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Presentation on the topic: Multimedia technologies in education

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Multimedia Multimedia (multimedia, from the English multi - a lot and media - a carrier, environment). Non-textual types of information - audio and video. Multimedia - a set of computer technologies that simultaneously use several information environments: graphics, text, video, photography, animation, sound effects, etc. Multimedia technologies - a set of modern means of audio, television, visual and virtual communications used in the organization ... Multimedia computer - a computer equipped with hardware and software that implements multimedia technology.

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Multimedia technologies in education Multimedia technologies enrich the learning process, make learning more effective, involving most of the student's sensory components in the process of perceiving educational information. Today, multimedia technologies are one of the promising areas of informatization of the educational process. Improvement of software and methodological support, material base, as well as mandatory advanced training of the teaching staff sees the prospect of successful application of modern information technologies in education. Multimedia and hypermedia technologies integrate powerful distributed educational resources, they can provide an environment for the formation and manifestation of key competencies. , which include primarily information and communication. Multimedia and telecommunication technologies open up fundamentally new methodological approaches in the general education system. Interactive technologies based on multimedia will solve the problem of “provincialism” of rural schools both on the basis of Internet communications and through interactive CD-courses and the use of satellite Internet in schools.

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Multimedia technologies in education Multimedia is the interaction of visual and audio effects under the control of interactive software using modern technical and software tools, they combine text, sound, graphics, photos, video in one digital representation. Hypermedia are computer files linked through hypertext links Internet technologies are attractive for organizing computer classes in schools, however, having the advantages associated with the possibility of obtaining relevant information, the ability to organize a dialogue with almost the whole world, they have serious disadvantages: these are difficulties when working with large volumes information with poor communication lines (and there are most of them in remote regions and rural areas in the Russian Federation), the inability to work without communication lines. These disadvantages are eliminated with the use of optical compact discs called CD-ROMs and DVDs. Available software products, including ready-made electronic textbooks and books, as well as their own developments, allow the teacher to increase the effectiveness of teaching. The Internet is becoming an indispensable assistant for teachers in finding and receiving information, and as a means of communicating with colleagues.

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Multimedia in general secondary education Multimedia is an effective educational technology due to its inherent qualities of interactivity, flexibility and integration of various types of educational information, as well as due to the ability to take into account the individual characteristics of students and help to increase their motivation. Due to this, most teachers can use multimedia as the basis of their activities in the informatization of education. Informatization of education is an area of scientific and practical human activity aimed at using technologies and means of collecting, storing, processing and disseminating information, ensuring the systematization of existing knowledge and the formation of new knowledge in the field of education in order to achieve the psychological and pedagogical goals of education and upbringing. Let us consider in more detail the properties of multimedia listed above, which turn this technology into a full-fledged component of the informatization of education. The interactivity of the means of informatization of education means that users, as a rule, schoolchildren and teachers, are given the opportunity to actively interact with these means. Interactivity means the presence of conditions for educational dialogue, one of the participants in which is the means of informatization of education. Providing interactivity is one of the most significant benefits of multimedia. Interactivity allows, within certain limits, to control the presentation of information: schoolchildren can individually change the settings, study the results, and also respond to program requests about specific user preferences. Students can set feed rates, repetitions, and other parameters to suit their individual educational needs. This allows us to conclude about the flexibility of multimedia technologies.

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Advantages and disadvantages of using multimedia Multimedia technologies every day more and more penetrate into various areas of educational activity. This is facilitated by both external factors associated with the widespread informatization of society and the need for appropriate training of schoolchildren, as well as internal factors associated with the spread of modern computer technology and software in general educational institutions, the adoption of state and interstate programs for informatization of education, the emergence of the necessary experience of informatization in all more school teachers. In most cases, the use of multimedia tools has a positive effect on the intensification of teachers' work, as well as on the effectiveness of teaching schoolchildren. At the same time, any experienced school teacher will confirm that, against the background of a fairly frequent positive effect from the introduction of information technologies, in many cases the use of multimedia tools does not in any way affect the increase in the effectiveness of teaching, and in some cases such use has a negative effect. It is obvious that the solution of the problems of an appropriate and justified informatization of education should be carried out in a comprehensive manner and everywhere.

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Advantages and Disadvantages of Using Multimedia Educators should consider two possible ways of introducing multimedia into the educational process. The first of them is connected with the fact that such funds are included in the educational process as "supporting" means within the framework of the traditional methods of the historically established school system. In this case, multimedia resources act as a means of intensifying the educational process, individualizing teaching and partially automating the routine work of teachers related to the accounting, measurement and assessment of students' knowledge. The introduction of multimedia resources in the framework of the second direction leads to a change in the content of education, a revision of the methods and forms of organizing the educational process at school, and the construction of holistic courses based on the use of the content of resources in individual academic disciplines. Knowledge, abilities and skills in this case are considered not as a goal, but as a means of developing the student's personality. The use of multimedia technologies will be justified and will lead to an increase in the effectiveness of education if such use will meet the specific needs of the general secondary education system, if training in full without the use of appropriate informatization means is impossible or difficult. Obviously, any teacher should become familiar with several groups of such needs, determined both in relation to the educational process itself and in relation to other spheres of activity of teachers.

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Specialized multimedia tools As a rule, the majority of teachers and students, who are somehow familiar with computer technology, unmistakably include acoustic systems (speakers), a computer sound card (card), a microphone, a special computer video camera and, possibly, a joystick as multimedia hardware ... All these devices, in fact, are common components of multimedia equipment, are quite easy to use, have a fairly clear purpose and do not require any detailed description in this Internet publication. Of much greater interest may be specialized multimedia tools, the main purpose of which is to increase the effectiveness of training. Among such modern tools, first of all, it is necessary to include interactive multimedia boards. The software and hardware set "Interactive whiteboard" is a modern multimedia tool that, having all the qualities of a traditional blackboard, has more opportunities for graphical annotation of screen images; allows you to control and monitor the work of all students in the class at the same time; in a natural way (by increasing the flow of information presented) to increase the student's workload in the classroom; to ensure the ergonomics of training; create new motivational prerequisites for learning; conduct learning based on dialogue; teach in intensive methods using case studies.

