Category: Final Major Projects and Theis

In this session, we have went through different topics and videos, here are my notes:

To read things more efficiently, there are no short ways; the more we read, the quicker we would become, and the more familiar we will be with the chosen topics.

• Check paper topics, abstract, refined information
• using Mendeley desktop
• reading introduction, checking the beginning of each paragraph.
• Summarizing each paper with key words.
• Pareto Principle: 20% supporting papers, 80% key papers.
• Always reading supporting papers after reading key papers.

Research Design:

• It is the method of organization and data collection that a researcher applies to a project or study.
• It can provide instructions for collecting, analyzing and measuring data effectively.
• I can choose an effective research design by considering my research problem, which is the specific topic or knowledge gap that my research aims to address.
• We could include my research question and research design selection in the introduction of my paper.
• I can choose a research design by reviewing the methods other research papers used and learning about different types of research designs.

20 Types of Research Design:

1. Exploratory research design:
   • don’t have a clearly defined problem to study
   • is less structured
   • a guide to uncover your research problem
2. Observational research design *
   • emphasizes observing my research topic without altering any variables
   • observing behaviors or phenomena and record them rather than conducting an experiment
3. Descriptive research design *
   • to describe a research topic
   • useful when I need more information about my topic
   • understand the “what,” “where,” “when” and “how” of my research topic, excluding ‘why’
4. Case study *
   • analyses of real-world situations to understand and evaluate past problems and solutions
   • test how an idea applies to real life
5. Action research design
   • involves initial exploratory analysis and the development of an action strategy
   • focuses on finding solutions, making it practical for many research topics
6. Experimental research design
   • to test how different factors affect a situation
   • very versatile
   • uses the scientific method
   • elements included: Hypothesis/ Independent variable/ Dependent variable/ Control variable
7. Causal research design
   • to identify and understand relationships between variables
   • involves at at least two variables and explore many possible reasons for a relationship between variables
8. Correlational research design
   • identifies relationships between variables like casual research design
   • measures variables but do not alter them
9. Diagnostic research design
   • attempts to find the underlying factors that cause events or phenomena to occur
   • to understand what’s causing problems so I can find solutions
10. Cross-sectional research design
    • another type of observational research design
    • observing multiple individuals at the same point in time
    • does not alter variables
11. Sequential research design *
    • divides research into stages
    • complete sequential research at multiple points in time, study phenomena that occur over periods
12. Cohort research design
    • commonly used in medicine
    • examining research subjects who have already been exposed to a research topic, making it especially effective for conducting ethical research on medical topics or risk factors
13. Historical research design
    • use past data to test your hypothesis
    • relies on historical data like archives, maps, diaries and logs
    • useful for completing trend analysis or gathering context for a research problem
14. Field research design
    • observe subjects in natural environments
    • collect data directly from real-world situations
15. Systematic review
    • involves reviewing existing evidence and analyzing data from existing studies
    • use previous research to come up with new conclusions
16. Survey
    • use surveys to gather information directly from your sample population
    • including interviews, online forms, focus groups, and questionnaires.
17. Meta-analysis research design
    • uses a variety of populations from different existing studies
    • use previous research to form new conclusions
18. Mixed-method research design *
    • combine multiple research methods to create the best path for a specific research project
    • include both qualitative and quantitative research methods
19. Longitudinal research design
    • involves observing the same sample repeatedly over a period of time
20. Philosophical research design
    • analyze and understand your research problem
    • builds on philosophical argumentation techniques

In a research proposal, the author demonstrates how and why their research is relevant to their field. They demonstrate that the work is necessary to achieve the following:
• Filling a gap in the existing body of research on their subject
• Underscoring existing research on their subject, and/or
• Adding new, original knowledge to the academic community’s existing understanding of their subject
Your research proposal also must explain the following
• The research methodology you plan to use. The tools and procedures you will use to collect, analyse, and interpret the data you collect
• Limitations or constraints that =are come with conducting it through your institution, department, or academic program

Golden Thread: (How I’m tying my thesis together to answer my research questions and addressing the research problems)

part 1: Concepts

• What is the central argument in my research
• Be reasonable with the ‘so what’ question
• Take the reader from problem to solution, by aligning chapters with each other and tying it all back to our research problem.

Part 2: How to practically apply the golden thread

1. Place my title on the footer of my dissertation or thesis, it helps me to study with my topic when I write things.
2. Perform Alignment
   • Create a criterion by having a very clear title
   • Highlighting important parts in my title, using them as my checklist and keywords
   • Creating primary and secondary research questions (Chapters) based on the research problems
   • check primary and secondary research questions with my checklist, if anything we didn’t address, we need to add another chapter.
   • Literature Review: including points to resolve the research questions.
   • Check topics in the Lit Review match with my checklist main titles and my previews primary and secondary research questions.
   • Add points in Lit Review if there is lack of allignment to our previous checklist and topics.

Part 3: How to weave the golden thread in my research design

Research Design and Method chapter:

• Having title, problem statement and research questions, points in literature review in prepared
• Checklist main topics, key concepts in primary/ secondary question problems/ Literature Review Points
• Think how would I be able to approach my written topics/ concepts (check 20 ways of doing research designs)? —> collecting data through methods/ research designs and then explain them in this chapter to align with topics I previously choose.

