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GCSE Media Studies Controlled Assessment IT Resources And
GCSE Media Studies IT Resources and Submission Guidance for Controlled Assessment version 1.1 Teacher Resource Bank / GCSE Media Studies / IT Resources for Controlled Assessment / Version 1.1 Resources for Controlled Assessment For the Controlled Assessment unit(s) of the course candidates must complete a practical production task. For Unit 2 this is chosen from one of the topics listed in Assignment Bank 3. This document contains information on resources that could be used to complete the work. These suggestions also apply to Unit 4 (Double Award). Moving Image 120 second trailer or opening sequence (or two 60 second teaser trailers) for a feature film or television program aimed at a specific audience. There is no need to invest in industry standard video cameras for the production of controlled assessment productions. By dividing your candidates into groups you can easily schedule the use of filming equipment to avoid extra expenses. Hardware: Flip Ultra is an affordable camcorder and includes a built in USB connection for data transfer. A tripod can be bought separately for still shots. Other affordable camcorders include: Canon FS10, JVC GZ-MG33OA, Samsung VP- MX20, and the Panasonic SDR-S7. Software: iMovie (free with Macs) and Windows Movie Maker (PC) both feature a simple drag-and-drop interface. Other software includes: Microsoft Photostory (free download if you have other Microsoft products), Cyberlink PowerDirector, Serif MoviePlus, Pinnacle Studio, Adobe Premiere Elements. Final Cut Express also offers a lot of features but is a more complicated program. Xtranormal.com is a website that offers the easy creation of animation scenes using a ‘text-to-movie’ feature. -
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 -
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. -
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. -
L'animation Stylisée
Universite Paris 8 Master Creation Numerique parcours : Arts et Technologies de l'Image Virtuelle L’animation stylisée Clea Gonay Memoire de Master 2 2019 - 2020 1 résumé Le cinema d’animation est un medium propice a* l’abstraction du reel, a* la simplification des formes et du mouvement. Gra0ce a* un language visuel et une esthetique qui lui sont propre, l’animation stylisee reussit a* conserver le sens tout en amplifiant les emotions du spectateur. Pourquoi et comment realise t-on un film en animation stylisee ? En se basant sur la litterature disponible, mes experiences et une serie d’interviews realisees aupre*s d’acteurs de l’industrie, ce memoire propose une approche philosophique, anthropologique et technique des principes et codes de l’animation stylisee. Il cherche a* mettre en lumie*re les raisons qui poussent un realisateur a* choisir ce medium et explore les possibilites offertes par les outils disponibles a* travers des exemple d’oeuvres 2D, 3D et hybrides. Enfin, pour illustrer mon propos, j’y presente mes mises en pratiques realisees lors de mon etude du sujet. abstract Animation is a perfect medium to abstract reality and to simplify forms and movements. Thanks to its own visual language and aesthetical values, stylised animation conveys meaning as well as amplifies the spectator’s emotions. Why and how are stylized animated movies made ? Using available literature, my own experiences and a series of interviews made with people involved with the industry, this thesis takes a philosophical, anthropological and technical approach to the principles and codes of stylized animation. It highlights the reasons why a director would choose this route and explores the possibilities of the available tools while presenting related 2D, 3D and hybrid works. -
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. -
MPEG-7-Aligned Spatiotemporal Video Annotation and Scene
MPEG-7-Aligned Spatiotemporal Video Annotation and Scene Interpretation via an Ontological Framework for Intelligent Applications in Medical Image Sequence and Video Analysis by Leslie Frank Sikos Thesis Submitted to Flinders University for the degree of Doctor of Philosophy College of Science and Engineering 5 March 2018 Contents Preface ............................................................................................................................................ VI List of Figures .............................................................................................................................. VIII List of Tables .................................................................................................................................. IX List of Listings .................................................................................................................................. X Declaration .................................................................................................................................... XII Acknowledgements ..................................................................................................................... XIII Chapter 1 Introduction and Motivation ......................................................................................... 1 1.1 The Limitations of Video Metadata.............................................................................................. 1 1.2 The Limitations of Feature Descriptors: the Semantic Gap ..................................................... -
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. -
Exploring the Magical Girl Transformation Sequence with Flash Animation
