On the SIGGRAPH 2003 Website
Original call on the SIGGRAPH 2003 website
(Chicago, IL) ACM SIGGRAPH today announced the content for the Educators Program for SIGGRAPH 2003, the 30th International Conference on Computer Graphics and Interactive Techniques, being held 27 -31 July 2003 at the San Diego Convention Center. The Educators Program explores the interdisciplinary use of computer graphics across numerous content areas and presents the content for different presentation formats.
"Themed 'Building Bridges,' the SIGGRAPH 2003 Educators Program content explores the interdisciplinary use of computer graphics, computer graphics applications and the teaching of computer graphics," said John Finnegan, Educators Program chair from Purdue University. "We have content from Art, Art History, Museum Exhibitions, Theater Design, Interior Design as well as the mathematics and computer science discipline. This content offers attendees an incredible opportunity to expand their personal and professional horizons in the use of computer graphics as a teaching tool in their area of specialization and enables them to explore possible collaborations outside their specific discipline."
The SIGGRAPH 2003 Educators Program content is presented in traditional paper and panel formats. There are nine papers and eight panels. In addition, the popular forum presentations started at SIGGRAPH 2001 continue. A forum is an interactive discussion where moderator and attendees discuss relevant issues. There are seven forums scheduled.
New for 2003 are eight QuickTakes. These are a pedagogical (learning about teaching) 10-minute presentations. The concept is for presenters to put ideas in front of other attendees to get feedback and ideas for further research or improve teaching techniques.
Below are highlights from SIGGRAPH 2003 Educators Program content:
Jin Feng, Purdue University
This paper shares the author's experience of using computer simulation technology in an interior lighting design class to improve the teaching and learning environment. The focus of discussion is on how the simulation technology can change teaching and learning, enrich and expand the course contents, and access unlimited resources beyond physical and fiscal limitations.
Bahman Kalantari, Rutgers University
Polynomiography is the art and science of visualization in approximation of zeros of polynomials. Informally, polynomiography allows one to take colorful pictures of polynomials and subsequently re-color them using one's own creativity and artistry. Polynomiography has tremendous applications in art, education, and science. From the artistic point of view, one can learn to produce the most exquisite, complex, and diverse set of images. From the educational point of view, it can be used in high school or college courses to teach mathematical concepts: the algebra and geometry of complex numbers, the notions of limit and continuity, algorithms for polynomial root-finding and iteration functions such as Newton's method, geometric constructs such as Voronoi regions, and fractal sets. From the scientific point of view, polynomiography is a powerful tool for viewing polynomials and for discovering new properties of these fundamental objects of science.
Kelli Butz, Stevie Gardiner, Shaun Jennings, Bruce Massey, LiQin Tan, Roberta K. Tarbell, Robert Wuilfe, Rutgers University
This groundbreaking, interdisciplinary project challenges traditional educational methodologies, embraces the possibilities of new technology, and uses advanced 3D animation to create original and dynamic tools for classroom use. The course presents difficult concepts in art history to students within the framework of a fully realized animation segment. Through plot, humor, and visual exaggeration, the animation captures student imaginations and facilitates learning. This panel discusses the effectiveness of collaboration between the disciplines of art history and animation and engages the audience in a discussion of computer animation's potential for transforming other fields of study. The presentation demonstrates that computer animation offers educators everywhere a new way to engage the interest of students and create enthusiasm for knowledge.
Geralyn Abinader, Richard Guy, Molly Lenore, Joseph Stein, Gretchen Walker, American Museum of Natural History
The process of creating a successful exhibition at the American Museum of Natural History involves a dialogue between those who write the content and those who create the content's presentation. This panel explores creation and evaluation of two non-traditional exhibits (Moving Clocks and You Bend Space-Time) from the current Einstein exhibition. It describes the scientific and philosophical ideas that fueled their conception, explains the design and technological choices, and examines how educational media experiences are evaluated.
Kat Curry and Pam Hogarth, Gnomon School of Visual Effects, Craig Sylvester, Independent, and Gil Zimmerman, DreamWorks SKG
Many digital media/animation departments include student group projects as an important component of their curricula. At the Gnomon School of Visual Effects the latest effort created the visual effects for Roger Corman's feature film "Demon Slayer." This panel feature presentations by the visual effects supervisor, the visual effects producer, the CG supervisor, and students. Topics include the history of "Demon Slayer," pluses and problems, working with professionals, setting realistic expectations. and suggestions for finding projects.
John Buchanon, Electronic Arts and Jason Della Rocca, International Game Developers Association
As more schools provide game-based curricula, are the needs of the industry, the students, and the institutions being met? What are the challenges that face schools who have implemented, or are in the process of implementing, curriculum that focuses on game design, development, and study? This session provides a forum for academics and developers to discuss these challenges and subsequent opportunities.
Jana Whittington, Purdue University Calumet and William Joel, Western Correctional State University
Students must acquire technical, business, and aesthetic vocabulary skills to communicate effectively with peers, superiors, clients, and the public. A well-executed critique process designed to address specific objectives helps the student learn communication processes that are essential for success, and it gives the instructor a quantitative assessment process to evaluate each course and assignment. This forum is designed for novice instructors, instructors new to teaching technology and graphic design, and instructors interested in exploring assessment methods to conduct critiques.
The SIGGRAPH 2003 Educators Program will be held Wednesday 30 July and Thursday July 31. For a complete list of all session, session abstracts, times, etc, please see www.siggraph.org/s2003/conference/edu/index.html.
Registration information can be found at www.siggraph.org/s2003 or by contacting SIGGRAPH 2003 Conference Management, 401 North Michigan Avenue, Chicago, Illinois 60611 USA. +1.312.321.6830 phone; +1.312.321.6876 fax; firstname.lastname@example.org.
SIGGRAPH 2003 will bring nearly 25,000 computer graphics and interactive technology professionals from six continents to San Diego for the week-long conference, 27 - 31 July. A comprehensive technical program and special events focusing on research, art, animation, games, interactivity, and the web are planned. SIGGRAPH 2003 includes a three-day exhibition of products and services for the computer graphics and interactive marketplace from 29 - 31 July 2003.
ACM SIGGRAPH, the leading professional society for computer graphics and interactive techniques, sponsors SIGGRAPH 2003. Information on ACM SIGGRAPH membership and other conferences and activities can be found at www.siggraph.org