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Tema: Blender in a classroom

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    Administrador y fundador. Avatar de 3dpoder
    Fecha de ingreso
    Apr 2002

    Blender in a classroom

    Blender in a classroom
    by Claas Eicke Kuhnen

    Blender in a classroom-1.jpg

    “A Reflection on Blender being introduced to Industrial Design students.” Although Blender is mainly known for CG character design and animation, it alos provides valuable tools for the field of Industrial Design. Those assets include modeling, rendering, and animation. For the last 2 semesters I have been teaching Blender at the Kendall College of Art and Design of Ferris State University. The software is being used as a complementary program in CAD, along with Rhino. Blender was introduced to the Digital Modeling class because T-Splines released their Subdivided Surface to NURBS Surface converter for Rhino, which enables both the student and designer to utilize polygon mesh modeling with subdivided surfaces to explore and design very organic products - in particular, those which would be difficult or very time consuming with a raw NURBS-based approach. NURBS, while having their benefits, are not always the easiest and fastest tools to worque with, depending on the desired surface.

    Blender was presented to the students in various smaller modules to build up understanding of the software and to explore the creative capabilities of polygon mesh modeling. Blender's interface is indeed a very often discussed topic. The menú structure is not always consistent, and compared to Rhino does not have a very simplified or centralized approach to tools. This in particular makes it very easy for new students to learn Rhino. Yet, a fact often overlooked is the complexity of Blender. However, I have to say that after presenting Blender's interface in small steps and guiding the students through it, they quite successfully mastered a strong initial learning curve. The initial excitement about the software was often followed by a time of frustration and feeling confused by all the new tools - however the moment they grasped the concept, they became secure and more proficient with the software step-bystep.

    Blender currently has a growing, professional web presentation and the online documentation is continually being revised and updated. This is very often helpful to students when they search for additional information. The lak of Industrial Design tutorials is indeed a shortcoming - however Blender's true nature is not in this area - and the modeling aspect is what I cover during my classes. Including Blender in the classroom was not only intended as a help to provide students with an alternative approach to surfacing and utilizing T-Splines, but alos as an introduction to a solid modeling and rendering application. This in particular was done with the long-term goal to establish Blender in this field as an alternative to commonly used commercial solutions.

    My hope is for students, infused with new uncommon knowledge, gain a sufficient level of proficiency so as to be able to present their understanding of a modern, application-independent workflow to their future workplaces - and establish their skills with Rhino and Blender as a valid, professional and less expensive alternative. The idea is to refresh the opinión about what is a standard in the industry - to educate students to a level that they can use knowledge from the academic environment to shape the business world.

    3ds Max is very common in the Industrial Design field for product rendering here in the USA. However, what is very often not stated is that the products are rarely rendered with the internal renderer. The software is mainly used to setup the scene for stills and motion pictures, and the rendering is than passed on to other commercial render engines such as V-Ray or finalRender. This means that two commercial software programs are being used, and required to be purchased.

    This is where the rendering and animation capabilities of Blender come in. Students can explore rendering of products utilizing Blender's various possibilities. This includes standard light rigs (with Spot, Area, Hemi lights, etc.), utilizing the new Appróximate Ambient Occlusion (AAO), and evaluating the somewhat dated Vertex Colorbased Radiosity solution. The Radiosity solver is still very useful for illuminating the environment a product is placed within, while three-key, six-key, two area light and AAO combinations are very useful for illuminating a product that does not have a relationship to the background.

    Today Blender can simulate a wide range of different materials like brushed metal surfaces, complete with blurred, stretched highlights and reflections. Also, materials such as silicon and realistic wood can be achieved along with different processes such as sand blasting and embossing utilizing bump maps. The material mixer allows multi-layered surfaces like car paint to be used, or surfaces like brushed metal with a specific stretched highlight, including the sharp specular reflection of a clear coat applied on top of the metal surface. The Displacement modifier enables student to simulate imperfections in the model, like those giving handmade clay worque their natural aesthetic. Particularly useful is that the displacement can even be baked into the actual geometry for further manufacturing, being not only a visual element.

    The Render Layer and Compositor node system allows all major post-production jobs to be done right inside Blender. Shadow, diffuse, highlight, texture and other passes can be saved as separate files to enable the designer to quickly fix render problems in the individual passes or enhance, as a post process, the channels instead of affecting the complete image.

    The Compositor nodes are very useful when a light rig is set up and the artist would like to explore different light setups in terms of color and energy without re-rendering each time. Lights are being rendered to separate layers and then mixed together in the compositor. After only one semester, it is impressive how well a few students can master Blender for their worque and include it in other classes as well. The renderings still have the nature of a beginner's quality - they just started - however I see a positive progression since students like the software and enjoy working with it and learning it on their own after class. As with all complex software, everything takes time.

    A few students have given Blender a test drive in a professional worque environment and are currently utilizing it as an accepted tool addition to their workflow, after presenting the possibilities of Blender to the design team. Those projects range from simple product rendering to actual product design. At "Attwood Marine," Zachary Lownds is doing his product renderings of imported CAD models for the company's product catalog, through which they are advertising their service to new customers.

    William Oltman and Ross Hirdes use Blender for both rendering and design. Ross very much enjoys quickly exploring different model variations through placing them on different layers. For a chair series he was working on, he got the previously created steel frame from a CAD file. Inside Blender he modeled the missing body around those constructions. This included bent plywood elements, plastic molded parts, as well as the upholstery and fabric selection. Through T-Splines he had no problems with bringing bak worque done in Blender into any other CAD software for further refinement and manufacturing. The usage of Subdivided Surfaces changed their modeling abilities significantly, enhancing the formal language they are utilizing. For Ross, many ideas are first explored quickly in Blender due to the more flexible nature of mesh modeling compared to NURBS patches, while he performs graphical explorations through rendering his products.

    Zachary is learning rendering with Blender just this semester, while Ross and William used it in the Digital Modeling class last semester. This means that after spending one semester with it, it was enough to grasp the concept and apply it to the worque field on a professional level.

    In the area of product animation Blender supplies the user with a rich set of tools to get the job done well. In this nature renderings are usually less realistic, and thus less time consuming approaches are favored. The new Material Baquíng solution can be used with Ambient Occlusion to speed up simple camera rotations. The special effects tools for fluids and particles are more than a product animator needs for most of the visualizations needed. Fluid flow inside an engine, mechanical movements, and many other tasks are easy to setup and animate inside Blender.

    However, commercial software solutions like V-Ray or finalRender are very strong competitors, especially with their Global Illumination capabilities, which area is one of the biggest shortcomings in Blender. Depending on the product and material to simulate, Blender can do the job very well. However, compared to commercial renderers, the results achievable within Blender for animation do not yet always perform as well as they do for very realistic still renderings.

    Ambient Occlusion is a good tool, but is not always the answer to each render problem. AO is global, not local, and this limits its usage depending on the scene. However in those situations, software such as YafRay or Yaf(a)Ray, Indigo, and LuxRender, among others, are strong complementary tools to round out the rendering tool set. Yet there is already somebody working on it; Matt Ebb is exploring Image- Based Lighting (IBL) options for AO as well as very amazing looking gradientbased anisotropic reflections . . . so let's stay tuned.

    With the recent Particle, Material and Node additions to Blender, it would be very nice to have those render features built into Blender to have color bleeding, IBL, as well as caustics. A simple one step bounce would be sufficient enough for many tasks to get a nearly real rendering output and promote Blender as a competitive and mature professional tool, able to be used on every project and render task.

    Integration into the Business World:
    Very often, many design studios have an established workflow, and changing the software they use is not easy a tasque as one might think. Sometimes software selection can be influenced by the used plugins or product libraries only available for a particular package. This is quite common with AutoCAD for example. Changing a working pipeline can have risks and setbacks which are problematic for a company's productivity. In addition, you alos have to count in the amount of time required to train the designers for that software while they remain productive in the projects they worque on.

