very bold Universe among you to dress in a surreal costume. PAGE 3 The exhibit runs from May 12-30 at the San Francisco New Dali Concourse Exhibition Center, East Hall, in the heart of Museum the city's design district. -
Soil Profiles in Film (PDF)
Project FOCUS Best Lessons MIDDLE SCHOOL Title of Lesson: The Circle of Life: Soil Profiles Theme: Earth/Space Science Unit Number: I Unit Title: The Earth's Surface Performance Standard(s) Covered (enter code): S6E5. Students will investigate the scientific view of how the earth’s surface is formed. Enduring Standards (objectives of activity): Habits of Mind ☒ Asks questions ☐ Uses numbers to quantify ☐ Works in a group ☐ Uses tools to measure and view ☐ Looks at how parts of things are needed ☒ Describes and compares using physical attributes ☐ Observes using senses ☒ Draws and describes observations Content (key terms and topics covered): This lesson covers soil profiles and how they can change in depth or nutrient composition based on changes in vegetation and even animal activity. It is important the students already have an understanding of soil profiles and the vocabulary associated with them. This lesson is more of a review. Learning Activity (description in steps) Abstract (limit 100 characters): This lesson is designed to look at a single habitat that has been drastically changed. By using the scenes from "The Lion King" students can see how habitats can change in composition of vegetation which can change the depth of the layers in the soil profile. At the end of this lesson the students should have a clear understanding of how vegetation adds nutrients and volume to the top soil profile. Some other areas this lesson can be expanded to is fossils. Details: Have the students in desks throughout the room and stress to them the importance of raising their hand when answering.