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TERS YÜZ ANİMASYON FİLMİNDE ZİHİNSEL VE ÇEVRESEL MEKAN ANALİZİ

Year 2023, Volume: 3 Issue: 1, 38 - 57, 01.01.2023

Abstract

Sinema, gerçek dünyadan referans alarak ve güçlü anlatım tekniği ile mesaj verebilen bir araçtır. Ters Yüz filmi bu kavramsal bağlamları detaylı bir biçimde sunmak için bir örnektir. 11 yaşına kadar Minnesota'da kırsal bir bölgede ailesi ile yaşayan Riley, San Francisco’ya taşınır ve hayatındaki değişiklikler duygularını etkilemeye başlar. Filmde, karakter haline getirilen duygular ile ve zihinde mekânlaşan ortam yoluyla Riley’in çevresel etkilere verdiği tepkiler ve bu doğrultuda zihinsel mekânın değişimi ve gelişimi okunabilmektedir. Çalışmanın amacı filmdeki zihinsel ve çevresel mekanların incelenmesidir. Çalışma nitel desende kurulmuştur Doküman incelemesi yoluyla toplanan veriler betimsel içerik analizi ve mekânsal tematik kavram haritalaması ile sunulmuştur. Çalışmada karakterin bebeklikten yetişkinliğe olan süreçte mekân kavrayışı gelişim evreleri doğrultusunda analiz edilmiştir. Riley’in hayatındaki mekânsal ve duygusal farklılıkların zihnindeki somutlaşmış mekân ve karakterler üzerindeki etkisi ile oluşan değişiklikler serimlenmiştir. Sonuç olarak, karakterin bebeklikten yetişkinliğe giden yaşamındaki değişiklikleri duyuları geliştiği ölçüde algıladığı ve zihnine kodladığı görülmüştür. Gerçek mekân üzerinden zihnine aktardığı çevresel mekânın ve soyut olan mekânsal kavramların zihinde görsel olarak somutlaştırıldığı saptanmıştır. Animasyon filmlerinde zengin ve yaratıcı anlatımın çevresel ve zihinsel mekânı anlamak için elverişli bir ortam sunduğu söylenebilir.

