Sumner, Robert - Dec. 2006
Massachesetts Institute of Technology
"Mesh Modification using deformation gradients."
http://wwwlib.umi.com/dissertations/fullcit/f160001
Computer-generated character animation, where human or anthropomorphic characters are animated to tell a story, holds tremendous potential to enrich education, human communication, perception, and entertainment. However, current animation procedures rely on a time consuming and difficult process that requires both artistic talent and technical expertise. Despite the tremendous amount of artistry, skill, and time dedicated to the animation process, there are few techniques to help with reuse.
Although individual aspects of animation are well explored, there is little work that extends beyond the boundaries of any one area. As a consequence, the same procedure must be followed for each new character without the opportunity to generalize or reuse technical components.
This dissertation describes techniques that ease the animation process by offering opportunities for reuse and a more intuitive animation formulation. A differential specification of arbitrary deformation provides a general representation for adapting deformation to different shapes, computing semantic correspondence between two shapes, and extrapolating natural deformation from a finite set of example shapes. Deformation transfer adds a general-purpose reuse mechanism to the animation pipeline by transferring any deformation of a source triangle mesh onto a different target mesh. The transfer system uses a correspondence algorithm to build a discrete many-to-many mapping between source and target triangles that permits transfer between meshes of different topology.
Results demonstrate retargeting both kinematic poses and non-rigid deformations, as well as transfer between characters of different topological and anatomical structure. Mesh-based inverse kinematics extends the idea of traditional skeleton-based inverse kinematics to meshes by allowing the user to pose a mesh via direct manipulation. The user indicates the class of meaningful deformations by supplying examples that can be created automatically with deformation transfer, sculpted, scanned, or produced by any other means.
This technique is distinguished from traditional animation methods since the expensive character setup stage is avoided. It is distinguished from existing mesh editing algorithms since the user retains the freedom to specify the class of meaningful deformations. Results demonstrate an intuitive interface for posing meshes that requires only a small amount of user effort. (Copies available exclusively from MIT Libraries, Rm. 14-0551, Cambridge, MA 02139-4307. Ph. 617-253-5668; Fax 617-253-1690.)
Saturday, April 14, 2007
Subscribe to:
Post Comments (Atom)
Posts
2 comments:
Below is an Citatio/Abstract using drama in teaching methods.
L. Bodden. "Developing a creative classroom through drama work: One teacher's reflective journey". http://wwwlib.umi.com/dissertations/fullcit/1432989
In this qualitative, action research study, I aimed to improve my teaching practices in my seventh grade drama classroom. I conducted the study by implementing a monologue unit plan I had used in the past adapted for this study. My emphases for the study were the promotion of creativity, the identification of drama and theatre elements, and the transformation in understanding. Data was gathered from students in my class, a third eye observer, and me. Notation, description, sources for analysis, and questioning procedures were used to survey the data by looking for patterns, coding the responses, and generating findings that satisfied the research questions. I discovered that imagination is supported in my classroom but that I need to develop better strategies to show how dramatic skills affect the daily lives of students and the importance of empathy for this class as well as the others I teach.
Another citation and abstract. This one details the process of secondary education students creating a script and producing it. Objectives included improvement in writing skills, they gained knowledge of literary works and produced something meaningful.
A. Chermack.
"Finding Our Voices: Student Voices in Drama". State University of New York, Empire State College. http://wwwlib.umi.com/dissertations/fullcit/1434763
This project follows a sample of inner-city middle school students through the process of writing a full-length play and producing its performance. The main objectives of this project were to: monitor improvement in student writing performance, increase their awareness of a social issue, increase their intrinsic motivation to create meaningful texts, and produce an informative and significant work. It was also the facilitator's goal to increase the pupils' interest in writing by allowing the students to choose a theme that was relevant to their young adult lives. At the conclusion of the project, students produced a realistic script on a topic of their choosing. They also deepened their comprehension of literary works through the creation of a stage performance and shared their knowledge with others via a question and answer segment. Overall, the objectives were met and in some cases exceeded the facilitator's expectations.
Post a Comment