Computer Graphics Education Column
Judy Brown and Steve Cunningham
SIGGRAPH Education Committee
Leadin to other articles
This quarter, we have articles by two artists in computer graphics
discussing what skills are needed for these careers and how one gets started
along these exciting career paths. This type of information is needed by
students and by those who are making career-change decisions in all areas of
computer graphics. Steve Keith, coordinator of ACM-SIGGRAPH local chapters,
has been collecting such information in two forms. One questionnaire
solicits demographics information from a cross section of computer graphics
professionals. A second form solicits short papers from professionals who
are willing to describe their jobs. This questionnaire and author's outline
are included in this issue. Please take the time to complete the
questionnaire, and consider writing a brief paper about your career. You
will provide valuable information to those who are considering a career in
one of the many exciting areas of computer graphics.
We recently mailed a packet of information to everyone on our education
mailing list. If you teach computer graphics and did not receive this
mailing, contact Steve Cunningham, Dept. of Computer Science, CSU-
Stanislaus, Turlock, CA 95380. If you did receive it, a few reminders are
in order: 1. Your questionnaire for the educational directory update should
be returned to Steve Cunningham. 2. Student thesis and dissertation
abstracts should be sent to Jeffrey McConnell for publication in the
Computer Graphics quarterly newsletter. 3. Samples of student work in a
beginning computer graphics course in any discipline should be sent to Judy
Brown. A course on teaching computer graphics has been approved for the SIGGRAPH
'87 conference in Anaheim. The above-mentioned student work in beginning
graphics courses will be used as examples in this course. We will also have
an education booth at SIGGRAPH '87 and hope all of you will drop by.
Questions or comments about anything in this section should be directed to
Judy Brown, Vice-Chair, SIGGRAPH Education Committee, Weeg Computing Center,
The University of Iowa, Iowa City, Iowa 52242, Phone 319-335-5552,
AWCJRBWY@UIAMVS.BITNET.
Careers questionaires
Role Model
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\typeout{--------------------------------------------------}
\typeout{System Note: Role Model Document }
\typeout{--------------------------------------------------}
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{
\par\noindent
\today \\
\\
From:
\\
Judith R. Brown, ACM/SIGGRAPH Education Committee\\
Stephan R. Keith, ACM/SIGGRAPH Local Groups Coordinator\\
\\
Subject: Careers in Computer Graphics - Role Models\\
\\
}

Dear Computer Graphics Professional:

We are working together to establish the
foundations of a SIGGRAPH Computer Graphics Careers Handbook. The
handbook is to provide career guidance for high school students, college
students and professionals investigating career changes.

The handbook will contain information regarding established categories of
computer graphics, educational requirements, college curricula, role models
and other information as appropriate for career guidance.

We are seeking professionals in the computer graphics industry to enhance
the information that will be in the careers handbook with pragmatic,
real-life professional information. We are calling this section "role
models".

As a computer graphics professional, you and your associates are asked to
consider writing a two-page description of your graphics career
to be considered for publication in
the careers handbook. We shall select those papers we feel appropriate for
the handbook and notify you upon acceptance. We may need to edit
accepted papers, but we will not publish them without first asking the
author to approve or further modify the recommended changes.

We seek papers which fit in the following broad {\bf categories}:

\begin{enumerate}
\item Art and Animation
\begin{enumerate}
\item Fine and General Arts
\item Animation
\item Advertising
\end{enumerate}

\item CAD/CAM/CAE
\begin{enumerate}
\item VLSI design
\item Solids Modeling
\item Any form of computerized manufacturing using computer graphics
\item Cartography
\end{enumerate}

\item Presentation Graphics
\begin{enumerate}
\item Desktop publishing
\item Business graphics
\item Corporate Communications
\end{enumerate}

\item Simulation
\begin{enumerate}
\item Real time systems
\item Hardware
\item Firmware
\end{enumerate}

\item Systems
\begin{enumerate}
\item Systems design
\item Hardware (such as workstations, graphics terminals)
\item Software (such as graphics s/w packages, GKS/PHIGS
development, etc.)
\end{enumerate}

\end{enumerate}

Each {\bf category} listed above will involve professionals who may be
{\bf characterized} as follows:

\begin{enumerate}
\item {\bf User}: an individual who uses computer graphics in his or
 her job.
\item {\bf Designer}: an individual who designs and/or constructs hardware,
  software and/or systems to do computer graphics.
\item {\bf Consultant}: an individual who advises, assists or implements
computer graphics hardware, software and/or systems as an independent
contractor.
\item {\bf Educator}: an individual who instructs in the principles,
practices and usage of computer graphics hardware, software and/or
systems.
\item {\bf Researcher}: an individual who does pure or near-pure research in
the disciplines of computer graphics.
\item {\bf Manager}: an individual who manages personnel and/or company
resources to accomplish tasks and/or create products for computer
graphics.
\end{enumerate}

With these five {\bf categories} and six {\bf characterizations} in mind, we
have developed an author's outline which specifies the information we seek
to include in the careers handbook. The idea is to cover the following
outline in a conversational writing style, that covers many or most of the
aspects we desire. The text of the papers should
take no more than four {\em double-spaced} pages.

