Matching Items (13)
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- All Subjects: Animation
- All Subjects: history
- Creators: School of Film, Dance and Theatre
- Status: Published
Description
This honors thesis outlines a method for teaching argument writing in the secondary classroom, including the elements of an argument based upon the Toulmin method, and diverse ways to help students who are all types of learners become engaged and receive the support they need. It includes all elements of argument, including evidence, warrants, backing, counterargument, claims, theses, the rhetorical triangle and the rhetorical appeals, including definitions and how they fit together in an argumentative essay. The largest portion of the project is dedicated to activities and resources for teachers based upon all of those elements, along with activities for the writing process as a whole. These activities are based upon the student's individual experience as well as various scholarly resources from leading professionals in the curriculum development field for English Language Arts. This is not meant to be an end-all be-all solution for teaching argument writing, but rather one of many resources that teachers can use in their classroom. This 30-page paper, including references, are condensed into an accessible website for teachers to use more easily. Each tab on the website refers to a different element or focus of the argument writing process, with both a definition and introduction as well as one or more activities for teachers to implement into the classroom. The activities are versatile and general for the purpose of teachers being able to include them into whatever curriculum they are currently teaching. The goal is that they can add argument instruction into what they are already either willingly or being required to teach in an easy and logical way. The website is available for any secondary teachers to use as they see fit at www.teachingargumentwriting.weebly.com.
ContributorsBrooks, Jenna Nicole (Author) / Blasingame, James (Thesis director) / Barnett, Juliet (Committee member) / Division of Teacher Preparation (Contributor) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
The Walt Disney Company has been a worldwide phenomenon for over half a century. Disney's animated films in particular impact a large number of individuals around the world. The fact that they rerelease popular films every few years lends to the lasting influence these movies will hold in the lives of children to come. It is important to examine the messages Disney animated films can teach children in regards to women's roles, United States history, and racial difference. This essay examines these topics as they appear in Disney's Snow White and the Seven Dwarves, The Little Mermaid, Pocahontas, and The Lion King. Lastly, it examines the potential impact these films can leave on children and suggests ways in which adults can help children analyze what they see in the media.
ContributorsMonnig, Elizabeth Ann (Author) / Baker, Aaron (Thesis director) / Sandlin, Jennifer (Committee member) / Barrett, The Honors College (Contributor) / School of Film, Dance and Theatre (Contributor) / Department of English (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-12
DescriptionA self-help guide for the independent animator. Answers the question, "What do I do when I finish a film?" Includes information on how to successfully market a film as well as different avenues of distribution. Discusses both shorts and features.
ContributorsHoma, Christopher Andres Burruel (Author) / Pinholster, Jacob (Thesis director) / Bernstein, Gregory (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor) / School of Film, Dance and Theatre (Contributor) / School of Art (Contributor)
Created2015-05
Description
I am double majoring in Film & Media Production and Geography, and whenever I tell anyone that their first reaction is one of polite incredulity. The two disciplines seem so far from each other that there doesn't seem to be any possible way of combining them. With this project, I wanted to incorporate these two very different fields into one meaningful product. Using film as a medium, I explored how impactful a geographical location can truly be on someone. When we think about our pasts, we often focus on the people and events, losing sight of the physical location where these memories take place. Life in a Museum attempts to shine a light on this forgotten aspect of memory. I moved to Prescott, Arizona when I was 11 and moved away when I was 18, living there for only 7 years. Yet as time passes, I am starting to realize how impactful Prescott has been on me. For my Honors Creative Project, I created a video essay in an attempt to "map" my relationship with Prescott and how it has changed over time. Incorporating digital video, Google SketchUp Animations and historical photographs, Life in a Museum acts as collage that attempts to mimic the tangential aspects of memory. The film addresses my upbringing in Prescott, the town's intense pride for its history, and how living there has affected my own perception of time, memory, death and the future. Link to video: https://vimeo.com/126633587
ContributorsJones, Zachary Loren (Author) / Larson, Elizabeth (Thesis director) / Kitson, Jennifer (Committee member) / Barrett, The Honors College (Contributor) / School of Geographical Sciences and Urban Planning (Contributor) / School of Film, Dance and Theatre (Contributor)
Created2015-05
Description
Animation is a medium that is not taken as seriously as live-action television and film. This thesis focuses on the representation of LGBT characters in American animation and attempts to give a rigorous analysis on a medium that should be taken seriously. Analysis is done on the stereotypes and coding from various animated shows, such as South Park, Family Guy, and Steven Universe. The shows are further divided into adult and children's animation, in which the analysis will track how LGBT characters are represented and have progressed in both. The thesis describes how problematic these characters may potentially be and how the images may project certain cultural and social attitudes towards the LGBT community. The thesis also considers the future of queer visibility and representation in other mediums, other than just in broadcast television. It was found that representation begins in the early 90s in adult comedy animation with Big Gay Al in South Park. In adult animation, the focus is usually more on the use of stereotypes and how these stereotypes are used for comedy. These stereotypes are sometimes enforced or subverted, depending on the show. It was also found that in adult animation, there has been a shift towards normalizing queer characters to fit a heteronormative framework. For children's animation, the sexuality of a character is subtler and coded with context clues. Some children and teen shows have decided to reveal the sexuality of certain characters in the last episode of the series. Children's animation also follows a similar trend that adult animation has taken with the normalization of queer characters.
