1. Why Animation was used in Propaganda Videos.

2. Propaganda
Information, ideas, or rumors deliberately spread widely to help or harm a person, group, movement, institution, nation, etc. “The most effective way to destroy people is to deny and obliterate their own understanding of their history”, George Orwell (1984).

3. Propaganda is used in a lot of different media outlets:
Films
Radio
Posters
Books
Advertisements
Sometimes propaganda is well hidden and sometimes not easy to spot.

4. Dr Seuss The Butter Battle Book (1984)
This can be used as an illustration to the arms race
between the U.S. and Russia, perhaps Dr. Seuss was noting on
the ridiculousness of what we were fighting about
This book has been banned from libraries in Canada
and multiple schools around the country because of the books position.

6. United States Animated Propaganda.

7. Der Fuehrer’s Face, Walt Disney (1943).
A propaganda video created for the United States Army and Navy.
Depicted the life of a Nazi soldier in Germany.
Donald is driven to insanity by the grueling work and living conditions, only to wake up to find it’s a dream.

9. Differences between interpretation.

10. Ducktators, Warner Brothers (1941)

11. Difference uses for Propaganda.
‘Ducktators’ was not only a way to discredit Adolf Hitler, but also a way of selling “War Bonds”.
“A war bond was both an investment in one’s country and an investment into one’s own financial future” The National WWII museum.

12. Commando Duck: Donald Duck against the Japanese, Walt Disney (1944)
A cartoon created around the pacific war between the United States and the Japanese.
A war which resulted in the Nuclear war strikes on Hiroshima.
There is an overuse of stereotypical characters throughout.
“Japanese custom says always shoot a man in the back please”.

13. Soviet Union Propaganda.

14. Capitalist sharks: Prophets and lessons, Vyacheslav Kotonochkin (1967)
Focuses on the downfall of the Capitalist Regime, and the rise of a Communist community.
Only parts of the film that are animated focus on the Capitalist characters.
Live action parts were used to show the ‘Realness’ of Communism.

15. Fascist Barbarians: Fascist boots will not trample our motherland, Ivanov and I. Vano. Soyuzmultfilm.(1941).
A soviet film based around World War II.
It showed Adolf Hitler as a horrible beast, stamping on nearby countries.
Until he gets to Russia, and Stalin’s army defeats him.
“When Stalin calls us forth to battle, when our first marshal our brave men does lead”.

17. North Korean Propaganda

18. North Korea Animation DPRK anti USA Imperialism Invasion
Propaganda video directed at children informing them to get an education in order to stop the imperialist order
Recruitment video, those with a higher education earn higher ranks within the army.

20. The effects of Propaganda

21. Stereotypes
Many World War 2 propaganda videos created Stereotypes that are still used today in cartoons.
They cause a negative effect on the culture or individuals the stereotype who it is targeted towards.
After World War 2 germans were considered inhumane for taking orders which they believed only a monster could follow.

22. The Milgram Experiment (1961)
He examined justifications for acts of genocide offered by those accused at the World War II, Nuremberg War Criminal trials. Their defense often was based on "obedience" - that they were just following orders from their superiors.
The experiments began in July 1961, a year after the trial of Adolf Eichmann in Jerusalem. Milgram devised the experiment to answer the question "Could it be that Eichmann and his million accomplices in the Holocaust were just following orders? Could we call them all accomplices?" (Milgram, 1974)

23. Volunteers were recruited for a lab experiment investigating “learning” (re: ethics: deception).  Participants were 40 males, aged between 20 and 50, whose jobs ranged from unskilled to professional, from the New Haven area. They were paid $4.50 for just turning up.
At the beginning of the experiment they were introduced to another participant, who was actually a confederate of the experimenter (Milgram).  They drew straws to determine their roles – learner or teacher – although this was fixed and the confederate was always the learner. There was also an “experimenter” dressed in a grey lab coat, played by an actor (not Milgram).
Two rooms in the Yale Interaction Laboratory were used - one for the learner (with an electric chair) and another for the teacher and experimenter with an electric shock generator.
The “learner” (Mr. Wallace) was strapped to a chair with electrodes. After he has learned a list of word pairs given him to learn, the "teacher" tests him by naming a word and asking the learner to recall its partner/pair from a list of four possible choices.

24. The teacher is told to administer an electric shock every time the learner makes a mistake, increasing the level of shock each time. There were 30 switches on the shock generator marked from 15 volts (slight shock) to 450 (danger – severe shock).
The learner gave mainly wrong answers (on purpose) and for each of these the teacher gave him an electric shock. When the teacher refused to administer a shock the experimenter was to give a series of orders / prods to ensure they continued. There were 4 prods and if one was not obeyed then the experimenter (Mr. Williams) read out the next prod, and so on.
Prod 1: please continue.
Prod 2: the experiment requires you to continue.
Prod 3: It is absolutely essential that you continue.
Prod 4: you have no other choice but to continue.

25. Results
65% (two-thirds) of participants (i.e. teachers) continued to the highest level of 450 volts. All the participants continued to 300 volts.
Milgram did more than one experiment – he carried out 18 variations of his study.  All he did was alter the situation to see how this affected obedience.

26. Why Animation was used in Propaganda Videos

27. Morale Boost
Discredit the enemy
In order to get citizens to buy necessary items, such as savings bonds.
Recruitment
The severity of these points differ depending on the culture.