Articles

Misrated Meanings: A Multimodal Semiotic Critique of Age Classification in Streaming Animation

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The globally increase of streaming media has changed not only the circulation of animation but also the structures through which this media content is categorized and controlled. This research critically studies the semiotic boundaries of age classification contexts practical to animated content on platforms like Netflix, arguing that existing age rating is rely unreasonably on superficial-level elements while ignoring the multimodal complexity of making meaning. Based on a qualitative multimodal content analysis of selected animation, K-pop-inspired demon-hunter narratives, this research examines how visual signs, sound design, narrative, and affective intensity interact to produce meanings that exceed their given ‘child-friendly’ category. This research shows that animation has bright color palettes, musical performance, and stylized character design is often considered as suitable for younger children without considering the presence of semiotically dense elements such as demonic symbolism, identity fragmentation, and emotionally intense transformation sequences. The results recommend that existing rating systems inadequately account for the affective and symbolic dimensions of media, particularly in hybrid forms that combine entertainment aesthetics with complex thematic content.

Learning-Based Animation Education in The Post-Covid Era at SMKN 2 Cimahi

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Animation learning at the vocational high school level in the last 5 years has experienced three paradigm changes in the teaching and learning process, namely offline learning before Covid-19, online learning during Covid-19 and blended learning in the post-Covid-19 period. This study aims to describe the conditions of animation learning with blended learning in the post-covid period in the Animation Study Program of SMKN 2 Cimahi. This study uses a qualitative approach with a case study method. Data collection techniques are carried out by interview and observation. The results of the study show that the results of learning with the blended learning method can improve students’ animation skills better than during the learning period with the full online method.