ContributorsVuong, Hansen (Author) / Dove-Viebahn, Aviva (Thesis director) / Bryant, Jason (Committee member) / Chemical Engineering Program (Contributor) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
The purpose of this research was to create a theoretical lesson plan to teach the French Revolution, and specifically the March on Versailles, to secondary-level (middle and high school) students. This lesson plan incorporates a simulation of the March on Versailles for students to participate in as a supplement to their usual lesson, and as a different and engaging method of learning. For the purposes of this honors thesis, the research and information gathered was split into four individual sections: a pedagogy, a historiography, a series of short biographies, and a script which is accompanied by a short film of the dialogue. These four parts would work together in order for an instructor to easily build either a simple, short, one-class lesson or a multi-lesson project for their students. The parts combine research into educational studies and research on French Revolutionary history in order to encompass all aspects of a lesson. The goal of such research into a potential lesson plan would be to create a history lesson which is more interesting to all students, especially those who struggle to find enjoyment in history. Moving forward, this theoretical lesson would be put into practice with middle or high school students in order to gauge their interest and engagement with the subject before and after a simulation in their class.
ContributorsNun, Taylor Jaylene (Author) / Thompson, Victoria (Thesis director) / Harris, Lauren (Committee member) / School of Historical, Philosophical and Religious Studies (Contributor) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Immortal Warrior Sky Falconer is a seventeen-minute "proof of concept" animatic for a theoretical animated series. The thesis project was focused on the process of making such a product come to be. Through the two semesters I took ideas to my professor for approval starting with a basic pitch and slowly refined them into a singular product combination art, writing and sound effects. From script, to storyboard, to final cut, this project has been one of constant tweaking of the various components into the product you see today that is whole, but still has room to be built upon.
ContributorsSmith, Damon Randall (Author) / Connell, Ellery (Thesis director) / Renzulli, Virgil (Committee member) / School of Film, Dance and Theatre (Contributor) / Walter Cronkite School of Journalism and Mass Communication (Contributor) / School of Sustainability (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
The objective of this creative project was to gain experience in digital modeling, animation, coding, shader development and implementation, model integration techniques, and application of gaming principles and design through developing a professional educational game. The team collaborated with Glendale Community College (GCC) to produce an interactive product intended to supplement educational instructions regarding nutrition. The educational game developed, "Nutribots" features the player acting as a nutrition based nanobot sent to the small intestine to help the body. Throughout the game the player will be asked nutrition based questions to test their knowledge of proteins, carbohydrates, and lipids. If the player is unable to answer the question, they must use game mechanics to progress and receive the information as a reward. The level is completed as soon as the question is answered correctly. If the player answers the questions incorrectly twenty times within the entirety of the game, the team loses faith in the player, and the player must reset from title screen. This is to limit guessing and to make sure the player retains the information through repetition once it is demonstrated that they do not know the answers. The team was split into two different groups for the development of this game. The first part of the team developed models, animations, and textures using Autodesk Maya 2016 and Marvelous Designer. The second part of the team developed code and shaders, and implemented products from the first team using Unity and Visual Studio. Once a prototype of the game was developed, it was show-cased amongst peers to gain feedback. Upon receiving feedback, the team implemented the desired changes accordingly. Development for this project began on November 2015 and ended on April 2017. Special thanks to Laura Avila Department Chair and Jennifer Nolz from Glendale Community College Technology and Consumer Sciences, Food and Nutrition Department.
