Relevant bibliographies by topics / Animation courses

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Animation courses'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Animation courses.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Animation courses"

1

Esponda-Argüero, Margarita. "Techniques for Visualizing Data Structures in Algorithmic Animations." Information Visualization 9, no. 1 (January 29, 2009): 31–46. http://dx.doi.org/10.1057/ivs.2008.26.

Full text
Abstract:
This paper deals with techniques for the design and production of appealing algorithmic animations and their use in computer science education. A good visual animation is both a technical artifact and a work of art that can greatly enhance the understanding of an algorithm's workings. In the first part of the paper, I show that awareness of the composition principles used by other animators and visual artists can help programmers to create better algorithmic animations. The second part shows how to incorporate those ideas in novel animation systems, which represent data structures in a visually intuitive manner. The animations described in this paper have been implemented and used in the classroom for courses at university level.
APA, Harvard, Vancouver, ISO, and other styles
2

Puspitasari, Dyah Gayatri, and James Darmawan. "Modifikasi Pembelajaran Desain Dasar (Nirmana) bagi Program Studi Animasi." Humaniora 5, no. 2 (October 30, 2014): 685. http://dx.doi.org/10.21512/humaniora.v5i2.3124.

Full text
Abstract:
Nirmana (basic design) is a compulsory major for School of Design-Binus University student. Basically, nirmana related with perception of the sight sense (visual) through organizing sensation components which has related pattern or similarity so that becomes one unity that can be appreciated. Nirmana course prepares the student to have sharpness and sensitivity to visual elements that is the core of the disciplines from art and design, along with its branches. In practice, curriculum Nirmana may not necessarily be applied to all courses. On course of study animation, adjustment is needed, and even some modification to achieve the purpose of learning that is based on the vision course of study. This course study of animation has unique characteristics and slightly different content from other courses, where visual is not the only aspect, but inherent with motion, audio and storytelling. This research aims to discuss the formulation of learning strategies for Animation Courses so it can run optimally.
APA, Harvard, Vancouver, ISO, and other styles
3

Willis, Siloa, Robert J. Stern, Jeffrey Ryan, and Christy Bebeau. "Exploring Best Practices in Geoscience Education: Adapting a Video/Animation on Continental Rifting for Upper-Division Students to a Lower-Division Audience." Geosciences 11, no. 3 (March 18, 2021): 140. http://dx.doi.org/10.3390/geosciences11030140.

Full text
Abstract:
Well-crafted and scientifically accurate videos and animations can be effective ways to teach dynamic Earth processes such as continental rifting, both in live course offerings as well as in online settings. However, a quick search of the internet reveals too few high-quality videos/animations describing deep Earth processes. We have modified a hybrid 10.5 min video/animation about continental rifting and the formation of new oceans and passive continental margins created for an upper-division geology audience, retailoring it for a lower-division geology audience. A key challenge in successfully modifying such resources is aligning the cognitive load that the video/animation imposes on students, in part related to the technical geoscientific jargon used in explaining such phenomena, with that which they encounter on these topics in their textbooks and classrooms. We used expert feedback obtained at a 2019 GeoPRISMS (Geodynamic Processes at Rifting and Subducting Margins) workshop in San Antonio to ensure the accuracy of the science content of the upper-division video. We followed this with a review of the terminology and language used in the video/animation, seeking to align the video narrative with the technical language used in introductory geology offerings, which we based on examining five current introductory geology textbooks and feedback from students in introductory geoscience courses. The revised introductory-level video/animation was piloted in an online introductory course, where it provided an improved conceptual understanding of the related processes of continental rifting, opening new oceans, and formation of passive continental margins.
APA, Harvard, Vancouver, ISO, and other styles
4

Min, Zhang. "Self learning mode of flash animation course under open studio mode." E3S Web of Conferences 189 (2020): 03008. http://dx.doi.org/10.1051/e3sconf/202018903008.

