Flash动画教学探讨

随着成像技术的不断发展,动画技术早已不再是传统动画片这样的单一制作,动画技术已经应用到了几乎所有的视觉领域之中,社会上需要动画技术人才的企业不再局限于单纯的动画片制作公司,而是整个视觉业。动画技术已经发展到了一个泛动画的领域,例如网络动画、FLASH动画设计师、游戏公司、科技展示、手机动画等与视觉表现有关的作品中,都需要动画技术来传达。因此在Flash动画教学过程中,应紧密结合社会生产过程中对动画设计制作人才的需求设计教学过程,提升学生素养的同时,提高学生的创新水平,使二者相互交融,有效地促进Flash教学水平的提高。     

动画专业实验性教学专题研究与探讨

动画专业是一门实践应用型学科,它强调动画设计者拥有宽广的知识面和动手、动脑的实践性能力。动画产业在各地蓬勃发展,优秀的动画专门性人才的缺乏却成为了制约产业发展的瓶颈。高校如何大力发展动画专业技能教育,积极培养动画专门性人才是解决瓶颈问题的根本,因此,加强动画专业的实验性教学,培养动画专业学生的实际动手、动脑能力成为整个动画教学的关键点和突破点。     

试论动画素描教学的专业指向性

动画专业是培养动画艺术作品设计与制作专门人才的教学学科,具有较强的专业性。作为这一专业的基础课程,动画素描的教学必然在一定程度上相应地体现出与传统绘画素描和现代设计素描不同的、与动画专业特点相对应的明显的专业指向性。因而,如何构建与动画专业教学相适应的素描教学体系,从而使动画素描教学适应动画专业教学、真正为动画专业教学与动画创作奠定基础,是当前动画专业教学亟待解决的问题,是一个值得我们去探讨的课题。     

动画专业实践教学体系的建立与实施

在分析动画专业特点的基础上,指出现阶段我国动画专业实践教学体系中存在的不足,结合哈尔滨师范大学传媒学院动画系实践经验和取得的成果,提出构建和实施动画专业实践教学体系的策略。     

提高动画声音设计教学质量的探索

动画作为一门"视听"结合的艺术形式,声音元素是必不可少的组成部分。声音在动画中的重要性,使得动画的声音设计成为高校动画专业学生必须掌握的专业技能。文章在分析了高校动画声音设计课程教学对象现状之后,针对实际存在的问题,讨论了以培养学生对动画声音表现力的理解以及学生动画声音设计能力为目标的教学实践。     

动画场景设计课程中项目化教学的实践和应用分析

作为高等院校动画专业必修课程之一的动画场景设计,在动画专业学习和动画制作过程中扮演着重要的角色。但是传统教学模式中,动画场景设计课程存在着较多的问题,项目化教学的改革应用到动画场景设计课程中,无疑是对动画场景设计课程的一次革新,会在很大程度上提高动画场景设计课程的教学效率。     

应用型高等院校动画专业教学模式的探索

近年来,随着我国动画产业的高速发展,企业对于动画人才的需求也日益增加,各大高校相继开设了动画专业培养动画人才,而随着毕业生的大量涌现,动画教育与企业需求之间出现了脱节的问题。因此,高等院校在培养高素质动画专业人才的模式上需要进行改革和创新,根据企业的需求来定位动画专业的人才培养模式,培养应用型人才,建立学、研、产相结合的动画专业工作室制实践教学模式,不仅能从源头上改善动画专业人才的培养质量,更能在实践教学环节中完善人才培养模式。     

浅谈动画剧本创作的教学方法

近年来,随着动画专业教育发展迅速,高职院校也纷纷开设动画专业。动画剧本创作作为动画专业的基础课程,是动画创作前期准备中的一个重要步骤,通过该课程的学习,把学生培养成一个故事的叙述者,利用生动形象的人物角色、个性化的语言、矛盾冲突的情节来讲述一个故事。     

远程教学课件中动画技术的研究与实现

首先介绍了远程教育中采用动画课件的作用与意义，分析比较了使用Flash来开发远程网络教学动画课件的特点和优势，重点对交互式动画技术进行了研究，并以《数据结构》课程的算法动画课件制作为例介绍其开发过程及相关问题。     

