ANIMATION AND VISUAL LITERACY: THE ART OF SELF
INTROSPECTION AND EMOTIONAL MEDIATION.
Part of the thesis
"Animation and Visual Literacy: The Art of E-motion-S and communication".
- From Self-introspection to Self-expression-
Authors:
Inma Carpe, Maria Susana Garcia Rams, Hanne Pedersen.
Center for Animation and Pedagogy (CAP)-The Animation Workshop/VIA University College, Denmark; in
collaboration with the department of Animation and Master of Art Therapy ,San Carles Fine Arts, University
Polytechnic of Valencia, Spain.
CAP-The Animation Workshop-VIA University College
kasernevej 5
8800 Viborg
Denmark
Keywords: Animation, artistic mediation audiovisual communication, affective neuroscience, emotional
intelligence, autism, introspection, personal development, mental health, welfare, education, emotions.
Introduction
Animation is an artistic expression and emotional energy in motion.
It can help to uncover emotions through storytelling and aesthetics. It can be used both, to teach any
curriculum subject at schools and as a therapeutic tool to encourage mediation: positive social values such
as resilience to cope with changes and challenges of everyday life. The application of emotional intelligence
studied by Howard Gardner, Daniel Goleman and Linda Lantieri; the affective neuroscience from the
Mindsight institute of Daniel Siegel from California and the use of the Stoic philosophy of Epictetus (the art of
living) support and enable the positive effects of the creative process of animation having scientific
justification and in turn, these sciences can be apply through this art.
The animation is from this perspective an opportunity for self-development, to connect with the true self so
with others. It is perfect for children with autism and communication problems or deficiencies in working
forms of verbal and non-verbal expression challenges.
History is our memories, our experiences or stories which are the base of our identity.
The visual narrative is an expression of emotions, feelings that help us to connect with ourselves and with
others, to understand better the outer and inner world in order to live a healthy and happy way, learning by
playing.
Our brain is evolutionary structured to think-create- re-create stories in our minds for each lived experience.
We identify and feel empathy for the activation of the insula region of the brain (see Uri Hasson, Princeton)
which allows us to feel what the narrator tells us (synchronized brains). The art therapy studies of Linda
Chapman corroborate us that the arts are the key to access the right hemisphere of the brain, guardian of
the physical and emotional traumatic memories, feelings and thoughts (Dr.Dan Siegel) which can be visually
expressed. Note that kinesthetic and sensory activities activate the right hemisphere, followed by the limbic
system, and prefrontal cognitive structures. Storytelling connects both hemispheres of the brain activating
several areas.
Methods
In CAP we work at different levels, from primary schools to university level and educating graduate teachers
and any eager learner.
Methodological we work in small groups of 2-5 people for production, with a brief introduction to animation,
visual examples and practice of mindfulness, acting to work with emotions (acting for animators, Ed Hooks)
through visual narrative ; reading, body language, music, and different animation techniques are used
,mainly stop motion (cut out, clay).
During the process of creating an animated film, several artistic techniques are involved to provide students
different tools of expression, from interpretation, the use of kinesthesia, working with their hands cut out,
puppets, drawing, writing, use of sound, including music, but especially, we emphasize the goal of learning to
communicate from within, a message or story in a consistent and healthy output.
In animation we apply the triangle of well being of Dr. Daniel Siegel from UCLA, as himself named it and
divided into: reflection, which we work through the visual narrative and pre-production; relationships, which
are set to work in groups having different work roles; and resilience, put in practice by discussing issues or
stories to create problem solving that arise and deciding how to resolve them, selecting the best choice,
enhancing the individual power and self steem within the group.
Playing allows the well-known state of "flow" acknowledge by Mihaly Csikszentmihalyi,in which
relaxation and concentration, the mind and body focus on a task in which there is no fear of failure
so that the quality of learning considerably increases obtaining better results. We learn by playing,
without being judged or pressured by any expectations, the student is part of the creative process,
decisions are made between tutor and student.
The visual narrative is implemented through the use of photographs or storyboard, allowing
discussion of issues, giving students the freedom to have some personal value, leading to a situation that
invites reflection about oneself and the surroundings, it assess beliefs and thoughts.