Full text
Abstract:
In order to further develop the self-learning mode of flash animation course under the open studio mode, it is necessary to reform the courses. Under the open studio mode, the reform of self-learning mode of flash animation course needs to be carried out under the premise of a comprehensive understanding of the purpose and goal of education. Flash animation course, as a course with strong application and operation, focuses on training students’ practical design and operation ability. It is a course suitable for teachers to guide students’ learning process. Under the open studio mode, the reform of self-learning mode of flash animation course must put forward higher requirements for teachers and learners in order to promote the development of education.
APA, Harvard, Vancouver, ISO, and other styles
5

Bussey, Thomas J., and MaryKay Orgill. "What do biochemistry students pay attention to in external representations of protein translation? The case of the Shine–Dalgarno sequence." Chemistry Education Research and Practice 16, no. 4 (2015): 714–30. http://dx.doi.org/10.1039/c5rp00001g.

Full text
Abstract:
Biochemistry instructors often use external representations—ranging from static diagrams to dynamic animations and from simplistic, stylized illustrations to more complex, realistic presentations—to help their students visualize abstract cellular and molecular processes, mechanisms, and components. However, relatively little is known about how students use and interpret external representations in biochemistry courses. In the current study, variation theory was used to explore the potential for student learning about protein translation from a stylized, dynamic animation. The results of this study indicate that students learned from this animation, in that they noticed many critical features of the animation and integrated those features into their understandings of protein translation. However, many students also focused on a particular feature of the animation, the Shine–Dalgarno sequence, that their instructors did not feel was critical to promote an overall understanding of this metabolic process. Student attention was focused on this feature because of the design of the animation, which cued students to notice this feature by significantly varying the appearance of the Shine–Dalgarno sequence.
APA, Harvard, Vancouver, ISO, and other styles
6

Spinillo, Carla Galvão, Ana Emília Figueiredo de Oliveira, Katherine Marjorie, Camila Lima, Larissa Ugaya Mazza, Luana Oliveira, and Ivana Figueiredo de Oliveira Aquino. "Designing animated pictorial instructions: A methodology proposed for the Open University of the Unified Health System in Brazil (UNA-SUS/UFMA)." European Journal of Teaching and Education 2, no. 4 (December 30, 2020): 42–51. http://dx.doi.org/10.33422/ejte.v2i4.525.

Full text
Abstract:
Animated pictorial instructions are effective resources for learning medical content (e.g., surgical procedures). Considering this, the Open University of the Unified Health System of the Federal University of Maranhão (UNA-SUS/UFMA) in Brazil employs animation in their distance learning courses. From 2009 to the present the UNA-SUS/UFMA has offered 48 e-courses to health professionals, reaching around 470,000 enrolments. The development of animated instructions at UNA-SUS/UFMA considers medical and pedagogical knowledge only, lacking information design expertise to reach communication effectiveness. Thus, a design methodology was proposed based on: (a) the results of an analytical study of 100 medical animations; (b) the outcomes of a context analysis of the UNA-SUS/UFMA design process through interviews with the heads of the educational production departments; and (c) the results of an online questionnaire with 1,735 health professionals. The methodology consists of three phases: (1) Structuring: identification and arrangement of different contents (introductory content, inventory information, steps, warnings), resulting in an animation script; (2) Representation: definition of the animation graphic appearance and technological resources (e.g., pictorial style, camera framing, interaction cues), resulting in a visual storyboard or mock-up/prototype that can be tested with users (e.g., comprehension, usability tests); and (3) Finalization: programming and production of the animation. For each phase, instruments/protocols were developed to aid decision-making (form, guidelines and checklist). To evaluate the methodology, a focus group was conducted with the animation stakeholders/developers of the UNA-SUS/UFMA. The results were positive, but suggestions were made to improve the decision-making instruments, which were considered in the methodology final design.
APA, Harvard, Vancouver, ISO, and other styles
7

Schweitzer, Dino, and Tom Appolloni. "Integrating introductory courses in computer graphics and animation." ACM SIGCSE Bulletin 27, no. 1 (March 15, 1995): 186–90. http://dx.doi.org/10.1145/199691.199773.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Ma, Ben. "Animation Production Teaching Model based on Design-Oriented Learning." International Journal of Emerging Technologies in Learning (iJET) 13, no. 08 (August 30, 2018): 172. http://dx.doi.org/10.3991/ijet.v13i08.9049.

