This post is intended to be a sort of ‘making of’ of the new e-book I have edited and which has been written by the students in my MA course on Gender Studies this past semester. It is my ninth project of that kind (see the full list at https://gent.uab.cat/saramartinalegre/content/books). These e-books gather together short essays, and in some cases longer papers or brief factsheets, written by students as part of their assessment but mainly with a view to online publication. The new e-book is called Gender in 21st Century Animated Children’s Cinema and it can be downloaded for free from https://ddd.uab.cat/record/236285. I have also uploaded onto the digital repository of my university a narrated PowerPoint corresponding to the symposium presentation “Collaborative authorship: Publishing E-Books on Fantasy and Science Fiction with BA and MA students” (https://ddd.uab.cat/record/236037), which more or less repeats what I describe here (but with illustrations!). This is what I presented at the meeting on born-digital texts to which I referred a few posts ago.
I started publishing e-books with students both in the BA and the MA degrees in English Studies because my university, the Universitat Autònoma de Barcelona, invited all teachers to take advantage of the possibilities open by the digital repositories inaugurated in 2006. In 2013-14 I taught a course on Harry Potter for which I asked my students to write a brief essay about their experience of reading the series. When I saw that the essays had quality and interest I put together a volume which I published online in the digital repository. Then I put together a second volume with the academic papers written to obtain the course grade. These were my first two publications with students, in this case fourth-year BA students in the degree in English Studies, with a C1 to C2 command of English. Next, in 2015, I published a volume gathering together work written for a fourth year BA course on Gender Studies, including again personal essays and papers. I published a second volume a few years later, in 2018.
In the previous four publications I had worked with quite large groups of about 40 BA students. For the next two, Reading Sf Short Fiction: 50 Titles and Gender in 21st Century SF Cinema, I worked with much smaller groups. The science-fiction short fiction guide was written by only 15 BA students enrolled in an elective monographic fourth-year course on this genre. The e-book about gender in sf cinema was written by just 8 MA students in my Gender Studies course, with a similar C1 to C2 level. This is the minimum number this kind of project needs as each of the students had six films in their hands, which also meant six essays for the e-book of about 1500 words each. Of course, I could have chosen to cover less than 50 films, but this is quite a nice number if you want to cover minimally an extensive field. My two most recent projects before the new e-book were Frankenstein’s Film Legacy, written by a group of second year BA students with a lower B2 to C1 level, and Focus on the USA: Representing the Nation in Early 21st Century Documentary Film written by a group of 4th year BA students. This e-book is the most complex publication I have edited so far because I was not familiar myself with about 50% of the films and I had to learn about them as I taught the course. It is also a very long volume, with 90 essays.
All these e-books, published as .pdf files, are available for free from the digital repository of my university. They have generated together more than 22,000 downloads in six years, from a long list of nations all over the world. The most successful one is the short fiction guide which accounts for about 40% of the downloads, and seems to be particularly popular in the United States. I cannot explain its success except that it appears to be the most practical of the e-books I have published with students.
The last e-book has been written by 13 MA students of diverse nationalities (Spanish, American, Chinese, Vietnamese, Italian) who have produced excellent work analysing how animated children’s cinema deals with gender issues. The novelty of the e-book and of the course is that unlike what is habitual in academic work it does not focus on a single animation studio. I did read in preparation for the course the two books by Amy Davis on Disney and another book by Shannon Wooden and Ken Gillam on Pixar. There are, however, no academic books yet on studios such as DreamWorks, Laika, Illumination, Blue Sky and so on. In contrast the e-book includes films by all these and others. The films are in any case all of them English-language films mostly made in the United States because they have been studied in an English Studies degree.
It was by no means easy to focus just on 50 titles, the maximum a small MA group can cover, even though it was my criterion to work only on 21st century films. I am myself a keen spectator of that kind of animated film so I relied on my previous knowledge of the genre to organise the course. Even so, I went through many lists of the best, taking into account that the films should also be interesting from a gender issues perspective. However, I must say there I discarded very few on those grounds for, as my students found out, all films for children implicitly address gender issues. An annoying problem was that many of the films made now have sequels and I found it very difficult to focus just on the first film and disregard the sequels. Perhaps I should have done that but I decided that taking a look at the franchises made sense to see precisely how gender evolved in them, or not at all.
