当代动画对中国传统绘画艺术的借鉴

动画设计对中国传统绘画艺术的借鉴与运用有利于加强艺术间的融合,促进国产动画片的艺术性表现,保护和开发中国文化艺术遗产。特别是现代动画设计对中国传统绘画中的线条、色彩与意境的运用,能充分体现出浓重的中国民族艺术风格,对于加快发展中国现代动画具有重要的意义。     

动画设计中角色表演的艺术表现性分析

角色是动画片的核心,表演是角色的灵魂.观众对一部动画片的评判不仅仅在于影片的故事,也包括对角色独特的表演与影片风格的评价.鉴于此,在相关动画设计的基础上,并就其对角色表演的艺术表现性进行了分析和探讨.动画设计中角色表演的核心、方式、艺术表现性以及角色表演的意义等方面对当前的动画设计带来了深刻影响,把握角色表演的艺术表现性,拥有独特的表演动画角色不仅具有高度的艺术欣赏性,也带来了巨大的经济效益,并加大了民族艺术与民族文化的自我体现.     

影视动画中造型设计依据的理论基础

影视动画中造型设计所依据的理论基础包括:对于优秀的动画设计人员,细心揣摩、反复研究以及研究剧本中的角色是其第一要务:动画角色在不同的艺术情境下,会产生不同的情感表现,动画设计人员必须捕捉动画角色的生活实感;不同的角色性格在动画影片中具有不同的美学意义,运用鲜明的具有个性特征的动作去展示动画片中的角色性格是美术设计人员最重要的手段;动画片中的角色形象,大体都采用单纯角色性格的塑造方法;色彩能够充分体现出动画影片的主题风格、韵味及情调.     

中国传统绘画语言在动画片中的应用研究

在中国传统的动画艺术中曾经出现过很多具有较高审美价值的作品,这些动画片集中体现了我国独特深厚的文化底蕴和民族精神.改革开放以后,西方物质文明及意识形态涌入中国,在此大环境下,那些富有本土视觉特色的动画片渐渐从我们的视线中消失,如何将我国传统优秀的绘画形式语言更好地运用到动画设计中,并使之既有民族特色又具有鲜明的时代感,是亟待解决的问题.     

原创型动画设计人才培养方法的研究

本文提出原创型动画设计人才培养方法的设计与实施，从不同的阶段、不同的手法深入研究原创型动画设计人才培养方式。不但让学生提高了设计造型的创意能力，熟练掌握动画片制作的完整过程，解决学生的实践问题，而且带领学生从动画的技术和形式上开辟创新点，有效提高学生的实际动手能力、创新能力和团队协作能力。立足培养原创型动画设计人才模式的探索和实施，与行业接轨，与职业分工对应，使教学、研究、实践一体化，创造一个培养社会迫切需求的原创型动画设计人才，对高等院校的动画设计人才教育改革作一个创新性的、有效的探索与尝试。     

高职动画设计课程体系改革研究

进入20世纪以后,网络、电影、电视等逐渐渗透到人们的日常生活中,动画片也逐渐成为最受儿童喜爱的一种艺术形式。但相对国外的动画教育,中国落后于欧美、日本等国家。基于我国动漫产业的发展现状,高职院校应立足动画专业的实际情况,调整课程体系,承担起发展国家动漫产业的重任。本文通过对高等职业学校动画设计课程体系的研究,发现国内动画课程体系的弊端,提出有效的改进措施,从而推动国家动漫产业的发展。     

论中国水墨动画片的发展困境与对策

中国水墨动画片是传统的水墨画和动画电影艺术相结合的产物,曾经在国际电影动画艺术中独树一帜。但是今天的中国水墨动画片却失去了往日的光彩,徘徊在即将消失的边缘。中国水墨动画片应如何进一步发展和再现辉煌,这需要我们对中国水墨动画片的发展予以思考和解析。通过简析水墨动画写意灵动的艺术特征,归纳了中国水墨动画片的发展历程,分析了中国水墨动画片的艺术魅力,提出了水墨动画发展的对策。     

基于中国民族文化谈国产动画发展

动画产业在国民产值比重中越来越大,本文通过分析我国民族文化精神在动画设计创作中的体现,以此促进国产动画独特风格的形成,推动我国动画产业更进一步的发展。同时,利用动画片的传播弘扬民族精神,提高全民族的思想道德素质,促进人的全面发展。     

“视感影像”分析法在动画制作中的应用研究

动画是一门视觉艺术,动画设计与制作原理是基于人体眼球感知物体的一种成像能力,这种能力是我们进行动画设计的重要依据。如今,动画教学的程式化使其陷入一种困境,严重阻碍动画教育教学发展。研究“视觉影像”是动画设计与制作的前期依据,由此形成的方法能够帮助学生很好地学习和探索动画制作技艺,从而摆脱这种困境。     

科普动画的表现技法分析与设计实现——以《氧气去哪了》为例

文章对优秀的科普动画片进行系统深入分析,从内容取舍、表现形式和表达元素三个方面来分析其表现技法,分析其优势与不足,并以原创科普动画《氧气去哪了》为例,着重从其设计初衷、动画设计、动画实现等方面进行分析改进,对动画进行了设计与实现.     

Drawing Boundary Conditions for Learning by Drawing

Learning by drawing can be an effective strategy for supporting science text comprehension. However, drawing can also be cognitively demanding and time consuming, and students may not create quality drawings without sufficient guidance. Furthermore, evidence for drawing is often based on comparisons to weak control conditions, such as students who only read the text without provided illustrations. In this review, we synthesize past research to help draw boundary conditions for learning by drawing, focusing on the role of comparison conditions and drawing guidance. First, we analyze how drawing compares to each of four control conditions: reading only, text-focused strategies (e.g., summarizing), other model-focused strategies (e.g., imagining), or viewing instructor-provided illustrations. Next, we distinguish among four levels of drawing guidance: minimal guidance, drawing training, partially provided illustrations, and comparison to instructor-provided illustrations. Our findings indicate that when compared to only reading the text or using text-focused strategies, creating drawings is consistently more effective at fostering comprehension and transfer, regardless of the level of drawing guidance provided. However, when compared to other model-focused strategies or to viewing instructor-provided illustrations, effects of creating drawings are mixed and may depend on the level of drawing guidance provided, among other factors. We discuss the theoretical and practical considerations of our findings and suggest several directions for broadening research on drawing.     

论《机械制图》中“投影作图”的教学与学生能力的培养

《机械制图》是职业学校机械类专业的一门重要技术基础课,其中“投影作图”又是学习《机械制图》的核心。学生在此学习过程中部分又比较难理解、难掌握的。《机械制图》课的特点是实践性较强。必须用一定的时间来进行识图、绘图、切制模型等实践活动。我们的主要任务是培养学生看图绘图的技能和技巧。     

Do emotions and prior performance facilitate the use of the learner-generated drawing strategy? Effects of enjoyment,anxiety, and intramathematical performance on the use of the drawing strategy and modelling performance

The use of self-generated drawings has been found to be a powerful strategy for problem solving. However, many students do not engage in drawing activities. In this study, we investigated the effects of the enjoyment of the drawing strategy, anxiety about the drawing strategy, and prior intramathematical performance on the use of the drawing strategy and modelling performance. We explored the role of the drawing strategy as a mediator between emotions and modelling and whether intramathematical performance moderated the effects of emotions (N = 220, mean age 14.5 years). Enjoyment and anxiety with respect to generating drawings and intramathematical performance predicted the use of the drawing strategy. Enjoyment positively affected modelling performance indirectly via the use of the drawing strategy. Anxiety negatively affected modelling performance via the use of the drawing strategy for students with lower intramathematical performance. Our findings demonstrate that experiencing activating emotions (i.e., enjoyment and anxiety) with respect to strategies and prior intramathematical performance are important for strategy use and modelling performance. Implications for the theory of self-generated drawing and the control-value theory of achievement emotions and practical implications for training and supporting the drawing strategy are discussed.     

What do Children Think about the Drawing Process?

This study presents young children’s hypotheses about the process of drawing, i.e., it deals with the construction of knowledge in drawing from the child’s perspective. Using both a longitudinal and an exploratory design, the author followed the processes of production and ‘reading’ of drawings developed by six young children, aged 2 to 6, for three years. The author relates constructive studies about children’s drawings with their ideas in each stage of drawing. The results indicate that children conceive of drawing as an object in which action and thought are related.     

Children’s private speech during algorithmic and heuristic drawing tasks

This cross-sectional study examined the private speech and task-related activity of 108 school-aged children while they drew pictures of real objects (i.e., a house, a person, and an animal) and make-believe objects (i.e., a house, a person, and an animal) to investigate developmental and task-related changes in self-regulation. Composite scores for each first-grade (N=36), third-grade (N=36), and fifth-grade (N=36) participant were calculated from the repeated raw frequencies of overall private speech and private speech in conjunction with task-related behavior during the two types of drawing activities (i.e., real and make-believe). Scores were then analyzed using regression analysis and 3×2 (Grade×Task Type) ANOVA’s to explore study hypotheses. This study found that: (1) there was a concave curvilinear developmental trend in overall private speech production, (2) participants utilized more private speech during heuristic (i.e., make-believe) drawing tasks than algorithmic (i.e., real) drawing tasks, and (3) school-aged children used private speech in conjunction with task-related behavior in a different manner during the two types of drawing activities. These findings contribute to the Vygotskian perspective regarding the development and function of private speech.     

A systematic review of trends and findings in research employing drawing assessment in science education

ABSTRACT

In this study, we reviewed 76 journal articles on employing drawing assessment as a research tool in science education. Findings from the systematic review suggest four justifications for using drawing as a type of research tool, including assessment via drawing as (a) an alternative method considering young participants’ verbal or writing abilities, and affective or economic reasons, (b) a unique method that can reveal aspects not easily measured by other methods, (c) a major method that reflects characteristics of science subjects, and (d) a formative assessment to diagnose students’ ideas to benefit their learning. Furthermore, five research trends of studies using drawing as assessment tools are identified, including: (a) students’ conceptions of scientists from the Draw-a-Scientist-Test (DAST) and evolving studies, (b) students’ understanding or mental models of science concepts, (c) participants’ conceptions of science learning or teaching, (d) students’ inquiry abilities and modelling skills via drawing, and (e) technology to support drawing. For each trend, we synthesised and commented on the current findings. A framework conceptualising phases and issues when designing research and instruments employing drawing assessments is proposed. The review provides insights into the design and future direction of research employing drawing assessments in science education.     

Comfort drawing during investigative interviews: Evidence of the safety of a popular practice

Objective

This study evaluated the impact of comfort drawing (allowing children to draw during interviews) on the quality of children's eyewitness reports.

Methods

Children (N = 219, 5 to 12 years) who had participated in an earlier memory study returned 1 or 2 years later, experienced a new event, and described these events during phased, investigative-style interviews. Interviewers delivered the same prompts to children in the no drawing and drawing conditions but provided paper and markers in the drawing condition, invited these children to draw, and periodically asked if they would like to make another picture.

Results

Most children in the drawing condition were interested in using the materials, and measures of eyewitness performance were sensitive to differences in cognitive ability (i.e., age) and task difficulty (i.e., delay between the remote event and interview). Comfort drawing had no overall impact as evidenced by nonsignificant main effects of condition across 20 performance measures, although more of the younger children reported experienced touching in the drawing than no drawing condition.

Conclusions

The children successfully divided attention between voluntary drawing and conversations about past events. Importantly, comfort drawing did not impair the amount of information recalled, the accuracy of children's answers, or even the extent to which interviewers needed to prompt for answers. Due to the large number of analyses, the benefit of drawing for younger, touched children requires replication.

Practice Implications

Comfort drawing poses no documented risks for typically-developing school-aged children, but the practice remains untested for younger children and those with cognitive impairments.     

化解学生在学习截交线相惯线画法中的困难

本文论述了作者在教学中化解学生在学习截交线、相惯线画法时的困难的方法.     

现代雕塑中的色彩

现代雕塑中的色彩特点,即现代雕塑的色彩大量借鉴了平面绘画、环境艺术、光电艺术、场景艺术的色彩特点,是一种新的融合的色彩语言。     

The role of strategy-based motivation in mathematical problem solving: The case of learner-generated drawings

This study investigated the role of strategy-based motivation (SBM) in solving real-world geometry problems. Students from 19 classes (N = 437) were assigned to the strategy training or control condition. Before the treatment, students were asked about their SBM (i.e., self-efficacy, cost, and value). After the treatment, they were instructed to generate drawings and solve problems. The results revealed that self-efficacy expectations and cost (but not value) regarding the drawing strategy predicted drawing quality and performance. The relation between SBM and performance was mediated by drawing quality. SBM did not moderate the effects of strategy training on drawing quality or performance. The results emphasize the importance of SBM in the context of strategy training for predicting the quality of strategy use and problem-solving performance. The results are consistent with assumptions of expectancy-value and learner-generated drawing theories. One practical implication is that attention should be given to SBM in mathematics lessons.