Dans la modernité contemporaine, les médias constituent une source fondamentale de connaissance pour les individus. Cette recherche a été menée à partir d’un corpus de séries animées télévisées destinées aux enfants afin d’analyser les contenus liés au handicap. Quatre-vingt-quatre épisodes issus de sept séries coproduites en France dans les années 1990-2010 (Les Pastagums, Atout 5, Foot2Rue, Les Minijusticiers, Titeuf, Bali, Milo) ont permis d’identifier huit personnages ayant une limitation chronique, ne pouvant pas marcher ou ne pouvant pas voir. Ils sont observés au regard des situations successives dans lesquelles ils sont mis en scène, des problèmes rencontrés et des solutions proposées. Ce sont en majorité des garçons qui se déplacent en fauteuil roulant et qui participent à des activités physiques. Dans la plupart des cas, ils font l’objet d’un traitement différencié par rapport aux autres personnages coprésents dans les mondes sociaux virtuels respectifs, à travers une participation héroïsée, que ce soit au sens du super-infirme ou du superhéros. Ils sont à la fois performants physiquement et compétents socialement. Ce type de traitement contient les traces figées d’une injonction normative de performance comme modalité légitime et hégémonique de participation, de construction de soi et des rapports sociaux. / Within contemporary modernity, media stand as a fundamental source of knowledge for individuals. This research has been conducted to analyze disability related content in a corpus comprising children animated television series. Eight characters with a chronic limitation, i.e. not being able to walk or not being able to see, have been identified within eighty-four episodes from seven series coproduced in France during the period 1990-2010 (Les Pastagums, Atout 5, Foot2Rue, Les Minijusticiers, Titeuf, Bali, Milo). They have been observed through the successive situations they appear in, the problems they encounter and the proposed solutions. They are mainly boys using a wheelchair and involved in physical activities. Most of them are treated differently in comparison to other characters in the same social virtual worlds and are portrayed through heroized participation, either as a supercrip or as a superhero. They are both physically powerful and socially skilled. Such treatment contains the frozen remains of a normative injunction of performance as a legitimate and hegemonic modality with respect to participation, the construction of self and social relations.

This study explores uses of metaphor and metonymy related to the concept of anger in the American television series Teenage Mutant Ninja Turtles from 2012. The theoretical framework of the study is Conceptual Metaphor Theory. The data consists of metaphors and metonymies in the verbal and the pictorial mode. The pictorial data are visual expressions of the type called pictorial runes. In both modes, the underlying conceptual metaphors are identified, and the results are then compared between modes. The main finding is that the verbal mode contains a greater variety of metaphorical expressions. Explanations suggested for differences found between modes are: different technical possibilities of the two modes; universality in the pictorial mode and language specific metaphors as well as universal ones in the verbal mode; a connection of pictorial and verbal data respectively to different genres within the series; and the different narrator roles between the two modes.

This thesis is mainly concerned with uncovering the meanings and associations embedded in the field of popular culture production in Japanese and European sociocultural contexts, using a comparative approach to unearth the effects, materials, and paradigms of the technological and scientific discourses during the Scientific Revolution. Linking the fields of the anthropology of technology and science, popular culture, and material culture studies, the thesis offers a historical overview of the development of machines and visual technologies in the Edo period, arguing that visuality is the key to delayering the cultural history of technology and science in Japanese popular culture, animation in particular. The objective of this work, therefore, is to look at the assemblage of the scientific, technological, and philosophical discourses to unveil the cultural processes between optical regimes, scientific practices, and popular culture. In its emphasis on the interconnectedness of visual technologies and the field of popular culture production, the thesis asserts that scientific development, particularly under the influence of the Scientific Revolution and Japanese Rangaku scholarship, is closely tied with the function of entertainment in Japanese society. With the understanding of technology as a total social phenomenon that interlocks the material and the symbolic in a complex network, which produces meanings and associations, the thesis further stresses the view that intellectual history cannot be separated from material culture studies; it also grapples with a number of existing scholarships on the history of science, particularly their inattentiveness to cultural histories in their historical surveys of scientific development. Finally, this work closely examines Oshii Mamoru's Ghost in the Shell and its sequels and the anime TV series Psycho-Pass to explore the tangled responses to the ideologies of the Euro-American mode of modernity.

Orientador(a): Iveta Maria Borges Ávila Fernandes / Banca: Francine de Paulo Martins Lima / Banca: Kathya Maria Ayres de Godoy / Resumo: Esta pesquisa de caráter qualitativo e de natureza bibliográfica procura apresentar alguns elementos musicais presentes em duas animações das Silly Symhonies que sirvam de conteúdo para o ensino-aprendizagem de música no Ensino Fundamental Anos Iniciais. A partir dessa temática, desenvolver um material pedagógico-musical construindo e relacionando as práticas e experiências em sala de aula com a pedagogia musical. Investigar de que forma essa teoria é expressa em conceitos e traduzida em práticas e processos musicais para melhor serem transmitidos por meio de um material didático acessível e diversificado. Para tanto, fez-se necessário a apropriação de alguns conceitos diretamente ligados à escola, à mediação do professor, ao meio social, à educação musical e à formulação de ideias referentes à própria música, em si organizados da seguinte maneira: (1) a indispensável responsabilidade do professor de conhecer o meio dos alunos aos quais leciona e o caráter intercultural (Queiroz, 2015) do mesmo, evitando estigmatizações (Elias, 2000) e combatendo a violência simbólica (Bourdieu, 1992 e 2007); (2) a visão clara que o professor deve ter do seu papel mediador (Vygotsky, 1999 e 2014 e Libâneo 2013) exercido entre o conhecimento e os alunos; (3) a importante influência exercida pela arte cinematográfica junto às crianças e os jovens, através de diversos meios como as salas de cinema (Duarte, 2009 e 2013) e a TV e utilizando desses meios para aproximá-los de gêneros musicais que... (Resumo completo, clicar acesso eletrônico abaixo) / Resumen: Esta investigación de carácter cualitativo y de naturaleza bibliográfica busca presentar algunos elementos musicales presentes en dos animaciones de las Silly Symhonies que sirvan de contenido para la enseñanza y el aprendizaje de música en la educación primaria. A partir de esa temática, desarrollar un material pedagógico-musical construyendo y relacionando las prácticas y experiencias en aula con la teoría peda gógica. Investigar de qué forma esta teoría se expresa en conceptos y traducida en prácticas y procesos musicales para mejor ser transmitidos por medio de un material didáctico acc esible y diversificado. Por lo tanto, era necesario que la apropiación de algunos conceptos relacionados directamente con la escuela, la mediación del profesor, el entorno social, la ed ucación musical y la formulación de ideas relacionadas con la música misma, en si organizados de la siguiente manera: (1) la indispensable responsabilidad del profesor de conocer el medio de los alumnos a los que enseña y el carácter intercultural (Queiroz, 2015) del mismo, evitando estigmatizaciones (Elias, 2000) y combatiendo la violencia simbólica (Bourdieu, 1992 e 2007); (2) la visión clara que el profesor debe tener de su papel mediad or (Vygotsky, 1999 e 2014 e Libâneo 2013) ejercido entre el conocimiento y los alumnos; (3) la importante influencia ejercida por el arte cinematográfico junto a los niños y los jóv enes, através de diversos medios como las salas de cine (Duarte, 2009 e Fresquet, 2013) y ... (Resumen completo clicar acceso eletrônico abajo) / Abstract: The purpose of this work, of bibliographical and qualitative nature, is to design a pedagogical-musical teaching material based on Disney's Silly Symphonies pointing out musical elements embodied therein while relating classroom practices and experiences to the pedagogical theory so as to design accessible and diversified teaching material. To that end, it was necessary to apply some concepts directly linked to the school, the teacher's mediation, the social environment, music education and to the construction of ideas referring to music itself, all of them structured as follows: (1) the teacher's accountability for knowing his/her students' social background and its intercultural (Queiroz, 2015) specificities; (2) the teacher's deep awareness of his/her role as a mediator (Vygotsky, 1999 e 2014 e Libâneo 2013) between knowledge and learners; (3) the key influence cinematographic art has over children and young people across various media such as movie theatres (Duarte, 2009 e Fresquet, 2013), television and the Internet as a means to bring those audiences closer to musical genres alien to them; (4) bringing theory into practice through music activities built around Silly Symphonies as a musical reference. The appreciation of theoretical benchmarks paired with the classroom experience, so we could design activities which may help teachers willing to work with music education using cartoons or animations / Mestre

Since YouTube was founded in 2005, prosumers have been uploading karaoke-style “lyric videos” of their favourite songs in order to creatively and visually accompany the song, while making it available online to other listeners. In the last few years, more and more artists have adopted this trend and are releasing official lyric videos that follow and expand on this tradition, thus commanding immediate visual attention to new singles. Additionally, these videos control the images and sounds associated with the song and artist, while profiting from advertising revenue tied to online video content. Though scholarship on music video is increasing, there is no evidence of scholarly research on lyric videos. Seemingly simple, these videos create meanings that impact artistic personae, song and album reception, and genre identity formation. They are not merely promotional devices, or placeholders for “official” music videos. Grounding my analysis in genre theory (Frow 2015, Brackett 2015 & 2016, Fabbri, 1982, Holt, 2007), I claim that lyric videos comprise a new visual genre of music video, following their own parameters, connections, and histories, while simultaneously participating in the ideologies and tropes of their musical genre. In order to illustrate the framework, I offer a history of the genre by focusing my analysis on the lyric videos released by Katy Perry over the course of seven years, from 2010 to 2017, from the promotion for four of her most recent albums. By offering a historical analysis, I show how the lyric video has emerged, evolved and become established as a distinct visual genre. I include brief interludes in my analysis to highlight other important moments in the development of the genre, and to discuss how the lyrics, sound, and images are diversely represented in lyric videos depending upon musical genre. Drawing from feminist theory (Gledhill 2000), as well as persona theory (Auslander 2004, Moore 2005), I conclude that lyric videos offer unique possibilities for artists to amplify the meaning of their song and the spectator’s understanding of the lyrics, while portraying information about the artist’s subjectivities, and as such, deserves more scholarly attention as a distinct visual genre.

Animated color film with images of water, birds, winged humans, a man in a hooded sweatshirt, doors, the sea, a woman on a stool wearing a red scarf, marching soldiers, a gun, a knife, blood on hands, a dancing couple, a crowd of dancers, a seed, plants growing, clouds, a flying winged person, a figure playing an instrument. The images transform into each other in ever-changing sequences. Notes Music by The Coma Lilies, a musical group from Santa Rosa, California, 2001-present; Memento Mori is the name of the album, and the track used for this film. http://www.thecomalilies.net/ 'Memento mori' is a Latin phrase reminding us of our own mortality.

Animation films are daily being screened on television, and offer an available medium with themes easily associated with. The researcher became interested in the possibility of utilising animation films in the play therapy process. A deficiency in relevant literature on the use of animation as medium in the play therapeutic process was identified. The aim of this study was to explore how therapists can use animation as a medium in play therapy and to fully describe it. In order to achieve this goal, qualitative research was employed and a focus group discussion with therapists was carried out. The data collected was analysed and the use of animation in the play therapeutic process was described in-depth. The goal of the study was therefore achieved in that the research provided specific information about where and how animation can effectively be used in the different stages of the play therapeutic process. / Animasiefilms word daagliks op televisie vertoon en is 'n beskikbare medium met temas waarmee die mens maklik assosieer. Die moontlikheid dat hierdie animasiefilms in die spelterapeutiese proses benut kan word, het die navorser ge"interesseer. 'n Leemte in die literatuur oor hoe animasie as 'n medium in die spelterapeutiese proses benut kan word, is as navorsingsprobleem geformuleer. Die doelstelling van hierdie studie was gevolglik om te verken hoe terapeute animasie as medium in spelterapie kan benut ten einde 'n volledige beskrywing hiervan te bied. Om hierdie doelstelling te bereik is 'n kwalitatiewe navorsingstudie uitgevoer en 'n fokusgroeponderhoud met terapeute voltooi. Die ingesamelde data is geanaliseer en die benutting van animasie as medium in die spelterapeutiese proses is in diepte beskryf. Daar is dus in die doel van die studie geslaag deurdat die navorsing spesifieke inligting gebied het oor hoe animasie tydens die verskillende momente van die spelterapeutiese proses effektief benut kan word. / Social Work / M. Diac. (Play Therapy)

Windows provide building occupants with important physiological and psychological benefits but are absent from many indoor spaces. It is argued that most existing attempts at compensating for an absence of windows fall short because they lack either outdoor environmental information or sensory stimulation. A wind-animated digital-tree shadow was used to test this hypothesis. The work concludes that the following strategies are likely to help most to compensate for an absence of windows: (1) establishing a live connection with the outdoors; (2) introducing controllable sensory variation into a space; (3) making such change a source of natural environmental information. It is suggested that these approaches could be helpful used either separately or in combinations but that a live connection with the outdoors that introduces controllable naturally-generated change into a space would likely be most effective. The video files that accompany this thesis show the digital shadow with wind and computer generated movement.

This dissertation focuses on the animated, charcoal, hand-drawn films of William Kentridge‟s Drawings for Projection series (1989—2003). At the beginning of this study, Kentridge‟s films are positioned as a dialectic of self and memory as embodied in a post-colonial South African setting. The series itself was selected as being representative of his artistic oeuvre. They are a closed-ended narrative, using a ground-breaking animation technique, created by the artist himself (Christov-Bakargiev 1998; Godby 1982). They were made by Kentridge during a specific South African cultural and historical period: beginning with Johannesburg, 2nd Greatest City after Paris, made in 1989 at the height of apartheid; through to Tide Table, made in 2003 at the beginning of post post-apartheid South Africa. The hypothesis presented is that Kentridge‟s films have memory as their main theme. Memory itself takes different forms, and the discourse of memory deals with, for instance: memorialisation; repressed memories; traumatic memories; the unconscious and memories; and “postmemory”. How he depicts memories of his own and those of others is at the centre of this research. Using qualitative research methodology, with contextualisation (socio-historical and cultural) and comparative studies (apartheid and the Holocaust; different artistic representations of memory, for example Pascal Croci and William Kentridge; and Anselm Kiefer and William Kentridge) being part of the research design, this thesis has sought to substantiate this hypothesis. Further substantiation and clarification has been expounded by referencing seminal works in the field, such as those of Sigmund Freud (1899: “screen memories”; 1917: trauerarbeit); Roland Barthes (1981: the punctum / spacio-temporal continuum); Pierre Nora (1989: “lieux de mémoiré” / “sites of memory”); Henri Raczymow (1994: “memoire trouée” / “memory shot through with holes”); Richard Terdiman (1993: poesis); Marianne Hirsch (1997: “postmemory”); and Hayden White (1996: historical metafiction); among others. There have already been numerous references to how William Kentridge has depicted the ephemeral nature of memory / memories (Boris 2001; Cameron, Christov-Bakargiev and Coetzee, 1999; Christov-Bakargiev 1998; Sitas 2001). However an in-depth, hermeneutic, comparative analysis has not yet been undertaken. This study is therefore significant in that it explicates William Kentridge‟s works, making the following contributions: to the scholarship on Kentridge‟s work; to a South African perspective to the growing field of trauma studies; and to the apartheid and post-apartheid reflections on re-remembering and forgetting, memorialisation, forgiveness and guilt. Through socio-cultural and historical comparisons as well as artistic contrasts, the films themselves are acknowledged as an important source of reference of South African society. They are a documentation of life lived during apartheid and post-apartheid South Africa. / Department of Communication Science / D.Litt. et Phil.

Esta dissertação tem como objetivo geral avaliar como propriedades técnicas particulares, e aspectos afetivos, expressivos e culturais contribuem para a vitalidade, apropriação e criação de novos usos para o GIF animado, considerando as limitações e defasagens dessa tecnologia. O referencial teórico divide-se em três partes: na primeira, são tratadas questões referentes às propriedades técnicas do formato GIF, suas vantagens e limites, e seu histórico de usos e aplicações; na segunda, são explorados fenômenos culturais que podem ter implicado nas apropriações do GIF animado; e na terceira, o GIF animado é investigado a partir de seus aspectos afetivos e expressivos. Na investigação empírica, recorreu-se à seleção por bola de neve para identificar sujeitos que usam intensamente GIFs animados em suas práticas cotidianas. Foram realizadas dezesseis entrevistas qualitativas semiestruturadas, a partir das quais foram feitas a análise e discussão dos resultados. Em termos gerais, concluiu-se que a vitalidade do GIF animado deve-se a uma combinação de questões técnicas inerentes às materialidades da tecnologia, demandas de consumo próprias da cultura contemporânea e, também, ao surgimento de espaços adequados para sua circulação e proliferação. / This study aims primarily to evaluate how specific technical proprieties, and affective, expressive and cultural aspects contribute to the vitality, appropriation and creation of new uses for the animated GIF, regarding its technical restrictions. The theoretical part is divided in three chapters: in the first one, we deal with the matter of the technical features of the GIF format, its advantages and limitations, and the history of its uses and applications; in the second chapter, some of the cultural phenomena that made the appropriations of the animated GIF possible are scanned; finally, in the third one, the animated GIF is investigated from its affective and expressive aspects. To develop the empirical research we identified, through snowball selection, subjects who use animated GIFs intensively on their daily practices. Then, sixteen qualitative interviews were conducted, from which emerged the analysis and discussion of results. In summary, we concluded that the vitality of the animated GIF was made possible due to a combination of technical and material aspects, intrinsic to this technology, consumption demands typical of the present-day culture and, also, to the emergence of spaces suited to its circulation and proliferation.