ContributorsNolz, Daisy (Co-author) / Martin, Austin (Co-author) / Quinio, Santiago (Co-author) / Armstrong, Jessica (Co-author) / Kobayashi, Yoshihiro (Thesis director) / Valderrama, Jamie (Committee member) / School of Arts, Media and Engineering (Contributor) / School of Film, Dance and Theatre (Contributor) / Department of English (Contributor) / Computer Science and Engineering Program (Contributor) / Computing and Informatics Program (Contributor) / Herberger Institute for Design and the Arts (Contributor) / School of Sustainability (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
"The Art of Humans Being" is a feature length screenplay in the same vein as an original Pixar animated script. The story takes place in New York City, and focuses on our heroine, 13-year-old high school senior and certifiable genius, Lu, and our hero, 17-year-old high school senior of average smarts, Finn. We are first introduced to these characters as they struggle with fitting in both at school and in their lives at home. Lu and Finn feel a disconnect with their families, but both share a common appreciation for art and the escape it provides. Though her entire family is involved in artistic and creative pursuits, Lu has never painted a day in her life but dreams of one day being a great artist. Finn, on the other hand, has inherited his deceased mother’s immense talent with a paintbrush, but is hesitant to live in her shadow. Upon seeing their desire to paint, their high school art teacher—Miss Ro—encourages Finn and Lu to enter the world-renowned art competition Palette Parfaite, created by the famous French artist Madame Inès. In order to enter this art competition, contestants must dive inside a painting. As such, Lu and Finn are forced to literally enter the art world. Once inside the painting, they are introduced to colorful characters, stunning landscapes, and an entire studio of art materials that can only be described as every artists’ dream. However, the more time they spend inside the painting, the sooner Lu and Finn realize that this dreamlike world is not quite what it seems. "The Art of Humans Being" seeks to explore the world of art through the following questions: What happens to the forgotten art that has been discarded after being deemed “not good enough” to be finished? What happens to human beings who are treated the same? And finally, what happens when we accept people for who they are and what they create, even if they have flaws; even if they’re still works in progress?
ContributorsGraves, Cassidy Aadland (Author) / Bernstein, Gregory (Thesis director) / Maday, Gregory (Committee member) / School of Film, Dance and Theatre (Contributor) / Department of Marketing (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Humans have traveled since the dawn of humanity over 200,000 years ago. As time progressed and technology increased, so too did human motivations and drivers for travel. This thesis aims to understand these human motivations and drivers, ultimately answering the question, "Why Travel?" To answer this question, this research starts from the earliest of humans, classifying groups of individuals across time into respective buckets based on a similar motivation. In doing so, four traveler segments were identified: the Survivors, the Inventors, the Adventurers, and the Colonists. Each segment describes an era in time of a specific group of humans, each distinctly aligning with a specific reason for travel. In the early 1800s, the advent of commercial travel altered the future of travel. This began with the invention of the locomotive and was followed by the airplane and automobile. With this onset of commercial travel, transportation arrives to its current state in 2018 with a new type of traveler: the Modern Traveler. This is a turning point in the history of travel, as prior to commercial travel, groups of individuals could be grouped under one specific reason. Post commercial travel, human motivations and drivers become diverse and discrete, with no two individuals sharing the same motivations. To further understand this human desire for travel in a modern sense, a survey was administered to uncover these drivers. The findings revealed one broad reason: humans travel for the experience. With this overarching view of travel, five drivers were also apparent. First, humans travel to visit friends and family. Secondly, family vacations are an important factor in the motivation to travel. Third, humans desire the ability to experience a culture different than their own. Fourth, humans are intrigued by new places and can be motivated to travel by the ability to have new experiences. Fifth and finally, rest and relaxation are a key driver in human travel. With a greater understanding as to "why humans travel," and the drivers behind the "experience" individuals seek through travel, such understandings could be used to segment these individuals into distinct traveler profiles. These segments, the Backpacker, the Solo-Traveler, the Groupie, the Cultural Traveler and the Party Lover, were used to better group motivations for travel. One conclusion can be drawn from this research: travel is diverse and so are travelers. One reason cannot define the motivations of a modern traveler, rather today's traveler is bound by multiple. However, segmenting an individual provides valuable insights into their own diverse traveler persona.
ContributorsCheney, Elizabeth Marie (Author) / Eaton, John (Thesis director) / Mokwa, Michael (Committee member) / Department of Supply Chain Management (Contributor) / Department of Marketing (Contributor) / School of Film, Dance and Theatre (Contributor) / W.P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05