We can deal with fears and treat emotions, seeking a meaning to our thinking, so they can identify patterns
that do not work or challenge beliefs that create conflicts, so we can choose to change and apply exercises
that help the brain to create new neural connections, more effective. ("Rewire the brain") Thus the door is
opened to address intimate taboos or difficult issues as praise and appreciate the good experiences and
know why, activating the reward system of the brain as we see in a film the culmination of the creative/
introspective process. What matters is the process, such as life, the human being is a work in progress as
well as our brain and mind, appreciating how neuroplasticity can change our lives from inside shaping the
outside.
In CAP we work with animation and science considering to convey emotional messages and important
values that help students discover themselves, feel safe and build values that can lead to a more pleasant
and healthy life, close to the Stoic philosophy of life learning and understanding the famous eudaimonia.
Stoic teachings are reflected in actual positive thinking, which we practice.
Results
Improved self-esteem, relationships, sense of respect, democracy and tolerance towards others.
Increased awareness of the feelings and emotions through storytelling, nonverbal visual language,
and techniques affiliated to the creative process of an animated film.
Most important, improvement at communication and learning, both in the educational and
emotional areas, especially in cases of children with autism or other communication problems or
deficiencies.
Identification of beliefs, conflicting patterns which students assertively face by obtaining a greater
understanding of the outside world and others.
Understanding of subjectivity, cognitive perception: we feel what we believe and we believe what
we feel, that’s the biggest challenge followed by getting the invisible visible or bringing into
consciousness what could be in the unconsciousness.
Higher learning of students with limitations and bigger discovery of skills.
Great enhancement of positive feelings, mostly all related to "love" and sharing.
Increased feeling of gratification or reward at the end of the creative process due to finish with a
product, regardless of the outcome quality, which increases the feeling of happiness and
enjoyment.
Conclusions
1. Animation is an excellent educational tool and mediation, as learning occurs through a play, an innate
optimal learning is observed as we use movement for a better development of the brain.
2.Narrative helps to join the two hemispheres of the brain and learn to know how to handle emotions, to
empathize and establish healthy bonding due to the activation of the Insula.
3.It works in autism due to attention goes to detail and repetition. Autistic children often are better animators
than others of their age in normal conditions.
4. Practicing mindfulness helps to relax the body and mind for a better learning and social relations as well
as it increases welfare. (Dan Siegel studies).
5. Animation is an art form of communication, a learning tool in education and an artistic
therapeutic way of mediation regarding to personal and social matters.
6. Animation offers a great arena to study and apply cognitive and aesthetic studies, how to observe and
understand our environment from different angles or mindsets taking into account cultural differentiations for
an optimal communication.
7. Animation promotes positive thinking and wellbeing, particularly through the interpretation of different roles
, creating and realizing dreams or illusions at the same time that we improve resilience to cope with sensitive
issues or conflicts.
8. Animation and visual literacy invite us to a journey of introspection to get to know ourselves and connect
with the "self", as well as we learn to understand others and our environment for a better personal
development.
9. Animation as an art form can help to mediate emotional wounds, and reduce symptoms or behavioral
changes as well as unhealthy patterns, ideas or beliefs by encouraging emotional regulation seeking for
balance.
In Animation we bring a soul into life, furthermore animation and visual literacy can bring us, indeed, more
into aliveness by getting to know better our “self” through the beauty of movement, emotions and arts:
learning to see and be seen, to listen and be listened, to think-re-think, to feel and be felt, to finally re-wire
our brain and be able to communicate and understand the many worlds we create.
Main References
Articles and books.
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Connection Between Art, Healing, and Public Health: A Review of Current Literature Heather American
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Philosophy.
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for the Spirit. Hindawi Publishing Corporation Evidence-Based Complementary and Alternative Medicine
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Art and brain: insights from neuropsychology, biology and evolution. J. Anat. (2010) 216, pp177–183.
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Websites
-Dr.Dan Siegel, http://www.drdansiegel.com/
-Linda Lantieri, http://www.lindalantieri.org/
--Mindsight Institute of California, https://www.mindsightinstitute.com/
-Dr. Howard Gardner, http://howardgardner.com/
-Dr.Richard Davidson, http://richardjdavidson.com/
- URI HASSON, Assistant Professor of Psychology, Princeton.
https://psych.princeton.edu/~psych/psychology/research/hasson/index.php
-Dr. Daniel Goleman, http://www.danielgoleman.info/
-Noah Hass-Cohen, Psy.D, http://noahhasscohen.com/index.html
- Matthieu Ricard http://www.matthieuricard.org/en/books/the-skill-of-happiness
-Robert Masters, http://robertmasters.com/
- Sir Ken Robinson, http://sirkenrobinson.com/
A collaboration between: