Sign in or register
for additional privileges

Birth of An Industry: Blackface Minstrelsy and the Rise of American Animation

Nicholas Sammond, Author

This page was created by Patricia Hill.  The last update was by Alice Xue.

You appear to be using an older verion of Internet Explorer. For the best experience please upgrade your IE version or switch to a another web browser.

Introduction, Page 21

Animators and the cartoons they produced were and are the twentieth-century inheritors of the iconography, conventions, and performance tropes of blackface minstrelsy.

In Harman and Ising's Bosko the Talk-Ink Kid, circa 1930, Bosko performs the audience interaction common to both minstrelsy and vaudeville. By the late 1930s, the associative links between cartoons and the minstrel stage had become largely vestigial, but at the beginning of the decade they still had currency. Bosko performs a classic two-act with animator Rudy Ising as his interlocutor, in a dynamic that Disney would reprise in performances of the father/son relationship between Walt Disney and Mickey Mouse.   

In the 1840s—not long after the mythical "originator" of the practice of blackface minstrelsy Thomas Dartmouth Rice began blacking up as Jim Crow—Stephen Foster began writing minstrel classics such as "Old Folks at Home" and "Camptown Races." But Rice had already penned the most enduring minstrel song, "Old Zip Coon," which later became "Turkey in the Straw." That tune is well-known today, not as a staple of the minstrel stage but as the innocuous melody that heralds ice cream trucks
Comment on this page
 

Discussion of "Introduction, Page 21"

Add your voice to this discussion.

Checking your signed in status ...

Previous page on path Introduction, page 12 of 17 Next page on path

Related:  Race, Page 206,  Space, Page 184,  Performance, Page 74,  Race, Page 204,  Race, Page 231,  Performance, Page 35,  Performance, Page 84,  Labor, Page 132,  Space, Page 165,  Space, Page 181,  Performance, Page 72,  Space, Page 182,  Space, Page 162,  Space, Page 177,  Labor, Page 88,  Space, Page 163,  Performance, Page 44,  Conclusion, Page 292,  Performance, Page 47,  Labor, Page 98,  Introduction, Page 6,  Introduction, Page 30,  Labor, Page 122,  Conclusion, Page 291,  Space, Page 178,  Race, Page 261,  Introduction, Page 29,  Race, Page 230,  Space, Page 194,  Conclusion, Page 304,  Space, Page 188,  Race, Page 213,  Performance, Page 34,  Race, Page 239,  Space, Page 138,  Introduction, Page 23,  Space, Page 175,  Performance, Page 46,  Space, Page 148,  Performance, Page 50,  Conclusion, Page 298,  Race, Page 224,  Labor, Page 128,  Space, Page 193,  Race, Page 251,  Space, Page 146,  Performance, Page 82,  Race, Page 258,  Race, Page 220,  Space, Page 187,  Introduction, Page 1,  Race, Page 248,  Space, Page 190,  Space, Page 172,  Conclusion, Page 296,  Performance, Page 60,  Introduction, Page 14,  Performance, Page 43,  Conclusion, Page 289,  Labor, Page 109,  Space, Page 170,  Space, Page 195,  Labor, Page 123,  Space, Page 152,  Race, Page 247,  Space, Page 155,  Conclusion, Page 303,  Race, Page 252,  Labor, Page 112,  Performance, Page 42,  Introduction, Page 2,  Space, Page 150,  Labor, Page 110,  Conclusion, Page 302,  Performance, Page 77,  Performance, Page 54,  Space, Page 183,  Labor, Page 131,  Race, Page 229,  Space, Page 141,  Labor, Page 113,  Labor, Page 101,  Race, Page 253,  Space, Page 197,  Space, Page 137,  Conclusion, Page 278,  Labor, Page 119,  Labor, Page 133,  Race, Page 225,  Space, Page 189,  Race, Page 219,  Race, Page 245,  Conclusion, Page 275,  Introduction, Page 16,  Performance, Page 45,  Space, Page 196,  Race, Page 235,  Introduction, Page 4,  Performance, Page 70,  Labor, Page 129,  Space, Page 191,  Performance, Page 52,  Conclusion, Page 286,  Race, Page 254,  Conclusion, Page 290,  Race, Page 221,  Introduction, Page 26,  Space, Page 143,  Conclusion, Page 273,  Race, Page 232,  Conclusion, Page 300,  Space, Page 171,  Performance, Page 41,  Conclusion, Page 284