Part 4: ‘So What’ Question

Research Discussion Chapter:

• Starting my key findings
• This chapter must be aligned with previous questions and titles
• Compare my findings to literature review, my study can contradict with the notion, and result a different conclusion
• Add new findings as research discussion topics

Conclusion topic:

Answer the ‘So What’ Question based on our data.

Research Objectives:

• outcomes that you aim to achieve by conducting research, research projects contain more than one research objective
• Research objectives help me narrow in on the focus of my research and key variables, guiding me through the research process. They also drive the research project, including data collection, analysis and conclusions
• research objectives appear early in a research proposal, often between the introduction and the research question
• can place the research objectives in the introduction
• researchers also list their objectives in the abstract of their proposal
• can break research focus down into smaller steps and separate objectives, use the specific objectives to describe how you can achieve your general goal

Measurable: Making your objectives measurable is essential to achieving them. You can create metrics to measure your progress toward achieving your objectives.

Achievable: Be sure to create objectives that you can realistically achieve to help you avoid getting overwhelmed by unrealistic expectations. Make sure you have the resources and budget to accomplish your objectives.

Relevant: Make your objectives relevant to your research and your overall goals. This can help you stay motivated and on track throughout your research project.

Time-based: You can establish deadlines to help you keep your research process on track. You can set a major deadline for your entire project as well as smaller deadlines for each objective.

In this lesson, our lecturer talked about how a framework could help us to structure our study in thesis writing.

And we have mainly watched some videos on the YouTube:

This one talks about how the frame can be used and seen in daily life, and it can distort how people identify and conclude things from their perspective. similarly, the framework in my writing can effect how audiences responses to my writing, especially with a meaningful conclusion.

This one talks about a few steps on finding the ‘real’ framework which can be used by our study:

1. practical tips on how to find one: (I need to get to know my project first)

• Title
• The problem I would like to solve
• The research questions I would like to answer
• Knowledge of existing literature —> start finding my framework.

EXAMPLE: – researching a new topic, like: ‘Defining a Digital Business Strategy (DBS)’

—->>>> do my literature review

——>>>> understanding Description 1, 2, 3.

2. Highlight the keywords

• We see a lot of them in our literature review.
• write keywords of this topic somewhere ——> they can help the research for my framework of the study.

3. Google.com

• research by using ‘keyword + framework’ —-> image checking in google to see any old studies include the model of it.
• check each key word from the list.

4. Check if this is a ‘real’ framework.

• our research needs to be supported by reliable resources.
• Type the name of the model/frame in Google Scholar.
• Download the paper to see if its related writing is based on this ‘real’ framework picture.

5. Does it really speak to what I want?

• Find the ORIGINAL work relating to the image of the model.

6. Find if there is any paper related videos online.

7. Any later version of this framework.

• paper word: extension *

8. I might need to combine framework models into one conceptual model that is designed for my study.

This video talks about how to do with the framework we found, or the conceptual model I created in my study.

1. Explain the model.
2. Conceptualise the Framework —–> refining the key part I will be using in the model.
3. Shape data collection plan.
4. Main influences of the framework in our plan:

• Hypothesis —> which can test out our study.
• Data collection instruments.
• Data analysis.

To conclude, the framework influences my whole study; it could help us to understand the problem, shape our data collection, and interpret it.

In this week I focused on re-writing my draft literature after I re-wrote my notes on reading materials.

I have checked several resources to assist me in writing literature and cite the reference listed in my bibliography:

By following the video made by Jessica Liu, she mentioned several methods to examine the resources included in my literature reviews:

From them, I choose the thematic approach to discuss the content which I think is important for my chosen topics.

By watching this video below, I have also studied the structure of how people normally write their long literature review:

Which suggests including a short introduction and a brief conclusion based on the examples I have discussed.

On the site ‘cite them right‘, I also learnt the right ways of mentioning my bibliography in my text, and here is the note I have done:

Hence, here is my bibliography by following the format:

And I have cited the resources when I paraphrased the text in my writing (examples shown below):

This week I focused on re-organising my notes gathered from different readings I have done and paraphrasing the important text, which I think is a key for me to write the draft literature review.

Topic 1:

<How anthropomorphism is changing the social context of modern wildlife conservation>

Anthropomorphism is a concept of humans start adding their own characteristics into non-human entities, such as animals. As people’s social value and style of their personal life had been entirely changed by the modernisation after the Second World War, the need of their seek of belongingness as human beings were getting stronger due to the growth of urbanisation, the loneliness and the lower life happiness. Thus, by putting emotions into non-human things and building up relationships with them, such as pet-keeping, it fulfils the connections while also bringing up a few issues. 

<animation and America>

In the same period, the text also points out the influence of how people view their physical and material world differently had encouraged the art practice to challenge traditional orthodoxies. With constant change, they had achieved the revolution and the renovation of modernism. It is a culture to critique the contrast between the modernisation of technology and dehumanisation as a representation of ambivalence. 

<Towards a Definition of American Modernism>

The text has pointed out that Modernism arised early from symbolism and impressionism, which were built up through different art forms such as symbolist and paintings they emphasise on what they have been effected emotionally through the object instead focusing on the real thing. They explore beyond world structure under the positivism while sharing more unpredictable experience from human perception.

<animation and America>

Correspondingly, the pervasive anthropomorphic characters in variety of media support audiences to explore different scenarios through changing identities, metamorphosis, dehumanising and restructuring themselves in the story; without bounding into any industrial orthodoxies, they are living in an uncertain reality and working for the need of gags to structure more possibilities and values. 

