Animation of the Unconsciousness: Calarts and the Teachings of Jules Engel
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
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 -
Vol. I No. 4 East Lansing, Michigan, January 27, 1966 10 Cents
Vol. I No. 4 East Lansing, Michigan, January 27, 1966 10 cents • St. Bernard Rescues Paper By DON SOCKOL After deciding to write a column for "I liked that picture and they "The Paper" I immediately began wouldn't print it/' I sobbed. picking my brain for ideas. "But I thought! you came to 'The Somehow they just didn't seem to Paper' to find an outlet for mean come. ingful social commentary that . ." So editor Mike Kindman suggested "That was a great picture and it I simply give students the reasons I was my idea and other people liked left the State News and began writing it so I know I'm not wrong an' . " for "The Paper." "But your writing . ." He was also quite helpful in aiding "I don't care about writing. I don't me to formulate my thoughts on the like writing. I don't even care if I subject. never write. I want my picture with "Just tell them, in a funny way/' the St. Bernard and the hat. I . ." he said, "how the State News was "Then why 'The Paper'?" Mike stifling your creativity/* softened. "We can't afford to print "They were?" the picture." "Sure they were," he insisted. "I know," I said, "but I don't care "Tell them that any time you at cause now I don't care if I ever see tempted serious social criticism that stupid St. Bernard in a hat cause Wells wouldn't print it." it's a stupid picture and I wouldn't "Did I? Wouldn't he?" I asked, taken let anybody print it even if they want back. -
An Analysis of Hegemonic Social Structures in "Friends"
"I'LL BE THERE FOR YOU" IF YOU ARE JUST LIKE ME: AN ANALYSIS OF HEGEMONIC SOCIAL STRUCTURES IN "FRIENDS" Lisa Marie Marshall A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 2007 Committee: Katherine A. Bradshaw, Advisor Audrey E. Ellenwood Graduate Faculty Representative James C. Foust Lynda Dee Dixon © 2007 Lisa Marshall All Rights Reserved iii ABSTRACT Katherine A. Bradshaw, Advisor The purpose of this dissertation is to analyze the dominant ideologies and hegemonic social constructs the television series Friends communicates in regard to friendship practices, gender roles, racial representations, and social class in order to suggest relationships between the series and social patterns in the broader culture. This dissertation describes the importance of studying television content and its relationship to media culture and social influence. The analysis included a quantitative content analysis of friendship maintenance, and a qualitative textual analysis of alternative families, gender, race, and class representations. The analysis found the characters displayed actions of selectivity, only accepting a small group of friends in their social circle based on friendship, gender, race, and social class distinctions as the six characters formed a culture that no one else was allowed to enter. iv ACKNOWLEDGMENTS This project stems from countless years of watching and appreciating television. When I was in college, a good friend told me about a series that featured six young people who discussed their lives over countless cups of coffee. Even though the series was in its seventh year at the time, I did not start to watch the show until that season. -
Suggestions for Top 100 Family Films
SUGGESTIONS FOR TOP 100 FAMILY FILMS Title Cert Released Director 101 Dalmatians U 1961 Wolfgang Reitherman; Hamilton Luske; Clyde Geronimi Bee Movie U 2008 Steve Hickner, Simon J. Smith A Bug’s Life U 1998 John Lasseter A Christmas Carol PG 2009 Robert Zemeckis Aladdin U 1993 Ron Clements, John Musker Alice in Wonderland PG 2010 Tim Burton Annie U 1981 John Huston The Aristocats U 1970 Wolfgang Reitherman Babe U 1995 Chris Noonan Baby’s Day Out PG 1994 Patrick Read Johnson Back to the Future PG 1985 Robert Zemeckis Bambi U 1942 James Algar, Samuel Armstrong Beauty and the Beast U 1991 Gary Trousdale, Kirk Wise Bedknobs and Broomsticks U 1971 Robert Stevenson Beethoven U 1992 Brian Levant Black Beauty U 1994 Caroline Thompson Bolt PG 2008 Byron Howard, Chris Williams The Borrowers U 1997 Peter Hewitt Cars PG 2006 John Lasseter, Joe Ranft Charlie and The Chocolate Factory PG 2005 Tim Burton Charlotte’s Web U 2006 Gary Winick Chicken Little U 2005 Mark Dindal Chicken Run U 2000 Peter Lord, Nick Park Chitty Chitty Bang Bang U 1968 Ken Hughes Chronicles of Narnia: The Lion, PG 2005 Adam Adamson the Witch and the Wardrobe Cinderella U 1950 Clyde Geronimi, Wilfred Jackson Despicable Me U 2010 Pierre Coffin, Chris Renaud Doctor Dolittle PG 1998 Betty Thomas Dumbo U 1941 Wilfred Jackson, Ben Sharpsteen, Norman Ferguson Edward Scissorhands PG 1990 Tim Burton Escape to Witch Mountain U 1974 John Hough ET: The Extra-Terrestrial U 1982 Steven Spielberg Activity Link: Handling Data/Collecting Data 1 ©2011 Film Education SUGGESTIONS FOR TOP 100 FAMILY FILMS CONT.. -
