Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a review of articles from journals, books, and websites.

These will provide information for better understanding of the topic under the

study.

The Technique of Film Animation

Animation films, according to the book of Halas & Manvell, (1970) book,

which is a technical, sophisticated manual for professionals, covers all aspects of

the animation process; it does not use a simple step-by-step, do-it-at-home

approach. It begins by discussing the history of animation and the physical laws

and aesthetic principles which govern the art. A section on the uses of animation

(e.g., for television commercials, public relations films, educational films)

assumes the animator has professional equipment and ties with the film industry.

However, the book is valuable for the student of this type of film making, as it

recounts in complete detail the steps that go into animation, including design,

budgeting, and production. The roles of the artists and technicians are examined

as they contribute to the process of making an animated film. The use of a

matching sound track is discussed, and there are sections on puppet films,

widescreen animation, and animation techniques which are likely to be used in

the future, including computer animation. The text is illustrated with a large

number of still shots from animated productions

Halas/dp/B000KBG1WU/)).

How Young Children Learn English As Another Language

Dunn (2011) stated that young children are acquirers of natural language;

unlike adolescents and adults, they are self-motivated to pick up language

without intentional awareness. They can mimic pronunciation and work out the

rules on their own. Any idea that learning to speak in English is difficult does not

occur to them unless it is suggested by adults who, through grammar based

textbooks, probably learned English academically at a later age. Read the notes

below on learning English as another language for young children. Children

gradually build up phrases consisting of a single memorized word to which they

add words from their vocabulary (' a dog, ' a brown dog, ' a brown and black dog

') or a single memorized language to which they add their own input ('That's my

chair,' 'Time to play'). Children gradually begin to create whole sentences,

depending on the frequency of exposure to English and the quality of experience.

He also stated that the brains of boys develop differently from those of girls, and

this affects how boys pick up and use words. Mixed classes sometimes provide

little for boys, who may be overshadowed by the natural ability of girls to use

language and it is more difficult for young children to pick up English if they do

not have the right type of experiences, accompanied by adult support using

parenting techniques

(http://learnenglishkids.britishcouncil.org/parents/articles/how-young-children-

learn-english-another-language).
English Language

Nordquist said that the term "English" comes from Anglish, the Angles '

speech, one of the three Germanic tribes that over the fifth century invaded

England. English is the primary language of several countries, including

Australia, Canada, New Zealand, United Kingdom and many of its former

colonies, and the United States, and the second language of a number of

multilingual countries, including India, Singapore, and the Philippines. It is also

an official language in several African countries, such as Liberia, Nigeria, and

South Africa, but is spoken in more than 100 countries around the world. . It's

learned around the world by children in school as a foreign language and often

becomes a common denominator between people of different nationalities when

they meet while traveling, doing business, or in other contexts

(https://bit.ly/2LmX3YW).

Financial Structure

Goldstein (2012) stated that there are striking similarities as well as

differences. For example, everybody spends a huge chunk of their budget on

housing. Rich, middle-class, and affluent families expend equal shares of their
budgets on clothes, shoes, and food outside their homes. But poor families

spend much more of their budget on basic necessities like home food, utilities,

and health care. Rich families can devote a much larger portion of their

expenditure to education, and a much larger portion to save for retirement. The

retirement line, by the way, includes social security contributions and private

pension plans (https://n.pr/2Osf1ei).

Effects Of Watching Animation Films

Mandrapa (2014). I was so crazy about cartoons when I was a kid. You

can tell I've been hooked on them. I recall that at 7 p.m. my parents had to be

home to film the latest episode of Teenage Mutant Ninja Turtles, so my brother

and I could replay it after school the next day. I knew about those "Heroes in the

Half Shell" every detail. Another important part of my childhood was He-Man and

Universe Masters. Not only did I watch cartoons, but I also gathered all the

heroes ' action figures from He-Man with passion. I used to play with these toys

after the episode on TV (or VHS) was over, imagining how Man-at-Arms fights

against Skeleton and destroys his army, or how villain Hordak attacks Castle

Grayskull on Eternia.

I have spent many Saturday and Sunday mornings watching Disney animated

feature films such as Beauty and the Beast (a beast capturing the heart of a

beauty after so many troubles), The Sword in the Stone (wizard battle), Snow
White and the Seven Dwarfs (I always thought this hideous evil witch and her

poisonous apple might go after me while I was sleeping).

I like certain things and I enjoy them. We're all doing it. That doesn't mean

they're all perfect for us, though. As grown-ups, we often realize which later. The

same is true of cartoons. Besides the positive aspects of cartoons you had the

opportunity to read about last Friday in our blog, there are also some negative

effects of such shows on kids that parents should be aware of before letting their

kids watch them. Checking out the "dark side" of this illustrated visual art, as

some define cartoons, may therefore be useful. Violence, Leonardo, one of the

Teenage Mutant Ninja Turtles, viciously beats up and destroys the evil Krang’s

army. The result: arms and legs are broken everywhere, heads smacked, houses

destroyed, total destruction. Remember Jerry and Tom? Well, they’re constantly

fighting and chasing each other, looking for some sort of revenge. Wile E Covote

and the Road Runner were in the same situation. Always somebody gets beaten.