基于动画教学的多媒体课件视觉艺术探讨

动画艺术虽是一个年轻的视觉艺术门类,但对动画教学的探讨却越来越多地引起人们的关注。多媒体技术的出现和发展为动画教学课件的制作提供了更丰富的视觉元素与更精彩的视觉效果。文章从视觉艺术的角度,分析了动画多媒体课件的视觉要素和视觉设计原则,从而更好地指导动画多媒体课件设计,使读者在潜移默化中认识动画教学课件中艺术与技术的共融。     

Top-down and bottom-up influences on learning from animations

To evaluate how top-down and bottom-up processes contribute to learning from animated displays, we conducted four experiments that varied either in the design of animations or the prior knowledge of the learners. Experiments 1–3 examined whether adding interactivity and signaling to an animation benefits learners in developing a mental model of a mechanical system. Although learners utilized interactive controls and signaling devices, their comprehension of the system was no better than that of learners who saw animations without these design features. Furthermore, the majority of participants developed a mental model of the system that was incorrect and inconsistent with information displayed in the animation. Experiment 4 tested effects of domain knowledge and found, surprisingly, that even some learners with high domain knowledge initially constructed the incorrect mental model. After multiple exposures to the materials, the high knowledge learners revised their mental models to the correct one, while the low-knowledge learners maintained their erroneous models. These results suggest that learning from animations involves a complex interplay between top-down and bottom-up processes and that more emphasis should be placed on how prior knowledge is applied to interpreting animations.     

A review of learning demands in instructional animations: The educational effectiveness of animations unfolds if the features of change need to be learned

In a systematic review, 194 studies on learning from animation were analysed. The analysis covers the learning domains, the representational characteristics of the animations, the assessed perceptual and cognitive achievements, and the assessment formats. Research on learning from animation focuses on assessing conceptual at the neglect of kinematic mental models. This is in contrast to an important rationale for making use of animations: that it needs to be learned what animations can specifically display, namely, how change in space and time occurs. This might explain why meta-analyses which compared the effectiveness of animations and static pictures found merely small overall effect sizes in favour of animations. To confirm this hypothesis, one meta-analysis was re-analysed with a new moderator. It encodes whether the features of the displayed changes were relevant to learning. Learning from animations was significantly more successful than learning from static pictures, if the features of the displayed changes had to be learned.     

Video-realistic image-based eye animation via statistically driven state machines

In this work we elaborate on a novel image-based system for creating video-realistic eye animations to arbitrary spoken output. These animations are useful to give a face to multimedia applications such as virtual operators in dialog systems. Our eye animation system consists of two parts: eye control unit and rendering engine, which synthesizes eye animations by combining 3D and image-based models. The designed eye control unit is based on eye movement physiology and the statistical analysis of recorded human subjects. As already analyzed in previous publications, eye movements vary while listening and talking. We focus on the latter and are the first to design a new model which fully automatically couples eye blinks and movements with phonetic and prosodic information extracted from spoken language. We extended the already known simple gaze model by refining mutual gaze to better model human eye movements. Furthermore, we improved the eye movement models by considering head tilts, torsion, and eyelid movements. Mainly due to our integrated blink and gaze model and to the control of eye movements based on spoken language, subjective tests indicate that participants are not able to distinguish between real eye motions and our animations, which has not been achieved before.     

Real-time animated stippling

We present an approach to produce animations of 3D models using stippling as a rendering style. Our technique ensures frame-to-frame coherence as the model moves and changes over time.     

