高校影楼人像摄影教学改革要点

商业社会的发展,影楼摄影的风靡促使影楼人像摄影人才的社会需求量不断扩大．大小影楼急剧增多,影楼摄影师的专业素质却难以得到提高．社会上商业运营的影楼摄影培训班存在着诸多教育问题,要培养出一批批高素质的影楼摄影师,高校摄影专业的教师们是该做些什么了．高校摄影专业教学相对于影楼摄影培训班而言,具有很多优势的同时也存在一些需要改进的地方,笔者试图通过子篇文章,结合自己几年的学习、教学、以及影楼从业经验总结出一些适合于高校办学的改革要点．若要具有针对性的教学,教师必须先步入市场,只有步入市场不断实践才能摸索出一套完善的教学经验．影楼摄影是一门实践性极强的学科,可以说没有实践,所有的理论都是空谈．为使学生身I晦其境的学习,教师应将项目化教学推进课堂,既方便与教师本身汲取经验,更有利于学生的学习实践．在教学内容上,高校的影楼人像教学应有别于影楼摄影培训班的教学内容,在层次上有所提高,应更注重艺术素养的培养基本功的训练．     

儿童影楼项目的经营管理分析

儿童影楼近几年来迅猛的发展态势让我们看到了更多的市场机会和发展潜力。但是在儿童影楼经营管理的探索道路上出现了一些新问题。在分析儿童影楼经营现状的基础上,提出了儿童影楼经营的策略,以期为儿童影楼产业的发展提供有效建议。     

柳湾“人像彩陶壶”新解

关于柳湾彩陶人像壶的文化内涵,以往的研究过多地集中在人像的性别上。其实,同壶上的人像与蛙纹之间具有相互解释的意义,蛙纹代表的是一种祭天的符号,人像壶则表达了用活人祭天的文化主题。     

柳湾"人像彩陶壶"新解

关于柳湾彩陶人像壶的文化内涵,以往的研究过多地集中在人像的性别上.其实,同壶上的人像与蛙纹之间具有相互解释的意义,蛙纹代表的是一种祭天的符号,人像壶则表达了用活人祭天的文化主题.     

张海：打造个性化“摄手座”

如今,靠摄影谋生和赚钱的人不在少数。然而,也有让影楼和照相馆老板们困惑的事,比如影楼,季节性实在太强,春秋季天气好,业务也繁忙,特别是一年中的三个长假,业务几乎可以说是排着队送上门,可是一进入夏季,来照相的人就少得让人心慌;一般的照相馆季节性差别虽然没有影楼那么的明显,但是受规模和档次的制约,往往只能做些零打碎敲的小业务,很难把生意做大。     

浅谈人像艺术摄影的姿态

人像摄影,尤其是半身或全身照时,姿态是很重要的形象语言,姿态能很好地表现出一个人的风度、气质,它使人像艺术摄影的形式丰富多样。因此,被摄者的姿态安排十分重要。 人像艺术摄影姿态的安排必须注意摄影画面的构图形式与摄影意图的和谐统一。除了与摄影要求有冲突的姿态外,人像摄影的姿态安排并没有一定的规范和标准,即人像的姿态可以由摄影师根据他对颐客(被摄者)性格的理解把握进行安排。安排出来的姿态,可以说是摄影师的经验和修养的反映。下面就不同拍摄取景范围的姿态要求谈点看法。     

亮亮的肖像权

3月12号是植树节。亮亮要和同学们到郊外去植树。树是我种的,我要把自己的名字刻在树上。这可不行,小树是公共财产,我们要爱护它。植树活动可热闹了,不少叔叔阿姨拿着相机为同学们拍照。亮亮植树可认真了,累得满头大汗,也顾不得擦一下。周末了,亮亮和爸爸妈妈准备上动物园玩。大街上有一个影楼,影楼的橱窗里挂着不少漂亮的照片,其中还有一张小孩植树的照片。咦,这不是我们家亮亮吗?是啊,亮亮植树的照片为什么会挂在影楼呢?把这个场景拍下来!原来,那天拍下亮亮植树情景的人正是这个影楼的摄影师。他们觉得亮亮这张照片挺不错的,既有意义又可…     

