Performing Animation: Practical Foundations for Better Video Reference

Abstract

This article establishes a case for the narratological and performance utility of an embodied approach to creating video reference for animation. Across animation curricula, there is no standard practice-based methodology for developing animators’ performance skills. While there exist some useful explications of how certain forms of acting training can be modified to suit the needs of animators, what is missing is a thorough articulation of how animators engage with animation reference, particularly self-produced video reference. Drawing upon the author’s doctoral research and experience of delivering a practice-led animation pedagogy, this article lays a foundation for the creative utility of an embodied practice when producing video reference. Significantly, this article outlines foundational strategies for engaging animators apprehensive of participating in an embodied practice. Likewise, these strategies may encourage educators to expand the role of reference-making within their animation curricula by providing specific guideposts to follow.