School of Art and Design - Te Kura Toi a Hoahoa

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https://hdl.handle.net/10292/857
Research within the School of Art and Design brings together visual artists, spatial designers, fashion designers, filmmakers, curators, entrepreneurs, graphic designers, digital designers, product designers and other cultural practitioners from New Zealand and around the world to work on expanded notions of art and design through creative-led research. Their research disciplines and study areas include: Visual Arts, Graphic Design, Spatial Design, Product Design, Digital Design, Fashion and Textile Design, and across disciplines.

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Browsing School of Art and Design - Te Kura Toi a Hoahoa by Author "Bennett, Gregory"

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    A Pedagogical Workflow for Interconnected Learning: Integrating Motion Capture in Animation, Visual Effects, and Game Design
    (ACM, 2024-11-22) Najafi, Hossein; Kennedy, Jason; Ramsay, Emily; Todoroki, Masaya; Bennett, Gregory
    This paper presents a case study in a curriculum structure that aims to integrate specialized course content across a range of primary study pathways. The 3-year Bachelor of Design degree at the School of Art and Design, Auckland University of Technology, New Zealand, offers a major in Animation, Visual Effects and Game Design in which students can follow specialized pathways of study in these three areas. In addition to their selected major, students can select two minors to support their major course of study. A popular choice is the Motion Capture Minor that has strong technical and creative relevance to all three study pathways, and due to time and scope restraints is not able to be covered directly in the curriculum content of the majors. This paper examines this major/minor structure as a useful interconnected curriculum framework that supports a learning environment whereby students can gain both in-depth creative and technical expertise in a specialized and future-focused creative technology, but also bring that knowledge to their major pathways of study.
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    Pedagogical Strategies for Teaching Virtual Production Pipelines
    (ACM, 2023-12-06) Bennett, Gregory; Najafi, Hossein; Jackson, Lee
    The incorporation of LED walls and virtual production tools in the film industry is a recent development that has significant pedagogical implications (BLISTEIN, 2020; FARID and TORRALBA, 2021). The use of LED walls combines physical and digital realities, potentially reducing post-production time and resource usage (ONG, 2020). Virtual production can facilitate immediate on-set decision-making and mitigate the need for certain post-production adjustments (EPIC GAMES, 2020). MIT researchers posit that such practices may also reduce the carbon footprint associated with location filming (FARID and TORRALBA, 2021). Nonetheless, further research and innovation are needed to overcome any limitations and fully harness the potential of this technology. The utilization of Unreal Engine software and other real-time tools in visual effects education aligns with industry trends and enhances student preparedness for professional practice (FLEISCHER, 2020). It has been suggested that engaging students with these tools can foster an understanding of the virtual production pipeline, thus aligning the educational curriculum with evolving industry standards (BALSAMO et al., 2021). As educators at Auckland University of Technology, we recognized the necessity of early integration of these paradigm-shifting tools into our curriculum to prepare students for impending and ongoing industry changes. In anticipation of procuring LED walls, we explored the potential of leveraging existing resources to initiate a pedagogical foray into the virtual production sphere. The available resources encompassed a large green screen studio, a motion capture studio, and virtual reality (VR) headsets and trackers. This paper offers two pedagogical responses that were deployed in courses situated in the final (third) year of undergraduate studies for an Animation, Visual Effects and Game Design Major, Bachelor of Design, at the School of Art and Design, Auckland University of Technology. One course is positioned within a motion capture minor and the other an option within a major capstone project framework. These two responses form case studies in the technical modification of existing teaching equipment and the need to push the limits of existing software and hardware resources within the attendant budgetary constraints of a tertiary education institution. This, in turn, is in the service of meeting shifting tertiary curriculum demands in response to a technologically fluid and future-focused industry.
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