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نقش آموزش تعاملی پویا در یادگیری فیلمنامه نویسی انیمیشن | ||
| نشریه هنرهای زیبا: هنرهای نمایشی و موسیقی | ||
| مقاله 2، دوره 2، شماره 41 - شماره پیاپی 618536، آبان 1390، صفحه 13-22 اصل مقاله (657.47 K) | ||
| نویسندگان | ||
| سوسن خطایی1؛ اکبر عالمی2؛ مهدی پوررضائیان3؛ حبیب الله آیت اللهی4 | ||
| 1دانشجوی دکترای پژوهش هنر، دانشگاه شاهد و هیئت علمی دانشگاه تربیت دبیرشهیدرجائی | ||
| 2دانشیار دانشکده هنر، دانشگاه تربیت مدرس | ||
| 3استادیار دانشکده هنر، دانشگاه شاهد | ||
| 4دانشیار دانشکده هنر، دانشگاه شاهد | ||
| چکیده | ||
| هدف این پژوهش، ارزیابی مجدد برنامه درسی انیمیشن یا تصویر متحرک در رشته لیسانس گرافیک و ارائه یک روش تلفیقی آموزش می باشد، زیرا ارایه ی این واحد درسی در موارد بسیاری، نتوانسته است منجر به شکل گیری خلاقانه کاراکترهای برتر، در فیلمنامه های ارایه شده ی دانشجویان شود. روشی که این مقاله پیشنهاد می کند، یک روش تلفیقی است که از روش های سنتی و حل مسأله، جهت رسیدن به روش آموزش" تعاملی پویا " بهره می گیرد. روش اجراء پژوهش حاضر کیفی و کمی بود. بخش کیفی آن، به صورت مطالعه توصیفی بر مبنای مشاهده، پرسش و پاسخ، مصاحبه باز، مطالعه موردی و کتابخانه ای انجام شد و در بخش کمی از روش تحلیل کوواریانس استفاده شد. از جامعه آماری دانشجویان دوره لیسانس گرافیک دانشگاه شهید رجایی که درس کارگاهی انیمیشن را اخذ کرده بودند، یک کلاس به عنوان گروه آزمایش و کلاس دیگر به عنوان گروه گواه انتخاب شدند. متغیر مستقل نیز استفاده از روش آموزشی تعاملی پویا بود. فرضیه پژوهش تایید شد و می توان گفت که استفاده از روش آموزشی "تعاملی پویا" بر درک مفهومی دانشجویان از فیلمنامه نویسی تاثیر دارد. در این روش، مشارکت دانشجویان و فعال کردن احساسات، تجارب و مهارت های آنان در جهت ارائه فرض های صحیح، برای حل مساله و آزمودن آنها از اولویت برخوردار است. | ||
| کلیدواژه‌ها | ||
| آموزش تعاملی پویا؛ انیمیشن؛ شخصیت پردازی؛ فیلمنامه نویسی | ||
| عنوان مقاله [English] | ||
| The Role of Dynamic Interactive Teaching in Learning of Animation Screenwriting | ||
| نویسندگان [English] | ||
| Susan Khataei1؛ Akbar Alemi2؛ Mehdi Pourrezaeyan3؛ Ayatollahi Ayatollahi4 | ||
| چکیده [English] | ||
| Animation with its broad audiences is very popular as a modern art. Beside the fantasy, imagination, designing and drawing for making an animation film, the most important role of Screenwriting shouldn’t be neglected as the basic activities for professionals and amateurs. Keep your students interested and engaged in lessons by making them interactive. While the classroom will be a bit noisy and perhaps even seem disorganized, when you know how to manage these teaching techniques, you will notice more participation in the classroom. In addition, the students may discover that learning is more fun they previously thought. Arrange the students so that each one is paired with a partner. Instead of calling on just one or two students to answer a question, instruct the students to tell their partner what they think the answer is. Then ask for a volunteer to tell the class what their partner answered. Interactive teaching is not something new or mysterious. An even more interactive teaching technique is to divide the class into cooperative learning groups. Each group should have four or five members. There are many ways to facilitate group activities but it is important to give clear directions about what the group is supposed to do. It is also important to provide a tool that will make it likely for each member to participate. Art of animation the offspring of its previous arts emerged more than 50 years ago in Iran. From the very beginning, the need to create better characters which fitted the intellectual system, beliefs and traditions of our people was felt. The purpose of this research is reassessment of animation syllabus in Bachelor of Arts (B.A. Program) in graphics courses and representing an integrative educational method, as covering this syllabus, in many cases, does not lead to formation of creative super characters in scripts which are prepared by university students. The method in which this thesis proposes is a mixed method draws upon traditional and problem solving procedures in order to reach a Dynamic Interactive Teaching method. The way of carrying out this research is both qualitative and quantitative. Its qualitative aspect was accomplished by descriptive study on basis of observation, question and answer, open interview, case study and library research and in few cases, covariance analysis was applied. From the data pool of animation students of Shahid Rajaee Teacher Training University who had taken animation work-shop course, a class was chosen as experimental group and other one as control group. Independent variable was application of Dynamic Interactive Teaching method. The research hypothesis was confirmed: Dynamic Interactive Teaching method affects the student’s conceptual understanding of screenwriting. In this method, students participation and enhancing their motivation, experiences and abilities for bringing upon correct hypotheses, problem solving abilities and testing their hypotheses have priority. Due to very nature and special educational atmosphere of Art degree, it is recommended to draw upon and incorporate educational technology in universities as an additional subject in teaching Art courses.Teaching and learning animation Screenwriting have usually many creative principals. This research indicates that use of Dynamic Interactive Teaching in learning animation screenwriting can reduce some of these difficulties. | ||
| کلیدواژه‌ها [English] | ||
| animation, Characterization, Dynamic Interactive teaching, Screenwriting, Storyboard | ||
| مراجع | ||
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