Full text
Abstract:
The course of two-dimensional animation production focuses on practice. In teaching, more attention should be paid to cultivation of students’ innovation ability, team cooperation ability and similar prior education goals. With the promotion of paperless animation design courses, the animation production process should include the knowledge points in teaching. With this regard, taking the advantages of Flash software, an animation teaching model based on design-oriented learning was constructed in this study relying on design-oriented learning theory in animation production teaching, and taking project-oriented learning and empirical learning theory as guidelines. Meanwhile, comparison was made with the traditional teaching methods that only emphasize the presentation and transmission of knowledge. The research results show that using Flash software with design-oriented animation production teaching model makes it easier for students to accept knowledge when compared with the traditional PPT teaching model. It cannot only fully mobilize the learners’ enthusiasm, initiative and independent innovation, but also promote the students’ ability to study independently and constantly throughout their life. The Flash teaching platform adopted in the teaching process facilitates teacher-student interaction, team communication, and resource sharing, and is an effective assistant in the multimedia teaching process.
APA, Harvard, Vancouver, ISO, and other styles
9

Amador, Julie M., Anne Estapa, Zandra de Araujo, Karl W. Kosko, and Tracy L. Weston. "Eliciting and Analyzing Preservice Teachers' Mathematical Noticing." Mathematics Teacher Educator 5, no. 2 (March 2017): 158–77. http://dx.doi.org/10.5951/mathteaceduc.5.2.0158.

Full text
Abstract:
In an effort to elicit elementary preservice teachers' mathematical noticing, mathematics teacher educators at 6 universities designed and implemented a 3-step task that used video, writing, and animation. The intent of the task was to elicit preservice teachers' mathematical noticing–that is, noticing specific to mathematics content and how students reason about content. Preservice teachers communicated their noticing through both written accounts and selfcreated animations. Findings showed that the specific city of mathematical noticing differed with the medium used and that preservice teachers focused on different mathematical content across the methods sections, illuminating the importance for mathematics teacher educators understanding of the noticing practices of the preservice teachers with whom they work. This report includes implications for using the task in methods courses and modifying course instruction to develop noticing following task implementation.
APA, Harvard, Vancouver, ISO, and other styles
10

Sin, Nazirah Mat, and Mohammed Awadh M. Al-Asmari. "Students’ Perception on Blending Instructional 3D Animation in Engineering Courses." International Journal of Information and Education Technology 8, no. 5 (2018): 358–61. http://dx.doi.org/10.18178/ijiet.2018.8.5.1063.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Animation courses"

1

He, Xingxi. "Haptics augmented undergraduate engineering education implementation and evaluation /." Ohio : Ohio University, 2003. http://www.ohiolink.edu/etd/view.cgi?ohiou1175092399.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Arnoult-Lanier, Cécile. "Conception et développement d'outils automatisés pour l'étude de courbes graphiques et de traitements d'images numériques." Paris 8, 1999. http://www.theses.fr/1999PA081599.

Full text
Abstract:
Dans un premier temps, il est presente, dans ce manuscrit, les partenaires de ma convention cifre, societes qui m'ont appuyees pour la conception de ma these. Ensuite, je detaille deux nouveaux outils graphiques intuitifs et automatiques, facilitant les taches du personnel du monde de la video et du cinema. Les partenaires de ma convention cifre, presentees dans une premiere partie, restent des societes tres developpees, mais le detail des moyens et outils dont elles disposent, prouve que leurs techniques de travail peuvent etre perfectionnees ou completees de progiciels resolvant leurs lacunes. Ainsi, il m'a ete demande, de developper deux progiciels en vue de faciliter le travail du personnel de ces societes le gestionnaire de courbes, decrit dans la deuxieme partie, a pour but, de traduire n'importe quelles donnees numeriques, sous forme de courbes graphiques. Ces courbes restent totalement manipulables interactivement, en vue de les modifier a sa guise. Le deuxieme progiciel qui est explique dans ce manuscrit est << filter >>, celui-ci permet de retravailler, modifier des images. Il automatise le traitement ou une suite de modifications sur une sequence d'images. Par ce progiciel. Le graphiste n'a plus a travailler image par image, le progiciel traite les modifications a faire. Sur l'ensemble des images. Ces deux nouveaux outils ont ete crees, en vue de donner une liberte creative pour les plasticiens de nos jours, ce sont des composants essentiels dans une palette d'un createur d'images.
APA, Harvard, Vancouver, ISO, and other styles
3

Jančařík, Antonín, and Jarmila Novotná. "From a textbook to an e-learning course (E-learning or e-book?)." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80251.

Full text
Abstract:
The main aim of this contribution is to introduce the potential that modern information technologies open to authors converting a teaching material from a printed to an electronic version. The authors come out of their own experience and propose options that are suitable especially for creation of study materials in mathematics education. Among others the contribution presents the use of flash animations, java scripts and Computer Algebra Systems.
APA, Harvard, Vancouver, ISO, and other styles
4

Derouet-Jourdan, Alexandre. "Inversion statique de fibres : de la géométrie de courbes 3D à l'équilibre d'une assemblée de tiges mécaniques en contact frottant." Thesis, Grenoble, 2013. http://www.theses.fr/2013GRENM043/document.

Full text
Abstract:
Les structures fibreuses, formées d'une assemblée d'objets longilignes flexibles, sont très présentes dans notre environnement quotidien, notamment dans des systèmes biologiques tels que les végétaux ou les cheveux. Ces dernières années ont vu se développer diverses techniques de numérisation de la géométrie de fibres, soit par synthèse manuelle, soit par capture automatique. Parallèlement, de nombreux modèles physiques de simulation dynamique de fibres enchevêtrées ont été créés pour animer automatiquement ces objets complexes. Le but de cette thèse est d'établir un pont entre ces deux domaines: la géométrie de fibres d'une part, leur simulation dynamique d'autre part. Plus précisément, nous nous intéressons à la mise en correspondance d'une géométrie de fibres donnée en entrée, représentant un système mécanique à l'équilibre stable sous l'action de forces extérieures (gravité, forces de contact), avec les paramètres d'un modèle physique de fibres en contact. Notre objectif est de calculer les paramètres physiques des fibres de manière à garantir l'état d'équilibre de la géométrie donnée. Nous proposons de résoudre ce problème en choisissant comme modèle physique de fibres une assemblée de super-hélices en contact frottant. Nous proposons deux contributions principales. La première répond au besoin de convertir la géométrie d'une fibre numérisée quelconque, représentée comme une courbe 3d, en la géométrie du modèle des super-hélices, à savoir une courbe $G^1$ en hélices par morceaux. Nous proposons pour cela l'algorithme des tangentes flottantes 3d, qui consiste, en s'appuyant sur la condition de co-hélicité récemment énoncée par Ghosh, à interpoler N+1 tangentes réparties sur la courbe d'origine par N morceaux d'hélice, tout en minimisant l'écart en position. Par ailleurs nous complétons la démonstration partielle de Ghosh pour prouver la validité de notre algorithme dans le cas général. L'efficacité et la précision de notre méthode sont ensuite mises en évidence sur des jeux de données variés, d'abord synthétiques, créés par une artiste, puis issus de la capture de données réelles telles que des cheveux, des fibres musculaires ou des lignes de champ magnétique stellaire. Notre seconde contribution est le calcul de la géométrie au repos du modèle physique d'une assemblée de super-hélices, de sorte que la configuration de ce système à l'équilibre sous l'action des forces extérieures corresponde à la géométrie d'entrée. D'abord, nous considérons une fibre isolée soumise à des forces dérivant d'un potentiel, et montrons que le calcul est trivial dans ce cas. Nous proposons alors un critère simple permettant de décider si l'état d'équilibre est stable, et dans le cas contraire, de le stabiliser. Ensuite, nous considérons une assemblée de fibres soumises à des forces de contact frottant, modélisées par la loi non-régulière de Signorini-Coulomb. En considérant le matériau homogène, de masse et de raideur connues, et en nous appuyant sur une estimation de la géométrie au repos, nous construisons un problème d'optimisation quadratique convexe avec contraintes du second ordre. Nous montrons que ce problème inverse peut être résolu efficacement en utilisant un solveur conçu initialement pour le problème dynamique direct. Pour une géométrie d'entrée constituée de quelques milliers de fibres soumises à plusieurs dizaines de milliers de contacts frottants, nous calculons en quelques secondes une approximation plausible de la géométrie au repos des fibres, ainsi que des forces de contact en jeu. Nous appliquons finalement la combinaison de nos deux contributions à la synthèse automatique de coiffures physiques. Notre méthode permet d'initialiser un moteur physique de cheveux avec la géométrie issue des captures de coiffures réelles les plus récentes, et d'animer ensuite ces coiffures
Fibrous structures, which consist of an assembly of flexible slender objects, are ubiquitous in our environment, notably in biological systems such as plants or hair. Over the past few years, various techniques have been developed for digitalizing fibers, either through manual synthesis or with the help of automatic capture. Concurrently, advanced physics based models for the dynamics of entangled fibers have been introduced in order to animate these complex objects automatically. The goal of this thesis is to bridge the gap between those two areas: on the one hand, the geometric representation of fibers; on the other hand, their dynamic simulation. More precisely, given an input fiber geometry assumed to represent a mechanical system in stable equilibrium under external forces (gravity, contact forces), we are interested in the mapping of such a geometry onto the static configuration of a physics-based model for a fiber assembly. Our goal thus amounts to computing the parameters of the fibers that ensure the equilibrium of the given geometry. We propose to solve this inverse problem by modeling a fiber assembly physically as a discrete collection of super-helices subject to frictional contact. We propose two main contributions. The first one deals with the problem of converting the digitalized geometry of fibers, represented as a space curve, into the geometry of the super-helix model, namely a $G^1$ piecewise helical curve. For this purpose we introduce the 3d floating tangents algorithm, which relies upon the co-helicity condition recently stated by Ghosh. More precisely, our method consists in interpolating N+1 tangents distributed on the initial curve by N helices, while minimizing points displacement. Furthermore we complete the partial proof of Ghosh for the co-helicity condition to prove the validity of our algorithm in the general case. The efficiency and accuracy of our method are then demonstrated on various data sets, ranging from synthetic data created by an artist to real data captures such as hair, muscle fibers or lines of the magnetic field of a star. Our second contribution is the computation of the geometry at rest of a super-helix assembly, so that the equilibrium configuration of this system under external forces matches the input geometry. First, we consider a single fiber subject to forces deriving from a potential, and show that the computation is trivial in this case. We propose a simple criterion for stating whether the equilibrium is stable, and if not, we show how to stabilize it. Next, we consider a fiber assembly subject to dry frictional contact (Signorini-Coulomb law). Considering the material as homogeneous, with known mass and stiffness, and relying on an estimate of the geometry at rest, we build a well-posed convex quadratic optimization problem with second order cone constraints. For an input geometry consisting of a few thousands of fibers subject to tens of thousands frictional contacts, we compute within a few seconds a plausible approximation of both the geometry of the fibers at rest and the contact forces at play. We finally apply the combination of our two contributions to the automatic synthesis of natural hairstyles. Our method is used to initialize a physics hair engine with the hair geometry taken from the latest captures of real hairstyles, which can be subsequently animated physically
APA, Harvard, Vancouver, ISO, and other styles
5

Lazarus, Francis. "Courbes, cylindres et métamorphoses pour l'image de synthèse." Phd thesis, Université Paris-Diderot - Paris VII, 1995. http://tel.archives-ouvertes.fr/tel-00006284.

Full text
Abstract:
Le passage continu d'une forme à une autre, ou métamorphose, est un procédé souvent utilisé pour les animations en infographie. Les techniques employées pour réaliser ces métamorphoses font généralement appel à des méthodes de mélange d'images plus qu'à de véritables transformations tridimensionnelles. De fait, de nombreux problèmes pratiques et théoriques subsistent dès lors que l'on cherche à métamorphoser deux objets tridimensionnels tels que des maillages polyédriques. Nous proposons une technique de métamorphose adaptée à des objets de forme tubulaire. Une courbe squelette est associée à chaque objet afin de le paramétrer. La transformation des courbes squelettes associées à deux objets, conjointement aux paramétrisations, permet de réaliser la métamorphose. Dans ce contexte, deux points sont plus particulièrement étudiés\,: Pour animer les courbes squelettes, nous introduisons un procédé d'interpolation de courbes polygonales fondé sur une homotopie régulière dans les groupes de Lie. Par ailleurs, l'association d'une courbe squelette à un objet peut être une étape délicate. Nous proposons donc un outil d'aide à la construction de courbe squelette dont la définition originale repose sur une analogie combinatoire avec la théorie des fonctions de Morse. Ces études nous conduisent finalement à l'élaboration d'un outil interactif pour réaliser des métamorphoses tridimensionnelles. Cet outil se caractérise par sa simplicité d'utilisation et l'aspect intuitif de ses paramètres.
APA, Harvard, Vancouver, ISO, and other styles
6

Ma, Karen. "Investigating the effectiveness of animations in exploring learning a case study in a Chemical Engineering course." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/10614.

Full text
Abstract:
Includes abstract.
Includes bibliographical references.
Using technology in the classroom environment has become increasingly popular among educators. One way of employing technology is using instructional animations to teach concepts, favoured owing to their ability to depict changes in object over time. Animations are commonly believed to increase motivation and foster learning, but there is little empirical evidence for this belief. Some researchers have found that animations can be effective; others, however, show that animations have the same effect as a combination of static pictures and text. Some have even showed that animations could actually have negative effects on student learning. A lecturer at the University of Cape Town had planned to use animations in his third year undergraduate Chemical Engineering Course in Reactor Design. This became the context for the present study which investigated the effectiveness of these animations for promoting conceptual understanding as well as exploring students' perspective on learning from animations as well as students' enjoyment level. A quasi-experimental case study was conducted over four topics in Reactor Design and one topic was repeated. Each investigation was on one topic, and in each investigation, the Reactor Design class was split so that the student either attended a traditional lecture or an animation lecture. The two groups of students were used to compare the impact of animations on student learning.
APA, Harvard, Vancouver, ISO, and other styles
7

Saini, Laura. "Nouveaux outils pour l'animation et le design : système d'animation de caméra pour la stop motion, fondée sur une interface haptique et design de courbes par des courbes algébriques-trigonométriques à hodographe pythagorien." Phd thesis, Université de Valenciennes et du Hainaut-Cambresis, 2013. http://tel.archives-ouvertes.fr/tel-00835671.

Full text
Abstract:
Dans la première partie de la thèse, nous présentons un nouveau système permettant de produire des mouvements de caméra réalistes pour l'animation stopmotion. Le système permettra d'enrichir les logiciels d'animation 3D classiques (comme par exemple Maya et 3D Studio Max) afin de leur faire contrôler des mouvements de caméra pour la stop motion, grâce à l'utilisation d'une interface haptique. Nous décrivons le fonctionnement global du système. La première étapeconsiste à récupérer et enregistrer les données envoyées par le périphérique haptique de motion capture. Dans la seconde étape, nous réélaborons ces données par un procédé mathématique, puis les exportons vers un logiciel de 3D pour prévisualiser les mouvements de la caméra. Finalement la séquence est exécutée avec un robot de contrôle de mouvement et un appareil photo. Le système est évalué par un groupe d'étudiants du Master "Art plastiques et Création numérique" de l'Université de Valenciennes. Dans la deuxième partie, nous définissons une nouvelle classe de courbes à partir des courbes polynomiales paramétriques à hodographe pythagorien (PH) construite sur un espace algébrique-trigonométrique. Nous montrons leurs propriétés fondamentaleset leurs avantages importants par rapport à leur équivalent polynomial, grâce à l'utilisation d'un paramètre de forme. Nous introduisons une formulation complexe et nous résolvons le problème d'interpolation de Hermite.
APA, Harvard, Vancouver, ISO, and other styles
8

Ballif, Kristin Leifson. "Oral Performances as Ritual: Animating the invisible in Mormon Women's Miscarriage Stories." Diss., CLICK HERE for online access, 1998. http://patriot.lib.byu.edu/u?/MTAF,15532.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Hausenblasová, Kateřina. "Animace a animovaný film ve výtvarné výchově." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-340473.

Full text
Abstract:
The thesis deals with the use of animated films in art education. It presents animation as a modern and accessible form of education which stimulates children's creativity, social and communication skills and their ability to teamwork. It describes the positive potential of animation in education as well as some problematic issues and their feasible solutions. The author builds on the best practise of Czech and foreign teachers and practitioners of the education of animation but also on her own experience in the field. The text is supplemented by a blog website that makes the experience accessible to teachers interested in the topic and to the general public. The artwork part consists of two short animated films, each with an artists' book related to the film. Powered by TCPDF (www.tcpdf.org)
APA, Harvard, Vancouver, ISO, and other styles
10

LAI, YI-LING, and 賴怡伶. "The Research of Upper Grades’Art and Humanities Course – Taken“Stop Motion Animation”Course Design as an Example." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/f8z285.

Full text
Abstract:
碩士
嶺東科技大學
視覺傳達設計系碩士班
106
Rural education has been an issue that is heavily debated. It is a common phenomenon that rural students suffer from the rural-urban differences in academic attainment evaluation, lower learning motivation and obscure self-growth. Researchers claim that despite inexhaustible resources which are invested in rural schools by the government and private industries, the crucial solution is to improve the essence of education. This paper is taken L Rural Elementary School that the researcher works for as the study object. “Stop Motion Animation” project is executed in sixth-graders’ Art and Humanities course to investigate if the course design is appropriate and able to launch another learning opportunity for rural students. The findings reveal that the project which is designed according to Grade 1-9 Curriculum does not only integrate other learning areas, construct a complete interdisciplinary learning system, build and reinforce students’ sense of achievement but also shape characteristic for rural education. The paper expands to propose suggestions for future course implementation. It aims to terminate the rural students’ vulnerable situations and initiate a new era of rural education.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Animation courses"

1

Character animation crash course! Beverly Hills, CA: Silman-James Press, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Suits, Jerry P., and Michael J. Sanger, eds. Pedagogic Roles of Animations and Simulations in Chemistry Courses. Washington, DC: American Chemical Society, 2013. http://dx.doi.org/10.1021/bk-2013-1142.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Flash MX complete course. Indianapolis, Ind: Wiley Pub, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

The Complete Animation Course. Thames & Hudson Ltd, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Lemay, Brian. The animation drawing course. 2nd ed. 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

The Complete Animation Course: The Principles, Practice and Techniques of Successful Animation. Barron's Educational Series, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

The Complete Digital Animation Course The Principles Practice And Techniques Of Successful Digital Animation. Thames & Hudson, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

The Complete Digital Animation Course Principles Practice and Techniques. Barron's Educational Series, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Pedagogic Roles of Animations and Simulations in Chemistry Courses. Oxford University Press, Incorporated, 2014.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Flash 5 Weekend Crash Course. Wiley, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Animation courses"

1

Shengze, Peng, Wen Yongge, and Liu Zhibang. "The Research and Analysis on Digital Animation Courses Setup." In Advances in Intelligent Systems, 163–68. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27869-3_21.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Prasad, Alvin, and Kaylash Chaudhary. "Interactive Animation and Affective Teaching and Learning in Programming Courses." In Advances in Computer, Communication and Computational Sciences, 613–23. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4409-5_55.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Gregorius, Roberto Ma. "Linking Animation Design and Usage to Learning Theories and Teaching Methods." In Pedagogic Roles of Animations and Simulations in Chemistry Courses, 77–96. Washington, DC: American Chemical Society, 2013. http://dx.doi.org/10.1021/bk-2013-1142.ch004.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Akaygun, Sevil, and Loretta L. Jones. "Animation or Simulation: Investigating the Importance of Interactivity for Learning Solubility Equilibria." In Pedagogic Roles of Animations and Simulations in Chemistry Courses, 127–59. Washington, DC: American Chemical Society, 2013. http://dx.doi.org/10.1021/bk-2013-1142.ch006.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kelly, Resa M. "How a Qualitative Study with Chemistry Instructors Informed Atomic Level Animation Design." In Pedagogic Roles of Animations and Simulations in Chemistry Courses, 205–39. Washington, DC: American Chemical Society, 2013. http://dx.doi.org/10.1021/bk-2013-1142.ch009.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Suits, Jerry P., and Michael J. Sanger. "Dynamic Visualizations in Chemistry Courses." In Pedagogic Roles of Animations and Simulations in Chemistry Courses, 1–13. Washington, DC: American Chemical Society, 2013. http://dx.doi.org/10.1021/bk-2013-1142.ch001.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Liang, Weiyan. "Network Course Graphic Animation Based on Web 2.0 Technology." In Lecture Notes in Electrical Engineering, 103–9. London: Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-4805-0_13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Schwartz, Ruth N., Catherine Milne, Bruce D. Homer, and Jan L. Plass. "Designing and Implementing Effective Animations and Simulations for Chemistry Learning." In Pedagogic Roles of Animations and Simulations in Chemistry Courses, 43–76. Washington, DC: American Chemical Society, 2013. http://dx.doi.org/10.1021/bk-2013-1142.ch003.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Stieff, Mike, and Stephanie Ryan. "Explanatory Models for the Research & Development of Chemistry Visualizations." In Pedagogic Roles of Animations and Simulations in Chemistry Courses, 15–41. Washington, DC: American Chemical Society, 2013. http://dx.doi.org/10.1021/bk-2013-1142.ch002.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Lancaster, Kelly, Emily B. Moore, Robert Parson, and Katherine K. Perkins. "Insights from Using PhET’s Design Principles for Interactive Chemistry Simulations." In Pedagogic Roles of Animations and Simulations in Chemistry Courses, 97–126. Washington, DC: American Chemical Society, 2013. http://dx.doi.org/10.1021/bk-2013-1142.ch005.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Animation courses"

1

Thalmann, Daniel, Laurent Kermel, William Opdyke, and Stephen Regelous. "Crowd and group animation." In ACM SIGGRAPH 2005 Courses. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1198555.1198671.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Wald, Ingo. "Supporting animation and interaction." In ACM SIGGRAPH 2005 Courses. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1198555.1198752.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Williams, Lance. "Performance-driven facial animation." In ACM SIGGRAPH 2006 Courses. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1185657.1185856.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Buck, Ian, Adam Finkelstein, Charles Jacobs, Allison Klein, David H. Salesiny, Joshua Seims, Richard Szeliski, and Kentaro Toyama. "Performance-driven hand-drawn animation." In ACM SIGGRAPH 2006 Courses. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1185657.1185865.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Igarashi, T., T. Moscovich, and J. F. Hughes. "Spatial keyframing for performance-driven animation." In ACM SIGGRAPH 2007 courses. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1281500.1281536.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Igarashi, T., T. Moscovich, and J. F. Hughes. "Spatial keyframing for performance-driven animation." In ACM SIGGRAPH 2006 Courses. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1185657.1185778.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Lee, Jehee. "Introduction to data-driven animation." In ACM SIGGRAPH ASIA 2010 Courses. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1900520.1900524.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Davis, James, Maneesh Agrawala, Erika Chuang, Zoran Popović, and David Salesin. "A sketching interface for articulated figure animation." In ACM SIGGRAPH 2007 courses. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1281500.1281534.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Davis, James, Maneesh Agrawala, Erika Chuang, Zoran Popović, and David Salesin. "A sketching interface for articulated figure animation." In ACM SIGGRAPH 2006 Courses. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1185657.1185776.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

McNamara, Ann, Katerina Mania, and Diego Gutierrez. "Perception in graphics, visualization, virtual environments and animation." In SIGGRAPH Asia 2011 Courses. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2077434.2077448.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Animation courses' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography