A Threaded Approach to the Learning and Delivery of 3D Illustration within a HE Framework

This thesis represents a summary of a 12 month insight into a structure for the proposed delivery of a pathway understanding of the individually recognised approaches to 3 dimensional modelling for digital illustration. The proposal is based around a belief that many industrial professionals are lead down a path of development which does not consider alternative approaches to a sole 3D modelling technique.

Although such an insight might evolve for a number of reasons, the assumptions made at the point of undertaking this period of study is that this pathway has been determined by a pattern of
emerging technologies.

In an attempt to address the phenomena, a prototype structure will be suggested which can be
embedded into future higher education programmes in order to provide a more balanced and better
informed overview of the principals involved and their abstraction.

Results have been collated throughout a series of experiments aimed at progressively introducing
students to the fundamental engineering and perspective concepts which underpin modern CAD
packages. These were then compared with the progress of a second cohort who had been introduced only to the discipline of solid modelling.

This undertaking aims to verify whether or not a structured traditional approach to generating and
understanding three dimensional form from generic construction principles combined with an appreciation of engineering disciplines produces a more informed and versatile practitioner. This
hypothesis is based on a belief that a wider overview of illustrative techniques, purpose and
available tools will achieve this aim.

To complement any findings it is essential for students to comprehend the specialist and emerging
technologies which define high end three dimensional modelling in terms of creation of form and capturing of data. There exists a plethora of contemporary opportunities for the modern illustrator in addition to those traditionally associated with the discipline and graduates must be able to focus their skills toward a variety of environments in order to remain credible.

Finally in acknowledgement of a contemporary teaching and learning environment it would be
negligent to ignore the emerging methods of delivery which have become feasible as a result of the world wide communications network. Such opportunities take many forms with varying levels of control associated with them. In recognition of these it is suggested that any recommended
curriculum structure must be conducive to adaptation into such a programme structure.