Georgia State University ScholarWorks @ Georgia State University Art and Design Theses Ernest G. Welch School of Art and Design 5-10-2014 Releasing The Power Within: Exploring The Magical Girl Transformation Sequence With Flash Animation Danielle Z. Yarbrough Follow this and additional works at: https://scholarworks.gsu.edu/art_design_theses Recommended Citation Yarbrough, Danielle Z., "Releasing The Power Within: Exploring The Magical Girl Transformation Sequence With Flash Animation." Thesis, Georgia State University, 2014. https://scholarworks.gsu.edu/art_design_theses/158 This Thesis is brought to you for free and open access by the Ernest G. Welch School of Art and Design at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Art and Design Theses by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. RELEASING THE POWER WITHIN: EXPLORING THE MAGICAL GIRL TRANSFORMATION SEQUENCE WITH FLASH ANIMATION by DANIELLE Z. YARBROUGH Under the Direction of Dr. Melanie Davenport ABSTRACT This studio-based thesis explores the universal theme of transformation within the Magical Girl genre of Animation. My research incorporates the viewing and analysis of Japanese animations and discusses the symbolism behind transformation sequences. In addition, this study discusses how this theme can be created using Flash software for animation and discusses its value as a teaching resource in the art classroom. INDEX WORDS: Adobe Flash, Tradigital Animation, Thematic Instruction, Magical Girl Genre, Transformation Sequence RELEASING THE POWER WITHIN: EXPLORING THE MAGICAL GIRL TRANSFORMATION SEQUENCE WITH FLASH ANIMATION by DANIELLE Z. YARBROUGH A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Art Education In the College of Arts and Sciences Georgia State University 2014 Copyright by Danielle Z. -
Maternelle Au Cinema
MATERNELLE AU CINÉMA 2018-2019 © Association Les Amis du Cinéma Les films de l’année 1, 2, 3… Léon !, de Tali, Catherine Buffat & Jean-Luc Gréco, Christa Moesker, Pierre-Luc Granjon & Pascal Le Nôtre Courts-métrages d’animation – 45 min Canada, France, Pays-Bas – 2008 Le grand dehors de Natalia Chernysheva, Sarah Ropper et Nick Park Courts-métrages d’animation – 36 min Russie, France, Royaume-Uni – 1989, 1998, 2012 Komaneko – Le petit chat curieux, de Tsuneo Goda Courts-métrages d’animation – 60 min Japon - 2009 Introduction Des thématiques Différentes fortes : techniques de des histoires de cinéma famille et d’amitié, d’animation : l’adoption, animation en 2D(dessin l’expression des animé, papier découpé) et en volume (pâte à modeler, sentiments et des Des univers très marionnettes…) émotions… différents : le Moyen-Age, la vie quotidienne, le voyage dans la lune, les transports en commun, la ville/la campagne… Introduction L’accueil en salle Accueillir les enfants et présenter la séance : • Souhaiter la bienvenue • Demander si c’est leur première séance de cinéma • Leur présenter la salle (la nommer) et se présenter soi-même • Présenter brièvement le film (titre, genre, synopsis) • Expliquer le déroulé (la projection : les lumières vont s’éteindre pour pouvoir voir l’écran correctement, le son : où sont placées les enceintes, saluer le projectionniste) Introduction Le vocabulaire du cinéma L’image C’est la représentation de quelqu’un ou de quelque chose. Photogrammes de Muybridge Il faut 24 images pour réaliser 1 seconde de film. Le vocabulaire du cinéma Le cadre C’est un espace rectangulaire dans lequel le réalisateur choisit ce qu’il veut montrer. -
Sep 15 3 Secunia Advert Secunia.Pdf (Colour) WHAT’S NEW - SECURITY
WHAT’S NEW - MICROSOFT NEW! Windows 10 Education Edition …familiar, fast & secure operating system for a range of devices Windows 10 Education Edition, exclusively for education and charity customers, includes all features and functionalities of the Enterprise Edition, optional Long Term Servicing Branch and significant academic discount: • Strengths of Windows 7 & 8 combined - with NEW! Edge Web Browser • MDOP - personalise user experience, simplified application deployment & improved application compatibility • Enterprise Ready - premium features designed to address large scale mobility, security, management & virtualisation needs • Student Licenses - license all Faculty/Staff FTE for Windows 10 under EES, OVS-ES & Schools Agreements - receive student licenses at no additional cost Now with simplified upgrade and deployment paths Call 01974 200 201 NEW! Office 365 Education Plan …simplified plan to offer more value Microsoft has announced that, as of 1st September 2015, it will be making significant changes to its Office 365 offering for new and existing education customers: • One, simplified plan- with the option of Full Voice with PSTN • Unlimited archive, Data Loss Prevention (DLP), Inplace Hold & eDiscovery • Voicemail support included - for unified messaging in your inbox • Student Licenses - license all Faculty/Staff FTE for Office ProPlus under EES, OVS-ES & Schools Agreements - receive student licenses at no additional cost We can help you with the licensing, deployment planning, migration, implementation and management of your -
Cinema-Prehistory.Pdf
Shadow Play Shadow Play Motion Picture Origins What do we need to make moving pictures work? Two Necessary Illusions 1. Persistence of vision – The tendency of the retina to retain an image for a fraction of a second after the light source is gone. Two Necessary Illusions 1. Persistence of vision – The tendency of the retina to retain an image for a fraction of a second after the light source is gone. 2. Beta Movement – The perception of sequential discrete images as a single moving image.* * Sometimes referred to as the “phi phenomenon.” Beta Movement Beta Movement Sequential Photographs Basic Requirements •Illusion of motion Basic Requirements •Illusion of motion •Projection Basic Requirements •Illusion of motion •Projection •Photography Illusion of Motion Mechanical Toys/Devices Illusion of Motion Mechanical Toys/Devices Illusion of Motion Stroboscopic Toys Illusion of Motion Stroboscopic Toys •Thaumatrope Illusion of Motion Stroboscopic Toys •Thaumatrope Illusion of Motion Stroboscopic Toys •Thaumatrope •Phenakistoscope Illusion of Motion Stroboscopic Toys •Thaumatrope •Phenakistoscope •Zoetrope Illusion of Motion Stroboscopic Toys •Thaumatrope •Phenakistoscope •Zoetrope Illusion of Motion Stroboscopic Toys •Thaumatrope •Phenakistoscope •Zoetrope •Praxinoscope Basic Requirements Illusion of motion •Projection •Photography Projection •Magic Lantern Athanaseus Kircher “Ars Magna Lucis et Umbrae” (1646) Projection •Magic Lantern Athanaseus Kircher “Ars Magna Lucis et Umbrae” (1646) 19th century version of the Magic Lantern Projection