论人像摄影心理

人像摄影是一门表现人物心理性格特征的技术，同时它又是表现人物外在术来表现与内在美的一门艺术。要想真正地把摄影拍活，真正表现人物的内心世界，通过技艺术，让摄影能感觉到相片上的人就是他自己，作为一名人像摄影师或爱好，就不仅要掌握这门技术，还应该懂得人像摄影的心理特征，运用人像摄影心理来指导人像摄影的整个活动。     

百寿图

为了庆祝美美影楼开业5周年,摄影师小老鼠皮皮在森林电视台发布一条消息:美美影楼将在开业纪念日那天免费为森林里最长寿的老寿星拍一张艺术并放在影楼的橱窗里,还将送给老寿星一个大蛋糕。开业纪念日那天,小老鼠皮皮早早来到影楼,只等着老寿星前来拍照。突然,小黄鸭匆匆跑进来说:“皮皮,你快去看看,来了一大群老寿星。”皮皮急忙随小黄鸭来到闹哄哄的店门口,果然有几十位老寿     

影楼小记

假期过了一半,突然觉得不该荒废光阴了,于是玩耍翻过一页,开始计划着实践,学学有用的知识。一向对于影楼情有独钟的我,在街上转悠了一圈,发觉我们的影楼真应了那句“麻雀虽小,五脏具全”的说法。说是影楼,除了拍婚纱、写真什么的,还拍证件照,广告。店面一般不大,但经营范围还真不小。     

Pictures as Feedback in Single Word Learning

A number of recent studies have indicated that familiarity with pictures can interfere with single word learning, if the pictures are presented with their written equivalents. Research has also suggested that focusing children's attention on written words while responding to the paired stimuli is not sufficient to overcome this interference. Two experiments were carried out to investigate the possibility of eliminating the adverse effects of pictures by encouraging children to elicit naming‐responses in the absence of the pictures and then using pictures as response feedback. The results indicated that this feedback cueing technique can avoid the adverse effect of pictures and achieve a learning rate equivalent to that obtained when words were presented alone. It was concluded that pictures could be used in a way which did not hinder learning, but there is no evidence to suggest that they can be used in a way to enhance learning.     

Interactive and non-interactive pictures in multimedia learning environments: Effects on learning outcomes and learning efficiency

New technologies enable flexible combinations of text and interactive or non-interactive pictures. The aim of the present study was to investigate (a) whether adding pictures to texts is generally beneficial for learning or whether it can also have detrimental effects, (b) how interactivity of pictures affects learning, (c) whether the visualization format of pictures affects the structure of the learner's mental model, and (d) whether the visualization format modifies the effects of interactivity. One hundred university students were randomly assigned to five groups. In four groups, a text about the different daytimes and days on the earth was combined with interactive or non-interactive pictures of different visualization formats. In the fifth group, the text was presented without pictures. According to the results, adding pictures to text was neither beneficial nor harmful for learning. In terms of learning efficiency, however, learning from text only was more successful than learning from text and pictures. Interactivity was beneficial for one learning task, but not for the other task. The visualization format affected participants’ interaction with pictures, but not the learning outcomes; however this effect was not influenced by interactivity. Implications for multimedia design and for further research are pointed out.     

Decorative pictures and emotional design in multimedia learning

Recent studies have shown that the positive emotional design of learning environments might foster learning performance. In contrast, the seductive detail effect postulates that additional, learning irrelevant details inhibit learning. This research focusses on the implementation of decorative pictures as a prime for emotions and context-relatedness. This study examines four groups of decorative pictures which might be conducive for learning. Eighty-two students were randomly assigned to one cell of a 2 (emotionally positive vs. emotionally negative pictures) × 2 (school context vs. leisure context pictures) between-subjects, factorial design. The dimensions of pleasure, arousal, and dominance are examined as possible mediators. Results show that either positively valenced pictures or learning pictures foster retention and transfer performance. Pleasure is identified as mediator of the effect between valence of pictures and learning performance. A further analysis shows differences for arousal and dominance for both factors. These results are interpreted with concepts like motivated attention and other arousal theories.     

