DEVELOPMENT OF GRAPHICS LITERACY CURRICULUM

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In recent years, there continues to be a rapid spread in the use of 3D-CAD in the field of engineering design and drawing, and there is also increasing use of CG in many fields such as for visualization of computer simulation results in science, and for image display in the movie and game entertainment fields. With the spread of 3D-CAD/CG, graphic presentation that was used in some specialist such as engineering designers in the past, is now being used in various fields and by various people, so there is a need for graphic presentation education including the competence in the use of 3D-CAD/CG, or "graphics literacy (or visual literacy) education" for a wide range of students. The aim of this research project is to develop "graphics literacy curriculum" through the Graphic Science Courses offered at the College of Arts and Sciences of The University of Tokyo. The main part of the Graphic Science Courses consist of Graphic Science I and Graphic Science II, With Graphic Science I, as bef … More ore, descriptive geometry will be taught with hand drawing as the base. With Graphic Science H, commercial graphic processing software can be experienced. At the University of Tokyo, graphic science is being taught as a liberal arts subject, but it is also being served as a basic subject for engineering design and drawing. Therefore, 3D-CAD is the main graphic processing software being introduced. However, 3D-CAD has been developed for geometric modeling and for application of the modeling data to design analyses, and is not entirely satisfactory for presentation functions such as generation of perspective views, rendering or animated display. Therefore, to supplement the study of these functions, CG software is also being introduced. In this course, the experience of 3D-CAD/CG is the main educational objective, but by introducing geometric problems as examples and assignments, it is designed to mutually complement with descriptive geometry education (Graphic Science I). The results of the detailed analyses on the classes in 2005, 2006 and 2007, including the analyses on students'' reports for assignments, work time it took to complete the assignments, term-end test, evaluation of the enhancement of students'' spatial abilities, and students'' lecture evaluation, indicated that the curriculum design is appropriate. Less