for animation in the sense of professionally organized maintenance see. Animateur.

1. Animation (of lat. animare, “to the life arouse”) are strictly speaking each technology, with which einzelbildweise movement in the film is created. The frames can be drawn, in the computer computed, or themcan photographic photographs be. During the rendition with 24 pictures per second the illusion of movement develops with the viewer. The occupation of the Animators e.g. requires both artistic and technical gift and depending upon used technology and operational area. also play talent, programming knowledge or scientific knowledge.

all animation is based on the principle that changes in successive frames in the brain are interpreted as movement. The art of the Animators consists of knowing how large these changes must be, in order to produce the desired movement. Large changes (e.g. large distancesin the position of an object) produce a fast movement impression, a small slow. Animation analyzes the movements found in nature, converts it however not only 1:1 in the synthesis, but distorted and changes the Timing, in order to obtain dramatic or amusing effects.

The largest part of the world-wide animation is produced for the trick film range, for cinema or television, for the maintenance or advertisement. Besides the range of moved visualization in natural science, architecture, Design, or teachings exists.

To table of contents

animation in the learning psychology

2. Animation is in the broader sense a procedure of knowledge transfer, with which for it suitable contents are prepared multimedia and presented in fixed temporal operational sequence to the learning. The origin of this method lies on the one hand in the moved diagramsthe experiments demonstrated by instructional films, on the other hand in, e.g. of theories in instruction.

Example: Animation of a radial engine

of animated pictures have in relation to static representations the advantage to be able to illustrate change explicitly. They place however also high processing requirements against the learning. Therefore you should with considerationto be used and to circumstances limited, which actually profit from a moved representation. Frequently however even such medium components animated and thus effekthascherisch overemphasized, which are completely unsuitable for it, like e.g. Texts (so-called. “Powerpoint - epidemic ").

According to the organization criteria for Multimedia after R. Mayer should Animations rather with spoken as written text to be accompanied (modality principle). The comment should be presented thereby temporally near for the commentated section of the animation (account GUI act principle; temporal account GUIty).


  • “Timing for animation”, Harold Whitaker, John Halas, ISBN 0240517148
  • “The illusion OFWould run: Disney animation ", Ollie John clay/tone, franc Thomas, ISBN 0786860707
  • Mayer, R. E. (2001). Multimedia Learning. New York: Cambridge University press. To ISBN 0521787491

see also

Web on the left of

Commons: Animation - pictures, videos and/or audio files

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