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Virtual reality The development of modern multimedia tools allows the implementation of educational technologies at a fundamentally new level, using for these purposes the most progressive technical innovations that allow the provision and processing of information of various types. Some of the most modern multimedia tools that penetrate the field of education are various modeling tools and tools, the functioning of which is based on technologies called virtual reality. Virtual objects or processes include electronic models of both real and imaginary objects or processes. The adjective virtual is used to emphasize the characteristics of electronic analogs of educational and other objects presented on paper and other material carriers. In addition, this characteristic means the presence of an interface based on multimedia technologies that simulates the properties of real space when working with electronic analogue models. Virtual reality is a multimedia tool that provides sound, visual, tactile, and other types of information and creates the illusion of the user's entry and presence in a stereoscopically presented virtual space, the user's movement relative to the objects of this space in real time. Systems of "virtual reality" provide direct "direct" contact of a person with the environment. In the most advanced of them, the teacher or student can touch an object that exists only in the computer's memory by putting on a glove stuffed with sensors. In other cases, you can "turn" the object shown on the screen and examine it from the back side. The user can "step" into the virtual space armed with an "information suit", "information glove", "information glasses" (glasses-monitors) and other devices.

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METHODS FOR DEVELOPING PUPILS 'Cognitive Activity Using Multimedia Means Teaching students to use multimedia resources, both in the study of school disciplines and in subsequent professional activities, should be based on the methods of active learning and methods of development of the cognitive activity of students. It is well known that a variety of methods are used in school education. In most cases, teaching is based on the principle of reproducing information previously communicated by the teacher. As a result, for many students, only reproductive thinking prevails. This becomes an obstacle to the rapid and independent perception of new knowledge and, therefore, does not provide the potential for the growth of intelligence. In addition, the specificity of teaching using multimedia technologies is associated with spending most of the study time at the computer, which does not contribute to the development of monologue speech. There are active learning methods that encourage students to become active participants in the educational process, and not only passively absorb information received from the teacher. The most common teaching method is explanatory and illustrative, in which the main focus is on presenting knowledge in a specific system, in a visual and accessible form, from simple to complex. The teacher communicates the ready-made information by various means, and the students perceive, realize and fix this information in memory. At the same time, each teacher seeks, first of all, to communicate the necessary material and to achieve the strength of its assimilation. To acquire students' skills and abilities, the teacher organizes the activity of schoolchildren by a system of assignments to repeatedly reproduce the knowledge they have acquired and the methods of activity they have seen. The teacher gives assignments, and the students complete them - they solve similar problems, i.e. carry out repeated repetition of similar actions. Reproduction and repetition of the method of activity according to the teacher's assignments is the main feature of the method called reproductive. Explanatory-illustrative and reproductive methods differ in that they enrich students with knowledge, skills and abilities, form their basic mental operations (analysis, synthesis, abstraction, etc.), but do not guarantee the development of students' creative abilities, do not allow them to systematically and to form them purposefully. The activity of students is to perceive, comprehend, memorize new information.

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METHODS OF DEVELOPING THE COGNITIVE ACTIVITY OF STUDENTS WITH THE USE OF MULTIMEDIA MEANS Traditional presentation of educational material is one of the most economical ways of transferring knowledge to students. The effectiveness of this method has been tested by many years of practice, and it has won a solid place in schools of all countries, at all stages of education. But you cannot use this method excessively and unnecessarily. Other teaching methods need to be applied. These words, first of all, should be attributed to learning using multimedia. By organizing the presentation of educational material, the teacher has an impact on the activation of the cognitive activity of students, but this influence is indirect. In the lesson, not all students turn on active cognitive activity. To purposefully influence this activity, there are active teaching methods. The name itself contains the essence of the method - not simple memorization, but the active intellectual activity of students. If only a teacher works in a lesson, students are passive, i.e. inactive, indifferent, indifferent to everything that happens in the class, such a lesson has no value. When using multimedia resources, it is necessary to strive for such an organization of cognitive activity to assimilate the content, in which students not only acquire new knowledge and skills, but also achieve a high level of development of their cognitive powers. The student must be included in cognitive activity, which is aimed at achieving the goal that unites the teacher and the student - the formation of a creative personality. The task of every teacher is to teach young people to think creatively, to prepare them for life, for practical work. Creative thinking manifests itself when solving problems. The direction and level of activity is largely determined by the system of needs and motives of the student. This is what prompts a person to pose problems, to concentrate efforts on solving them. Therefore, the upbringing of the student's personality as a future specialist depends, first of all, on his needs and motives. It is the need that stimulates cognitive activity. The ratio of various motives determines the choice of the content of education, specific forms and methods of teaching, the conditions for organizing the entire process of forming an active creative personality.

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METHODS OF DEVELOPMENT OF PUPILS 'Cognitive ACTIVITY WITH THE USE OF MULTIMEDIA MEANS Two large groups of motives can be distinguished: achievement motives and cognitive motives. With cognitive motivation, unknown new knowledge coincides with the goal of cognitive activity, i.e. a person is interested in the process and content of the cognized. With achievement motivation, cognitive activity is a means of achieving a goal that is outside of this cognitive activity, i.e. a person is interested in the result that can be obtained as a result of some kind of cognitive effort, for example, a positive assessment. In pedagogy and psychology, it has been shown that knowledge based on cognitive interest has a constant and stable influence on the formation of a personality and its mental development. The development of cognitive motivation significantly increases the activity of students and the effectiveness of the learning process. Also, cognitive motivation is the basis for the development of a person's inclinations. Cognitive motivation contributes to the reconfiguration of mental processes of perception, memory, thinking and other human capabilities that contribute to the performance of the activity that aroused interest. In our case, such an activity can be the operation of schoolchildren with multimedia resources. In the process of forming a cognitive motive, there is an orientation, actualization of students' knowledge and methods of activity, adjustment of activities based on comparing the result with a goal, tension of volitional efforts. However, the education system is focused primarily on stimulating the achievement motivation: to get a good grade, to pass exams successfully, etc. When a student's primary concern is academic achievement, the focus of their efforts shifts from "knowledge production" to "grade production." But, in spite of this, in learning it is impossible to abandon the motivation for achievement. It should be put at the service of cognitive motivation, keeping in mind the main thing - the all-round development of the student's personality.

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METHODS OF DEVELOPING THE Cognitive Activity of Students Using Multimedia Means When using forms and methods of active learning, opportunities are created to form students' cognitive motivation. Active learning methods, combined with the use of multimedia, help to transform the role of the learner, transforming him from a passive listener to an active participant in the learning process. His activity is manifested in an independent search for resources, means and ways to solve the problem posed, in the acquisition of knowledge necessary to complete a practical task. Problem-based learning and independent work are the main means of enhancing the learning of schoolchildren. In addition to the forced activity, this method also has a high degree of involvement. All this develops the desire for knowledge, arouses interest in the subject under study. At first, interest begins with curiosity, then develops into curiosity, and at the highest stage of development - into the habit of systematic mental work. Cognitive interest has a very large incentive force: it makes a person actively strive for knowledge, actively seek ways and means of satisfying the need for knowledge that has arisen in him. The presence of a constant interest in learning among schoolchildren creates conditions under which their internal efforts are consistent with the external influences of the teacher, which ensures the optimal level of activity in the educational and cognitive activities of students using multimedia resources. Speaking about the possible methods of searching for multimedia information, it should be remembered that any person is by nature a researcher. His search activity consists in discovering the features, properties and characteristics of phenomena and objects of the external environment, in determining their essence and content, in assessing roles and values. Based on the information received, he sets goals for himself and develops programs for his actions. Cognitive activity of a person takes place in conditions of actively anticipating perception and reflection of the surrounding world, solving various kinds of problem situations, without which the goal cannot be achieved. Active learning is based on the principle of direct participation, which obliges the teacher to make each student a participant in the educational process, acting, looking for ways and means of solving the problems studied in the curriculum.

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MULTIMEDIA AND LEARNING GAME Multimedia technologies and created multimedia resources can be used in the implementation of a variety of teaching methods. One of the methods in which the use of multimedia can give the greatest pedagogical effect is the various games used in the educational process. Existing school disciplines set themselves the task of not only providing students with certain information and teaching them to act in certain, most common situations, but also instilling an interest in in-depth or independent study of the subject. This interest is one of the forms of manifestation of increasing the cognitive activity of schoolchildren. It is quite obvious that its increase contributes to a deeper study of disciplines. Thus, an increase in cognitive activity in the classroom is a positive trend in all respects. The introduction of didactic games using multimedia resources into everyday practice actively contributes to this. Many games have a cognitive element. In some games this is more pronounced, in some less so. There are a number of games aimed at developing attention, intelligence, and transferring new information. Like any intellectual work, study quickly enough causes fatigue, a decrease in concentration of attention and the ability to perceive information. Mechanical memorization of the material, cramming, often practiced in schools, cause fatigue, rejection of learning, and over time, can cause a reaction of rejection. At the same time, there is a fairly simple, low-labor-intensive way to make the process of acquiring knowledge interesting. This is the so-called didactic game. During the game, the student, unnoticed for himself, performs those tasks, that work, which in its usual form seems boring, uninteresting, difficult to him. The use of multimedia resources allows you to make such games more vivid, lively and interesting. There are didactic games, the implementation of which becomes impossible without the use of multimedia technologies.

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MULTIMEDIA IN THE INDEPENDENT WORK OF STUDENTS The use of multimedia technologies can significantly modify the independent educational work of schoolchildren, increasing its effectiveness. While studying, students need to form a steady need for independent study of scientific, educational and methodological literature, the need to use modern multimedia resources, most of which are published on the Internet. For this, the student must be placed in a situation of the need for his own cognitive activity. That is why the organization of effective independent work of schoolchildren is important in the system of general secondary education. Since the variety of existing classifications of the types of independent activity of students is large enough, we will only consider the classification according to the level of cognitive independence of students. Reproducing independent work on the sample. Works of this type are performed based on the use of a sample, which can be used as various multimedia resources. The independent cognitive activity of schoolchildren is manifested in recognition, comprehension, memorization, and summing up a known method for a new task. The purpose of such work is to consolidate the methods of completing tasks, to form skills and abilities, to firmly consolidate them, to create a basis for completing tasks of a higher level of cognitive activity and independence. Such works can be given in the form of independent work with multimedia resources selected by the teacher, a synopsis of classes for the selection and systematization of educational multimedia material.

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MULTIMEDIA IN THE INDEPENDENT WORK OF STUDENTS Heuristic independent work. Independent work of this type contains cognitive tasks that require the student to analyze an unfamiliar situation and obtain the necessary multimedia information. When performing work of a heuristic type, the cognitive activity and independence of the student is expressed in the generalizations he makes when analyzing the problem situation and finding ways to solve the problem. As a result of completing such tasks, schoolchildren acquire experience in search activity, master the elements of creativity. Creative (research) independent work. Independent work of this type presupposes the direct participation of the student in the production of knowledge new to him using multimedia information. The student must independently choose the means and methods for solving the tasks facing him, determine and select the knowledge and multimedia resources necessary for completing the assignment. Independent work of the last two types is recommended to be carried out in the form of projects. One of the most common approaches to the implementation of self-study based on the large-scale use of multimedia information is complex case technologies. Such technologies are based on independent study of printed and multimedia educational and methodological materials provided to the student in a special form (case form). At the same time, a significant role is assigned to traditional classroom lessons. At the same time, the emphasis is often placed on the active work of schoolchildren in groups with specially trained teachers.

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MULTIMEDIA IN THE INDEPENDENT WORK OF STUDENTS Similar technologies use computer networks and multimedia resources published in them to conduct consultations, conferences, correspondence and provide schoolchildren with educational and other information from electronic libraries, databases and electronic administration systems of educational institutions. An important advantage of the multimedia technologies used for this is the possibility of more operational guidance of schoolchildren, their upbringing in the process of communicating with the teacher and the class. In general, the introduction of case technology into the educational process is a convenient way of transitioning to a larger volume of independent learning for schoolchildren, associated with the desire to preserve and use the rich possibilities of traditional teaching methods in the general secondary education system. A feature of multimedia materials used in self-study within the framework of the described methods are: completeness and integrity of a systemically organized set of multimedia materials that allow schoolchildren to fully study the discipline on their own in conditions of a possible reduction in face-to-face contacts with a teacher and separation from traditional school libraries; essential interactivity of all multimedia resources, suggesting and stimulating the active independent work of schoolchildren; possible focus on the professional activity of trainees (especially for specialized training). Despite the possible increase in this independent learning, an important element of such technologies are traditional face-to-face classes in schools, also conducted using multimedia technologies. Such classes should be designed for the practical application by schoolchildren of various knowledge and skills acquired in the course of independent study and comprehension of large independent blocks of educational material.

"Multimedia Presentations" - Build motivation to learn. A multimedia presentation can be used: The triune didactic purpose of the lesson. Improving the productivity of the lesson. 3. Multimedia lessons help to solve the following didactic problems: Features of this methodological technique. Demonstration of the capabilities of the computer, not only as a means of playing.

"Multimedia" - This means that the sound in the computer memory is stored in a discrete form, "that is, in the form of numbers. The principle of operation of the phonograph is as follows. Continuous electrical vibrations from the microphone are converted into a numerical sequence. Presentation of the results of computer modeling. A microphone is used to input sound into a computer.

"The use of multimedia technologies" - The use of multimedia technologies in teaching history and social sciences. Multimedia textbook. Group members: A.R. Avtonomova Salmina E.G. Gaifullina G.T. Abzalova S.R. Multimedia tutorial. Selection and demonstration of illustrative material, slides, audio, video fragments.

"Multimedia presentations of lessons" - The essence of new information technologies: Development of a script for a multimedia presentation. Stages of preparing a multimedia presentation: Self-executing. BH is the total height of triangles ABC and ABC1. Methods for using multimedia presentations. Educational presentations. y. Types of presentations. An important problem is the design of frames (slides) presented to the display screen.

"Multimedia tools" - The advent of digital video cameras made it possible to receive a signal immediately in digital form. Video editing software. Unfortunately, listing all of them is impossible, we will focus only on the most common programs. 6. Multimedia technologies. Mreg 1. Multimedia computer. Hardware multimedia.

"Multimedia lesson" - Multimedia lessons MASTER CLASS. The teacher has the opportunity to make the lesson richer, more productive, and emotionally richer. Indeed, we receive most of the information visually. When they come to school, children ask me: “What will be new today? We have already reached the elementary school. Bozhanova Svetlana Vasilievna, primary school teacher of the Highest category.

There are 13 presentations in total

Keywords

MULTIMEDIA TECHNOLOGIES / MOBILE APPLICATIONS/ EXPOSITION / ARTISTIC PERCEPTION / INTERACTIVITY/ MULTIMEDIA TECHNOLOGIES / MOBILE APPLICATION / EXPOSITION / ARTS PERCEPTION / INTERACTIVITY

annotation scientific article on art history, the author of the scientific work - Shchetinina Svetlana Yurievna

The article discusses multimedia technology as a means of presenting works of art in an art exhibition on the territory of the largest museums and research centers in the world. Technological advances and trends in equipping art exhibitions, functionality and features of expressive means are described. multimedia technologies... Specificity is considered artistic perception works shown to the viewer using multimedia technologies.

Works of art modern multimedia presentation technologies

Use of modern technologies in Art Science becomes more popular among artists day after day and multimedia technologies are one of them. Technological innovations of today influenced the way and form of thinking in art and created new ways of interaction with it. Exhibition spaces and museums in advanced countries are equipped in the best ways: MoMa museum New York; Gallery One The Cleveland Museum of Art; ZKM Center for Art and Media Karlsruhe; Experimental Media and Performing Arts Center New York; City University of Hong Kong; The iCinema Center for Interactive Cinema Research Sydney. Multimedia mobile navigation in the MoMa museum is able to produce statistics data concerning exhibitions visits, and enhanced artistic perception of art objects (audio tour and visual analysis of a work of art). Gallery One Cleveland Museum of Art mobile app gives the spectator a possibility to learn the story of the characters depicted and the story of the artwork creation, to unite small parts to get complete picture, to obtain historical information, art history analysis, additional illustrations and other materials. Panoramic interactive screen in the Center for Art and Media Karlsruhe Germany is made for a larger visual coverage and provides visual information to the spectator interactively, giving a possibility to manipulate it in real time. Interactive panorama is also used by artists as an expressive means for their installations and performances. Combinations of various environmental instruments and the contemplation of ideas and perception of their differences are investigated on the Experimental Media and Performing Arts Center exhibition space. "Extra Shapes" project explores spontaneity, functioning and the spectator "s perception of environmental effects: light, sound, video, dance, etc. Modern multimedia presentation technologies expand the artistic reality, deepen interaction with the audience, enrich the artistic imagery revealing its new borders.Multimedia art technologies create synthetic unity of visual, auditory, kinesthetic and other components running within controlled environment.But still, there are pros and cons for virtualization of artistic perception of traditional art in a museum: on the one hand it updates the work of art, on the other hand it promotes loss of its unique character perception. The technology is a mediator, which partially controls artistic perception.

The text of the scientific work on the topic "Modern multimedia technologies for the presentation of works of art"

Bulletin of Tomsk State University Culturology and art history. 2016. No. 4 (24)

B01: 10.17223 / 22220836/24/20

S.Yu. Shchetinina

MODERN MULTIMEDIA TECHNOLOGIES FOR PRESENTATION OF ART WORKS

The article examines multimedia technologies as a means of presenting works of art in an art exhibition on the territory of the largest museums and research centers in the world. Technological advances and trends in equipping art exhibitions, functionality and features of expressive means of multimedia technologies are described. The specificity of the artistic perception of the works shown to the viewer using multimedia technologies is considered. Key words: multimedia technologies, mobile applications, exposition, artistic perception, interactivity.

In modern art history, there is a growing interest in various technological innovations that are mastered by artists, and multimedia technologies are one of them. Multimedia is a means of "providing information by combining a plurality of human-perceived environments (auditory, visual, and kinesthetic effects) controlled by interactive software." Visual and expressive means typical for multimedia have a unique feature - interactivity and specific aesthetic nature, in which space and time are combined with artistic means and materials.

Modern technological advances have influenced the style and forms of thinking in the art environment, giving rise to new ways of interacting with it. The availability of multimedia devices to a large number of people in everyday life has over time made them commonly used and changed the perception of visual reality. Visual immersion in interaction with the screen of a monitor, tablet, phone, involvement in the global network influenced the possibilities of aesthetic and psychological perception of visual images.

One of the areas of application of multimedia technology is the presentation of works of art that have become a historical heritage, whereby such works are actualized and acquire a new sound. Another area of application of multimedia appears as a tool of artistic expression in contemporary artistic practices such as performance and installation. This article provides practical examples of the use of multimedia as a technology for the presentation of classical art and as an expressive means of performance.

Modern multimedia technologies play an important role in the transmission and updating of the cultural heritage of art museums. The most equipped technological facilities are exhibition

sites and museums of developed countries: MoMa Museum, New York, USA; Museum of Art GALLERY ONE, Cleveland, USA; Karlsruhe Center for Arts and Media Technology (ZKM), Germany; Experimental Media and Performing Arts Center, New York, USA. In the development and implementation of technologies, the leading role is played by the City University of Hong Kong (CityU), Hong Kong, China; The iCinema Center for Interactive Cinema Research, Sydney, Australia. Let us dwell on some of the technological achievements of the listed exhibition and research centers.

Let's consider a number of functionalities of multimedia devices, namely multimedia mobile navigation. A mobile application that enhances interaction with the art collection uses the MoMa Museum in New York. The mobile application allows the viewer, firstly, to make a spatial representation of the boundaries and thematic sections, exposure levels; secondly, determine in advance your preferences and plan your visit; thirdly, to make an interactive mark “on the map” of the exposition, accompanying it with personal information, and open access to members of online communities. The application contains floor plans of the museum building with the designation of current exhibitions on the floors, exhibitions in the application are represented by illustrations of exhibits, text, video and audio information about them.

MoMa Museum mobile application, New York, USA

As a result of using a mobile application, the perception of the exposition space is expanded by a wide coverage of its depth and boundaries, a preliminary selection of priority places, the ability to inform other viewers about these places in real time or in the future. The mobile application informs in advance about the works on you-

rate, motivating viewers to visit the museum. A feature of this technology is the ability to obtain statistical data on visits to exhibitions, since the program records the number of calls to certain exhibits and provides feedback with viewers, as they mark and form their "own" collection of photographs of works of art.

In addition, this mobile application complements the artistic perception with sound. The audio descriptions of paintings and biographies of artists include professional polyphonic voice-over dubbing (separately for children and adults), contributing to the immersion in the atmosphere of the work. The soundtrack is realized in two versions: in the form of the “audio tour” function (which can be used without being in the museum), and also in the form of the “visual analysis” function of the work. "Visual analysis" allows you to listen to a voice description of paintings with a detailed description of the image, in which a virtual visitor sees a reproduction and hears a visual analysis of the canvas presented by a professional art critic.

The use of mobile devices and applications for them for educational purposes is personalized and compatible with the individual cognitive and educational tasks of the viewer. Education using multimedia applications is focused on the special study of sections of art history, styles, genres without the participation of a specialist (guide).

GALLERY ONE Museum Mobile Application, Cleveland, USA

Another mobile application aimed at learning and interacting with an art object was developed for the GALLERY ONE Museum in Cleveland, USA. The technology enables the viewer to more actively interact with the work, quickly distinguish it in a number of others, including in a historical perspective. In the process of interacting with the exhibit through a mobile application, the viewer has the opportunity to perform various game and cognitive manipulations: to learn about the characters depicted in the painting, or the history of its creation, to collect an image of the fresco on his own.

separately in parts. Technical devices provide information to the viewer in different ways: on a multimedia interactive wall, where you can choose the direction of study by reproduction or the period of history; on portable information interactive panels located directly next to the exhibit; in the form of mobile devices working in conjunction with applications for them. Information interactive panels accompany the exhibits with historical information, art history analysis of the work, additional illustrations and other materials.

Multimedia interactive wall at the GALLERY ONE Museum, Cleveland, USA

The functions of extended perception of works significantly improve the memorization of information about artifacts when interacting with them through a multimedia device, however, a specific feature of this form of artistic perception is its programmed script. The act of artistic communication is deliberately determined, the result of reading the works is recorded, the viewer is left to assimilate the material, which, probably, can limit independent spectator activity.

Artistic communication is changing with the inclusion of multimedia proxies. Through the use of mobile devices and multimedia, the viewer's experience of interacting with objects of art becomes focused and concrete in terms of their interpretation.

Technology makes it possible to convey the reading strategies developed by art connoisseurs, the "professional vision" directly to the viewer. So, for example, a special application of the interactive gallery GALLERY ONE provides an extended communication opportunity:

the ability to repeat the visual outlines of an image in a graphic sketch on a tablet, to imitate the pose of a sculpture or an emotion captured in it, to save the reproduction to a mobile device. The listed interactive options help to intensify the involvement of the viewer and the work of art in the process of artistic communication.

Thus, the use of multimedia mobile devices significantly complements the reality of direct artistic perception of works of art: navigation in the gallery space, an individual strategy of communication with art. Next, we will consider another type of technology in an art exhibition - panoramic interactive screens. The screen is created for greater coverage of the array of visual information and for highlighting the necessary part of it by the viewer.

The world's largest Center for Arts and Media Technologies, founded in 1997 in Karlsruhe, Germany (Zentrum für Kunst und Medientechnologie, ZKM), is engaged in the practical application of this technology in the exhibition space. The center integrates achievements in technology and art, combines exhibition and scientific activities, is a platform for multimedia technologies, and also hosts art projects developed by the Institute of Visual Media located at the center. The Institute develops and implements advanced multimedia technologies, here you can get acquainted with them before their mass distribution.

Interactive Information Panorama, ZKM, Karlsruhe, Germany

An innovative device included in the equipment of art projects at the ZKM center is the Interactive High Resolution Panorama, which provides visualization of information for the viewer with interactive content and the ability to manipulate it in real time. The informational content of the panorama is presented by reproductions, illustrations, accompanied by texts and is used for educational purposes.

Its other application as part of an installation or interactive performance is used by artists, and in their projects the multimedia panorama is a special means of expression. As a means of expression, this object brings unique possibilities to the installation: kinetic effects, spherical panoramic visibility and volumetric video images, which together enhance the visual impact and synchronize it with the sound and tangible impact on the viewer.

Interactive demo panorama, ZKM, Karlsruhe, Germany

The characteristic features of an interactive panorama are its large size (compared to the human body), geometry and placement in space (a curved shape that embraces the viewer's attention within itself), as well as interactivity. It can be assumed that the features of such a device affect visual perception, which expands to bodily perception.

The background information from the interactive panorama is assimilated using a mobile tablet or phone, providing a spectacular presentation to the viewer, however, if it comes to visual perception, the direct contemplation of the original size of the image is probably lost, the proportions are significantly distorted. The artistic perception of visual images conveyed by an interactive panorama changes, intensifies, becomes fragmented and dynamic.

The Experimental Media and Performing Arts Center in New York, USA, is dedicated to the study and implementation of advanced devices and technologies in the work of artists. The center supports experiments in working with spatial effects: light, sound and music, multimedia screen and others - and combining them into a single composition.

At the exhibition site of the center, in the performance "Extra Shapes", the artists experiment with the multimedia content of the artistic solution. The performance consists of a combination of various environmental instruments and uses the ideas of contemplation and perception of the movement of light, sound, video, dance and other media. The work explores the spontaneity, functioning and perception of environments by the viewer, transforming their interaction into a lively interactive process.

Performance "Over the Form" at the Experimental Center for Media Art and Performance,

New York, USA

This example of performance shows how modern technologies are mastered by artists through an unusual combination of environmental instruments and the creation of a space in which they express their ideas and invite the viewer to live these ideas. The artist's tools are not the usual brush and canvas, not a tablet and a computer, but specifically environmental ones: sound, a ray of light, movement, video, dance performance, various mechanisms in space, etc.

Summing up the review of the functionality of multimedia devices, let us note their varieties in the art exposition: tablets, personal phones, navigators, interactive screens, panoramas, etc. Mobile devices and applications for them are widely used in the process of artistic communication with works of art in galleries and museums. The use of devices in the exposition of the exhibition space helps to expand the informational understanding of the reality organized in this space, provides additional opportunities for artistic perception. Multimedia technologies combine several types of sensory perception into one stream, broadcast video, audio or text content at the viewer's choice. Multimedia technology simultaneously affects several channels of perception, however, the virtualization of artistic perception is dual in nature: on the one hand, it actualizes the work, on the other hand, it contributes to the loss of the uniqueness of the perception of the original work. Multimedia technology is a mediator that drives artistic perception and leaves no room for the viewer's unique reading of the work of art.

In conclusion, we note that modern presentation technologies expand artistic reality, deepen interaction with the viewer, enrich artistic imagery, revealing new boundaries. Virtuality and multimedia are included in the perception of a modern person who lives partly in the environment of the Internet, social networks, 4D films and other technologies. Today, multimedia technologies in art are a synthetic unity of visual, auditory, kinesthetic and other multiple components that function in an artist-controlled environment. Given these features of expressive means and the ability of the viewer to multi-sensory perception, it is likely that the traditional presentation of works of art requires rethinking and the inclusion of technological innovations in artistic communication.

Literature

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2. Dvorko N.I. Fundamentals of directing multimedia programs / N.I. Dvorko, V.F. Poznin, I.R. Kuznetsov, A.E. Kaurykh. SPb. : SPbGUP, 2005.313 p.

3. Angeles Munoz Civantos. Using mobile media creation to structure museum interpretation with professional vision // Angeles Munoz Civantos, Michael Brown, Tim Coughlan, Shaaron Ains-worth, Katharina Lorenz [Electronic resource]. URL: http://dl.acm.org/citation.cfm?id=2896643 (date accessed: 01.06.2016).

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Shchetinina Svetlana Ju. Novosibirsk State University of Architecture, Design and Arts (Novosibirsk, Russian Federation).

