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浅议数字化插图 总被引：3，自引：0，他引：3
连文华 《贵州教育学院学报》2008,24(6):51-53
计算机和网络技术的发展,给插图艺术带来新的表现形式。应运而生的绘图软件也正逐渐改变插图画家的创作思维方式,越来越多的数码插图出现在插图艺术中。正确认识数码插图的优势与局限对于插图的发展有着重要意义。 相似文献
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Margaret Taylor 《The International Journal of Art & Design Education》2005,24(3):325-333
Overall, little is known about the ways in which disabled children and young people produce artwork or how they are enabled to access the visual arts curriculum particularly when they have high level and complex support requirements. This article focuses on the Information Communication Technology (ICT) and practical assistance that enables disabled students to create art and design work. The article is based on my recent doctoral research which has analysed the arts education of a group of disabled young people post 16 and investigated the ways in which the arts curriculum can be made accessible [1]. ICT, in conjunction with effective practical assistance, can be refined and merged to create seamless access to the visual arts for disabled students and can play a key role not only in equipping them with the skills and competencies to gain qualifications and potential employment, but also as a ‘voice’ with which they can express their particular experiences of the human condition. 相似文献
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Laura Trafí 《The International Journal of Art & Design Education》2004,23(1):26-34
This article describes the foundations, development and some of the findings from a research project about how the use of ‘the gaze’, as a key idea from critical art history, might affect the understanding of art by art educators. It shows how the use of this key idea involved not just the disruption of a modernist model of art interpretation (based on the author and the oeuvre), but also mediated the discursive production of the subjectivity of the interpreters as readers/writers of the work. The research was based in the interpretation of a specific artwork by Manet, A Bar at the Folies‐Bergère. 相似文献
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This article describes an integrated art and early literacy project entitled, ‘Picture Partners’. The main purpose of the
project was to explore how young children create and express meaning through art. Children’s responses, both written and spoken,
were included because accompanying modes of expression expand the nature and content of their drawings and inform teachers
about children’s intentions and processes of thinking. A secondary purpose was to investigate how children use illustrations
from familiar picture books as models for their own creations and whether children’s responses to stories might be enhanced
through their collaboration with peers. Partnerships were formed and participants worked in close proximity as they drew pictures
in response to a teacher directed prompt. Using qualitative, interpretative analysis, a small subset of drawings produced
by kindergarten and first grade children was examined. The results revealed that the process of drawing was influenced by
illustrations in picturebooks, peer interactions, and the artwork of partners in close proximity. The shift in emphasis away
from the interpretations of visual realism in children’s drawings towards their own purposes allowed readers to focus on the
way drawings represent meaning within children’s socio-cultural worlds. 相似文献
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Two classes in College Station, Texas and two classes in Mexico City shared artwork via telecommunications. In this arts‐based case study we asked: What cultural similarities and differences manifested themselves through children's artwork shared over geographic distances via videoconference? The cultural similarities and differences manifested through the children's art in the form of murals included the children's choices regarding (a) what to portray and (b) how to convey an artistic message. In addition, characteristics and communication styles of each school's culture were described through analyses of each mural's symbols, labels, and artistic style. 相似文献
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Eric Johnson 《Educational Media International》2013,50(3):203-215
Abstract Students in my on‐campus literature classes have made good use of a series of computer programs that I have created for text analysis. I offered a course via the World Wide Web that provided 14 of my programs to students throughout the world. My course taught those students how to use the programs, and as they completed the assignments, students not only learned to use software for literary analysis, but they also often gained new kinds of insights into the study of texts. 相似文献
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Daphne Loads 《Teaching in Higher Education》2013,18(4):409-421
University lecturers need to help their students to develop ways of being that will allow them to flourish amidst uncertainty. Professional development workshops involving artwork and reflection provide a space where lecturers themselves can hold, examine and develop tolerance for uncertainty. Artwork and exploration of metaphors enable them to reflect on who they are as teachers, and what teaching means to them; two enquiries that are likely to involve some encounters with uncertainty. Two series of art workshops were offered to 11 nurse educators over two periods of three months. The workshops were characterised by exploration of metaphors, which allowed participants to draw on and move beyond naïve inquiry. Photographs of their artwork are presented, which demonstrate that participants were enabled to make a restorative space in their workplace, stay with ambiguity and re-embody their thinking. 相似文献
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戴日光 《中国现代教育装备》2012,(11):71-73
由于现代化教学手段不断运用到微机原理与接口技术教学中,其教学过程也必须做出相应调整。从如何改进教学手段,如何改进教学内容,如何注重实践教学等方面提出一些措施和方案。鉴于该课程的特点,提出了如何用科学的评价机制来保障教学过程顺利进行。 相似文献
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Graham C. Young 《The International Journal of Art & Design Education》2008,27(2):116-123
When an art tutor adopts the role of assistant to a disabled artist it is difficult not to move from helping with the physical handling of materials on the one hand into the actual creative process on the other, thus influencing how the artwork looks. Ecas is an Edinburgh‐based charity which promotes opportunities for physically disabled people to be self‐fulfilled and to participate in all aspects of society. They run, among other things, traditional art classes and computer classes. The use of computer technology (CT) in art seemed to offer the chance for self‐fulfilment for disabled artists by increasing control over artistic choices and providing for self expression with only minimal assistance required from others. Ecas decided to fund a research project in the form of a ten‐week pilot course and the data collected during the trial confirmed these possibilities and it was clear that adult learners with disabilities could benefit from CT in order to have greater autonomy in the creation of their art than before. In particular the program Corel Painter IX.5 and various graphics tablets proved to be a powerful arsenal for self‐expression without having to wait for a tutor to tape paper to a board, replenish paint, change brushes attached to a head pointer or any one of the many and varied problems disabled students had with traditional art materials. 相似文献
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鼻烟壶是在清朝中后期迅速发展起来的饱含中国文化特色的工艺品。鼻烟壶虽小,却汇集了博大精深的中华民间美术形式。从鼻烟壶的制作材料、制作工艺以及内画艺术家等几方面,论述鼻烟壶如何将民族艺术和实用性完美地结合起来,使之成为了从造型到装饰都符合中国人审美意识的艺术品。 相似文献
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This paper reports on a study in which observation, stimulated recall and semi structured interviews were used to report on
children’s knowledge and understanding of computer processes. It suggests a model for identifying stages in pupils’ understanding
of these processes with implications for how best to support and develop that understanding. This was a small scale, exploratory
case study involving data collection in two schools. The study differentiated between: simple awareness of computer processes;
immediate knowledge of how to use an item or carry out a process; ability to offer a simple explanation for a process; and
ability to offer a more sophisticated explanation and to use knowledge to solve problems. It was found that all pupils had
an awareness of basic input, output and storage devices and a reasonable level of confidence and competence in using the computer.
However, children’s knowledge tended to be confined to what they had acquired through experience. Interviews with the same
pupils over a period of time showed little development in their conceptualisation of computer processes. Some examples of
children’s common misconceptions as well as partial and appropriate conceptions are given. An implication for the classroom
is that more dialogue between teacher and pupil, or more realistically between teacher and groups of pupils, is needed so
that the teacher can ascertain prior knowledge and understanding and present accessible explanations for pupils. 相似文献
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陆霞 《中国教育技术装备》2012,(18):48-50
目前计算机教学中出现的一大问题就是为了操作而学操作,很多学生即使学会了基本的操作也不知道该如何去运用.藉由Excel数据分析这一节的内容,通过一个开放性的环境,让学生真正体会借助计算机处理数据的过程. 相似文献
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Stephen J. Godwin Mary S. Thorpe John T. E. Richardson 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(1):52-70
Distance‐learning courses were classified with regard to their use of computer‐mediated interaction and the degree to which such interaction was integrated into the curriculum and the assessment regime. This produced four groups of courses varying according to their use of interaction and integration. The impact of interaction and integration was investigated in terms of their effects on students' performance, their perceptions of academic quality and their approaches to studying. In all three respects, variations within the groups of courses proved to be more important than variations between the groups. Interpretation of these results suggests that the adoption of interactive environments within computer‐mediated learning may not be enough in itself to lead to positive learning outcomes. We found no evidence for this assumption in terms of students' completion rates, pass rates, grades, perceptions of the quality of their courses or approaches to studying. Large variations in the measured indicators were found between courses, and these appeared to be largely independent of the effects of interaction and integration. Courses may differ markedly with regard to how they make use of computer‐mediated interaction and how this is integrated into the curriculum and the assessment regime. A case study approach is suggested as being more likely to identify the impact of specific designs based on computer‐mediated interaction and to bring together the diverse student responses arising from the use of such interaction in their studies. 相似文献
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Christopher S. Walsh 《Journal of Research in Reading》2009,32(1):126-136
Multiliteracies‐related research is just emerging from the formal discourse of pedagogical theorising and how it may look in practice needs further exploration. This research, initiated under that warrant, presents practitioner research and the enactment of a multiliteracies curriculum with Year 8 students in New York City's Chinatown. The study describes a collaborative digital literacies project with a local contemporary arts museum where students engaged in the multi‐modal redesign of school texts. First, the article outlines a move of multiliteracies theory into curriculum practice where students explored questions of Chinese‐American and immigrant identities through a discourse analysis of history texts. Then, drawing on a digital gothic and hip‐hop cartoon Web project, it outlines how students challenged ways their ethnic identities were positioned by drawing political satire cartoons about immigration to the United States. The project concluded with a virtual exhibition of students' artwork where they inserted their cartoons within existing educational websites using HTML and Flash. It argues that the redesigned websites are a new set of multi‐modal literacy practices that allow youth to disrupt racist and exclusionary discourses they encounter in school texts and their lived experiences. 相似文献
16.
