• Journal of the Korea Computer Graphics Society
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• v.21 no.5
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• pp.21-27
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• 2015

In this paper, we presents visual effect(water, fire, smoke) simulation and interaction system for TV virtual studio. TV virtual studio seamlessly synthesizes CG background and a live performer standing on a TV green studio. Previous virtual studios focus on the registration of CG background and a performer in real world. In contrast to the previous systems, we can afford to make new types of TV scenes more easily by simulating interactive visual effects according to a performer. This requires the extraction of the performer motion to be transformed 3D vector field and simulate fluids by applying the vector field to Navier Stokes equation. To add realism to water VFX simulation and interaction, we also simulate the dynamic behavior of splashing fluids on the water surface. To provide real-time recording of TV programs, real-time VFX simulation and interaction is presented through a GPU programming. Experimental results show this system can be used practically for realizing water, fire, smoke VFX simulation and the dynamic behavior simulation of fish flocks inside ocean.

• Cartoon and Animation Studies
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• s.46
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• pp.1-22
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• 2017

The practical learning requires the new paradigm in its content of education and environment along with the rapid development of information communication technology and the expansion of digital content industry. Especially, the animation education, core area of digital content industry, has attempted to improve the content and method of education by focusing on creativity, convergence and practical education. However, education environment in the previous form of computer laboratory has not been reflected the characteristics of animation education. In the light of this, this research would suggests the effective education environment implemented animation job competency and the characteristics of animation production. Firstly, the problem of previous educational environment will be explored through looking at computer rooms of domestic Universities. The characteristics of animation production consisted of Pre-production, Main-production, Post-production and elements of animation job competency will be reviewed by focusing on three phases of production, Pre-production, Main-production and Post-production, and six particular jobs, concept art, modeling & texturing, animating, lighting, VFX and compositing. Secondly, 6 types of space adapted from space syntax, possibly explored the embedded meaning of the structure of space and environment, will be reviewed by focusing on integration, separation and interaction. Thirdly, based on the characteristics of animation production, the element of animation job competency, 6 types of space, analytical tools about animation project education will be deducted, and the case study regarding animation studio, Walt Disney studio, will be processed by focusing on its production environment and spatial composition by focusing on Pre-production, Main-production, Post-production. Fifthly, the effective spatial composition for animation project education will be explored based on the interpretation of literature reviews and case study. In regard to this, the research addresses the spatial composition reflected the characteristics of practical learning and job competency in animation education, which differs from the previous form of standardized education spaces.