Multimodality In Audio Visual Translation Of Children’s Animated Films
Denpasar-kabarbalihits
Bull and Anstey (2010) state that there are five semiotic system. These semiotic systems are linguistic, visual, audio, gestural, and spatial. Linguistic is related to some aspects such as vocabulary, generic structure and the grammar of oral and written language. Visual involves dimensional works of art, photographs, illustrated written or verbal discourse, and so on. Audio comprises volume, pitch, and rhythm of music, and sound effects. Gestural is about movement, speed, stillness in facial expression and body language and posture. Spatial refers to proximity, direction, position of layout and organization of objects in space. These multimodalities are interrelated in meaning-making for expressive and informative purposes of audio-visual translation. Audiovisual translation (AVT) has become more and more necessary throughout history due to globalization, the growing cultural exchange between societies, and the ever-growing demand of multimedia materials. According to Chiaro (2008), dubbing and subtitling, the two most common forms of audiovisual translation. These enable audiences whose native language is different to the one from the original film to learn more about various cultures, while at the same time being able to understand the spoken content. When a film is dubbed, it means the visual parts (and often the background noises and the soundtrack) remain the same, whilst the spoken fragments are translated into another language and are visually adapted to the actors’ lip movements and gestures. The goal is to achieve the illusion that the different characters are really speaking the target language. Subtitles, on the other hand, are added as translated text to the original version of the film or series (most of the time on the lower part of the screen), and act as a linguistic aid to enable viewers to follow what is going on the screen.
However, it cannot be ensured that all subtitles presented accurate meaning or message of the original version of the film. Several linguistic units in the subtitles are not certainly related to the context due to several challenges to deal with. Like the subtitles on the children’s animated films. According to Tinland (2017) children’s animated films often have exaggerated features and facial expressions. Moreover, some obscure children cultural references and even jokes tone. The subtitles that are not always in sync with the multimodal elements of the children’s animated films and linguistics can affect the accuracy of meaning or message of the original version of the film. “Barbie of Swan Lake” and “Tinkerbell” are two examples of children’s animated films that very unique due to stories depicted through the animations with several elements like magic, myth, wonder, and the extraordinary things. These films also consist of visual imagery, imaginative themes, and the plots that involve journey, helpful, and friendly creatures or supernatural beings, and settings in fantastic, far-away worlds. Regarding the multimodality elements, these movies have comprehensive multimodality and certain accuracy of message with relational context.
Barbie Swan Like Film 4 minutes 24 seconds
This is the first scene of “Barbie Swan Like Film”. This scene refers to Barbie walking while carrying a petromax lamp as the lighting to her sisters’ bed room. She went to his sisters’ room. She checked whether all of his siblings were asleep or not. All elements of multimodality are clearly depicted. The audio elements refer to the sound effects of animals that sound characteristically at night in quiet and calm situation. Visualization in this scene is shown from several beds with blankets and pillows. In addition, there are also wardrobes, tables, and many more. The color of room wall is brown, which gives a warm and comfortable situation. The gestural element can be seen in Barbie’s smiling face. Her smile symbolizes her gratitude because she could see her siblings still healthy and able to sleep well. The spatial aspect can be seen from the positions of some objects like beds and wardrobes in the bedroom, also petromax lamp. The beds were located next to each other with accompanying objects such as pillows and blankets. The wardrobes were easier to reach by his younger siblings. The petromax lamp that Barbie held also in the right position, which was not so close to the eyes. While the linguistic element refers to the subtitle “oh iya kamu”. In the original version, Barbie did not say anything. So, it can be said that the expression that appear in the subtitle is as the result of addition from the translator. The phrase “oh iya kamu” in the subtitle is certainly not related to the context. It is clear that the context depicted is that Barbie just wants to check whether all of her siblings are sleeping comfortably or not. She did not talk to anyone. She just smiled while holding a petromax lamp as lighting. She smiled without mumbling. Not only that, the the phrase “oh iya kamu” in the subtitle is also inconsistent with all the multimodality elements depicted. This can affect the accuracy of the message to be conveyed in this scene. The accuracy of the message in this scene is in the poor category. The addition of the phrase “oh iya kamu” looks odd and changes the message of the original version of the film. Although all the multimodal elements are well illustrated, the phrase “oh iya kamu” which is not in accordance with the context has caused a distortion of the meaning or message conveyed.
Barbie Swan Like Film 3 minutes 34 seconds
The second is Tinkerbell film. In this scene, Tinkerbell with her friend, Terence, flew happily to a summer fairy camp on the mainland. Tinkerbell was happy to see all friends surround the camp. Suddenly, a blue bird came with a brownish yellow pear. Actually, in the pear there was a big mouse. The multimodality elements appeared in this scene are visual, spatial, audio, gestural, and linguistic. Visual elements can be seen through the depicted of Tinkerbell, as the fairy who was pretty, cheerful, and having thin wings. She also had two eyes, feet, body, like humans. Her hair was brownish yellow. She tied her hair neatly with a green rubber that makes her more beautiful. She wore green dress. The shape of the dress was like a beautifully arranged leaf. Green represents harmony and freshness of life. Besides, there was a big mouse with grey skin in the brownish yellow pear. The pear is like a magnet for mouse. The visualization also come from the situation around the summer camp. There were full of green leaves with a beautiful sky. Spatial refers to the setting of the story, that is, Tinkerbell and the mouse in the surrounding summer camp on the Manland. In creating marvelous atmosphere of the story, there is also the use of audio. The audio elements refer to the back-sound and voice from the characters (Tinkerbell and mouse). Gestural aspect can be seen when Tinkerbell uses her right hand to touch a forehead of the mouse. It is like body language that show affection and care to the mouse. The facial expression of the mouse is very pleasure and calm. Related to the linguistic aspect, it can be seen from the subtitle in the form of phrase “Hiya, Cheese!”. At first, this subtitle is very related to the context of the story, in which, Tinkerbell met with a mouse for the first time and she said hello to the mouse. However, the existence of the word “cheese” in the subtitle can mislead the audience, especially children In fact, there is not found cheese in the depicted story. It is precisely a mouse in the pear. At second, it can be said that the subtitle has not relational context with the visual elements in the film. Even though, many people are familiar if the cheese is closely related to mouse, but it does mean that children also understand it easily. This kind of situation leads to the accuracy of the message in sufficient criteria. There is unnecessary addition that inappropriate with the context of the story and multimodality elements. The message of the original version is quite hard to understand.
Children’s animated film “Barbie of Swan Lake” and “Tinkerbell” presents comprehensive multimodality elements including visual, audio, spatial, gestural, and linguistic. Visual aspects come from the characters, picture, and many more. Audio elements are taken from song, music, and voice of the characters. Spatial refers to the position of the objects and the characters. Linguistic element in this case, refers to the existence of subtitles. The subtitles are not always related to the context of depicted story and multimodality elements, due to several children terms, fantasy situation, and many mor. The accurateness of the message of these films are in three criteria, namely poor, good, and sufficient. (r)