I have to add a lot of hard beat.

Throwing a grand piano on someone’s head, gunshots, explosives in someone’s

hand or mouth and the subsequent loud explosion are all subliminal or quite

direct messages depicting violence flowing into the minds of children. Children

absorb these scenes like a sponge and accept violence as normal and common

thing. Children who see shows that violence is very realistic, often repeated or

unpunished are more likely to imitate what they see. American Academy of

Pediatrics (AAP) experts say children who watch violent cartoons tend to be
nervous, aggressive, and disobedient. These kids are also prone to health

issues.

The Cartoon “Pokémon”, created by Satoshi Tajiri in 1995, belongs to anime.

Pokémons never die despite the hard blows they get all the time as they have the

ability to recover energy. In 1997, 653 children were admitted to hospital with

epileptic seizures in Japan. After detailed research, the seizures were found to

be caused by flashing red and blue lights that appeared in Pokémon's 38th

episode, which was watched by children that night. The episode has never been

released commercially or re-broadcast anywhere in the world, as it has been

censored by the Japanese government. As censored by the Japanese

government, the episode has never been released commercially or re-broadcast

anywhere in the world. There are other health issues that are less severe.

It's obvious, for example, that there's nothing good about sitting in front of the

TV all day watching cartoons. This can only impair the vision of children or

contribute to disruptions in the curvature of the spine. There are also issues with

obesity due to lack of physical activity. In addition, most studies emphasize the

negative impact of cartoons on children's speech development by the age of

three. Psychologists claim that watching cartoons is a passive activity in which

the proper expression of speech involves little effort.

Role models, children also interact with the characters when watching

cartoons. The problem, however, is that these characters are usually inadequate

for any classification because they are too violent or have supernatural powers.
 They can fly, fire the spider web from the wrist, leap from the top of the

skyscraper on the surrounding buildings, throw a lightning bolt, run faster than

the wind, fall from the 10th floor and stay unharmed, beat 15 criminals alone, and

the like. We can easily turn these violent characters into role models. Without the

parents ' guidance, who will explain the difference between reality and fiction

(which is not always the case as they are usually busy and prefer to leave the

kids in front of the television), children can use cartoons as a substitute for real

life. This could pose a threat to the emotional development of the child. Sadly,

there are situations where kids take serious cartoons (https://bit.ly/2rQqonM).

Reasons why animation films is good for students

Wasilewska (2016), we all know that there are amazing animated films.

Cartoons will give you a better feeling. They can comfort a sick child, calm you

when you're upset, or laugh when you're sad! Who of us, to name but a few, did

not see Shrek or Ice Age? But, have you ever wondered why kids are so fond of

animated films?

Reason 1 – Common Animated Films, also referred to as cartoons, are

universal films with which all can connect. We also have a clear message to

which children will relate. And that means we are universal in order to enjoy it for

everyone! We know what matters in Shrek is what's inside. All the films of Toy

Story teach us to let go and to be friends. The King of the Lion teaches us
responsibility and faces your problems. These are all things to which we can all

relate. The tale that even a boy, 3 or 4 years old, can understand is always good

morale.

Reason 2 - Most cartoons are humorous and it creates a great, positive

atmosphere in the classroom. If they make our students happy and encourages

students to come more willingly. Furthermore, when people laugh at their brains,

they generate and release endorphins that make them feel better, both physically

and mentally.

Reason 3 - Looking at classroom cartoons will improve focus and

motivation. We all know how hard it is sometimes during the class to attract the

attention of our students. A short film that is used as a warm-up, buffer or closer

is a perfect solution. Animations can sometimes encourage us to demonstrate

our interest in something that we would not otherwise have entertained. They can

make it easier for learners to understand complex ideas. They have the power to

attract a person's attention without boring them for hours.

Reason 4 - Animated films are emotional. We understand and remember

more when feelings are involved, so if you use an animated film to teach

vocabulary or grammar structure or simply to improve the language skills of

students-animated film will ensure success. Neuroscientists believe that if

something affects our feelings, we will remember more and more. And the

cartoons have all of them: indignation, anger, love, envy, excitement, fear, joy,

anxiety, anticipation, pleasure, admiration, and much more.

we might feel like children again while watching them. For my parents, I often use

animated films-sometimes in their 50s, and they just love them. On the other

hand, using with teens brings back good memories of the time when their lives

are "much simpler and more interesting" They would never say no to a short

cartoon.

Reason 6 - Developing imagination and critical thinking. Animated films

promote the creativity and critical thinking of children. They have something

special about them, they can build their imagination, they can construct endings,

they can imagine themselves to be one of the characters, they can connect with

them, and they can ask questions and much more. Through pictures they see the

world and there is nothing better than a good cartoon to help them understand

the world around them. Clearly, there are many more explanations why animated

films in an English classroom can be helpful, but I wanted to focus on the first six,

which seems to me to be sufficiently convincing to introduce short films in the

classroom (https://bit.ly/2sUKFZP).