User:A59303/sandbox

Book on teaching blender in a extracurricular setting.

= obtaining a place = This may be the first thing that one should consider. Some things that should be necessary are wifi/internet access, and electrical power. Also, of course, one has to establish a rapport with the owner/manager/facilitator of the area/space. Also for any kind of potential project the time available should be considered. That is to say that one cannot expect to have the use of a space indefinitely nor can one create too much in an hour, or an hour a week.

One may not be able to keep attendance up if there is too much demand on the time of the participant and the student may not be interested in putting the time in to gain a particular goal, i.e. a walk cycle with their own character. To design, build, rig and animate a character for a new student probably should take months.

Of course this presumes my take on the class, which is a an informal and free experience. In a classroom setting where one is paying and being paid to teach I think that there is a higher expectation of participation.

public spaces

 * libraries
 * parks
 * plazas
 * plazas
 * plazas

setting
outside, inside, loud, quiet, dry

commercial space

 * malls
 * studios
 * schools
 * schools
 * schools

purpose
reason to use a private, commercial space for teaching, for example, it may be relevant to the service which the establishment provides.


 * like studio
 * school
 * maybe a gaming store
 * maybe a gaming store
 * maybe a gaming store

personal space

 * a home

etiquette
As one may be allowing someone into their home, how people behave may be of concern.

Not sure what to recommend although it seems crucial to get along with the group or individual responsible for the space.

= obtaining computing = a crucial part of the goal is the tools which are required, in the case of computer animation, a suitable computer Is.

In Aug, 2016 these were the requirements needed to run blender; Taken from this page.

Minimum (basic usage) hardware

32-bit dual core 2Ghz CPU with SSE2 support. 2 GB RAM 24 bits 1280×768 display Mouse or trackpad OpenGL 2.1 compatible graphics with 512 MB RAM

Recommended hardware

64-bit quad core CPU 8 GB RAM Full HD display with 24 bit color Three button mouse OpenGL 3.2 compatible graphics with 2 GB RAM

Optimal (production-grade) hardware

64-bit eight core CPU 16 GB RAM Two full HD displays with 24 bit color Three button mouse and graphics tablet Dual OpenGL 3.2 compatible graphics cards with 4 GB RAM

owned
may have extra resources, or resources, on which to draw

bought
like going to the store and buying a computer
 * funded providing money by which a computer can be bought
 * provided the resources may be provided by some source
 * contributed tools may be donated
 * contributed tools may be donated
 * contributed tools may be donated

= resources =

guides

 * web page
 * books & printable material
 * books & printable material

for example, searching on the reference for books, try session, to come up with a guide for new teachers.

planned project

tutorials

 * step by step

public

 * downloading images for reference, for instance
 * using youtube tutorial as a guide
 * sketching a scene, for reference.
 * sketching a scene, for reference.
 * sketching a scene, for reference.

private
= curricula =

teaching
Using the first reference as a guide I am going to break down how to run a class on blender, once the other requirements are met. Some questions to start out might be:

teachers perspective
Aparently from, to list this first is          backwards design
 * What do we want the students to come away with
 * What are we going to do in class


 * from my single experience attempting to teach blender


 * a second class may yield more insight

students perspective

 * What do the students want of the class
 * What do the students want to come away with
 * What do the students want to come away with

first class
get feet wet.

planned project

general curricula

 * basic animation
 * computer animation
 * computer animation using blender

blender has the ability to animate 3 dimensional objects in a virtual 3 dimensional space. This ability comes with a learning curve. One of the common beginning problems is navigating this virtual space (see below: basic navigation). Once one has gained the ability to build an object and maneuver around it in 3d space, one can then proceed to animate.

Animation in blender is fundamentally governed by key-frames (and f-curves of those). To animate you set a key-frame for some characteristic; color, shape, location, light strength, etc. Then you set another key-frame further in time. In some of these cases animate me be the wrong term to use, I think animation usually refers to movement where the strength of a light may change over time but not 'move'


 * basic modeling

After gaining some facility with basic modeling, the following references might prove useful

All of the following are taken from the same website:: basic sub d ref ,step by step nose and mouth, step by step human figure , edge reference , step by step head modeling , edge reference, head , edge reference, head , edge reference, head , edge reference, head This is probably the biggest hurdle to feeling comfortable in blender
 * basic navigation
 * basic navigation

might help: http://www.povray.org/documentation/3.7.0/t2_2.html#t2_2
 * basic color theory
 * basic rendering
 * basic rendering
 * basic rendering

= advertisement =

pamphlets, word of mouth.

For example: Computer animation class brochure:

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= participation =

Obviously one wants to encourage participation, although in this case the computer

in front of the student is where most of that effort will likely go.

Also one may consider that something done in the class will take up time, in addition

to the time needed to perform the task already intended.

The instructor may need to aid the participant in whatever they are doing. Groups that

can work together and problem solve may be advantageous, although may need space.

= reference =