Email: [email protected]

Tomsk State University Journal of Cultural Studies and Art History, 2016, (4) 24; 185-193.

DOI: 10.17223 / 22220836/24/20

WORKS OF ART MODERN MULTIMEDIA PRESENTATION TECHNOLOGIES

Key words: multimedia technologies, mobile application, exposition, arts perception, interactivity.

Exhibition spaces and museums in advanced countries are equipped in the best ways: MoMa museum New York; Gallery One The Cleveland Museum of Art; ZKM Center for Art and Media Karlsruhe; Experimental Media and Performing Arts Center New York; City University of Hong Kong; The iCinema Center for Interactive Cinema Research Sydney.

Multimedia mobile navigation in the MoMa museum is able to produce statistics data concerning exhibitions visits, and enhanced artistic perception of art objects (audio tour and visual analysis of a work of art).

Gallery One Cleveland Museum of Art mobile app gives the spectator a possibility to learn the story of the characters depicted and the story of the artwork creation, to unite small parts to get complete picture, to obtain historical information, art history analysis, additional illustrations and other materials.

Panoramic interactive screen in the Center for Art and Media Karlsruhe Germany is made for a larger visual coverage and provides visual information to the spectator interactively, giving a possibility to manipulate it in real time. Interactive panorama is also used by artists as an expressive means for their installations and performances.

Combinations of various environmental instruments and the contemplation of ideas and perception of their differences are investigated on the Experimental Media and Performing Arts Center exhi-

bition space. "Extra Shapes" project explores spontaneity, functioning and the spectator "s perception of environmental effects: light, sound, video, dance, etc.

Modern multimedia presentation technologies expand the artistic reality, deepen interaction with the audience, enrich the artistic imagery revealing its new borders. Multimedia art technologies create synthetic unity of visual, auditory, kinesthetic and other components running within controlled environment. But still, there are pros and cons for virtualization of artistic perception of traditional art in a museum: on the one hand it updates the work of art, on the other hand it promotes loss of its unique character perception. The technology is a mediator, which partially controls artistic perception.

1. Shlykova, O.V. (2004) Kul "turamultimedia. Moscow: FAIR-PRESS.

2. Dvorko, N.I., Poznin, V.F., Kuznetsov, I.R. & Kaurykh, A.E. (2005) Osnovy rezhissury mul "timedia-program. St. Petersburg: St. Petersburg University of the Humanities and Social Sciences.

3. Civantos, A. M., Brown, M., Coughlan, T., Ainsworth, Sh. & Lorenz, K. (2016) Using mobile media creation to structure museum interpretation with professional vision. Personal and Ubiquitous Computing. 20 (1). Available from: http://dl.acm.org/citation.cfm?id=2896643. (Accessed: 1st June 2016). DOI: 10.1007 / s00779-015-0895-3

4. Falk, J.H. (2013) Understanding Museum Visitors "Motivations and Learning. In: Br ^ ndholt Lundgaard, I. & Jensen, J.T. (eds) Museums Social learning Spaces and Knowledge Produsing Processes. Styrelsen. Pp. 188-208.

5. Arnheim, R. (1974) Iskusstvo i vizual "noe vospriyatie. Moscow: Progress.

6. Prokopenko, V.T., Trofimov, V.A. & Sharok, L.P. (2006) Psikhologiya zritel "nogo vospriyatiya. St. Petersburg: St. Petersburg ITMO University.

1. Definitions of the term multimedia Multimedia is a modern computer information technology that allows text, sound, video, graphics and animation (animation) to be combined in a computer system. Information is a very capacious and deep concept, which is not easy to give a clear definition. Multimedia (multimedia) is a modern computer information technology that allows you to combine text, sound, video, graphics and animation (animation) in a computer system. Information is a very capacious and deep concept, which is not easy to give a clear definition.

Multimedia is the sum of technologies that enable a computer to enter, process, store, transmit and display (output) data types such as text, graphics, animation, digitized still images, video, sound, speech. Multimedia is the sum of technologies that enable a computer enter, process, store, transmit and display (output) such types of data as text, graphics, animation, digitized still images, video, sound, speech .. Multimedia are interactive systems that provide work with still images and moving video, animated computer graphics and text, speech and high-quality sound Multimedia are interactive systems that provide work with still images and moving video, animated computer graphics and text, speech and high-quality sound

Multimedia technologies are one of the most promising and popular areas of computer science. They aim to create a product containing "collections of images, texts and data, accompanied by sound, video, animation and other visual effects (Simulation), including an interactive interface and other control mechanisms." This definition was formulated in 1988 by the largest European Commission dealing with the problems of the introduction and use of new technologies.

Three basic principles of multimedia: Three basic principles of multimedia: Presentation of information using a combination of a variety of human-perceived environments; Presentation of information using a combination of a variety of human-perceived environments; The presence of several storylines in the content of the product (including those built by the user himself on the basis of "free search" within the information offered in the content of the product); The presence of several storylines in the content of the product (including those built by the user himself on the basis of "free search "within the information offered in the content of the product); Artistic design of interface and navigation tools. Artistic design of interface and navigation tools.