Åke Olofsson 《Reading and writing》1992,4(2):165-178
A simple way to partially compensate for word decoding problems is to let disabled readers have a micro-computer pronounce the words they are unable to read. Using a program developed for the IBM-PC/AT and a Scandinavian multilingual text-to-speech unit, children can read a textfile (of any size) on the monitor and use a mouse to request the immediate pronunciation of a word. In study 1, Grade-2 children did not perform better on a reading comprehension test when using computer-aided reading, but they rated their understanding significantly higher than when using a text. In study 2, the effect of computer-aided reading in special education settings was studied. Results indicated that older children, from grade 4 and up, benefited more from the computer aided reading than did younger ones. However, both experimental and control groups showed gains in several aspects of reading. Some children did not seem to have metacognitive skills enough to benefit from the computer-aided system. These children may initially need more extensive training in how to use the system and how to monitor their own reading. Reasons for letting the computer deliver the decoding aid as morphological segments are discussed. 相似文献
17.
Susan Orr 《The International Journal of Art & Design Education》2011,30(1):37-44
In this article I report on a study into fine art lecturers’ assessment practices in higher education. This study explores the ways that lecturers bring themselves into the act of assessment (Hand & Clewes 2000). I interviewed twelve fine art lecturers who worked across six English universities. Lecturers were asked to relate to me how they learnt to assess student artwork and what informed their judgement making. My research explores the interfaces between fine art lecturers’ assessment practices, their values and identity/ies. My analysis offers a rendering of the ways that values underpin lecturers’ assessment practices. The article explores the ways that lecturers’ assessment decisions relate to their experiences as ex art students, their identity as artists, their own artistic practices, their conceptualisation of the arts arenas and the HE sector. My key overarching argument is that identity/ies and values underpin and enrich fine art lecturers’ assessment practices. 相似文献
18.
The Impact of Learner’s Prior Knowledge on Their Use of Chemistry Computer Simulations: A Case Study 总被引：2，自引：2，他引：0
Han-Chin Liu Thomas Andre Thomas Greenbowe 《Journal of Science Education and Technology》2008,17(5):466-482
It is complicated to design a computer simulation that adapts to students with different characteristics. This study documented
cases that show how college students’ prior chemistry knowledge level affected their interaction with peers and their approach
to solving problems with the use of computer simulations that were designed to learn electrochemistry. Students with different
prior knowledge levels were found to use different approaches to solving problems with the use of computer simulations. In
particular, the cases showed that students with a high level of prior knowledge tended to use the equations and formulas to
accomplish the learning tasks and then use the computer simulations to confirm their predictions. Students with a low level
of prior chemistry knowledge used the computer simulations as the main resources to accomplish their tasks. Considerations
of individual differences and the integration of learning materials were suggested for further research on instructional use
of computer simulations. 相似文献
19.
《The Internet and Higher Education》2010,13(4):233-241
In order to develop potentially transformative Web 2.0 tools in higher education, the complexity of existing academic practices, including current patterns of technology use, must be recognised. This paper describes how a series of participatory design activities allowed postgraduate students in education, social sciences and computer sciences to contribute to the development of new Web 2.0 tools to enhance an existing virtual collaboration environment. In the course of these design activities, students reflected on and articulated the existing and emerging academic practices in which they were involved as they managed their transition from undergraduate courses to postgraduate research. The tools that were developed can therefore be seen as reifications of participants' emerging academic practices and the challenges they face as new researchers. This highlights the need for flexible design approaches and adaptable technological frameworks if Web 2.0 tools are to be successfully integrated into higher education settings. 相似文献
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An experiment was conducted in which the face-name mnemonic was applied to the task of associating 14 artists' names with two styles of their artwork, portraits and thematic paintings. Following study of the 28 items, mnemonic students outperformed “own best method” control students on both immediate and delayed matching tests. Further, mnemonic students maintained that advantage on a two-day delayed “transfer” test that required the identification of “new” paintings by the same artists. In addition to replicating prior positive mnemonic artwork-learning findings, we found that thematic paintings are generally easier to associate with names than are portraits — likely because they are more distinctive, and because they provide a more “target-rich environment” for making mnemonic associations. Implications of our findings for remembering artwork and other picture-word content mnemonically in educational and real-world contexts are discussed. 相似文献