In order to create a landscape with trees by computer graphics, a technique with which we can reproduce various trees such as real trees adapting various growing environment is required. In this research, a complicated photoenvironment surrounding the trees is reproduced by making an environmental model. Thereby it is possible to make various shapes of trees which adapt to their growth environments by considering photoenvironments. In addition, the shade avoidance response, which is one of the properties of trees, is added to this tree growth model. Thereby the tree model can reproduce changes in tree shapes, when the tree is hidden by other trees.

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In our class, which is an introductory Media Science course with the title “Basic Knowledge of Design”, we teach students how to design a leaflet for the first time. These students attend our classes reluctantly because they think that designing is an intuitive process. But in this course we teach that logic in design is very important.
This report outlines the steps that we took to educate our students in design and promote information literacy in our “Basic Knowledge of Design” course. Through our classes our students could grasp the meaning of information and understand design logic. We describe how we planned our classes and the results attained by our students.
In addition we administered a questionnaire to our students to find out what knowledge of design and what design skills they were expecting to acquire, and we developed materials for students to build up a “basic knowledge of design.” We report the results of our questionnaire here.

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The purpose of this paper is to suggest that the 17th century Dutch painter Johnnes Vermeer used camera obscura when drawing his pictures. Vermeer drew landscapes, portraits, and did genre paintings. His genre paintings mainly depict a section of a room in the Netherlands of his day. I analyzed 13 pictures. The perspective and the plan view were drawn on the basis of the tile size of the drawn floor. The elevational view was drawn only as for as it was technically possible to do so. As for the rooms which Vermeer drew, according to the results, it became clear that the proportion and size of tiles and window frames were maintained. This is also the case when canvas size differs. Moreover, if we pay careful attention to the position of a window frame and compare the position of a back wall with this frame, even if the room is the same, the position of this wall will change. With regard to this, the painter may have intentionally added a change. This is one of the results of an art that use a knowledge of perspective. In conclusion, Vermeer used amera obscura in order to determine composition.

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The last 30 years has seen some drastic changes in the field of engineering design graphics. In the United States, university programs have gone from courses focused on traditional drafting topics using only instrument drawing techniques to curricula designed around product lifecycle management and constraint-based solid modeling. This paper examines the current state of engineering design graphics in the United States by looking at middle school, high school, community college, and university program offerings and examples of student work.

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The goal of my presentation is to explain what Descriptive Geometry is good for and in which way the Descriptive Geometry education is carried out in European countries.
By definition, Descriptive Geometry is a method to study 3D geometry through 2D images. It provides insight into structure and metrical properties of spatial objects, processes and principles. According to this, Descriptive Geometry courses in central Europe cover not only projection theory, but also modeling techniques for curves, surfaces, and solids thus offering insight into a broad variety of geometric shapes. ‘Learning by doing’ is an important methodological principle in this subject, and one traditional goal is to develop and to refine the students' problem-solving skills.
Drawings are the 1guide to geometry but not the main aim. As the drawing tools have drastically changed in the last 15years, this had consequences for the Descriptive Geometry educ ation. CAD packages replace manual drawings. This made the subject more interesting and attractive for pupils and students because they now can produce high-quality rendered graphics as output. Of course, this development takes place at the cost of the training in geometric reasoning.

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