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Autor/inn/en | Chai, David; Garcia, Alejandro L. |
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Titel | Physics for Animation Artists |
Quelle | In: Physics Teacher, 49 (2011) 8, S.478-481 (4 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0031-921X |
DOI | 10.1119/1.3651727 |
Schlagwörter | Animation; Teaching Methods; Artists; Science Instruction; Physics; College Science; Art Education; Scientific Concepts; Cartoons; Motion; High Schools; Secondary School Science Teaching method; Lehrmethode; Unterrichtsmethode; Artiste; Artist; Künstler; Künstlerin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Zeichentrickfilm; Bewegungsablauf; High school; Oberschule |
Abstract | Animation has become enormously popular in feature films, television, and video games. Art departments and film schools at universities as well as animation programs at high schools have expanded in recent years to meet the growing demands for animation artists. Professional animators identify the technological facet as the most rapidly advancing (and now indispensable) component of their industry. Art students are keenly aware of these trends and understand that their future careers require them to have a broader exposure to science than in the past. Unfortunately, at present there is little overlap between art and science in the typical high school or college curriculum. This article describes our experience in bridging this gap at San Jose State University, with the hope that readers will find ideas that can be used in their own schools. (Contains 1 figure and 2 tables.) (As Provided). |
Anmerkungen | American Association of Physics Teachers. One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3300; Fax: 301-209-0845; e-mail: pubs@aapt.org; Web site: http://scitation.aip.org/tpt |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |