Pedagogical strategies for teaching Virtual Production pipelines
DescriptionThe incorporation of LED walls and virtual production tools in the film industry is a recent development that has significant pedagogical implications (Blistein, 2020; Farid & Torralba, 2021). The use of LED walls combines physical and digital realities, potentially reducing post-production time and resource usage (Ong, 2020). Virtual production can facilitate immediate on-set decision-making and mitigate the need for certain post-production adjustments (Epic Games, 2020). MIT researchers posit that such practices may also reduce the carbon footprint associated with location filming (Farid & Torralba, 2021). Nonetheless, further research and innovation are needed to overcome any limitations and fully harness the potential of this technology.
The utilization of Unreal Engine software and other real-time tools in visual effects education aligns with industry trends and enhances student preparedness for professional practice (Fleischer, 2020). It has been suggested that engaging students with these tools can foster an understanding of the virtual production pipeline, thus aligning the educational curriculum with evolving industry standards (Balsamo et al., 2021).
As educators at Auckland University of Technology, we recognized the necessity of early integration of these paradigm-shifting tools into our curriculum to prepare students for impending and ongoing industry changes. In anticipation of procuring LED walls, we explored the potential of leveraging existing resources to initiate a pedagogical foray into the virtual production sphere. The available resources encompassed a large green screen studio, a motion capture studio, and virtual reality (VR) headsets and trackers.
The utilization of Unreal Engine software and other real-time tools in visual effects education aligns with industry trends and enhances student preparedness for professional practice (Fleischer, 2020). It has been suggested that engaging students with these tools can foster an understanding of the virtual production pipeline, thus aligning the educational curriculum with evolving industry standards (Balsamo et al., 2021).
As educators at Auckland University of Technology, we recognized the necessity of early integration of these paradigm-shifting tools into our curriculum to prepare students for impending and ongoing industry changes. In anticipation of procuring LED walls, we explored the potential of leveraging existing resources to initiate a pedagogical foray into the virtual production sphere. The available resources encompassed a large green screen studio, a motion capture studio, and virtual reality (VR) headsets and trackers.
Event Type
Educator's Forum
TimeFriday, 15 December 20239:39am - 9:56am
LocationMeeting Room C4.4, Level 4 (Convention Centre)
