许昌皮影造型、色彩和制作工艺特征探析

许昌皮影是开封皮影的一个分支,在长期的发展过程中逐渐形成了独特的艺术风格.其造型艺术特征主要表现为平面化、装饰性、象征性、抽象性、程式性;色彩特征为选用纯色、明丽大方,由深到浅、循序渐进,喜用红绿、对比强烈;制作工艺特征分为选皮加工、过稿、镂刻、着色、固色、缀接六道工序.对许昌皮影造型、色彩和制作工艺三个方面进行研究,有利于进一步挖掘许昌皮影的艺术价值,从而更好地传承和发展中原非物质文化遗产.     

唐山皮影的造型与色彩探析

唐山皮影是我国三大皮影艺术之一,它有着方中寓圆的造型特点,写意性的镂空脸谱造型,更是中国民间造型艺术中的一绝,以红、绿、黑三色为基色的夸张、象征表现手法,具有强烈的装饰风格,因此而迎合了现代人的审美要求,唐山皮影因此而享誉世界.     

论唐山皮影的造型与色彩

从唐山地域特征及中国传统文化、民族心理等方面分析了唐山皮影在造型与色彩方面有别于其他皮影种类的独特性。     

非物质文化遗产——陇东皮影的色彩与造型特色研究

“皮影”是对皮影戏和皮影戏人物（包括场面、道具、号物）制品的通用称谓,是民间艺人用手工、刀雕彩绘而成的皮制品。陇东皮影属秦晋影戏,造型方法和陕西皮影一脉相承。经世代长期的艺术实践和几代人的改革与创新,广泛吸收了陇东民间剪纸、绘画等多种艺术形式的长处,日渐形成了陇东皮影完美的色彩艺术和造型风格。     

试论罗山皮影传承与发展的历史机制

罗山皮影在没有被评为中国非物质文化遗产之前,是一种民间自生自长的民俗文化形式。作为民俗文化的罗山皮影在世代传承过程中形成了自我发展的内在机制,这种机制是由虔诚的信仰基础、技艺的传承方式、民众的听戏习惯、同质的乡土环境等因素构成并互动,罗山皮影正是凭借这种历史机制而持续不断地传承、发展。     

论甘肃皮影艺术造型特色

皮影艺术是我国民间工艺美术与戏曲巧妙结合的独特艺术品种,而甘肃皮影是这座艺术殿堂里最为璀璨的一颗明珠,其人物及场面景物在制作中采取的独特造型特色,使得脸谱与服饰造型生动而形象、夸张而幽默、纯朴而粗犷、细腻而浪漫,再加上雕功流畅、着色艳丽、通体剔透和四肢灵活的工艺制作效果,使人赏心悦目,爱不释手。     

中国民间皮影造型考略

中国民间皮影流传千百年来,形成了各种区域性流派。在造型风格上,早期皮影有着相对的一致性。明清以后,以河北滦州和陕西华阴、华县为中心形成了北方皮影和西部皮影两大区域流派,影人造型也形成了明显的地域性特征。由于皮影艺术在起源和发展过程中,受到方士幻术和宗教文化的影响,使得民间皮影在造型上具有浓厚的民俗特征     

汉画像石的色彩造型特征

在大部分人的印象中汉画像石上是没有色彩的,其实那只是岁月侵蚀和保存不善导致。就汉画像石的制作而言,上色是很重要的程序且具有很强的视觉效果。汉画像石的色彩具有强烈的时代特征和象征意义,同时汉画像石的着色也一定具有自身规律。     

论皮影文化对现代插画的启示

“皮影”艺术是我国民间传统艺术的_种,其独特的艺术样式和审美趣味,享誉世界;而现代插画作为视觉艺术中的一种形式,它的繁荣与文化的影响是分不开的。对二者进行归纳分析,从皮影艺术的造型和色彩角度探索民间艺术对现代插画的启示,实现皮影文化与现代插画的相互结合及共同发展。     

浅谈凌源皮影艺术在动画设计中的应用

对凌源皮影的起源、发展及其现状进行简述,从凌源皮影独特造型、色彩搭配及动作的艺术特征进_行分析,通过实例阐述了虏影艺术的造型、色彩在动画设计中的应用。     

长江三峡工程对螺山水文站水文特陛影响研究

长江三峡工程蓄水运行后,来自长江上游的泥沙滞留于库区,清水下泄,出库泥沙量明显减少,坝下河床受到冲刷,支流湖泊的供沙也将发生变化,使得进入长江中游河段的泥沙有所减少。本文对长江中游干流河段螺山水文站的径流及来水来沙等水文特性影响进行研究,对于该地区乃至下游地区的防洪调度、港口修建、航道整治与维护、滩涂围垦、工农业生产及生态环境保护等,都具有十分重要的指导意义。     