References

  • Akarsu, F. (1984). Piaget’e göre çocukta mekân kavramının gelişimi. Mimarlık, 84(9), 31-33.
  • Aral, N. & Baran, G. (2011). Çocuk gelişimi. Ya-pa Yayın.
  • Bedekar, M. & Joshi, P. (2020). Cartoon films and its impact on children's mentality. Research Review International Journal of Multidisciplinary, 05, 13-18.
  • Blades, M. (1989). Children’s ability to learn about the environment from direct experience and from spatial representations. Children’s Environments Quarterly, 6(2/3), 4–14.
  • Braun, V. & Clarke, V. (2008). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
  • Bretschneider, P., Cirilli, S., Jones, T., Lynch, S. & Wilson, N. (2017). Document review as a qualitative research data collection method for teacher research. In SAGE Research Methods Cases Part 2, SAGE Publications, Ltd.
  • Call, N. (2010). The thinking child. brain- based learning for the early years foundation stage. MPG Books Ltd Printed.
  • Çanakçıoğlu, N. G. (2012). Çocukta mekân algısının gelişimi ve mekânsal imge zenginliği bakımından malzemenin önemi. Mimarlıkta Malzeme, 22, 74-81.
  • Daley, B. J. (2004). Using concept maps in qualitative research: Concept maps: Theory, methodology, technology [Konferans sunumu]. First Int. Conference on Concept Mapping Pamplona, İspanya.
  • Docter, P. (Yönetmen). (2015) Inside out [Ters yüz] [Animasyon Film].
  • Geçimli, M. & Canoğlu, S. (2020). Çocuk ve mekân algısı üzerine bir uygulama. Uluslararası Disiplinler Arası ve Kültürlerarası Sanat, 5(10), 227-237.
  • Herman, J.F. (1980). Children's cognitive maps of large-scale spaces: Effects of exploration, direction, and repeated experience. Journal of Experimental Child Psychology, 29(1), 126-143.
  • Liben, L.S. & Downs, R.M. (1993). Understanding person-space-map relations: Cartographic and developmental perspectives. Developmental Psychology, 29(4), 739–752.
  • Matthews, M.H. (1980). The mental maps of children: Images of Coventry’s city centre. Geography, 65(3), 169–179.
  • Michalko, M. (2001). Cracking creativity: the secrets of creative genius. California Ten Speed.
  • Mooney, J. (2015). Emerging faculty learning modalities: Implications for educational leaders in postsecondary institutions in Canada [Konferans sunumu]. 8th International Conference on Education, Research, and Innovation (iCERi), İspanya.
  • Nane, P. (2021). Deneyim ve anlatı odağında mekâna yeniden bakmak: Perec ve Butor’un yazınında mekânın temsil biçimleri. Tasarım+ Kuram, 17(33), 163-175.
  • Norberg-Schulz, C. (1965). Intensions in architecture. The MIT Press.
  • Palinkas, L.A., Horwitz, S.M., Green, C.A., Wisdom, J.P., Duan, N. & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Adm Policy Ment Health, 42(5), 533-44.
  • Plester, B. & Blades, M. & Spencer, C. (2006). Children’s understanding of environmental representations: Aerial photographs and model towns. In C. Spencer & M. Blades (Eds.), Children and their Environments: Learning, Using and Designing Spaces (pp. 42-56). Cambridge University Press.
  • Rapoport, A. (2004). Kültür mimarlık tasarım. YEM Yayın.
  • Sanoff, H. (1995). Creating environments for young children. Book Masters Inc.
  • Stedman, R.C. (2003). Is it really just a social construction? The contribution of the physical environment to sense of place. Society and Natural Resources, 16, 671–685.
  • Tucker, İ. (2011). Mekân olarak psikoloji: bedenlenmiş ilişkisellik. Sosyal ve Kişilik Psikolojisi Pusulası, 5(5), 231-238.
  • Vaismoradi, M., Turunen, H. & Bondas, T. (2013), Qualitative descriptive study. Nurs Health Sci, 15, 398-405.
  • Whitley, D. (2008). The idea of nature in Disney animation. Ashgate Publishing Company.

MENTAL AND ENVIRONMENTAL SPATIAL ANALYSIS IN THE INSIDE OUT ANIMATION FILM

Year 2023, Volume: 3 Issue: 1, 38 - 57, 01.01.2023

Abstract

Cinema is a tool that can give a message by taking reference from the real world and with a strong narrative technique. The movie Inside Out is an example to present these conceptual contexts in detail. Living with her family in rural Minnesota until the age of 11, Riley moves to San Francisco and changes in her life begin to affect her emotions. In the film, Riley's reactions to environmental effects and the change and development of mental space in this direction can be read through the emotions turned into characters and the environment that is located in the mind. The aim of the study is to examine the mental and environmental spaces in the film. The study was established in a qualitative design. The data collected through document review were presented with descriptive content analysis and spatial thematic mapping. In the study, the spatial perception of the character in the process from infancy to adulthood was analyzed in line with the developmental stages. The changes that occur with the effect of spatial and emotional differences in Riley's life on the embodied space and characters in his mind are revealed. As a result, it has been seen that the character perceives the changes in his life from infancy to adulthood to the extent that his senses develop and codes them in his mind. It has been determined that the environmental space and abstract spatial concepts that he conveys to his mind through real space are visually embodied in the mind. It can be said that the rich and creative expression in animated films provides a favorable environment for understanding the environmental and mental space.

References

  • Akarsu, F. (1984). Piaget’e göre çocukta mekân kavramının gelişimi. Mimarlık, 84(9), 31-33.
  • Aral, N. & Baran, G. (2011). Çocuk gelişimi. Ya-pa Yayın.
  • Bedekar, M. & Joshi, P. (2020). Cartoon films and its impact on children's mentality. Research Review International Journal of Multidisciplinary, 05, 13-18.
  • Blades, M. (1989). Children’s ability to learn about the environment from direct experience and from spatial representations. Children’s Environments Quarterly, 6(2/3), 4–14.
  • Braun, V. & Clarke, V. (2008). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
  • Bretschneider, P., Cirilli, S., Jones, T., Lynch, S. & Wilson, N. (2017). Document review as a qualitative research data collection method for teacher research. In SAGE Research Methods Cases Part 2, SAGE Publications, Ltd.
  • Call, N. (2010). The thinking child. brain- based learning for the early years foundation stage. MPG Books Ltd Printed.
  • Çanakçıoğlu, N. G. (2012). Çocukta mekân algısının gelişimi ve mekânsal imge zenginliği bakımından malzemenin önemi. Mimarlıkta Malzeme, 22, 74-81.
  • Daley, B. J. (2004). Using concept maps in qualitative research: Concept maps: Theory, methodology, technology [Konferans sunumu]. First Int. Conference on Concept Mapping Pamplona, İspanya.
  • Docter, P. (Yönetmen). (2015) Inside out [Ters yüz] [Animasyon Film].
  • Geçimli, M. & Canoğlu, S. (2020). Çocuk ve mekân algısı üzerine bir uygulama. Uluslararası Disiplinler Arası ve Kültürlerarası Sanat, 5(10), 227-237.
  • Herman, J.F. (1980). Children's cognitive maps of large-scale spaces: Effects of exploration, direction, and repeated experience. Journal of Experimental Child Psychology, 29(1), 126-143.
  • Liben, L.S. & Downs, R.M. (1993). Understanding person-space-map relations: Cartographic and developmental perspectives. Developmental Psychology, 29(4), 739–752.
  • Matthews, M.H. (1980). The mental maps of children: Images of Coventry’s city centre. Geography, 65(3), 169–179.
  • Michalko, M. (2001). Cracking creativity: the secrets of creative genius. California Ten Speed.
  • Mooney, J. (2015). Emerging faculty learning modalities: Implications for educational leaders in postsecondary institutions in Canada [Konferans sunumu]. 8th International Conference on Education, Research, and Innovation (iCERi), İspanya.
  • Nane, P. (2021). Deneyim ve anlatı odağında mekâna yeniden bakmak: Perec ve Butor’un yazınında mekânın temsil biçimleri. Tasarım+ Kuram, 17(33), 163-175.
  • Norberg-Schulz, C. (1965). Intensions in architecture. The MIT Press.
  • Palinkas, L.A., Horwitz, S.M., Green, C.A., Wisdom, J.P., Duan, N. & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Adm Policy Ment Health, 42(5), 533-44.
  • Plester, B. & Blades, M. & Spencer, C. (2006). Children’s understanding of environmental representations: Aerial photographs and model towns. In C. Spencer & M. Blades (Eds.), Children and their Environments: Learning, Using and Designing Spaces (pp. 42-56). Cambridge University Press.
  • Rapoport, A. (2004). Kültür mimarlık tasarım. YEM Yayın.
  • Sanoff, H. (1995). Creating environments for young children. Book Masters Inc.
  • Stedman, R.C. (2003). Is it really just a social construction? The contribution of the physical environment to sense of place. Society and Natural Resources, 16, 671–685.
  • Tucker, İ. (2011). Mekân olarak psikoloji: bedenlenmiş ilişkisellik. Sosyal ve Kişilik Psikolojisi Pusulası, 5(5), 231-238.
  • Vaismoradi, M., Turunen, H. & Bondas, T. (2013), Qualitative descriptive study. Nurs Health Sci, 15, 398-405.
  • Whitley, D. (2008). The idea of nature in Disney animation. Ashgate Publishing Company.
There are 26 citations in total.

Details

Primary Language Turkish
Subjects Communication and Media Studies
Journal Section Research Articles
Authors

Emine Köseoğlu 0000-0003-2457-7659

Lütfiye Kıyak 0000-0002-2780-1663

Publication Date January 1, 2023
Submission Date November 16, 2022
Published in Issue Year 2023 Volume: 3 Issue: 1

Cite

APA Köseoğlu, E., & Kıyak, L. (2023). TERS YÜZ ANİMASYON FİLMİNDE ZİHİNSEL VE ÇEVRESEL MEKAN ANALİZİ. İletişim Bilimi Araştırmaları Dergisi, 3(1), 38-57.

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