A Process to Create Dynamic Landscape Paintings Using Barycentric Shading with Control Paintings

In this work, we present a process that uses a Barycentric shading method to create dynamic landscape paintings that change based on the time of day. Our process allows for the creation of dynamic paintings for any time of the day using simply a limited number of control paintings. To create a proof of concept, we have used landscape paintings of Edgar Payne, one of the leading landscape painters of the American West. His specific style of painting that blends Impressionism with the style of other painters of the AmericanWest is particularly appropriate for the demonstration of the power of our Barycentric shading method

3D digital modelling, fabrication and installation for understanding space and place

Traditionally the teaching of history or theory on art and design courses often takes place in a lecture theatre. Space and place theory is integral to informing the practice led and practice-based experiences in architecture, interior and the built environment. The research team has investigated how digital modeling, fabrication and population tools can enhance the understanding of current theoretical debates surrounding space and place. The aim is to integrate inter-disciplinary practice allowing us to address key research questions relating to the emergence of digital fabrication and its potential impact upon art and design education. The purpose is to provide an engaging and informative situated display, offering an experiential and intuitive frame of reference for constructing and placing objects, activities or events into their spatial context. The research has potential to act as an integrative experiential framework through which we can learn more about different contexts or connections between themes or theories which provides a deeper understanding of space or place. In this new work with Taylor, Benincasa, and Unver evolve their practice through translating 3D research data for a series of new digital and physical experiments intended for enhancing or informing teaching and learning in art, design & architecture. The researchers experimented with a range of 3D software and the functionality of different tool parameters. Fabrication apps and 3D crowd simulation animation tools were used for the first time in this research to explore digital fabrication using cardboard in order to compose and construct 2D and 3D physical simulations of this well-known built environment in the landscape. The fabricated physical cardboard models we produced were located in studio spaces and 3D visual projection live drawing experiences were tested with students and staff working together. The 2D and 3D simulations that the team envisioned are both digital and real; and when installed facilitate a more kinesthetic experience of learning as students are able to create together, and interact with fabricated structures. This evolving research demonstrates how these 3D models, animations and fabrications have the potential to be used together as a catalyst to explore multiple projections of space, place identities, historical and cultural built environment concepts for art, design and architecture students at undergraduate and postgraduate level

Critters in the Classroom: A 3D Computer-Game-Like Tool for Teaching Programming to Computer Animation Students

The brewing crisis threatening computer science education is a well documented fact. To counter this and to increase enrolment and retention in computer science related degrees, it has been suggested to make programming "more fun" and to offer "multidisciplinary and cross-disciplinary programs" [Carter 2006]. The Computer Visualisation and Animation undergraduate degree at the National Centre for Computer Animation (Bournemouth University) is such a programme. Computer programming forms an integral part of the curriculum of this technical arts degree, and as educators we constantly face the challenge of having to encourage our students to engage with the subject. We intend to address this with our C-Sheep system, a reimagination of the "Karel the Robot" teaching tool [Pattis 1981], using modern 3D computer game graphics that today's students are familiar with. This provides a game-like setting for writing computer programs, using a task-specific set of instructions which allow users to take control of virtual entities acting within a micro world, effectively providing a graphical representation of the algorithms used. Whereas two decades ago, students would be intrigued by a 2D top-down representation of the micro world, the lack of the visual gimmickry found in modern computer games for representing the virtual world now makes it extremely difficult to maintain the interest of students from today's "Plug&Play generation". It is therefore especially important to aim for a 3D game-like representation which is "attractive and highly motivating to today's generation of media-conscious students" [Moskal et al. 2004]. Our system uses a modern, platform independent games engine, capable of presenting a visually rich virtual environment using a state of the art rendering engine of a type usually found in entertainment systems. Our aim is to entice students to spend more time programming, by providing them with an enjoyable experience. This paper provides a discussion of the 3D computer game technology employed in our system and presents examples of how this can be exploited to provide engaging exercises to create a rewarding learning experience for our students

Stylised procedural animation

This thesis develops a stylised procedural paradigm for computer graphics animation. Cartoon effects animations - stylised representations of natural phenomena - have presented a long-standing, difficult challenge to computer animators. We propose a framework for achieving the intricacy of effects motion with minimal animator intervention.Our approach is to construct cartoon effects by simulating the hand-drawing process through synthetic, computational means. We create a system which emulates the stylish appearance, movements of cartoon effects in both 2D and 3D environments. Our computational models achieve this by capturing the essential characteristics common to all cartoon effects: structure modelling, dynamic controlling and stylised rendering.To validate our framework, we have implemented a cartoon effects system for a range of effects including water effects, fire, smoke, rain and snow. Each effect model has its own static structure such as how the different parts are related temporarily. The flexibility of our approach is suggested most evidently by the high-level controls on shape, colour, timing and rendering on the effects. Like their hand-drawn counterparts, they move consistently while retaining the hand-crafted look.Since the movements of cartoon effects are animated procedurally, their detailed motions need not be keyframed. This thesis therefore demonstrates a powerful approach to computer animation in which the animator plays the role of a high level controller, rather than the more conventional hand-drawing slave. Our work not only achieves cartoon effects animation of un-precedented complexity, but it also provides an interesting experimental domain for related research disciplines toward more creative and expressive image synthesis in animation

Spartan Daily December 8, 2010

Volume 135, Issue 52https://scholarworks.sjsu.edu/spartandaily/1215/thumbnail.jp

A SURVEY RESEARCH TO IDENTIFY THE NEUROPSYCHOLOGICAL IMPLICATIONS OF THE EFFECTS OF FICTIONAL SHOWS AND MOVIES ON LIFE’S REALITY

The evolution of technology has made different forms of fictional narratives easily accessible in most parts of the world. As the pandemic restricted the activities of people, there was a drastic increase in the consumption of all forms of media ranging from books to movies. The current study inspects the effects of fictional literature and films on consumers. The study was conducted in the online mode with 73 participants who filled up a questionnaire form which was circulated through various social media platforms. The participants involved in this study were from 13 to 34 years of age. The online questionnaire consisted of two sections; section one consisted of questions based on an individual's favorite fictional character and section two was a task-based activity aimed to check the extent of involvement with a fictional character from a short story. A five-point Likert scale was used to measure the results. Results from section one indicated that most of the participants were positively influenced by their favorite fictional character, identified with them, and imitated traits of the character. Results from section two showed that a significant number of the participants were empathetic towards the protagonist of the short story. Additionally, most of the readers were tolerant towards controversial views in fictional literature. Overall, the study findings reveal that fictional characters influence individuals positively if not neutral

Some Notes on John Zorn’s Cobra

Historical, analytical, and critical overview of John Zorn's celebrated file-card composition, Cobra