外文文献—动画讲课教案

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动画课堂讲解教案模板范文

动画课堂讲解教案模板范文

课时:2课时年级:六年级教材:《动画制作入门》教学目标:1. 让学生了解动画的基本概念和发展历程。

2. 培养学生对动画制作的兴趣,提高学生的创意思维和动手能力。

3. 使学生掌握动画制作的基本流程和技巧。

教学重点:1. 动画的基本概念和发展历程。

2. 动画制作的基本流程和技巧。

教学难点:1. 动画制作过程中的创意思维和团队协作。

2. 动画制作技巧的掌握。

教学准备:1. 多媒体设备,如电脑、投影仪等。

2. 动画制作软件,如Adobe After Effects、Maya等。

3. 动画制作相关资料,如书籍、视频等。

教学过程:第一课时一、导入1. 教师通过播放一段经典的动画短片,激发学生的兴趣。

2. 提问:同学们,你们知道什么是动画吗?动画是如何制作的呢?二、新课讲解1. 动画的基本概念:动画是通过连续播放一系列静态图像,使观众感觉到图像在连续运动的一种视觉艺术形式。

2. 动画的发展历程:从早期的手绘动画到如今的数字动画,动画技术经历了漫长的发展过程。

3. 动画制作的基本流程:a. 故事板设计:确定动画的故事情节、角色、场景等。

b. 角色设计:设计动画角色的外观、动作、表情等。

c. 场景设计:设计动画的场景,包括背景、道具等。

d. 分镜头脚本:将动画故事分解成一系列镜头,并标注出每个镜头的画面内容、时长等。

e. 制作动画:根据分镜头脚本,使用动画制作软件进行动画制作。

f. 后期合成:将动画与音效、配音等元素进行合成,制作成完整的动画作品。

三、课堂练习1. 教师引导学生分组,每组选择一个动画题材,进行故事板设计。

2. 学生在小组内讨论、交流,完成故事板设计。

第二课时一、复习导入1. 教师提问:上节课我们学习了什么内容?2. 学生回答:动画的基本概念、发展历程和制作流程。

二、课堂讲解1. 动画制作技巧:a. 角色动作设计:学习如何设计角色的动作,使动作自然、流畅。

b. 场景切换:学习如何切换场景,使场景转换自然、连贯。

动画专业外语文献

动画专业外语文献

动画专业外语文献关于动画专业的外语文献有很多,以下是一些例子:1. "The Art of Animation: The Evolution of the American Feature Film" by John Lasseter (Disney Editions, 2001)2. "The Art of Storyboard: The Complete Guide for Filmmakers and Storyboard Artists" by David B. Levy (Focal Press, 2014)3. "The Animator's Survival Kit: A Manual for Drawing and Thinking" by Richard Williams (Faber and Faber, 2001)4. "The Encyclopedia of Animated Cartoons" by John Cawelti (Facts on File, 1993)5. "The World Encyclopedia of Cartoons" by Gary Groth and Michael Vollmer (Facts on File, 1993)6. "The Animator's Handbook: A Complete Guide to Creating and Developing the Art of Animation" by Don L. Harris (Focal Press, 2003)7. "The Art of SpongeBob SquarePants: The Complete Collection" by The SpongeBob SquarePants Writers' Room (Chronicle Books, 2007)8. "The Art of the Simpsons: The Complete History of the Iconic Characters, Writers, Animators, and Producers Behind the Longest-Running Animated Series" by John Ortved (Hachettespeakersbureau, 2015)9. "The Animator's Eye: A Handbook for Visual Development" by John Lasseter (Focal Press, 1985)10. "The Illusion of Life: Disney Animation" by Ollie Johnston and Frank Thomas (Disney Editions, 1981)这些书籍涵盖了动画的历史、技术和理论等方面,对于深入了解动画专业非常有帮助。

外研版英语八下Module 5《Cartoons》教学设计

外研版英语八下Module 5《Cartoons》教学设计

外研版英语八下Module 5《Cartoons》教学设计一. 教材分析《Cartoons》是外研版英语八年级下册第五模块的一篇课文,主要介绍了卡通漫画的发展历程、著名漫画家和卡通电影。

课文内容丰富,语言简洁明了,插图生动有趣,能够激发学生的学习兴趣。

通过本节课的学习,学生可以掌握有关卡通漫画的词汇和表达方式,提高阅读理解能力,并培养对卡通漫画的兴趣。

二. 学情分析八年级的学生对卡通漫画有浓厚的兴趣,生活中也经常接触卡通漫画,因此他们对卡通漫画的相关知识有一定的了解。

但在英语学习中,部分学生存在阅读理解能力较弱、词汇量不足、语法知识掌握不扎实等问题。

针对这些情况,教师在教学过程中应注重激发学生的学习兴趣,帮助他们巩固所学知识,提高阅读理解能力和语言运用能力。

三. 教学目标1.知识目标:–掌握与卡通漫画相关的词汇和表达方式。

–了解卡通漫画的发展历程、著名漫画家和卡通电影。

2.能力目标:–提高阅读理解能力,能够正确理解课文内容。

–能够运用所学知识,进行简单的交流和讨论。

3.情感目标:–培养对卡通漫画的兴趣,丰富课余生活。

–培养合作意识,提高团队协作能力。

四. 教学重难点•掌握与卡通漫画相关的词汇和表达方式。

•了解卡通漫画的发展历程、著名漫画家和卡通电影。

•提高阅读理解能力,能够正确理解课文内容。

•运用所学知识,进行简单的交流和讨论。

五. 教学方法1.任务型教学法:通过完成各种任务,激发学生的学习兴趣,提高他们的参与度。

2.情景教学法:创设生动有趣的情境,帮助学生更好地理解和运用所学知识。

3.合作学习法:引导学生进行小组讨论和合作,提高团队协作能力和沟通能力。

六. 教学准备1.教师准备:–熟悉课文内容,了解教材结构和体系。

–准备相关教学资源和材料。

2.学生准备:–预习课文,了解卡通漫画的基本知识。

–准备笔记本和文具,做好学习记录。

七. 教学过程1.导入(5分钟)教师通过提问方式引导学生谈论他们喜欢的卡通漫画,激发学生的学习兴趣。

二维动画外文参考文献

二维动画外文参考文献

二维动画的外文参考文献有很多,以下是一些常见的参考文献:《The Illusion of Life: Disney Animation》by Frank Thomas and Ollie Johnston这本书是迪士尼动画的经典之作,详细介绍了二维动画的制作过程和技巧,包括角色设计、场景绘制、动画制作等方面的内容。

《An Introduction to Stop Motion Animation》by Mike Salomon这本书介绍了定格动画的制作过程和技巧,包括材料选择、拍摄技巧、后期制作等方面的内容。

虽然不是二维动画,但定格动画和二维动画有很多相似之处,这本书也可以为二维动画制作提供一些启示。

《The Animator's Survival Kit: A Manual of Methods, Principles & Formulas for Classical, Computer, Games, Stop Motion & Experimental Animation》by Richard Williams这本书是动画大师Richard Williams的经典之作,详细介绍了动画制作的基本原理和方法,包括动画原理、角色设计、场景绘制、动画制作等方面的内容。

《Animation: The Mechanics of Motion》by Preston Blair这本书介绍了二维动画的制作过程和技巧,包括角色设计、场景绘制、动画制作等方面的内容。

这本书注重实践,提供了很多实用的技巧和工具,适合初学者入门。

《The Illusion of Life: A Reference Guide to the Techniques and Processes of Animation》by Don Bluth and Gary Goldstein这本书是迪士尼动画的经典之作,详细介绍了二维动画的制作过程和技巧,包括角色设计、场景绘制、动画制作等方面的内容。

二维动画外文文献参考

二维动画外文文献参考

二维动画外文文献参考二维动画,也称为平面动画,是一种通过在二维平面上绘制连续的静止图像来实现动画效果的技术。

它是动画艺术中最基本的形式之一,广泛应用于电影、电视、广告和游戏等领域。

本文将参考关于二维动画的外文文献,探讨其发展历程、技术特点以及应用领域。

一、发展历程二维动画的历史可以追溯到19世纪末的早期动画实验。

最早的二维动画是通过手工绘制每一帧图像,然后将它们逐一拍摄成电影胶片。

20世纪初,随着电影技术的不断发展,二维动画逐渐成为一种主流的艺术形式。

1928年,迪士尼公司推出了第一部有声动画片《奇幻音乐会》,开创了二维动画的黄金时代。

此后,随着技术的进步,二维动画逐渐发展出了更多的创新形式,如彩色动画、多画面动画和特殊效果动画等。

二、技术特点二维动画的一个显著特点是图像呈现在二维平面上,没有真实的立体感。

但通过艺术家的创造力和技巧,可以在二维动画中创造出丰富多样的视觉效果。

此外,二维动画通常采用手绘或计算机绘制的方式,图像具有鲜明的色彩和线条,给人以强烈的艺术感染力。

另外,二维动画的制作成本相对较低,制作周期相对较短,适合用于快节奏的广告和短片制作。

三、应用领域二维动画在各个领域都有广泛的应用。

在电影和电视行业,二维动画常用于制作动画片和电视剧,如迪士尼的经典动画片《小美人鱼》和《狮子王》等。

在广告行业,二维动画可以用于制作各种形式的广告片,如产品宣传、品牌推广和公益广告等。

此外,二维动画还广泛应用于教育和培训领域,通过生动形象的图像和动画效果,可以更好地传达知识和培养学生的兴趣。

二维动画是一种重要的艺术形式,具有悠久的历史和独特的技术特点。

它通过在二维平面上绘制连续的静止图像,创造出逼真的动画效果。

二维动画广泛应用于电影、电视、广告和教育等领域,为人们带来了丰富多彩的视觉体验。

随着科技的不断进步,相信二维动画会在未来继续发展壮大,为人们带来更多惊喜和创意。

动画专业外语文献

动画专业外语文献

动画专业外语文献动画专业是一门涉及艺术、技术和跨文化交流的领域。

在我国,动画产业近年来得到了迅猛发展,但与全球领先的国家相比,仍有很大差距。

为了提高我国动画产业的竞争力,学习和借鉴国际先进动画技术的至关重要。

外语文献是了解国际动画发展趋势、掌握先进技术和交流的重要途径。

动画专业学生和从业人员需要关注的外语文献主要包括以下几类:1.动画技术类:通过学习国外先进的动画制作技术,提高我国动画作品的质量。

例如,研究好莱坞动画电影的制作流程、了解日本漫画的发展历程等。

2.动画艺术类:了解国际动画艺术风格,拓宽我国动画创作的视野。

例如,研究欧洲动画电影的独特审美、探讨美国动画电影的叙事手法等。

3.动画产业类:分析国际动画产业的发展状况和商业模式,为我国动画产业的可持续发展提供借鉴。

例如,研究迪士尼、皮克斯等动画公司的成功经验、了解全球动画市场趋势等。

4.动画理论类:深入研究动画理论,提升我国动画学术研究水平。

例如,探讨动画的本质、阐述动画与其他艺术形式的区别与联系等。

要查找和利用外语文献,可以采用以下方法:1.利用网络资源:通过搜索引擎、学术数据库等在线工具,检索相关外语文献。

2.参观图书馆:访问国内外图书馆,查阅实体书籍和电子资源。

3.参加国际交流活动:积极参与国际动画领域的交流活动,结识业内人士,获取第一手资料。

4.学习语言:提高自己的外语水平,直接阅读和理解外语文献。

在学习和运用外语文献过程中,会遇到一些挑战,如语言障碍、文化差异等。

为应对这些挑战,可以采取以下策略:1.培养跨文化意识:了解不同国家的文化背景,提高动画创作的全球化水平。

2.学习外语:提高自己的外语水平,减少语言障碍对文献理解的影响。

3.参加培训和实践:通过参加国际动画培训班、实践项目等,提升自己的专业技能。

总之,动画专业外语文献对于提高我国动画产业的核心竞争力具有重要意义。

3d动画制作中英文对照外文翻译文献

3d动画制作中英文对照外文翻译文献

3d动画制作中英文对照外文翻译文献预览说明:预览图片所展示的格式为文档的源格式展示,下载源文件没有水印,内容可编辑和复制中英文对照外文翻译文献(文档含英文原文和中文翻译)Spin: A 3D Interface for Cooperative WorkAbstract: in this paper, we present a three-dimensional user interface for synchronous co-operative work, Spin, which has been designed for multi-user synchronous real-time applications to be used in, for example, meetings and learning situations. Spin is based on a new metaphor of virtual workspace. We have designed an interface, for an office environment, which recreates the three-dimensional elements needed during a meeting and increases the user's scope of interaction. In order to accomplish these objectives, animation and three-dimensional interaction in real time are used to enhance the feeling of collaboration within the three-dimensional workspace. Spin is designed to maintain a maximum amount of information visible. The workspace is created using artificial geometry - as opposed to true three-dimensional geometry - and spatial distortion, a technique that allows all documents and information to be displayed simultaneously while centering the user's focus of attention. Users interact with each other via their respective clones, which are three-dimensional representations displayed in each user's interface, and are animated with user action on shared documents. An appropriate object manipulation system (direct manipulation, 3D devices and specific interaction metaphors) is used to point out and manipulate 3D documents.Keywords: Synchronous CSCW; CVE; Avatar; Clone; Three-dimensional interface; 3D interactionIntroductionTechnological progress has given us access to fields that previously only existed in our imaginations. Progress made in computers and in communication networks has benefited computer-supported cooperative work (CSCW), an area where many technical and human obstacles need to be overcome before it can be considered as a valid tool. We need to bear in mind the difficulties inherent in cooperative work and in the user's ability to perceive a third dimension.The Shortcomings of Two- Dimensional InterfacesCurrent WIMP (windows icon mouse pointer) office interfaces have considerable ergonomic limitations [1].(a) Two-dimensional space does not display large amounts of data adequately. When it comes to displaying massive amounts of data, 2D displays have shortcomings such as window overlap and the need for iconic representation of information [2]. Moreover, the simultaneous display of too many windows (the key symptom of Windowitis) can be stressful for users [3].(b) WIMP applications are indistinguishable from one another; leading to confusion. Window dis- play systems, be they XII or Windows, do not make the distinction between applications, con- sequently, information is displayed in identical windows regardless of the user's task.(c) 2D applications cannot provide realistic rep- resentation. Until recently, network technology only allowed for asynchronous sessions (electronic mail for example); and because the hardware being used was not powerful enough, interfaces could only use 2D representations of the workspace.Metaphors in this type of environment do not resemble the real space; consequently, it is difficult for the user to move around within a simulated 3D space.(d) 2D applications provide poor graphical user representations. As windows are indistinguish- able and there is no graphical relation between windows, it is difficult to create a visual link between users or between a user and an object when the user's behavior is been displayed [4].(e) 2D applications are not sufficiently immersive, because 2D graphical interaction is not intuitive (proprioception is not exploited) users have difficulties getting and remaining involved in the task at hand.Interfaces: New ScopeSpin is a new interface concept, based on real-time computer animation. Widespread use of 3D graphic cards for personal computers has made real-time animation possible on low-cost computers. The introduction of a new dimension (depth) changes the user's role within the interface, the use of animation is seamless and therefore lightens the user's cognitive load. With appropriate input devices, the user now has new ways of navigating in, interacting with and organizing his workspace. Since 1995, IBM has been working on RealPlaces [5], a 3D interface project. It was developed to study the convergence between business applications and virtual reality. The user environment in RealPlaces is divided into two separate spaces (Fig, 1): ? a 'world view', a 3D model which stores and organizes documents through easy object interaction;a 'work plane', a 2D view of objects with detailed interaction, (what is used in most 2D interfaces).RealPlaces allows for 3D organization of a large number ofobjects. The user can navigatethrough them, and work on a document, which can be viewed and edited in a 2D application that is displayed in the foreground of the 'world'. It solves the problem of 2D documents in a 3D world, although there is still some overlapping of objects. RealPtaces does solve some of the problems common to 2D interfaces but it is not seamless. While it introduces two different dimensions to show documents, the user still has difficulty establishing links between these two dimensions in cases where multi-user activity is being displayed. In our interface, we try to correct the shortcomings of 2D interfaces as IBM did in RealPlaces, and we go a step further, we put forward a solution for problems raised in multi-user cooperation, Spin integrates users into a virtual working place in a manner that imitates reality making cooperation through the use of 3D animation possible. Complex tasks and related data can be represented seamlessly, allowing for a more immersive experience. In this paper we discuss, in the first part, the various concepts inherent in simultaneous distant cooperative work (synchronous CSCW), representation and interaction within a 3D interface. In the second part, we describe our own interface model and how the concepts behind it were developed. We conclude with a description of the various current and impending developments directly related to the prototype and to its assessment.ConceptsWhen designing a 3D interface, several fields need to be taken into consideration. We have already mentioned real-time computer animation and computer-supported cooperative work, which are the backbone of our project. There are also certain fields of the human sciences that have directty contributed to thedevelopment of Spin. Ergon- omics [6], psychology [7] and sociology [8] have broadened our knowIedge of the way in which the user behaves within the interface, both as an individual and as a member of a group.Synchronous Cooperative WorkThe interface must support synchronous cooper- ative work. By this we mean that it must support applications where the users have to communicate in order to make decisions, exchange views or find solutions, as would be the case with tele- conferencing or learning situations. The sense of co-presence is crucial, the user needs to have an immediate feeling that he is with other people; experiments such as Hydra Units [9] and MAJIC [10] have allowed us to isolate some of the aspects that are essential to multimedia interactive meetings.Eye contact." a participant should be able to see that he is being looked at, and should be able to look at someone else. ? Gaze awareness: the user must be able to estab- fish a participant's visual focus of attention. ? Facial expressions: these provide information concerning the participants' reactions, their acquiescence, their annoyance and so on. ? GesCures. ptay an important role in pointing and in 3D interfaces which use a determined set of gestures as commands, and are also used as a means of expressing emotion.Group ActivitySpeech is far from being the sole means of expression during verbal interaction [1 1]. Gestures (voluntary or involuntary) and facial expressions contribute as much information as speech. More- over, collaborative work entails the need to identify other people's points of view as well as their actions [1 2,1 3]. This requires defining the metaphors which witl enable users involvedin collaborative work to understand what other users are doing and to interact withthem. Researchers I1 4] have defined various communication criteria for representing a user in a virtual environment. In DIVE (Distributed Interactive Virtual Environment, see Fig. 2), Benford and Fahl6n lay down rules for each characteristic and apply them to their own system [1 5]. lhey point out the advantages of using a clone (a realistic synthetic 3D representation of a human) to represent the user. With a clone, eye contact (it is possible to guide the eye movements of a clone) as well as gestures and facial expressions can be controlled; this is more difficult to accomplish with video images. tn addition to having a clone, every user must have a telepointer, which is used to designate obiects that can be seen on other users' displays.Task-Oriented InteractionUsers attending a meeting must be abte to work on one or several shared documents, it is therefore preferable to place them in a central position in the user's field of vision, this increases her feeling of participation in a collaborative task. This concept, which consists of positioning the documents so as to focus user attention, was developed in the Xerox Rooms project [1 6]; the underlying principle is to prevent windows from overlapping or becoming too numerous. This is done by classifying them according to specific tasks and placing them in virtual offices so that a singIe window is displayed at any one (given) time. The user needs to have an instance of the interface which is adapted to his role and the way he apprehends things, tn a cooperative work context, the user is physically represented in the interface and has a position relative to the other members of the group.The Conference Table Metaphor NavigationVisually displaying the separation of tasks seems logical - an open and continuous space is not suitable. The concept of 'room', in the visual and in the semantic sense, is frequently encountered in the literature. It is defined as a closed space that has been assigned a single task.A 3D representation of this 'room' is ideal because the user finds himself in a situation that he is familiar with, and the resulting interfaces are friendlier and more intuitive.Perception and Support of Shared AwarenessSome tasks entail focusing attention on a specific issue (when editing a text document) while others call for a more global view of the activity (during a discussion you need an overview of documents and actors). Over a given period, our attention shifts back and forth between these two types of activities [17]. CSCW requires each user to know what is being done, what is being changed, where and by whom. Consequently, the interface has to be able to support shared awareness. Ideally, the user would be able to see everything going on in the room at all times (an everything visible situation). Nonetheless, there are limits to the amount of information that can be simultaneously displayed on a screen. Improvements can be made by drawing on and adopting certain aspects of human perception. Namely, a field of vision with a central zone where images are extremely clear, and a peripheral vision zone, where objects are not well defined, but where movement and other types of change can be perceived.Interactive Computer AnimationInteractive computer animation allows for two things: first, the amount of information displayed can be increased, andsecond, only a small amount of this information can be made legible [18,19]. The remainder of the information continues to be displayed but is less legible (the user only has a rough view of the contents). The use of specific 3D algorithms and interactive animation to display each object enables the user visually to analyse the data quickly and correctly. The interface needs to be seamless. We want to avoid abstract breaks in the continuity of the scene, which would increase the user's cognitive load.We define navigation as changes in the user's point of view. With traditional virtual reality applica- tions, navigation also includes movement in the 3D world. Interaction, on the other hand, refers to how the user acts in the scene: the user manipulates objects without changing his overall point of view of the scene. Navigation and interaction are intrinsically linked; in order to interact with the interface the user has to be able to move within the interface. Unfortunately, the existence of a third dimension creates new problems with positioning and with user orientation; these need to be dealt with in order to avoid disorienting the user [20].Our ModelIn this section, we describe our interface model by expounding the aforementioned concepts, by defining spatial organization, and finally, by explaining how the user works and collaborates with others through the interface.Spatial OrganizationThe WorkspaceWhile certain aspects of our model are related to virtual reality, we have decided that since our model iS aimed at an office environment, the use of cumbersome helmets or gloves is not desirable. Our model's working environment is non-immersive.Frequently, immersive virtual reality environments tack precision and hinder perception: what humans need to perceive to believe in virtual worlds is out of reach of present simulation systems [26]. We try to eliminate many of the gestures linked to natural constraints, (turning pages in a book, for example) and which are not necessary during a meeting. Our workspace has been designed to resolve navigation problems by reducing the number of superfluous gestures which slow down the user. In a maI-life situation, for example, people sitting around a table could not easily read the same document at the same time. To create a simple and convenient workspace, situations are analysed and information which is not indispensable is discarded [27]. We often use interactive computer animation, but we do not abruptly suppress objects and create new icons; consequently, the user no longer has to strive to establish a mental link between two different representations of the same object. Because visual recognition decreases cognitive load, objects are seamlessly animated. We use animation to illustrate all changes in the working environment, i.e. the arrival of a new participant, the telepointer is always animated. There are two basic objects in our workspace: the actors and the artefacts. The actors are representations of the remote users or of artificial assistants. The artefacts are the applications and the interaction tools.The Conference tableThe metaphor used by the interface is the con- ference table. It corresponds to a single activity (our task-oriented interface solves the (b) shortcoming of the 2D interface, see Introduction). This activity is divided spatially and semantically into two parts. The first is asimulated panoramic view on which actors and sharedapplications are displayed. Second, within this view there is a workspace located near the center of the simulated panoramic screen, where the user can easily manipulate a specific document. The actors and the shared applications (2D and 3D) are placed side by side around the table (Fig. 4), and in the interest of comfort, there is one document or actor per 'wail'. As many applications as desired may be placed in a semi-circle so that all of the applications remain visible. The user can adjust the screen so that the focus of her attention is in the center; this type of motion resembles head- turning. The workspace is seamless and intuitive,Fig, 4. Objects placed around our virtual table.And simulates a real meeting where there are several people seated around a table. Participants joining the meeting and additional applications are on an equal footing with those already present. Our metaphor solves the (c) shortcoming of the 2D interface (see Introduction),DistortionIf the number of objects around the table increases, they become too thin to be useful. To resolve this problem we have defined a focus-of-attention zone located in the center of the screen. Documents on either side of this zone are distorted (Fig.5). Distortion is symmetrical in relation to the coordinate frame x=0. Each object is uniformly scaled with the following formula: x'=l-(1-x) '~, O<x<l< bdsfid="116" p=""></x<l<>Where is the deformation factor. When a= 1 the scene is not distorted. When all, points are drawn closer to the edge; this results in centrally positioned objects being stretched out, while those in the periphery are squeezed towards the edge. This distortion is similar to a fish-eye with only one dimension [28].By placing the main document in the centre of the screen and continuing to display all the other documents, our model simulates a human field of vision (with a central zone and a peripheral zone). By reducing the space taken up by less important objects, an 'everything perceivable' situation is obtained and, although objects on the periphery are neither legible nor clear, they are visible and all the information is available on the screen. The number of actors and documents that it is possible to place around the table depends, for the most part, on screen resolution. Our project is designed for small meetings with four people for example (three clones) and a few documents (three for example). Under these conditions, if participants are using 17-inch, 800 pixels screens all six objects are visible, and the system works.Everything VisibleWith this type of distortion, the important applications remain entirely legible, while all others are still part of the environment. When the simulated panoramic screen is reoriented, what disappears on one side immediately reappears on the other. This allows the user to have all applications visible in the interface. In CSCW it is crucial that each and every actor and artefact taking part in a task are displayed on the screen (it solves the (a) shortcoming of 2D interface, see Introduction),A Focus-of-Attention AreaWhen the workspace is distorted in this fashion, the user intuitively places the application on which she is working in the center, in the focus-of- attention area. Clone head movements correspond to changes of the participants' focus of attention area. So, each participant sees theother participants' clones and is able to perceive their headmovements. It gives users the impression of establishing eye contact and reinforces gaze awareness without the use of special devices. When a participant places a private document (one that is only visible on her own interface) in her focus in order to read it or modify it, her clone appears to be looking at the conference table.In front of the simulated panoramic screen is the workspace where the user can place (and enlarge) the applications (2D or 3D) she is working on, she can edit or manipulate them. Navigation is therefore limited to rotating the screen and zooming in on the applications in the focus-of-attention zone.ConclusionIn the future, research needs to be oriented towards clone animation, and the amount of information clones can convey about participant activity. The aim being to increase user collaboration and strengthen the feeling of shared presence. New tools that enable participants to adopt another participant's point of view or to work on another participant's document, need to be introduced. Tools should allow for direct interaction with documents and users. We will continue to develop visual metaphors that will provide more information about shared documents, who is manipulating what, and who has the right to use which documents, etc. In order to make Spin more flexible, it should integrate standards such as VRML 97, MPEG 4, and CORBA. And finally, Spin needs to be extended so that it can be used with bigger groups and more specifically in learning situations.旋转:3D界面的协同工作摘要:本文提出了一种三维用户界面的同步协同工作—旋转,它是为多用户同步实时应用程而设计,可用于例如会议和学习情况。

关于动画的毕业设计论文英文文献翻译

关于动画的毕业设计论文英文文献翻译

关于动画的毕业设计论文英文文献翻译Title: English Literature Review on the Topic of Animation for Graduation ThesisIntroductionHistorical DevelopmentThe history of animation can be traced back to the late 19th century when pioneers like Émile Reynaud and Thomas Edison experimented with motion pictures. The advent of the animation industry in the early 20th century, with the introduction of the first animated film "Fantasmagorie" by Émile Cohl, marked a significant milestone. Since then, animation has emerged as a powerful medium of artistic expression, characterized by the iconic works of Walt Disney and the creation of iconic characters such as Mickey Mouse and Snow White.Animation Techniques and StylesImpact on SocietyArtistic ValueAnimation is not only a form of entertainment but also a prominent art form. The ability to create entire worlds, characters, and narratives through animation allows for immense creative possibilities. Artists and animators can experiment with different visual styles, color schemes, and storytellingtechniques to convey emotions and ideas. Animation also provides a platform for expressing abstract concepts and challenging traditional narratives, pushing the boundaries of artistic expression.Conclusion。

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外文文献—动画AnimationAnimation is the rapid display of a sequence of images of 2-D or 3-D artwork or model positions to create an illusion of movement. The effect is an optical illusion of motion due to the phenomenon of persistence of vision, and can be created anddemonstrated in several ways. The most common method of presenting animation is as a motion picture or video program, although there are other methods.Early examplesAn Egyptian burial chamber mural, approximately 4000 years old, showing wrestlers in action. Even though this may appear similar to a series of animation drawings, there was no way of viewing the images in motion. It does, however, indicate the artist's intention of depicting motion. Five images sequence from avase found in Iran There is no single person who can be considered the "creator" of film animation, as there were several people working on projects which could be considered animation at about the same time.Georges Méliès was a creator of special-effect films; he was generally one of the first people to use animation with his technique. He discovered a technique byaccident which was to stop the camera rolling to change something in the scene, and then continue rolling the film. This idea was later known as stop-motion animation. Early examples of attempts tocapture the phenomenon of motiondrawing can be found in paleolithic cavepaintings, where animals are depictedwith multiple legs in superimposedpositions, clearly attempting to convey the perception of motion. An Egyptian burial chamber mural , approximately 4000 years old, showing wrestlers in action. Even though this may appear similar to a series of animation drawings, there was no way of viewing the images in motion. It does, however, indicate the artist's intention of depicting motion. A 5,000 year old earthen bowl foundin Iran.It has five images of a goat paintedalong the sides. This has been claimed tobe an example of early animation.However, since no equipment existed toshow the images in motion, such a series ofimages cannot be called animation in a truesense of the word.A Chinese zoetrope-type device hadbeen invented in 180 AD. The phenakistoscope, praxinoscope, and the common flip book were early popular animation devices invented during the 19th century. These devices produced the appearance of movement from sequential drawings using technological means, but animation did not really develop muchMéliès discovered this technique accidentally when his camera broke down while shooting a bus driving by. When he had fixed the camera, a hearse happened to be passing by just as Méliès restarted rolling the film, his end result was that he had managed to make a bus transform into a hearse. This was just one of the great contributors to animation in the early years.The earliest surviving stop-motion advertising film was an English short by Arthur Melbourne-Cooper called Matches: An Appeal (1899). Developed for the Bryant and May Matchsticks company, it involved stop-motion animation of wired-together matches writing a patriotic call to action on a blackboard.J. Stuart Blackton was possibly the first American film-maker to use thetechniques of stop-motion and hand-drawn animation. Introduced to film-making by Edison, he pioneered these concepts at the turn of the 20th century, with his first copyrighted work dated 1900. Several of his films, among them The Enchanted Drawing (1900) and Humorous Phases of Funny Faces (1906) were film versions of Blackton's "lightning artist" routine, and utilized modified versions of Méliès' early stop-motion techniques to make a series of blackboard drawings appear to move and reshape themselves. 'Humorous Phases of Funny Faces' is regularly cited as the first true animated film, and Blackton is considered the first true animator. Fantasmagorie by Emile Cohl, 1908 Following the successes of Blackton and Cohl, many other artists beganexperimenting with animation. One such artist was Winsor McCay, a successful newspaper cartoonist, who created detailed animations that required a team of artists and painstaking attention for detail. Each frame was drawn on paper; which invariably required backgrounds and characters to be redrawn and animated. Among McCay's most noted films are Little Nemo (1911), Gertie the Dinosaur (1914) and The Sinking of the Lusitania (1918).The production of animated short films, typically referred to as "cartoons",became an industry of its own during the 1910s, and cartoon shorts were produced to be shown in movie theaters. The most successful early animation producer was John Another French artist, Émile Cohl,began drawing cartoon strips and createda film in 1908 called Fantasmagorie. Thefilm largely consisted of a stick figuremoving about and encountering allmanner of morphing objects, such as awine bottle that transforms into a flower.There were also sections of live actionwhere the animator’s hands would enterthe scene. The film was created bydrawing each frame on paper and thenshooting each frame onto negative film, which gave the picture a blackboard look.This makes Fantasmagorie the firstanimated film created using what came tobe known as traditional (hand-drawn)Randolph Bray, who, along with animator Earl Hurd, patented the cel animation process which dominated the animation industry for the rest of the decade.El Apóstol (Spanish: "The Apostle") was a 1917 Argentine animated filmutilizing cutout animation, and the world's first animated feature film.Traditional animationThe traditional cel animation process became obsolete by the beginning of the 21st century. Today, animators' drawings and the backgrounds are either scanned into or drawn directly into a computer system. Various software programs are used to color the drawings and simulate camera movement and effects. The final animated piece is output to one of several delivery media, including traditional 35 mm film and newer media such as digital video. The "look" of traditional cel animation is still preserved, and the character animators' work has remained essentially the same over the past 70 years. Some animation producers have used the term "tradigital" to describe cel animation which makes extensive use of computer technology.Examples of traditionally animated feature films include Pinocchio (United States, 1940), Animal Farm (United Kingdom, 1954), and Akira (Japan, 1988).Traditional animated films which were produced with the aid of computer technology include The Lion King (US, 1994) Sen to Chihiro no Kamikakushi (Spirited Away) (Japan, 2001), and Les Triplettes de Belleville (France, 2003).Full animation refers to the process of producing high-quality traditionallyanimated films, which regularly use detailed drawings and plausible movement. Fully animated films can be done in a variety of styles, from more realistically animated works such as those produced by the Walt Disney studio (Beauty and the Beast, Aladdin, Lion King) to the more 'cartoony' styles of those produced by the Warner Bros. animation studio. Many of the Disney animated features are examples of full animation, as are non-Disney works such as The Secret of NIMH (US, 1982), The Iron Giant (US, 1999), and Nocturna (Spain, 2007).An example of traditional animation, a horse animated by rotoscoping from Eadweard Muybridge 's 19th centuryphotos Traditional animation (also called celanimation or hand-drawn animation) was theprocess used for most animated films of the20th century. The individual frames of atraditionally animated film are photographs ofdrawings, which are first drawn on paper. Tocreate the illusion of movement, each drawingdiffers slightly from the one before it. Theanimators' drawings are traced or photocopiedonto transparent acetate sheets called cels,which are filled in with paints in assigned colors or tones on the side opposite the line drawings. The completed character cels arephotographed one-by-one onto motion picturefilm against a painted background by a rostrumLimited animation involves the use of less detailed and/or more stylized drawings and methods of movement. Pioneered by the artists at the American studio United Productions of America, limited animation can be used as a method of stylized artistic expression, as in Gerald McBoing Boing (US, 1951), Yellow Submarine (UK, 1968), and much of the anime produced in Japan. Its primary use, however, has been in producing cost-effective animated content for media such as television (the work of Hanna-Barbera, Filmation, and other TV animation studios) and later the Internet (web cartoons)。

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