The use of short animated films to address important social issues and societal needs has a rich tradition. These cartoons follow a stream of ecological propaganda in a variety of films that promote pro-environmental values and beliefs. After surveying films for both the cinema and television, the authors focus on exploring short animated films as pedagogical texts that teach pro-environmental beliefs and encourage ordinate behaviors in entertaining ways. They then discuss the application of the entertainment–education communication strategy through animated films as a means to advance environmental education. In particular, they view short animated films as pedagogical tools that function as exemplary or revelatory parables.
AinsworthS (2008) How do animations influence learning? In: RobinsonDSchrawG (eds) Current Perspectives on Cognition, Learning, and Instruction. Charlotte, NC: Information Age Publishing, 37–67.
AudenWH (1935) Art and psychology. In: GrigsonG (ed.) The Arts Today. London: John Lane, 18–19.
4.
BarakMDoriY (2011) Science education in primary schools: Is an animation worth a thousand pictures?Journal of Science Education and Technology20(5): 608–620.
5.
BarakMAshkarTDoriY (2011) Learning science via animated movies: Its effect on students’ thinking and motivation. Computers and Education56(3): 839–846.
BrownWJ (2010) Steve Irwin’s influence on wildlife conservation. Journal of Communication60: 73–93.
8.
BushAGreshamL (1986) Research note: Communication effects of animation. Journal of Applied Communication Research14: 59–65.
9.
CallusP (2010) Animation as socio-political commentary. Journal of African Media Studies2: 55–71.
10.
ChampouxJ (2001) Animated films as a teaching resource. Journal of Management Education25: 79–100.
11.
CoxMGarrettEGrahamJ (2005) Death in Disney films: Implications for children’s understanding of death. Omega: Journal of Death and Dying 50(4): 267–280.
EngstromE (1995) Schoolhouse Rock: Cartoons as education. Journal of Popular Film and Television23(3): 98–104.
14.
GlassmanMGloudemansT (2002) Paul Driessen: Images et Réflexions. Annecy: International Centre of Animation.
15.
GoulsonCF (1977) Cartoons in the classroom. History and Social Science Teacher12(3): 173–175.
16.
HarrisonRP (1982) Cartoon communication: Research, appreciation, and training. Journal of Visual Verbal Languaging2(1): 29–34.
17.
FurnissM (2016) A New History of Animation. New York: Thames & Hudson.
18.
GoughN (1999) Rethinking the subject: (De)constructing human agency in environmental education research. Environmental Education Research5(1): 35–48.
19.
GrantJ (2001) Masters of Animation. New York: Watson-Guptill.
20.
GreenMC (2006) Narratives and cancer communication. Journal of Communication56 (supplement 1): S163–S183.
21.
GunningT (2019) The cinema of attractions: Early film, its spectators, and the avant-garde. In: DobsonN, et al. (eds) The Animation Studies Reader. London: Bloomsbury Academic.
22.
HeiseUK (2014) Plasmatic nature: Environmentalism and animated film. Public Culture26(2): 301–318.
IngramD (2004) Green Screen: Environmentalism and Hollywood Cinema. Exeter: University of Exeter Press.
25.
KenyonH (1996) Animation for development: UNICEF issues a challenge. Animation Journal, Spring: 85.
26.
KierkegaardS (2009). The point of view. In: HongHHongE (eds) Kierkegaard’s WritingsXXII. Princeton, NJ: Princeton University Press, 40–41.
27.
KingMJ (1996) The audience in the wilderness: The Disney nature films. Journal of Popular Film and Television24(2): 60–68.
28.
KirkwoodW (1985) Parables as metaphors and examples. Quarterly Journal of Speech71: 422–440.
29.
LeskoskyR (1989) The reforming fantasy: Recurrent theme and structure in American studio cartoons. The Velvet Light Trap24: 53–66.
30.
LeviA (2001) New myths for the millennium: Japanese animation. In: LentJ (ed.) Animation in Asia and the Pacific. Bloomington: University of Indiana Press.
31.
MurrayRHeumannJ (2011) That’s All Folks? Eco-critical Readings of American Animated Features. Lincoln: University of Nebraska Press.
32.
Padilla-WalkerL, et al. (2013) Is Disney the nicest place on earth? A content analysis of prosocial behavior in animated Disney films. Journal of Communication63: 393–412.
33.
PalmerC (1947) Cartoon in the classroom. Hollywood Quarterly3(1): 26–33.
34.
PapapetrosS (2012) In/animate victims. Communication and Critical Studies9: 303.
35.
PascalB (1995[1670]) Pensees, trans AJ Krailsheimer. London: Penguin Classics.
36.
Prévot-JulliardAJulliardRClaytonS (2014) Historical evidence for nature disconnection in a 70-year time series of Disney animated films. Public Understanding of Science24(6): 672–680.
37.
ReinermannJL, et al. (2014) Entertainment–education: Storytelling for the greater, greener good. International Journal of Sustainable Development17: 176–191.
SinghalARogersEM (1999) Entertainment–Education: A Communication Strategy for Social Change. New York: Routledge.
40.
StarkieB (1989) The art of Faith Hubley. Animatrix5: 46–54.
41.
StarosielskiN (2011) Movements that are drawn: A history of environmental animation from The Lorax to Fern Gully to Avatar. International Communication Gazette73(1/2): 145–163.
42.
SuckfullM (2010) Films that move us: Moments of narrative impact in an animated short film. Projections4(2): 41–63.
43.
WardA (2002) Mouse Morality: The Rhetoric of Disney Animated Films. Austin: University of Texas.
44.
WhitleyD (2014) The wild and the cute: Disney animation and environmental awareness. In: HoweANYarbroughW (eds) Kidding Around: The Child in Film and Media. New York: Bloomsbury Academic, 211–222.