{\bf AUTHOR'S OUTLINE:}

\begin{enumerate}
\item {\bf Job Description Section:}
\begin{enumerate}
\item What do you do?
\item What are the {\em positive} aspects of your work?
\item What are the {\em negative} aspects of your work?
\item How do you categorize your profession in terms of the five {\em
categories} listed above?
\item How do you characterize yourself in terms of the six {\em
characterizations} listed above?
\item If you manage or supervise projects and/or personnel, please
include this.
\end{enumerate}

\item {\bf Skills Section:}
\begin{enumerate}
\item What computer graphics skills do you need?
\item What non-computer graphics skills do you need?
\begin{enumerate}
\item Communications skills
\item Personal management skills
\item Interpersonal skills
\item Computer skills - non-computer graphic
\item Graphics skills - non-computer
\end{enumerate}
\item What skills do you think you should acquire?
\end{enumerate}

\item {\bf Career Path Section:}
\begin{enumerate}
\item What did you do to get into computer graphics?
\item Why did you get into computer graphics?
\end{enumerate}

\item {\bf ``Sage Wisdom'' Section:}
\begin{enumerate}
\item What is the outlook for your profession?
\item What would you tell someone today to help them get them into your
particular field of work?
\end{enumerate}

\end{enumerate}

{\bf SHARE VALUABLE INFORMATION:}

Please send a copy of your Role Models paper to:


\hspace{1.25 in}
{
\par\noindent
Stephan R. Keith\\
424 Custer Road\\
Hayward, CA 94544\\
\\
arpanet: KEITH@AMES-PIONEER.ARPA {\tiny Use this one first}\\
arpanet: KEITH@IO\%HAL@AMES-IO@AMES-NAS.ARPA \\
415/537-0964 Fri. {\tiny Answering Machine} \\
415/694-6197 Mon.-Thr.\\
}

{\bf DEADLINE:}

The official deadline was 2 February 1987. However, we will gladly receive
any papers participants wish to provide, and try to prepare them for
SIGGRAPH '87 providing they meet acceptance requirements.

{\bf WHAT TO INCLUDE:}

\begin{itemize}
\item - Include two copies of your Role Model paper, double-spaced.
\item - Include your complete address and phone number
\item - Your paper may be received via netmail or on floppy disk (see
below).
\end{itemize}

{\bf Final Note:}

Please take this opportunity to provide information and assistance for new
and existing computer graphics professionals. Also keep in mind that
Role Model
papers not accepted for the handbook may be considered for publication
in Computer Graphics at a later date.

We can receive copy via netmail, please contact us for this address. We
can also upload ASCII files from disks compatible with
APPLE and IBM PC home computers. Also,
my system has a 300/1200 baud modem, so we may receive manuscripts
by direct phone link.

Judy Brown and I wish to thank you for your consideration
of our efforts. We hope to hear from you very soon.

\hspace{.25 in}
\par\noindent
Very Sincerely Yours,\\
\\
\\
\\
Stephan R. Keith\\
ACM/SIGGRAPH Local Groups Coordinator\\


\end{document}
Questionaire
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Date: Mon, 2 Feb 87 12:39:01 pst
From: Stephan Keith SS <keith@ames-pioneer.arpa>
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To: Beach.PA@Xerox.ARPA
Subject: SIGGRAPH Questionnaire

From KEITH%HAL@ames-io.ARPA Mon Feb 2 11:14:54 1987
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Date: Mon, 2 Feb 87 10:50:36 PST
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Subject: siggraph.qu1
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Status: R

\typeout{--------------------------------------------------}
\typeout{System Note: SIGGRAPH Career Questionnaire }
\typeout{--------------------------------------------------}
%
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\begin{document}

{
\par\noindent
\today \\
\\
From: \\
\\
Judith R. Brown, ACM/SIGGRAPH Education Committee\\
Stephan R. Keith, ACM/SIGGRAPH Local Groups Coordinator\\
\\
Subject: Careers in Computer Graphics - Questionnaire\
\\
}

Dear Computer Graphics Professional:

We are working together to establish the
foundations for a SIGGRAPH
Computer Graphics Careers Handbook. The function of the
handbook is to provide career guidance for high school students, college
students and professionals changing career directions.

The handbook will contain information regarding established categories of
computer graphics, educational requirements, college curricula, role models
and related information.

We are seeking professionals in the computer graphics industry to complement
the information that will be in the careers handbook with pragmatic,
real-life professional information. One section will include demographic
information from individuals who are
in the Computer Graphics industry or who use
computer graphics.

We have determined to use the following purposefully broad categories to
define certain subareas in computer graphics. It is within these areas we
seek demographic information from a cross section of Computer Graphics
professionals:

\begin{enumerate}
\item Art and Animation
\begin{enumerate}
\item Fine and General Arts
\item Animation
\item Advertising
\end{enumerate}

\item CAD/CAM/CAE
\begin{enumerate}
\item VLSI design
\item Solids Modeling
\item Any form of computerized manufacturing using computer graphics
\item Cartography
\end{enumerate}

\item Presentation Graphics
\begin{enumerate}
\item Desktop publishing
\item Business graphics
\item Corporate Communications
\end{enumerate}

\item Simulation
\begin{enumerate}
\item Real time systems
\item Simulations with graphics output
\end{enumerate}

\item Systems
\begin{enumerate}
\item Systems design
\item Hardware (such as workstations, graphics terminals)
\item Software (such as graphics s/w packages, GKS/PHIGS
development, etc.)
\end{enumerate}

\end{enumerate}

Each {\bf category} listed above will involve professionals which may be
{\bf characterized} as follows:

\begin{enumerate}
\item {\bf Users}: individuals who use computer graphics products
 for applications work in their job.
\item {\bf Designers}: individuals who design and construct hardware,
software and/or systems to do computer graphics.
\item {\bf Consultants}: individuals who advise, assist or implement
computer graphics hardware, software and/or systems as independent
contractors.
\item {\bf Educators}: individuals who instruct in the principles,
practices and usage of computer graphics hardware, software and/or
systems.
\item {\bf Researchers}: individuals who do pure or near-pure research in
the disciplines of computer graphics.
\item {\bf Managers}: individuals who manage personnel and/or company
resources to accomplish tasks or create products for computer graphics.
{\em Note: should you indicate that you are a Manager (025 or 026 on the
questionnaire), all answers to the questionnaire will be assumed from a
Manager's point of view.}
\end{enumerate}

The questionnaire appears long,
but it is clear and should take little time to complete. The
questionnaire was designed so that we could easily use a
personal computer to collect the data, as well as make the responses to each
question more uniform. Should there be an item you think belongs on this
questionnaire, there are plenty of places to include your own special category
or skill. There is also a section for making comments and suggested
changes.

Should you know of a colleague who fits the {\em categories} and {\em
characteristics} described above, please feel free to copy the attached
questionaire to fill out and turn in.

The official deadline was 2 February 1987, but we will accept any
questionnaires up to the last minute we can enter, analyze and prepare it
for SIGGRAPH '87.

Acknowledgements to Steve Cunningham, Gaye Graves, and
Catherine Keith for reviewing and making suggested changes to the
questionnaire.

Judy Brown and I wish to thank you for your consideration of our efforts.
We hope to receive your response to our questionnaire very soon.

\hspace{.25 in}
\par\noindent
Very Sincerely Yours,\\
\\
\\
\\
Stephan R. Keith\\
ACM/SIGGRAPH Local Groups Coordinator\\


\pagebreak
\begin{center}
{\bf {\Large ACM/SIGGRAPH CAREERS QUESTIONNAIRE } }
\end{center}

\begin{itemize}
\item {\bf PERSONAL INFORMATION - confidential} {\tiny Names, addresses and
phone numbers will be kept confidential}
\begin{itemize}
\item[$\rhd$001] Name: \hrulefill\ \←
\item[$\rhd$002] Title: \hrulefill\ {\tiny optional}
\item[$\rhd$003] Company: \hrulefill\ {\tiny optional}
\item[$\rhd$004] Address: \hrulefill\ {\tiny optional}
\item[$\rhd$005] City: \hrulefill\ state: \hrulefill\ {\tiny Please Indicate}
\item[$\rhd$006] Zip/Country: \hrulefill\ {\tiny optional}
\end{itemize}
\item {\bf APPLICATION AREA(S) YOU ARE INVOLVED IN:}
\begin{itemize}
\item[$\Box$007] ART/ANIMATION
\item[$\Box$008] CAD/CAM/CAE
\item[$\Box$009] PRESENTATION GRAPHICS
\item[$\Box$010] SIMULATION
\item[$\Box$011] IMAGE PROCESSING
\item[$\Box$012] SYSTEMS DESIGN (Hardware/Software Systems and Integration)
\item[$\Box$013] SYSTEMS SOFTWARE (Support s/w, GKS, PHIGS, Communications,
   etc)
\item[$\Box$014] SYSTEMS HARDWARE (Workstations, terminals, computers)
\end{itemize}
\item {\bf YOUR FUNCTIONAL CAPACITY:}\\
{\tiny Checking 025 or 026 indicates all responses are from a Manager's
point of view.}
\begin{itemize}
\item[$\Box$020] -- USER: you use hardware, software and/or systems to perform
  the application(s) work described above.
\item[$\Box$021] -- DESIGNER: you design and/or implement graphics products in the
  application area(s) above.
\item[$\Box$022] -- CONSULTANT: you advise, assist or implement
 computer graphics hardware, software and/or systems as independent
 contractors in the application area(s) described above.
\item[$\Box$023] -- EDUCATOR: you instruct in the principles,
 practices and usage of computer graphics hardware, software and/or
 systems in the application area(s) described above.
\item[$\Box$024] -- RESEARCHER: you do pure (near-pure)
 research in the application area(s) described above.
\item[$\Box$025] -- TECHNICAL MANAGER: you manage company resources and
 persons to accomplish the application area(s) described above.
\item[$\Box$026] -- CORPORATE MANAGER: you are a President,
 Vice-President, CEO.
\end{itemize}

\item {\bf YEARS OF TOTAL EXPERIENCE:}
\begin{itemize}
\item[$\Box$030] 0 - 1 year
\item[$\Box$032] 1 - 3 years
\item[$\Box$033] 3 - 5 years
\item[$\Box$034] 5 - 10 years
\item[$\Box$035] 10 - 25 years
\item[$\Box$036] Greater than 25 years
\item[$\Box$037] Retired
\end{itemize}

\item {\bf SALARY RANGE FOR YOUR PROFESSION} \\
{\tiny (Optional - range should reflect your overall salary for your region)}
\begin{itemize}
\item[$\Box$040] Less than \$15k
\item[$\Box$041] \$15k - \$20k
\item[$\Box$042] \$20k - \$25k
\item[$\Box$043] \$25k - \$35k
\item[$\Box$044] \$35k - \$40k
\item[$\Box$045] \$40k - \$45k
\item[$\Box$046] \$45k - \$50k
\item[$\Box$047] \$50k - \$65k
\item[$\Box$048] Greater than \$65k
\end{itemize}

