Game Art and Design – Higher Certificate

This module aims to give learners a firm understanding of the fundamentals of computer architecture as commonly found in desktop computers, handheld devices and personal communicators and convergent devices. It also aims to equip the students with an understanding of how data is stored digitally and how data is compressed and transmitted over the Internet.

Professional Culture and Communication is an interactive workshop style module that will assist students in their transition to University life. It offers students the opportunity to explore the importance of culture (of both the University experience and their future work industry). This module will introduce students to relationship building as a key skill in their professional lives. In Professional Culture and Communication students will reflect and build interpersonal competence in terms of the various channels of communication including; verbal, nonverbal, written and online. Students will learn and put into practice the essential components of a professional presentation

Creative Coding 1 introduces programming concepts to students. This module utilises a graphical environment to contextualise the application of programming.

The aim of this module is to introduce the learner to fundamental gaming concepts. The learner will explore the vernacular of game design and examine key game elements, styles and genres. The module will focus on developing the learners appreciation and understanding of game design. Using game design theory, analysis, physical prototyping, playtesting, and iteration learners will translate game ideas, themes, and metaphors into gameplay.

The aim of this module is to introduce the learner to the fundamental of visual design for games. This module will focus on developing the learner’s understanding of the aesthetic and technical requirements to successful plan design and develop high quality visual assets for 2D game world that are technically correct, appealing and succinct. By understanding the mechanisms and technologies involved in image creation, students can gain an appreciation of how such processes can be used to create visually striking game art.

The aim of this module is to introduce the learner to the core techniques and terminology required for the modeling of high-quality 3d scenes for use in the entertainment industries. This module will focus on developing the learner’s understanding of the technical requirements to successfully model real-world hard surface objects. The learner will be introduced to the technical and aesthetic considerations required for the creation of high-quality 3d models for use in the entertainment industry. The ultimate goal of this module is to introduce methods by which modellers can create topologically efficient and aesthetically pleasing 3d models.

The aim of this module is to introduce learners to digital audio systems and to give them the understanding of the principles and practice of audio creativity, recording and mixing which is required to create high quality audio content for digital media video, animation and applications.

Psychology is the scientific study of how we think, feel and behave. The Psychology of Teams module will draw from the applied areas of social and motivational psychology. This module is designed to help students understand, guide, facilitate and indeed lead team behaviour to give them the best chance of success. Students will self reflect on their interpersonal impact on teams, learn about the stages of team dynamics, explore strategies for dealing with conflict and understand the power of influence and motivation when working with others. The Psychology of Teams is very much about putting theory into practice and giving students the tools to proactively deal with the common issues that can arise in teams such as; groupthink, group polarisation and conformity etc.

Creative Coding 2 re-introduces fundamental programming constructs to students. Object orientated coding techniques are then covered in detail including the usage of classes, properties, methods and objects including object literals. Learners also explore the integration of complex media elements into projects such as audio, video and animation. Finally, learners are introduced to more complex input including the use of sound, camera and other devices for input.

The aim of this module is to give learners an appreciation of user interfaces as they pertain to interactive digital experiences, such as video games, and to support the learner in the design of effective user interfaces that address both the needs of the users and the needs of the interactive digital experience to which they apply

The aim of this module is to give learners an appreciation of 2D art in the context of video game design, the student explores various 2D art and animation production techniques, and their practical implementation for use within a game engine. This module potentially draws and expands on the learning outcomes previously acquired in the Visual Design for Games module at stage one, and can work in conjunction with both the Creative Code II and Interactive Audio Storytelling modules, also running in stage 2, to contextualise learning outcomes in a more expansive scope across 2D games design.

To provide learners with fundamental skills and knowledge in the processes and techniques used for the creation of rigs for driving animated models for use in the entertainment industries. This module will focus on developing the learner’s understanding of the artistic and technical requirements to successfully rig a 3d object or character. The learner will be introduced to the technical and aesthetic considerations required for rigging 3d models for use in the entertainment industry. The ultimate goal of this module is to introduce methods by which riggers can create flexible, efficient, and aesthetically pleasing rigging setups. It will include practical design and workflow methodologies for the creation of aesthetically pleasing and technically efficient rigs. This module aims to create an environment where the student can explore the role of the rigger and the working relationship and interactions with animators and modellers. Give students the skills to design, create, test, and maintain characters, vehicle, cloth, and prop set-ups (according to the project) and provide a service that meets the technical needs for the project at hand. Encourage collaboration with animators to design appropriate motion controls. Address the student’s ability to clearly communicate rigging systems and processes to other team members.

Introduces drawing fundamentals through visual observation, communication and expression. Learners will get an introduction to anatomy, proportion, gesture and form through life drawing. They will also get an introduction to drawing principles such as perspective, form, structure, composition, line and value through both observational drawing and research based design projects.

Game Engines Programming I advances learners programming knowledge and skills within the context of a real-time game engine. The module will introduce learners to an industry standard game engine, its programming architecture and application programming interface.

