Matching Items (43)
Description
"The Reality of Imagination" is short animated film about a young girl name Isabel who, with her sketchbook and box of crayons, demonstrates the power of imagination through her drawings. From her own bedroom, her simple sketches transform into more complicated, realistic drawings, bringing her artistic creation to life. From a bouncing red ball, to flying on a plane, to a thunderstorm, her world extends beyond her sketchbook. The overall message is to demonstrate the importance of art and the power of imagination, especially seen from the perspective of a young child where much of that development is evident. In addition, further exploration of the film industry and learning about the production process was conducted to continue exercising my interest for film editing and graphic designing. This involved devising the script, selecting the appropriate actors, planning the production set, purchasing the tools and equipment, putting together a production crew, and applying the concepts learned about editing to create a short film that was approximately 3 minutes long. The editing software application used for this production was Final Cut Pro X distributed by Apple while the camera used was a Canon EOS Rebel T6. At least three different editing techniques were applied in the film and included stop-motion, keying, and split-screening. Furthermore, other concepts such as transforming and resizing video clips were applied along with learning to use the audio and visual effect resources available from Final Cut Pro X to enhance the quality of the film. An in-depth analysis of the entire process is also given in detailed.
ContributorsReyes, Diana (Author) / Ganssle, Gene (Thesis director) / Giner, Oscar (Committee member) / Computer Science and Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
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
Description
Dead Letter Office is an experiment in story-telling through computer animation; investigating world-building through nineteenth-century Victorian culture infused with the folklore of White Socks and set in a fictional city. This manuscript documents the output-oriented approach behind the creative project and is divided into two parts: conceptual development and technical execution. The first half will talk about the world in with Dead Letter Office takes place, the evolution of the storyline, and how it draws from its historical influences. The second half will be a breakdown of process and assumes a basic knowledge of Atodesk Maya 2012, placing stronger emphasis on modeling, texturing, and rendering, as well as the creation of a streamlined workflow by utilizing third-party MEL scripts and stand-alone programs. It is not a step-by-step tutorial, but rather aims to discuss different options in 3-D animation, explain the reasoning for my choices, and hopefully share suggestions on general good practice.
ContributorsYau, Patty (Author) / Magenta, Muriel (Thesis director) / Messinger, Ellen (Committee member) / Garner, Timothy (Committee member) / Barrett, The Honors College (Contributor)
Created2012-05
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
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 Renewal Philosophy thesis project consisted of two parts: the creation of a website for Dr. Anderson's Renewal Philosophy project and the development of four videos to be used in Dr. Anderson's classes at Arizona State University. The project includes a written description of the processes and methods used in the completion of the website and videos.
ContributorsMarsh, Caleb (Author) / Anderson, Owen (Thesis director) / Fitzsimmons Burton, Kelly (Committee member) / School of the Arts, Media and Engineering (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Japanese animated film director Hayao Miyazaki is famous for his numerous film featuring female protagonists. These protagonists have been examined for their conformance and deviance with regard to widespread stereotypes of masculine and feminine traits. Miyazaki's female characters tend to exhibit nuanced and varied traits, with a balance of traditionally masculine and feminine characteristics. They also tend to demonstrate and moralize on larger social issues such as environmentalism and gender equality, advancing ideals for both Japanese and Western feminism. The status of these female protagonists as cultural icons is contrary to wider film trends that exclude women from the spotlight except when they conform to rigid gender roles.
ContributorsNevitt, Stephanie Nicole (Author) / Facinelli, Diane (Thesis director) / Creamer, John (Committee member) / Whitesman, Linda (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Politics and Global Studies (Contributor)
Created2013-05
Description
The focus of education in the classroom traditionally is one of fact memorization and recall. The teaching process of linear knowledge progression is not always in tune with the way that the human brain actually processes, conceptualizes, and comprehends concepts and information. In an introductory engineering class, focused on materials engineering and its related concepts, a system of lecture interventions has been put in place to increase concept comprehension by supplementing lecture units with various activities, from additional worksheets, explicit concept discussions, and most recently, YouTube videos showcasing specific concepts and situations. In an attempt to correct the lack of actual concept comprehension, these interventions seek to interact with the human mind in a way that capitalizes on its ability to process and interpret non-linear knowledge and information.