Generally speaking, from the first film, Monsters Inc (2001) to the last, Onward (2020), there has been a general improvement in the treatment of gender though within a rather conservative pattern. Again generally speaking, the female characters are better represented, with many more strong, independent girls and women. Nevertheless, the influence of the Disney Princess stereotype still persists, even in films that try to opposite it openly. Besides, most films addressed to children have male characters as protagonists, even though it is by no means true that men or boys are always positively represented. The other matter that we established is that most animated films addressed to children are stubbornly heteronormative. There were hints that some characters could be gay or lesbian but only in Onward, that is to say last year, did we come across an openly LGBTI+ character, who has, it must be noted, a very minor role. So, on the whole the treatment of gender issues has improved but very slowly and we hope that the pressure put on the studios after the #MeToo campaigns and others will help to make animated children’s films generally more progressive and closer to what the march of gender progress demands.
For those who might be interested, this is how I taught the course. I used two of the ten teaching weeks for an introduction to Gender Studies and to animation, based on four 90’ lectures. Then I used the rest of the eight weeks for students’ class presentations of the gender issues in each film, with two to four 15’ presentations per session, apart from a teacher’s mini-lecture also of about 15’. I offered students a sample presentation, and I myself participated in the course as one more student. Each of us had four films in our hands. When we had to move online because of Covid-19, I kept the same format, though instead of streaming live presentations we used narrated PowerPoints that were later commented on in the corresponding forum. I don’t know whether this was the effect of certain competitiveness but the PowerPoints were in some cases simply spectacular. All students did much more than I asked them for. I must say that if the course had been run face-to-face it would have been impossible to deal with all the material that they uploaded after we went online, with most presentations running to 20 minutes instead of 10 to 15, as I had initially asked. The presentations were intended to be a draft of the essay that students later submitted; this was based on my own sample essay (including credits, film poster, three reasons why the film is interesting, a 1500-word essay). In total we covered 57 films, so the e-book contains 57 essays. I encouraged students to use for both the presentations and for the essays three secondary sources, including film reviews and academic secondary sources. Luckily, this time I had a research assistant helping all of us to find bibliography. We have found some academic work for most of the pre-2010 films but not so much for the more recent films, hence the importance of the film reviews.
I must note that I corrected in depth the essays, handed in two weeks after each presentation, but I did not grade them yet. If they were good enough, I accepted them for publication; if they required revision I returned them for a second draft, to be delivered one week before the final grades were due. That was the case with about 30% of the essays. This might surprise some but I asked students to self-assess: 50% of the final grade came from the essays, 30% from the presentations, and 20% from the forum contributions, that is to say the questions they asked their classmates. All assessed themselves fairly, though I upgraded some marks after going through the revised essays. Once I gathered the 57 essays together (216 pages, 105000 words), I spent about 35 hours revising them for the final publishable version, with most of that time used to correct the second versions of the essays for which I had asked students to rewrite.
I didn’t ask students to see all the films and I have not checked or valued in any way how many they did see, but I assume from their comments that they were familiar directly with at least half (in some cases more, in others less). Regarding the approach to Gender Studies, I have allowed students to express their own views and ideas freely. I am myself a feminist specialised in Masculinities Studies but I have not imposed on my students a single criterion (at least, I hope I have not done that). In any case, rather unified criteria emerged from classroom discussion with very little discrepancy, perhaps because the films are on the whole rather conservative, as I have noted, and they were quite easy to analyse and criticise. The students were clearly much more progressive and advanced in their understanding of gender than the studio executives.
I am extremely proud of my students’ great work. Thank you Rubén Campos, Manu Díaz, Cristina Espejo, Silvia Gervasi, Maria Guallar, Naiara López, Jessiah Mellott, Raquel Prieto, Alba Sánchez, Thu Trang Tran, Jamie Wang, Ting Wang and Helena Zúñiga for a wonderful experience in the midst of a hard time that seems hardly the best for doing good academic work. I hope your e-book is immensely successful!
I publish a post once a week (follow @SaraMartinUAB). Comments are very welcome! Download the yearly volumes from http://ddd.uab.cat/record/116328. Visit my website http://gent.uab.cat/saramartinalegre/