Talk about how the abstractions inspire the appearance of anthropomorphic characters. Animation and American, p20, the animator pioneers under the time experiment the limits of graphic space, ‘playing out narration of perception and memory in rapid metamorphosis.’ They play ‘lines, shapes, forms in the enunciation of time, space, weight and flow.’

Topic 2:

Anthropomorphic characters which created to expose the political issues are as an important example to show the sprit of modernism in different work. 

<Animation and American: p22, >the abstraction of anthropomorphism in early American animation achieved through developing technologies in the industry, which explores the relationship between humanity and animality and the expression of humans after being challenged. It reflect the possible lack of humanity in society, philosophy and mechanisation.

<Symbols, metaphors and similes in literature: A case study of “Animal Farm”: p23>

The characters in Animal Farm were created by the author as metaphors for the Soviet Union leaders, of the Russian revolution in beginning of the 20 century. Based on the analysis of characters in the story, the text found the resemblances of characters of the government’s leaders at the time to the animals found in the story. Such as the boar napoleon represents ruthless and authoritarian Joseph Stalin between 1920s to 1950s, the old Major from the first chapter represents the revolutionary and idealistic Vladimir Lenin between late 1910s and early 1920s. 

<Character Metaphors in George Orwell’s Animal Farm, p84-86>:

Similarly, the text here also points out the metaphors of the anthropomorphic animals in the original novel. Such as the most prestigious boars in the farm, Snowball and Napoleon, which are always arguing on their ideas are representing the confrontation between Stalin and Trotsky within the soviet power to fight for the president position. Though, napoleon was more successful by expelling Snowball in the story with the help of nine enormous dog and crafty squealer, in response to the committee for State Security and the Soviet official party paper. 

<Revolution on Animal Farm: Orwell’s Neglected Commentary>:

Overall the story emphasis on the difficulties and dangers of the socialist revolution. In the story when pigs brought the apples into their harness room by assuming themselves are the most important brainworker in the farm while slowly formed up their own dictatorship in chapter 3 (p38-39), the failure of any other animal’s protest with their pessimistic attitude became an abandon to the spirit of their animalism in the book. Quoting the text ‘if people outside still thought that that particular form of revolution could succeed without betraying its goals, nothing new could be accomplished (p137)’, the idealisation originally structured by the old Major had completely be destroyed by pigs and their Stalinism from the seven commandments had eventually turned into one to permit the hierarchy of animals in their farm. The text also summarises the author’s idea that in the face revolutionary change toward socialism, true success can only be achieved only when everyone contributes their effort for themselves and protect their initial resolutions. Otherwise the power-hunger group could easily disrupt the equilibrium, like how the apples had been unfairly taken away by pigs in the story. 

————————————————————————

As Orwell mentioned, he was keen to write a story which could be easily translated into other languages and being understood by a wide range of readers (p131). In its animated form, the animals build up connections with audiences through their performances, and with no explicit political references under the sensitive topics, their behaviour becomes a core internal sources to be focused and reviewed. The film highlights their foibles and flaws, allowing viewers to interpret deeper meanings through the lens of animal characteristics. 

Topic 3:

Towards the end of the last century, animation companies started embedding the concept of anthropomorphism into the creation of their hyper-realistic and cartoon characters, influenced by the background of modernism. A few well known examples include the beast from the beauty and the beast, samba from the lion king and the Micky Mouse from its series. 

<Animation and American: p23, >Scholars Patrick D. Murphy and Richard Schickel argued these characters hide their natural terrors or wildness through cuteness, joke and musical cues in the performance, which can be way more ideal for the story-telling. 

Whereas, their figures blended with ‘sentimental modernism’, a term pointed out by Steven Watt <p24.>, a way where characters mix their complex emotions and human-like trait together work well for gags in films. 

<Understanding Animation: p129,> In the early ‘trick’ films, audiences were mostly unallied with characters which create random humours as gags in a story with a lack of continuity and empathy. However, the added human personalities and emotional depth of anthropomorphic characters allow audiences to be emotionally attached by the way how stories are being told sentimentally and how their characteristics are being expressed freely. 

A few examples can be found in the early short films created by Windsor McCay,by combining with key elements of building up personalised characters in films mentioning in <Understanding Animation: p129-130,>: 

1. Eye contact between characters and audiences to break up the 4th wall. 
2. Facial expressions to deliver emotions and expressions.
3. Recognised physical poses in the set.
4. Clear motivation set and acted by the anthropomorphic character itself within narrations.
5. Physical rhythms indicate the attitude of the character.
6. The character is taking responsibility of the film as an actor.

Here are my studies: 

1: Mosquito in ‘How a mosquito operates (1912)’

This surreal short animation features an anthropomorphic mosquito dressed in a business suit, sneaking into a chubby man’s room, obsessively sucking his blood in an addictive way while he is in a deep sleep, and eventually bursting himself due to its overindulgence. 

Through the whole story, we can easily identify the mosquito’s body language such as observing the lock with his eyes carefully, and rubbing his hands in a manner of diligence. When he is lightly patting his hat, he also turns its face into the audiences and then showing his playful excitement and pride of catching such a human prey. 

His physical rhythm can be easily followed up by seeing the beat of his needle-like proboscis. His determination has been emphasised through multiple attempts of piercing its needle into the man’s skin in a persistent way. 

When he is full with an exaggerated grotesque tummy, audiences could easily sympathise his physical discomfort, leading to a feeling of both amusement and unease at his tragicomic ending due to all the similar human traits. 

