Posts Tagged maya instructor
3D Modeling and Animation Tip – Asymmetry
Digital Media Academy News + Events | April 1st, 2009 by Instructor
By Geoff Beatty, Lead Maya Instructror
There are many things to consider when you create an animated character. 3D modeling and animation are processes which require constant evaluation and decision-making. That is why it’s sometimes helpful to group the thousands of visual choices available into basic, fundamental principles. For me, one of the most important of these is the idea of asymmetry.
The dictionary would define asymmetry as an inequality between two parts, and in the world of mathematics, this is usually undesirable. In the context of design (and in 3D modeling and animation in particular) asymmetry is vitally important in establishing both believability and interest.
Asymmetry helps to establish believability because our world is naturally assymetrical. The most basic example is the human face. Which face below is correct?
Asymmetry helps to establishes interest because variability from one thing to another, in this case left to right, automatically generates more interest. Which of the two boxes below is more “interesting?”
Now, how does this translate into the context of 3D modeling and animation? How do we achieve asymmetry in Maya? There are some simple ways to do this.
First, a common approach to modeling characters is to work on one half and then mirror the geometry to the other side. This is a smart way to work, as it resembles the rough symmetry of most characters and simultaneously cuts the work in half. However, this leaves us with a completely symmetrical model when we want something more believable. It looks, for lack of a better word, “computer-ish.” We can avoid this by simply altering certain elements of one side of the model through scaling or sculpting or using lattice deformers, as in the image below.
This is fine for modeling, but how do we incorporate asymmetry into animation? There are essentially two ways of doing this. One is while posing the model. Consider which of these two poses is more dynamic, more readable, more believable:
Finally, the during animation, motion curves representing opposite sides of the body can be offset to provide a sort of temporal asymmetry. This creates a pleasant overlap and flexibility to a characters action, an important step in creating a believable sense of weight.
Asymmetry, in short, is a vital step in creating a believable character. Its presence is a clear indicator of a thoughtful designer, modeler and animator.
Thoughts on last summer's Maya classes…
Digital Media Academy News + Events | March 26th, 2009 by Instructor
By Geoff Beatty, Lead Maya Instructor – DMA @ UPENN
One of the most rewarding parts of teaching is opening doors for my students. At the beginning of each class, I literally unlock the door to the computer lab, turn the lights on, and lead my students in. But in a more meaningful sense, I enjoy being the one (or one of many) who introduces them to a new medium, a new set of tools for creating imagery and telling stories. The part of that experience that is especially gratifying is seeing my students making connections between their respective backgrounds (e.g. illustration, music, graphic design) and this newfound world of 3D modeling and animation.
Last year, during DMA’s Maya sessions at the University of Pennsylvania campus, I had the wonderful opportunity to teach an amazingly diverse group. Among that group, there was the middle-aged illustrator from the midwest, learning a new skill. There was the recent art school graduate with a graphic design degree. There was the home-schooled high-schooler with an interest in visualization. And there was the teenage musician and composer with a talent for digital imagery.
Each person brought a unique sensability and focus to their study of Maya. And I can truly say that by the end, there were just as many unique 3D creations. The characters, environments, and animations they made each reflected a personal vision. And this is what I consider the strength of both the software, Maya, and the type of course I was teaching at DMA. My duty as an instructor was two-fold. First, I introduced students to the basics of the software. This included both the explicit features and the implicit workflow, which is the proper process and sequence for using those features. Secondly, I attempted to build on that foundational and common knowledge by guiding each student to a point where they could begin to use that tool to fulfill a personal interest or vision.

This ends up being the point at which I grow too as a 3D artist and instructor. DMA courses bring together such a variety of students that it ends up being an antidote to the homogeneity common to most 3D classrooms. I learn new things every time I interact with my students. My experience last summer was so gratifying in that respect that I couldn’t turn up the chance to teach again. I look forward to opening doors, turning on lights, and having my students do the same for me.
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