The University of Chicago Looking at Cartoons
THE UNIVERSITY OF CHICAGO LOOKING AT CARTOONS: THE ART, LABOR, AND TECHNOLOGY OF AMERICAN CEL ANIMATION A DISSERTATION SUBMITTED TO THE FACULTY OF THE DIVISION OF THE HUMANITIES IN CANDIDACY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY DEPARTMENT OF CINEMA AND MEDIA STUDIES BY HANNAH MAITLAND FRANK CHICAGO, ILLINOIS AUGUST 2016 FOR MY FAMILY IN MEMORY OF MY FATHER Apparently he had examined them patiently picture by picture and imagined that they would be screened in the same way, failing at that time to grasp the principle of the cinematograph. —Flann O’Brien CONTENTS LIST OF FIGURES...............................................................................................................................v ABSTRACT.......................................................................................................................................vii ACKNOWLEDGMENTS....................................................................................................................viii INTRODUCTION LOOKING AT LABOR......................................................................................1 CHAPTER 1 ANIMATION AND MONTAGE; or, Photographic Records of Documents...................................................22 CHAPTER 2 A VIEW OF THE WORLD Toward a Photographic Theory of Cel Animation ...................................72 CHAPTER 3 PARS PRO TOTO Character Animation and the Work of the Anonymous Artist................121 CHAPTER 4 THE MULTIPLICATION OF TRACES Xerographic Reproduction and One Hundred and One Dalmatians.......174 -
Theaters 3 & 4 the Grand Lodge on Peak 7
The Grand Lodge on Peak 7 Theaters 3 & 4 NOTE: 3D option is only available in theater 3 Note: Theater reservations are for 2 hours 45 minutes. Movie durations highlighted in Orange are 2 hours 20 minutes or more. Note: Movies with durations highlighted in red are only viewable during the 9PM start time, due to their excess length Title: Genre: Rating: Lead Actor: Director: Year: Type: Duration: (Mins.) The Avengers: Age of Ultron 3D Action PG-13 Robert Downey Jr. Joss Whedon 2015 3D 141 Born to be Wild 3D Family G Morgan Freeman David Lickley 2011 3D 40 Captain America : The Winter Soldier 3D Action PG-13 Chris Evans Anthony Russo/ Jay Russo 2014 3D 136 The Chronicles of Narnia: The Voyage of the Dawn Treader 3D Adventure PG Georgie Henley Michael Apted 2010 3D 113 Cirque Du Soleil: Worlds Away 3D Fantasy PG Erica Linz Andrew Adamson 2012 3D 91 Cloudy with a Chance of Meatballs 2 3D Animation PG Ana Faris Cody Cameron 2013 3D 95 Despicable Me 3D Animation PG Steve Carell Pierre Coffin 2010 3D 95 Despicable Me 2 3D Animation PG Steve Carell Pierre Coffin 2013 3D 98 Finding Nemo 3D Animation G Ellen DeGeneres Andrew Stanton 2003 3D 100 Gravity 3D Drama PG-13 Sandra Bullock Alfonso Cuaron 2013 3D 91 Hercules 3D Action PG-13 Dwayne Johnson Brett Ratner 2014 3D 97 Hotel Transylvania Animation PG Adam Sandler Genndy Tartakovsky 2012 3D 91 Ice Age: Continetal Drift 3D Animation PG Ray Romano Steve Martino 2012 3D 88 I, Frankenstein 3D Action PG-13 Aaron Eckhart Stuart Beattie 2014 3D 92 Imax Under the Sea 3D Documentary G Jim Carrey Howard Hall -
Directed by Henry Selick; Based on the Novel by Neil Gaiman
Directed by Henry Selick; Based on the novel by Neil Gaiman Production Notes 2 Table of Contents I. Synopsis page 3 II. The Genesis of Coraline page 4 III. Screen Vision page 6 IV. Stop Starts page 7 V. With the Voice Talents of… page 9 VI. Two Worlds, One Studio page 14 VII. On the Set page 23 VIII. Two Worlds, Three Dimensions page 24 IX. Fast Facts page 27 X. Trivia Tips page 28 XI. About the Cast page 29 XII. About the Moviemakers page 33 3 Synopsis Combining the visionary imaginations of two premier fantasists, director Henry Selick (The Nightmare Before Christmas) and author Neil Gaiman (Sandman), Coraline is a wondrous and thrilling, fun and suspenseful adventure that honors and redefines two moviemaking traditions. It is a stop-motion animated feature – and, as the first one to be conceived and photographed in stereoscopic 3-D, unlike anything moviegoers have ever experienced before. Coraline Jones (voiced by Dakota Fanning) is a girl of 11 who is feisty, curious, and adventurous beyond her years. She and her parents (Teri Hatcher, John Hodgman) have just relocated from Michigan to Oregon. Missing her friends and finding her parents to be distracted by their work, Coraline tries to find some excitement in her new environment. She is befriended – or, as she sees it, is annoyed – by a local boy close to her age, Wybie Lovat (Robert Bailey Jr.); and visits her older neighbors, eccentric British actresses Miss Spink and Forcible (Jennifer Saunders and Dawn French) as well as the arguably even more eccentric Russian Mr. -
The Subversive Agency of Children in Adult Animated Sitcoms
“KID POWER!”: THE SUBVERSIVE AGENCY OF CHILDREN IN ADULT ANIMATED SITCOMS A thesis submitted to the faculty of AS San Francisco State University 3 0 In partial fulfillment of ^0!? the requirements for U)oM5T the Degree •Tfcif Master of Arts In Women and Gender Studies by Carly Toepfer San Francisco, California May 2015 CERTIFICATION OF APPROVAL I certify that I have read “Kid Power!” The Subversive Agency of Children in Adult Animated Sitcoms by Carly Toepfer, and that in my opinion this work meets the criteria for approving a thesis submitted in partial fulfillment of the requirement for the degree Master of Arts in Women and Gender Studies at San Francisco State University. Evren Savci, Ph.D. Assistant Professor Julietta Hua, Ph. D. Associate Professor “KID POWER!’”: THE SUBVERSIVE AGENCY OF CHILDREN IN ADULT ANIMATED SITCOMS Carly Toepfer San Francisco, California 2015 In my thesis, using contemporary feminist analyses about children, obedience, the nuclear family, and media influence, I theorize the representations of children in adult animated sitcoms. I argue that these television shows are ripe with representations of children subverting adult actions and beliefs through their own agency and rebellion, which they enact in two main ways: through sibling relationships and friendship/peer groups. Using episodes of both The Simpsons and Bob's Burgers, I analyze what these shows reveal about the agency of children and argue that these characteristics are not written merely into individual characters, but are an innate part of childhood in these shows. is a correct representation of the content of this thesis. Date ACKNOWLEDGEMENTS I would like to thank my readers, Evren Savci and Julietta Hua, for pushing me to do this work and to constantly improve on it. -
Udls-Sam-Creed-Simpsons.Pdf
The Simpsons: Best. TV Show. Ever.* Speaker: Sam Creed UDLS Jan 16 2015 *focus on Season 1-8 Quick Facts animated sitcom created by Matt Groening premiered Dec 17, 1989 - over 25 years ago! over 560+ episodes aired longest running scripted sitcom ever #1 on Empire’s top 50 shows, and many other lists in entertainment media, numerous Emmy awards and other allocades TV Land Before... “If cartoons were meant for adults, they'd put them on in prime time." - Lisa Simpson Video Clip Homer’s Sugar Pile Speech, Lisa’s Rival, 13: 43-15:30 (Homer’s Speech about Sugar Pile) "Never, Marge. Never. I can't live the button-down life like you. I want it all: the terrifying lows, the dizzying highs, the creamy middles. Sure, I might offend a few of the bluenoses with my cocky stride and musky odors - oh, I'll never be the darling of the so-called "City Fathers" who cluck their tongues, stroke their beards, and talk about "What's to be done with this Homer Simpson?" - Homer Simpson, “Lisa’s Rival”. Comedy Devices/Techniques Parody/Reference - Scarface Juxtaposition/Absurdism: Sugar, Englishman Slapstick: Bees attacking Homer Hyperbole: Homer acts like a child Repetition: Sideshow Bob and Rakes The Everyman By using incongruity, sarcasm, exaggeration, and other comedic techniques, The Simpsons satirizes most aspects of ordinary life, from family, to TV, to religion, achieving the true essence of satire. Homer Simpson is the captivating and hilarious satire of today's "Everyman." - Brett Mullin, The Simpsons, American Satire “...the American family at its -
Homer Economicus: Using the Simpsons to Teach Economics
Homer Economicus: Using The Simpsons to Teach Economics Joshua Hall* West Virginia University Getting students to understand the economic way of thinking might be the most difficult aspect of a teaching economist=s job. The counterintuitive nature of economics often makes it difficult to get the average student to think Alike an economist.