Two in the Middle: Digital Character Production and Machinima Courses

1. Two in the Middle: Digital Character Production and Machinima Courses Mark C. van Langeveld, Robert Kessler University of Utah

2. Entertainment Arts and Engineering Program (EAE) • For CS Majors and Film Studies (FS) Majors (FS Houses Animation at the University of Utah) • Emphasizes Games and Animation by: • Requiring Electives from EAE Courses • Requiring some GE from EAE Courses • Core classes with EAE Content and Tools • Does not Diminish Major whether CS or FS • Want to add other interdisciplinary tracks • But this is another Presentation (@10:30)

3. CS Motivation for Interdisciplinary Courses using EAE’s Games and Animation as an Example • Extraordinary Applied Learning Experience Including Solidifying many Core CS Concepts • Attracts a Diverse Set of Students • Different Backgrounds/Interests (Majors) • More Women • Entertainment Industry wants Students with EAE Type Education for Technical Art Directors • Why Technical-Art/Technical Directors? • High Retention of Students • After Graduation: Higher Salaries with Many Options • Extremely Motivated Students/Interesting to Study and Teach

4. Two Courses with Curriculum Overlapping both Departments • Digital Character Production Course • Machinima Course

5. Digital Character Production Course: Learning Objectives • To teach the production pipeline application for computer graphic character design, development and production for animation, games, and machinima projects based on techniques that teach the foundations of original character development • To help students learn the critical elements of digital figure modeling that distinguishes levels of sophistication in character models • To help students learn to translate design concepts into physical representations (paper, words, images and clay) and then continue with the translation of the concept into a digital representation of their character

6. Digital Character Production Course: Learning Objectives (cont’d) • To introduce students to computer graphics (CG) for the game and animation industries and the professional practices associated with character development for machinima/games/animation/special fx • To introduce students to algorithms used in specific modeling techniques including: smoothing, polygon decimation, vertex merging, edge loops selections, and edge loop inserts • To introduce students to Data-Structures used in Graphics Programs • Assist students in mastering several complex computer graphics production software packages including familiarizing students with MAYA’s Embedded Language (MEL) --MAYA’s scripting language

7. Digital Character Production Course: Learning Objectives (cont’d) • To help students experience the tools and learn techniques allowing them to customize their machinima projects, enhance animations and demonstrate competency in games asset production pipeline • To learn visual, structural and mechanical human anatomy to help students understand complex forms and shapes • To Improve drawing and sculpting communication skills • To experience the benefit of breaking complex problems into manageable parts and learning to weave them back together into a grand solution • To create an exceptionally high-quality CG character that can be used for games, machinima and animation courses

8. Sample Models: all from engineering students with no previous modeling background

9. Digital Character Production Course: Teaching Techniques • Lectures, Presentations, one-on-one lab time • 80% of grade on semester long final project • Clay Sculptures, Drawings, Verbal Descriptions and then Translation to Digital with MAYA • Critiques and Class Participation • Voting on best projects by category • Step-by-Step process explanation • Repetition • More focus on Learning

10. Machinama Course: Learning Objectives • To learn how to use a game engine to make 3D movies and gain knowledge of intricacies of game engines by application • Gaining ability to produce interesting and well received animation shorts by learning combined processes • Learn and apply filmmaking techniques including: storyboarding, scriptwriting, cinematography, sound, lighting, editing and film/storytelling

11. Machinama Course: Learning Objectives (cont’d) • Learn tools for building sets, props, lip synching, and character acting • Learn to work with students from other disciplines: teamwork • Problem solving—partially due to limitations (and complexity) in the tools and technical environment and yet still allowing expressions of creativity • CS topics of event handing and script writing in relation to complex game systems

12. Machinima Course: Projects • Project One (Individual--Two Weeks)To take the HL2 Modeling Tool (HAMMER) and a given model (plain--few textures) of the classroom, and then to populated it with two characters that open the doors and walk to the front of the class. Also to decorate the classroom space • Project Two (Individual--Two Weeks): To have one of the two characters tell the other one a joke by adding lip syncing and animated reactions

13. Machinima Course: Projects (Cont’d) • Project Three (Teams of 2 to 3--Three Weeks--2 to 4 Minutes Long Animations): The Third project is an animation telling a story, an advertisement, a musical etc. and adding cinematography and editing • Project Four (Teams of 4 to 12--Half of Semester--Avg. 10 Minute Long Animations): A original/creative short animation of the teams choice--this year we are using scripts from a script writing class taught by one of our TAs

14. Machinima Course: Teaching Techniques • Lectures • Presentations--From Both Departments • One-on-One Lab Time • Open Critiques/Presentations • Showing Past Projects and Other Shorts

15. Our Paradox--This seems Like way too Much!--but it Works • The applied-large-project driven classes with content/teaching styles from both departments make it possible and enjoyable • The students are so motivated by what they are learning that they put in more time than with usual classes • The gratitude from students through reviews, letters and conversations is actually unbelievable

16. Experiment on One Part of the Learning Objectives as an Example (Cont’d) • Three trained independent judges to determine improvement between individuals Pre and Post drawings. • Spearman Ranking to verify judges consistency (Typically .65 is a good correlation and we got .894) • Averaging the three judges results and assigning verbal representation • Results: Most students saw improvement in there drawing skills as it relates to form and structure of the human figure

17. Added Digital Visualization Tools for Enhancing Learning and for Research

18. Summary • We find the courses add extraordinary value for CS and FS students • They really tie together our program and help to ready students for jobs as technical directors • We can accomplish overly ambitious learning objectives by the approach and content • One last example-- “the passion of the mccain”