虚拟现实技术中3DS MAX建模的应用

应用3DSMAX强大的建模技术能较为方便和真实地将图像及动画展示出来,而虚拟现实技术是一种逼真地模拟人在自然环境中视觉、听觉、嗅觉、运动等行为的人机界面技术。通过对虚拟现实建模特性、3DSMAX的建模方法及3DSMAX模型应用于虚拟现实系统的研究,可大大地丰富和简化虚拟现实的三维建模。     

Large and Small Eddies Matter: Animating Trees in Wind Using Coarse Fluid Simulation and Synthetic Turbulence

Animating trees in wind has long been a problem in computer graphics. Progress on this problem is important for both visual effects in films and forestry biomechanics. More generally, progress on tree motion in wind may inform future work on two‐way coupling between turbulent flows and deformable objects. Synthetic turbulence added to a coarse fluid simulation produces convincing animations of turbulent flows but two‐way coupling between the enriched flow and objects embedded in the flow has not been investigated. Prior work on two‐way coupling between fluid and deformable models lacks a subgrid resolution turbulence model. We produce realistic animations of tree motion by including motion due to both large and small eddies using synthetic subgrid turbulence and porous proxy geometry. Synthetic turbulence at the subgrid scale is modulated using turbulent kinetic energy (TKE). Adding noise after sampling the mean flow and TKE transfers energy from small eddies directly to the tree geometry. The resulting animations include both global sheltering effects and small scale leaf and branch motion. Viewers, on average, found animations, which included both coarse fluid simulation and TKE‐modulated noise to be more accurate than animations generated using coarse fluid simulation or noise alone.     

有机化学三维电脑动画的开发

介绍采用3DS MAX软件,制作有代表性的有机化合物分子结构的立体图像和一些演绎典型的有机化学反应机 理的三维动画,并把相关素材编辑成多媒体教学软件。通过动画演示,生动形象地表达有机物分子结构和一些反应过 程。     

面向纹理特征的真实感三维人脸动画方法

纹理变化是人脸表情的重要组成部分，传统的人脸动画方法通常只是对纹理图像做简单的拉伸变换，没有考虑人脸细微纹理特征的变化，比如皱纹、酒窝等，该文提出了一种面向纹理特征变化的真实感三维人脸动画方法．给出局部表情比率图(Partial Expression Ratio Image，PERI)的概念及其获取方法，在此基础上，进一步给出了面向MPEG-4的PERI参数化与面向三维人脸动画的多方向PERI方法，前者通过有机结合MPEG-4的人脸动画参数(Facial Anlmation Parameter，FAP)，实现人脸动画中细微表情特征的参数化表示；后者通过多方向PERI纹理特征调整方法，使得三维人脸模型在不同角度都具有较好的细微表情特征,该文提出的方法克服了传统人脸动画只考虑人脸曲面形变控制而忽略纹理变化的缺陷，实现面向纹理变化的具有细微表情特征的真实感三维人脸动画，实验表明，该文提出的方法能有效捕捉纹理变化细节，提高人脸动画的真实感。     

附着贴图的3维角色模型融合方法

现有的3维模型融合均是立足于模型的几何网格信息,需要大量的顶点来提升融合效果。然而在目前的游戏与动画中,角色3维模型一般使用低精度模型,而以贴图来表现模型细节。因此针对低模角色网格顶点稀疏以及贴图特征,提出简单调和映射和均平面的思想简化网格连接,提高网格融合效率;其次采用基于仿射变换的贴图合成方法完成网格模型融合后的新贴图生成问题,进而完成角色模型的无缝融合。针对本文的方法以及3维模型设计制作的业务流程,建立人机交互的3维模型融合应用系统,实现高效率的3维模型融合与贴图合成。实验结果表明,该方法能够快速有效地完成动画和游戏中角色模型的融合,形成逼真度较高的新角色,为动画和游戏应用增添乐趣。     

Effectiveness of applying 2D static depictions and 3D animations to orthographic views learning in graphical course

This study provides experiment results as an educational reference for instructors to help student obtain a better way to learn orthographic views in graphical course. A visual experiment was held to explore the comprehensive differences between 2D static and 3D animation object features; the goal was to reduce the possible misunderstanding factors in the learning process. This empirical study provided one hundred and twenty Taiwanese freshmen four types of visualization, which includes two 2D static depictions (2DT, 2DR), and two 3D animations (3DT, 3DR), to meet five surface styles on orthographic views. The responses to views ability test and interviews illustrated that applying 3D animations shows better performance in understanding the appearances and features of objects constructed by oblique and double-curved surfaces. The application of 3D animations results also demonstrates a better visual comprehension for students, especially when objects are constructed by the complicated features.