Drawing as collective self-care: Leeds animation workshop’s collaborative practices during the pandemic
Bibliographic record
Abstract
Studies and debates about the impact of the Covid-19 (Covid-19 is the term widely used to denote the SARS-CoV-2 virus and adopted by the World Health Organization when communicating with the public) pandemic on the film and moving image industry have emphasized the economic and cultural consequences of lockdowns and social restrictions on cinematic productions and theatrical and festival circuits, leading to the rise of streaming platforms and services. Within this discussion, little attention has been drawn to the independent sector of non-profit cooperatives or collectives, grassroots distribution companies and community archives involved in feminist and lesbian, gay, bisexual, transgender, queer, intersex and asexual+ activism. This essay examines this area of post-pandemic cinema through the example of Leeds Animation Workshop, a women-run, feminist collective. Since its establishment in the eponymous West-Yorkshire city in 1978, the collective has been producing and distributing gender-focused animation films about social and educational issues worldwide. My argument is that Leeds Animation Workshop’s online media activities during the pandemic signal less an adjustment to a new media environment in response to social restrictions than a repurposing of their gendered and participatory media practices for social change and critical intervention.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".