Examining Studio Ghibli's Animated Films: A Study of Students' Viewing Paths and Creative Projects

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  • Author(s): Williams, Wendy R.
  • Language:
    English
  • Source:
    Journal of Adolescent & Adult Literacy. May-Jun 2020 63(6):639-650.
  • Publication Date:
    2020
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: [email protected]; Web site: http://www.wiley.com/WileyCDA
    • Peer Reviewed:
      Y
    • Source:
      12
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Animation; Literacy; College Students; Films; Learning Modalities; Teaching Methods; Creativity; Student Projects
    • Accession Number:
      10.1002/jaal.1043
    • ISSN:
      1081-3004
    • Abstract:
      Being literate in today's world involves more than reading and writing traditional works in print. Students need experiences with a range of multimodal narratives, including animation. Multimodal narratives offer many entry points for engagement, and design plays an important role as readers/viewers navigate their way through these works and make meaning. This qualitative study took place in the U.S. Southwest and involved 20 university students enrolled in a Studio Ghibli Films course. Analysis of coursework using grounded theory and open coding revealed that participants designed nine viewing paths to interpret the films, approaching animated works as narratives, multimodal compositions, cultural/historical artifacts, transformed source materials, products of a director, objects of value, conversations between texts, commentaries, and personal experiences. Participants also composed a wide variety of creative projects that drew on their out-of-school interests. Animated works, such as the films of Studio Ghibli, have great potential in education.
    • Abstract:
      As Provided
    • Publication Date:
      2020
    • Accession Number:
      EJ1251821