2: Dinosaur in’ Gertie the Dinosaur (1914)’

This influential short animation displays the interaction between the creator Winsor McCay, and his animated dinosaur, Gertie, set in a dinner time, surrounding by the other gentlemen to watch their performance. 

Gertie, an anthropomorphic figure which is highly reflective in human’s emotion through its physical responses to McCay’s commands. She easily breaks the fourth wall by performing bow to the audiences and is being playful itself to follow the instructions in a charm manner. 

Gertie can do different physical poses such as raising feet, shaking its bodies and moving around with surprising expressiveness to show its characterisation. 

Also, she cries when McCay blames on her of being distracted by the sea serpent appearing in the scene, and bearing grudges with the jumbo by attacking the latter back to show the emotional depth. 

Overall, her spirit of sentimental modernism is displayed through emotionally engaging with the creator McCay and showing her human traits of being childish, naughty and innocent in the scene. She brought humour to the narrative and gaining affection from audiences to the story, and eventually making people to remember her in the animation history. 

To conclude, Winsor McCay’s successful use of ‘caricature’ and ‘exaggeration’ in anthropomorphic characters deliver a strong sense of natural shortcomings from their internal sources, this anti-stereotype of traditional gags had been studied by Disney films at the same time (understanding animation, P130). Which helps audiences to identify the weaknesses and strengths of human traits and hence being impressed by the creation of figures. Also, Disney tried to adopt the working process which used by Windsor McCay into  Ub Iwerks creation, instead of drawing from one image to the next one, he tended to add ‘in-between’ in the middle of two ‘extreme’ poses. (Animation and American, P21).

Topic 4:

Though the concept of anthropomorphism brought a lot of benefits to the creation of art, it is undeniable there are potential risk, destabilisation, and immorality of applying it to our media in the real life. 

<Popular Media and Animals> first chapter:

The text indicates anthropomorphic narratives of animals are in an important position for popular media industries and define most animal issues in publicity. 

However, the strongly use of anthropomorphism from the human perspective to describe the plight of them in either soft news or hard news is structured to gain emotional reaction from audiences in popular media, and boost the sale. 

Hence, Steve baker argues those animals within popular culture themselves, are not being treated respectfully, instead they symbolise the dismissive treatment of the farm in a trivialising and amusing way for the publications. 

And, their reality received by audiences are being addressed mainly through representations to control the influence of the business. 

In the film industries, real animals have always been strongly exploited, specially through merchandising the product and entertaining the audiences. 

<Popular Media and Animals> third chapter:

Animal stars were especially crucial in the mid-twentieth American film industry, they embedded human traits for the marketable functions and represented cultural stereotypes for audiences to consume(p55-56).

In studio under Hollywood such as MGM, it had a specific system for training and producing animal related films and products (p51-52), animals were correspondingly becoming part of their physical capitals. 

Jackie the Hollywood MGM lion, one of the animal stars was absolute a moneymaking of the business, has been strongly pressured by Hollywood films for his entire life. 

After the inspiration and success of ‘gimmick pictures’, centring animals and chap production produced by universal-international studio, Jackie had been used to compete it in ‘Fearless Fagan, the wandering lion’.

Poor Jackie had to passively work in a toxic environment, they structured him as a figure or orphan initially to attract the support of the community, after he had been rescued from the Mills Bros. Circus; they focused on ways to generate the revenue such as releasing peanuts merchandise and pictured him with other famous stars; his natural animality of lion had been replaced by gentleness and sensitivity in his characters while he was over 400 pounds, and his film critics will be only relied on his performances instead of his animal natures. 

<Popular Media and Animals> second chapter:

Also, animal testing was becoming more popular after the second war due to the development of science and medicine, therefore the post-war west are more reliant on the constant exploitation of animals. 

Readers of the newspaper based on the cases formed national pets club in 1957, they set strong influence on the vivisection around the world. 

However, proponents of animal rights movement tried to split them from the identity of ‘animal lovers’ by the end of 20th century due to their excessive emotional sympathy towards animal potentially led to the acts of terrorism. 

As mentioned by Peter Singer in his text, the protest raised up by emotional ‘animal-lovers’ has excluded the true issue being discussed in serious political and moral debates, as their extreme actions only lead to negative stereotypes and the marginalisation to the society.  

Here are my notes from re-reading chapters 6 to 10 of the anthropomorphic novel Animal Farm, by following my last week’s blog:

Chapter 6: 

• (P60) Although animals started building the windmill with even hard working labors, they still enjoyed it most of the time as they trusted they were working only for themselves and the result would not be stolen by any human beings.
• (P62) Boxer had been worked hard to make sure everything could be achieved through the building of the windmill. 
• (P63) Napoleon started breaking earliest resolutions by allowing the engagement in trade with the neighboring farms. 
• (P64) Mr Whymper, the solicitor from willingdon behaved as intermediary between animal farm and the outside world.
• (P65) humans’ hatred and anger are raised to the animal farm due to its prospering growth, they thought the windmill would be a failure, but they also appreciated the efficiency of how the animals were well managing their own affairs.
• (P66) when pigs started business with human beings, they moved into the farmhouse for their residence, on the excuse of working as the brain of the farm. They ate their meal in the kitchen, used the drawing room as a recreation room and slept in the bed, which broke the initial 4th of the seven commandments of the animal farm (P67).
• (P68) Only Benjamin had no interests with the build of the windmill.
• (P69) The windmill was in ruins due to the gale in a night with its thin layers, but Napoleon assumed it was snowball came in the night and destroyed their work of nearly a year. And animals still needed to carry on their work on the windmill. 

Chapter 7:

• (P74) animals are in struggles with the need of grain since spring, a context of 400 eggs a week had been signed by Napoleon in the deal with Whymper.
• (P75) To punish the disagreement of hens, Napoleon ordered the hen’s rations to be stopped, and so none hens died at the same time in a day.
• (P77) Squealer pointed out that Snowball had sold himself to Frederick of Pinchfield, which the farm decided to attack the animal farm again. And Napoleon thought Snowball was Jones’ agent (P80) from the very beginning by ignoring other animals’ confusion. 
• (P82) four pigs confessed they had been secretly get in touch with Snowball had been slaughtered by Napoleon’s dogs.
• (P85) Squealer announced the abolishment of the song of ‘Beats of England’ after pigs thought the rebellion had completed through making all the execution of ‘traitors’ to the animal farms. 

Chapter 8:

• (P87) Animal realized pigs broke the 6th of the initial commandment through killings to achieve the exemption. Clover noticed the 6th commandment had been changed to ‘no animal shall kill any other animal without cause.’ 
• (P88) through the rebuild of the windmill project, animals somehow noticed they were been feed less than old Jones’ day: 
• (P91) Napoleon kept good friendship with Mr Pilkington who owns the farm Foxwoods which caused more jealousy of Mr Frederick, who is the owner of Pilkington. It brings back Frederick to against them with guns and his men, to knock the windmill down which animals worked on it for 2 years long (p100).
• (P101) chapter 8 is talking about the battle of the windmill happened in the animal farm.
• (P102) The boar Napoleon starts wearing Mr Jones clothes after the windmill battle. (P103) At the same time squealer announced animals with alcohol drinking should be punished to death, whereas Napoleon asked Whymper to purchase some booklets on brewing and distilling for himself. And over night, Squealer’s act of changing the fifth commandment had been caught by the other animal. 

Chapter 9:

• (P106) Even there are always adjustment of rations, animals believe the important is still bigger than the days controlled by Jones. 
• (P107) Privilege and good education had only been assigned to new born pigs instead of any other animals.
• (P109-110) Sheep’s represent devotee and the rabble to the society led by Napoleon, therefore they always stoped the protest by the others in the story.
• (P112) Boxer eventually went fallen after overworked himself for over years.
• (P113-115) Napoleon and Squealer said Boxer would be sent to the hospital at Willington, instead, it had been noticed that he would be sent to the horse slaughterer. 
• (P116) A scene shows animals from the farm try to beg for horses in charge of the cart not sending boxer to slaughterer in an emotional way, but the pleading had been brutally ignored.

Chapter 10:

• (P125) squealer was being seen eventually that he walked in a human being way, following up with a file of pigs walking with their hind legs.
• (P126) The scene shows a moment where animals finally start protesting against the hierarchy and horror by the pigs in the animal farm.
• (P127) The constantly change of commandment set by pigs reasoned everything they wanted to take advantages of from since the beginning of the story, and eventually they behaved more like humans to be in charge of the whole farm. 

Here are my notes on the paper:

In the coming two weeks, I will re-read The Animal Farm and do some notes to assist me use them as a reference in my thesis in the future–

Here are my notes between the first and the fifth chapter:

Chapter 1:

• By reading Animal Farm, the first chapter depicts the rebellion was led by the ‘old major’ in Mr Jones’ farm with other animals, which they agreed beings with two legs like their lord Jones are bad, who is doing no labors but only set them to work.  The old major led the farm animals to sing the song ‘beasts of england’ in this topic, which represented their determination of seeking of freedom in their life.

Chapter 2:

• The second chapter talks about two young boars, snowball and napoleon took most duty left by the old Major after his death. They structured a system called ‘animalism’, and letting the other animals trust it is a must to expel Mr Jones and his men in the farm through the successful action of fight. Without being physically controlled anymore, they listed main principles of animalism to seven commandments through the three months studies of read and write.

Chapter 3:

• The third chapter points out pigs took the leadership in the farm with their superior knowledges, while they were not doing any practical work. 
• For the other animals, they overcame difficulties of using human being’s tools and received a lot of pleasures by getting more food to eat, working with a more balanced task allocation.
• Pigs painted their flag on an old green table cloth to represent their future republic of the animals with the weekly meeting started running.
• Main boars in this novel, Snowball and Napoleon always have opposite arguments in their plans and decisions of the farm.
• Harness room became a headquarters for pigs to learn and study, pig Snowball formed most committees for the farm such as the egg production committee for the hens. However, due to the gap of intelligence quotient between different animals in the farm, not every one of them knew the whole alphabet. 
• (P38-39) Apples were being commented to bring to the harness room for pigs, due to they assumed themselves as the most important brain workers in the farm. Also, the milk was mixed into pig’s mash in everyday. 
• (P39) On the sake of gaining more food, pigs threatened the other animals that Mr Jones would be back with their failures in arranging the farm.

Chapter 4:

• This chapter shows about how did Mr Jones moan of the animal farm and his experience in the red look at willing-don (P40). And how the owners Mr Pilkington and Mr Frederick respectively from the adjoined farms Foxwood and Pinchfield (P41) were terrified by the animal farm, or Manor Farm, from what they called it. 
• Meanwhile, human beings raised up their hatred to the  song of ‘Beast of England’ (P42). 
• Another war carried by Mr Jones and his men were happening in early October, which was been expected and well prepared to defense by the animal farm, it ended up with retreating human beings, the death of the sheep; and the wound of Snowball.  

Chapter 5:

• This chapter starts with Mollie, the foolish and pretty mane, had been seen with a Mr Pilkington’s man in a morning (P47). With her drastically disagreements in responding to the truth, she reappeared on the other side of Willing-ton to work for a smart dog cart ran by a fat red faced man who feed her with sugars (P48).
• (P49) The ongoing argument between Snowball and Napoleon: Napoleon was better at canvassing support from the sheep, Snowball was more successful with his brilliant speeches and ideas learnt from ‘Farm and Stockbreeder’.
• (P51) Napoleon held aloof with Snowball’s plan of building up a dynamo in the farm, and he was strongly against the windmill publicly from the start.
• (P52) Benjamin the donkey, was the one not voting for either side of plans of two boars. 
• (P53-55) Snowball had been attacked and expelled by nine enormous dogs reared privately by Napoleon through the meeting, after he let most animals believe on his plan of building up a windmill. 
• (P55) After snowball had been expelled, weekly meeting in Sunday morning had been replaced by special committee of pigs. 
• (P56) The control taken by mainly pigs had raised up protests by the other animals, however, all arguments were terminating with sheep’s tremendous bleating of ‘four legs good, two legs bad!’
• (P57) The porker pig Squealer, his trick of turn black into white had been constantly used to persuade the other animals with Napoleon’s plans. 
• (P58) Napoleon copied the windmill plan and creation organized by Snowball after expelled the latter. 

Here are my notes on the paper:

In this week, I have kept looking at my chosen topic ‘Anthropomorphism’ and focusing on the discourses of design of anthropomorphic characters in animations by reading Paul Well’s Understanding Animation:

In chapter 5, page 203- 204, it mentions about the tendency of creating anthropomorphic characters in opposite genders: the male tends to be defined as how they perform, and the female tends to be defined as how they looked like in a stereotypical way. Most of the time, male characters are more masculine, cunning and aggressive while in opposite binary, female characters are passive and sentimental.

The example of it is shown through the famous characters Micky and Minnie created by the well known Disney animator, that he described Minnie is drawn in the same structure as Minnie only she has been added more make-up on her face, and with a more female poses and costume to show her mannerisms to please audiences.

However it’s also been pointed out that anthropomorphic characters are over juvenilised through their signifiers to please the adult audiences.

Beside, there are also anthropomorphic characters interfere with the concept of ‘gender-bleeding’ shown in the animation such as Tom and Jerry, which ends up a complicating structure of relationship between characters in their story, and their sexuality becomes unstable to define the representation of genders of themselves.

in page 23 of Understanding Animation, it points out early animation uses Anthropomorphic characters include:

1. Gertie the Dinosaur 
2. Felix the Cat
3. Mickey Mouse

Disney company has developed the concept into achieving the hyper-realism in their future work. However, scholars Patrick D. Murphy and Richard Schickel argues these characters hide their natural terrors or wildness through cuteness, joke and musical cues in the performance. 

By looking at the proposal questions, I have started my response as shown below:

The essence of including anthropomorphism in animation

1. How anthropomorphism was structured under the cultural background
2. How do the anthropomorphic characters signify the meaning behind the political issue?
3. How anthropomorphic characters help to create gags in the film
4. The destabilisation of anthropomorphic characters in media studies

Brief Outline:

The use of anthropomorphic characters is commonly seen in old and contemporary media, including animation and films. This thesis will discuss the source of anthropomorphism in art history, the benefit of bringing it to the animation industry, the political meanings relating to a few anthropomorphic animated films, and the destabilisation of ethical issues potentially included in different media forms.   

My methodologies include researching related articles, reading well-known novels, and watching animated films, surrounding my chosen concept ‘anthropomorphism’. Eventually I will be gathering clues and comparing each element I have used in different topics to structure a result.

Hopefully, the reader can form a good structural understanding of anthropomorphism and add it to their creation of art.

Brief Literature:

Starting from the modernism period, where more revolutions happen in people’s lives due to the second world war, more hyperrealist characters show the feature of anthropomorphism appearing in the animation industry. By reading Paul Well’s Understanding Animation and Animation and America, which provides me a concept of how these anthropomorphic characters bring new meanings and gags to the stories and audiences. Through reading George Orwell’s book Animal Farm, it displays anthropomorphic characters designed to reveal political issues of socialist revolution sarcastically. By reading the articles produced by Claire Molloy, they allow me to view potential risks hidden in the use of anthropomorphic characters in media studies.

Bibliography

Topic 1:

1. Wells, P., 2002. Animation and America. Edinburgh: Edinburgh University Press Ltd.
2. Singal, D.J., 1987. Towards a definition of American modernism. American Quarterly, 39(1), pp.7-26.