The undoubted advantage and feature of the technology are the following multimedia capabilities, which are actively used in the presentation of information: - the ability to store a large amount of very different information on one medium (up to 20 volumes of the author's text, about 2000 and more high-quality images, minutes of video recording, up to 7 hours of sound) ;

Possibility of enlarging (detailing) the image or its most interesting fragments on the screen, sometimes at twenty times magnification (“magnifying glass” mode) while maintaining the image quality. This is especially important for the presentation of works of art and unique historical documents; the possibility of enlarging (detailing) the image or its most interesting fragments on the screen, sometimes at twenty-fold magnification (“magnifying glass” mode) while maintaining the image quality. This is especially important for the presentation of works of art and unique historical documents;

The ability to compare the image and process it with a variety of software tools for research or cognitive purposes; the ability to compare the image and process it with a variety of software tools for research or cognitive purposes; the ability to use video fragments from films, video recordings, etc., the "freeze frame" function, frame-by-frame "scrolling" of the video; the ability to use video fragments from films, video recordings, etc., the "freeze frame" function, frame-by-frame "scrolling" of the video;

- “the ability to work with various applications (text, graphic and sound editors, cartographic information); - “the ability to work with various applications (text, graphic and sound editors, cartographic information); - "the ability to create your own" galleries "(selections) from the information presented in the product (" pocket "or" my notes "mode); - "the ability to create your own" galleries "(selections) from the information presented in the product (" pocket "or" my notes "mode);

- "the ability to" remember the path traveled "and create" bookmarks "on the interested screen" page "; - "the ability to" remember the path traveled "and create" bookmarks "on the interested screen" page "; - "the ability to automatically view the entire content of the product (" slideshow ") or create an animated and voiced" guide-guide "for the product (" speaking and showing user instructions "); inclusion of game components with information components into the product; - "the ability to automatically view the entire content of the product (" slideshow ") or create an animated and voiced" guide-guide "for the product (" speaking and showing user instructions "); inclusion of game components with information components into the product; - the possibility of "free" navigation through information and exit to the main menu (enlarged content), to the full table of contents, or even from the program at any point in the product. - the possibility of "free" navigation through information and exit to the main menu (enlarged content), to the full table of contents, or even from the program at any point in the product.

Multimedia products can be divided into several categories depending on which consumer groups they are targeting. Multimedia products can be divided into several categories depending on which consumer groups they are targeting. 1. The first category for those who have a computer at home is educational, developmental programs, all kinds of encyclopedias and reference books, graphic programs, simple music editors, etc. Software CDs are so popular with home multimedia users that the number of CD titles on the market doubles every year.

2. The second category is business applications. Here multimedia serves a different purpose. With its help, presentations come to life, it becomes possible to organize live video conferences, and voice mail replaces the office PBX so well that an ordinary telephone begins to be perceived as archaism. And, of course, nowadays the computer is becoming indispensable for an accountant, economist, manager and many other specialists who use it for complex accounting and statistical calculations. Nowadays, personal employees are becoming indispensable assistants, without which not a small enterprise, not branched corporations can do.

The use of multimedia in education and training (Computer Based Training - CBT) is intended for both personal and business use. In the future, the importance of this area of application of multimedia will increase, as the knowledge that provides a high level of professional qualifications is always subject to rapid changes. The current level of development, especially in technical areas, requires constant updating, and enterprises, the basis of development of which is competition, must be very flexible in their activities. The use of multimedia in education and training (Computer Based Training - CBT) is intended for both personal and business use. In the future, the importance of this area of application of multimedia will increase, as the knowledge that provides a high level of professional qualifications is always subject to rapid changes. The current level of development, especially in technical areas, requires constant updating, and enterprises, the basis of development of which is competition, must be very flexible in their activities.

Significant positive factors that speak in favor of this method of acquiring knowledge are as follows: Significant positive factors that speak in favor of this method of acquiring knowledge are the following: 1. a better and deeper understanding of the material being studied, 2. motivation of the student to contact a new area of knowledge , 3. saving time due to a significant reduction in training time, 4. the knowledge gained remains in memory for a longer period and later is easier to recover for practical application after a short repetition, 5. reduction in the cost of industrial training and professional development. training and professional development.

One of the most important areas of application of multimedia is the management of documents, contracts, invoices, office correspondence, etc. Almost without exception, this information is recorded on a write-once medium, and in the future, this information is not so often used. With the help of special programs, this documentation can be read and viewed at any time. One of the most important areas of application of multimedia is the management of documents, contracts, invoices, office correspondence, etc. Almost without exception, this information is recorded on a write-once medium, and in the future, this information is not so often used. With the help of special programs, this documentation can be read and viewed at any time.

Multimedia breaks down stereotypes and redefines what a program's user interface is and how information can be conveyed. With the advent of operating systems with a graphical interface, software developers can not limit their imagination. The most famous operating systems with such an interface are System 7.5 for Macintosh computers, Windows 95/98/2000 / ME / XP, OS / 2, MagicCap, X-Windows (for Unix). Multimedia breaks down stereotypes and redefines what a program's user interface is and how information can be conveyed. With the advent of operating systems with a graphical interface, software developers can not limit their imagination. The most famous operating systems with such an interface are System 7.5 for Macintosh computers, Windows 95/98/2000 / ME / XP, OS / 2, MagicCap, X-Windows (for Unix).

From a textual interface, there was a transition first to a graphical one, which simply presented information more clearly, and then to Internet technologies of the third generation, where a graphical interface serves to form requests for an intelligent communication environment.

Multimedia is closely related to the development of Internet technologies. It became possible to send audio and video messages by e-mail, as well as communicate via the Internet in real time, while seeing the interlocutor on the computer screen, which was just a dream quite recently. For several years there have been technical solutions. Even the most inexperienced user can now easily connect to the Internet, find, view or even listen to any information of interest from anywhere in the world, and all this has become possible with the development of multimedia technologies. Multimedia is closely related to the development of Internet technologies. It became possible to send audio and video messages by e-mail, as well as communicate via the Internet in real time, while seeing the interlocutor on the computer screen, which was just a dream quite recently. For several years there have been technical solutions. Even the most inexperienced user can now easily connect to the Internet, find, view or even listen to any information of interest from anywhere in the world, and all this has become possible with the development of multimedia technologies.

Bibliography 1. Sergey Bobrovsky, Strategies // PC WEEK June 21, 2003 2. Andrey Borzenko, Multimedia software // HARD & SOFT February 2 Alexander Kolganov, Multimedia systems today // HARD & SOFT April 4, 2005.

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