Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/144940
Title: Disrupting the long road of learning 3D animation by using game engine technology
Authors: Hodgkinson, Gray
Keywords: Visual arts and music::Animation
Issue Date: 2019
Source: Hodgkinson, G. (2019). Disrupting the long road of learning 3D animation by using game engine technology. Proceedings of EdMedia + Innovate Learning 2019, 612-616.
Abstract: This paper discusses the mechanics of traditionally-informed curriculum when the new techniques and processes offered by game engine technology are adopted in digital animation teaching pipelines. The traditional learning pipeline, from concept through storyboard to production, has remained a firm foundation for all forms of animation education as well as most professional animation production. Even in fully digital mediums, the founding principle of drawn pre-visualisation followed by production remains a constant. This is further emphasised by the nature of animation, in that there is nothing to see until it is created. There is no physical set or site for a director to explore, to plan and design the various shots. Hannes Rall (2018), writes in his book “…The film has to be planned visually exact in advance, in order not to lose time and money during the actual production process”. Recently, with examples such as the TV series Zafari, (Unrealengine.com 2018) game-engine processes give demonstrable advantages, reducing pipeline costs and time, and allowing creative input and alteration right up to final render. However, within animation pipeline education, in many institutes world-wide, there remains a firm conviction that the essential educational fundamentals lie within a traditional workflow. Concept and story visualisation first, production later. This paper will discuss some of the reasons why pedagogical change may not be happening as rapidly as the technology allows.
URI: https://hdl.handle.net/10356/144940
ISBN: 978-1-939797-42-1
Rights: © 2019 Association for the Advancement of Computing in Education (AACE). All rights reserved. This paper was published in Proceedings of EdMedia + Innovate Learning and is made available with permission of Association for the Advancement of Computing in Education (AACE).
Fulltext Permission: open
Fulltext Availability: With Fulltext
Appears in Collections:ADM Conference Papers

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