Topic 2:

1. Orwell, G., 2024. Animal Farm. Wordsworth Editions Limited.
2. Elaheh, F., 2011. Symbols, metaphors and similes in literature: a case study of Animal Farm. Islamic Azad University.
3. Letemendia, V.C., 1992. Revolution on Animal Farm: Orwell’s neglected commentary. Journal of Modern Literature, 18(1), pp.127-137.
4. Fajrina, D., 2016. Character metaphors in George Orwell’s animal farm. Studies in English Language and Education, 3(1), pp.79-88.
5. Animal Farm (1954) Directed by J. Batchelor. [Feature film]. United Kingdom: Associated British-Pathé.
6. SnarkTheMagicDragon (2015) Revolt Of The Toys 1946. 20 June. Available at: https://www.youtube.com/watch?v=G5a31idiJz8&t=480s (Accessed: 5 March 2025).
7. The M3 Media Collection (2021) The Tale of the Fox (1937) English Subtitles Best Quality. 25 July. Available at: https://www.youtube.com/watch?v=2dCvmEY_9fo (Accessed: 5 March 2025).
8. Steve Cutts (2020) The Turning Point. 1 Jane. Available at: https://www.youtube.com/watch?v=p7LDk4D3Q3U (Accessed: 5 March 2025).

Topic 3:

1. Wells, P., 1998. Understanding animation. Routledge.
2. mcanguish1977 (2013) How a Mosquito Operates (1912) Winsor McCay animation. 29 July. Available at: https://www.youtube.com/watch?v=77cn30IeZPU&t=81s (Accessed: 5 March 2025).
3. Open Culture (2016) Gertie the Dinosaur (1914). 27 November. Available at: https://www.youtube.com/watch?v=32pzHWUTcPc (Accessed: 5 March 2025).

Topic 4:

1. Molloy, C., 2011. Popular media and animals. Springer.
2. Molloy, C., 2006. Discourses of anthropomorphism. Liverpool John Moores University (United Kingdom).

In the following few weeks, I will be keep reading the research article and ends up more points for my outline and literature reviews.

In this week I have added a few point to my research and reviewed more online journeys to pursue the knowledge, Beside I have finished reading the Animal Farm written by George Orwell, which is a good piece of example to link my topic ‘Anthropomorphism’ and political issue from the last century.

About the historic background when anthropomorphic characters started appearing in the animations and films, in the journey ‘Towards a Definition of American Modernism’, page 7-8 have pointed out:

( https://www.jstor.org/stable/2712627?seq=1 )

It is a culture to critique the contrast between the modernisation of technologies and dehumanisation as a representation of ambivalence.

From the same journey, page 10-11 point out:

Modernism raised early from symbolism and impressionism, which were built up through different art forms such as symbolist and paintings they emphasise on what they have been effected emotionally through the object instead focusing on the real thing. They explore beyond world structure under the positivism while sharing more unpredictable experience from human perception.

After reading journals around Animal Farm, here is what I gathered in my notes:

<Animal Farm>

Inspiring history located:

https://academicjournals.org/article/article1379412793_Fadaee.pdf/1000

The characters in Animal Farm were created by the author as metaphors for the Soviet Union leaders in beginning of the 20 century. Based on the analysis of characters in the story, the writer of the journey Symbols, metaphors and similes in literature: A case study of “Animal Farm”, page 5, found the resemblances of characters of the government’s leaders at the time to the following animals found in the story.

In Revolution on Animal Farm:

Orwell’s Neglected Commen

https://www.jstor.org/stable/3831551?seq=1

P127-p128 points out the political meaning hidden behind the text by its author, and revealing the revolution of democratic socialist represented by the Animal farm:

In Character Metaphors in George Orwell’s Animal Farm, Chapter four points out the real character which been metaphorically exposed by anthropomorphic animals: 

https://web.archive.org/web/20180412075731id_/http://www.jurnal.unsyiah.ac.id/SiELE/article/viewFile/3391/3177

Real characters anthropomorphism: (p6)

Revolution on Animal Farm: Orwell’s Neglected Commentary

https://www.jstor.org/stable/3831551?seq=9

page 135: the concept of ‘socialism’ and its danger through the whole book, its benefits overlay on top of the Russian regime:

Page 137: Concepts in the book/animation

Difficulty of the socialist revolution: ‘if people outside still thought that that particular form of revolution could succeed without betraying its goals, nothing new could be accomplished.’

Page 136:

Unless everyone makes the revolution for him or herself without surrendering power to an elite, there will be little hope for freedom or equality. A revolution in which violence and conspiracy become the tools most resorted to, one which is led by a consciously or unconsciously power-hungry group, will inevitably betray its own principles.

Refer to the book: Failing to protest when the pigs kept the milk and apples for themselves, the other animals surrendered what power they might have had to pig leadership. Had they been “alert and [known] how to chuck out their leaders”31 once the latter had fulfilled their task, the original spirit of Animal Farm might have been salvaged. 

Page 137:

Conclusion:

Acceptance of the notion of class struggle could not lead to an instant transformation of society unless those who would transform it accepted also the difficult burden of political power, both at the time of and after the revolution. While the most corrupting force on Animal Farm was the deception practiced upon the other animals by the pigs, the greatest danger came from the reluctance of the oppressed creatures to believe in an alternative between porcine and human rule.

Which, the anthropomorphic pigs are a dangerous sign throughout the whole book.

Under my 4th question ‘ The benefits and drawbacks of anthropomorphism’ under this chosen topic, here is my notes based upon reading Claire Molloy’s journals:

ournal: Discourses of Anthropomorphism

http://researchonline.ljmu.ac.uk/id/eprint/5858/1/439070.pdf

Page 3 points out the emotions which are been added to the anthropomorphic animals are mainly working for humans’ interests of state, scientific, and commercial discourses:

Documentaries or films with subjective way of shooting are being controlled by popular culture.

