Spatial visualization and professional competence : the development of proficiency among digital artists

The computer graphics (CG) industry is an attractive field for undergraduate students, but employers often find that graduates of CG art programmes are not proficient.

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Bibliographic Details
Main Author Paquette, Andrew
Format eBook Book
LanguageEnglish
Published Cham Springer 2018
Springer International Publishing AG
Springer International Publishing
Edition1
Subjects
Computer art > Study and teaching
Computer Graphics
Computer graphics > Study and teaching
Computer Science
Creativity and Arts Education
Learning & Instruction
Professional & Vocational Education
Space perception
Online AccessGet full text
ISBN9783319912882
3319912887
DOI10.1007/978-3-319-91289-9

Cover

Table of Contents:
  • 2.6.8 Spatial Visualisation Tests Compromised -- 2.7 Conclusion -- 2.7.1 CG Literature not Written for Digital Artists -- 2.7.2 Gaps in the Literature -- 2.8 Contributions to the Literature -- References -- 3 Methodology -- 3.1 Overview -- 3.2 Mixed Methods Methodology -- 3.3 Case Study -- 3.4 Observation Frame: The MD2 NURBS Modelling Class -- 3.4.1 Modelling Projects at IGAD -- 3.4.2 The MD2 NURBS Project -- 3.4.3 What Are NURBS? -- 3.5 Participant Selection -- 3.6 Three Phases of Data Collection -- 3.6.1 Overview Phase Descriptions -- 3.6.2 Data Collection -- 3.6.3 Data Type Flow Chart -- 3.6.4 Quantitative Phase, Phase One -- 3.6.5 Qualitative Phases, Phase Two and Three -- 3.6.6 Data Collection Conclusion -- 3.7 Analysis -- 3.7.1 Analysis of Quantitative Data -- 3.7.2 Analysis of Qualitative Data -- 3.7.3 Triangulation -- 3.8 Strengths and Limitations -- 3.8.1 Trustworthiness and Validity -- 3.8.2 Limitations -- 3.9 Bias -- 3.10 Ethical Compliance -- 3.11 Conclusion -- References -- 4 Quantitative Findings -- 4.1 Previous Experience -- 4.2 School Type -- 4.2.1 CG Experience -- 4.3 Intake Assessment -- 4.4 First Block Grades -- 4.5 Spatial Ability Test -- 4.6 Novice Status and Spatial Ability -- 4.7 NURBS Project Grades -- 4.7.1 MD2MAX Compared to Previous Education -- 4.7.2 MD2MAX Compared to PVRT -- 4.8 Summary of Phase One Findings -- References -- 5 Qualitative Findings -- 5.1 Overview Qualitative Findings -- 5.2 MD2 Class Structure -- 5.3 First Three Weeks: Reactions and Problems -- 5.3.1 Attitude Towards MD2 Class -- 5.3.2 The Problem of Reference -- 5.3.3 Thinking in Polygons -- 5.4 Weeks 4 Through 6: Difficulties Encountered on the Project -- 5.4.1 Tool Problems -- 5.4.2 Visualisation -- 5.5 Final Weeks: Visualisation and Performance Transition -- 5.5.1 Visualisation -- 5.5.2 Reflexive Shape Analysis
  • 5.6 Student Reflections on the Project -- 5.6.1 Identification of Transition Moments -- 5.6.2 Outcomes -- 5.7 Introduction to Post Study Period -- 5.8 Validating Proficient Performance -- 5.8.1 Industry Grades -- 5.8.2 The Importance of Likeness -- 5.8.3 Patch Layout Checked -- 5.8.4 Industry Expects High-Quality Models -- 5.8.5 Technical Errors a Lesser Problem -- 5.8.6 NURBS and Visualisation in Industry -- 5.8.7 The Balance of Likeness and Technique -- 5.9 Case Histories -- 5.9.1 Wietse: Former MBO Student, Did not Pass MD2 -- 5.9.2 Sebastian: Former MBO Student, Initially Failed MD2, Passed on Second Retake -- 5.9.3 Timothy: Previous Interests Did not Prepare This Student for an Art Education -- 5.9.4 Maike: Strong Drawing, No 3D Experience, Proficient on First Attempt -- 5.9.5 Koen: Former MBO Student, no Drawing Experience, Proficient on First Attempt -- 5.9.6 Ward: Former HAVO Student, Proficient on First Attempt -- 5.9.7 Roel: Started as a Complete Novice, Proficient After Retake -- 5.9.8 Case History Themes -- 5.10 Employed Graduates -- 5.11 Conclusion -- References -- 6 Discussion -- 6.1 Overview -- 6.2 Development -- 6.2.1 Students Became Proficient -- 6.2.2 The Path to Proficiency -- 6.2.3 Drawing and Visual Thinking -- 6.2.4 Motivation -- 6.2.5 Learning and Transition -- 6.2.6 Experience Mediates PVRT Performance -- 6.2.7 Mental Rotation Ability Can Mask Visualisation Deficits -- 6.2.8 PVRT Explained by Non-rotation Dependent Visualisation -- 6.2.9 Development Claims -- 6.3 Visualisation -- 6.3.1 Projection -- 6.3.2 Intersection -- 6.3.3 Blend -- 6.3.4 Deformation and Problem Difficulty -- 6.3.5 NURBS Visualisation Types Compared -- 6.4 Threshold Concepts -- 6.4.1 Identification of Threshold Concepts -- 6.4.2 Visualisation as a Threshold Concept -- References -- 7 Conclusion -- 7.1 Overview -- 7.2 Digital Art Education and This Research
  • Intro -- Contents -- List of Figures -- List of Tables -- Abstract -- 1 Introduction -- 1.1 Conflict Between Academic and Workplace Learning -- 1.1.1 Digital Effects Industry Reaction to Digital Art Education Programmes -- 1.1.2 Conflicting Explanations for Digital Art Education Shortfalls -- 1.1.3 Influence of the CG Industry on Education Options -- 1.1.4 Differences Between First-and Current-Generation Digital Art Education -- 1.2 Proficiency as a Precursor to Professional Expertise -- 1.2.1 Three Views of Proficiency -- 1.2.2 Performance-Based Definitions of Proficiency and Expertise -- 1.3 Research Questions Overview -- 1.4 Conclusion -- 1.5 Chapter Previews -- References -- 2 Literature Review -- 2.1 Chapter Overview: The Transition to Proficiency -- 2.2 Conflation of Proficiency and Expertise -- 2.2.1 Definitions -- 2.3 The Contribution of Knowledge and Practice to Proficiency -- 2.3.1 The Broad Knowledge Standard of Expertise -- 2.4 The Transition to Proficiency and Expertise -- 2.4.1 Three Frameworks to Explain Proficiency Development -- 2.4.2 Deliberate Practice Undermined by Rapid Development -- 2.5 Performance Boundaries and Threshold Concepts -- 2.5.1 Definition of a Threshold Concept -- 2.5.2 A Simulated Threshold Concept Leads to Expertise -- 2.5.3 Transition to Proficiency Sudden Among Telegraph Operators -- 2.5.4 Talent as an Explanation for Rapid Development -- 2.5.5 Threshold Boundaries Between Proficiency and Expertise -- 2.6 The Contribution of Spatial Visualisation to Proficiency -- 2.6.1 Reflective Thinking in Design -- 2.6.2 The Tower of Hanoi Problem -- 2.6.3 Visualisation in Problem-Solving -- 2.6.4 Testing Spatial Visualisation Ability -- 2.6.5 Mental Rotation and Experience -- 2.6.6 Mental Rotation and Spatial Visualisation -- 2.6.7 Topological Awareness and Cognitive Search
  • 7.3 Research Questions and Answers -- 7.3.1 Methodology Summary -- 7.3.2 Answers to Research Questions -- 7.3.3 Five Claims Based on Data -- 7.4 Contributions to Knowledge -- 7.4.1 Three Types of Visualisation -- 7.4.2 Generalisability of Visualisation -- 7.4.3 Benefits of NURBS Modelling Project -- 7.4.4 Prior Experience Less Important Than Spatial Visualisation -- 7.4.5 Individual Differences -- 7.5 Pedagogical Implications -- 7.5.1 Threshold Concepts Can Streamline Education -- 7.5.2 Spatial Visualisation Taught Separately -- 7.5.3 Industry Recommendations are Open to Interpretation -- 7.5.4 Avoidance of Troublesome Curricula -- 7.5.5 A Model of Proficiency Development -- 7.6 Limitations and Future Research -- 7.6.1 Mental Rotation Tests Unsuitable for Testing Intersection and Blend Visualisation -- 7.6.2 The Influence of Threshold Concepts on the Development of Proficiency -- 7.7 Conclusion -- References -- 8 Appendices -- 8.1 Appendix 1: Intake Assessment Drawings -- 8.1.1 Vehicle -- 8.1.2 Landscape -- 8.2 Appendix 2: NURBS Project Instructions -- 8.3 Appendix 3: Questionnaire Questions -- 8.4 Appendix 4: NURBS Vision -- 8.4.1 Maike -- 8.4.2 Sebastian -- 8.4.3 Wietse -- 8.4.4 Pim -- 8.4.5 Roel -- 8.4.6 Timothy -- 8.4.7 Bart -- 8.4.8 Koen -- 8.4.9 Ward -- 8.4.10 Janet -- 8.4.11 Martin -- 8.5 Appendix 5: Tower of Hanoi Isomorphs (Kotovsky et al. 1985) -- 8.5.1 A Monster Move Problem -- 8.5.2 A Monster Change Problem -- Reference