UDGAMOEF - BSc (Hons) Games Animation, Modelling and Effects

About the course, its strategy towards teaching and learning and towards blended learning/e-learning
The games sector is looking for technical artists: technically competent modellers who have good life drawing and modelling skills, can animate, can create visual effects and are competent in a range of post-production techniques. The BSc Games Animation, Modelling and Effects degree would appeal to people interested in games art, and would fit into the broad category 'computer games', while also offering substantial interest to both students in animation and effects for this growing market.

Designing and building models for computer games requires a solid CG knowledge background and a high level of appropriate techniques and relevant tools. The core modules have been chosen with this in mind. The course allows students to specialise and explore areas of personal interest (i.e. modeller, animator, texture artist, visual effects artist) and build up a significant portfolio of work.

Students on the BSc GAME degree will collaborate with students on the BSc Games Programming course throughout the 3 years of study. Students will engage in teamwork and deliver finished game projects. Game Artists will be exposed to the necessary workflows to successfully produce assets for established game engines as well as game engines custom made by the Games Programming students.

The design of the course has been informed both by TIGA Guidelines for Computer Games Degrees with an art and design pathway, research, and by our notable industry steering group members (for example, members of Gamelab UK) who have an artistic and industry perspective on modelling and artwork for computer games. The Computing benchmark statements have also been taken into account:

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Subject-benchmark-statement-Computing.aspx

In these benchmark statements the word ‘computing’ also refers to computer graphics (CG), visualisation and interactive game and simulation development.

Students’ learning is organised around direct contact time and directed time. Direct time takes place through lectures, workshops and tutorials. Problems are formulated via lectures and tutorials and implementation takes place in the workshop. This will take place through various access to learning facilities, materials on VLEs, hard copy and dedicated module websites.

Students will also use self-study time in addition to timetabled sessions for researching topics and reading around the taught material. Information sources will be library searches, the internet, on-site interviews and opportunities to examine artefacts.

Team working is fostered through group work and projects. Increasingly e-learning is embedded within module design. Particular use is made of Virtual Learning Environments (WebLearn) and/or internet-based user groups enabling asynchronous communication with tutors.

Course Aims

The main aim for this course is to provide students with a general education in the area of computer games development, with an emphasis on Computer Graphics (CG) for games: concept artwork, 2D/3D assets (environments and character models), animation, textures, visual effects (VFX) and rendering. Students will develop problem solving and teamwork skills as well as the necessary communications skills plus awareness of the ethical responsibilities with which a developer must contend.

The BSc Games Animation, Modelling and Effects degree will provide career opportunities for students in the Computer Games industry and professional practice in a range of positions from concept artist, technical artist, graphics designer to technical asset artist, character/model builder, texture artist, character animator, environment artist, VFX artist etc. The programme would also provide excellent preparation for further research or study.

This course has been designed after taking account of industry demand for computer graphics skills, both creative artist and technical, including modelling, rigging, animation, texturing, lights/cameras, visual effects (VFX) and rendering.

The new BSc Games Animation, Modelling and Effects degree

1. offers a course which is relevant to the needs of industry and commerce in the computer games area with the focus on exposing students to the latest developments in computer games graphics design, animation and effects techniques.

2. develops the analytical and practical skills associated with the design and implementation of graphics for computer games (modelling, animation and effects) from both a creative art and a technical perspective.

3. develops the intellectual, technical and practical skills needed within the computer games modelling, animation and effects sectors.

4. develops students’ creative and technical skills to fully prepare them for design/creative careers within the creative economy.

5. develops students’ ability to communicate in terms of questioning, presentation, and logical representation in order to specify, resolve and design graphics for games across a wide range of genres.

On completing the course students will be able to

UL0. Demonstrate confidence, resilience, ambition and creativity and will act as inclusive, collaborative and socially responsible practitioners/professionals in their discipline.

Knowledge and understanding:

LO1: Carry out independent research and investigation;

LO2: Gain knowledge across a range of contexts appropriate to the contemporary industry practice in computer graphics (CG), games modelling, animation, effects techniques and applications.

Cognitive intellectual skills:

LO3: Be able to identify the problem, analyse available data, formulate and design creative solutions to a problem in the general area of CG and in particular for computer games.

LO4: Develop implementation skills and awareness within the domain of CG in a variety of contexts, software packages and delivery platforms in order to deliver professional quality artefacts.

Transferable skills including those of employability and professional practice:

LO5: Use and integrate diverse tools and techniques at a professional level as well as implement creative ideas in CG;

LO6: Work effectively as part of a multidisciplinary team and develop the skills associated with individual and team working, relationship management, communication and time management.

Subject-specific practical skills:

LO7: Be aware of the social and ethical issues as well as personal strengths and weaknesses associated with CG, games and media development, software development and operation;

LO8: Develop effective oral, visual and written communication skills via presentations, reports and demonstrations specific to CG.

Computing Subject Benchmark Statement:

Subject Benchmark Statement - Computing (including Master's) (qaa.ac.uk)

The latest subject benchmark statement is used in the design, delivery and review of the BSc Computer Science course and in facilitating the knowledge and skills normally expected of a computer science graduate.

Formative assessment will be a regular feature of the semester, encompassing peer review, opportunities for QA (Quality Assurance), detailed feedback and guidance from tutors.

Summative assessment such as coursework, presentations and group work will require students to:

Model and provide optimal solutions for a given scenario.
Demonstrate an understanding of application workflow.
Write and present verbal and written reports on development and application-based approaches to problem solutions.

Summative assessment such as unseen examinations generally will not be used in the course (see module specs), however in some modules students may require to deal with:

Reports, usually of specified length.

The course assessment on the degree is spread over a period of time to give students the maximum opportunity for achievement. This should also ensure that students are able to submit work to a standard that meets the assessment required on each module and that they have the opportunity to work at the highest level possible.

The BSc Computer Animation course assessment schedule also conforms to the agreed Multimedia assessment 15-credit tariff. The 15-credit assessment tariff is included in this submission.

As part of their 3rd year (Level 6) honours year students take an optional Short Work Related Learning module

The module enables students to undertake an appropriate period of professional activity, related to their course at level 6, with a business or community organisation and to gain credit for their achievements. The activity can be a professional training, volunteering activity, employment activity, an activity within the School of Computing & Digital Media, placement, or business start-up activity.

Short internships within London games or digital media companies are also options and subject to availability.

Suggested diet for a four year attendance pattern:

First year:
CU4062 + CU4056
CU4051 + CU4052
CU4057 + CU4058

Second Year:
CU4060 + CU4050
CU5056 + CU5055
CU5059 + CU5050

Third Year:
CU5062 + CU5065
CU5066 + MD5059
CU6065 + CU6064

Fourth Year:
CU6068 + CU6012
CU6063 + CU6P50

CS6W50 or alternative universal option (L6 autumn)

Students can extend their studies up to 6 years, by taking less modules in the first 4 years.

Standard University regulations apply.

Cores as specified in structure diagram.

Most summative assessment is at the end of modules, with several formative feedback points formally instituted over the course of the year. At these interim formative feedback points students reflect on their progress-to-date with their peers and course staff, seek help where they identify the opportunity for improvement in learning strategies and outcomes, and make recommendations to themselves for future development. The feedback and student reflection are recorded and inform an action plan for the next period of study.

This system is highly individualised. Level 3 students participate in the school’s programme of employability events and embedded work-related learning within the UG curriculum and this supports students’ personal development planning. Through these initiatives, students are increasingly able, as they progress through the year, to understand the professional environment of the subject-area's disciplines, the various opportunities available to them, and how to shape their learning according to their ambitions.

In this way, throughout the modules and the course,, students build bodies of work, including reflections on progress, achievement and planning for their future achievement of targets.

The course embeds reflective learning and personal development in its strategy to be diagnostic/preparatory; it does this in a number of different ways:

The main outcome of the course is contained in the student’s portfolio of projects containing edited and organised versions of all the work the student has undertaken during the course.

It is used for the purposes of self-reflection and evaluation, formal assessment and, in various versions, to apply for jobs or courses. Building the portfolio is a continuous enterprise. Every project, practical or intellectual exercise can be represented in the portfolio but also has to contribute to the document as a whole and in its parts. Students learn to reflect on their work both as a specific item and in the context of their own developing profile in their portfolio.

The main teaching vehicle on the course is the project where students distinguish and develop their particular skills, interests and abilities. A number of projects are set during the year, each of which addresses different criteria, and the student gains increasing responsibility for their definition, direction and development as the year progresses. Students learn to evaluate their project work against that of their peers through frequent interim presentations, pin-ups or ‘critiques’ as well as tutorials. The Techniques module specifically enables students to hone their range of practical skills as well as begin to understand how the techniques and technologies of making and representing are also tools for thinking and understanding.

A tutorial system is organised to monitor student progress and provides advice and assistance throughout the year. It is an important means of guiding students to meet the aims and objectives of the course. Tutorial reviews and critiques provide for independent examination of the impact of lectures, the development of personal work and ideas on the project outcomes. Through discussing work of a complementary, extended or diverse nature, project work can be developed in an independent way and by discussing relationships between diverse course inputs coherence can be maintained.

The course has been designed to take into account the reflective learning/personal development throughout all the course levels, from Level 3 to Level 4 (games modelling and design fundamental concepts and basics) to Level 5 (advanced techniques and tools and exploration of moving image and VFX techniques), and finally to Level 6 (complete game/prototype artefacts development and implementation throughout an entire project workflow).

A process of personal development takes place throughout the course to help students to think about and make sense of what is being learned and why; plan ahead and relate to what has been learned; and being able to apply the knowledge gained and developed skills in their own short and long term professional career. Student work implemented as module assignments can be also used and included to form their Personal Development Portfolio.

TIGA
http://tiga.org/education/tiga-university-accreditation

The BSc (Hons) Games Modelling, Animation and Effects course has been designed to take into account industry demand for computer graphics skills both creative artist and technical - including modelling, rigging, animation, texturing, lights/cameras and visual effects (VFX) and rendering.

On graduation students will have a solid theoretical background and professional skills in the area of Computer Graphics (CG) with an emphasis on computer games development (concept artwork, 2D/3D assets [environments and character models], rigging, animation, textures, VFXs and rendering).

Successful completion of this course offers improved career opportunities in industry or professional practice in a range of various positions from concept artist, technical artist, graphics designer to technical asset artist, character/model builder, texture artist, character animator, environment artist, VFX artist etc.

Many companies and diverse businesses, not only in computer/video games, seek knowledge and skills in CG. Your university work and the development of your skills will address the requirements of future CG trends, emerging markets and online communities.

The programme would also provide excellent preparation for further research or study.

This degree programme prepares you for a range of job roles, including concept artist, technical artist, graphics designer to technical asset artist, character/model builder, texture artist, character animator, environment artist, VFX artist etc.

Examples of what former students have gone on to do in game design, art, animation and testing industries can be seen on our blog.

In addition to the University's standard entry requirements, students should have:

• a minimum of grades CCD in three A levels, one of which must be from a relevant subject (or a minimum of 88 UCAS points from an equivalent Level 3 qualification, e.g. BTEC Level 3 Extended Diploma/Diploma; or Advanced Diploma; or Progression Diploma; or Access to HE Diploma of 60 credits)
• GCSE English and Mathematics at grade C/grade 4 or above (or equivalent)

If you don't have traditional qualifications or can't meet the entry requirements for this undergraduate degree, you may still be able to gain entry by completing our Games Animation, Modelling and Effects (including foundation year) BSc (Hons).

Applicants with relevant professional qualifications or extensive professional experience will also be considered on a case-by-case basis.