@ To this end, the need to keep students engaged and interested is essential when teaching economic principles and interdisciplinary approaches to engaging students are becoming increasingly common. For example, Leet and Houser (2003) build an entire principles class around classic films and documentaries while Watts (1999) discusses how literary passages can be used to teach a typical undergraduate course more effectively. I further extend this interdisciplinary approach to economic education by providing examples from the long-running animated television show The Simpsons that can be used to stimulate student discussion and engagement in an introductory course in microeconomics. Using The Simpsons in the classroom The bulk of this paper describes scenes from The Simpsons that illustrate basic economic concepts. While the examples are pretty straightforward, the difficulty in using The Simpsons lies in deciding: where to place the examples into the lecture and the best way to present the scene to the students. _____________________________ * The author gratefully acknowledges the financial support of The Buckeye Institute. One difficult feature of using any popular culture in the classroom, even a show that has been on the air for fifteen seasons and 300-plus episodes, is that students do not all have the same frame of reference, even in the most homogenous of classrooms. -
The Id, the Ego and the Superego of the Simpsons
Hugvísindasvið The Id, the Ego and the Superego of The Simpsons B.A. Essay Stefán Birgir Stefánsson January 2013 University of Iceland School of Humanities Department of English The Id, the Ego and the Superego of The Simpsons B.A. Essay Stefán Birgir Stefánsson Kt.: 090285-2119 Supervisor: Anna Heiða Pálsdóttir January 2013 Abstract The purpose of this essay is to explore three main characters from the popular television series The Simpsons in regards to Sigmund Freud‟s theories in psychoanalytical analysis. This exploration is done because of great interest by the author and the lack of psychoanalytical analysis found connected to The Simpsons television show. The main aim is to show that these three characters, Homer Simpson, Marge Simpson and Ned Flanders, represent Freud‟s three parts of the psyche, the id, the ego and the superego, respectively. Other Freudian terms and ideas are also discussed. Those include: the reality principle, the pleasure principle, anxiety, repression and aggression. For this analysis English translations of Sigmund Freud‟s original texts and other written sources, including psychology textbooks, and a selection of The Simpsons episodes, are used. The character study is split into three chapters, one for each character. The first chapter, which is about Homer Simpson and his controlling id, his oral character, the Oedipus complex and his relationship with his parents, is the longest due to the subchapter on the relationship between him and Marge, the id and the ego. The second chapter is on Marge Simpson, her phobia, anxiety, aggression and repression. In the third and last chapter, Ned Flanders and his superego is studied, mainly through the religious aspect of the character. -
9781474410571 Contemporary
CONTEMPORARY HOLLYWOOD ANIMATION 66543_Brown.indd543_Brown.indd i 330/09/200/09/20 66:43:43 PPMM Traditions in American Cinema Series Editors Linda Badley and R. Barton Palmer Titles in the series include: The ‘War on Terror’ and American Film: 9/11 Frames Per Second Terence McSweeney American Postfeminist Cinema: Women, Romance and Contemporary Culture Michele Schreiber In Secrecy’s Shadow: The OSS and CIA in Hollywood Cinema 1941–1979 Simon Willmetts Indie Reframed: Women’s Filmmaking and Contemporary American Independent Cinema Linda Badley, Claire Perkins and Michele Schreiber (eds) Vampires, Race and Transnational Hollywoods Dale Hudson Who’s in the Money? The Great Depression Musicals and Hollywood’s New Deal Harvey G. Cohen Engaging Dialogue: Cinematic Verbalism in American Independent Cinema Jennifer O’Meara Cold War Film Genres Homer B. Pettey (ed.) The Style of Sleaze: The American Exploitation Film, 1959–1977 Calum Waddell The Franchise Era: Managing Media in the Digital Economy James Fleury, Bryan Hikari Hartzheim, and Stephen Mamber (eds) The Stillness of Solitude: Romanticism and Contemporary American Independent Film Michelle Devereaux The Other Hollywood Renaissance Dominic Lennard, R. Barton Palmer and Murray Pomerance (eds) Contemporary Hollywood Animation: Style, Storytelling, Culture and Ideology Since the 1990s Noel Brown www.edinburghuniversitypress.com/series/tiac 66543_Brown.indd543_Brown.indd iiii 330/09/200/09/20 66:43:43 PPMM CONTEMPORARY HOLLYWOOD ANIMATION Style, Storytelling, Culture and Ideology Since the 1990s Noel Brown 66543_Brown.indd543_Brown.indd iiiiii 330/09/200/09/20 66:43:43 PPMM Edinburgh University Press is one of the leading university presses in the UK. We publish academic books and journals in our selected subject areas across the humanities and social sciences, combining cutting-edge scholarship with high editorial and production values to produce academic works of lasting importance.