Expressive rendering of animated hair

National audienceHair simulation is one of the crucial elements of a character realism in video games as well as animated movies. It is also one of the most challenging because of its complex nature. A simulation model needs to be able to handle hair fibers or wisp interaction while keeping the desired rendering style. During the past few years intensive work has been done in this field. Most of the authors have tried to render and animate hair as realistically as possible. Impressive results have been obtained and computation times have been reduced. Nevertheless this level of realism is not always desired by the animator. Most animated characters are represented with a hair model only composed of a few hair wisps or clumps in other words the individual hair fibers are not even accounted for. Only little work has been done to animate and render non-photorealistic hair for cel-characters1 . The goal of this work is to design an expressive rendering technique for a realistic animation of hair. This project is a part of an ANR research program for a joint industrial project with two production studios: Neomis Animation and BeeLight, two other INRIA project-teams: Bipop and Evasion and a CNRS lab (Institut Jean Le Rond d'Alembert de l'Université Pierre et Marie Curie). The aim of this project is to provide hair rendering and animating tools for movie making. According to the discussions we had with artists from Neomis studio, it appears that an animator will expect realism of hair motion combined with an expressive rendering technique that is dedicated to animated movies

Platform, culture, identities: exploring young people's game-making

Digital games are an important component in the contemporary media landscape. They are cultural artefacts and, as such, are subjected to specific conventions. These conventions shape our imaginary about games, defining, for example, what a game is, who can play them and where. Different research has been developed to understand and challenge these conventions, and one of the strategies often adopted is fostering game-making among “gaming minorities”. By popularising games and their means of production, critical skills towards these objects could be developed, these conventions could be fought, and our perceptions of those artefacts could be transformed. Nevertheless, digital games, as obvious as it sounds, are also digital: they depend on technology to exist and are subjected to different technologies’ affordances and constraints. Technologies, however, are not neutral and objective, but are also cultural: they too are influenced by values and conventions. This means that, even if the means of production of digital games are distributed among more diverse groups, we should not ignore the role played by technology in this process of shaping our imaginary about games. Cultural and technical aspects of digital media are not, therefore, as conflicting as it might seem, finding themselves entangled in digital games. They are also equally influential in our understanding and our cultural uses of these artefacts; but how influential are they? How easy can one go against cultural and technical conventions when producing a game as a non-professional? Can anyone make any kind of game? In this research, I explore young people’s game-making practices in non-professional contexts to understand how repertoires, gaming conventions and platform affordances and constraints can be influential in this creative process. I organised two different game-making clubs for young people in London/UK (one at a community-led centre for Latin American migrants and other at a comprehensive primary school). The clubs consisted in a series of workshops offered in a weekly basis, totalling a minimum of 12 hours of instruction/production at each research site. The participants were aged between 11 and 18 and produced a total of 11 games across these two sites with MissionMaker, a software that facilitates the creation of 3D games by non-specialists through ready-made 3D assets, custom audio and image files, and a simplified drop-down-list-based scripting language. Three games and their production teams were selected as case studies and investigated through qualitative methods and under a descriptive-interpretive approach. Throughout the game-making clubs, short surveys, observations, unstructured and semi-structured interviews and a game archive (with week-by-week saves of participants’ games) were employed to generate data that was then analysed through a Multimodal Sociosemiotics framework to explore how cultural and technical conventions were appropriated by participants during this experience. Discourses, gaming conventions and MissionMaker’s affordances and constraints were appropriated in different ways by participants in the process of game production, culminating in the realisation of different discourses and the construction of diverse identities. These results are relevant since they restate the value of a more holistic approach – one that looks at both culture and technology – to critical videogame production within non-professional contexts. These results are also useful to the mapping of the influence of repertoires, conventions and platforms in non-professional game-making contexts, highlighting how these elements are influential but at the same time not prescriptive to the games produced, and how game development processes within these contexts are better understood as dialogical

Affective Computing

This book provides an overview of state of the art research in Affective Computing. It presents new ideas, original results and practical experiences in this increasingly important research field. The book consists of 23 chapters categorized into four sections. Since one of the most important means of human communication is facial expression, the first section of this book (Chapters 1 to 7) presents a research on synthesis and recognition of facial expressions. Given that we not only use the face but also body movements to express ourselves, in the second section (Chapters 8 to 11) we present a research on perception and generation of emotional expressions by using full-body motions. The third section of the book (Chapters 12 to 16) presents computational models on emotion, as well as findings from neuroscience research. In the last section of the book (Chapters 17 to 22) we present applications related to affective computing

Inhabiting the virtual city : the design of social environments for electronic communities

Thesis (Ph. D.)--Massachusetts Institute of Technology, Program in Media Arts & Sciences, 1997.Includes bibliographical references (p. [101]-111).Judith Stefania Donath.Ph.D

Character Body Expression in 3D Computer Animation: a New Posing Approach.

