This paper discusses current changes in the teaching and learning of artistic rendering in light of technological advances that may cause teachers to rethink both what is taught, and the manner in which the results of the artistic process are valued and evaluated. The two methods of generating a photorealistic computer image are described, followed by definitions of the following terms: rendering, photorealistic rendering, and digital (computer) photorealistic rendering. A distinction is made between internal aesthetic and external aesthetic, and an analogy is provided for illustration. A strategy for teaching photorealistic rendering, in such a way that the subject can be divided into tool creation and tool use, is outlined in the following steps: creation of valid geometry; creation of original material, environment, and bump maps; placement of geometry into context; effective choice of lights and viewing position; choice of appropriate maps and filters; and choice of appropriate output medium. Finally, students can be evaluated on their growth in understanding complex relationships of form, material, and presentation unique to this medium. This provides a bridge between traditional rendering and digital rendering. (Contains six references.) (MAS)