The aim of this module is to introduce the learner to the core elements within Game Design. This module will focus on developing the learner’s abilities and awareness of gaming concepts, systems and mechanics. The learner will be introduced to technical and aesthetic considerations when creating interactive storytelling and gaming works. The learner will explore the art of creating convincing game worlds through storytelling, gameplay, core mechanics, and design. Learners will create the overall game vision; determine the necessary systems and mechanics to support those systems. They will also determine player input, create the story and write the necessary documentation to support all of the above. The ultimate goal of this module is to introduce methods by which game designers create compelling and long lasting experiences.

Based on the real world, it imagines and shapes, through theconcept art, all kinds of fictional scenes within the context of the video gaming industry. The learner is introduced to the Basics of 3D modelling in an intuitive learning approach. The aim is to give actual in-depth insight into how professionals work. In this module, the student explores digital drawing 3D Modelling and painting techniques in the creation of concept art, ranging across environments, characters and props, generated from a game design document, or literary text. They will explore the process of thumbnailing, speed painting 3D assets creation and iteration based on feedback as well as the final production of high-quality concept art, with a focus on both the visual communication of relevant information for use by other artists i.e. the 3D modeller, and a high level of artistic ability in the rendering of marketing assets.

The aim of this module is to further the learner’s experience required for the modelling of high-quality 3dmodels for use in the entertainment industry. This module will focus on further developing the learners understanding of the technical requirements to successfully model real-world objects including sculpting organic objects .Having learnt the fundamental of building hard surface models the learner will be introduced to the technical and aesthetic considerations required for the creation of highly detailed and realistic 3d character models for use in the entertainment industries. The ultimate goal of this module is to introduce methods by which modellers can create, topologically efficient and aesthetically pleasing 3d character models and props that can be posed and deformed over time.

The aim of this module is to give learners the opportunity to observe and apply the fundamental animation principals through both simple objects and characters as they pertain to interactive digital experiences, such as video games. Once familiar with basic animation techniques in 3D animation software, learners begin to explore character locomotion and behaviour created via motion capture, and designed for application within the game engine. This module can potentially run in conjunction with both the Game Engines Programming II and FX for Games modules in stage 4, to contextualise learning outcomes within a more expansive scope across 3D video game design.

This module aims to provide a studio space for students to explore and experiment with game art projects of their own design. Students choose an area of specialisation to focus on from the broad scope of Game Art & Design Disciplines, research and pitch a project idea to academic staff, and produce a viable production plan for the project which is due for completion at the end of the module. While learning on the module will be primarily self-directed, all projects must adhere to a professional standard of production. Utilising agile development methodologies, students must actively partake in weekly stand-up meetings with academic staff, and present work, providing and receiving relevant feedback within peer groups. While the primary aim of the module is to allow students space to explore an area of interest, the ultimate goal of the designed project is to produce a portfolio piece, suitably presented on the students personal portfolio website. Students on this module will be assessed on the successful design and implementation of an agile production plan, and on the successful presentation of work on their portfolio website. The quality of the art/design/code work itself will not be assessed. This is to allow students the opportunity to experiment creatively without fear of negative academic repercussions.

Game Engines Programming II further advances learners programming knowledge and skills within the context of a real-time game engine. The module workshops the building of game mechanics through code and the integration of UI elements.

This module gives students the skills and understanding needed to critically analyse games and their impact on society. Students will explore critical concepts such as feminism, neo-liberalism and racism and their relevance in game design and development. They will be exposed to the Sustainable Development Goals and how games design can contribute to their achievement. They will reflect on their own values and how these align with their practice in game design. They will be exposed to the concepts of Critical Games and Values Based Game Design practices. Students will be encouraged to develop their critical thinking and analysis skills within the context of Games. This module will look beyond the game as a digital artefact, but rather as a global sociocultural phenomenon which has the potential to negatively or positively impact on individuals, societies and global sustainability. It will equip students to better understand this potential and their role, as games designers, in shaping it.

To provide learners with fundamental skills and knowledge in the processes and techniques used for the creation of effects setup for recreating natural phenomena for use in the entertainment industries. This module will focus on developing the learner’s understanding of the artistic and technical requirements to create flexible and efficient effects setups. The learner will be introduced to the technical and aesthetic considerations required for effects creation. The ultimate goal of this module is to introduce methods by which effects artist can create plan design and develop flexible, efficient and aesthetically pleasing effects setups. It will include practical design and workflow methodologies for the creation of aesthetically pleasing technically efficient, art direct able effects scenes.

The aim of this module is to further the learner’s experience in the completion of the character creation process. Following on from 3D modelling 2, students will have learned the fundamentals of character sculpting and will now develop techniques for making that sculpt game engine ready. Processes such as retopology, UV creation, advanced character texturing, and lighting will be explored. Building on the knowledge gained in the materials and lighting for games module, learners will develop more advanced techniques for efficiently finalising character models and presenting game-ready characters within the game engine. The ultimate goal of this module is to introduce methods by which learners can create, topologically efficient and aesthetically pleasing 3d character models for use within the games industry.