A developmental study of automatic word processing in a picture classification task.

Second-grade children, third-grade children, and adults judged whether pictures were members of a positive or negative memory set while trying to ignore irrelevant words printed inside the pictures. There were 3 types of picture-word relation. In 1 condition, the words corresponded to the pictures. In a second condition, the pictures and words were incongruent, but the words corresponded to the correct response (e.g., with dog and horse the positive set pictures, a picture of a dog containing the word "horse"). In the third condition, the pictures and words were incongruent and corresponded to conflicting responses. For all 3 subject groups, the type of picture-word relation reliably affected response latencies, indicating that subjects automatically processed the irrelevant printed words.     

The role of decorative pictures in learning

Three experiments with students from 7th and 8th grade were performed to investigate the effects of decorative pictures in learning as compared to instructional pictures. Pictures were considered as instructional, when they were primarily informative, and as decorative, when they were primarily aesthetically appealing. The experiments investigated, whether and to what extent decorative pictures affect the learner’s distribution of attention, whether they have an effect on the affective and motivational state and whether they affect the learning outcomes. The first experiment indicated with eye-tracking methodology that decorative pictures receive only a bit initial attention as part of the learner’s initial orientation and are largely ignored afterwards, which suggests that they have only a minor distracting effect if any. The second experiment showed that despite the small amount of attention they receive, decorative pictures seem to induce better mood, alertness and calmness with learners. The third experiment indicated that decorative pictures did not intensify students’ situational interest, but reduced perceived difficulty of the learning material. Regarding outcomes of learning, decorative pictures were altogether neither harmful nor beneficial for learning. However, they moderated the beneficial effect of instructional pictures––in essence: the multimedia effect. The moderating effect was especially pronounced when learners had lower prior knowledge. The findings are discussed from the perspective of cognitive, affective and motivational psychology. Perspectives of further research are pointed out.     

On pictures in educational research

A brief sketch of the last 20 years of research on instructional pictures is given with an emphasis on the effects of increasingly analytical approaches, changing conceptions, and changing research questions. Trends in recent picture research, last 10 years, are discussed in greater depth with emphasis on three groups of studies: pictures vs. pictures, pictures vs. words, and pictures plus words. Selected studies in each group are described along with recent theoretical explanations of the pictorial superiority effect and of other pictorial information processing effects. Some of the possible implications of these trends for educational research and practice are mentioned.     

韩愈音乐诗中的绘画艺术

韩愈的音乐诗，很少直接描写音乐，而是用诗人特有的艺术触角，在诗歌载体中鲜明地传达出绘画所特有的可视性艺术效果，巧妙地将音乐时间序列演进的空间化凝固在构图的具象上，借助构图表现音乐。它的不同凡响处，恰恰在于诗人-开始就把笔触伸向了绘画领域，绘制种种不同风格的画面，来表现乐声的绝妙。     

On pictures in prose

For some time now, researchers and educators have questioned the value of pictures for prose-learning. However, there is abundant empirical evidence to document the positive value of pictures. Consistent learning gains are associated with the use of pictures when experiments adhere to these five ground rules: (1) prose passages are presented orally; (2) the subjects are children; (3) the passages are fictional narratives; (4) the pictures overlap the story content; and (5) learning is demonstrated by factual recall. Both centers are supported in part by funds from the National Institute of Education. The opinions herein do not necessarily reflect the postion or policy of the National Institute of Education and no official endorsement by the National Institute of Education should be inferred. The authors are grateful to Michael Pressley and Sharon Stevens for their comments on an earlier draft of the paper.     

VB中的绘图方法

讨论了Pset()、Line()和Circle()软件技术的使用方法和在VB中绘制图形的技巧。     

照片的电视新闻传播效应探析

从传播学的视角,分析了照片在电视新闻中的作用与优势,并就照片作为电视新闻传播符号应该树立的观念进行了探讨,以提高电视新闻质量。