In the other journal written by Malloy Claire, Popular Media and Animals, https://books.google.co.uk/books?id=TCR-DAAAQBAJ&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false  page 8:

She has also pointed out the representative animals in any media written by humans may not be seen their ‘reality’, their ‘reality’ is being formed through representation. It is working for culture

P12 points out the concept of anthropomorphism has destabilised the boundary between human and non-human.   

P20 points out the anthropomorphism could distant the issue happened within animal rights, instead, they treat them as an over sentimental thing. 

In the following week, I will be concentrating on producing the work to hand-in before the easter:

In this week I have mainly checked two books written by Paul Well:

1. Understanding Animation
2. Animation and America

Through the help of the index, I could look straight on the paragraph talking about my chosen topic ‘Anthropomorphism’ in them. And below are the notes I have made + the relating questions I could think about to research and answer in my essay in different topics:

Key words: Anthropomorphism 

Potential question 1:

How anthropomorphism was structured under the historic background?

Relating to the historic background, Animation and America, p24 points out the influence caused by Second World War and modernity altered the way how humans view their physical and material world. Which encouraging art practice during the period to challenge traditional orthodoxies with constant change, to achieve the revolution and renovation of modernism.

(Quote from any book of the depiction of modernism is needed. )

Correspondingly, anthropomorphic characters support audiences to explore different scenarios through changing identities, metamorphosis, dehumanising and restructuring themselves in the story; without bounding into any industrial orthodoxies, they are living in an uncertain reality and working for the need of gags to structure more possibilities and values. 

Talk about how the abstractions inspire the appearance of anthropomorphic characters. Animation and American, p20, the animator pioneers under the time experiment the limits of graphic space, ‘playing out narration of perception and memory in rapid metamorphosis.’ They play ‘lines, shapes, forms in the enunciation of time, space, weight and flow’ at the same period.

Potential question 2:

How the anthropomorphic characters signify meaning behind political issue?

Animation and American: p22, the abstraction of anthropomorphism in early American animation achieved through developing technologies in the industry, which explores the relationship between humanity and animality and the expression of humans after being challenged. It reflect the possible lack of humanity in society, philosophy and mechanisation.

Films: Bambi (1942), Animal farm (1954), Watership Down (1978), The Lorax (1972) (Understanding Animation p63) The tale of the Fox (1937).

The revolt of the toys (1945) anti-nazi film, reflecting the oppression of the wartime Nazi

The king and the mockingbird (1980).

The turning point (2020), showing the destruction of habitat through animal perspective. 

Relating back to the benefits of adding anthropomorphic gags to the film to talk about why they can easily be understood. Such as building up connections through performances, no political references under the sensitive topics, animal behaviour is an internal sources to be read with foibles and flaws in the film. 

Potential question 3:

How anthropomorphic characters help to create gags in the film??

However, their representation as ‘animal forms’ work well for gags in films.

Understanding Animation: p129: In the early ‘trick’ films, audiences were mostly unallied with characters which create random humours as gags in a story with a lack of continuity and empathy. However, the added human personalities of anthropomorphic characters allows audiences to be emotionally attached by the way how stories are being told and how their characteristics are being expressed with freedom. 

Examples (Case study textual Analysis by using key elements) in early films: 

Key elements of building up personalised characters in films include:

1. Eye contact between characters and audiences to break up the 4th wall. 
2. Facial expressions to deliver emotions and expressions.
3. Recognised physical poses in the set.
4. Clear motivation set and acted by the anthropomorphic character itself within narrations.
5. Physical rhythms show indicate the attitude of the character.
6. The character is taking responsibility of the film as an actor.

Windsor McCay

Mosquito in ‘How a mosquito operates (1912)’

Dinosaur in’ Gertie the Dinosaur (1914)’

Meanwhile, in Disney films, Walt’s seek for anti-stereotype of traditional gags functioned through the use of ‘caricature’ and ‘exaggeration’ in anthropomorphic characters to address human flaws and human foibles. The anthropomorphism helps to build up the natural shortcomings which brings up comedy from internal sources in the film, in which this feature had extended from McCay’s animation. 

Hence, Disney tried to adopt the working process which used by Windsor McCay in Ub Iwerks characters, instead of drawing from one image to the next one, he tended to add ‘in-between’ in the middle of two ‘extreme’ poses. (Animation and American, P21).

Potential question 4:

How do Anthropomorphic characters been designed??

P23, early animation uses Anthropomorphic characters include:

1. Gertie the Dinosaur 
2. Felix the Cat
3. Mickey Mouse

Disney company has developed the concept into achieving the hyper-realism in their future work. However, scholars Patrick D. Murphy and Richard Schickel argues these characters hide their natural terrors or wildness through cuteness, joke and musical cues in the performance. 

Understanding animation p203: character designs within Anthropomophrism in Disney films 

Potential question 5:

The benefits and drawbacks of anthropomorphism??

In next week I will try to develop potential questions listed above into a draft of the essay structure and let the lecturer to look at it to gain feedback. Meanwhile, I will be looking at specific case study with doing textual analysis to answer each question I have set. Beside, I will be looking at the other books I borrowed from the school library.

In this week’s session we have been introduced the main points of structuring the thesis of the course, and here is my notes:

Due to I was interesting in the topic of anthropomorphic creatures, I have been recommended to read essays written by the author Claire Molloy online:

Meanwhile I start borrowing library books which connect this concept to the animation.