Susan. “Confronting Master Narratives: History as Vision in Miyazaki Hayao’s Cinema of De-assurance.” Positions: East Asia Cultures Critique 9.2 (2001): 467-493. 

    Susan Napier’s article discusses the cinematic master narratives in the context of Japanese cinema and the larger global cultural consciousness. Its main subject is Japanese filmmaker Hayao Miyazaki, though his work is described in view of his contemporaries and influences. Napier begins by discussing the broad ideas of modernization vs. history and the role of cultural identity in art and cinema. She asserts that films have the power to “write history” and “create national identity” on the global stage. She points to the crucial post-WWII period in Japan when Japanese cinema first made its mark. Specfically, she credits Akira Kurosawa and his jidaigeki, “period films,” with their realism and dazzling visual aesthetics, as being the most influential Japanese filmmaker at the time. In his films, Kurosawa both “exploit[ed] and deconstruct[ed] the mythology of samurai.” His films powerfully brought humanity to the Japanese traditions and brought the past into the contemporary discussion of Japanese identity. Similarly, the animator Miyazaki, of the title of the piece, created scenes and characters that while being decidedly Japanese are individual in their personalities and actions. Notably, this characterization can be seen in Miyazaki’s many female protagonists, who stand out from their group-oriented traditional counterparts. The article then focuses on Miyazaki’s film Princess Mononoke, comparing it to the English powerhouse animation counterpart, Disney.

The relevance of this article to my project is found beyond the simple citing of Kurosawa’s influence and works. The real insights came from the comparisons of Miyazaki’s style and that of Kurosawa. Miyazaki is cited as criticizing Kurosawa’s formulaic depictions of good and evil in his samurai films. However, it seems clear in the larger sense that Kurosawa’s humanism did anything but adhere to clichés. He brought life into historical stereotypes. Furthermore, Princess Mononoke is praised as being “history as vision,” or representing in a new light a “historical reality,” recognizable yet distinctly unique. What style could better apply here than that of Kurosawa and his Rashomon-effect. Rashomon deals entirely with the reconstructions of identity through deceit and the power of perspective on redefining historical fact. The two directors offer a great deal of illumination to one another.

Leff, Leonard. "Review of The Spoken Scene: Film and the Romantic Imagination by Frank McConnell." Educational Theatre Journal. Vol. 28, No. 3. October 1976. Pg 440. 3 April 2008. <http://proxy.library.upenn.edu:5549/action/showArticle?doi=10.2307/3206452&Search=yes&term=poppins&term=mary&item=24&returnArticleService=showArticle&ttl=155&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3DMary%2BPoppins;x%3D0;y%3D0>

    This article reviews Frank McConnell’s book, The Spoken Seen: Film and the Romantic Imagination.  The book covers many subjects under the umbrella of the problems of post-romantic writing in terms of reality, perception, meaning and consciousness.  McConnell cites film as the most meaningful and influential medium of post-romanticism.  He specifically discusses how film weaves dreams into reality to become a sort of counter-reality.  Film helps us to rediscover our world of reality, which somehow seems less real than the world of film.  Americans are on a constant quest for process and permanence, dreams and realities.
    Mary Poppins does exactly what McConnell speaks of by combining live action with animation.  This mixes the dream or fantasy world with reality.  Even though Mary Poppins, Bert and the children spend their “Jolly Holiday” in a chalk painting and riding animated horses, we feel as if what we are seeing is really taking place.  This method is similar to that used in The Cabinet of Dr. Caligari where human beings walk around in front of painted scenery for dramatic effect.  In an ironic way, the combination of animation and live action in Mary Poppins makes the film more believable.  It also makes the film more enjoyable and adds to the timelessness of the film and its unique ability to use conventional and modern techniques. 

  "'Mary Poppins' Combines Live Action and Animation." Los Angeles Times. Dec 24, 1964. ProQuest Historical newspapers Los Angeles Times (1881-1986). pg. C6

    This article discusses the unique use of live-action and animation on the same screen in Mary Poppins.  Disney employed this technique to make the story of Mary Poppins more believable and fantastical at the same time.  The technique was pioneered by Walt Disney in an earlier series called Alice in Cartoonland.  The combination of live-action and animation is most noticeable in the “Jolly Holiday” scene where Mary Poppins, Jane, Michael and Bert jump into a chalk-drawn picture.  They enter a fantasy world of painted backgrounds amidst cartoon characters filled with horse racing, carousels, and of course, Bert’s (Dick Van Dyke) rendition of “Jolly Holiday” complete with singing and dancing cartoon penguins.
    This article was published in the same year that Mary Poppins was released, and although the technique was entirely new at the time, it was still considered to be edgy and innovative.  The use of this technique shows the conservatism of Walt Disney on the one hand and his desire to create an idyllic world, but on the other hand it show cases new technologies and embraces modernity.  The combination of live-action and animation was a creative and unique use of technology to increase the believability of the story.
 

 
mapping housing trends over time throughout the US

The goal of my research is to take a close look at Disney's history of successful feature animated and live-action musicals to demonstrate that these movies are the source of Disney's success and should be their current focus as well. I am specifically interested in the recent movie High School Musical, and I plan to use it as a case study about how musicals in general are a better source of entertainment for children. Disney's marketing of High School Musical made use of many new forms of media and took advantage of the cross-platform media available to such an all-encompassing conglomerate. I also will look at research studies concerning children's attentiveness to different forms of media to show that they are more likely to show repeated interest in and remember songs than standard dialogue. How many of your favorite childhood songs were from Disney movies?

    The 2006 Annual Report from The Walt Disney Company summarizes the financial status of the company in comparison to the past two years. It is sent to every shareholder and available online as well. While reading through their statistics, I was looking to see if they made mention of “High School Musical” as having any amount of effect on their success and to see how much they specifically credited made-for-TV movies or feature animation as key to their survival.
    Disney has their hands in a large variety of markets, from their parks and resorts to movies to cable TV channels, international markets, and consumer products, and their newest endeavor with the Walt Disney Internet Group. Each of these components contributes to their overall financial success. Featured on the title page of the the section on “Media Networks: Cable Networks” is a two-page spread picture of the cast of “High School Musical,” claiming that nearly 90 million viewers have seen the movie since its debut on the Disney Channel.
    Overall, the company boasts revenues at $34,385 million for the year, a seven percent increase since 2005. For perspective, 2005’s revenues were a four percent increase from those of 2004. Their net income weighed in at $3,374 million, which is thirty three percent higher than last year’s income. The percent difference between 2005 and 2004 was only eight percent (p.57). Obviously they’re heading in the right direction, up. But when I was looking at the numbers for their Media Networks section, nothing seemed unusual or different from the previous year. The eleven percent increase to revenue of $14,638 million is close to the twelve percent increase last year (p.59). The increase specifically from cable networks (as opposed to broadcast television) was ten percent, whereas last year’s revenues increased by thirteen percent (p.60). At least when looking at the numbers, it doesn’t look like the cable networks experienced any sort of huge jump from previous years.
    The note about Disney’s purchase of Pixar, however, shared some relevant insight into the company’s philosophy of the nature of feature animated films: “Disney believes that the creation of high quality feature animation is a key driver of success across many of its businesses and provides content useful across a variety of traditional and new platforms throughout the world.” (p.83) Not only do they consider feature animation important in its own right, but they see the multitude of possibilities that it creates in their other markets. Disney is already used to the idea of cross marketing, because they’ve existed across so many different forms of media for a long time already. I’m glad to see that they’re sticking to tradition in putting feature animation at the top of their priorities, because it has been proven to be their most successful endeavor as well as a valuable fuel for the rest of their departments.

Note: Page numbers are based on the print version of the Annual Report. To download a PDF copy, click on the tab labeled “Financials.”

Throughout Smith and Clark’s catalog of one hundred years of Disney endeavors, one particular element of their success is consistent: feature animation musicals. At practically every turning point in the company’s history, the great success that brought the studio back out of the red was always a successful feature animation, and not just that, but a musical too. Disney’s initial success in the business of cartoons was with Steamboat Willie (1928), which was the first “synchronized sound cartoon” and put Walt Disney and Mickey Mouse on the map (p. 24). Soon after, Walt and Roy Disney formed their own recording company to make back the money they spent on sound equipment. The world’s first feature-length animated film, Snow White and the Seven Dwarfs (1937) was also the first film whose movie soundtrack was created using the original movie soundtracks, and it was the first film to have a merchandising campaign established to coincide with the release of the film into theaters. Everyone left the theater singing one of Snow White’s songs.
    The nineteen forties left Disney headed toward failure with the loss of their international markets because of the war. They invested everything they could in a new feature animation: Cinderella (1950), and they ended up with a huge success. The fate of the company rode on the success of the movie because of all of the labor and money put into creating it, and with both its score and the song “Bibbidi-Bobbidi Bo” nominated for Oscars, Disney realized that their salvation was in the creation of more feature animated musicals.
    Of course not every feature was as profitable. Disney invested over six million dollars in creating Sleeping Beauty (1959), its “most lavish and costly” film up to that point, but its initial release did not do as well as they’d hoped (p. 85). Luckily, Mary Poppins (1964) flew in with her umbrella and created a supercalifragilisticexpialidocious film that received thirteen Oscar nominations and five awards.
    The authors mark 1984 as the lowest point financially for Disney theatrical releases in thirty years. Under the new leadership of Michael Eisner and Frank Wells, though, the company started turning around. By 1989, The Little Mermaid put Disney back at the top. It was the first of five Disney feature animations in a row to win the Oscars for Best Original Score and Best Song, and it caused for “renewed excitement in the animation and musical genres” that set Disney straight for the next decade (p. 151). Beauty and the Beast, which was also nominated for Best Picture in 1991, Aladdin (1992), The Lion King (1994), and Pocahontas (1995), followed equally strongly, and reinvigorated Disney’s animation department. Again, the cause for success was feature animated musicals that brought back both audiences and awards.
    Following the entry for the final year, 1999, the authors take a look into the future at what Disney has planned for the upcoming century. They spelled out every bit of advance information they could get their hands on, and looking back, they were pretty dead on. Two of the major disappointments that they could not have anticipated were the movies Atlantis: The Lost Empire (2001) and Treasure Planet (2002). Their predicted success was based on the fact that they would have the same directorial and production staff that made the movies of the early nineties so incredibly successful. The missing piece? Music.

JSTOR: Music Educators Journal: Vol. 32, No. 5, p. 18-19. April 1946

http://links.jstor.org/sici?sici=0027-4321%28194604%2932%3A5%3C18%3AMOTAP%3E2.0.CO%3B2-O

    This article analyzes the use of music in animated cartoon movies, contrasting its use with that of live action films. Since animated movies are more exaggerated and are filled with constant motion, a composer needs to make his music do the same. Rodriguez begins by examining the role of music in movies more generally. He defines the difference between a screenplay with music and a musical by stating that screen plays use music to enhance the emotion of a scene or clarify a point to the viewer, but they keep the plot is still the central focus of the movie. In musicals, however, the plot can be completely swept to the side to make room for a musical number that has little to do with the actual story of the movie but is there for pure entertainment.
    Because cartoons are by their nature based in fantasy rather than reality, Rodriguez states that a composer working on a score for an animated movie has a much greater task ahead of him than if he were working on a live action film. The actions of the animated characters are timed down to the frame, which is 1/24th of a second. In order to fit the action perfectly, then, a composer must change his frame of reference from the usual beats per measure approach to beats per frame. This argument seems to work for live action as well, since in the end everything is broken down into frames to be projected, but Rodriguez claims that synchronization of action with music in live action films is coincidental and unlikely while it is “almost a rule of life with animation composers.” (p. 19) The music must be constantly active and moving, simply because the characters are. A good composer must know how to make his music as humorous and exaggerated as Donald Duck of Goofy but also be able to convey the tenderness and emotion found in many animated films. Rodriguez specifically mentions Dumbo, Bambi, and Pinocchio in the latter category.
    Although the subtitle of the article reads, “Will ‘Cartoon’ films have a place in music education?” the author only mentions music education in passing in his last paragraph. He laments that not enough researchers or critics are writing about how well cartoons can teach music to children. His idea of music instruction is creating an animation that is didactic in nature, instructing children about notes, musical structures, harmonies, and other complicated elements of music that are not easily explained otherwise. The fact that music can be added to animation would only serve to illustrate the different sounds that would be taught in the animation. In my opinion, his focus on education is quite limited to high level music theory and could be extended much further. Rodriguez mentions Fantasia in a reference to animation set to pre-composed music, but he failed to note how the animation visually conveyed the different elements and tones in the music, making the music’s qualities apparent both to the ear and to the eye.

 

This film was done in Philadelphia at the Pennsylvania Academy of Fine Arts. David Lynch attended school at the Academy, where he first began working in film. This is one of his early experimentations with surrealism. By S. Stein

Steven Watts argues a positive view of Disney’s importance in American history, although acknowledges the difficulty of understanding his impact on modern American culture. Many critics believe that Disney’s commercial success and popularity mean that his films cannot have cultural significance. In addition, the strong contradictory opinions of Disney make it difficult to simply look at his impact in order to gain understanding rather than to criticize or admire his work. Watts looks at Walt Disney as an artist of sentimental modernist films and as a promoter of American ideals, qualities that are evident in Disney’s rendering of Snow White and the Seven Dwarfs.

America’s original perception of Disney was of a serious artist, inspired by both modernist art and sentimental realism. These two often contradictory influences show in his work. He blurred the line of reality and imagination by creating worlds where animals could talk, plants were animated, and household objects felt emotion. In Snow White, the forest through which the banished girl flees has trees which try to grab and trip her, but nearby, kind animals prepare to comfort her. In addition, he incorporated dreams often in his work. Walt Disney encouraged naturalism to a degree unheard of in animation and cartoons. He insisted that his animators take evening art classes and he invented the multiplane camera, which created the illusion of depth in Snow White and his other animated feature films.

Disney also used his films to imbue hope and to promote certain virtues to his audience during the depression. His films in the 1930’s remind Americans that they will overcome the hard times through vigor and virtue. Two Disney films in the ‘30s stand out in particular for encouraging the persistence and courage of underdogs. Three Little Pigs (1933) features the song “Who’s Afraid of the Big Bad Wolf,” while the dwarves in Snow White (1937) merrily sing “Heigh Ho, It’s Off to Work We Go.” Snow White, too, exhibits a hard-working demeanor both in her house and the dwarves’. Disney claims that “wisdom and courage is enough to defeat big, bad wolves of every description, and send them slinking away.” Through his films, he encouraged self-reliance, a quality that he had exhibited since his youth.

 Nesbet analyzes Disney’s impact on Eisenstein’s Ivan the Terrible, especially the similarities between style of Snow White and Eisenstein’s film. Like Disney, Eisenstein valued full understanding of the characters and stories he portrayed on film. He studied Ivan’s story from multiple angles, from folklore to histories, to do just that. Eisenstein admired Disney for the comfort he brought to America and the world through his films. He believed that Americans were trapped in a world of torment and injustice, and Disney offered a temporary escape from that. Even though Disney films seem to support a form of obliviousness to the misfortunes throughout the country, he gives the nation something else that they need: laughter. One critic cited the American proverb: “A laugh a day keeps the doctor away,” which certainly brings to mind the similar proverb about an apple, and how it connects to the stepmother in Snow White and her deceptively beautiful poisonous apple that leads to “sleeping death.” Nesbet wonders if Disney has played the role of the apple for Eisenstein, irresistible to the Russian director.

            Eisenstein valued animation as a medium, due to its versatility of form. It allows for metamorphoses and transformations otherwise unachievable on film. The fire behind the mirror’s mask in Snow White, for example, also exhibits “flowing diversity of forms.” Shadow, too, has this quality. In Snow White, the dwarfs’ shadows occasionally move independently. At one point, Doc’s shadow turns and motions for quiet from Dopey’s shadow. Soldiers’ shadows in Ivan also seem to occasionally move independently across the wall. Disney uses the versatility of form to create comedy. However, occasionally malleable forms seem more grotesque than comedic, so certain characters had to be drawn more realistic than others. It was acceptable for the dwarfs to have unusual and exaggerated features, but Snow White could neither be comedic nor grotesque, so Disney based her motions off those of a real actress.

"A thorough guide to animation literature and resources through 1979. Offers bibliographic essays on the history, development, and production of animated films; a chronology of animation; descriptions of major research centers; sources of collectibles, films, and videos; and ata on relevant periodicals. Includes a section on personalities in animation, which identifies writings on animators, background artists, and directors. Indexed." (Balay, Guide to reference books, 11th ed, 1996)