Final Reflections

Some of the most interesting parts of the learning process during the past 10 weeks are the 'discoveries' made while following expected or predicted paths. Some of these unexpected insights include:
       - The rich practical history of cinematography through the use of different kinds of light, configurations, compositions and storytelling.
    - Benchmarking monochromatic, single-light photography of geometric solids and realizing that the lighting of surfaces in reality is markedly different from traditional visualization formulae learned in design school.
    - Observing from photography that some of the most interesting details of a surface may be not the ones in direct light but rather in shade or cast shadows.
    - The complexity of shadows generated by one single light source but varied by reflections from the object itself or by neighboring objects.
    - Shaded surfaces or cast shadows that act similarly to or are affected similarly by rim lights in pushing objects off the page depending on composition and contrast.
    - The complexity of the Maya software and understanding its capability.
    - Entering this independent study with a certain set of expectations and finishing with a different set based on what I learned is versus isn't important. In this case, knowing in the beginning how to illuminate an object on paper using a formula for casting shadows, highlights, and shading may be less essential to learn than simply the power of observation for the individual designer. The latter enables the designer to learn the basics on their own instead of relying on an instructor.

The next stage of investigation should probably include:
    - Further photographic studies of still-life compositions and generating Maya modeling and realistic rendering to match. This will help to begin documentation of the process of quantifying product lighting protocol for 3D modeling.
    - Completing documentation of narrated slide/mpeg instruction for casting shadows of various objects beginning with geometric solids and progressing to more complex surfaces.
    - Establishing draft outline and processes for combining photographic documentation, design visualization, and 3d modeling/lighting of specific solids and surfaces. This concurrent study is intended to enable the student to develop their own system of observation and visualization that might be self-correcting given a custom tool palette.
    - Emphasizing development of a system of self-education versus rote memorization.
    - Building a visual narrative of design visualization including all systems used in both education and professional practice settings to help young designers understand the breadth of educational requirements as well as possibilities for this aspect of the design process. Ideally, this storyboard would inspire the viewer to take initiative in finding that niche of the profession he or she would most want to investigate and learn.