罗山朱同话的几个名词后缀

罗山朱堂话属中原官话信蚌片，其名词后缀较具特色，如罗山朱堂话的名词后缀“儿”尾构成的在普通话和其他方言中少见的“A儿1儿2”式和“A儿2儿2”式结构；以及后缀“娃儿”和“娃子”在构词及语法功能上的异同。     

基于分块颜色和形状的图像检索方法

图像的单一特征只能代表图像的某一方面的信息,其应用范围受到限制.本文在分析图像颜色和形状特征的基础上,根据各自的特点,提出了一种新的基于分决颜色和形状的图像检索方法.首先,在图像分块的基础上提取图像的颜色和特征点;其次,根据特征点提取图像的形状信息;最后,以颜色和形状作为综合特征,采用相应的匹配算法进行图像检索.实验证明,该方法不仅准确度高,而且还可应用于基于对象或区域的图像查询.     

Understanding playful pedagogies,play narratives and play spaces

This paper is a tentative attempt to unwrap and understand one aspect of playful practice and the influences which determine its existence in early years settings. ‘Storying’ events, those occasions when teachers and children together ‘make up’ stories or parts of stories, develop roles or co‐construct fantasies, occur moment by moment in some settings and with some teachers. Understanding the place of such playful pedagogies at a moment in history when both curriculum content and teaching methods are the focus of considerable political dominance is also important. This paper will consider both the nature of storying events and the nature of the practice in which storying is allowed to occur. Influences on teaching will be examined, including architecture and play spaces, politics and policy, as well as the idea that storying with children is possibly intuitive practice. The notion that teachers' own values and principles have a key role to play in making and shaping pedagogical choices will also be considered. The term ‘teacher’ has been used in an inclusive way to encompass all those adults working in educational settings with young children.     

Emotional design in multimedia learning: Effects of shape and color on affect and learning

We examine design factors that may evoke positive emotions in learners and investigate the effects of these positive emotions on learning. Recent research showed that the emotional design of multimedia learning material can induce positive emotions in learners that in turn facilitate comprehension and transfer. We sought to replicate these results with a different population and different mood induction procedure and examine individual emotions, and to decompose the effects of the design elements of color and shape. Study 1 showed that well-designed materials induced positive emotions and facilitated comprehension, though transfer performance was not affected by emotional design. Study 2 found that round face-like shapes both alone and in conjunction with warm color induced positive emotions. Warm colors alone, however, did not affect learners' emotions. Comprehension was facilitated by warm colors and round face-like shapes, independently as well as together. Transfer was facilitated by round face-like shapes when used with neutral colors.     

Learning, change, and the utopia of play

This article looks at some of the rhetoric surrounding video games and other forms of interactive software as additions or alternatives to school curricula. It focuses particularly on the need to articulate ways to “read” videogames in order to achieve significant cultural impact. Noting that reading, even as metaphor, tends to invoke inappropriate assumptions about writing and authorship, the article argues for a less backward-looking approach to newer forms.     

Emotional design for digital games for learning: The effect of expression,color, shape,and dimensionality on the affective quality of game characters

What is the affective quality of specific design features of game characters? The Integrative Model of Emotion in Game-based Learning (EmoGBL) describes common mechanisms of how emotion and learning processes interact to foster specific learning outcomes. In the present paper, we asked how color, shape, expression, and dimensionality of game characters induce emotions in digital games for learning. We investigated learners' perception of the affective quality of these four different visual design features for adults and adolescents using a forced choice paradigm (studies 1–3), as well as the PANAS-X and qualitative measures (study 4). Participants were shown a series of game characters and were asked to report their emotional response. Results show the relative contribution of the four visual attributes on players’ perception of affective quality, with the visual design features of expression and dimensionality having the strongest effect, color a medium-sized effect, and shape a small to medium-sized effect.     

Comparative research on shadow education: Achievements,challenges, and the agenda ahead

This paper reviews research on private supplementary tutoring, widely known as shadow education, during the initial decades of the present century. It takes as its starting point the first global study of the phenomenon, published in 1999, though notes some scattered national and subnational literature prior to that date. During the initial two decades, great expansion of the research on shadow education brought more depth and stronger awareness of commonalities and differences in different cultures. From initial mapping and identification of factors shaping demand came work on ecosystems with deeper sociological and economic analyses, together with greater attention to research methods. The agenda ahead will need to keep up with changing times, e.g., through the impact of technology, and develop stronger interdisciplinarity to explore additional domains. It will also need continued attention to definitions and methods.