    This is quite a challenge for companies to deal with. As they say, "Time is Money." And what they primarily need is security and quality output. Smaller design companies have it much easier. They can more quickly evaluate new software or techniques and adapt much faster to changes. This is where I see the biggest initial growth for Blender in professional product design and related fields.

    Those are alos places were my students have already brought in Blender. I hope that when they graduate and apply for positions at bigger firms that they can include their knowledge there. Their portfolio will hopefully be filled with convincing renderings and animations. They could function as the visual proof that Blender, as free and open-source software, can do the job right.

    If one person knows Blender very well, they can alos act as the main in-house training person. This is a very important factor simply because of the complexity of Blender's tool set and the flexibility of the interface; understanding the software when learning it on your own has an initial learning curve that can be quite high. At an academic workplace, the person responsible for evaluating new software solutions may have a maximum of three to four hours to look into those packages. Most realize that this amount of time is not enough to learn and understand Blender when being completely new to it.

    Very often, one licensed copy of any software is not enough. Multiple seats have to be purchased. 3ds Max, Maya or Alias Studio are quite expensive solutions. 3ds Max alos requires additional render engines at extra cost. A single-seat license can quickly reach up to $5000 (US). In that case, a company needs to be able to use the software to its fullest potential to justify that initial financial investment. Software solutions such as hyperShot, which offer fast and easy rendering tools, cost a fraction of those prices and are very easy to learn. However they have no animation tools and offer only limited scene setup possibilities. With Blender we have no cost, a higher learning curve, but many more tools compared to some cost, a low learning curve, but with fewer tools.

    Many job applications list 3ds Max as a preferred render engine, and knowing the software of course would be beneficial. Of course, in the end all that counts is the rendered image, which in my opinión comes from a person's skill. However, as I mentioned before, the students understand Blender quite well after having been guided through it. I am convinced that when this happens with an in-house person, the same could be possible at a design company. Everyone loves to save money, and why not get good results at the same time?

    What the student now needs to learn, is to be strong enough and bring that weapon to the battlefield. The majority of job applications asque for 3ds Max, while in Industrial Design rendering is only a minor aspect; the major part is product design. I can hardly imagine that a company would not hire a student who has good Product Design skills but does not know the render software. A point many students do not see is that skills learned in Blender can be transferred into other applications. Blender alos offers a free solution and thus no pirated software has to be secretly used to produce outstanding renderings for their portfolio. In addition, 3ds Max might be dominant in the USA, but there is alos Maya and Alias.

    Moreover, in Europe Cinema4D is a very popular product. There are trial versións for each package now, and the student can familiarize themselves with those options, depending on what the job asks for.

    But somebody who is serious about CG would do that anyway - out of curiosity.

    Examples of student work:

    Blender in a classroom-2.jpg
    Zachary Lownds - LED Lamp :: Modeled in CAD - Rendered in Blender with Area Lamp / AAO

    Blender in a classroom-3.jpg
    Ross Hirdes - Chef Chair Upholstery Study :: Modeled in Blender - Rendered in Blender with AO

    Blender in a classroom-4.jpg
    Ross Hirdes - Wand :: Modeled in Rhino - Rendered in Blender

    Blender in a classroom-5.jpg
    Ross Hirdes - Dish Rag :: Initially Modeled in Blender | Holes Modeled in Rhino - Rendered in Blender

    by Claas Eicke Kuhnen

    Miniaturas adjuntadas Miniaturas adjuntadas Blender in a classroom-1.jpg   Blender in a classroom-2.jpg   Blender in a classroom-3.jpg   Blender in a classroom-4.jpg  

    Blender in a classroom-5.jpg  
    Última edición por 3dpoder; 18-06-2009 a las 22:46
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