Creation of 3D character animations is a complex and time-consuming process, and the character animator has to simultaneously consider a multitude of factors in order to create high quality expressive animation. The 12 Principles of Animation are traditionally considered as the main guidelines for creating high-grade character animation. The main focus of this research is the process of animating the 3D character’s body expression and the animator’s practice, particularly the Posing phase of the animation process. Although posing is not one of the 12 Principles of Animation, it can be considered as the superposition of a subset of those principles that the animator has to keep in mind, while creating key-poses for any specific movement of an animated character. Additional factors that should be considered by the animator during the Posing stage are body language and acting, along with the technicalities of the 3D character manipulation. Hence, Posing is regarded as an intricate process, making it rather challenging for the animator to avoid involuntary neglect of the large number of the aforementioned characteristics. This aspect of the 3D animation process is extremely important for the final creative result of the animation, in terms of character's expression, because if the key-poses are not well defined, the computer may not be able to generate sufficiently expressive animation. This would often result in work that may be subjectively judged as lower quality animations. This research developed the hypothesis that the key to create more expressive 3D character animation is located within Posing, in the Animation Blocking phase of the process. This thesis proposes that a systematisation of the Posing procedure taking advantage of certain Traditional Animation, Fine Arts and Acting concepts and their underlying rationale, can greatly benefit the animator. This thesis presents a new posing approach to 3D character animation, as a conceptual guideline which promotes the arrangement of the body parts into naturalistic patterns of expression. This is achieved by combining the concepts of Power Centre, Line of Action, Contrapposto and Serpentine Line in a systematic way, around a conceptual flow of force. These comprehensible high-level concepts make Posing and the animation process less complicated and more accessible. This allows animators of different levels to create more believable character body expressions in an easier and less time-consuming fashion, introducing better methods of more efficient workflows resulting in improved creative results over shorter periods of time. It is also demonstrated how the aforementioned concepts can be applied to a variety of animation styles – ranging from the more realistic to the more cartoonish ones. A prototype of a 3D Pose Tool was also developed, based on the rationale of the proposed approach, with the objective of being used as a visual guide for generation of new poses to be included in the case studies. Additionally, this tool produces visual evidence in the analysis of specific good and bad examples of character posing. This thesis, therefore, makes the argument that the proposed solution – whether accompanied with the complementary 3D Pose Tool or not – gives the animator the possibility to work the character body expression as a whole. Thus, avoiding stiffness and ensuring that the essential steps of posing are not neglected in the process. This was demonstrated with several cases, which give evidence of the usefulness of the approach as a contribution to create more expressive character animation and to produce it in a more efficient way

The People Inside

Our collection begins with an example of computer vision that cuts through time and bureaucratic opacity to help us meet real people from the past. Buried in thousands of files in the National Archives of Australia is evidence of the exclusionary “White Australia” policies of the nineteenth and twentieth centuries, which were intended to limit and discourage immigration by non-Europeans. Tim Sherratt and Kate Bagnall decided to see what would happen if they used a form of face-detection software made ubiquitous by modern surveillance systems and applied it to a security system of a century ago. What we get is a new way to see the government documents, not as a source of statistics but, Sherratt and Bagnall argue, as powerful evidence of the people affected by racism

Acting Beckett : towards a poetics of performance

Samuel Beckett’s writing stalks the progress of twentieth century art and culture. Seen as both symptomatic of the practices of high Modernism, as well as influential within the fragmented tropes of postmodernity, his drama is often referred to as exploring the limits of an incrementally reductive approach to performance in which fine margins – through time and space; sound and image – are used in the determination of an authentic rendering of his work. This study argues that it is the figure of the actor, in all its rich signifying complexity, which provides us with a lens through which we can evaluate Beckett’s work for theatre and other media.In considering the Beckettian actor, the study grounds a poetics of performance in a principally phenomenological discourse in which theatre history and popular culture throughout the twentieth century is seen as a key factor both in Beckett’s writing and theatre directing, as well as in the often contested development of the actor’s craft. Throughout, it is the theme of music and musicality that provides the actor with a starting point, or modus vivendi, in which the individual self or personality of the actor is valorized alongside other practices based on acquired technique and its application.This study does not propose instruction or a range of techniques for the actor to pursue in furthering their understanding of Beckett’s canon. Instead, this work establishes an understanding of the Beckettian actor in which strategies of implication, born out of sometimes paradoxical representations of silence, absence and abstraction, subordinate acting pedagogies based on programmed curricula. This examination of an implied actor illustrates the various ways in which notable, as well as relatively unknown, actors have sought to reconcile some of these issues. In doing so, the study also interrogates my own creative practice as a director and performer of Beckett’s drama over a fifteen-year period

Interactive Virtual Training: Implementation for Early Career Teachers to Practice Classroom Behavior Management

Teachers that are equipped with the skills to manage and prevent disruptive behaviors increase the potential for their students to achieve academically and socially. Student success increases when prevention strategies and effective classroom behavior management (CBM) are implemented in the classroom. However, teachers with less than 5 years of experience, early career teachers (ECTs), are ill equipped to handle disruptive students. ECTs describe disruptive behaviors as a major factor for stress given their limited training in CBM. As a result, disruptive behaviors are reported by ECTs as one of the main reasons for leaving the field. Virtual training environments (VTEs) combined with advances in virtual social agents can support the training of CBM. Although VTEs for teachers already exist, requirements to guide future research and development of similar training systems have not been defined. We propose a set of six requirements for VTEs for teachers. Our requirements were established from a survey of the literature and from iterative lifecycle activities to build our own VTE for teachers. We present different evaluations of our VTE using methodologies and metrics we developed to assess whether all requirements were met. Our VTE simulates interactions with virtual animated students based on real classroom situations to help ECTs practice their CBM. We enhanced our classroom simulator to further explore two aspects of our requirements: interaction devices and emotional virtual agents. Interactions devices were explored by comparing the effect of immersive technologies on users\u27 experience (UX) such as presence, co-presence, engagement and believability. We adapted our VTE originally built for desktop computer, to be compatible with two immersive VR platforms. Results show that our VTE generates high levels of UX across all VR platforms. Furthermore, we enhanced our virtual students to display emotions using facial expressions as current studies do not address whether emotional virtual agents provide the same level of UX across different VR platforms. We assessed the effects of VR platforms and display of emotions on UX. Our analysis shows that facial expressions have greater impact when using a desktop computer. We propose future work on immersive VTEs using emotional virtual agents