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Lecturer(s)
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Course content
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1. humour and laughter 2. tension and fear 3. analysis of acting in animation (posturing, proxemics, gestures, facial expressions) 4. genre stereotypes 5. sound in animation 6. editing in animation 7. example analysis of a selected short animated film 8. example analysis of a selected animated feature film
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Learning activities and teaching methods
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Dialogic (Discussion, conversation, brainstorming), Analysis of a work of art
- Home preparation for classes
- 39 hours per semester
- Participation in classes
- 26 hours per semester
- Preparation for course credit
- 10 hours per semester
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| prerequisite |
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| Knowledge |
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| Basic knowledge of means of expression in cinematography. |
| Basic knowledge of means of expression in cinematography. |
| Skills |
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| Prerequisities are not set |
| Prerequisities are not set |
| learning outcomes |
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| Knowledge |
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| the student can define what is or can be a carrier of comedy in an animated film |
| the student can define what is or can be a carrier of comedy in an animated film |
| the student can describe the means of achieving unease and fear in an animated film |
| the student can describe the means of achieving unease and fear in an animated film |
| the student can describe a mise-en-scene suitable for a comic scene or, on the contrary, for a disturbing scene. |
| the student can describe a mise-en-scene suitable for a comic scene or, on the contrary, for a disturbing scene. |
| the student is able to describe the means of creating tension in narration and mise-en-scene |
| the student is able to describe the means of creating tension in narration and mise-en-scene |
| can explain what the act/three-act structure is in a narrative |
| can explain what the act/three-act structure is in a narrative |
| Skills |
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| the student can create a storyboard that carries all the essential information and emotions he/she wants to express |
| the student can create a storyboard that carries all the essential information and emotions he/she wants to express |
| the student can create a storyboard that conveys the desired idea |
| the student can create a storyboard that conveys the desired idea |
| the student can create a sense of tension in a storyboard |
| the student can create a sense of tension in a storyboard |
| the student is able to use knowledge of the act, three-act narrative structure, Aristotelian structure, or the Hero's Journey in his/her picture script |
| the student is able to use knowledge of the act, three-act narrative structure, Aristotelian structure, or the Hero's Journey in his/her picture script |
| The student applies his/her knowledge of mise-en-scene theory, framing and camera movement in animation to elevate his/her storytelling skills |
| The student applies his/her knowledge of mise-en-scene theory, framing and camera movement in animation to elevate his/her storytelling skills |
| teaching methods |
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| Knowledge |
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| Dialogic (Discussion, conversation, brainstorming) |
| Analysis of a work of art |
| Analysis of a work of art |
| Dialogic (Discussion, conversation, brainstorming) |
| assessment methods |
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| Analysis of seminar paper |
| Analysis of seminar paper |
| Analysis of a work of art |
| Analysis of a work of art |
| Analysis of a presentation given by the student |
| Analysis of a presentation given by the student |
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Recommended literature
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Francois Truffaut. Rozhovory Hitchcock Truffaut. Praha, Čs.F.Ú., 1987.
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Hodrová, Daniela. Chvála schoulení. Malvern Praha, 2011. ISBN 9788086702919.
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Hooks, Ed. Acting for animators. London: Routledge, 2011. ISBN 978-0-203-81622-6.
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LYONS, Jonathan. Comedy for animators. Burlington, MA: Focal Press. 2015.
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McCULLEN, Sam. Picturebook Makers. PICTUS. 2022.
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Norštejn, Jurij. Sníh na trávě I. AMU Praha, 2013. ISBN 978-80-7331-124-7.
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PLAZEWSKI, Jerzy. Filmová řeč. Orbis, Praha, 1967.
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