Using a concept test given prior to the lecture unit, and after, the difference in scores is used to recognize if the concepts presented have actually been comprehended. Used specifically in a lecture unit on solubility and solutions, the concept test tested student’s knowledge of supersaturated, saturated, and unsaturated solutions. With a visual identification and a written explanation, the student’s ability to identify and explain the three solutions was tested.
In order to determine the cause of the change in score from pre- to post-test, an analysis of the change in scores and the effects of question type and solution type was conducted. The significant results are as follows:
The change in score from pre- to post-test was found to be significant, with the only difference between the two tests being the lecture unit and intervention
From pre- to post-test, solution type had a significant effect on the score, with the unsaturated solution being the most easily recognized and explained solution type
Students that felt that the YouTube videos greatly increased their concept comprehension, on average, performed better than their counterparts and also saw a greater increase their score from pre- to post-test
Using a concept test given prior to the lecture unit, and after, the difference in scores is used to recognize if the concepts presented have actually been comprehended. Used specifically in a lecture unit on solubility and solutions, the concept test tested student’s knowledge of supersaturated, saturated, and unsaturated solutions. With a visual identification and a written explanation, the student’s ability to identify and explain the three solutions was tested.
In order to determine the cause of the change in score from pre- to post-test, an analysis of the change in scores and the effects of question type and solution type was conducted. The significant results are as follows:
The change in score from pre- to post-test was found to be significant, with the only difference between the two tests being the lecture unit and intervention
From pre- to post-test, solution type had a significant effect on the score, with the unsaturated solution being the most easily recognized and explained solution type
Students that felt that the YouTube videos greatly increased their concept comprehension, on average, performed better than their counterparts and also saw a greater increase their score from pre- to post-test
ContributorsLinich, Christopher Graham (Author) / Krause, Stephen (Thesis director) / Middleton, James (Committee member) / Barrett, The Honors College (Contributor) / Mechanical and Aerospace Engineering Program (Contributor)
Created2014-05
Description
This study looked at college-age students' ability to comprehend and retain information learned from news articles depending on what platform they read from. Fifteen participants read three local New York Times articles on each of the platforms provided: iPad, laptop, and paper. They took one test immediately after to test comprehension and another two weeks later to test their retention. Participants were also asked if they found the articles interesting, enjoyable, clear, etc. Results showed that participants' views on each format had little, if any, affect on their number of correct responses. The most consistent results on the participants' perceptions of the formats came from the laptop and paper, whereas the iPad received a bimodal pattern of responses. Participants were also asked to share their news habits while taking the test by selecting how frequently they gain news from various sources such as social media or television. These habits also seemed to have very little effect on their scores.
ContributorsKillin, Jamie Faye (Author) / Gilpin, Dawn (Thesis director) / Russomanno, Joseph (Committee member) / Dodge, Nancie (Committee member) / Barrett, The Honors College (Contributor) / Walter Cronkite School of Journalism and Mass Communication (Contributor) / School of Art (Contributor)
Created2014-05
Description
This study looked at college-age students' ability to comprehend and retain information learned from news articles depending on what platform they read from. Fifteen participants read three local New York Times articles on each of the platforms provided: iPad, laptop, and paper. They took one test immediately after to test comprehension and another two weeks later to test their retention. Participants were also asked if they found the articles interesting, enjoyable, clear, etc. Results showed that participants' views on each format had little, if any, affect on their number of correct responses. The most consistent results on the participants' perceptions of the formats came from the laptop and paper, whereas the iPad received a bimodal pattern of responses. Participants were also asked to share their news habits while taking the test by selecting how frequently they gain news from various sources such as social media or television. These habits also seemed to have very little effect on their scores.
ContributorsKillin, Jamie Faye (Author) / Gilpin, Dawn (Thesis director) / Russomanno, Joseph (Committee member) / Dodge, Nancie (Committee member) / Barrett, The Honors College (Contributor) / Walter Cronkite School of Journalism and Mass Communication (Contributor) / School of Art (Contributor)
Created2014-05