\item {\bf DESCRIBE COMPUTER SKILLS NECESSARY TO DO YOUR JOB:}
\begin{itemize}
\item[$\Box$100] Software Engineering
\item[$\Box$101] Structured Software Design
\item[$\Box$102] Programming
\item[$\Box$103] Data Structures
\item[$\Box$104] FORTRAN 66
\item[$\Box$105] FORTRAN 77
\item[$\Box$106] APL
\item[$\Box$107] SNOBOL
\item[$\Box$108] PL/1
\item[$\Box$109] LISP
\item[$\Box$110] COBOL
\item[$\Box$111] PASCAL
\item[$\Box$112] C
\item[$\Box$113] Assembly Language (all types)
\item[$\Box$114] Operating Systems
\item[$\Box$115] UNIX (all types)
\item[$\Box$116] VMS
\item[$\Box$117] MVS
\item[$\Box$118] Other operating system: \hrulefill\ \←
\item[$\Box$119] Communications
\item[$\Box$120] Artificial Intelligence
\item[$\Box$121] Software Other 1: \hrulefill\ \←
\item[$\Box$122] Software Other 2: \hrulefill\ \←
\item[$\Box$123] Software Other 3: \hrulefill\ \←
\item[$\Box$124] Hardware Engineering
\item[$\Box$125] Logical Digital Design (non-microprocessor)
\item[$\Box$126] Bit-Slice Design
\item[$\Box$127] Microcomputer Systems Design
\item[$\Box$128] 8-bit Microcomputer Systems Design
\item[$\Box$129] 16-bit Microcomputer Systems Design
\item[$\Box$130] 32-bit Microcomputer Systems Design
\item[$\Box$131] Hardware Other 1: \hrulefill\ \←
\item[$\Box$132] Hardware Other 2: \hrulefill\ \←
\item[$\Box$133] Hardware Other 3: \hrulefill\ \←
\end{itemize}

\item {\bf NON-COMPUTER SKILLS NECESSARY TO DO YOUR JOB:}
\begin{itemize}
\item[$\Box$200] Communication Skills (e.g., listening, explaining)
\item[$\Box$201] Writing
\item[$\Box$202] Public Speaking
\item[$\Box$203] Presentation
\item[$\Box$204] Personal Management Skills (how you manage your own work)
\item[$\Box$205] Management Skills (how you manage resources and people)
\item[$\Box$206] Personnel Management (managing people,separate from
 technical)
\item[$\Box$207] Technical Management (managing technical directions,
  separate from managing people)
\item[$\Box$208] Time Management (managing schedules, PERT charts,
  production)
\item[$\Box$209] Corporate Management (President, Vice-president, CEO
  levels)
\item[$\Box$210] Financial Management (managing budgets, costs)
\item[$\Box$211] Graphics Arts Skills
\item[$\Box$212] Layout experience
\item[$\Box$213] Color skills
\item[$\Box$214] Traditional Animation skills (all types)
\item[$\Box$215] Drafting
\item[$\Box$216] Non-Computer Other 1: \hrulefill\ \←
\item[$\Box$217] Non-Computer Other 2: \hrulefill\ \←
\item[$\Box$218] Non-Computer Other 3: \hrulefill\ \←
\end{itemize}

\item {\bf SPECIFIC COMPUTER GRAPHICS SKILLS NECESSARY TO DO YOUR JOB:}
\begin{itemize}
\item[$\Box$300] Raster Graphics techniques
\item[$\Box$301] Vector Graphics techniques
\item[$\Box$302] Video Graphics techniques
\item[$\Box$303] Computer Graphics fundamentals (rotations, translation)
\item[$\Box$304] 2D Computer Graphics
\item[$\Box$305] 3D Computer Graphics
\item[$\Box$306] 2D Computer Animation
\item[$\Box$307] 3D Computer Animation
\item[$\Box$308] Image Rendering Techniques
\item[$\Box$309] Ray-Tracing
\item[$\Box$310] Z-buffer
\item[$\Box$311] Wire frame
\item[$\Box$312] Image Shading Techniques
\item[$\Box$313] Constant shading principles
\item[$\Box$314] Gouraud Shading principles
\item[$\Box$315] Phong Shading principles
\item[$\Box$316] Solid Modeling principles
\item[$\Box$317] Constructive Solid Geometry principles
\item[$\Box$318] Boundary Representation principles
\item[$\Box$319] Freeform Curves and Surfaces
\item[$\Box$320] Computer Aided Design principles
\item[$\Box$321] Computer Aided Manufacturing principles
\item[$\Box$322] Computer Aided Engineering principles
\item[$\Box$323] Spline Algorithms and Techniques
\item[$\Box$324] Graphics Standards: CORE
\item[$\Box$325] Graphics Standards: GKS
\item[$\Box$326] Graphics Standards: CGM
\item[$\Box$327] Graphics Standards: CGI
\item[$\Box$328] Graphics Standards: PHIGS
\item[$\Box$329] Graphics Standards: NAPLPS
\item[$\Box$330] Graphics Standards: IGES
\item[$\Box$331] Graphics Standards: Other: \hrulefill\
\item[$\Box$332] Unique Skills {\tiny (May be considered as skill
elements for future questionaires - please print clearly)}
\item[$\Box$333] Other 1: \hrulefill\ \←
\item[$\Box$334] Other 2: \hrulefill\ \←
\item[$\Box$335] Other 3: \hrulefill\ \←
\item[$\Box$336] Other 4: \hrulefill\ \←
\end{itemize}
\item {\bf YOUR EDUCATIONAL BACKGROUND} {\tiny (Please check all that apply)}
\begin{itemize}
\item[$\Box$400] B.S.
\item[$\Box$401] B.A.
\item[$\Box$402] B.F.A.
\item[$\Box$403] M.S.
\item[$\Box$404] M.A.
\item[$\Box$405] M.F.A.
\item[$\Box$406] Ph.D.
\item[$\Box$407] Art - all forms (fine art, animation, commercial)
\item[$\Box$408] Biology
\item[$\Box$409] Business Administration
\item[$\Box$410] Chemical Engineering
\item[$\Box$411] Civil Engineering
\item[$\Box$412] Computer Science
\item[$\Box$413] Engineering, General
\item[$\Box$414] Electrical Engineering
\item[$\Box$415] Liberal Arts
\item[$\Box$416] Mathematics
\item[$\Box$417] Mechanical Engineering
\item[$\Box$418] Physics
\item[$\Box$419] Psychology
\item[$\Box$420] Medicine
\item[$\Box$421] You Have Formal Computer Graphics Education
\item[$\Box$422] You Have On the Job training in Computer Graphics
\end{itemize}

\item {\bf STATE OF YOUR PROFESSION} {\tiny (based on Application areas
and Job Functions listed above):}
\begin{itemize}
\item[$\Box$500] 1 year outlook: looks good (room for growth of existing
jobs as well as new jobs)
\item[$\Box$501] 1 year outlook: looks stable (closed to/or difficult for
new applicants)
\item[$\Box$502] 1 year outlook: looks bad (job stability questionable;
new applicants should avoid)
\item[$\Box$503] You like your work - you get good job satisfaction
\item[$\Box$504] You would recommend someone get into your Application area
\item[$\Box$505] Your job pays the bills, but you are lukewarm about things
\item[$\Box$506] You do not like your work - minimal job satisfaction
\item[$\Box$507] You would advise someone NOT to get into your Application
  area
\end{itemize}

\item {\bf IF YOU ARE A MANAGER: RATE IMPORTANCE OF ITEMS for HIRING;\\
IF YOU ARE AN EMPLOYEE: RATE IMPORTANCE OF ITEMS TO YOU:} \\
{\tiny (If you checked 025 or 026, you do management)}
\begin{itemize}
\item No box checked = no importance whatsoever
\item 1 = very little importance
\item 2 = below average importance next to other criteria
\item 3 = average importance
\item 4 = above average importance
\item 5 = extreme importance
\item
\item[---] {\normalsize 1 - 2 - 3 - 4 - 5}
\item[600] $\Box$ $\Box$ $\Box$ $\Box$ $\Box$
 Computer Programming Skills
\item[601] $\Box$ $\Box$ $\Box$ $\Box$ $\Box$
 Mathematical Background
\item[602] $\Box$ $\Box$ $\Box$ $\Box$ $\Box$
 Science Background
\item[603] $\Box$ $\Box$ $\Box$ $\Box$ $\Box$
 Artistic Ability
\item[604] $\Box$ $\Box$ $\Box$ $\Box$ $\Box$
 Creativity
\item[605] $\Box$ $\Box$ $\Box$ $\Box$ $\Box$
 Written Communications Skills
\item[606] $\Box$ $\Box$ $\Box$ $\Box$ $\Box$
 Oral Communications Skills
\item[607] $\Box$ $\Box$ $\Box$ $\Box$ $\Box$
 College Degree (BS, BA)
\item[608] $\Box$ $\Box$ $\Box$ $\Box$ $\Box$
 Graduate College Degree(s) (MS, MA, Ph.D)
\item[609] $\Box$ $\Box$ $\Box$ $\Box$ $\Box$
 On the Job Training (entries can grow and learn)
\item[610] $\Box$ $\Box$ $\Box$ $\Box$ $\Box$
 No on the Job Training (walk in ready-to-go)
\item[611] $\Box$ $\Box$ $\Box$ $\Box$ $\Box$
 Student Internship (practical work while going to school)
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Please Mail your completed questionaire to:

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Stephan R. Keith\\
ACM/SIGGRAPH Careers Questionnaire\\
424 Custer Road\\
Hayward, CA 94544\\
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\end{document}
Employer Needs: Computer Graphics In Advertising And Design
Educators, employers, and potential employees are looking for guidelines as
to what qualifies people for the rapidly growing field of computer graphics.
Advertising and design professions are expected to employ uniquely talented
people in jobs that will be created in the next two to five years. This
article is intended to provide direction for people who link a field which
is beginning to benefit from computer technology with people who are
considering a career in computer graphics. The term "design" is used to
mean graphic design, the highly specialized adjunct to the advertising
industry.
Case #1: A nine-member advertising firm in a major north eastern city uses
a Macintosh with PageMaker software to write ad copy for its
corporate clients. The design department pastes up true text
produced on a laser printer. This system was developed in the
past year by a recently graduated English major who has grown from
administrative duties to copy writing on the personal computer.

Case #2: Two veterans of the publishing and computer industries saw the
need for the preparation of text and full-color pictures for
commercial printing to be done on inexpensive workstations. Their
first employee was anart teacher with graphic design and computer
experience. She creates visual and spoken presentations,
demonstrates the system, and trains new users.


The infancy of the job market in computer graphics for advertising and
design makes it impossible to describe concrete employer requirements in
these fields. Instead it seems more reasonable and useful to derive
requirements in these fields from employers in a variety of specific
applications. For example, the human requirements of a company producing
television commercials are quite different from those of a large volume
printer of glossy magazines. Interview results will follow, culminating in
a "computer artist profile" and an analysis of the future needs of the job
market.
Current uses of computers in advertising, design and commercial publishing
go beyond the administrative use of personal computers and small multiuser
systems. Even the generations of large, stand-alone, single task computers
that set type, make up pages, retouch images, and edit film are beginning to
look like dinosaurs. Now dedicated workstations and integrated systems
built around minicomputers with graphics capabilities and expanded memory
are used to aid design and production and to educate and sell through
business presentations.


REQUIREMENTS
Requirements are the true center of this article. What kinds of employers
are there in computer graphics for advertising and design? What are the
expectations vs. the real benefits of computer graphics as a design tool?
And finally, what are employers looking for?


KINDS OF EMPLOYERS

The key to the advertising and design business is communicating
aesthetically. Computer graphics in these fields is a tool to accomplish
that end. The application determines the need for image quality and
sophistication and for corresponding taste, skill and knowledge by the
computer artist.

Advertising
In advertising, the need is to represent full-color images and high quality
text for client approval. Resizing images, rewording, and rearranging text
and pictures are all common operations. Currently, workstations whose
strengths lie in electronic painting and shape-oriented image creation are
in use for illustration and page design. As in the following applications,
the technology for output onto paper in full color lags behind the imaging
and text. Some enterprising ad agencies provide the capability for
information to be sent over phone lines so that clients can approve the ad
on their own computers instead of looking at a proof that is lower quality
than they are used to seeing. As in the above example of the small
advertising firm, printing out the ad copy on a laser printer and pasting it
manually onto the comp is an intermediate step to full page design on
screen. Systems such as TimeArts' EVA are strong on color illustration; the
Apple with various software does text and some black and white illustration.
A design artist starting a job today would be asked to do one or the other,
depending on computer experience, but probably not both at first.

According to Peggy Stutts, copy writer at Calderhead and Phin, New York
City, the large ad agencies are not even using word processing much yet for
copywriting. Similarly, in publishing, writers have been slow to take
advantage of the ability to edit more quickly. However, the thinking
process can be improved by a computer, because the writer can use the time
previously spent manually cutting and pasting to think instead. Agencies
whose small size requires employees to "wear more than one hat" create an
innovative atmosphere that invites the application of computers to old
tasks.
In fields where the job market for computer artists is more developed, more
highly specialized skills are needed. In all areas, the artistic taste that
comes from working with people with high standards and the knowledge that
comes from thorough training are essential.

Graphic design

Graphic design has benefitted from the interest and advances in desktop
publishing over the last two years. More of the design process, at least in
black and white, is possible on computers. Graphic designers are devoted
mainly to arranging information on a page to get a desired response. The
information consists of text, graphic elements of various kinds, and images.
Graphic designers are typically more concerned with the aesthetic qualities
of type than ad agency staff, and incidentally, are more entrepreneurial.
The low cost of producing type for design in black and white on personal
computers, combined with the ease of use, makes the text orientation a good
place for potential employees to get some experience.

Dedicated workstations, such as those made by Lightspeed, allow full-color
image manipulation with greeking and complex layout changes. Training time
may be one day or more and is usually provided to proven employees rather
than newly hired ones.

Wendy Richmond, computer graphic design consultant and columnist for
Communication Arts magazine, emphasizes the graphic design training and
experience required to bridge the gap between manual and computerized work.
Her background includes design research and development for Camex, a
manufacturer of computer systems for newspaper publishing, for Bitstream, a
company recognized as a leader in digital type, and for Lightspeed,
manufacturer of graphic design workstations.

Computer graphics in graphic design is currently a very limited market for
computer artists. Very few systems provide services graphic designers can
justify in cost, and many graphic design jobs require intricate manual
skills and complex thought processes that are learned on the job. Graphic
design firms now interested in computer graphics tend to be innovators, so a
demonstrated taste for trying new things puts prospective employees in an
appealing light.


Animation
Animated computer graphics have been used in television commercials and
music videos for several years. They are produced on very expensive systems
such as the Quantel Paintbox. Skilled retouching of colors and shapes are
required, because these systems allow the artist to collage parts of various
images, as illustrated in the Cars' award-winning video by Charlex.
Computer artists with 3 or more years experience are considered for the
openings in this glamorous, limited field.

Judson Rosebush, author, and creator of The Optical House, New York,
describes in further detail the kinds of opportunities he provides as an
employer in computer graphics animation for advertising. He tends toward
"first hires" in the industry. That is, he finds people in other fields and
trains them according to how their temperaments, talent in various areas,
and their strengths fit his needs. Graphic artists begin as animators, then
depending on interest and background, go on to programming and operation in
graphics and text. The creativity factor is central to this particular
company, as its head sees creativity throughout the organization in simple
alertness and problem solving.


Business presentations

Computer graphics in business presentations is becoming established as
dedicated workstations of Genigraphics, Artronics and others are added to
and sometimes replaced by new software for minicomputers. Skill is needed
at producing slides that call the viewer to action with simple illustrations
and a few lines of text (a more difficult assignment than is commonly
appreciated). This skill can be honed with practice on readily available
Apple and Amiga personal computers.

Dianne Kadah is an artist who established a computer graphics production
department at Philip Morris, where she was able to differentiate between the
characteristics of fine artists and graphic artists. The creative style of
the artist has to be suited to the commercial environment: the ability to
assimilate information and to decide on the best way to get a certain result
among various possibilities, always keeping the clients' expectations in
mind. Compare the rational style of Escher to the emotional style of Van
Gogh to uncover some of the difference. In a small, highly specialized
corporate department such as hers, newly hired employees need an
undergraduate degree in commercial arts and 3-5 years experience with the
company product line or in the installed computer equipment itself.

The portfolio for business presentations, as for the other categories,
should show "design sense." Design sense for the business slide creator's
job means, for instance, a limitation on the number of typefaces used--
rarely more than two in a series of slides. Actual slides should comprise
the portfolio whenever possible. Neatness, clarity, and conciseness make
the portfolio look professional.

Some new jobs in computer graphics may not require a portfolio because
enthusiastic entrepreneurs who are drawn to an exciting, rapidly developing
field may not know what they are looking for. In that case, the prospective
employee is more likely to have an opportunity to create a job according to
individual tastes and drive.


EXPECTATIONS VS. REAL BENEFITS

Employers considering the operation of computer graphics equipment have
various expectations of what the new technology can do.

1) Creativity
Do advertising and design fields really have a greater need for
freshness and originality than manufacturing, government or education?
If so, is the potential for computer graphics greater in these
"creative" fields? Novelty and surface appearances, at least, are
valued more highly. Televison commercials will exploit the novelty of
the latest advances in computer animation until the next fad appears.
Meanwhile, the development of computer graphics as a two- and three-
dimensional design tool and for manipulation of images during the
production stages of commercials and printed matter will continue.
Computer graphics become deeply established in processes where they save
time in extremely deadline-dependent businesses, such as magazine
production, where last minute changes are the rule.

The Director of the Pratt Center for Computer Graphics in Design in
Hawthorne, New York, Perry Jeffe, administers a program which
provides designers with information on choosing equipment. He advises
that computer graphics enhances mental flexibility, a key
characteristic of creative processes. It allows the designer to get
to more information more easily, which is of profound benefit to the
research phase of design.

The uninitiated fear computer graphics systems will decrease creativity,
but this fear is partly based on the relative clumsiness of the early
technology. Rapid changes in the technology and configurations of
computer graphics systems are all in the direction of ease of use and
increased capability--these factors enhance creativity. If a fearful
person can be coaxed to try creating on a computer graphics system, that
one try is sometimes all that is needed to dispel the fears. A
knowledgeable, patient teacher is of course a boon.

2) Production speed
Computer graphics are well established in business presentation graphics
partly because the technology closely matches the needs of this market
for simple images with some text, produced in great quantities on tight
deadlines. Many a corporate art department is called on at 4:00 p.m. to
produce 100 slides for a board meeting at 10:00 a.m. the next day.

In contrast, the increased needs of advertising and design fields for
intricate manual skills are just beginning to be addressed by computer
developers. The pressure to produce mechanicals on a tight deadline for
client approval and then for printing is matched by the pressure for
quality. The quality norms in these fields are the highest possible,
specifically, the sharpness and selection of type, the matching,
richness and variety of color, and simply stated, the accuracy of
getting what the designer intends out of the computer system.

3) Cost efficiency
Employers expect the financial benefits to weigh effectively against the
cost of operating the computer graphics system. Of course, the creative
advantage may outweigh the initial investment, but no one stays in
business for long if the profits do not materialize. The decision
makers are looking at not only the cost of equipment, but also training
time and support contract costs, as well as cost of the computer
artists' salaries and benefits.

Computer artists joke that they are no different from other artists,
only hungrier. Many fine artists reach a decision to make a living
using some of their skills, and turn to computer graphics as one
alternative to starvation. Computer graphics salaries range from
$15,000-$40,000, depending on experience and geographical location.
Artists who succeed in computer graphics are committed to the hunger for
new experience, the need to be at the frontier where unique qualities
and initiative are highly valued. Such romanticism will likely prevail
until computer graphics technology and markets mature and become truly
part of the mainstream.


SUMMARY
The following is a profile of a computer artist. It was derived from the
combined experience of employers and consultants in computer graphics,
especially Wendy Richmond and Mills Davis.

The computer artist has a liberal arts background with design education,
has an intuitive sense of color, and is experienced in the choice and
arrangement of type. He or she has proven interest in computers by
gaining experience where possible on personal computers. Most important
of all, the artist has an open, even enthusiastic, attitude towards
learning computer graphics. Talent, while subjectively evaluated, is
more important in a creative process than a production environment.

The personality traits that lead to commitment to the liberal arts fit the
mental flexibility required to learn a new system. Interestingly,
familiarity with specific equipment is not a high priority with employers.
Many are buying newly developed systems anyway, and the open attitude and
experience with color and type are far more predictive of success.

Future Needs of the Job Market

Technological advances affecting the small computer, combined with its
increased acceptance in the home and school, mean its impact on the job
market will likely increase. Personal computer-based systems for the kinds
of businesses described above will lower costs and expand capabilities. The
result will be a wider range of benefits to employers, and consequently a
wider range of jobs available.

