The rendering pipeline in the classroom: A diversified approach

Karpouzis, K; Kollias, S

dc.contributor.author	Karpouzis, K	en
dc.contributor.author	Kollias, S	en
dc.date.accessioned	2014-03-01T01:14:14Z
dc.date.available	2014-03-01T01:14:14Z
dc.date.issued	1998	en
dc.identifier.issn	00978418	en
dc.identifier.uri	https://dspace.lib.ntua.gr/xmlui/handle/123456789/12947
dc.subject	Computer graphics education	en
dc.subject	Laboratory applets	en
dc.title	The rendering pipeline in the classroom: A diversified approach	en
heal.type	journalArticle	en
heal.identifier.primary	10.1145/282991.283099	en
heal.identifier.secondary	http://dx.doi.org/10.1145/282991.283099	en
heal.publicationDate	1998	en
heal.abstract	In this paper we describe an integrated method of teaching an introductory computer graphics course. Most such courses are simply ""art-oriented"", that is they focus on getting students to use modern commercial software, so as to prepare them for a corresponding career, or concentrate on the basic concepts of graphics theory and merely provide a theoretical foundation, such as simple translations and projections; in this case, they usually fail to motivate the class by producing practical interesting examples. The curriculum that we propose combines theoretical knowledge of introductory computer graphics concepts and techniques with laboratory work in programming or modelling and animation exercises. This set of applied laboratory exercises is relevant to the material taught in class, but also extends to familiarising students with the modern uses of computer generated imagery, such as films, virtual worlds or medical imaging. The feedback from the students, combined with their success in the course, shows that this coupled teaching and immersion material is by far more interesting and challenging, while still providing them with the essential academic background.	en
heal.journalName	SIGCSE Bulletin (Association for Computing Machinery, Special Interest Group on Computer Science Education)	en
dc.identifier.doi	10.1145/282991.283099	en
dc.identifier.volume	30	en
dc.identifier.issue	3	en
dc.identifier.spage	139	en
dc.identifier.epage	142	en