Visual communications skills will be in even greater demand, although less
technical knowledge will be needed to master these systems as they become
easier to use. As we see in the current wave of unskilled graphic design
produced by desktop publishers, many people driven to use computers to
communicate simply don't know what they don't know. A computer is a tool
for enhancing visual and verbal communication: a more complex tool than a
brush or pen, to be sure, but no more than a tool. A computer can enhance
the taste and knowledge of the person using it; it cannot replace these
essential qualities.



ANNETTE BURR COAN is director of training at Publishing Technology, Inc.
She was educated at Vassar College and the University of Maine and trained
in graphic design and computer graphics at Parsons School of Design. She is
the art teacher described in Case #2 at the beginning of the article.


INSERT BOX

"WOULD YOU BE HAPPY in a career in computer graphics in the arts?"
Questions for computer graphics students:

1. Do I have formal training in graphic design, painting or illustration?

2. Do I like working on computers?

3. Do I enjoy finding new solutions to familiar problems?

4. Can I criticize my work and learn from my mistakes?

5. Do I enjoy working with color and with text?
Which do I prefer?

6. Do I have trouble following directions?

7. Do I enjoy giving people a message, though I may never see their
reaction?

Portrait of a Computer Artist
Theresa-Marie Rhyne
Computer artist/independant art educator
P.O. Box 3446
Stanford, California
The life-style of a contract computer artist is not very different from
that of a free-lance commercial photographer or a consulting engineer. You
must have a desire to be self-employed and possess a high level of self-
confidence in order to market your talents. You also need to have effective
visual, spoken, and written communication skills, as well as an affinity for
working with computer technology. In some areas,you may also need more
technical skills.

There are numerous ways to gain the knowledge or educational background
connected with technical and visualization skills in computer graphics (see
Computer Graphics 20(2), February 1986). Although I gained my skills by
working in a computer center at Stanford and teaching myself how to use the
Lisa and Macintosh computers, colleges are now offering courses or programs
in computer graphics (see Computer Graphics, November, 1985).
Now, whether formally trained or self taught, you can become qualified to
be a computer artist. But without persistence and risktaking...there is no
glory, and very likely no paycheck. You must develop your identity as a
practicing contract computer artist or technical communicator.

The first step is to take an inventory of your skills in computer graphics.
Are you best at creating slides for presentations, programming,directing the
generation of images on large mainframe computers, rendering on computer-
aided design systems, or drawing with the aid of painting software? A good
way to evaluate your skills is to think about the things that you spend the
most time doing and enjoy doing the most, and also whether or not other
people like the work that you do. Be sure to have other people review and
critique your work to determine whether it is something others would be
willing to buy.

The next task is to develop the portfolio which permits marketing of your
talents. A portfolio defines an artist's style and technique. Assuming
that you are interested in and skilled in several of the areas mentioned
above, a single portfolio should not contain all of these things. You might
have several portfolios, each illustrating your skills in a given area.
These presentations are best when they define the current skills of the
individual computer artist, along with future aspirations.

Now, here we go out into the real world of computer-generated images. You
can market computer arts services to various groups of businesses and
professionals. You can sell desktop publishing design skills to small
businesses as well as corporate accounts. Professionals in the legal,
medical, and educational fields can have enhanced presentations with your
computer-created slides. (As an example, you might create cover designs for
alumnae publications.) The essential aspect of effective marketing, from
the artist's perspective, is the strength to endure many rejections in
exchange for one or two acceptances. The people who are successful in this
field are the very persistent ones.

One way to find out about potential clients is to attend conferences and
keep track of acquaintances. For example, printing companies may want to
contract art work for publications. Attend printers conferences. Make some
slides of what you can do, and be prepared to sell the concept of artistic
design, as well as the specific art work. Find out about arts organizations
and small companies in the area. People frequently need signs. One of my
recent assignments was the brochure and ticket design for a symphony
orchestra.

Once you have a client, it is time to figure out terms of payment which may
or may not be substantial. Contract computer artwork is frequently
negotiated on a lump-sum, hourly, or combination basis. You may be paid
$15-$50 an hour for a normal job.

If you are hired on a project to create computer art, often you will be
asked to quote an hourly rate for your services or to estimate the cost of
the job. This is a process of guessing and learning. Figure out your own
hourly rate, talk with other computer artists to be aware of going rates,
and learn from your mistakes of under-estimation of time required to
complete a given job. Above all, be prepared to give an estimation on the
spot. If you go home and come back two days later, you are not likely to
get the job.

If a client is buying an already created image from your portfolio, quote a
price for the artwork without hesitation. Also, keep the copyright
privileges on your artwork unless the client wishes to provide you with a
financial offer you cannot refuse for these copyright privileges. An artist
can sell an image and still maintain some control over image reproduction
filing and retaining copyright privileges. In dealing with copyright issues
and future matters of royalties, it is a good idea to consult the legal
profession and to develop marketing approaches which end in the formulation
of a contract. In San Francisco, The Bay Area Lawyers for the Arts, Fort
Mason Center, will provide services for practicing artists. For further
information about how to copyright images, see "Are Your Images Being Ripped
Off?", IEEE Computer Graphics and applications, March, 1986.

Here is a closing piece of advice on being a practicing computer artist.
Keep in touch with colleagues. (ACM-SIGGRAPH is an excellent way to do
this.) By maintaining contacts, you have more opportunities to do new,
interesting things as desired. Expand your future horizons as to the types
of computer graphics projects you would like to be doing, and keep up with
the changing technology.